Care, Sociocultural Practice, and Aesthetic Experience in the Art Classroom

Abstract

Abstract Scholars and practitioners continually search for the optimal paths to effective learning. This paper presents the results of a case study that suggests that care supports learning in sociocultural settings and subsequently encourages aesthetic experiences of children in the art classroom. Care theory (Noddings, 1995) informs this investigation by suggesting that care is the bridge between learning independently and learning in a group and thus is essential for effective instruction and learning in the art classroom. when framed within a context of care, sociocultural learning theory (Lave, 1988; Vygotsky, 1934/1978; Wertsch, 1985) supports the notion that learning among different ages and ability groups creates a context for qualitatively different experiences than offered in single-ability and single-age groups. Aesthetic experience (Dewey, 1934; Eisner; 2002), as an outgrowth of social interaction supported with care, is a significant cognitive function that supports learning in the art classroom. The results of the case study reveal the social nature of the students’ world and emphasizes the role that art teachers can play in supporting student creativity and achievement within a social setting.

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