Abstract
This paper introduces a model and tool for creating and assessing aesthetic aspects of early learning environments based on five aesthetic operations: repetition, formalization, dynamic variation, exaggeration and surprise. It discusses the impact of aesthetic decision-making on learning, the brain, and child development. Traditionally, childhood environments have focused primarily on the organization of furnishings, displays, and space, or accessibility for children with disabilities. However, there is a renewed interest in the aesthetics of environments for young learners inspired by an arts integration model and Reggio Emilia. Early childhood education is steeped in child development, health and safety, curricular best practices, and engagement with families. Background in design and aesthetic principles are sorely lacking with regards to preparing accessible, culturally rich, aesthetic learning environments that reflect understanding of how individual children grow and learn in a particular community. Current literature expounds the role of the environment as the “third teacher”, even though teachers have little guidance in viewing, assessing or using aesthetics in developing engaging environments for learning. This model and assessment tool affords multiple opportunities for intentional aesthetic decision making to impact learning in early childhood environments.
Keywords
Early learning environment, Assessment, Aesthetic operations
DOI
https://doi.org/10.21606/learnxdesign.2013.111
Citation
Pinciotti, P.A.,and Verba, E.(2013) Art as a Way of Learning: An Aesthetic Environment Assessment Tool, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.111
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Art as a Way of Learning: An Aesthetic Environment Assessment Tool
This paper introduces a model and tool for creating and assessing aesthetic aspects of early learning environments based on five aesthetic operations: repetition, formalization, dynamic variation, exaggeration and surprise. It discusses the impact of aesthetic decision-making on learning, the brain, and child development. Traditionally, childhood environments have focused primarily on the organization of furnishings, displays, and space, or accessibility for children with disabilities. However, there is a renewed interest in the aesthetics of environments for young learners inspired by an arts integration model and Reggio Emilia. Early childhood education is steeped in child development, health and safety, curricular best practices, and engagement with families. Background in design and aesthetic principles are sorely lacking with regards to preparing accessible, culturally rich, aesthetic learning environments that reflect understanding of how individual children grow and learn in a particular community. Current literature expounds the role of the environment as the “third teacher”, even though teachers have little guidance in viewing, assessing or using aesthetics in developing engaging environments for learning. This model and assessment tool affords multiple opportunities for intentional aesthetic decision making to impact learning in early childhood environments.