The Arts in Curriculum: Aesthetics, Embodiment and Well-Being

Authors

  • Avril Aitken Bishop's University
  • Margaret Dobson McGill University
  • Maria Ezcurra McGill
  • Claudia Mitchell McGill University
  • Teresa Strong-Wilson McGill University

DOI:

https://doi.org/10.25071/1916-4467.40370

Keywords:

artistic expression, voice, aesthetic response, re-humanization, arts education, self- study, definition of art

Abstract

This issue invites the reader to join the authors in a quest for the meaning of Arts in Curriculum; it calls on those reading to see, and not merely look. Drawing on the unique perspectives of educators, artists of diverse forms, and curriculum theorists, the issue invites a consideration of how the unique visions and personal experiences expressed in the issue foster thinking about Aesthetics, Embodiment and Well-being and their place in provoking transformation.

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Published

31-08-2018

How to Cite

Aitken, A., Dobson, M., Ezcurra, M., Mitchell, C., & Strong-Wilson, T. (2018). The Arts in Curriculum: Aesthetics, Embodiment and Well-Being. Journal of the Canadian Association for Curriculum Studies, 16(1), 1–5. https://doi.org/10.25071/1916-4467.40370

Issue

Vol. 16 No. 1 (2018): The Arts in Curriculum: Aesthetics, Embodiment and Well-Being

Section

Editorial

License

Creative Commons License
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