The Arts in Curriculum: Aesthetics, Embodiment and Well-Being
Keywords:artistic expression, voice, aesthetic response, re-humanization, arts education, self- study, definition of art
AbstractThis 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.
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. Retrieved from https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40370
Editorial / Éditorial
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