Aesthetic Imagery and Cultural Decoding: An Inquiry into Technology Aesthetic Experiences and the Implications for the Construction of Curriculum Aesthetics

By Liton Weili Xu.

Published by The Arts Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Aesthetic inquiry in curriculum aesthetics can be a key dimension of the relevant debates around educational reform. This article emphasizes the application of significant knowledge about aesthetics from philosophy. To seek aesthetics is to build multicultural curriculum aesthetics, sharing meaning, practice, initiative and creativity with people. Seeking aesthetics is also a people’s initiative to explore the cultural significance of curriculum aesthetics. This study aims to transcend the theoretical perspective of aesthetics out of the traditional fields of arts education.
Richardson (2006) quotes a 2005 Netday survey’s finding that technology has become “an indispensable tool in the education of today’s students… 97% [of students] believe strongly that technology use is important in education. And the fastest growing age group for using the Internet is 2- to 5-year-olds” (p.6). Students therefore may be more confident working in an environment in which they are already comfortable. Email, blogs, wikis and even audio or video-casting are a step back from the face to face interaction that many students find intimidating. They may be more willing to take risks when communicating through such applications in technology. Academic articles, papers and websites suggest that modern computer technology will be incorporated into a comprehensive digital library where it will be maintained as a permanent resource for future generations.
Since the internet and modern computer technology have broadened educator’s possibilities for connections in the global perspective, it makes sense that teaching and learning can be enhanced by tapping into this fascinating world educator now have so close at hand.
The society as a whole is changing rapidly as new technologies are integrated in everyday business and community affairs. Educators must also attempt to rise to the challenges of the new millennium. To contemporary educators, not only is creative ability the combination of aesthetics and art, but also now includes applying and using technology. Modern technology as a teaching medium is an essential tool. In order to accomplish this, educators must be equipped with contemporary aesthetics and creative abilities, deal with digital information technology, understand connotations, and grasp teaching with high technology as an essential media tool. Further, because of the rapid development of modern technology, aesthetics and culture are inseparable. Because of the close relationship between culture and aesthetics, the technology aesthetic experience needs to be the focus of curriculum aesthetics in the modern education system. Finally, because contemporary educators exist in an age of new construction, they must realize that today’s manifestation of ever-changing aesthetics is broken and disordered enough to require the creation of a solution made of new technology aesthetics.

Keywords: Aesthetics, Curriculum Aesthetics, Multicultural, Technology Aesthetics

International Journal of the Arts in Society, Volume 6, Issue 2, pp.225-236. Article: Print (Spiral Bound). Article: Electronic (PDF File; 9.980MB).

Liton Weili Xu

PhD student and research assistant, Department of Curriculum and Instruction, Faculty of Education, University of Victoria, University of Victoria, Victoria, BC, Canada

Liton W.X., teaching assistant and research assistant, is a member of the Department of Curriculum and Instruction in the Faculty of Education at the University of Victoria, Canada. She teaches courses in PBL across the curriculum, languages arts education, adults’ literature, and educational technology. Liton was a high school classroom teacher for 2 years in Asia and she had 8 years teaching and working experience in universities and colleges across Asia and North America before pursuing her PhD studies. She has TESOL degree and Arts of Master degree in the U.S. She taught the course EDCI 591 and an online course through Moodle at University of Victoria. It was during this time that her interest in ‘CALL literacies’ emerged. She speaks four languages: Japanese, Chinese, Cantonese and English. Liton designed educational software-English Phonetic Training System software (EPTS), which is a tool that has been developed to aid FL teachers to create dynamic learning opportunities designed to correct phonetic difficulties experienced by their students. She is presently researching using art to enhance the confidence of foreign language learners.

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