ABSTRACT
This chapter examines how the basic concepts of the aesthetic approaches presented can be used educationally. The main elements of the representationalist, expressionist/cognitivist, formalist and postmodernist/contextualist aesthetic approaches translate into respective ways of designing arts activities suitable to be integrated in the aesthetic teaching of any subject in preschool and early primary school education. Initially, the general characteristics that correspond to all the activities being designed are examined, regardless of their theoretical foundations. The resulting activities are henceforth called experiential aesthetics-based arts integration activities. Following this, each of the four examined aesthetic approaches is mapped to a set of discrete characteristics of the arts integration activities being designed. A concept map for each kind of design is presented which includes: a) the pedagogic aims that arise from each theoretical foundation, b) the educational practices which are proposed that are deemed suitable to achieve these aims, and c) indicative examples of activities.
