ABSTRACT
This chapter includes a discussion that arises from comparing the findings from implementing activities with a common design foundation, to see if the activities cause the children to have experiences with common characteristics. In discussing this topic, indications arose that each approach of aesthetic theory can constitute the theoretical framework of a corresponding type of arts integration activities, that is representationalist, expressionist/cognitivist, formalist and postmodernist/contextualist activities. Yet another important issue that is discussed is the pedagogic interest arising from the teaching situation created by the different aesthetic foundation activities as a whole. Looking at the totality of the implementations, it seems that the implementation of activities based on different theoretical underpinnings are complementary. In other words, combining activities with a different theoretical framework in teaching the same subject creates opportunities for children to have a balanced and multifaceted teaching and learning experience.
