ABSTRACT
This chapter, as the final chapter in the book, advocates for the possibility of every theoretical aesthetic approach (representationalism, expressionism/cognitivism, formalism and postmodernism/contextualism) to inspire the design of arts integration activities and influence corresponding teaching environments. The chapter discusses the possibility for each of the aesthetic approaches, to function as a different way of encountering taught subjects and the aesthetic works related to them, to encourage a different type of experience, and therefore to create prospects for different pedagogic outcomes. The authors then support the view that combining the representationalist, expressionist/cognitivist, formalist and postmodernist/contextualist activities allows for a significant range of learning conditions, teaching methods, children’s focus of interest, and ways of using the arts. The general conclusion is that the different approaches to analyzing art and the aesthetic experience may be used as channels to permeate teaching processes with aestheticity and to create situations in which children’s experiences in school can be varied, multifaceted, multimodal and holistic.
