ABSTRACT
In this chapter there is a quest to find the position that experiential aesthetics-based arts integration activities can have in curricula. For this reason, some of the indicative models of these activities were adapted and integrated into the teaching of various subjects that took place in kindergarten and the first and third grades of primary school. The purpose of these implementations was to show how the students who took part in experiential aesthetics-based activities were affected, depending on which of the four aesthetic approaches was used as a theoretical basis. The data were collected through participant observation. The implementations were noted in diaries and recorded, and in some cases videos were made. The indicators that constitute the criteria for analyzing the data concern how, in each activity, the children experienced a) the learning conditions involved, b) the teaching methods, c) the focus on the subject and d) the ways of using the arts. The chapter includes a description of the aesthetics-based activities implemented and the results from integrating them into the following school subjects: “adverbs”, “the first numbers”, “the human body”, “botany-flowers”, “the cycle of water” and “surrealism”.
