ABSTRACT
The aim of this chapter is to discuss how aesthetic learning processes can support in-depth learning, not only in the arts but across the curriculum as a transdisciplinary approach. A distinction is made between medium-specific learning, that is, when art is a specific subject, and medium-neutral learning, which has the potential for teaching across and beyond individual school subjects. This chapter explores a case study of teacher students’ experiences with drawing as an aesthetic learning method. Aesthetic learning processes may promote reflection and learning beyond the arts because students learn to know themselves and express themselves, as well as learn to understand others.
