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Creative Thinking & Making
Historical & Cultural Contexts
Critical Thinking
Critical Response
At a Glance:

Suggested Time Frame:

Vocabulary:                      20 mins
Power Point Part 1:           20 mins
Activity:                             30 mins

Total Time:               1 to 1 1/2 hrs.

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Learning Objectives and Cognitive Skills:

●Students compare and contrast definitions for words frequently used in aesthetic dialogues.
●Students decide upon best definitions for use in class dialogues to create a common understanding and language.
●Students view a PowerPoint presentation introducing three definitions for aesthetics and how they apply to everyday life.
●Students explore their own personal aesthetic through discussion and writing.

PA State Standards:

Arts and Humanities:

9.1.8. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
C. Identify and use comprehensive vocabulary within each of the arts forms.

Reading, Writing, Speaking and Listening

1.1.11 Learning to Read Independently

E. Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference
F. Understand the vocabulary across the various subject areas.

1.6.8 Speaking and Listening

A. Listen to others.
D. Contribute to discussions.
E. Participate in small and large group discussions and presentations.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Aesthetics Lesson 1: Introduction and Meaning

Jump to: Activity | At a Glance



Students complete writing activity at The Andy Warhol Museum.


1. Warm-up: print out the vocabulary cards, one for each student. There should be at least two of each vocabulary word printed.

• Students write their own definition for the word.
• Students then work in groups with the person(s) who has the same word, sharing their definitions, and then creating a group definition.
• Review the class definitions. Draw attention to how students use the same word differently and how meanings are nuanced through group discussion.

2. Introduce the three definitions for aesthetics using the PowerPoint Presentation Part 1.


A particular taste for, or approach to, what is pleasing to the senses—especially sight.
A branch of philosophy dealing with the nature of art and beauty.
A particular theory or conception of beauty or art.

3. Review:

Aesthesia- the ability to feel or perceive (awake and feeling). To look at an artwork aesthetically is to perceive it with the senses—to be awake and to be aware of perceptions and feelings.

- the inability to feel or perceive (asleep and non-feeling).

- when used as a noun means “that which appeals to the senses.” When used as an adjective, it describes anything that tends to enliven or invigorate or wake one up. Someone’s aesthetic (noun) has to do with his or her artistic judgment.

Aesthetic used in context
- a designer with a rich aesthetic decorated the room in red velvet and gold furniture.

    Shopping for cereal or shoes may involve personal aesthetic choices.

4. Class Discussion:

• What are some of the ways you use your senses and perceptions to make decisions?
• How do our decisions about what to buy, wear, or use, also impact our culture?
• How would you describe the aesthetic quality of your bedroom compared to that of your classroom at school? Think about all of the senses and the perceived qualities in the two rooms, such as: lighting, size, furniture (how that furniture functions), and the way you feel in each space.

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Draw a diagram or photograph a room in your house, a closet, or your locker. Describe it using detailed writing. Answer the following questions:

• When was this room/space created?
• Who used the room/space and for what purpose?
• What is in the room?
• What colors are in the room?
• What patterns or shapes are in the room?
• How is the room lit?
• What kind of feeling/mood do you have in this room?
• How does the room reflect aspects of your personality?

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