aesthetic homework help tutors

aesthetic homework help tutors

Exploring Aesthetics: A Comprehensive Guide for Homework Help Tutors

1. Introduction to Aesthetics

While historically, the idea of aesthetics has been thought of as purely art appreciation, this is now known to be false. A.V. Mallory defines aesthetics as “a philosophy of the beautiful; observers who use the name aesthetic deceives and theories understand, however, that the concept is actually much more than the idea of beauty.” A.V. Mallory goes on to note that aesthetics is also studied outside of the arts, such as U.S. foreign policy circa 1997. Understanding the essence of a thing is more than simply understanding the definition of a thing. The primary ideas enumerated above can help the view of your tutors as they approach new subject matter with their students. Understand that an aesthetic appreciation may promote the development of critical faculties by judging judgments of others, refers to the measurable (vs. the subject’s) properties of the object, and necessitates discrimination…

This guide is here to provide you with a clear understanding of aesthetics. We will go over several key topics, including what aesthetics is, where you might encounter aesthetics in the learning environments of your students (such as art, literature, nature, and the human form), how aesthetics is best approached, and how our tutors can easily apply the information they learn from your study of aesthetics to their homework help sessions. This information makes a perfect primer for your tutors’ homework help tutoring artistic potential! The ultimate function of art is to raise our consciousness.

2. Key Concepts and Theories in Aesthetics

Topics could include: Plato on mimesis, beauty, and a change in emphasis. Aristotle and mimesis; abstraction; poetic and dramatic genres; catharsis as an experience of pleasure and fear; happiness (or lack thereof) and the character (ethos) of dramatic characters; tragedy and its effect on the audience. Longinus and the poetic sublime; passion, intensity, and the hierarchies of poetic creation and perception. Kant and ‘pure’ disinterested aesthetic judgement; the beautiful; the nature of the judgment of taste; the artistic and architectural consequences of Kant’s theory. Kant on the sublime; the metonymic and synecdochic experience of the natural countryside and the city. Hegel on beauty in architecture and the plastic arts; ethics; natural beauty and the artistic beauty. R. G. Collingwood and his neo-Kantian assertion that creativity, expression, and aesthetic emotion run through the whole field of antiquity. Schopenhauer on aesthetic experience, the will, the futility of life. Freud and aesthetic creation: creative imagination, the aesthetic, art and the work of art. Dewey: an instrumental and process-based notion of art. Wittgenstein on art, music, use and meaning. Heidegger: the ‘thingness of things’; thing and work; thing as energy and light; truth as the ‘unhiddenness’ of beings; harmoniousness and the difference between earth, world and sky.

There are widely known key concepts and theories which have now formed a tradition field of study called “aesthetics”. Always associated with the arts, aesthetic today refers to a much broader range of visual, aural, kinetic and textual forms of human activity. This concept remains a central aspect of the field of “aesthetics” or the philosophical study of the arts. From among a great many philosophers, we might list a number of theories that have had a significant influence on recent writers in aesthetics. The validity of this selection is of course debatable, but the following theories can be the subject of excellent student exercises. The following abbreviated descriptions of some theories might help you to see how and where various theoretical and philosophical concepts are to be located. Please note that this is not an exhaustive list of influential theories. The descriptions may suggest to you ways of engaging students on such topics.

3. Applying Aesthetics in Homework Help Sessions

The idea of shaping or influencing individual emotion or character, especially in the direction of moral or intellectual improvement, through aesthetics is one way tutors can tap into the ideas below. In “Designing Your Life: How to Build a Well-Lived, Joyful Life,” a class-titled book, the authors take readers through visualization exercises to map out different futures, including an odyssey that takes individuals to the fateful day in their 80s. Bringing those documented, visualized selves into homework sessions could be a different way of “reaching someone.” It requires the clear theme of looking into the future. The aesthetics of lesson planning covers a wide range of ways the variety of material may look, sound, smell, taste, or feel. Presenting material in more visually interesting ways is one way to engage children in the pleasure of product learning, as well as to show the inherent pleasure of thinking about something new. Several different strategies appear, not always in the same resource, but rather spread through suggestions for instruction and structure.

Incorporating aesthetic principles into a homework help session falls into the realm of creativity at work. A fundamental element of aesthetics is the artistic use of this part of human nature. Engaging with the five senses in a room is aesthetic in nature and enhances the learning experience. A session could be filled with philosophical musings about the aesthetic or guiding principles of design to create visually pleasing material. It could also take a simpler path and talk to readers about different ways to get creative in sessions to help children disengage from being “taught,” in the academic or classroom sense, and start thinking about things as they exist in the world.

4. Case Studies and Practical Examples

– Aesthetic-based Analogies: especially where analogies are about the experiences of learning (rather than raw knowledge). This could range from comparing the brain to a garden to real-world examples that a student can understand better. This could also include comparisons to history, ancient language, music, art. Where possible, show examples of written or spoken analogies which effectively support learning. – Use of Color and Pacing: using contrasting color or highlights in writings or notes. Drawing attention with an element in a different medium. – Involvement of Handwriting: studies show that handwritten notes can aid in memory retention, something that would easily be incorporated into your helper feed. – Partitioning and Style: how cleanly organized are the notes or conversation. Are there ledgers and separations? How do those tools impact pacing/delivery? – Use of Digital Tools: are they accessible, easy, useful? Could students replicate this?

In this section, I’m going to present and describe some case studies or practical examples of how aesthetics have been employed or applied to homework help in real life. I will also draw from conferences and other professional conversations where these techniques have been discussed. In these practical illustrations, it could be beneficial to show tutors with differing aesthetics teaching the same object in their unique way, or differing styles (e.g., modern art versus classical art) juxtaposed. In these examples, it’s important to note what the tutor is doing, what they are trying to communicate, how they are choosing to do it, the tools they are using and how they support the tutor either/or instead, and how both of these could effectively facilitate learning or comprehension. If possible, note any examples or outcomes that were actually successful – anything tangible is fine.

5. Enhancing Aesthetic Appreciation in Tutoring

We should not presume that the tutor corrects the student or adds any vocabulary or concepts not already part of the student’s perspective. Students also may find that they can explore the visual dimension of their subjects to give them an engaging and creative edge in studying. We can encourage this as we talk, showing respect and interest in the visual aspects of an assignment, asking students what feelings and sensations a new image might conjure up for them, and wonder what attracts them. If students are stuck, we can begin by asking about their personal interests on a broader scale, and slowly narrow in on the visual or aesthetic details.

Hence, it is possible to tap into students’ aesthetic sensibilities. It is important to note that just as in the rest of humankind’s visual cultures, if not more so, there are innumerable “aesthetics,” making student engagement a matter of attending to their multiple ways of seeing the world. Students may look at what other kids in their target country do to express beauty. The Homework Help Initiative tutors, Homework Help Center tutors, homework help volunteers, and writing center coaches have opportunities to assist students in finding their ways to visual and verbal description.