The Aesthetic

Domain
Stephanie Wagerer
Fresno Pacific University

Aesthetics
Aesthetics are defined as the ability to perceive
beauty through the senses. In a classroom setting, it
can also be applied to the love and pursuit of the
beauty that is found in music, visual arts, dance, and
life itself.
In educational terms, the aesthetic domain centers
around how teachers set up their classrooms and
schools to be open environments that emphasize the
arts. One early childhood program that is deeply
rooted in the aesthetic domain is the Reggio Emilia
based schools. Their whole model is education
through art and each school features an art studio
and dedicated art instructor. Children demonstrate
their knowledge through artistic expression.

For many, the role of aesthetics has been considered a soft domain and focus
on the arts has taken a backseat to academics such as language and
mathematics. The authors Kirkwood & Shulsky (2015) think differently stating,
Art has a natural presence in early childhood classrooms. As such, it provides
a rich vehicle through which layered learning can be explored.
The NAEYC addresses several standards for the aesthetic domain which
address classroom setup, availability of materials, and specific areas within
the domain that need to be addressed in a developmentally appropriate way.
The four basics of the aesthetic domain are Visual Arts, Music, Dance, and
Drama.

The Classroom Environment

When setting up the early childhood classroom, consideration needs to be given to the children
who will be learning there. Art is more than tempera paint and paper, it is something to
experience. For visual arts, materials need to be provided to promote drawing, painting, threedimensional art, and collage. (Kirkwood & Shulsky, 2015)
The classroom needs to be set up with large areas for dramatic play and ample space to draw,
paint, and create art in a meaningful way. Art materials should be plentiful and encompass more
than store bought art materials. Beyond paper, children should have traditional materials such as
paint, markers, and crayons, but should also be provided with collage materials that are both
store bought such as beads, acrylic gems, and tissue paper; as well as a collection of naturalistic
and recycled materials such as wood slices, corks, marker tops, sticks, and leaves/pine needles.
Artwork should be displayed at the childs eye level around the room, and artwork should reflect
the childs interest, not a formulaic project look.

Music, Movement, & Drama

Aesthetics are not exclusive to visual arts. The
aesthetic domain applies to all areas of the classroom
from how it is set up to integration within other areas
and domains within an educational setting. Language
and literacy is developed through dramatic play and
retelling of familiar stories and creative dress up that
uses costumes and props. Music is encouraged by
introducing children to new music as well as familiar
songs, and the introduction of musical instruments in
the classroom. When provided with the space,
children can move and dance as another form of
artistic expression. Additional materials such as
scarves, streamers, and beanbags can aid childrens
musical and dance expressions as well. Dance also
serves to encourage multiculturalism as children
learn about and participate in cultural dances that
reflect their background

Implementation
Children are capable of constructing their own knowledge by utilizing the four aesthetic domains. Children use visual
arts to represent a tangible example of what they have learned. Drama allows children to create skits, perform
dramatic storytelling, and participate in dramatic play. Dance gives children the opportunity to express themselves in
physical ways as they move to rhythm, and create new poses based off an idea or a person. Music allows children to
create their own songs and lyrics, set stories to music, comprehend patterning, and gain a basic knowledge of
instruments. (Baker, 2013)
When teachers understand how children respond to the arts and set specific goals for children, planning activities in
the arts is easier and more educational. (Kostelnik, Soderman, Rupiper, & Warren, 2014) It is, therefore, the teachers
responsibility to create meaningful instruction by modeling enthusiasm, preparing classrooms that are aesthetically
pleasing, organizing creative arts centers, and providing children with a wide variety of materials including
instruments, costumes, props, naturalistic, and artistic materials.
Teachers can also help children learn respect for materials through modeling careful behavior; engaging children in
cleanup of materials and proper storage. Teachers also need to motivate creativity and encourage imagination
through talk, role play ideas, and artwork placed at eye level.

Problems with Art Education

While instruction in the aesthetic domain is vital to learning, there are problems that sometimes rise
up. Often the biggest difficulties lie in a few key areas. Often it is the teachers who struggle with the
idea of art and while they appreciate it, they are often heard disparaging how little they know about
it or how they feel that they are unable to draw more than a stick figure. Other teachers rely on
copy paste methods or project based crafts rather than allowing children to dictate what they want
to create. (Boyd & Cutcher)
Another problem arises in parental involvement, often when a parent is not engaged in their childs
artistic enthusiasm. Parents who show too little interest can discourage children from continuing to
create art although often it is the childs enthusiasm which often leads to greater parental
involvement once the parent sees how important art is.
One other problem in the classroom that can arise is in children when they are overly critical of
others artwork. This can be combatted by reminding children that even the art masters have
differing styles and uniqueness is to be celebrated.

The Solution
The solution for the problems that educators face are easy solutions. Art is
not something that a person has to master in order to experience it. Teachers
need to be willing to learn how to approach art at their level and learn
alongside the children they teach. What they lack in skill, they can make up in
access to materials and training, ample time to create art, and dedication to
providing a well rounded educational experience. If a teacher is willing to
learn as much as teach, the experience can be meaningful and connect to a
childs learning and their world.

References
References
Baker, D. (2013). Art Integration and Cognitive Development. Journal for Learning Through the

Arts, 9(1)

Kostelnik, M. J., Soderman, A. K., Warren, A. P., & Rupiper, M. L. (2015). Developmentally
Appropriate
Curriculum: Best Practices in Early Childhood Education (6th ed.). Place of
publication not identified: Pearson.
Learning from early childhood philosophy, theory and pedagogy: Inspiring effective art
(2015, February 1). Australasian Journal of Early Childhood, 40(1), 91-98.

education.

Nevanen, S., Juvonen, A., & Ruismki, H. (2014). Does Arts Education Develop School
Readiness?
Teachers and Artists Points of View on an Art Education Project. Arts
Education Policy Review, 115(3), 72-81.
doi:10.1080/10632913.2014.913970
Shulsky, D., & Kirkwood, D. (2015). Beyond Tempera Paint: Authentically Exploring Visual Art
in Early Childhood.
Childhood Education, 91(5), 363-369.
doi:10.1080/00094056.2015.1090851