The study explores the complexity of teaching and learning aesthetics about, in, with, and through the arts. It examines different types of learning, categorised as follows:
Types of Learning
- Relating to goals:
- Convergent – goal-directed, focused, and rational
- Divergent – explorative, open-ended, and intuitive
- Relating to means of learning:
- Medium-specific – using distinct forms such as words, pictures, algebra, or dance
- Medium-neutral – focusing on broader academic achievement and personal development
By combining these categories in pairs, the author defines what it means to learn about, in, with, and through the arts.
The depth of this topic is effectively illustrated through an analysis of sloyd, a traditional Swedish Arts & Crafts subject focused on learning through manual training. In the study, students were given the same task, and their outcomes and portfolios were examined to reveal different learning processes and results.
In the second half of the text, Lindström discusses four teaching approaches, drawing from Hasselskog’s study on sloyd teachers. These are categorised as:
- The Instructor – teaching about (convergent, medium specific)
- The Facilitator – teaching in (divergent, medium specific)
- The Advisor – teaching with (convergent, medium-neutral)
- The Educator – teaching through (divergent, medium neutral)
The final section of the study addresses the importance of a balanced curriculum and assessment through the arts.
This was my favourite reading of the term, as it answered questions I have had for years: Should we prioritise goals or the learning process? How do we teach aesthetic within the arts? Should we educate or facilitate? What ultimately leads to the best student experience in art education? And how do we define a “good” outcome?
In my previous role I was a part of a technical team, I was clearly an instructor. However, being an instructor in an art college, it was never just about demonstrating techniques—it also involved guiding and understanding students and their aims.
In my current role, I engage with ALL four teaching approaches. At times, I am an Instructor, giving students clear steps to achieve a specific result. Other times, I take on the roles of Facilitator, Advisor, or Educator, depending on what best supports their learning. The art of teaching is knowing when to take on each role most effectively.
References:
Lindström, L. (2012) ‘Aesthetic learning about, in, with and through the arts: A curriculum study’, International Journal of Art & Design Education, 31(2), pp. 151–163. Available at: https://moodle.arts.ac.uk/mod/folder/view.php?id=1354533. (Accessed: 15 March 2025)
Hasselskog, P. (2010) Slöjdlärares förhållningssätt i undervisningen [Strategies of teaching sloyd in the classroom]. Göteborg: Acta Universitatis Gothenburgensis. (Diss.)