Postulates of aesthetic education in the concept of art classes in the contemporary educational system based on the analysis of curriculum assumptions for 1999-2024

Abstract

The model of aesthetic education developed in Poland, based on the assumption of the development potential of art, developed by Bogdan Suchodolski and Irena Wojnar, was implemented in institutional education in the 20th century, finding expression in the then applicable minimum curriculum for visual arts, the content of which was specified in detail in the curriculum. Currently, the educational process is regulated in the core curriculum by defining the objectives, content, tasks, learning outcomes. Teachers, on the other hand, are left free to choose/develop the curriculum, which, by defining the detailed educational goals and the procedures for achieving them, determines the actual scope of the theoretical assumptions implemented.The aim of these analyses is to determine the extent to which the demands of aesthetic education are taken into account in the current educational concept. An analysis was carried out of the content of the core curriculum for the subject of visual arts in force in the years 1999-2024.It was found that the postulates of aesthetic education are woven into the content of the core curriculum, but they do not resonate in full. Their concretisation takes place in the selected visual arts curriculum, while the actual scope of implementation depends primarily on the teacher's awareness of the educational potential of art and his or her determination to use it optimally in the educational process. This reveals the importance of the process of educating future art teachers, including making them aware of the educational potential of art, which determines the chance of its optimal use in educational practice.

Keywords

• aesthetic education
• education for the arts
• education through the arts
• core curriculum
• education system