Aesthetic Experience in the Early Childhood Teacher Education Classroom through constructions with random liquid forms

Abstract

Aesthetic experience arises from a particular encounter between the viewer and the world (whether natural or human-made), in which a sense of wonder occurs and gives rise to a sui generis form of knowledge that cannot be generated through other disciplines (Viadel, 2011). This project has a twofold objective: first, to implement a specific experience of convergence between art and science; and second, to analyze to what extent the appeal of the resulting liquid forms can be approached or translated as an aesthetic experience for certain viewers. This article focuses exclusively on the pedagogical approach to aesthetic experience through a concrete intervention carried out in two classrooms of the Primary Education Teacher Training degree. The results indicate that, although the dynamic, unpredictable, and visually suggestive compositions did not generate an aesthetic experience for all students, they did foster the formulation of conclusions and a deeper understanding of this type of perceptual experience. Finally, both individual and collective reflections made it possible to highlight the inherent complexity of these experiences, which depend on multiple factors linked to specific contexts and on certain random circumstances intrinsic to nature that are impossible to control.