Introduction: What Are the Aesthetic Subjects?
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The word aesthetics comes from the Greek aisthesis, meaning perception through the senses. It was given its modern meaning in the eighteenth century, when the philosopher Alexander Baumgarten used it for the study of sensory knowledge and beauty. Today, "aesthetic" describes anything to do with how we perceive, appreciate, and respond to beauty and artistic expression (Gaut & Lopes, 2013).
In schools, the aesthetic subjects are the arts: visual art, music, dance, and drama and theatre. In Sri Lanka's general education system they form a recognized subject group. The curriculum for grades 6 to 9 includes the aesthetic subjects (music, art, dancing, and drama and theatre) among its twelve subjects, and students later choose aesthetic subjects as options for the General Certificate of Education Ordinary Level and Advanced Level examinations (Nuffic, n.d.; Wikipedia, "GCE Ordinary Level in Sri Lanka," n.d.). The National Institute of Education (NIE) Department of Aesthetic Education offers syllabi in Art, Oriental Music, Dancing, Drama and Theatre, Western Music, Carnatic Music, and Bharatha Natyam, in Sinhala, Tamil, and English media (NIE, n.d.).
The Five Big Ideas
The NIE identifies five concepts that organize the aesthetic curriculum for grades 6 to 13 (NIE, n.d.):
| Concept | What it means for a student |
| Artistic perception | Learning to see, hear, and sense carefully |
| Creative expression | Making and performing your own work |
| Historical and cultural context | Understanding where art comes from and what it meant |
| Aesthetic appreciation | Judging and enjoying works with informed taste |
| Connection, relationship, and appreciation | Linking the arts to life, to other subjects, and to other people |
These five ideas are a useful framework for the whole book. Each chapter asks you to perceive, create, place in context, appreciate, and connect.
Why Study the Arts?
They develop perception and imagination. Eisner (2002) argued that the arts teach students to notice subtle qualities, to think flexibly, and to make judgments without a single right answer.
They support wellbeing. A review for the World Health Organization found evidence that arts engagement contributes to health and wellbeing across the lifespan (Fancourt & Finn, 2019).
They preserve and renew culture. Dance, music, drama, and craft carry history, belief, humor, and memory.
They build skills for work and life. An OECD review of arts education found that arts study develops skills such as persistence, collaboration, and reflection, although the evidence for effects on other academic subjects is more mixed (Winner et al., 2013).
They are enjoyable. This is reason enough.
Levels of Study
| Stage | Typical features |
| Junior secondary (grades 6 to 9) | Exploring all four arts; building basic skills and appreciation |
| Ordinary Level (grades 10 to 11) | Choosing aesthetic subjects as options; practical and theory components |
| Advanced Level (grades 12 to 13) | Specialist study, practical performance, and critical writing |
| University and conservatoire | Bachelor of Fine Arts programmes and related degrees |
How to Use This Book
Chapters 2 to 4 give the philosophy and the foundations of the visual arts. Chapters 5 to 7 cover music, dance, and drama. Chapters 8 and 9 add literature, design, architecture, and film. Chapters 10 to 12 teach appreciation, creativity, and the cultural and ethical context. Chapters 13 to 16 cover study skills, higher education and careers, technology, and a study roadmap. A glossary and references close the book.
CHAPTER 2