Abstract
A number of empirical studies have shown that aesthetic, cultural, and artistic experiences can help in creating and maintaining meaningful engagement and learning. These findings show that what has a major effect on learning and creative expression is when children and young people experience great commitment and passion for what they do. The purpose of this chapter is to address how artistic experiences can greatly facilitate dedication, self-development and learning, often in connection with scientific themes or subjects. I will explore some of the ways in which the arts stimulate and express emotional experiences that are strongly linked to learning and development, based on perspectives from neuroscience and embodied cognition and on a Danish case of integration of art and science. I will conceptualize emotions from a holistic, embodied perspective. Aesthetics is here approached as the engagement of the senses and is looked at as a potential learning tool across the arts and sciences.
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Chemi, T. (2017). Science and the Arts: Curriculum Integration, Learning, and Emotions in Schools. In: Bellocchi, A., Quigley, C., Otrel-Cass, K. (eds) Exploring Emotions, Aesthetics and Wellbeing in Science Education Research. Cultural Studies of Science Education, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-43353-0_11
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