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What is Aesthetic Response (to Disruptive Events)

Chapter 12
Handbook of Research on the Facilitation of Civic Engagement through Community Art
Works of art made in response to disruptive incidents are transactional and communicative. Emotion and embodied senses serve to unify the experience and provide motivation for involvement in individual and community artful projects, in reply to the traumatic event.
Published in Chapter:
Dewey, School Violence, and Aesthetic Response: Healing the Community through Arts after Disaster
Patricia Louise Maarhuis (Washington State University, USA) and A. G. Rud (Washington State University, USA)
Copyright: © 2017 |Pages: 30
DOI: 10.4018/978-1-5225-1727-6.ch012
Abstract
This chapter focuses on application of Deweyan thought to school shootings and aesthetic responses. Educational and aesthetic theories are used to understand the effects of school violence and inquiry includes analysis of artful works made in response to shootings. Common themes are noted across all 3 sites in various aesthetic responses and the steps toward reconstruction of associated living. Findings suggest engagement in responsive art works may ameliorate the disruption and trauma of school shootings. Within aesthetic response, there is potential for reclamation, restoration, and re-presentation of experience through the doubled reconstruction of communal spaces/places and of relational identity after shooting incidents. Considerations include the use of aesthetic response and associated living practices by activist and educators as a potential means to understand and work against gun violence.
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