Table Of Content

Index to Volume 42 Articles Aesthetic Implications of the New Paradigm in Ecology, Jasen Boaz Simus, 1:63. Aesthetic Solidarity “after” Kant and Lyotard, Bart Vandenabeele, 4:17. Aesthetics and Humean Aesthetic Norms in the Novels of Jane Austen, Eva M. Dadlez, 1:46. Ahmad, Iftikhar, Art in Social Studies: Exploring the World and Ourselves with Rembrandt, 2:19. Alperson, Philip, and Noel Carroll, Music, Mind, and Morality: Arousing the Body Politic, 1:1. Art and Religion, Richard Shusterman, 3:1. Art in Social Studies: Exploring the World and Ourselves with Rembrandt, /ftikhar Ahmad, 2:19. Bennett, Linda, Elementary Students Quilting through Social Studies, 1:90. Berkeley, Anne, Changing Theories of Undergraduate Theatre Studies, 1945-1980, 3:57. Blume, Nancy, Jean Henning, Amy Herman, and Nancy Richner, Looking to Learn: Mu- seum Educators and Aesthetic Education, 2:83. Brinda, Wayne, Building Literacy Bridges for Adolescents Using Holocaust Literature and Theatre, 4:31. Building Literacy Bridges for Adolescents Using Holocaust Literature and Theatre, Wayne Brinda, 4:31. Carr, David, Music, Spirituality, and Education, 1:16. The Changing Face of Rembrandt: Pedagogy, Politics, and Cultural Values in Ameri- can Education, Donna Tuman, 2:57. Changing Theories of Undergraduate Theatre Studies, 1945-1980, Anne Berkeley, 3:57. Chaos, Fractals, and the Pedagogical Challenge of Jackson Pollock’s “All-Over” Paintings, Francis Halsall, 4:1. Conn, Mark, Rembrandt's Art: A Paradigm for Critical Thinking and Aesthetics, 2:68. Costantino, Tracie E., Teacher as Mediator: A Teacher's Influence on Students’ Experiences Visiting an Art Museum, 4:45. Creating a Learning Space That Is Virtual and Experiential, Bette E. Schneiderman, 2:38. Dadlez, Eva M., Aesthetics and Humean Aesthetic Norms in the Novels of Jane Austen, 1:46. The Divine and Artistic Ideal: Ideas and Insights for Cross-Cultural Aesthetic Education, Ming Dong Gu, 3:88. Elementary Students Quilting through Social Studies, Linda Bennett, 1:90. An Exegetic Study of the So-called Proposition of Confucian Aesthetics, Yi Wang and Xiaowei Fu, 1:80. Good Work and Aesthetic Education: William Morris, the Arts and Crafts Movement, and Beyond, Jeffrey Petts, 1:30. 122 Index to Volume 42 Gu, Ming Dong, The Divine and Artistic Ideal: Ideas and Insights for Cross-Cultural Aesthetic Education, 3:88. Halsall, Francis, Chaos, Fractals, and the Pedagogical Challenge of Jackson Pollock’s “All-Over” Paintings, 4:1. The Image of the Performing Body, Eric C. Mullis, 4:62. Kellman, Julia, A Place for Healing: A Hospital Art Class, Writing, and the Research- er’s Task, 3:106. Layers of Seeing and Seeing through Layers: The Work of Art in the Age of Digital Imagery, Louisa Wood Ruby, 2:51. Learning in Dramatic and Virtual Worlds: What Do the Students Say About Comple- mentarity and Future Directions?, John O'Toole and Julie Dunn, 4:89. Looking to Learn: Museum Educators and Aesthetic Education, Nancy Blume, Jean Henning, Amy Herman, and Nancy Richner, 2:83. Mayo, Sherry, The Prelude to the Millennium: The Backstory of Digital Aesthetics, 1:100. Mullis, Eric C., The Image of the Performing Body, 4:62. Music, Mind, and Morality: Arousing the Body Politic, Philip Alperson and Noel Car- roll, 1:1. Music, Spirituality, and Education, David Carr, 1:16. “An Option for Art But Not an Option for Life”: Beauty as an Educational Impera- tive, Joe Winston, 3:71. O'Toole, John, and Julie Dunn, Learning in Dramatic and Virtual Worlds: What Do the Students Say About Complementarity and Future Directions?, 4:89. Petts, Jeffrey, Good Work and Aesthetic Education: William Morris, the Arts and Crafts Movement, and Beyond, 1:30. Piro, Joseph M., Rembrandt and Collections of His Art in America: An NEH Curricu- lum Project, 2:1. A Place for Healing: A Hospital Art Class, Writing, and the Researcher's Task, Julia Kellman, 3:106. The Prelude to the Millennium: The Backstory of Digital Aesthetics, Sherry Mayo, 1:100. Rembrandt and Collections of His Art in America: An NEH Curriculum Project, Jo- seph M. Piro, 2:1. Rembrandt and Learning, Ralph A. Smith, 2:101. Rembrandt's Art: A Paradigm for Critical Thinking and Aesthetics, Mark Conn, 2:68. Schneiderman, Bette E., Creating a Learning Space That Is Virtual and Experiential, 2:38. Shusterman, Richard, Art and Religion, 3:1. Simulation, Subjective Knowledge, and the Cognitive Value of Literary Narrative, Scott R. Stroud, 3:19. Simus, Jason Boaz, Aesthetic Implications of the New Paradigm in Ecology, 1:63. Smith, Ralph A., Rembrandt and Learning, 2:101. Stawiarski, Marcin, Teaching Musical Fiction, 4:78. Storytelling and Narrative Knowing: An Examination of the Epistemic Benefits of Well-Told Stories, Sarah E. Worth, 3:42. Stroud, Scott R., Simulation, Subjective Knowledge, and the Cognitive Value of Liter- ary Narrative, 3:19. Teacher as Mediator: A Teacher’s Influence on Students’ Experiences Visiting an Art Museum, Tracie E. Costantino, 4:45. Teaching Musical Fiction, Marcin Stawiarski, 4:78. Index to Volume 42 123 Tuman, Donna, The Changing Face of Rembrandt: Pedagogy, Politics, and Cultural Values in American Education, 2:57. Vandenabeele, Bart, Aesthetic Solidarity “after” Kant and Lyotard, 4:17. Wang, Yi, and Xiaowei Fu, An Exegetic Study of the So-called Proposition of Confucian Aesthetics, 1:80. Winston, Joe, “An Option for Art But Not an Option for Life”: Beauty as an Educa- tional Imperative, 3:71. Wood Ruby, Louisa, Layers of Seeing and Seeing through Layers: The Work of Art in the Age of Digital Imagery, 2:51. Worth, Sarah E., Storytelling and Narrative Knowing: An Examination of the Epistem- ic Benefits of Well-Told Stories, 3:42. Commentaries Berry, Kenneth, Kandinsky, Kant, and a Modern Mandala, 4:105. Kandinsky, Kant, and a Modern Mandala, Kenneth Berry, 4:105. Book Reviews (Names of Reviewers in Parentheses) The Aesthetics of Everyday Life, Andrew Light and Jonathan M. Smith, eds. (Jeffrey Petts), 1:116. Constructive Postmodernism: Toward Renewal in Cultural and Literary Studies, Martin Schiralli (David Carrier), 3:122. Exploring Visual Culture: Definitions, Concept, Contexts, Matthew Rampley, ed. (Paul Duncum), 1:121. A History of American Music Education, Michael L. Mark and Charles L. Gary (Sondra Wieland Howe), 4:115. Irwin, William, and Jorge J. E. Gracia, Philosophy and the Interpretation of Pop Culture (Stefan Snaevarr), 4:111. Light, Andrew, and Jonathan M. Smith, eds.,The Aesthetics of Everyday Life (Jeffrey Petts), 1:116. Mark, Michael L., and Charles L. Gary, A History of American Music Education (Sondra Wieland Howe), 4:115. Philosophy and the Interpretation of Pop Culture, William Irwin and Jorge ]. E.G racia (Stefan Snaevarr), 4:111. Rampley, Matthew, ed., Exploring Visual Culture: Definitions, Concept, Contexts (Paul Duncum), 1:121. The Rembrandt Book, Gary Schwartz (John Adkins Richardson), 2:115. Schiralli, Martin, Constructive Postmodernism: Toward Renewal in Cultural and Lit- erary Studies (David Carrier), 3:122. Schwartz, Gary, The Rembrandt Book (John Adkins Richardson), 2:115