Active learning ideas
The final topic in aesthetics examines the complex relationship between art, morality, and society. Students debate whether art should be judged on moral grounds and explore the ethics of censorship. This topic is a key part of the Ontario HZB3M curriculum, as it asks students to analyze the social and political functions of art.
Activity 01
Students debate a real-world case of a controversial artwork being removed from a Canadian gallery. One side argues for 'artistic autonomy' (art is separate from morals), while the other argues for 'moralism' (art has social duties).
Should art be censored if it is considered offensive?
Activity 02
Groups research a Canadian artist who uses their work for social change (e.g., Kent Monkman or a Francophone protest singer). They present how the art's 'aesthetic' choices help its 'moral' message.
Does art have a moral obligation to society?
Activity 03
Students reflect on an artist they like who has done something morally wrong. They discuss with a partner: 'Can you still enjoy the art?' and 'Should we stop supporting them?'
Can a morally flawed artwork still be aesthetically valuable?
A few notes on teaching this unit
Watch Out for These Misconceptions
If a work of art is offensive, it should be banned.
Philosophy explores the difference between 'offensive' and 'harmful,' and looks at the long-term costs of censorship. Active learning that explores the 'slippery slope' of censorship can help students see the complexity of this issue.
Art is just entertainment and doesn't really affect society.
Art can shape our values, empathy, and political views. Peer-led investigations into the history of 'protest art' can help students see the real-world power of aesthetic expression.
Methods used in this brief
The Nature of Beauty
Students explore the philosophical definition of beauty and whether it is an objective property or a subjective experience. They examine how aesthetic judgments are formed.
8 methodologies
Defining Art
This topic investigates the criteria used to define art and the role of the artist's intention. Students analyze controversial works to test the boundaries of what constitutes art.
8 methodologies