Introduction to Dadler’s Primer

| May 6, 2014

“Anyway, the point is, it seems to me that the act of matching a form with content is often an attempt to merge education with aesthetic experience. Bam. There’s our class right there” (Dadler).

The commingling of humor, aestheticism, literature, Robot Chicken, doodles, and fighting swans present in Dadler’s primer indicates how this class’s issues pervades almost everything—even my own experience in writing this introduction, since I had to read all of his posts in order to say something that will make you, the reader, have some kind of understanding of his work. (However, since we are all ‘busy’ all the time, you didn’t probably read most posts, and perhaps you won’t read this! ) His commentary on the actual class itself illuminates how  “there’s no aesthetics without the education, and there’s no education without the aesthetics” (Dadler) in his clever post “A is for A is for Education.”

Since David and I are in the same M.A. program (English Education), his post that connects Rancière, Rosenblatt, and Helgura’s ideas together significantly resonates with me on account of subjectivity being an integral component to how one experiences art, in however he or she denominates it. Furthermore, in his post “K is for Kyle’s Crush,” which I eloquently inspired, David explores how I have made A Midsummer Night’s Dream’s Hippolyta an “enslaved performer” for I was gazing at how she performs in the background while Theseus essentially subjugates her. #Thanks, David. Fundamentally, the aesthetic experience within our classroom and other ones thematically recurs.

If you want an extremely witty take on the issues in “Education and the Aesthetic Experience,” I highly recommend that you read his primer. The experience therein will fulfill you.

I also inspired this:

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