Applied aesthetics

Applied aesthetics is the application of the branch of philosophy of aesthetics to cultural constructs. In a variety of fields, artifacts (whether physical or abstract) are created that have both practical functionality and aesthetic affectation. In some cases, aesthetics is primary, and in others, functionality is primary. At best, the two needs are synergistic, in which "beauty" makes an artifact work better, or in which more functional artifacts are appreciated as aesthetically pleasing. This achievement of form and function, of art and science, of beauty and usefulness, is the primary goal of design, in all of its domains.

Although structural integrity, cost, the nature of building materials, and the functional utility of the building contribute heavily to the design process, architects can still apply aesthetic considerations to buildings and related architectural structures. Common aesthetic design principles include ornamentation, edge delineation, texture, flow, solemnity, symmetry, color, granularity, the interaction of sunlight and shadows, transcendence, and harmony. These aesthetic considerations form one branch of the philosophy of architecture.

Interior designers, being less constrained by structural concerns, have a wider variety of applications to appeal to aesthetics. They may employ color, color harmony, wallpaper, ornamentation, furnishings, fabrics, textures, lighting, various floor treatments, as well as adhere to aesthetic concepts such as feng shui.

A new art form struggling for acceptance is digital art, a by-product of computer programming that raises new questions about what truly constitutes art. Although paralleling many of the aesthetics in traditional media, digital art can additionally draw upon the aesthetic qualities of cross-media tactile relationships; interactivity; autonomous generativity; complexity and interdependence of relationships; suspense; and playfulness.

Artists working in this type of art are often forced to justify their use of a computer rather than a traditional medium, leading to, like the debate over Warhol's "Brillo Pad Boxes", a question of what constitutes art.

The criticisms of digital art are many. For example, graphics programs allow perfect shading to be achieved with little to no effort. In other types of programs, there is a sense that because of the variety of tools, filters, distortions, etc., that an artist has a veritable image factory at their disposal. The various criticisms ultimately come down to the issue of "what effort is the artist putting into their work?"

The 3d art community frequently references that while the programs they utilize render and shade the objects, their efforts are more akin to the sculptor or architect, presenting an aesthetically arranged, lighted, and textured scene. The users of the other programs such as Photoshop or Gimp point out that while they may have many tools at their disposal, the art itself must be that much more detailed and imaginative to stand out. In both cases there is the challenge of overcoming the barriers of limited technology and the lack of direct contact with one's medium.

Educators are also interested in how aesthetic designs influence the ways that students think and learn. Some historical figures like John Dewey have approached education through aesthetics. More recently, Elliot Eisner and jan jagodzinski have reopened the debate. Other researchers with postmodern or poststructural influences have done the same, these include Cleo H. Cherryholmes and Michel Foucault. Aesthetics in education has been linked to pragmatism as well as other areas of curriculum development and implementation.