Lesson planning is an essential component of high quality teaching. Rather than being regarded as a positive experience, all too often, teachers view the planning process as tedious and a drain on their time (Trimble, 2015). Using a conceptual model forged from observing the interactions of teachers and artists, this study allowed for an exploration of teachers’ individual and collaborative engagement. The purpose of this study was to evaluate how the aesthetic planning process impacted the teachers’ beliefs about collaborative planning.

This qualitative case study of middle school social studies teachers examined their application of Deweyian aesthetics within a collaborative lesson planning setting. The findings demonstrate that the use of perceptual planning enhanced the value and efficiency of the process. Moreover, the aesthetic model transformed collaborative planning into a meaningful and enjoyable experience.