The purpose of this study was to learn more about teachers' experiences and perceptions of aesthetic learning processes in social studies education in grades 4-6. This was examined through the following research questions: How do teachers describe their work with aesthetic expressions in social studies education in grades 4-6? What different purposes for the use of aesthetic learning processes do teachers describe? How do teachers describe the conditions for their teaching with aesthetic learning processes? To what extent do teachers use aesthetic expressions as part of their teaching, and which expressions are used the most?

To answer these questions, five teachers teaching social studies subjects in grades 4–6 were interviewed. A survey was also conducted, with 65 teachers responding to questions about how often they use aesthetic learning processes in teaching and which aesthetic expressions they use. The interviews and the survey were then analyzed based on theories of aesthetic learning processes.

The results based on the teachers' descriptions indicate that teachers teach through aesthetic expressions, known as education through the arts. Aesthetic expressions are used as a language of aesthetics in teaching. Teachers and students use the aesthetic language to learn and portray their learning. Aesthetic languages are sometimes used in a creative process where students, together with the teacher and the subject matter, are given the opportunity to reflect and experiment in their learning. Teachers experience that lessons become more enjoyable, and that students are more engaged when using aesthetic learning processes. Furthermore, teachers describe that they perceive students to remember more, and the subject-related content becomes clearer and more concrete for students when using aesthetic learning processes. They use aesthetic learning processes, among other things, to motivate students and reinforce their knowledge. The study shows that time is the primary factor affecting the conditions for teaching with aesthetic learning processes. Furthermore, the study indicates that the majority of teachers teaching social studies subjects in grades 4-6 use aesthetic learning processes in teaching 4-7 times per term. Among the aesthetic expressions, arts and drama are the most commonly used in teaching.