The purpose of this study was to investigate teachers in pre-school and school, how they use aesthetic methods in their activity / school teaching and their experiences of this kind of work method. The study also contains the teacher’s experience of possibilities and difficulties in this kind of work method.

The study is based on qualitative interviews with three teachers in pre-school and school. And the results of this investigation turned out to be three different ways to look at aesthetic as; joyful activity, as a subject - to attract attention of interest and a pleasant working environment.

It also turned out to be how the differences can look between pre-school and school and between younger and older children when using aesthetic activities. Every teacher had different purpose of using the aesthetic methods in their activity / school teaching and that it also was shown different much and in different ways.

In pre-school appears aesthetic activities and children’s play the most and  in pre-school are the aesthetic activities and children’s play the methods that forms the children as it brings joyful activities, curiosity and learning.

In junior school, the younger children, are the children’s play and the aesthetic activities still important. But it doesn’t appear that much like it does in pre-school. Here does the teacher use the aesthetic activities to bring interest of school subjects.

In middle school, the older children, seems the aesthetic activities get another importance. The aesthetic activities are being used to create a relaxing moment from the theoretical subjects and it also being used to create a joyful and pleasant environment.

Everybody also thinks that aesthetic is something positive and that it strengthens the children’s and the students’ developments and learning’s. It also turned out to be that aesthetic helps all students who have any kind of difficulties in school or pre-school. They also think that aesthetic should be included in all pedagogy activities.

When it concern the difficulties of using the aesthetic in school or pre-school, no pedagogy had any experience to share, except that the time of planning for more aesthetic activities seems to be a problem in pre-school.

At school the pedagogy felt that the children became too restless, and the bigger students thought it became foolish. It also emerge that the pedagogy had a worried feeling that the children’s parents thought that aesthetic teaching should be fuzzy, that the children should do something else, more useful.

At school for the older students the teacher gave her opinion more like an advice to us, that if you are going to use aesthetic in your school teaching, you have to think twice, so you don’t force students to participate in activities they don’t feel comfortable with.