Teaching Visual Culture: Curriculum, Aesthetics, and the Social Life of ArtTeachers College Press, 22/08/2003 - 189 من الصفحات Offering a conceptual framework for teaching the visual arts (K-12 and higher education) from a cultural standpoint, the author discusses visual culture in a democracy. |
من داخل الكتاب
النتائج 1-5 من 61
الصفحة viii
... Interpreting Visual Culture : Constructing Concepts for Curriculum Interpretation , Contexts , and Extending Meanings Postmodern Concepts and Visual Culture Cultural and Personal Interpretations Conclusion 6. Curriculum as Process ...
... Interpreting Visual Culture : Constructing Concepts for Curriculum Interpretation , Contexts , and Extending Meanings Postmodern Concepts and Visual Culture Cultural and Personal Interpretations Conclusion 6. Curriculum as Process ...
الصفحة xi
عذرًا، محتوى هذه الصفحة مقيَّد.
عذرًا، محتوى هذه الصفحة مقيَّد.
الصفحة xiii
عذرًا، محتوى هذه الصفحة مقيَّد.
عذرًا، محتوى هذه الصفحة مقيَّد.
الصفحة 3
عذرًا، محتوى هذه الصفحة مقيَّد.
عذرًا، محتوى هذه الصفحة مقيَّد.
الصفحة 4
عذرًا، محتوى هذه الصفحة مقيَّد.
عذرًا، محتوى هذه الصفحة مقيَّد.
المحتوى
The Importance | 43 |
Knowing Visual Culture | 63 |
Technological Images Artifacts | 128 |
| 169 | |
| 181 | |
About the Author 189 | |
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abstract expressionism advertising aesthetic argued art community art education art history artistic production aspects audience become Blair Witch Project boundaries classroom cognition complex computer games computer graphics concepts connections considered construction contemporary contexts create critical critique curricu curriculum dents disciplines discussed Distributed cognition environment example experience fictional film focus focused formal forms of visual Freedman group assessment help students ideas imagery images and objects important increasingly individual influence interaction interpretation involves issues John Malkovitch knowledge levels mass media Matthew Barney meaning models museum painting past perspective popular culture postmodern postmodern art professional programs promote qualities recycled reflect relationship representation response result shape skills social structure student art students learn sual suggests symbolic taught teachers teaching visual culture television texts theory thinking tion tural ture understanding viewers viewing visual arts visual cul visual forms visual technologies Walker Art Center