Teaching Visual Culture: Curriculum, Aesthetics, and the Social Life of ArtTeachers College Press, 2003 - 189 من الصفحات This is the first book to focus on teaching visual culture. The author provides the theoretical basis on which to develop a curriculum that lays the groundwork for postmodern art education (K–12 and higher education). Drawing on social, cognitive, and curricular theory foundations, Freedman offers a conceptual framework for teaching the visual arts from a cultural standpoint. Chapters discuss: visual culture in a democracy; aesthetics in curriculum; philosophical and historical considerations; recent changes in the field of art history; connections between art, student development, and cognition; interpretation of art inside and outside of school; the role of fine arts in curriculum; technology and teaching; television as the national curriculum; student artistic production and assessment; and much more. “A compelling synthesis of scholarship from a variety of fields. . . . This book successfully blends theory with provocative arts education applications.” “Insightful and well-researched. . . . This book will spark discussion among art educators, serving as a catalyst for change in theory and practice.” |
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... University All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission ...
... University of Minnesota and Northern Illinois University and I thank both institutions for their support. Several colleagues who have read all or parts of the manuscript have given me helpful advice and deserve special mention: Paul ...
... ; it shapes our thinking about the world and leads us to create new knowledge through visual form. Art education, in its institutional and noninstitutional settings, whether conducted in a K–12 classroom or a university school.
... university school of art, whether in a drawing lesson or as part of an interdisciplinary science unit, helps to develop rich meanings through life experience inside and outside of school. It is found in classrooms, museum galleries ...
... University schools of art now include courses on computer graphics animation in which students learn to make those television programs, computer games, and films. Challenging the Boundaries of Forms The visual arts now overlap.
المحتوى
Pragmatist | |
The Importance of Connecting | |
Knowing Visual Culture | |
Shared Cognition and Distributed Cognition | |
Constructing Concepts | |
Visual Culture and Democratic | |
Technological Images Artifacts | |
Student Artistic | |
References | |
Index | |