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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... Assessment Assessment: From Liking to Understanding Critique and Community Group Cognition and Assessment in the Arts Student Group Assessment Conclusion References Index About the Author Acknowledgments I WISH TO THANK THE MANY PEOPLE ...
... assessment. Defining the Intellectual Field Sociologist Pierre Bourdieu's work concerning symbolic practices can aid in the development of an understanding about the breadth of art education and its character as part of the social world ...
... assessment can result in curriculum that is about what can easily be taught and assessed, rather than what students should learn. The curriculum stays confined within the arena of fine art and the arena is defined mainly by its objects ...
... assessment, have gained currency even in general education. An essential responsibility of education in the future will be to teach students about the power of imagery and the freedoms and responsibilities that come with that power. If ...
... a result, curriculum is beginning to include a greater focus on critical analyses of visual culture and on student assessment appropriate to the visual arts. CHAPTER 2 Finding Meaning in Aesthetics The Interdependence of Form,
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 | |