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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النتائج 1-5 من 52
... attention to the analysis of concepts that can provide a foundation for curriculum development. Ways in which conceptions of curriculum in general education can inform art education are discussed in Chapter 6. Conceptions of curriculum ...
... attention and treated as an “optional extra”—even when such issues are the point of the work. Second, artistic objects are transformed through education and often lose their cultural identity. As the curriculum becomes more focused on ...
... attention on relationships between objects. As the boundaries of visual cultural forms have become blurred, objects have become recycled bits of other objects that are collaged together, copied, duplicated, and multiplied. Challenging ...
... attention in education. Though following on the heels of the critique of this distinction even by fine artists themselves, the view that the distinction should exist remained strong in education. This view may have been easy to hold ...
... attention is being placed on the importance of relationships between makers and viewers that develop through the mediation of objects. These relationships are important as an educational topic because separating art from its intents and ...
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 | |