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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... century, educational theory, often based on empirical research, has increasingly influenced practice, as indeed practice influences theory. With two such theory-rich foundation areas of inquiry, art education seems undertheorized in the ...
... centuries, the term visual culture does not necessarily require a precisely agreed upon definition to discuss it in terms of education. Quite the contrary, it is likely that the multiple definitions of art that have been encouraged ...
... century must take into account this changing landscape of the visual arts and their didactic influence. Just as physics education is about the movements of bicycles as much as the movements of planets, art education is about the objects ...
... education is the structure of the Enlightenment. The philosophical debate that emerged in Europe in the 17th and 18th centuries concerning the character of knowledge, nature, and culture enabled both progressive thought.
... century perspective, knowledge existed in a natural form that had been hidden by the interests of a corrupt clergy and greedy aristocracy. The new intellectuals of the 18th century argued that these authorities had artificially ...
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 | |