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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... 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.
... classroom or a 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 ...
... dependent upon what is depicted in an image. A classroom in which visual culture is made and discussed is part of an interpretive learning community. The interpretation of newly encountered images is based on meanings.
... classroom critique. Critique helps participants not only make judgments and reflect on their own positions, but realize that the discourse of their positions, the critique, the curriculum, the field, and so on, create the milieu of ...
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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 | |