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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... result, a social history of visual culture can be considered a more enriching educational representation of art. Chapter 4 is about connections between art, student development, and cognition. This chapter brings together research on the.
... considered an elite and isolated form of human production is becoming increasingly realized as a part of daily life. The visual arts are expanding not only in their forms, but in their influence through connections to the range of ...
... considered visual arts, have visual culture characteristics. However, just as the definition of the term art has been debated for centuries, the term visual culture does not necessarily require a precisely agreed upon definition to ...
... considered a form of cultural capital and it is important to demonstrate that one has this knowledge in order to succeed in the context of an economy based on such capital. This is the case at all socioeconomic levels. The wealthy ...
... considered in relation to the larger historical picture. Even when the time seems short, the assumptions and activities that are part of change are conditions of time and place outside, as well as inside, the professional field ...
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 | |