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 21
... dependent on a form of mediation between people who are not in the same location, such as a personal letter or telephone call. Mediated quasi-interaction is monologic, involving a one-way transmission of information through space and ...
... 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.
... dependent upon social issues, such as professional interests, disciplinary boundaries, and territories of value. REMNANTS OF SOCIAL THEORY THAT SHAPE SOCIAL PRACTICE: LESSONS FROM THE HISTORY OF ART EDUCATION The variety of forms and ...
... dependent on a man, but was also supposed to make him dependent on her in order to keep him in the family unit (Schwartz, 1984). While individuals were conceptualized as agents of change, the idea of natural free will was internally ...
... dependent upon broad audience viewing habits. For example, many adolescents watch the same television programs that adults find entertaining, younger and older children play the same computer games, and children visit museums with their ...
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 | |