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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... environments have enabled us to survive since early human history, and now allow us to process realistic imagery quickly. Even young children can interpret those surface visual qualities. However, those visual qualities are not what ...
... environments and institutions, including those that are educational. Even environments not previously considered educational have become so as a result of the didactic power of the visual arts. Their immediacy, memorability, and ...
... environment. It mediates social relationships between and among makers and viewers and among viewers. Art and art education are forms of mediation between people in which a range of professional, discursive practice plays an important ...
... environments that students have access to in which sense can be made of their many monological experiences. Interpretive Communities Images objectify meaning that is at once transitory and tightly bound to the object. The process of ...
... environment. Students, teachers, artists, and curriculum theorists take part in the intellectual field, which is interpreted and reinterpreted. The intellectual field is enabled through the knowledgeable creation and viewing of visual ...
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 | |