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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... focuses on theorizing art in education. Theory provides a foundation and rationale for practice as well as being constructed through practice. An area of study such as art education requires a social form of theory in which principles ...
... culture perspective, cultural capital is a much broader notion involving not only an awareness of high culture, but a social responsibility for visual culture at large. Chapter 7 focuses on the visual technologies that have been.
Curriculum, Aesthetics, and the Social Life of Art Kerry Freedman. Chapter 7 focuses on the visual technologies that have been mentioned throughout the book, and they are discussed in terms of teaching. Technology has made visual culture ...
... focused on the idea that men (specifically) had natural civil rights, including a right to knowledge and freedom from political oppression. In contrast to a culture based on beliefs and interests, enlightened knowledge was considered ...
... focused on objectives easily taught and assessed, exemplars (readily available through publications) are used over and over by instructors. Student teachers then use the same exemplars in their own teaching and, in the process, the ...
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 | |