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 84
... importance of the visual arts in shaping culture, society, and even individual identity. Unfortunately, most people ... important as forms of human expression, but because much contemporary culture has become visual. Global culture is ...
... important. Historically, theory has been crucial to the fine art community as a way of helping people think and talk about the arts. Theory is becoming increasingly important in terms of broader visual culture as technology has made the ...
... important to remember that history is not the past—it is a story about the past. At all levels of education in the past, that story has been largely Western and represented as a history of styles, barely touching on the most important ...
... important contributions to an understanding of teaching and learning about visual culture. The second half of the book draws on the theory discussed in the earlier chapters toward putting ideas into practice. In Chapter 5, I discuss ...
... important to students' understanding of the pervasive visual arts. Chapter 8 concludes the book, with a discussion of the importance of critical reflection during student production and critique as a democratic process. The discussion ...
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 | |