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 28
... institutions for their support. Several colleagues who have read all or parts of the manuscript have given me helpful advice and deserve special mention: Paul Duncum, Arthur Efland, Patricia Stuhr, Deborah Smith-Shank, and Kevin Tavin ...
... institutional limitations of art education contexts will always work to confound the enriching influence of theory ... institutions, is important in the formation of cultural identity, political economy, and individual enrichment. The ...
... institutional structures. Educators' responses to such conflicts will shape the future of art education at all levels. Curriculum is an artistic form that borrows from scientific inquiry, but an aesthetic education can aid understanding ...
... 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 sensuality make the ...
... experience; it shapes our thinking about the world and leads us to create new knowledge through visual form. Art education, in its institutional and noninstitutional settings, whether conducted in a K–12 classroom or a university school.
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 | |