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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... 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 functions of visual culture that have long been ...
... interests of a corrupt clergy and greedy aristocracy. The new intellectuals of the 18th century argued that these authorities had artificially constructed social conventions and imposed them on individuals in order to maintain their ...
... interests or desires. Kant conceived of a disinterested aesthetic experience of elation denying simultaneous (personal, social, economic, etc.) interests and elevating people to a higher plane of consciousness than that of everyday ...
... interests is highly debatable, but nonetheless, this level of experience is a mere sensory coupling with a work of art, about which the viewer may know nothing. It is only the first, simple step toward developing an understanding of art ...
... interests and desires; it not only gave authority to those who had such objects of achievement and abilities of appreciation, but caused people to want these objects and to work for them. Now, viewing is particularly complex because ...
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 | |