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 71
... Interpretation, Contexts, and Extending Meanings Postmodern Concepts and Visual Culture Cultural and Personal Interpretations Conclusion 6. Curriculum as Process: Visual Culture and Democratic 7. Education Postmodern Curriculum ...
... interpret those surface visual qualities. However, those visual qualities are not what define visual forms as works of art and culture. It is not the fact that we can see and interpret basic forms that makes them worthy of academic ...
... interpretations continually being carried along in people's minds, images, and texts. As a result, a social history of visual culture can be considered a more enriching educational representation of art. Chapter 4 is about connections ...
... interpretation and representations of art inside and outside of school. An important reason for reassessing the ways in which we teach visual culture is that the boundaries between visual forms are breaking down, presenting new ...
... interpreted, forming new knowledge and new images of identity 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 ...
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 | |