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 52
... principles both guide and challenge practice. Theorizing art in education is difficult because it involves two often conflicting forms of practice—education, which seeks predicted learning outcomes; and art, which seeks the unpredictable.
... 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.
... involve matters of free speech. They concern freedom of information in a range of visual art forms integral to the creation of individual and group knowledge. People cannot only speak freely; they can visually access, display and ...
... involving a one-way transmission of information through space and time. People respond in many ways to image carriers, such as books, films, television, fine art, and the web, and this third type of interaction involves vast audiences ...
... involves meanings that are learned and taught by social groups (Freedman, 1994). Images are related to previous knowledge, integrated with other images that have been created by other people, and recalled for various purposes, including ...
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 | |