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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... issues of postmodern aesthetics, but this is difficult in the context of resilient modernistic institutional structures. Educators' responses to such conflicts will shape the future of art education at all levels. Curriculum is an ...
... issues, including issues not always thought of as social in character, such as ecology and conceptions of self. As a result, the visual arts have become fundamental to the cultural transformation of political discourse, social ...
... issue in education. Education is a process of identity formation because we change as we learn; our learning changes our subjective selves. The creation of self is based on the subject being invested with certain characteristics through ...
... issues. At the same time, poststructuralists also questioned takenfor-granted educational structures, including the modernist, bureaucratic, and pseudoscientific foundations on which schooling is built (Cherryholmes, 1988). They pointed ...
... issues, such as professional 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 ...
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 | |