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 85
... Knowledge Aesthetics and the Construction of Meaning: Pragmatist and Neopragmatist Views Conclusion 3. The Social Life of Art: The Importance of Connecting the Past with the Present The Old and the New Art Histories 5. Contexts and ...
... knowledge of visual culture depends on good foundations at all levels, including connections as well as distinctions between and among forms, ideas, and processes of visual culture. TEACHING VISUAL CULTURE CHAPTER 1 The Professional ...
... 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.
... knowledge. People cannot only speak freely; they can visually access, display and duplicate, computer manipulate, and globally televise. Visual culture images and objects are continuously seen and instantaneously interpreted, forming ...
... knowledge has been represented at times as being frivolous or trivial, it is actually a critically important type of practical knowledge (Bourdieu, 1993). For example, the knowledge on which taste is based has long been considered a ...
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 | |