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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... methods to analyze the ways in which schooling functions as a form of social control. The often subtle technologies of the mind—which include institutions other than schools, such as the mass media, and which have become increasingly ...
... methods, such as portfolio assessment, have gained currency even in general education. An essential responsibility of education in the future will be to teach students about the power of imagery and the freedoms and responsibilities ...
... method, but became particularly popular in 20th century Britain and North America. MODERNIST AESTHETICS IN CURRICULUM The emergence of modernity in art was closely tied to industrialization, the advancement of technology, and the ...
... methods of empirical science. Greenberg's view of painting was evolutionary, reflecting the idea that the history of art was a developmental history of progress toward some end. The end Greenberg had in mind was to move ever closer to ...
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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 | |