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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... . Aesthetic judgments and particular models of aesthetics are explicitly stated or suggested in course texts and by individual teachers, Finding Meaning in Aesthetics: The Interdependence of Form, Feeling, and Knowing.
... model of aesthetics appears only to facilitate an analysis of what is contained within a work of art, it has actually conditioned students to approach visual culture as a series of objects isolated from larger social meanings. Formalism ...
... model itself because it is presented as universal and timeless. The assumption that any object can be effectively analyzed using such models carries with it the idea that the artifacts of any culture can appropriately be taught as if ...
... models for art curriculum based on elements and principles of design that could explain the attraction of both Euro-American and Japanese composition. The critical translation of Bell's work was established not through Bell's obtuse ...
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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 | |