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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... immediacy, memorability, and sensuality make the visual arts particularly powerful as a symbolic form and this power includes a didacticism that not only teaches us to The Professional Field: Theorizing Visual Culture Education.
... particularly to developments in technology, advanced levels of industrial capitalism, and totalizing mass media as initiating negative social conditions. However, Lyotard (1984) argues that a therapeutic value of art is found in ...
... particularly powerful through the use of visual forms. From work of the artists who call themselves the Guerrilla Girls to film clips used on television news programs people respond to social conditions through visual culture. Such ...
... particularly influenced U.S. thinking about art and education since the 1960s. The first was European neo-Marxist theory, particularly the work of critical sociologists of the Frankfurt School, such as the aesthetics of Theodor Adorno ...
... particularly true in the case of the arts where the value of originality is imparted at the same time as the value of following rules. If one thinks of art and education as completely separate intellectual fields, this would be 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 | |