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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... , is important in the formation of cultural identity, political economy, and individual enrichment. The discussion of theory continues in Chapter 2, but shifts to a focus on aesthetics in curriculum. This chapter includes.
... political discourse, social interaction, and cultural identity that characterizes the postmodern condition (Jameson, 1984, 1991). This transformation is played out through broad cultural and interpersonal interactions in social ...
... political and economic oppression. In part, their translation in the United States was a response to the personal isolation of existentialism and the extreme individualism that developed after the Second World War, as a result of fears ...
... politics, and so on. It takes into account the range of visual images, objects, ideas, and practices that mediate between and across human beings and the environment. Students, teachers, artists, and curriculum theorists take part in ...
... politics and social arrangements of the day were not natural and necessary. The debate focused on the idea that men (specifically) had natural civil rights, including a right to knowledge and freedom from political oppression. In ...
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 | |