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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... popular arts reduces opportunities for studying their connections. Advancing knowledge of visual culture depends on good foundations at all levels, including connections as well as distinctions between and among forms, ideas, and ...
... popular and fine arts forms. It includes the fine arts, tribal arts, advertising, popular film and video, folk art, television and other performance, housing and apparel design, computer game and toy design, and other forms of visual ...
... popular visual culture and fine art, new images are produced and new meanings of art (as a category) emerge. In the process, what it means to be “cultured” is transformed. Although aesthetic knowledge has been represented at times as ...
... popular culture. By the 1970s and 1980s, the U.S. version of neo-Marxist theory and Freire's “pedagogy of the oppressed” became entangled in education with feminist and cultural theory related to civil rights. Ideas were taken from each ...
... popular forms of art, which, although represented as being on opposite ends of the continuum, are inherently joined by it. For Bourdieu, the influence of individuals in art or education is of little importance and in the complex context ...
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 | |