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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النتائج 1-5 من 39
... promoting the natural flow of desire, and intensifying feeling. The educational importance of visual culture is important to understand if we are to teach appropriately in a contemporary democracy. The new conditions of visual culture ...
... promote literacy borrowed from John Dewey's pragmatism and ideas about progressive education. These social theories were vehicles for responding to political and economic oppression. In part, their translation in the United States was a ...
... promotes and is promoted by the popular and can both excite students' imaginations and inform their creations. The argument for fine art as opposed to popular art forms based on conceptual complexity falls short when it is understood ...
... promoting learning that will help students make meaning. In this study, students tended to have a basic knowledge of form and media, but found processes of connecting meaning to form particularly challenging. The results of this study ...
... promotion of discipline-based art education by the J. Paul Getty Foundation in the 1980s and 1990s stimulated an even greater ... promote feelings of righteousness, communicate vital messages, and illustrate excellence. These are the ...
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 | |