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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... qualities. However, those visual qualities are not what define visual forms as works of art and culture. It is not the fact that we can see and interpret basic forms that makes them worthy of academic study. Rather, it is the amazing ...
... , to have free will, and to be in control of their own destiny. However, enlightened philosophy also impressed ideal, human qualities on nature (Eagleton, 1983). Culture was criticized as an imposition on free will; yet the emergence.
... qualities to develop those skills in the students who would go on to become art majors in higher education. An education that interrelates visual culture experiences across elementary, secondary, and high education levels responds to ...
... qualities. Third, the focus on fine art exemplars tends to imply a single line of Western stylistic development. Formal and technical qualities are considered to be the most important connecting concepts between art objects. Even the ...
... , most children have learned to distinguish an animal from an automobile and a banana from a bunny. Making these distinctions helps children come to know the significant qualities of each. Whenever we learn a new concept,
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 | |