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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... range of social issues, including issues not always thought of as social in character, such as ecology and conceptions of self. As a result, the visual arts have become fundamental to the cultural transformation of political discourse ...
... range of visual art forms integral to the creation of individual and group knowledge. People cannot only speak freely; they can visually access, display and duplicate, computer manipulate, and globally televise. Visual culture images ...
... range of visual interactions; for example, through the professional work of artists and critics; as a result of advertising that sells us (advertisers say “educates” us about) things the advertisers claim we do not yet know we need; or ...
... range of people through texts and images. Consider the case of published curriculums (national, textbook, and so on). A published curriculum is developed for a large audience. Its authors stake out the ground that a particular group has ...
... range of meanings, from poststructuralists' challenge to the notion of a single, correct, or even best structure (for example, a best institutional organization, artistic interpretation, or lesson plan) to analyses of curriculum based ...
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 | |