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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... result, a social history of visual culture can be considered a more enriching educational representation of art. Chapter 4 is about connections between art, student development, and cognition. This chapter brings together research on the.
... representations of art inside and outside of school. An important reason for reassessing the ways in which we teach ... representation are highlighted. The maintenance of democratic principles in education is discussed in ways that ...
... representation (Lacan, 1977). The effects of images shape an individual's selfconcept, even in the ways they shape the notion of individualism. Individuals appropriate characteristics of visual representations, adopting these ...
... representations of new possibilities emerge. Such changes in theory both shape and reflect shifts in professional discourse and discursive relations, such as power arrangements and social patterns. People can be included or excluded ...
... representation. When we refer to art in education, the interpretation process is complex. Art (e.g., a painting) can be used to objectify objects (dishes and fruit arranged on a table), but education objectifies that which objectifies ...
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 | |