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, learning about the complexities of visual culture is becoming ever more critical to human development, necessitating changes in conceptions of art and education. This book is about what is taught by visual culture and what ...
... result, consideration of its character and impact is critical to a democratic education. As such, how and what people come to know about art, inside and outside of institutions, is important in the formation of cultural identity ...
... result, the neopragmatism of post-modern aesthetics is an aesthetic for art education. Philosophical and historical foundations of the visual arts and education are important to teaching visual culture. Some philosophical foundations ...
... resulting in a new challenge in curriculum development. In this chapter, I give attention to the analysis of concepts that can provide a foundation for curriculum development. Ways in which conceptions of curriculum in general education ...
... result, the visual arts have become fundamental to the cultural transformation of political discourse, social interaction, and cultural identity that characterizes the postmodern condition (Jameson, 1984, 1991). This transformation is ...
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 | |