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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... symbolic practices of visual culture. Visual culture creates, as well as reflects, personal and social freedoms, and as a result, consideration of its character and impact is critical to a democratic education. As such, how and what ...
... Their immediacy, memorability, and sensuality make the visual arts particularly powerful as a symbolic form and this power includes a didacticism that not only teaches us to The Professional Field: Theorizing Visual Culture Education.
... symbolic 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 ...
... symbolic practices can aid in the development of an understanding about the breadth of art education and its character as part of the social world. Bourdieu's attempt to found a science of aesthetic knowledge began with The Love of Art ...
... symbolic practices of a larger economy. According to Bourdieu, certain practices in an intellectual field lead people to think and act in ways consistent with the education connected to the field. These ways of thinking and acting then ...
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 | |