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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... Curriculum Representing Visual Culture in Curriculum Structures Curriculum Connections, Cognitive Connections Conclusion Art.edu: Technological Images, Artifacts, and Communities Technology as a Part of Visual Culture Student Uses of.
... perspective, cultural capital is a much broader notion involving not only an awareness of high culture, but a social responsibility for visual culture at large. Chapter 7 focuses on the visual technologies that have been.
... technologies that have been mentioned throughout the book, and they are discussed in terms of teaching. Technology has made visual culture more readily accessible than literary forms of culture. The power of visual technologies from an ...
... technologies, as well as new factual information. For example, what has been thought proven is often later called into question because our vision of what is possible changes over time and representations of new possibilities emerge ...
... technologies” of psychological and social control (Foucault, 1970). Michel Foucault analyzed these technologies using the examples of sexuality and mental illness, and others have used his methods to analyze the ways in which schooling ...
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 | |