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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... texts. As a 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 ...
... 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 decided should be ...
... texts. As a result, art education is an increasingly important responsibility as the boundaries between education, high culture, and entertainment blur and students increasingly learn from the visual arts. In the context of changing ...
... texts, the visual arts are being seen by new audiences in new ways, and artistic methods, such as portfolio assessment, have gained currency even in general education. An essential responsibility of education in the future will be to ...
... addressed. Aesthetic judgments and particular models of aesthetics are explicitly stated or suggested in course texts and by individual teachers, Finding Meaning in Aesthetics: The Interdependence of Form, Feeling, and Knowing.
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 | |