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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... things is “hardwired” into our brains, the skills and concepts needed for creating, understanding, valuing, and critiquing the visual arts are learned. The process of learning to make and adequately respond to the complexities of the ...
... things the advertisers claim we do not yet know we need; or by television “talk shows” that have provided a medium for at least one reported real-life murder when people made private life public. The discourse of cultural critique has ...
... things previously unimagined, to cross borders of traditional form in the fine arts, to the mass media, and to scientific visualization. In the face of these contemporary conditions, it seems less important than it once was to focus ...
... thing from another. Before entering school, most children have learned to distinguish an animal from an automobile and a banana from a bunny. Making these distinctions helps children come to know the significant qualities of each ...
... things have changed. Fine art is still critically important, but it is only one form of visual culture worthy of study. Visual culture as a whole must be seen as real in the sense that it is a major part of everyday experience. Fine art ...
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 | |