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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... viewing, which is perhaps the greatest issue in education. Education is a process of identity formation because we change as we learn; our learning changes our subjective selves. The creation of self is based on the subject being ...
... viewing of visual culture. It is the intersection of the fields of art and education and it shapes how people, including artists, think about art. In a sense, art produces curriculum as curriculum produces art. The ways in which people ...
... viewing habits. For example, many adolescents watch the same television programs that adults find entertaining, younger and older children play the same computer games, and children visit museums with their parents. University schools ...
... viewing. At the same time, these contexts are shaped by visual culture forms. Curriculum is becoming more reflective of the contexts of the visual arts, thus including relevant information needed in order to understand the complexity of ...
... viewing that point to interdependent layers of daily and lifelong experience tied to aesthetic response. New forms of visual culture have been created, embodying a sophisticated aesthetic previously only imagined that make apparent ...
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 | |