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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... arts in shaping culture, society, and even individual identity. Unfortunately, most people have no formal art education after early adolescence and many have no instruction in the visual arts at all. Insufficient art education is a ...
Curriculum, Aesthetics, and the Social Life of Art Kerry Freedman. seeks predicted learning outcomes; and art, which seeks the unpredictable. However, the potential contribution of theory in art education is far-reaching, making the ...
... art education at all levels. Curriculum is an artistic form that borrows from scientific inquiry, but an aesthetic education can aid understanding of what the science of teaching overlooks. As a result, the neopragmatism of post-modern ...
... teaching and learning about visual culture. The second half of the book draws on the theory discussed in the earlier chapters toward putting ideas into practice. In Chapter 5, I discuss interpretation and representations of art inside ...
... education and has been illustrated by the organization of the visual arts fields. The separations between primary, secondary, and higher art education and between the art education in schools and other cultural locations, such as in ...
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 | |