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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... imagery. Perhaps it is only now that a rereading of Bell can be done in light of postmodern visual culture and a greater general awareness of the social influences of form. The application of formalism in curriculum presented a ...
... experience was a closed concept, based on a limited general human experience with imagery, conceptualized as disinterested and sublime, and shaped by the Meaning and Visual Culture: Making Connections Through Associated Knowledge.
Curriculum, Aesthetics, and the Social Life of Art Kerry Freedman. imagery, conceptualized as disinterested and sublime ... imagery derived from dreams, which are considered a form of cultural symbolism. Although dream images also involve ...
... imagery; old symbols mix with new and group feelings mix with the personal as imagination becomes the storehouse for, and a medium in which visual culture is created and interpreted. Imagination develops through interdisciplinary and ...
... imagery, including things that we may not like to admit are part of our knowledge store. It confronts and challenges our accepted representations of ourselves, as social beings, as women and men, as audiences, and so on. Like Simmons's ...
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 | |