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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النتائج 6-10 من 28
... institutions, such as school and museums, are some of the few structured, dialogical environments that students have access to in which sense can be made of their many monological experiences. Interpretive Communities Images objectify ...
... institutional organization, artistic interpretation, or lesson plan) to analyses of curriculum based on the socioeconomic conditions of certain populations. However, all referred to critical reflection at a social level. In the 1980s ...
... maintain larger social structures of a culture and its institutions. The social structure has supported the reproductive aspects of Remnants of Social Theory that Shape Social Practice: Lessons from the History of Art Education.
... institutions and in consciousness. At the same time, such structure contains elements of transformation. For example, in a sociohistorical structure that maintains the whole societal ideal of individualism, individual and group ...
... destroy authoritarian institutions contained the assumption that each person was to be a free actor, implying that individuals could act on all possibilities. However, being an individual meant something different for people of.
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 | |