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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... interpreting an interpretation. Although some educators argue that they “start” with the art object when teaching, interpretations discussed in class are part of a history of discourse from previous social settings developed by artists ...
Curriculum, Aesthetics, and the Social Life of Art Kerry Freedman. The interpretation of newly encountered images is ... interpreting and creating new images. Through mixes of popular visual culture and fine art, new images are produced ...
... , 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 critical.
... interpreted and reinterpreted. The intellectual field is enabled through the knowledgeable creation and viewing of visual culture. It is the intersection of the fields of art and education and it shapes how people, including artists ...
... interactive relationship between artist, object, and viewer. Teaching about postmodern works of art cannot depend on oppositions, such as accurate versus inaccurate interpretation, or even original versus unoriginal. Rather than being.
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 | |