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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... paintings. Visual culture often involves contested boundaries between traditional and new visual forms. As well as including painting and sculpture, computer graphics, fashion design, architecture, television, comics and cartoons ...
... painting, just as listening to music is for dance and dance is for music. A critical debate in the arts and education concerns the place of visual forms produced through the use of computer and other advanced technologies. The debate is ...
... painting is used to illustrate asymmetrical balance, another to exemplify the creation of texture through the use of a palette knife; their purpose is simplified and reified from the multiple and complex ideas on which the paintings ...
... painting with markers on construction paper. I have seen this lesson taught many times, even going so far as having all the students in the class draw the same vase and sunflowers. In fact, the students may be borrowing the technique of ...
... Painting I or II, or 2-D or 3-D Design. Not only is this type of curriculum unsuitable in the context of the work practices of contemporary artists who regularly cross over boundaries of media and technique; it misrepresents the realm ...
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 | |