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 39
... range of visual images, objects, ideas, and practices that mediate between and across human beings and the environment. Students, teachers, artists, and curriculum theorists take part in the intellectual field, which is interpreted and ...
... range of other artifacts. This is an “academic” approach to curriculum, as opposed to a humanist or social reconstruction approach (McNeil, 1975, 1996). The purpose of the academic approach to curriculum is the dissemination of ...
... range of content that will help students to understand the visual arts. Sharing content typically considered part of the domain of other school subjects can only help students to understand the importance and power of the visual arts ...
... range of visual forms can only be understood in relation to their contexts of making and viewing. At the same time, these contexts are shaped by visual culture forms. Curriculum is becoming more reflective of the contexts of the visual ...
... creation of knowledge, and for the unexpected outcome that surpasses planned objectives. The range of aesthetic influences suggests that several aesthetic theories should be considered when teaching visual culture and.
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 | |