Teaching visual culture : curriculum, aesthetics, and the social life of art / Kerry Freedman.
Material type:
TextPublication details: New York : Teachers College Press ; Reston, VA : National Art Education Association, c2003.Description: xiv, 189 p. : ill. ; 24 cmISBN: - 0807743712 (pbk. : acidfree paper)
- 372.5 FRE
| Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|
| Standard Loan | LSAD Library Main Collection | 372.5 FRE (Browse shelf(Opens below)) | 1 | Checked out | 16/06/2021 | 39002100410993 | |
| Standard Loan | LSAD Library Main Collection | 372.5 FRE (Browse shelf(Opens below)) | 3 | Available | 39002100401281 | ||
| Standard Loan | Moylish Library Main Collection | 372.5 FRE (Browse shelf(Opens below)) | 2 | Available | 39002100475384 |
Enhanced descriptions from Syndetics:
Global culture is rapidly shifting from text-based communication to image saturation. Visual culture is everywhere: on television, in museums, in magazines, in movie theaters, on billboards, on the internet, and in shopping malls. As a result, learning about the complexities of visual culture is becoming ever more critical to human development. 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.
Includes bibliographical references (p. 169-180) and index.
The professional field: theorizing visual culture in education -- Finding meaning in aesthetics: the interdependence of form, feeling, and knowing -- The social life of art: the importance of connecting the past with the present -- Art and cognition: knowing visual culture -- Interpreting visual culture: constructing concepts for curriculum -- Curriculum as process: visual culture and democratic education -- Art.edu: technological images, artifacts, and communities -- Contributing to visual culture: student artistic production and assessment.
Table of contents provided by Syndetics
- Acknowledgments (p. ix)
- Introduction (p. xi)
- 1. The Professional Field: Theorizing Visual Culture in Education (p. 1)
- Visual Culture, Education, and Identity (p. 2)
- Theorizing the Professional Field (p. 5)
- Remnants of Social Theory that Shape Social Practice: Lessons from the History of Art Education (p. 9)
- Breaking Boundaries and Teaching Concepts (p. 13)
- Conclusion (p. 19)
- 2. Finding Meaning in Aesthetics: The Interdependence of Form, Feeling, and Knowing (p. 23)
- The Multiple Levels of Aesthetic Experience (p. 24)
- Foundations of Modern Aesthetics (p. 25)
- Modernist Aesthetics in Curriculum (p. 27)
- Meaning and Visual Culture: Making Connections Through Associated Knowledge (p. 31)
- Aesthetics and the Construction of Meaning: Pragmatist and Neopragmatist Views (p. 38)
- Conclusion (p. 41)
- 3. The Social Life of Art: The Importance of Connecting the Past with the Present (p. 43)
- The Old and the New Art Histories (p. 43)
- Contexts and Quality (p. 49)
- Back and Forth: Juxtapositions of Time/Space (p. 55)
- Conclusion (p. 62)
- 4. Art and Cognition: Knowing Visual Culture (p. 63)
- Approaching Visual Culture: The Relationship of Form, Feeling, and Knowing to Learning (p. 64)
- Psychobiological Conceptions of Artistic Development (p. 70)
- Sociological Perspectives of Artistic Development (p. 74)
- Social Ways of Knowing Art: Constructivism, Socially Shared Cognition, and Distributed Cognition (p. 79)
- Situated Knowledge: Developing Conceptions and Misconceptions about Art (p. 83)
- Conclusion (p. 85)
- 5. Interpreting Visual Culture: Constructing Concepts for Curriculum (p. 86)
- Interpretation, Contexts, and Extending Meanings (p. 87)
- Postmodern Concepts and Visual Culture (p. 94)
- Cultural and Personal Interpretations (p. 99)
- Conclusion (p. 104)
- 6. Curriculum as Process: Visual Culture and Democratic Education (p. 106)
- Postmodern Curriculum (p. 108)
- Representing Visual Culture in Curriculum Structures (p. 111)
- Curriculum Connections, Cognitive Connections (p. 118)
- Conclusion (p. 127)
- 7. Art.edu: Technological Images, Artifacts, and Communities (p. 128)
- Technology as a Part of Visual Culture (p. 128)
- Student Uses of Art and Technology (p. 134)
- Producing on Screen (p. 138)
- Watching Art: Students as Audience (p. 139)
- Television: The National Curriculum (p. 142)
- Conclusion (p. 146)
- 8. Contributing to Visual Culture: Student Artistic Production and Assessment (p. 147)
- Assessment: From Liking to Understanding (p. 148)
- Critique and Community (p. 153)
- Group Cognition and Assessment in the Arts (p. 158)
- Student Group Assessment (p. 164)
- Conclusion (p. 167)
- References (p. 169)
- Index (p. 181)
- About the Author (p. 189)