Caitlin Hazelton FACILITATION SHEET 1 Title: The Professional Field: Theorizing Visual Culture in Education Author(s): Freedman, K. Source/Date: (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art. New York, NY: Teachers College Press. Main Idea/Purpose (2-3 sentences): Fine art and visual culture were once considered two very separate fields, but now must be taught together as two important aspects of visual art. They often borrow from each other, and blur lines that were formerly more distinct. Curriculum now draws on an interdisciplinary approach that is informed by several characteristics, including technology, multiculturalism and critical thinking. Short Overview (including any important quotes): In this chapter Freedman (2003) discusses how the visual arts “…have become fundamental to the cultural transformation of political discourse, social interaction and cultural identity that characterizes the postmodern condition” (p.1). She believes that identity is formed through visual culture and education has become increasingly discursive, allowing for deeper interpretation of meaning within a community or classroom setting. Freedman (2003) states: “Informal art education happens throughout our lives as we encounter visual culture and have thoughtful discussions or debates about it” (p.2). Utilizing critique and critical theory allows the definition of art curriculum to expand and grow beyond what it has been for centuries. Art education must be a reflection of the time it is taught, and also be in a constant state of change and critical inquiry that both shows our current culture and examines it. Freedman suggests to maintain this status, a “challenging of boundaries” must exist, including the way art is made, what is considered art and how it is taught specifically within a school setting. Freedman (2003) concludes that teaching visual culture incorporates eight basic foundational concepts including: “Reconceptualizing the field, meaningful aesthetics, social perspectives, interactive cognition, cultural response, interdisciplinary interpretation, technological experience, and constructive critique” (pp. 20-22). Response/Critical Reflection (Include applications to future teaching):
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