Adding a chapter to art education history: visual culture curriculum

被引：2

作者：

Grubbs, Jeffrey B. ^{[1
]}

机构：

[1] Roberts Wesleyan Coll, Visual Arts, Rochester, NY 14624 USA

来源：

VISUAL INQUIRY-LEARNING & TEACHING ART | 2011年 / 1卷 / 01期

关键词：

trans-disciplinary; image contextualization; situated knowledge;

D O I：

10.1386/vi.1.1.33_1

中图分类号：

J [艺术];

学科分类号：

13 ; 1301 ;

摘要：

The purpose of this article is to give a succinct historical analysis of the visual culture art education movement, thus updating art education's history. This article looks at art education history through two broad perspectives - sociocultural and sociopolitical - for the purpose of gaining new insight into why this type of curriculum developed. Through this analysis six themes emerged in visual culture art education literature, supported by the writings of the leading visual culture art education scholars Paul Duncum, Kerry Freedman and Kevin Tavin.

引用

页码：33 / 45

页数：13

共 48 条

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