Social Perspectives on Art Education in the U. S.: Teaching Visual Culture in a Democracy

Freedman, Kerry

doi:10.2307/1320676

Cited by 94 publications

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“…Kerry Freedman (2000) explains how, through the influence of postmodern discourse being felt throughout various spheres of society, European neo-Marxism was integrated into American educational theory in the 1960s and 70s. Other related modes of thought followed suit over the decades, including feminism and post-colonialism, and this eventually led to a situation where, as Freedman explains, "critical reflection in education in general took on a decidedly social perspective" (p. 320).…”

Section: The Politics Of Postmodernism: From Art To Art Educationmentioning

confidence: 99%

Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

Fitch¹

2017

CRAE

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Abstract:In this paper, a case is made for a critical re-examination of current trends in art education which support the adoption of inherently politically motivated curricula. The author examines the historical influence of Postmodernism upon both the fields of art and education, and argues that the potential for art to serve as a vehicle for ideology has caused many art educators to mistakenly conflate their moral role as teachers with their drive to disseminate their personallyheld political beliefs.

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Section: The Politics Of Postmodernism: From Art To Art Educationmentioning

confidence: 99%

Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

Fitch¹

2017

CRAE

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“…Art activities in early childhood and preschool education facilitate the emotional development of children, as well as the development of their creativity, multiple intelligences, fine motor skills, perception, self-esteem, motivation, self-efficacy, social skills, empathy and various other skills and traits (Bleed, 2005;Freedman, 2000;Hallam, 2010). Art education is an important element of the holistic approach to education, so teachers are required to integrate the arts into the classroom (Andrews, 2004).…”

Section: Introductionmentioning

confidence: 99%

Early childhood education â€“ studentsâ€™ self-assessment of their teaching competences in the arts

Benić

2017

PROSOC

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The term 'competences' in this paper refers to a combination of knowledge, skills and abilities that students gain through initial teacher education and use for effective teaching in early childhood and pre-school settings. Activities in visual arts and music are important aspects of early childhood education, because they facilitate emotional, cognitive, social and psychomotor development. The role of educators is to provide children with a supportive environment where they can express themselves artistically and develop a certain level of competence in the arts; hence the purpose of this study was to measure and evaluate teaching competences of preschool education students in arts. We present the outcomes of a research on students in the third year of preschool education at the University of Maribor, Faculty of Education and at the University of Zagreb, Faculty of Education who were self-assessment for their competences from the point of view of artisticdidactic contents.

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“…He emphasizes that works of art are regarded as windows into, and mirrors of, our lives, which explains why art education for life is a roots-based art education. Freedman (2003) also advocates social deconstructionist versions of these perspectives, which are founded on the basic principle and belief that "art education can make a difference in student understanding of and action in the world and that, difference can enrich and improve social life" (p.68).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, as Freedman (2003) indicates: "If we view art and art education as aids to making life meaningful, as reflections of liberty, and as means through which people might pursue a constructive form of happiness, art education is a socio-political act" (p.69). In this case, learners have the opportunity to study social life and social issues through practicing art.…”

Section: Introductionmentioning

confidence: 99%

“…In this case, learners have the opportunity to study social life and social issues through practicing art. Freedman (2003) cites that the main function of art education is not to educate students about the technical and formal characteristics of artworks, but to demonstrate their importance to human existence. It is this relevance that has made art worthy of a place in formal education.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Art Education in Responding to Social Issues: The Case of Road Accidents in Oman

Al-Yahyai¹,

Amri²

2017

IJAAH

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In Oman, the issue of road accident has become of greater concern for individual members of society as well as for the government. In responding to these concerns, art education can play a significant role in this matter. On this basis, this research project assumes that student art practice can improve understanding of social issues, which, in turn, can improve quality of life. The purpose of this study was to personalize this social issue in relation to the social and cultural issue of road accidents from students own experiences and to give them the opportunity to express their feelings, beliefs, and thoughts on the issue in visual forms. 15 paintings were produced by students and described and interbred in relation to the reasons for, facts about, and consequencesa of road accidents. The results demonstrate the students" perspectives on the causes and consequences of road accidents in Oman as expressed in the art form of painting. Causes of accidents such as lack of concentration, speeding, use of mobile phones, and driving without wearing seatbelts were depicted in the students' artworks.

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Social Perspectives on Art Education in the U. S.: Teaching Visual Culture in a Democracy

Cited by 94 publications

References 0 publications

Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

Early childhood education â€“ studentsâ€™ self-assessment of their teaching competences in the arts

The Role of Art Education in Responding to Social Issues: The Case of Road Accidents in Oman

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