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Adding a chapter to art education history: visual culture curriculum

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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.
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Keywords: image contextualization; situated knowledge; trans-disciplinary

Document Type: Research Article

Affiliations: Roberts Wesleyan College

Publication date: August 24, 2011

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  • The scope of the journal is broad and is aimed at facilitating a wide spectrum of perspectives. It is essentially a medium for engaging the rich and multifaceted process of learning and teaching art that takes place in the classroom, studio, and beyond. However, the seriousness of journal is not out weighed by making critical topics accessible and readable to a large constituency of readers. It is a forum to be reflective on the process of creating and teaching art, embrace teaching art in a variety of contexts, engage art appreciation experiences, share scholarship in teaching artistry, and celebrate the rich traditions of art making and teaching.
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