By Dennis E. Fehr
This selection of essays makes a speciality of such themes because the day-by-day adventure of educating paintings in modern-day public faculties; the culture of honoring simply the eu patriarchal canon; structural switch at school coverage and curriculum and educating.
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This number of essays makes a speciality of such subject matters because the day-by-day event of educating artwork in contemporary public colleges; the culture of honoring purely the ecu patriarchal canon; structural swap at school coverage and curriculum and educating.
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Extra info for Real-World Readings in Art Education: Things Your Professor Never Told You
Homecoming: Reclaiming and championing your inner child. New York: Bantam. Cunningham, H. (1995). Children and childhood in Western society since 1500. London: Longman. Duncum, P. (1997). Cards, calendars, and the revival of the aesthetic child. Collaborative Inquiry in a Postmodern Era: A Cat's Cradle, 2 (2), 53-68. Efland, A. D. (1990). A history of art education: Intellectual and social currents in teaching visual arts. New York: Teachers College. Feldman, E. B. (1972). Varieties of visual experience.
Unfortunately, this gain of "cultural capital" bypasses the aesthetic. Teachers may make little effort to connect art to students' experiences or aesthetic values, to say nothing of the social origins of these values. Such hoarding of cultural capital simply creates more masks and leads the mask wearers away from the full meanings, pleasures, and transcendence that the visual arts provide. The Sentimental as Derogatory Derogating the sentimental diminishes ordinary life. Common, daily pursuits may not be as ordinary as they appear.
Rather than possessing a universal nature, postmodernists see childhood as an intersection of social perceptions, some with long precedents (Cunningham, 1995) but with no essential core. These conceptions extend our definitions of childhood from threatening presence to innocent victim, from rabid consumer to violent criminal (Duncum, 1997; Jenks, 1996). The implications for art education are far-reaching. Here I describe two: children as grist for aesthetic manipulation and children's knowledge of violence and sex.