Kerry Freedman's Theory of Visual Culture in Art Education and Its Applications

• Main Authors: Ou Chiu-Yuan, 歐秋媛
• Other Authors: Huang Ren-lai
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/65675663621189504520

碩士 === 國立屏東教育大學 === 視覺藝術學系碩士班 === 95 === This research is to study the theory and applications of Visual Culture Art Education of Kerry Freedman and the purposes are as the following: (1) Studying the origin and basis of Theory of Visual Culture Art Education of Kerry Freedman. (2) Analyzing the contents of Theory of Visual Culture Art Education of Kerry Freedman. (3) Studying the process and results in applying Theory of Visual Culture Art Education of Kerry Freedman. In this research, the author took 3 approaches, namely Literature Analysis, Interview and Action Research. The literature research was first applied to study the life and theoretical basis and content of Freedman. It was then followed with first hand data gathering through interview in person. His arts education theory was then based to design the Arts and culture teaching unit for Grade 3 of Elementary School to observe the process and the result of the implementation. According to the results of research and analysis of them, the Theory of Visual Culture Art Education of Kerry Freedman has the following key points. Contents of Visual Culture Arts Educations: Definition of Visual Culture is of cross-field nature and is related to political, social and cultural background. The uncertainty and complexity of Visual Culture are the key points of Arts Education. There are 8 basic concepts of Visual Culture Art Education: (1) Redefining the domain of Art Education, (2) Meaningful Aesthetics, (3) Social Viewpoints, (4) Interactive perception, (5) Cultural reaction, (6) Inter-fields interpretation, (7)Technological experience, (8)Constructive Critics. Purpose of Visual Culture Art Education: (1) Nurturing democratic perception of diversified accommodation, (2) Nurturing critical and retrospective ability, (3) Nurturing multiple interpretations and judgment ability. Contents of Visual Culture Art Education: Courses are of ever changing and interacting process. Type of courses include: (1) orderly course, (2) interactive course, (3) event experience and (4) interfield integration courses. Course Modes have close connection with post-modern arts educations. Course design is basically originate from cross-field, conflict and metaphoric sense. Development of courses begins from Visual Culture Teaching concept. The courses place emphasis on nurturing high level interpretation ability of students, who is expected to be able to interpret visual culture from the backgrounds of interpretation and appreciation. Methods of Visual Culture Art Education: The instruction design structure contains overall concept, key concepts and instruction strategy. Instruction method emphasis on highly interactive between individual and environment. Emphasis on digital technology application in instruction and retrospect of digital environment. Regarding the creation of students as a part of visual culture and encouraging students to build personal learning style. Appraisal is regarded as a learning process of creation and critics. Adopting diversified group appraisal. After action researching results and analysis of them, there are the following findings: (1) Selecting the visual culture subjects which is related to the life of student is helpful in boosting learning effects. (2) Students with different individual background and culture may generate multiple and / or different interpretation. (3) In aesthetic judgment, students paid most attention in media and skills and in learning activities, they love creation the most. (4) Group appraisal is helpful to the independent thinking of students, diversified thinking and the ability in communication and in expression. (5) Visual Culture instruction can not be an overnight success and teachers shall take suitable class management to achieve the final goals. Based on the above conclusion of research, the author would like to provide the following for further thinking as well as serving as suggestions. Thinking about present situation: (1) In Arts Education Policy: Emphasizing the social realization function of visual culture education so as to be helpful in the integration of diversified culture of Taiwan. (2) Contents of Art Education: Transparency of arts education, interaction between teaching and learning, reshaping of meaning of appraisal…will give great enlightening in arts education of Taiwan. (3) In training of instructors: teacher trainees shall be with cooperation and leadership ability and shall be able to write full set of visual culture course. Suggestions for research: (1) In the depth of research, it is best to analyze the content of visual culture arts education of Freedman and make comparison and analysis together with other visual culture scholars. (2) In the selection of objects of research, it is suggested to select one to two classes in one each of elementary school, junior high and senior high to conduct action research to find out the learning effect in different stages. (3) In the ongoing of research, it is suggested to make full design of 4 or more units to fully understand the learning of students. (4) Quality interview is recommended in the research approach and make case study on limited number of students.