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Art educators should encourage idiosyncratic behavior, the minor breaking of artistic conventions. Every visual artifact produced by a young person is a product pervaded by culture. Television illustrates the critical connections between images from different sources.
Art educators should encourage idiosyncratic behavior, the minor breaking of artistic conventions. Every visual artifact produced by a young person is a product pervaded by culture. Television illustrates the critical connections between images from different sources.
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Art educators should encourage idiosyncratic behavior, the minor breaking of artistic conventions. Every visual artifact produced by a young person is a product pervaded by culture. Television illustrates the critical connections between images from different sources.
Copyright:
Attribution Non-Commercial (BY-NC)
Formati disponibili
Scarica in formato PDF, TXT o leggi online su Scribd
Outerbridge January 21, 2010 Young People and Art Education
Child Art After Modernism: Visual Culture and New Narratives
(Wilson, 2004) The adoption of images from child art may have resulted from artists' desire, in the spirit of Rousseau, to free themselves from societal norms and academic rules, but in so doing they merely adopted another set of "rules" or conventional schemata found in the images of children. There is a simple way to think about the child and artistic creativity. It has to do with states that I refer to as pre-conventionality, conventionality, and post- conventionality. Art educators should encourage idiosyncratic behavior, the minor breaking of artistic rules and conventions, inventive and imaginative combining of images, and a stretching from the known to the unknown at any phase of a young person's development. Every visual artifact produced by a young person is a product pervaded by culture. The very possibility that children might engage in art-like behavior is a cultural construct, and children's early mark making, modeling, and constructing activities are frequently initiated by adults and then viewed by and classified by them through cultural lenses. Feldman (1980) has offered a brilliant theoretical and empirical critique of developmental stage theory in which he demonstrates that even with Piaget's cognitively grounded levels of map drawing children perform in several levels simultaneously. In short, the levels do not exist; nor do stages of artistic development. Moreover, young peoples' development in the realm of visual culture is nonlinear, nonhierarchical, multidimensional, and multi-purposeful (Kindler & Darras, 1997).
Please Stand By for an Important Message: Television in Art Education
(Freedman & Schuler, 2002) TV illustrates the critical connections between images from different sources. Television is the visual arts form with which most students have the most experience. It is considered the foundation of students’ information about visual culture forms. As a result of our systems, images are inherently didactic in their capacity to teach people how to read them. The social conditions of viewing are vital to the way in which visual messages are received and understood. Many people do not watch TV with a critical eye, but those who do can make choices about the ways in which they interact with programs and commercials. The viewing process is a highly interactive relationship between imagery and audience in which cultural and personal meanings are created as a result of social knowledge. Program content aims to promote a personal relationship with the viewing child. TV influences children’s perceptions of reality. When viewing television, adolescents are able to explore the construction of identity through a variety of roles and life possibilities presented on the screen. They seek out information that will aid in their development into adulthood. Branding has been found to produce a sense of identity for teens in the process of creating their sense of self. Adolescents use television role models to define their identity, particularly as they separate themselves from their parents. They think of television as a window to the world when it comes to issues of identity and their own social life.