A visual culture pedagogy: a case study in negotiation - DOI 10.5216/vis.v4i1ei2.18002
DOI:
https://doi.org/10.5216/vis.v4i1ei2.18002Abstract
The author offers a case study of his own pedagogic practice with second year undergraduate university students enrolled in a kindergarten to grade 12 (K- 12) pre-service art teacher training program in which he introduces visual culture. Since his students come with preconceived ideas about art that are grounded in modernism, his goals are: to have students understand that images are constitutive of ideas, values and beliefs; that this is as true of popular art as it is of fine art; and that the ideas, values and beliefs of which all images are constituted should be subject to critique and not simply celebrated. A number of exercises are described with some examples. Throughout, students’ complex negotiations of acceptance, resistance and embrace are noted.
Keywords: visual culture, pedagogy, case study in ne- gotiation.
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