Heather Bode

ARTE 344
FACILITATION SHEET
Title: Chapter 2: Finding Meaning in Aesthetics: The Interdependence of Form, Feeling, and
Knowing
Author(s): Kerry Freedman
Source/Date: Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the
social life of art. New York, NY: Teachers College Press.
Main Idea/Purpose (2-3 sentences):
It is important for art educators to teach students about having a critical mind when viewing the
aesthetics within visual culture. There needs to be a balance between teaching students about
formal qualities and depicting meaning through symbols. Freedman agrees with Dewey that
people understand art within the altering aspects of experiences (p. 42).
Short Overview (Including at least 2-3 important quotes):
Aesthetics can be attractive but at the same time brings attention to peoples flaws. According to
Freedman, The same aesthetics that can uplift can lead us to believe what we see. Aesthetics can
seduce us into adopting stereotypes, convince us to accept unrealistic body images, and persuade
us to buy products without critical reflection (p. 24). There are analytic aesthetics, sociology of
art, semiotics, and original systems of visual art that must be considered (p. 24). As stated by
Freedman, The problem of curriculum is not form, it is an overreliance on formalism in
education. To conceptualize aesthetics in curriculum as only formalist or expressionist does not
do justice to the complexity of visual culture (p. 33). Freedman gives the example of Gary
Simmons artwork Us-Them which represents white His and Her towels connected with
prosperity (p. 33). Simmons changes the towels to black and titles them Us and Them which
comments and brings attention to elitism, gender and social conflict (p. 33). Formalism does
not assist in students understanding Simmonss Us-Them artwork and instead color is used as a
symbol to make a statement about racial inequality and experiences (p. 33). Freedman lists the
different tactics for educating students about visual culture in conceptual form including
Symbolism, Expressionism, Form Follows Function, Gestalt, Medium as Message, Pragmatism,
Formalism, and Postmodernism (p.39). These different American notions of aesthetics
assimilate form and meaning, and these viewpoints involving form are found in a variety of
cultures (p. 38). Freedman states, In an increasing body of contemporary theory, meaning is
inherent to aesthetic experience, and in contemporary visual culture and aesthetic theory
interested interpretations are not only expected, but promoted (pp. 41-42). In postmodernism
formalism involving the elements and principals of design is disallowed while symbolism, which
creates societal meaning, is encouraged (p. 42).
Critical Response: Reflections and/or relevance to personal art educational experiences/or
teaching experience

I will encourage my students to use critical thinking when viewing aesthetics in order to not be
manipulated by it and to rise above negative advertising methods (p. 24). A lesson inspired by
that concept would be having students make a collage of advertisements which tempt or affect
them and have them talk about the consequences of those temptations or effects in an artist
statement (p. 24). It is saddening how much racial inequality and white supremacy or privilege
still exists today from white His and Her towels, tan colored Band-Aids, or white dolls (p.
33). I have learned in my ARTE 344 class to make sure to show a variety of images and diversity
when giving PowerPoints which I will continue to do in the future. In my art classes I will make
sure to educate my students on different forms of aesthetics in order to be inclusive to all the
students which will make them more likely to create meaning in their art (p. 38). In my Intro to
Graphic Design class I learned how symbols communicate different messages to viewers similar
to symbolism creating social meaning (p. 42).