Heather Bode

ARTE 344
FACILITATION SHEET
Title: Chapter 5: Interpreting Visual Culture: Constructing Concepts for Curriculum
Author(s): Kerry Freedman
Source/Date: Freedman, K. (2003).Teachingvisualculture:Curriculum,aesthetics,andthe
sociallifeofart.NewYork,NY:TeachersCollegePress.
Main Idea/Purpose (2-3 sentences):
Students are exposed to visual culture daily through advertisements, TV shows, and toys, which
gives students artistic mindsets (Freedman, 2003, p. 86). There is a debate about the differences
between popular culture and fine art (p. 89). Teachers have to make sure they are thinking about
students reactions to visual culture in their curriculum.
Short Overview (Including at least 2-3 important quotes):
As stated by Freedman (2003), In the process of viewing, people develop ideas about art,
ranging from definitions and arts categories to aesthetic judgments and what it means to be
cultured (p. 86). Through the common use of visual art in businesses many times the context
changes the implications of the art (pp. 86-87). Art teachers lessons need to take into
consideration visual culture in students societies and experiences (p. 87). According to
Freedman (2003), Oppositional ideas about fine art, such as pleasure versus pain, important
versus trivial, freedom versus control, and individual versus society, illustrate underlying
assumptions about the subcultural in relation to the fine art community (p. 89). Some visual
culture types may be misperceived due to border differences, for instance popular culture as
opposed to fine art (p. 89). Students gain comprehension of a fine art piece through every context
they have viewed it (p. 90). An artworks meaning changes in each different setting it is seen.
Suggestiveness of visual culture influences peoples minds and can be a precedent for expressive
reactions (p. 90). Freedom asserts, Students can broaden their understanding of interpretation
and their interpretive skills by finding their own personal and cultural meanings, comparing,
combining, and challenging these with the interpretations of others to increase associations and
build complexity (p. 93). It is important for students to gain the ability to critically analyze
visual culture and art so they are making decisions and perspectives on their own (p. 93). A
students individual response to an artwork can be influenced by their culture and their own
particular undertakings or experiences (p. 104).
Critical Response: Reflections and/or relevance to personal art educational experiences/or
teaching experience
All students are cultured since they become conscious of creativity in everyday visual culture.
For example, artists might handcraft childrens toys or their dentists office will display artwork.
The meaning of the artwork also changes in each different setting (p. 90). If a student views a
doll with dirt on it lying in the street, they might ignore it or not think highly of it. Although, if

they saw that same doll brand-new in the toy aisle of Wal-Mart they would probably think the
doll looks really fun and wants their mom or dad to buy it for them. The oppositional idea of
freedom versus control made me think of how my students asked me if they have to use fabric or
Sharpies in their family life lesson paintings (p. 89). I told them they do not have to in order for
them to keep freedom in their art. I did tell them to not use too much fabric or sharpies and that it
was only for embellishing. In my future art classes I will make sure to encourage my students to
look critically at visual culture in order to not get peer pressured into another persons viewpoint.
Every student should be allowed to express his or her own perspectives and artistic meanings,
which are influenced by their cultures in a safe place such as the art classroom. This chapter
inspired me to create a lesson where I show a piece of fine art to students in different contexts
and talk about how the meaning changes. Then I will ask them to create their own piece of art
and then set it in different areas such as in the school cafeteria, closet, or on the playground. As a
class we would discuss how the meaning of the art changed in each different area of the school.