Wrestling with Angels, Searching for Ghosts: Toward a Critical Pedagogy of Visual Culture

Tavin, Kevin

doi:10.1080/00393541.2003.11651739

Cited by 127 publications

(41 citation statements)

References 21 publications

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“…Kevin Tavin (2003) asserts that visual culture and critical pedagogy are dialogical partners as they both challenge disciplinary boundaries and problematize universal truths. My own experiences in classrooms confirm that the use of images can in part '(stem) the tide against the large numbers of disengaged students' (Flynt and Bronzo 2010, 528).…”

Section: International Journal Of Qualitative Studies In Education 319mentioning

confidence: 99%

Seeing what we mean: visual knowledge and critical epistemology

Ali‐Khan

2011

International Journal of Qualitative Studies in Education

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Section: International Journal Of Qualitative Studies In Education 319mentioning

confidence: 99%

Seeing what we mean: visual knowledge and critical epistemology

Ali‐Khan

2011

International Journal of Qualitative Studies in Education

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“…), and the study of critical art theory, aesthetics and the social history of art (Pinder ; Trafi ). In art education, for instance, proponents of a specific approach to art instruction – visual culture art education – often advocate strategies that focus on the critical examination of popular visual media and its influence over society (Tavin ).…”

Section: Rationalementioning

confidence: 99%

Critical Thinking: Art Criticism as a Tool for Analysing and Evaluating Art, Instructional Practice and Social Justice Issues

Broome¹,

Pereira²,

Anderson³

2017

Int J Art Design Ed

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Recent educational initiatives have emphasised the importance of fostering critical thinking skills in today's students in order to provide strategies for becoming successful problem solvers throughout life. Other scholars advocate the use of critical thinking skills on the grounds that such tools can be used effectively when considering social justice issues. In this article we make the case that the teaching and learning strategies of analytic art criticism can serve as fundamental tools used not just for the study of art but can also centre critical thinking and analysis in all aspects of the art education curriculum. Our argument begins with a review of literature on the use of art criticism for critical thinking and meaning making. Then we describe our efforts to address critical thinking with our students by using the critical analysis model of art criticism and applying it to learning environments for forming reasoned judgments about teaching and learning, and also as springboard for examining social justice issues. We believe that promoting this form of affectively driven, intellectually guided critical thinking makes our students potentially more successful not just in their encounters with art and education, but also in their lives as human beings beyond school.

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“…As Tavin (2003) explains, what is required is both the "understanding and producing [of] visual representations as social and political texts" (p. 208). Unfortunately, the fact that the resultant images could in turn by critiqued in precisely the same ways as those they were made in response to is an irony that seems lost.…”

Section: The Politics Of Postmodernism: From Art To Art Educationmentioning

confidence: 99%

Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

Fitch¹

2017

CRAE

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Abstract:In this paper, a case is made for a critical re-examination of current trends in art education which support the adoption of inherently politically motivated curricula. The author examines the historical influence of Postmodernism upon both the fields of art and education, and argues that the potential for art to serve as a vehicle for ideology has caused many art educators to mistakenly conflate their moral role as teachers with their drive to disseminate their personallyheld political beliefs.

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Wrestling with Angels, Searching for Ghosts: Toward a Critical Pedagogy of Visual Culture

Cited by 127 publications

References 21 publications

Seeing what we mean: visual knowledge and critical epistemology

Seeing what we mean: visual knowledge and critical epistemology

Critical Thinking: Art Criticism as a Tool for Analysing and Evaluating Art, Instructional Practice and Social Justice Issues

Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

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