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| Acknowledgments | |
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| Introduction | |
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| The Professional Field: Theorizing Visual Culture in Education | |
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| Visual Culture, Education, and Identity | |
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| Theorizing the Professional Field | |
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| Remnants of Social Theory that Shape Social Practice: Lessons from the History of Art Education | |
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| Breaking Boundaries and Teaching Concepts | |
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| Conclusion | |
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| Finding Meaning in Aesthetics: The Interdependence of Form, Feeling, and Knowing | |
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| The Multiple Levels of Aesthetic Experience | |
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| Foundations of Modern Aesthetics | |
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| Modernist Aesthetics in Curriculum | |
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| Meaning and Visual Culture: Making Connections Through Associated Knowledge | |
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| Aesthetics and the Construction of Meaning: Pragmatist and Neopragmatist Views | |
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| Conclusion | |
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| The Social Life of Art: The Importance of Connecting the Past with the Present | |
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| The Old and the New Art Histories | |
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| Contexts and Quality | |
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| Back and Forth: Juxtapositions of Time/Space | |
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| Conclusion | |
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| Art and Cognition: Knowing Visual Culture | |
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| Approaching Visual Culture: The Relationship of Form, Feeling, and Knowing to Learning | |
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| Psychobiological Conceptions of Artistic Development | |
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| Sociological Perspectives of Artistic Development | |
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| Social Ways of Knowing Art: Constructivism, Socially Shared Cognition, and Distributed Cognition | |
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| Situated Knowledge: Developing Conceptions and Misconceptions about Art | |
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| Conclusion | |
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| Interpreting Visual Culture: Constructing Concepts for Curriculum | |
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| Interpretation, Contexts, and Extending Meanings | |
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| Postmodern Concepts and Visual Culture | |
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| Cultural and Personal Interpretations | |
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| Conclusion | |
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| Curriculum as Process: Visual Culture and Democratic Education | |
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| Postmodern Curriculum | |
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| Representing Visual Culture in Curriculum Structures | |
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| Curriculum Connections, Cognitive Connections | |
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| Conclusion | |
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| Art.edu: Technological Images, Artifacts, and Communities | |
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| Technology as a Part of Visual Culture | |
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| Student Uses of Art and Technology | |
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| Producing on Screen | |
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| Watching Art: Students as Audience | |
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| Television: The National Curriculum | |
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| Conclusion | |
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| Contributing to Visual Culture: Student Artistic Production and Assessment | |
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| Assessment: From Liking to Understanding | |
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| Critique and Community | |
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| Group Cognition and Assessment in the Arts | |
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| Student Group Assessment | |
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| Conclusion | |
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| References | |
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| Index | |
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| About the Author | |