The Discipline-Based Art Education (DBAE) and the Visual Culture Theory

Autor/in	Basak, Rasim
Titel	The Discipline-Based Art Education (DBAE) and the Visual Culture Theory
Quelle	7 (2017) 4, S.365-376 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Basak, Rasim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9644
Schlagwörter	Discipline Based Art Education; Theories; Culture; Interdisciplinary Approach; Educational Practices; Integrated Curriculum; Accountability + Suchen Sie Ihr Suchwort? Kunstbetrachtung; Theory; Theorie; Kultur; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungspraxis; Verantwortung
Abstract	The Discipline-Based Art Education (DBAE) and the Visual Culture Theory have been two major influences in art education in the last decades. The Discipline-Based Art Education (DBAE) is believed to be a response to the accountability concerns and the common impression that art is not an academic subject. The Discipline-Based Art Education (DBAE) supports sequential, academically oriented, organized contents, which is subject to a reasonable degree of objective evaluation in curriculum. Visual Culture approach started in the mid-1990s as a very diverse field and many of its advocates make connection with power relations in the society. Visual Culture adapts a critical discourse based on imagery and art works within their contexts through political, sociological, cultural, and psychological perspectives. They also put it in a place where Visual Culture plays a role, either it is a starting point or the description of inequalities in power relationships of capitalism. These two major approaches are discussed in this paper from an educational perspective. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01