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Duncum, Paul – Studies in Art Education: A Journal of Issues and Research in Art Education, 2014
Employing the concept of a rhetoric of emotions, European Premodern fine art is revisioned as popular culture. From ancient times, the rhetoric of emotion was one of the principle concepts informing the theory and practice of all forms of European cultural production, including the visual arts, until it was gradually displaced during the 1700s and…
Descriptors: Fine Arts, Popular Culture, Rhetoric, Psychological Patterns
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Duncum, Paul – Studies in Art Education: A Journal of Issues and Research in Art Education, 2012
While visual art appeals to the sense of sight, both recent art and popular visual culture appeal to the whole sensorium, the sum total of the ways we experience the world. Common assumptions about the senses regarding their number, their relative importance, and their relation to one another are problematized in light of recent psychological and…
Descriptors: Art Education, Perception, Vision, Visual Arts
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Duncum, Paul – Studies in Art Education: A Journal of Issues and Research in Art Education, 2009
In defining popular culture as inherently pleasurable, including the pleasures of transgression, the author argues that while art teachers now critique popular visual culture for its often-dubious ideologies, they are yet to come to terms with its transgressive pleasures. Teachers fail to engage with its carnivalesque, subversive qualities because…
Descriptors: Popular Culture, Antisocial Behavior, Art Education, Teaching Methods
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Duncum, Paul – Studies in Art Education: A Journal of Issues and Research in Art Education, 2008
Studying imagery, irrespective of the kind, must focus equally upon its aesthetic attractiveness, its sensory lures, and its oftentimes dubious social ideology. The terms "aesthetic" and "ideology" are addressed as problematic and are defined in current, ordinary language terms: aesthetics as visual appearances and their effects and ideology as a…
Descriptors: Social Control, Art Education, Ideology, Aesthetics
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Duncum, Paul – Studies in Art Education, 1985
Examines how painters and other artists who lived in the eighteenth, nineteenth, and twentieth centuries learned to draw as children. Results supported the conventionalist view of how children learn to draw, i.e., most of the children learned to draw by copying directly from pictures. (RM)
Descriptors: Art Education, Artists, Children, Educational History
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Duncum, Paul – Studies in Art Education, 1999
Argues for incorporating everyday sites, such as shopping malls, amusement parks, advertising, the Internet, and television, into art education. Also argues that everyday aesthetic experiences significantly impact the formation of individual identities and world views and that the dynamics behind the influence of everyday aesthetics will only…
Descriptors: Aesthetic Education, Art Education, Elementary Secondary Education, Relevance (Education)
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Duncum, Paul – Studies in Art Education, 1990
Asserts that art education promotes high culture and ignores popular culture and is thereby precluded from making a positive contribution to students' lives. Outlines the principles for a socially relevant art education. Maintains that such an art education would contribute critically to the meanings, values, and beliefs students form with…
Descriptors: Art Education, Critical Theory, Cultural Activities, Cultural Awareness
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Duncum, Paul – Studies in Art Education, 1988
Explores the ongoing debate within art education about whether or not to copy The evidence offered against copying raises the need for caution in the use of copying. Concludes that, although there is no universal agreement, copying is productive for young people in certain circumstances. (Author/BSR)
Descriptors: Art, Art Activities, Art Education, Art Expression
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Duncum, Paul – Studies in Art Education, 1987
Examines a range of art educators' proposals to include popular culture within the general art curriculum. The proposals are based on four basic social theories: (1) liberal humanism; (2) two variants of liberal pluralism; (3) and Neo-Marxism. Concludes by emphasizing the need for Neo-Marxist theory in the school setting. (BSR)
Descriptors: Art Education, Higher Education, Humanism, Liberalism
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Duncum, Paul – Studies in Art Education, 1989
Considers the wide social implications of children's unsolicited drawings of violence, stating that these drawings and children's attitudes toward them are indicative of a central social contradiction; a society that is violent but champions peace. Discusses avenues for action by art educators to help children's development. (Author/LS)
Descriptors: Art Education, Childrens Art, Freehand Drawing, Primary Education
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Duncum, Paul – Studies in Art Education, 1997
Argues that the culture is inundated with mass media imagery. Proposes new directions for art education that respond to this by acknowledging the crossover between high and popular culture forms, incorporating new technologies, and accommodating a view of individuals as multifaceted. Outlines a representative classroom unit on media education.…
Descriptors: Art Education, Creative Teaching, Cultural Images, Cultural Influences
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Duncum, Paul – Studies in Art Education: A Journal of Issues and Research in Art Education, 2004
The central claim of this article is that contemporary cultural forms such as television and the Internet involve more than the perceptual system of sight and more than visual images as a communicative mode. Meaning is made through an interaction of music, the spoken voice, sound effects, language, and pictures. This means that even the recent…
Descriptors: Art Education, Multisensory Learning, Literacy