Cindy Chenh

Art 133
Unit Paper 2
2/16/2017
Unit Paper 2

Visual culture, dating back to more than eighty years ago, is a very broad concept that

includes the traditional fine arts, the applied arts, the tribal and folk arts, and works by

artists, according to Hurwitz and Day (2007). Art educators and teachers have used visual art to

connect with their students since visual art is experienced on a daily basis. Hurwitz and Day

specify three approaches to visual culture in art education. The first describes a radical change

that promotes democracy, liberty, and justice; the second is a traditional approach that studies

applied art forms and art-making; the third is called comprehensive art education--it considers

visual culture as a broad art curriculum. Barrett (2003) mentions that denotations and

connotations are used in both visual and verbal communication. Denotations are what is literally

seen, whereas connotations are what is shown and what is implied (Hurwitz and Day, 2007).

Barrett mentions that everyone, including children as young as the age of three, can successfully

use and construct denotations and connotations of images and objects.

For a classroom of young students, I would adapt the approach of comprehensive art

education and exercise the strategy of denotation and connotation. Everyday objects can be

provided for students to practice the strategy of denotation and connotation. Fine art and applied

art can be defined and experienced as classroom activities. Children can then learn what to do

with the power of art.

References

Barrett, T. (2003). Interpreting visual culture. Art Education, 56(2), 6-12.

Hurwitz, A., & Day, M. (2007). Children and their art: Methods for the elementary school, (9th
ed.). Thompson Wadsworth.