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Mikaela Bugarin

Art 133
Unit 2 paper
Power can convey through visual culture which is art that carries a message. Visual

culture can be both direct through its teaching of visual culture and indirect as observers who

analyze it in our everyday lives. There are three ways in which the Housen and Yenawine’s

article addresses that we can teach visual culture: radical change, applied artists, and

comprehensive art. We see in Barret’s article, that we analyze visual culture through the media

we are exposed through, considering things like linguistic text, connotation and denotation.

Exposure to students of the concept of visual culture is for students to make art relatable to them

and to become influential young artists that impact the world (Housen & Yenawine). With

influence and relatability, visual culture is produced by artists to convey power through it.
I remember in class, we talked about which visual culture approach would we pick for

our class. It was tough to pick one since I think it is more realistic to teach hybrids suited for the

needs of the children. If I taught an elementary school classroom, I want to teach first grade class

utilizing the comprehensive art approach which depicts the postmodern art style and addresses

political and social issues. Revisiting Unit paper 1 is a standard the allowance of children at to

produce artwork based on what they have observed through their surrounding objects and

scenarios. This standard may apply to all approaches as well as this one. I would begin with

creating a discussion with students about what they see around them as an issue and through

dialog, possibly create a group project regarding the topic that was brought up the most.
Barrett, T. (2003) Interpreting visual culture. Art Education, 56(2), 6-12.
Gude, O (2004). Postmodern princpiles: In search of a 21th century art education. Art Education
, 57(1), 6-14.
Housen, A., & Yenawine, P. (n,d,). Visual thinking strategies :Understanding the basics.
Retreived from