Name: Nathan

Matoska
FACILITATION SHEET (1-2 pages single spaced)

Full APA Citation for Author(s), Title, Date, Source, Publication Company:

Freedman, K. (2003). Chapter 3 The social life of art: The importance of connecting the past
with the present. In Teaching visual culture: Curriculum, aesthetics and the social life of art
(pp. 43-62). Teachers College Press.

Main Idea/Purpose (2-3 Sentences):

This chapter talks about the importance of teaching art history both from the past and
present. Art history is important for students to learn as it is in everything from media to
movies, and books, to everyday things, etc.

Short Overview (Including at least 2-3 important quotes from the reading):

This chapter talks about the importance of art history and its context that affects students
learning and development. When students learn art history along with basic concepts and
skills of art “research indicates that an understanding of context is a higher level
of thinking than students achieve when instructed in only studio techniques and processes”
(Freedman, 2003, p. 54). This means that when students are earning why a piece was made
or they are looking at art from the past, it helps the student gain a better understanding of
the medium of the piece and how to use it. When students learn about art history, they may
also see these pieces in their favorite media. When they see these famous art historic
pieces, they may not understand its importance. When they go to class and then learn about
the statue of David the student is going to recognize it from that show or book they saw it
in. one example is, “I observed a teacher teaching a lesson on mythology to elementary
school students who, when she displayed a historical representation of Cerberus, shouted
out “Fluffy,” the name of the three-headed dog in the first Harry Potter film” (Freedman,
2003, pp. 57-58). Another example is if students see art history in media or pop culture,
they can already have an idea of these things when they learn about it in class and may
have a better attachment to it causing them to want to learn about it more.

Critical Response: Reflections and/or relevance to personal art educational

experiences/or teaching experience (Do you agree/disagree with the reading? Why?
How does it relate to your own experiences in the classroom as a student/teacher?)

I always loved Percy Jackson as a kid. With its Greek and roman gods with the main
character being the son of the god Poseidon. I did not get to learn about much of Greek and
 Name: Nathan
Matoska
roman gods as a kid due to changing schools and missed it. It really helped me learn about
some of the aspects of what the Greek and roman gods were until I learned more about the
artifacts and artwork from ancient art history, and I was able to relate things in class back
to the book. It’s the reason I love Greek and roman mythology and the history behind it.
Because of it, I began to learn about other art historic pieces and cultures like the Etruscans
and Egyptians. I was able to understand the differences between Greek and Roman gods
like Zeus is Jupiter and Poseidon is Neptune, etc. I want my students to be able to
experience that same thing I did. Maybe not with reading a book, but maybe they watch
harry potter and see the three headed dog Cerberus who is named Fluffy in the film. Or
when they watch Spongebob they see the statue of David in Squidwards art studio. I want
them to be able to see something and then learn more about where it originally came from.
Who created the piece, and why it is so important and famous.