Abstract
The chapter critically examines activities conducted in art classrooms in K-12 schools and teacher preparation courses on the introduction of popular visual culture. It is framed in terms of a continuum between the use of a critical pedagogy with a stress on critique and a purely playful pedagogy with its stress on pleasure, including the pleasure of transgression. The author argues that it is necessary to achieve a balance between the pleasures that are an inherent characteristic of popular culture and the normative expectations of formal, institutionalized education for rational discourse and critique. The author argues for a playful pedagogy that engages in a dialog that allows for a range of views and where teachers position themselves as learners as much as teachers.
Keywords
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Duncum, P. (2017). A Critical Review of the Postmodern Implosion of Fine Art and Popular Visual Culture in Art Classrooms. In: Barton, G., Baguley, M. (eds) The Palgrave Handbook of Global Arts Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-55585-4_32
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