Paola Bernal

Art 133
Unit 2 paper
September 22, 2016
Power
Visual culture is concerned with visual events in which information, meaning, or pleasure
is sought by the consumer in an interface with visual technology (Hurwitz,2007), which all
authors Hurwitz, Barret and Gude decide in their articles that visual culture in art education is
important not also in art but in our society. Power is an example of visual culture because the
objective is to summarize the various different approaches that visual culture in art education,
according to theory and practice. By understanding visual culture, we are able to approach the
need for visual studies in the transition for modern and postmodern society. Throughout the shift
we are able to identify modern and postmodern by the expansion pf notions that include mass
popular culture, the increasing of media and its communications and the extension of the term
aesthetics that include not also the finer senses but that disciplines the mind in many different
sensations; the consumption of products and given the desire into having the products. For
instance, Barret (2003) cites that images and objects present opinions as if they were truth,
reinforce attitudes, and confirm beliefs and values. However; all authors statements support
visual culture by supporting the many opinions into how power is interpreted not also in media
but in art in education.
Visual culture can be interpreted in many other ways such it provides opportunities for
teachers in order to connect with the students when they are interested in the emphasis of
discourse visual culture. Power will promote interest and awareness to students by teachers
encouraging them by emphasizing their daily experiences and interests. For example, to students

who attend grade levels 8th-12th are able to express their interest of power by discussing the many
issues that are going around world such as politics or the different news that are happening in the
media. As for students who are still attending elementary they are able to learn more in a handson topic, for instance their interpretation of power is being able to be someone sometimes I can
be anything it the identification of power and by then they are able to identify furthermore into
what power is interpreted as.
References
Barrett, T. (2003). Interpreting Visual Culture . Art Education .
Day, A. H. (2007). Visual Culture in Art Education. Children and Their Art: Methods for the Elementry
School (pp. 73-90). Belmont, CA : Thomas Higher Education .
Gude, O. (2004). Postmodern Principles: In Search of a 21st Century Art Eduaction . Art EDucation, Vol.
57, No. 1, 6-14.