Transforming art education into visual culture education through rhizomatic structures

Abstract

Believing that art teachers need specific models to transform their classroom practice to include the concept and practice of visual culture, the author offers many examples drawn from available literature as well as his own teaching experience. Many cases of classroom curriculum dealing with popular culture topics are introduced, along with what teachers report as benefits. The author then describes one aspect of his own evolution as a teacher of K-12 art teacher preparation courses in the United States that introduce practical activities related to the superordinate structure of visual culture, which is rhizomatic.