An Interactive-dialectic Methodology for Art Criticism at the Middle School LevelUniversity of Wisconsin--Madison, 1986 - 158 strani |
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Zadetki 1–3 od 3
Stran 2
... Barkan ( 1962 ) predicted fundamental changes in the theory and practice of art education . He noted a growing emphasis placed upon the importance of contact with works of art . It stems from the discovery and the realization that the ...
... Barkan ( 1962 ) predicted fundamental changes in the theory and practice of art education . He noted a growing emphasis placed upon the importance of contact with works of art . It stems from the discovery and the realization that the ...
Stran 5
... teaching experiences have found this to be true . The changes in curricula advocated by Barkan ( 1962 ) took direction from the concept of role - modeling ; as the professional artist is involved in studio art , art history 5.
... teaching experiences have found this to be true . The changes in curricula advocated by Barkan ( 1962 ) took direction from the concept of role - modeling ; as the professional artist is involved in studio art , art history 5.
Stran 72
... Barkan , M. ( 1962 ) . Transition in art education : Changing conceptions of curriculum content and teaching . Art Education , 15 ( 7 ) , 12-18 , 27 . Bell , C. ( 1928 ) . Art . London : Chatto and Windus . Best , D. ( 1985 ) . Feeling ...
... Barkan , M. ( 1962 ) . Transition in art education : Changing conceptions of curriculum content and teaching . Art Education , 15 ( 7 ) , 12-18 , 27 . Bell , C. ( 1928 ) . Art . London : Chatto and Windus . Best , D. ( 1985 ) . Feeling ...
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
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aesthetic development aesthetic theories aesthetic value approach to art appropriate art criticism art curriculum art education art history artistic aspects awareness of various Barkan chair number five chapter Charles Mackintosh children´s coffin comfortable constitutes contextualistic criterion for judgement critical process curricula curricular objectives curved defined described desired learner outcomes developmental needs developmental studies emphasis engaging students establishing desired learner evaluation everyday art experience experimental critical activities expressionism expressive qualities feeling Feldman Figure 14 Figure 17 functional and artistic guide critical response Harry Bertoia initiate and guide interactive-dialectic methodology interpretation Johansen Kindersterben Lastly looks methodology for art methodology for engaging Michael Thonet middle school student Mittler number four organistic criterion paintings person pervasive quality phase Ray Eames respond to art role-modeling Ronald W Sam Maloof Santayana selected art self-portrait statement Student drawing students in art subject matter tape unclear teacher teaching movement understanding utilize view and respond visual