An Interactive-dialectic Methodology for Art Criticism at the Middle School LevelUniversity of Wisconsin--Madison, 1986 - 158 strani |
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Susan S. Hammang. List of Figures Figure 1. Student drawing . 36 Figure 2. Student drawing . 37 Figure 3. Student drawing . ..38 Figure 4. Student drawing . ..39 Figure 5. Student drawing . 40 · Figure 6. Student drawing . 42 Figure 7 ...
Susan S. Hammang. List of Figures Figure 1. Student drawing . 36 Figure 2. Student drawing . 37 Figure 3. Student drawing . ..38 Figure 4. Student drawing . ..39 Figure 5. Student drawing . 40 · Figure 6. Student drawing . 42 Figure 7 ...
Stran 41
... Figure 1 and the function of line in Figure 3 was evaluated . The lead - in statement initiated and guided desireable response . Students responded to most works , but none at considerable length . It was decided that initially a small ...
... Figure 1 and the function of line in Figure 3 was evaluated . The lead - in statement initiated and guided desireable response . Students responded to most works , but none at considerable length . It was decided that initially a small ...
Stran 44
... figure is surprised ? The expression on her face . T Do you agree with Katie ? Is this a woman ? being raped ? Is she I don't know , but she's surprised . T Do you have ideas about who this figure is ? It looks like a demon because its ...
... figure is surprised ? The expression on her face . T Do you agree with Katie ? Is this a woman ? being raped ? Is she I don't know , but she's surprised . T Do you have ideas about who this figure is ? It looks like a demon because its ...
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Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
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aesthetic theories approach appropriate art criticism art education art history artistic aspects attempt awareness believe chair number chapter children´s comfortable concern considered consisting constitutes creates criteria criterion for judgement critical activity critical process critical response curricula curriculum curved dark death decisions defined described desired learner outcomes determine developmental developmental needs effect emotions emphasis established evaluation existing experience experimental expressive face factors feeling Figure follows formal functional going hand ideas integration interest interpretation involved lack looks material means method methodology middle school student Mittler movement nature number five number four number three objective paintings particular person phase picture number possibility presented qualities questioning realism reason refer regard relations result selected significant Smith space stage statement step structure Student drawing subject matter successful symbol teacher teaching thing understanding utilize various visual whole