An Interactive-dialectic Methodology for Art Criticism at the Middle School LevelUniversity of Wisconsin--Madison, 1986 - 158 strani |
Iz vsebine knjige
Zadetki 1–3 od 28
Stran 7
... aesthetic theories , critical studies , and developmental studies is essential . Aesthetic theories and critical studies shall provide a base for the resulting methodology . Utilization of developmental studies will ensure a methodology ...
... aesthetic theories , critical studies , and developmental studies is essential . Aesthetic theories and critical studies shall provide a base for the resulting methodology . Utilization of developmental studies will ensure a methodology ...
Stran 9
... aesthetic theories and critical and developmental studies . Aesthetic Theories Bell ( 1928 ) is , in part , credited with the development of formalism . The formalist theory , as presented by Bell in Art , defines " significant form ...
... aesthetic theories and critical and developmental studies . Aesthetic Theories Bell ( 1928 ) is , in part , credited with the development of formalism . The formalist theory , as presented by Bell in Art , defines " significant form ...
Stran 20
... aesthetic theory should result in judgements that can better be described as objective than subjective . aesthetic theories presented in the review address the issue of subjectivity / objectivity and the criterion for judgement is ...
... aesthetic theory should result in judgements that can better be described as objective than subjective . aesthetic theories presented in the review address the issue of subjectivity / objectivity and the criterion for judgement is ...
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
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Pogosti izrazi in povedi
aesthetic development aesthetic theories aesthetic value approach to art appropriate art criticism art curriculum art education art history artistic aspects awareness of various Barkan 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 Lastly looks methodology for art methodology for engaging Michael Thonet middle school student Mittler number four organistic criterion paintings person pervasive quality phase picture number three 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