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 8
Stran 6
Susan S. Hammang. professional artist is involved in studio art , art history , and art criticism , so too , should be the student . The concept advocates modeling student behavior on the behaviors characteristic of the professional ...
Susan S. Hammang. professional artist is involved in studio art , art history , and art criticism , so too , should be the student . The concept advocates modeling student behavior on the behaviors characteristic of the professional ...
Stran 18
... art history from art criticism , according to Ackerman ( 1966 ) , is due to the fact that history deals with facts -- " sound objective ' observation " , and criticism deals with feeling-- " unreliable subjective ' evaluations " ( p ...
... art history from art criticism , according to Ackerman ( 1966 ) , is due to the fact that history deals with facts -- " sound objective ' observation " , and criticism deals with feeling-- " unreliable subjective ' evaluations " ( p ...
Stran 23
... ( art history ) follows . The steps are titled identically as those of art criticism , although the operations differ . Mittler believed that once students have made personal decisions , they are ready to determine how others have judged ...
... ( art history ) follows . The steps are titled identically as those of art criticism , although the operations differ . Mittler believed that once students have made personal decisions , they are ready to determine how others have judged ...
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