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 10
Stran 35
... aspects of the art works and respond to these aspects and 2 ) specifically utilize the organistic criterion of integration , as presented in chapter two , for judgement of the works . To encourage desired responses , the statement ...
... aspects of the art works and respond to these aspects and 2 ) specifically utilize the organistic criterion of integration , as presented in chapter two , for judgement of the works . To encourage desired responses , the statement ...
Stran 55
... aspects and 2 ) respond to and evaluate selected art works in terms of functional and artistic aspects . To obtain desired responses , the statement , form in everyday art is functional and artistic , was utilized . Chairs created by ...
... aspects and 2 ) respond to and evaluate selected art works in terms of functional and artistic aspects . To obtain desired responses , the statement , form in everyday art is functional and artistic , was utilized . Chairs created by ...
Stran 69
... aspects of a work of art , such as expressive and functional aspects , can also be examined . Geahign ( 1983 ) notes that existing approaches to art criticism lack definition . Writers do not clearly and precisely specify the kinds of ...
... aspects of a work of art , such as expressive and functional aspects , can also be examined . Geahign ( 1983 ) notes that existing approaches to art criticism lack definition . Writers do not clearly and precisely specify the kinds of ...
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 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