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 6
Stran 29
... awareness and realization that there may be various ways to view and respond to an art work . Important changes occur at this level . It would seem , then , that critical activities would best be structured to ensure that experiences ...
... awareness and realization that there may be various ways to view and respond to an art work . Important changes occur at this level . It would seem , then , that critical activities would best be structured to ensure that experiences ...
Stran 31
... awareness of various ways to view and respond to works of art . Critical activities were designed to ensure that experiences help the middle school student realize a variety of evaluative and judgmental criteria . Due to dissatisfaction ...
... awareness of various ways to view and respond to works of art . Critical activities were designed to ensure that experiences help the middle school student realize a variety of evaluative and judgmental criteria . Due to dissatisfaction ...
Stran 65
... AWARENESS OF VARIOUS WAYS TO VIEW AND RESPOND TO ART 2 . FORMULATE STATEMENT AND SELECT ART WORKS 3 . ཉ་ CRITICAL RESPONSE QUESTIONING DISCUSSING REASONING 1 INTERPRET DESCRIBE ANALYZE EVALUATE STUDENT STUDENT Figure 18. Interactive ...
... AWARENESS OF VARIOUS WAYS TO VIEW AND RESPOND TO ART 2 . FORMULATE STATEMENT AND SELECT ART WORKS 3 . ཉ་ CRITICAL RESPONSE QUESTIONING DISCUSSING REASONING 1 INTERPRET DESCRIBE ANALYZE EVALUATE STUDENT STUDENT Figure 18. Interactive ...
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
2 preostalih delov ni prikazanih
Pogosti izrazi in povedi
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