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 7
Stran 5
... base for the succeeding phases of which the second phase , analysis , involves a closer look at the descriptive elements to determine their relations as well as describing and characterizing those relations . The interpretive phase ...
... base for the succeeding phases of which the second phase , analysis , involves a closer look at the descriptive elements to determine their relations as well as describing and characterizing those relations . The interpretive phase ...
Stran 16
... ) . In the last chapter of The Basis of Criticism in the Arts , Pepper describes how the four theories operate together . He suggests each theory is equally adequate and functions best allowing one to be the base with 16.
... ) . In the last chapter of The Basis of Criticism in the Arts , Pepper describes how the four theories operate together . He suggests each theory is equally adequate and functions best allowing one to be the base with 16.
Stran 62
... base ... to the seat . It [ the design ] is smooth . The seat would be comfortable ( Figure 17 ) . I agree . It's a simple and pleasing form . The base relates to the seat . If you sat in it awhile you'd want something to lean against ...
... base ... to the seat . It [ the design ] is smooth . The seat would be comfortable ( Figure 17 ) . I agree . It's a simple and pleasing form . The base relates to the seat . If you sat in it awhile you'd want something to lean against ...
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