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 4
... believe there exists a need of methodology for engaging students in art criticism , particularly one which considers their interests and capabilities . Researchers have attempted to provide teachers with strategies for utilizing art ...
... believe there exists a need of methodology for engaging students in art criticism , particularly one which considers their interests and capabilities . Researchers have attempted to provide teachers with strategies for utilizing art ...
Stran 13
... believe all values are aesthetic and ultimately rejects moral values on the basis that they are generally positive , or perceptions of good . He states , " ... in the perception of beauty , our judgement is necessarily intrinsic and ...
... believe all values are aesthetic and ultimately rejects moral values on the basis that they are generally positive , or perceptions of good . He states , " ... in the perception of beauty , our judgement is necessarily intrinsic and ...
Stran 68
... believe that has been accomplished because : 1 ) middle schoolers ' developmental needs were considered in establishing desired learner outcomes , 2 ) a means of meeting those needs was established by using aesthetic criteria derived ...
... believe that has been accomplished because : 1 ) middle schoolers ' developmental needs were considered in establishing desired learner outcomes , 2 ) a means of meeting those needs was established by using aesthetic criteria derived ...
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 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