An Interactive-dialectic Methodology for Art Criticism at the Middle School LevelUniversity of Wisconsin--Madison, 1986 - 158 strani |
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Stran
... number two ...... 51 Figure 12. Harry Bertoia , chair number five ....... Figure 13. Charles and Ray Eames , chair number four ... 57 Figure 14. Charles Mackintosh , chair number three ..... 58 Figure 15. Michael Thonet , chair number ...
... number two ...... 51 Figure 12. Harry Bertoia , chair number five ....... Figure 13. Charles and Ray Eames , chair number four ... 57 Figure 14. Charles Mackintosh , chair number three ..... 58 Figure 15. Michael Thonet , chair number ...
Stran 58
... . It's not rigid . I don't think number five would be too comfortable art of the back continu lover part which allowe Is. Figure 14. Charles Mackintosh , chair number three Figure 17. Unknown designer , chair number six. 58.
... . It's not rigid . I don't think number five would be too comfortable art of the back continu lover part which allowe Is. Figure 14. Charles Mackintosh , chair number three Figure 17. Unknown designer , chair number six. 58.
Stran 62
... chair can be comfortable . For example , the back of chair number four is curved to support your back . Even though number two is curved on the back it would become uncomfortable after awhile . In number six ... ( tape unclear ) ... it ...
... chair can be comfortable . For example , the back of chair number four is curved to support your back . Even though number two is curved on the back it would become uncomfortable after awhile . In number six ... ( tape unclear ) ... it ...
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