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 16
Stran
... Chapter One , Introduction . Statement of the Problem .. Chapter Two , Literature Review .. Aesthetic Theories .... Subjective - objective issues . Critical Studies .. Developmental Studies ..... Chapter Three , Experimental Critical ...
... Chapter One , Introduction . Statement of the Problem .. Chapter Two , Literature Review .. Aesthetic Theories .... Subjective - objective issues . Critical Studies .. Developmental Studies ..... Chapter Three , Experimental Critical ...
Stran 9
Susan S. Hammang. Chapter Two Literature Review This chapter contains a literature review dealing with aesthetic theories and critical and developmental studies . Aesthetic Theories Bell ( 1928 ) is , in part , credited with the ...
Susan S. Hammang. Chapter Two Literature Review This chapter contains a literature review dealing with aesthetic theories and critical and developmental studies . Aesthetic Theories Bell ( 1928 ) is , in part , credited with the ...
Stran 31
... chapter two , noted the middle schooler ́s interest in realism and growing 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 ...
... chapter two , noted the middle schooler ́s interest in realism and growing 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 ...
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