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 14
Stran 1
... children and the learning process . In response , educational leaders after 1920 emphasized children ́s creative achievement . Progressive education emphasized the creative experience , and curricula in art education reflected a child ...
... children and the learning process . In response , educational leaders after 1920 emphasized children ́s creative achievement . Progressive education emphasized the creative experience , and curricula in art education reflected a child ...
Stran 48
... child in the coffin because of the size of the coffin . I think this person is the mother of the child . She's carrying the coffin close to her chest , close to her heart . The lines in the face represent something different than the ...
... child in the coffin because of the size of the coffin . I think this person is the mother of the child . She's carrying the coffin close to her chest , close to her heart . The lines in the face represent something different than the ...
Stran 73
... Children ́s sensitivity to painting styles . Child Development , 41 ( 3 ) , 813-821 . Gardner , H. , Winner , E. & Kircher , M. ( 1975 ) . Children ́s conceptions of the arts . Journal of Aesthetic Education , 9 ( 3 ) , 60-77 . Geahigan ...
... Children ́s sensitivity to painting styles . Child Development , 41 ( 3 ) , 813-821 . Gardner , H. , Winner , E. & Kircher , M. ( 1975 ) . Children ́s conceptions of the arts . Journal of Aesthetic Education , 9 ( 3 ) , 60-77 . Geahigan ...
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
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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