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 5
Stran 5
... my classroom teaching experiences have found this to be true . The changes in curricula advocated by Barkan ( 1962 ) took direction from the concept of role - modeling ; as the professional artist is involved in studio art , art history 5.
... my classroom teaching experiences have found this to be true . The changes in curricula advocated by Barkan ( 1962 ) took direction from the concept of role - modeling ; as the professional artist is involved in studio art , art history 5.
Stran 6
... concept advocates modeling student behavior on the behaviors characteristic of the professional artist . It suggests that , for example , the behaviors the adult critic engages in are of the same order as the student engaged in ...
... concept advocates modeling student behavior on the behaviors characteristic of the professional artist . It suggests that , for example , the behaviors the adult critic engages in are of the same order as the student engaged in ...
Stran 33
... concept . A successful experimental critical activity was designed by first establishing desired learner outcomes , or goals , in terms of developmental needs and curricular objectives . The latter refers to objectives of the art ...
... concept . A successful experimental critical activity was designed by first establishing desired learner outcomes , or goals , in terms of developmental needs and curricular objectives . The latter refers to objectives of the art ...
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