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 5
Stran 37
... unique . The line is , in some cases , formed by dots running together . That creates an interesting quality -- a good one . The good thing about this one is that it has a lot T . : ༤༠ རིས་ เ Figure 3. Student drawing 37.
... unique . The line is , in some cases , formed by dots running together . That creates an interesting quality -- a good one . The good thing about this one is that it has a lot T . : ༤༠ རིས་ เ Figure 3. Student drawing 37.
Stran 46
... creates the sad expression ? Be specific . The dark values . The wrinkes in her face . T T I agree . The darkness creates a sad feeling , a sad mood . Depression . I don't think the lines represent wrinkes -- the lines go round and ...
... creates the sad expression ? Be specific . The dark values . The wrinkes in her face . T T I agree . The darkness creates a sad feeling , a sad mood . Depression . I don't think the lines represent wrinkes -- the lines go round and ...
Stran 55
... creates a modern design . The use of line creates a geometric pattern . The functional and artistic qualities relate . I can imagine sitting comfortably in this chair . The line creates an interesting visual appearance , 55 Trial Three.
... creates a modern design . The use of line creates a geometric pattern . The functional and artistic qualities relate . I can imagine sitting comfortably in this chair . The line creates an interesting visual appearance , 55 Trial Three.
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 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