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 24
Stran 32
... critical activity . What constitutes criticism is an understanding that results from experience . Thus , the experimental critical activities demonstrate a concern for developing methodology which elicites critical response , and ...
... critical activity . What constitutes criticism is an understanding that results from experience . Thus , the experimental critical activities demonstrate a concern for developing methodology which elicites critical response , and ...
Stran 33
... 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 curriculum as a whole . The activity of ...
... 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 curriculum as a whole . The activity of ...
Stran 64
... critical activity was realized through a process of questioning , discussing , and reasoning in an exchange of responses between students and teacher . Through the trial activities , the role of the teacher became more clearly defined ...
... critical activity was realized through a process of questioning , discussing , and reasoning in an exchange of responses between students and teacher . Through the trial activities , the role of the teacher became more clearly defined ...
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