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 13
Stran 7
... critical process and the nature of how students learn , it is the purpose of this study to develop a methodology for engaging students in art criticism which considers their development . The study is directed at middle school students ...
... critical process and the nature of how students learn , it is the purpose of this study to develop a methodology for engaging students in art criticism which considers their development . The study is directed at middle school students ...
Stran 24
... critical process are evident in the methods presented by Mittler and Johansen . The method proposed by Mittler remains heavily dependent upon the classic critical process ( Feldman , 1967 ; Smith , 1968 ) and therefore , the same ...
... critical process are evident in the methods presented by Mittler and Johansen . The method proposed by Mittler remains heavily dependent upon the classic critical process ( Feldman , 1967 ; Smith , 1968 ) and therefore , the same ...
Stran 64
... critical activity -- a dialectic among partners in the critical process . A natural flow of responses were initiated and guided via a lead - in statement . That the classical process of art criticism -- description , analysis ...
... critical activity -- a dialectic among partners in the critical process . A natural flow of responses were initiated and guided via a lead - in statement . That the classical process of art criticism -- description , analysis ...
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