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 16
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 34
... critical response , and how does it compare to the use of the traditional process ? Secondly , what characterizes the responses ? Are they of a descriptive , analytical , interpretive , and evaluative nature ? Does a particular order of ...
... critical response , and how does it compare to the use of the traditional process ? Secondly , what characterizes the responses ? Are they of a descriptive , analytical , interpretive , and evaluative nature ? Does a particular order of ...
Stran 41
... response . Students responded to most works , but none at considerable length . It was decided that initially a small number of works receive lengthy critical response , ju . ... Figure 6. Student drawing followed by shorter 41.
... response . Students responded to most works , but none at considerable length . It was decided that initially a small number of works receive lengthy critical response , ju . ... Figure 6. Student drawing followed by shorter 41.
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