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 4
Stran 46
... 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 round the head into the face , the hair , 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 round the head into the face , the hair , the ...
Stran 53
... dark , so it helps it . It gives it a mood -- the value does . The black gives you a mood of sadness . If you were to rate the success of these art works , upon what would you base your judgement ? If we get the full effect of what she ...
... dark , so it helps it . It gives it a mood -- the value does . The black gives you a mood of sadness . If you were to rate the success of these art works , upon what would you base your judgement ? If we get the full effect of what she ...
Stran 54
... dark value in Figure 9 , Kindersterben , is expressive they responded : " Dark is sad . " , " Makes her look lonely . " , " Like she's alone now . " , " It represents death . " , and " The black might be that a piece of her is gone to ...
... dark value in Figure 9 , Kindersterben , is expressive they responded : " Dark is sad . " , " Makes her look lonely . " , " Like she's alone now . " , " It represents death . " , and " The black might be that a piece of her is gone to ...
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