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 10
Stran 14
... defined beauty as pleasure objectified . Things become objectified as a result of past experiences which remain relatively constant in the interrelationships in perception . Thus , beauty is defined as pleasure regarded as the quality ...
... defined beauty as pleasure objectified . Things become objectified as a result of past experiences which remain relatively constant in the interrelationships in perception . Thus , beauty is defined as pleasure regarded as the quality ...
Stran 15
... defined as feelings of immediate pleasure and displeasure . Objects of aesthetic value are those which produce or ... defines the unity of 15.
... defined as feelings of immediate pleasure and displeasure . Objects of aesthetic value are those which produce or ... defines the unity of 15.
Stran 16
... definition of aesthetic value can be defined as the integration of feeling . For the organistic theorist , the criterion of judgement is the degree of integration and the amount of material integrated . Pepper explains , " by degree of ...
... definition of aesthetic value can be defined as the integration of feeling . For the organistic theorist , the criterion of judgement is the degree of integration and the amount of material integrated . Pepper explains , " by degree of ...
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