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 9
Stran 19
... determine its physical properties , materials , and techniques , and at the other end an evaluation of the work as a unique experience . In between exists an analytical study to determine the formal and symbolic structure of the work ...
... determine its physical properties , materials , and techniques , and at the other end an evaluation of the work as a unique experience . In between exists an analytical study to determine the formal and symbolic structure of the work ...
Stran 22
... determine which are most dominant , and to hypothesize about the significance of the dominance as related to the expressiveness to the work of art . In stage three , commitment , the student is again asked to reflect upon the work as a ...
... determine which are most dominant , and to hypothesize about the significance of the dominance as related to the expressiveness to the work of art . In stage three , commitment , the student is again asked to reflect upon the work as a ...
Stran 23
... determine the feelings , moods , or ideas communicated by the work through its expressive qualities . Lastly ... determine how others have judged the same work . The art history operation begins by determining when , where , and by whom ...
... determine the feelings , moods , or ideas communicated by the work through its expressive qualities . Lastly ... determine how others have judged the same work . The art history operation begins by determining when , where , and by whom ...
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 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