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 19
Stran 7
... developmental studies is essential . Aesthetic theories and critical studies shall provide a base for the resulting methodology . Utilization of developmental studies will ensure a methodology appropriate for the middle school student ...
... developmental studies is essential . Aesthetic theories and critical studies shall provide a base for the resulting methodology . Utilization of developmental studies will ensure a methodology appropriate for the middle school student ...
Stran 25
... Developmental Studies Researchers have begun to document children ́s responses to art ( Gardner , 1970 , 1975 ; Ecker , 1973 ; Moore , 1973 ) . These early studies indicated that young children respond personally to color and subject ...
... Developmental Studies Researchers have begun to document children ́s responses to art ( Gardner , 1970 , 1975 ; Ecker , 1973 ; Moore , 1973 ) . These early studies indicated that young children respond personally to color and subject ...
Stran 33
... developmental information , other than through selection of the art works , was not utilized . Another activity utilized a visual presentation of several criteria one might use when responding to art works in general . Providing this ...
... developmental information , other than through selection of the art works , was not utilized . Another activity utilized a visual presentation of several criteria one might use when responding to art works in general . Providing this ...
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