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 33
... developmental information , other than through selection of the art works ... need for directed guidance in responding appropriately to selected works of art ... needs and curricular objectives . The latter refers to objectives of the art ...
... developmental information , other than through selection of the art works ... need for directed guidance in responding appropriately to selected works of art ... needs and curricular objectives . The latter refers to objectives of the art ...
Stran 66
... developmental needs of the middle school student . How will the critical activity relate to curricular objectives ? In what activity have students been previously involved ? What might follow this activity ? In Utilization of curriculum ...
... developmental needs of the middle school student . How will the critical activity relate to curricular objectives ? In what activity have students been previously involved ? What might follow this activity ? In Utilization of curriculum ...
Stran 68
... developmental needs were considered in establishing desired learner outcomes , 2 ) a means of meeting those needs was established by using aesthetic criteria derived from aesthetic theories , and 3 ) responses indicated the activities ...
... developmental needs were considered in establishing desired learner outcomes , 2 ) a means of meeting those needs was established by using aesthetic criteria derived from aesthetic theories , and 3 ) responses indicated the activities ...
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