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 11
Stran 20
... evaluation ( Feldman , 1967 ; Smith , 1968 ) was described in the previous chapter . More recently , researchers have designed methods in which the activity varies , in some degree , from the four - step process ( Johansen , 1979 ...
... evaluation ( Feldman , 1967 ; Smith , 1968 ) was described in the previous chapter . More recently , researchers have designed methods in which the activity varies , in some degree , from the four - step process ( Johansen , 1979 ...
Stran 31
... description , analysis , interpretation , and evaluation , I propose that critical activities allow for a more natural flow of response . Emphasis could then be put , not upon 31 Chapter Three, Experimental Critical Activities.
... description , analysis , interpretation , and evaluation , I propose that critical activities allow for a more natural flow of response . Emphasis could then be put , not upon 31 Chapter Three, Experimental Critical Activities.
Stran 64
... evaluation , did occur , though not in a linear and sequential fashion , is noteworthy . Criticism , as traditionally described , was accomplished with responses that naturally flowed between and among the steps with one reinforcing the ...
... evaluation , did occur , though not in a linear and sequential fashion , is noteworthy . Criticism , as traditionally described , was accomplished with responses that naturally flowed between and among the steps with one reinforcing the ...
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