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 20
Stran 10
... Experience , expresses views quite opposite those of Bell . Central to his theory is He states , " Things are experienced but not experience . in such a way that they are composed into an experience ... we have an experience when the ...
... Experience , expresses views quite opposite those of Bell . Central to his theory is He states , " Things are experienced but not experience . in such a way that they are composed into an experience ... we have an experience when the ...
Stran 11
... experienced " . He expresses a belief in the importance of the spectator . The material out of which judgement grows is the work , the object , but it is this object as it enters into the experience of the critic by interaction with his ...
... experienced " . He expresses a belief in the importance of the spectator . The material out of which judgement grows is the work , the object , but it is this object as it enters into the experience of the critic by interaction with his ...
Stran 15
... experience . is the contribution of the physical work of art and the spectator in contact which constitutes the ... experience of preceeding perceptions " ( p . 71 ) . Pepper explains the criterion for judgement , " The more vivid the ...
... experience . is the contribution of the physical work of art and the spectator in contact which constitutes the ... experience of preceeding perceptions " ( p . 71 ) . Pepper explains the criterion for judgement , " The more vivid the ...
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
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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