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 3
Stran 44
... face . T Do you agree with Katie ? Is this a woman ? being raped ? Is she I don't know , but she's surprised . T Do you have ideas about who this figure is ? It looks like a demon because its shape is odd . It doesn't have any hair ...
... face . T Do you agree with Katie ? Is this a woman ? being raped ? Is she I don't know , but she's surprised . T Do you have ideas about who this figure is ? It looks like a demon because its shape is odd . It doesn't have any hair ...
Stran 46
... face is sad . T What makes it look sad ? Just the expression . T What creates the sad expression ? Be specific . The dark values . The wrinkes in her face . T T I agree . The darkness creates a sad feeling , a sad mood . Depression . I ...
... face is sad . T What makes it look sad ? Just the expression . T What creates the sad expression ? Be specific . The dark values . The wrinkes in her face . T T I agree . The darkness creates a sad feeling , a sad mood . Depression . I ...
Stran 48
... face represent something different than the lines in the self portrait . What do you think they mean ? Sadness of the child's death . How peaceful she is . She's just standing there . There is nothing she can do . She is quiet . She is ...
... face represent something different than the lines in the self portrait . What do you think they mean ? Sadness of the child's death . How peaceful she is . She's just standing there . There is nothing she can do . She is quiet . She is ...
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