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 6
Stran 21
... follows . Lastly , a qualitative judgement in terms of unity , complexity , and intensity is made . The model consists of three teaching movements of which the first two are preliminary to a student - teacher dialog . A study of visual ...
... follows . Lastly , a qualitative judgement in terms of unity , complexity , and intensity is made . The model consists of three teaching movements of which the first two are preliminary to a student - teacher dialog . A study of visual ...
Stran 35
... follows : Students will 1 ) direct their attention to particular aspects of the art works and respond to these aspects and 2 ) specifically utilize the organistic criterion of integration , as presented in chapter two , for judgement of ...
... follows : Students will 1 ) direct their attention to particular aspects of the art works and respond to these aspects and 2 ) specifically utilize the organistic criterion of integration , as presented in chapter two , for judgement of ...
Stran 43
... follows : Students will 1 ) become aware of the expressive qualities of value , 2 ) understand that expressive art communicates visually an idea or message or constitutes an inward feeling , mood , or condition , and 3 ) select and ...
... follows : Students will 1 ) become aware of the expressive qualities of value , 2 ) understand that expressive art communicates visually an idea or message or constitutes an inward feeling , mood , or condition , and 3 ) select and ...
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