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 5
Stran 5
... formal analysis . Are all works of art best examined in this way ? Do all aspects of a work of art receive full attention ? A method which combines the attributes of various theories may be the most valid and flexible . Furthermore ...
... formal analysis . Are all works of art best examined in this way ? Do all aspects of a work of art receive full attention ? A method which combines the attributes of various theories may be the most valid and flexible . Furthermore ...
Stran 19
... formal and symbolic structure of the work . Best , in Feeling and Reason in the Arts ( 1985 ) , expresses the belief that , while judgement partly expresses feeling , it can be rationally supported . He states , " Sometimes what ...
... formal and symbolic structure of the work . Best , in Feeling and Reason in the Arts ( 1985 ) , expresses the belief that , while judgement partly expresses feeling , it can be rationally supported . He states , " Sometimes what ...
Stran 23
... formal qualities when students inventory the subjective matter and / or the elements . Students then analyze the work to determine how it is organized -- they search for its formal qualities . During the interpretive step , students ...
... formal qualities when students inventory the subjective matter and / or the elements . Students then analyze the work to determine how it is organized -- they search for its formal qualities . During the interpretive step , students ...
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