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 11
Stran 5
Susan S. Hammang. four - phase approach consisting of description , analysis , interpretation , and judgement . The descriptive phase of a critical activity involves naming , identifying , and classifying elements of an art work ...
Susan S. Hammang. four - phase approach consisting of description , analysis , interpretation , and judgement . The descriptive phase of a critical activity involves naming , identifying , and classifying elements of an art work ...
Stran 20
... interpretation , and 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 ...
... interpretation , and 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 ...
Stran 65
... REASONING 1 INTERPRET DESCRIBE ANALYZE EVALUATE STUDENT STUDENT Figure 18. Interactive - dialectic methodology for art criticism at the middle school level responses , such as interpretations that cannot be justified , 65.
... REASONING 1 INTERPRET DESCRIBE ANALYZE EVALUATE STUDENT STUDENT Figure 18. Interactive - dialectic methodology for art criticism at the middle school level responses , such as interpretations that cannot be justified , 65.
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