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 7
Stran 33
... lack of specificity to the selected art works can account for difficulty in understanding and thus , the lack of utilization of the criteria . These activities make clear a student's need for directed guidance in responding ...
... lack of specificity to the selected art works can account for difficulty in understanding and thus , the lack of utilization of the criteria . These activities make clear a student's need for directed guidance in responding ...
Stran 40
... more effective . > Figure 5. Student drawing It doesn't look like it has fingernails . like drawing . It's just a line ( Figure 5 ) . Can good art have lack of detail ? Sometimes . It's not T T T Is that the case here ? This 40.
... more effective . > Figure 5. Student drawing It doesn't look like it has fingernails . like drawing . It's just a line ( Figure 5 ) . Can good art have lack of detail ? Sometimes . It's not T T T Is that the case here ? This 40.
Stran 62
... lack of comfort . If hard materials utilize functional form a chair can be comfortable . For example , the back of chair number four is curved to support your back . Even though number two is curved on the back it would become ...
... lack of comfort . If hard materials utilize functional form a chair can be comfortable . For example , the back of chair number four is curved to support your back . Even though number two is curved on the back it would become ...
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
2 preostalih delov ni prikazanih
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