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 13
... means of external signs , hands on to others feelings he has lived through , and that others are infected by these feelings and also experience them " ( p . 614 ) . Tolstoy believed that the presence of this " infection " is a sign of ...
... means of external signs , hands on to others feelings he has lived through , and that others are infected by these feelings and also experience them " ( p . 614 ) . Tolstoy believed that the presence of this " infection " is a sign of ...
Stran 68
... means of meeting those needs was established by using aesthetic criteria derived from aesthetic theories , and 3 ) responses indicated the activities did indeed help students become aware of various ways to examine art . Because the ...
... means of meeting those needs was established by using aesthetic criteria derived from aesthetic theories , and 3 ) responses indicated the activities did indeed help students become aware of various ways to examine art . Because the ...
Stran 71
... valuable insights . Continued research in art criticism will serve to equip educators with the means to enable them to utilize criticism to its fullest extent in the art classroom . References Ackerman , J. ( 1966 ) . The historian 71.
... valuable insights . Continued research in art criticism will serve to equip educators with the means to enable them to utilize criticism to its fullest extent in the art classroom . References Ackerman , J. ( 1966 ) . The historian 71.
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