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 12
Stran
... number five . Figure 9. Kindersterben , picture number three .... Figure 10. Seed For the Planting Shall Not Be Ground · 44 45 47 Up , picture number one ..... .... 50 Figure 11. The Call of Death , picture number two ...... 51 Figure ...
... number five . Figure 9. Kindersterben , picture number three .... Figure 10. Seed For the Planting Shall Not Be Ground · 44 45 47 Up , picture number one ..... .... 50 Figure 11. The Call of Death , picture number two ...... 51 Figure ...
Stran 53
... number three it is like he did . One and two are together . He is trying to hold back his family . In two he took them . The person is protecting them . The arms wrap around them . T What are they being protected from ? T T т The demon ...
... number three it is like he did . One and two are together . He is trying to hold back his family . In two he took them . The person is protecting them . The arms wrap around them . T What are they being protected from ? T T т The demon ...
Stran 58
... . It's not rigid . I don't think number five would be too comfortable art of the back continu lover part which allowe Is. Figure 14. Charles Mackintosh , chair number three Figure 17. Unknown designer , chair number six. 58.
... . It's not rigid . I don't think number five would be too comfortable art of the back continu lover part which allowe Is. Figure 14. Charles Mackintosh , chair number three Figure 17. Unknown designer , chair number six. 58.
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