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 12
... objective . The subjective are psychological factors such as sensitivity and personality . The objective are environmental factors such as materials and the cultural climate of the artist . The second , or immanent phase of art ...
... objective . The subjective are psychological factors such as sensitivity and personality . The objective are environmental factors such as materials and the cultural climate of the artist . The second , or immanent phase of art ...
Stran 17
... objective issues Mention of value judgements being subjective or objective was frequently 17 Subjective-objective issues.
... objective issues Mention of value judgements being subjective or objective was frequently 17 Subjective-objective issues.
Stran 18
... objectively " , as it has often been called , by permitting only such reactions on our part as emphasize the " objective " features of the experience , and by interpreting even our " subjective " affections not as modes of our being ...
... objectively " , as it has often been called , by permitting only such reactions on our part as emphasize the " objective " features of the experience , and by interpreting even our " subjective " affections not as modes of our being ...
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