An Interactive-dialectic Methodology for Art Criticism at the Middle School LevelUniversity of Wisconsin--Madison, 1986 - 158 strani |
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Zadetki 1–3 od 11
Stran 3
... paintings , it was possible to significantly alter the way in which students perceived paintings . Educators embraced the broadening of stated art goals . Eisner ( 1965 ) believed the critical aspect of art should be a fundamental ...
... paintings , it was possible to significantly alter the way in which students perceived paintings . Educators embraced the broadening of stated art goals . Eisner ( 1965 ) believed the critical aspect of art should be a fundamental ...
Stran 10
... Paintings " , to include portraits of psychological and historical value , topographical works , narration , and illustration . Many descriptive paintings , according to Bell , lack formal significance . He further explains , They ...
... Paintings " , to include portraits of psychological and historical value , topographical works , narration , and illustration . Many descriptive paintings , according to Bell , lack formal significance . He further explains , They ...
Stran 28
... paintings as they got older , but their ability to take the view of the artist also increased . Older children attempted to integrate features explicitly given in a painting to reconstruct what the artist's intention might have been ...
... paintings as they got older , but their ability to take the view of the artist also increased . Older children attempted to integrate features explicitly given in a painting to reconstruct what the artist's intention might have been ...
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