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 17
... person might view and respond to a work of art . Perhaps a particular work of art might better be judged from a contextualist viewpoint than from a formalist viewpoint . Criteria utilized for judgement need be appropriate to the work ...
... person might view and respond to a work of art . Perhaps a particular work of art might better be judged from a contextualist viewpoint than from a formalist viewpoint . Criteria utilized for judgement need be appropriate to the work ...
Stran 29
... person's point of view . The adolescent becomes able to mentally project himself into the role of the art critic . How does one make use of developmental information ? It helps one understand children's views of art and thus , supplies ...
... person's point of view . The adolescent becomes able to mentally project himself into the role of the art critic . How does one make use of developmental information ? It helps one understand children's views of art and thus , supplies ...
Stran 48
... person is this person ? Yes . The lady in number four could be who's in the coffin . T T T Yes , this is a coffin . I think there is a child in the coffin because of the size of the coffin . I think this person is the mother of the ...
... person is this person ? Yes . The lady in number four could be who's in the coffin . T T T Yes , this is a coffin . I think there is a child in the coffin because of the size of the coffin . I think this person is the mother of the ...
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 theories approach appropriate art criticism art education art history artistic aspects attempt awareness believe chair number chapter children´s comfortable concern considered consisting constitutes creates criteria criterion for judgement critical activity critical process critical response curricula curriculum curved dark death decisions defined described desired learner outcomes determine developmental developmental needs effect emotions emphasis established evaluation existing experience experimental expressive face factors feeling Figure follows formal functional going hand ideas integration interest interpretation involved lack looks material means method methodology middle school student Mittler movement nature number five number four number three objective paintings particular person phase picture number possibility presented qualities questioning realism reason refer regard relations result selected significant Smith space stage statement step structure Student drawing subject matter successful symbol teacher teaching thing understanding utilize various visual whole