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 6
Stran 4
... Examples are Feldman ( 1967 ) , Smith ( 1968 ) , Johansen ( 1979 ) , and Mittler ( 1980 ) . Each utilize , in some part , a similar four - phase approach consisting of description , analysis , 4 Statement of the Problem.
... Examples are Feldman ( 1967 ) , Smith ( 1968 ) , Johansen ( 1979 ) , and Mittler ( 1980 ) . Each utilize , in some part , a similar four - phase approach consisting of description , analysis , 4 Statement of the Problem.
Stran 5
... phases of which the second phase , analysis , involves a closer look at the descriptive elements to determine their relations as well as describing and characterizing those relations . The interpretive phase attaches meaning to the work ...
... phases of which the second phase , analysis , involves a closer look at the descriptive elements to determine their relations as well as describing and characterizing those relations . The interpretive phase attaches meaning to the work ...
Stran 12
... phases -- the genetic , immanent , and judgemental . The genetic phase is a study of the factors that have shaped a work of art . Gotshalk defines the factors as being subjective and objective . The subjective are psychological factors ...
... phases -- the genetic , immanent , and judgemental . The genetic phase is a study of the factors that have shaped a work of art . Gotshalk defines the factors as being subjective and objective . The subjective are psychological factors ...
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
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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