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 14
Stran 35
... presented in chapter two , for judgement of the works . To encourage desired responses , the statement , line quality and composition affect art , was posted with the display of all student drawings . A sampling of the works with ...
... presented in chapter two , for judgement of the works . To encourage desired responses , the statement , line quality and composition affect art , was posted with the display of all student drawings . A sampling of the works with ...
Stran 66
... presented in this paper , the steps illustrated in Figure 18 and described below should be taken . 1. Establish desired learner outcomes Desired learner outcomes , or goals , are established by utilizing curricular objectives and ...
... presented in this paper , the steps illustrated in Figure 18 and described below should be taken . 1. Establish desired learner outcomes Desired learner outcomes , or goals , are established by utilizing curricular objectives and ...
Stran 70
... presented in this paper begins to address these issues . It is , therefore , more likely to be a useful tool for the teacher and of benefit to the middle school student . It is hoped use of this methodology will help bridge the gap ...
... presented in this paper begins to address these issues . It is , therefore , more likely to be a useful tool for the teacher and of benefit to the middle school student . It is hoped use of this methodology will help bridge the gap ...
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