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 5
Stran 19
... Reason in the Arts ( 1985 ) , expresses the belief that , while judgement partly expresses feeling , it can be rationally supported . He states , " Sometimes what underlies the tendency to insist that all judgements must be subjective ...
... Reason in the Arts ( 1985 ) , expresses the belief that , while judgement partly expresses feeling , it can be rationally supported . He states , " Sometimes what underlies the tendency to insist that all judgements must be subjective ...
Stran 32
... reason and explanation . Two rather unsuccessful experimental critical activities will be discussed briefly in terms of reasons for lack of success . This will be followed by a third , more detailed description of an activity which ...
... reason and explanation . Two rather unsuccessful experimental critical activities will be discussed briefly in terms of reasons for lack of success . This will be followed by a third , more detailed description of an activity which ...
Stran 72
... Reason in the Arts . Winchester , Massachusetts : Allen Unwin . Bullough , E. ( 1959 ) . Psychical distance as a factor in art and aesthetic principle . In M. Weitz ( Ed . ) , Problems in Aesthetics : An Introductory Book of Readings ...
... Reason in the Arts . Winchester , Massachusetts : Allen Unwin . Bullough , E. ( 1959 ) . Psychical distance as a factor in art and aesthetic principle . In M. Weitz ( Ed . ) , Problems in Aesthetics : An Introductory Book of Readings ...
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