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 13
Stran 7
... resulting methodology . Utilization of developmental studies will ensure a methodology appropriate for the middle school student . Pertinent literature in these areas will be reviewed in the following chapter . Experimental critical ...
... resulting methodology . Utilization of developmental studies will ensure a methodology appropriate for the middle school student . Pertinent literature in these areas will be reviewed in the following chapter . Experimental critical ...
Stran 32
... result of trial and error , two aspects of the activities remained constant . A broadened view of what constitutes art works was taken that included student , professional , popular , and environmental works . Secondly , basic to the ...
... result of trial and error , two aspects of the activities remained constant . A broadened view of what constitutes art works was taken that included student , professional , popular , and environmental works . Secondly , basic to the ...
Stran 64
... the steps with one reinforcing the other as the activity unfolded without emphasis upon procedure . Illegitimate UTILIZE CURRICULAR OBJECTIVES RELATIONSHIP OF CRITICAL ACTIVITY WITH OBJECTIVES OF 64 Chapter Four, Results Methodology.
... the steps with one reinforcing the other as the activity unfolded without emphasis upon procedure . Illegitimate UTILIZE CURRICULAR OBJECTIVES RELATIONSHIP OF CRITICAL ACTIVITY WITH OBJECTIVES OF 64 Chapter Four, Results Methodology.
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