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 9
... Significant Form ' ; and ` Significant Form is the one quality common to all works of visual art . ( p . 17 ) The formalist critic puts much emphasis upon the art object and little emphasis upon the spectator in the critical process ...
... Significant Form ' ; and ` Significant Form is the one quality common to all works of visual art . ( p . 17 ) The formalist critic puts much emphasis upon the art object and little emphasis upon the spectator in the critical process ...
Stran 14
... significance is expression of the " Idea " , the symbol , a highly articulated form having " vital import " . Langer states , " It presents itself not as a symbol in the ordinary sense , but as significant form ' , in which the factor ...
... significance is expression of the " Idea " , the symbol , a highly articulated form having " vital import " . Langer states , " It presents itself not as a symbol in the ordinary sense , but as significant form ' , in which the factor ...
Stran 22
... significance of them . In this stage the student is required to refer to visual elements and structural principles , determine which are most dominant , and to hypothesize about the significance of the dominance as related to the ...
... significance of them . In this stage the student is required to refer to visual elements and structural principles , determine which are most dominant , and to hypothesize about the significance of the dominance as related to the ...
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