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 6
Stran 20
... structure of art appreciation . The structure of art criticism involves three steps -- description , interpretation , and evaluation . Although the headings The remind one of the process advocated by Smith and 20 Critical Studies.
... structure of art appreciation . The structure of art criticism involves three steps -- description , interpretation , and evaluation . Although the headings The remind one of the process advocated by Smith and 20 Critical Studies.
Stran 21
... structure of the critical method is taught in teaching movement B. The third movement consists of three stages -- impression , expression , and The focus of this final movement is a student - teacher dialog in which knowledge attained ...
... structure of the critical method is taught in teaching movement B. The third movement consists of three stages -- impression , expression , and The focus of this final movement is a student - teacher dialog in which knowledge attained ...
Stran 33
... structure in order that students develop an understanding of the concept . A successful experimental critical activity was designed by first establishing desired learner outcomes , or goals , in terms of developmental needs and ...
... structure in order that students develop an understanding of the concept . A successful experimental critical activity was designed by first establishing desired learner outcomes , or goals , in terms of developmental needs and ...
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
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Pogosti izrazi in povedi
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