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 9
Stran 5
... suggest a method for engaging students in art criticism ? Smith ( 1968 ) voiced a word of caution in translating it into classroom practice . The approach places a great deal of emphasis on formal analysis . Are all works of art best ...
... suggest a method for engaging students in art criticism ? Smith ( 1968 ) voiced a word of caution in translating it into classroom practice . The approach places a great deal of emphasis on formal analysis . Are all works of art best ...
Stran 17
... suggest the many ways in which a person might view and respond to a work of art . Perhaps a particular work of art might better be judged from a contextualist viewpoint than from a formalist viewpoint . Criteria utilized for judgement ...
... suggest the many ways in which a person might view and respond to a work of art . Perhaps a particular work of art might better be judged from a contextualist viewpoint than from a formalist viewpoint . Criteria utilized for judgement ...
Stran 40
... suggest activity . It could be more effective . > Figure 5. Student drawing It doesn't look like it has fingernails . like drawing . It's just a line ( Figure 5 ) . Can good art have lack of detail ? Sometimes . It's not T T T Is that ...
... suggest activity . It could be more effective . > Figure 5. Student drawing It doesn't look like it has fingernails . like drawing . It's just a line ( Figure 5 ) . Can good art have lack of detail ? Sometimes . It's not T T T Is that ...
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