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 17
Stran 21
... teaching movements of which the first two are preliminary to a student - teacher dialog . A study of visual art styles and techniques to develop points of qualitative reference constitute teaching movement A. To further prepare students ...
... teaching movements of which the first two are preliminary to a student - teacher dialog . A study of visual art styles and techniques to develop points of qualitative reference constitute teaching movement A. To further prepare students ...
Stran 64
... teacher . Through the trial activities , the role of the teacher became more clearly defined . Not only was the teacher responsible for designing the activity , but also the teacher needed to maintain a reciprocally active part in ...
... teacher . Through the trial activities , the role of the teacher became more clearly defined . Not only was the teacher responsible for designing the activity , but also the teacher needed to maintain a reciprocally active part in ...
Stran 68
... teacher's reciprocally active part . Discussion The value of the interactive - dialectic methodology presented in this paper lies in the fact that l ) it is flexible ; 2 ) it constitutes a critical activity , which when carefully ...
... teacher's reciprocally active part . Discussion The value of the interactive - dialectic methodology presented in this paper lies in the fact that l ) it is flexible ; 2 ) it constitutes a critical activity , which when carefully ...
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 development aesthetic theories aesthetic value approach to art appropriate art criticism art curriculum art education art history artistic aspects awareness of various Barkan chapter Charles Mackintosh children´s coffin comfortable constitutes contextualistic criterion for judgement critical process curricula curricular objectives curved defined described desired learner outcomes developmental needs developmental studies emphasis engaging students establishing desired learner evaluation everyday art experience experimental critical activities expressionism expressive qualities feeling Feldman Figure 14 Figure 17 functional and artistic guide critical response Harry Bertoia initiate and guide interactive-dialectic methodology interpretation Johansen Lastly looks methodology for art methodology for engaging Michael Thonet middle school student Mittler number four organistic criterion paintings person pervasive quality phase picture number three Ray Eames respond to art role-modeling Ronald W Sam Maloof Santayana selected art self-portrait statement Student drawing students in art subject matter tape unclear teacher teaching movement understanding utilize view and respond visual