An Interactive-dialectic Methodology for Art Criticism at the Middle School LevelUniversity of Wisconsin--Madison, 1986 - 158 strani |
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Zadetki 1–3 od 10
Stran 14
... Things become objectified as a result of past experiences which remain relatively constant in the interrelationships in perception . Thus , beauty is defined as pleasure regarded as the quality of a thing . Langer ( 1953 ) , in Feeling ...
... Things become objectified as a result of past experiences which remain relatively constant in the interrelationships in perception . Thus , beauty is defined as pleasure regarded as the quality of a thing . Langer ( 1953 ) , in Feeling ...
Stran 38
... thing is that there is [ sic ] all those lines in between . It sort of confuses the picture ( Figure 3 ) . Do you think there's too much of it ? Yes . You can't really see all those veins in your hand . He didn't see those . They're ...
... thing is that there is [ sic ] all those lines in between . It sort of confuses the picture ( Figure 3 ) . Do you think there's too much of it ? Yes . You can't really see all those veins in your hand . He didn't see those . They're ...
Stran 54
... your drawings ? The same thing ? " " No. There is not , the ones we made , doesn't leave that kind of effect on us , not that kind of feeling . " A Thus , students selected appropriate criteria and the desired learner outcomes were met 54.
... your drawings ? The same thing ? " " No. There is not , the ones we made , doesn't leave that kind of effect on us , not that kind of feeling . " A Thus , students selected appropriate criteria and the desired learner outcomes were met 54.
Vsebina
Chapter Two Literature Review | 9 |
Chapter Three Experimental Critical Activities | 31 |
Chapter Four Results | 64 |
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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