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 15
Stran 43
... various ways to view and respond to art works , it was decided that students should critically examine works in which value functioned differently . This curriculum information and developmental needs of the middle school student led to ...
... various ways to view and respond to art works , it was decided that students should critically examine works in which value functioned differently . This curriculum information and developmental needs of the middle school student led to ...
Stran 66
... various art activities . recognition of developmental needs , goals should reflect the middle schooler's interest in realism and growing awareness of various ways to view and respond to art . This can be accomplished through use of ...
... various art activities . recognition of developmental needs , goals should reflect the middle schooler's interest in realism and growing awareness of various ways to view and respond to art . This can be accomplished through use of ...
Stran 69
... various ways to view and respond to art . The relationship between these needs and the use of criteria derived from various asethetic theories is direct . While the traditional approach to art criticism ( Feldman , 1967 ; Smith , 1968 ...
... various ways to view and respond to art . The relationship between these needs and the use of criteria derived from various asethetic theories is direct . While the traditional approach to art criticism ( Feldman , 1967 ; Smith , 1968 ...
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