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 8
Stran 21
... between the stages of art criticism as described above and the stages in this last teaching movement . In stage one , impression , the student is asked to focus attention on the work as a whole in an attempt to determine 21.
... between the stages of art criticism as described above and the stages in this last teaching movement . In stage one , impression , the student is asked to focus attention on the work as a whole in an attempt to determine 21.
Stran 22
... whole to assess a positive or negative judgement of the work's aesthetic value based upon and justified by the appropriateness of part- whole relations and the principles of unity , intensity and complexity . Mittler ( 1980 ) ...
... whole to assess a positive or negative judgement of the work's aesthetic value based upon and justified by the appropriateness of part- whole relations and the principles of unity , intensity and complexity . Mittler ( 1980 ) ...
Stran 33
... and curricular objectives . The latter refers to objectives of the art curriculum as a whole . The activity of art criticism Utilization of curricular objectives is a reflection of a discipline - based art education approach ( 33.
... and curricular objectives . The latter refers to objectives of the art curriculum as a whole . The activity of art criticism Utilization of curricular objectives is a reflection of a discipline - based art education approach ( 33.
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