Studying Mass Media and Popular Culture Images Within the Context of a Visual Arts Education ProgramUniversity of Wisconsin--Madison, 1998 - 388 Seiten |
Im Buch
Ergebnisse 1-3 von 24
Seite 48
... according to these visual referents and cues . Impressions of 3- D space , feelings of continuity , connections to the affective realm of emotions and aesthetic response being intertwined with our moral constructs or ethical priorities ...
... according to these visual referents and cues . Impressions of 3- D space , feelings of continuity , connections to the affective realm of emotions and aesthetic response being intertwined with our moral constructs or ethical priorities ...
Seite 107
... according to Kaelin ( 1990 ) , is to ask how do we justify our reactions or preferences . The issues of what is art , and how do we respond to it , are also questions of critical reflection in the metacritical realm . The role of the ...
... according to Kaelin ( 1990 ) , is to ask how do we justify our reactions or preferences . The issues of what is art , and how do we respond to it , are also questions of critical reflection in the metacritical realm . The role of the ...
Seite 143
... according to the diversity and complexity inherent in the characteristics of the individual learners . A variety of methods and activities should be incorporated to address different ways of seeing , knowing , understanding , and ...
... according to the diversity and complexity inherent in the characteristics of the individual learners . A variety of methods and activities should be incorporated to address different ways of seeing , knowing , understanding , and ...
Inhalt
Terms and Assumptions | 6 |
Statistical Information and the Viewing Culture | 15 |
Popular Culture and Mass Media Imagery | 18 |
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Häufige Begriffe und Wortgruppen
abilities activities aesthetic experience aesthetic inquiry aesthetic investigation aesthetic theory aesthetic understanding allow students analysis approach to aesthetics art criticism art education art history art program art world articulate artists artwork awareness Berger classroom cognitive communicate complex component concept of art consciousness Considine & Haley construction contemporary context create critical and aesthetic critical thinking curriculum develop dialog emotional emotional intelligence evaluate everyday feelings Feminist Aesthetic Figure film focus formal ideas ideology image makers individual intelligence interact interpretation Lankford learners linguistic looking mass media imagery mass media images Masterman meaning media and popular media literacy mental models messages meta-emotional metacognitive metacritical multiple multiple intelligences nature objects perception photographs popular culture images pragmatic production questions reasons reflect responses schooling Semiotics Seward-Barry skills social society style symbolic tacit knowledge teacher techniques television utilize viewer visual arts visual literacy Western art history