Studying Mass Media and Popular Culture Images Within the Context of a Visual Arts Education ProgramUniversity of Wisconsin--Madison, 1998 - 388 Seiten |
Im Buch
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Seite 67
... analysis techniques have been borrowed from diverse disciplines . Approaches to media analysis , art criticism and aesthetics may be related to ideas borrowed from : 1. Semiotics -- cognition linguistics / language and metaphor 2 ...
... analysis techniques have been borrowed from diverse disciplines . Approaches to media analysis , art criticism and aesthetics may be related to ideas borrowed from : 1. Semiotics -- cognition linguistics / language and metaphor 2 ...
Seite 89
... analysis . The first of these components is content analysis which at its most basic level involves simple description or an outline of the narrative plot or topic . This could involve the analysis 89 Inquiry.
... analysis . The first of these components is content analysis which at its most basic level involves simple description or an outline of the narrative plot or topic . This could involve the analysis 89 Inquiry.
Seite 148
... analysis of popular culture imagery . As students begin to start interpreting the meaning , objectives , and intentions of the image maker they must be guided to support their reasoning with evidence from within the work studied as well ...
... analysis of popular culture imagery . As students begin to start interpreting the meaning , objectives , and intentions of the image maker they must be guided to support their reasoning with evidence from within the work studied as well ...
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