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 1
... areas such as product design or architecture . Effective study of mass media images also requires educators to address two other problematic issues in art education . First , there continues to be a need for art educators to develop a ...
... areas such as product design or architecture . Effective study of mass media images also requires educators to address two other problematic issues in art education . First , there continues to be a need for art educators to develop a ...
Seite 72
... areas tend to be seen as figures against asymmetrical backgrounds . Surroundedness -- areas which can be seen as surrounded by others tend to be perceived as figures . What Gestalt principles of perceptual organization suggest is that ...
... areas tend to be seen as figures against asymmetrical backgrounds . Surroundedness -- areas which can be seen as surrounded by others tend to be perceived as figures . What Gestalt principles of perceptual organization suggest is that ...
Seite 171
... areas of schooling . Until the aesthetic component is given equal attention in educational institutions , students , and citizens will remain unaware of how the aesthetic dimension of visual information influences our perceptions ...
... areas of schooling . Until the aesthetic component is given equal attention in educational institutions , students , and citizens will remain unaware of how the aesthetic dimension of visual information influences our perceptions ...
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