Studying Mass Media and Popular Culture Images Within the Context of a Visual Arts Education ProgramUniversity of Wisconsin--Madison, 1998 - 388 Seiten |
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Seite 17
... feelings . Familiar feelings are important in the construction of mass media publicity images because those who own and operate media outlets exploit the power of images to manipulate emotions and feelings ( Berger , 1972 ) . Television ...
... feelings . Familiar feelings are important in the construction of mass media publicity images because those who own and operate media outlets exploit the power of images to manipulate emotions and feelings ( Berger , 1972 ) . Television ...
Seite 21
... feelings of the individual . These inner feelings and the freedom to express emotion toward oneself and the outer world grow more important , and with other modern art movements begin to move the artist away from images that the public ...
... feelings of the individual . These inner feelings and the freedom to express emotion toward oneself and the outer world grow more important , and with other modern art movements begin to move the artist away from images that the public ...
Seite 59
... feelings is neglected in schooling . This is why , within the limited time they have to focus on aesthetics , art educators must not only allow students to express their ideas , feelings , and opinions but also have students themselves ...
... feelings is neglected in schooling . This is why , within the limited time they have to focus on aesthetics , art educators must not only allow students to express their ideas , feelings , and opinions but also have students themselves ...
Inhalt
Terms and Assumptions | 6 |
Statistical Information and the Viewing Culture | 15 |
Popular Culture and Mass Media Imagery | 18 |
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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