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 62
... ( mental models ) may help reveal how integral and effective socialization through interactions with family , peers , cultural beliefs and mass media is in our experiences as life long learners . Recognizing one's own mental models is the ...
... ( mental models ) may help reveal how integral and effective socialization through interactions with family , peers , cultural beliefs and mass media is in our experiences as life long learners . Recognizing one's own mental models is the ...
Seite 85
... mental models . Mental models must be surfaced and tested in order to improve the internal mental image ( Rayala , 1996 ) . Expressing that which is hard to articulate requires figurative and symbolic language , often in the form of ...
... mental models . Mental models must be surfaced and tested in order to improve the internal mental image ( Rayala , 1996 ) . Expressing that which is hard to articulate requires figurative and symbolic language , often in the form of ...
Seite 86
... mental models are in part formed and it is opportunities for socialization and reflection that can help change them over time as the world changes . Willis contends in his essay Art or Culture ? an inquiry ( 1989 ) that : The aesthetic ...
... mental models are in part formed and it is opportunities for socialization and reflection that can help change them over time as the world changes . Willis contends in his essay Art or Culture ? an inquiry ( 1989 ) that : The aesthetic ...
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