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 31
... messages played upon emotional responses of fear and shock to shape and reinforce the popular stereotype held by most American citizens that Soviet government was power hungry , greedy , and oppressive . Similarly Soviet citizens were ...
... messages played upon emotional responses of fear and shock to shape and reinforce the popular stereotype held by most American citizens that Soviet government was power hungry , greedy , and oppressive . Similarly Soviet citizens were ...
Seite 34
... messages of the images are further complicated by information which may contradict the visual messages . The dialogue or text may explicitly state a message according to the desire of the editor or director , but it may also distract ...
... messages of the images are further complicated by information which may contradict the visual messages . The dialogue or text may explicitly state a message according to the desire of the editor or director , but it may also distract ...
Seite 44
... messages are quite different from the accompanying language , soundtracks and other tactile sensory information . In order to make educated and informed decisions as consumers and citizens , students will need to comprehend and ...
... messages are quite different from the accompanying language , soundtracks and other tactile sensory information . In order to make educated and informed decisions as consumers and citizens , students will need to comprehend 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