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 51
... mind having the wealth to buy whatever they want . In our society we equate wealth with power , so a desire for power to control the conditions of our lives may be at work here ( Berger , 1972 ) . Various techniques of image ...
... mind having the wealth to buy whatever they want . In our society we equate wealth with power , so a desire for power to control the conditions of our lives may be at work here ( Berger , 1972 ) . Various techniques of image ...
Seite 80
... minds ; the rational and reflective , and the emotional and impulsive . The emotional mind deals with what Perkins ( 1994 ) contends is experimental knowledge . This type of knowledge requires very little conscious thought and is ...
... minds ; the rational and reflective , and the emotional and impulsive . The emotional mind deals with what Perkins ( 1994 ) contends is experimental knowledge . This type of knowledge requires very little conscious thought and is ...
Seite 81
... mind is attuned to rapid modes of perception , sacrificing accuracy for speed and impression ( Goelman , 1995 ) . This is a mode of perception which fosters the formation of gestalts . The associative capabilities of the emotional mind ...
... mind is attuned to rapid modes of perception , sacrificing accuracy for speed and impression ( Goelman , 1995 ) . This is a mode of perception which fosters the formation of gestalts . The associative capabilities of the emotional mind ...
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