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 77
... potential for seeking patterns and making meaning when the goal of so much instruction seems to be the retention and recall of facts ( Sylvester , 1996 ) . Multiple Intelligences Gardner's ( 1983 ) theory of multiple intelligences 77.
... potential for seeking patterns and making meaning when the goal of so much instruction seems to be the retention and recall of facts ( Sylvester , 1996 ) . Multiple Intelligences Gardner's ( 1983 ) theory of multiple intelligences 77.
Seite 78
John R. Kelley. Multiple Intelligences Gardner's ( 1983 ) theory of multiple intelligences combined with the previously outlined discoveries in brain research is putting to rest the notion that there is a singular intelligence , such as ...
John R. Kelley. Multiple Intelligences Gardner's ( 1983 ) theory of multiple intelligences combined with the previously outlined discoveries in brain research is putting to rest the notion that there is a singular intelligence , such as ...
Seite 81
... multiple learning styles because television is a multisensory media . Multiple learning styles including visual intelligence and emotional intelligence are important in order to develop skilled holistic reasoning which can bring about ...
... multiple learning styles because television is a multisensory media . Multiple learning styles including visual intelligence and emotional intelligence are important in order to develop skilled holistic reasoning which can bring about ...
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