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 110
... responses of both naive and experienced viewers , those with advanced levels of art education , to " high art " and popular art . They found that naive viewers " were sensitive to their own affective responses , while experienced ...
... responses of both naive and experienced viewers , those with advanced levels of art education , to " high art " and popular art . They found that naive viewers " were sensitive to their own affective responses , while experienced ...
Seite 159
... responses together . Conclude discussion by stating the dominant themes or ideas , contrasting viewpoints and synthesizing ideas . 8. Maintain order -- introduce the topic , interject with ... responses or field enough responses . All 159.
... responses together . Conclude discussion by stating the dominant themes or ideas , contrasting viewpoints and synthesizing ideas . 8. Maintain order -- introduce the topic , interject with ... responses or field enough responses . All 159.
Seite 160
John R. Kelley. enough before accepting responses or field enough responses . All to often when a response which is sufficiently close enough in nature to what the teacher has in mind is stated the teacher moves on to the next idea or ...
John R. Kelley. enough before accepting responses or field enough responses . All to often when a response which is sufficiently close enough in nature to what the teacher has in mind is stated the teacher moves on to the next idea or ...
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