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 80
... thought has it's own holistic logic ; that this logic can be brought to bear creatively and analytically to solve various kinds of problems ; and that this logic operates on every level of awareness from subliminal perceptual process to ...
... thought has it's own holistic logic ; that this logic can be brought to bear creatively and analytically to solve various kinds of problems ; and that this logic operates on every level of awareness from subliminal perceptual process to ...
Seite 101
... thought the complex personal and cultural filters and contextual connotations which affect how we see things ... thoughts on aesthetic perception current theorists would contend that aesthetic learning must include factors such as a ...
... thought the complex personal and cultural filters and contextual connotations which affect how we see things ... thoughts on aesthetic perception current theorists would contend that aesthetic learning must include factors such as a ...
Seite 108
... thoughts on the aesthetic realm in art education All of the aforementioned examples of aesthetics in this chapter ... thought combine with emotive cerebral activity , resulting in what emotional intelligence theories refer to as the ...
... thoughts on the aesthetic realm in art education All of the aforementioned examples of aesthetics in this chapter ... thought combine with emotive cerebral activity , resulting in what emotional intelligence theories refer to as the ...
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