Arts Education PrimerUniversity Press of America, 1985 - 217 páginas |
Dentro del libro
Resultados 1-3 de 21
Página 21
... person can come to know himself through art . Friedrich Schiller came to similar conclusions in the late eighteenth century . Since very few people in Schiller's day had the where- withal in leisure time or money to create in art , his ...
... person can come to know himself through art . Friedrich Schiller came to similar conclusions in the late eighteenth century . Since very few people in Schiller's day had the where- withal in leisure time or money to create in art , his ...
Página 89
... person talking to yourself in BAH and bip sounds . Try imagine that you are a very calm person conversation with yourself with those Imagine yourself as an excited person and carry on a conversation in BAHS and bips with yourself ...
... person talking to yourself in BAH and bip sounds . Try imagine that you are a very calm person conversation with yourself with those Imagine yourself as an excited person and carry on a conversation in BAHS and bips with yourself ...
Página 106
... person will think of a short sentence or question . The person on my right will say her sentence and each person after that will say the sentence in a way that has not been said before . Now , the next person will say his sen- tence for ...
... person will think of a short sentence or question . The person on my right will say her sentence and each person after that will say the sentence in a way that has not been said before . Now , the next person will say his sen- tence for ...
Contenido
CHAPTER | 1 |
II | 9 |
The Importance of CreativeArts | 15 |
Derechos de autor | |
Otras 26 secciones no mostradas
Términos y frases comunes
Advanced Level analogous Art Problem Objectives art works based class continues color continues with presentations controlled Density depends develop a definition develop a sense develop personal dynamics Dynamics-size Education enable participants encouraged experience expressive quality faculties through processes feeling find and develop floor pattern force and flow Gelvin group presentations group solutions hereafter cited imagination and emotions Intermediate Level Introductory Level Karel Language Art Problem Level Concepts Level Integrated-arts Problem Level Language Art Level Music Problem Level Visual Art loudness and softness melody Melody-shape Movement Problem Objectives Murray Schafer onomatopeia paper pencils crayons Participants should find participants to create participants to develop participants to tap pencils crayons newsprint percussion instruments pitch polyrhythms presentations and discussion primary process processes of selection repeating and contrasting repetition rhythm-line sense of worth sequence shapes sounds space Suggested Vocabulary syllables tap the primary teacher ticipants timbre tone quality Visual Art Problem