Arts Education PrimerUniversity Press of America, 1985 - 217 páginas |
Dentro del libro
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Página 110
... present a number of examples of additive forms ( ABA , ABACA , etc. ) and possibly some works which present , develop and restate ideas much like a first movement form . The leader should take the opportunity to point these sections out ...
... present a number of examples of additive forms ( ABA , ABACA , etc. ) and possibly some works which present , develop and restate ideas much like a first movement form . The leader should take the opportunity to point these sections out ...
Página 138
Harry Semerjian. The participants will present works which represent smaller and softer gradations of size and sound to larger and louder gradations . The leader may emphasize the idea that small and large , soft and loud are relative ...
Harry Semerjian. The participants will present works which represent smaller and softer gradations of size and sound to larger and louder gradations . The leader may emphasize the idea that small and large , soft and loud are relative ...
Página 187
... present their works and tell the audience where to assemble . In the beginning , the audience's attention is often sporadic because groups get excited about their own upcoming presentations and want to keep working and changing it ...
... present their works and tell the audience where to assemble . In the beginning , the audience's attention is often sporadic because groups get excited about their own upcoming presentations and want to keep working and changing it ...
Contenido
CHAPTER | 1 |
II | 9 |
The Importance of CreativeArts | 15 |
Derechos de autor | |
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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