Arts Education PrimerUniversity Press of America, 1985 - 217 páginas |
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Página 47
... words which have the same rhythm as your name . Use these words in place of your name . ments which last as substituted for your Experiment with some body move- long as the words you have just name . Find the body movements which you ...
... words which have the same rhythm as your name . Use these words in place of your name . ments which last as substituted for your Experiment with some body move- long as the words you have just name . Find the body movements which you ...
Página 82
... words beside your line that describe it or that say something about it . List the words that you think of on the paper . ( Pause ) When you cannot think of any others , give your line to your neighbor on the right so that your neighbor ...
... words beside your line that describe it or that say something about it . List the words that you think of on the paper . ( Pause ) When you cannot think of any others , give your line to your neighbor on the right so that your neighbor ...
Página 88
... words Write down the words on paper . Say the words to yourself . .. Listen to the parts of the words which you seem to stress more than the other parts of the words . There seems to be a natural push on some parts of a word rather than ...
... words Write down the words on paper . Say the words to yourself . .. Listen to the parts of the words which you seem to stress more than the other parts of the words . There seems to be a natural push on some parts of a word rather than ...
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