Aesthetics, the Arts, and Education [microform] : The Painter as a Model in Aesthetic Education / Marilyn L. Munski.
Arguing that the visual arts serve as the focus for potential aesthetic experience in the discipline of art education, this paper describes the influence of the sensory elements of aesthetic experience in nature and other art forms on the work of three artists--Kandinsky, Van Gogh, and Picasso--and...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1986.
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MARC
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| 100 | 1 | |a Munski, Marilyn L. | |
| 245 | 1 | 0 | |a Aesthetics, the Arts, and Education |h [microform] : |b The Painter as a Model in Aesthetic Education / |c Marilyn L. Munski. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1986. | ||
| 300 | |a 21 p. | ||
| 336 | |a text |2 rdacontent. | ||
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| 500 | |a ERIC Note: In: Thinking across the Disciplines. ISII 1986. Proceedings of the Annual Conference of the International Society for Individualized Instruction (15th, Atlanta, Georgia, October 9-11, 1986); see IR 012 493. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED276442. | ||
| 520 | |a Arguing that the visual arts serve as the focus for potential aesthetic experience in the discipline of art education, this paper describes the influence of the sensory elements of aesthetic experience in nature and other art forms on the work of three artists--Kandinsky, Van Gogh, and Picasso--and suggests that teachers can enrich students' experience of the visual arts by relating these sensory qualities in their teaching. The work of each of these artists is considered in the context of how their contributions to the visual arts can be considered from the broader perspective of aesthetic education. Special emphasis is placed on the sensory qualities--sounds, colors, odors, tastes, and textures--because they are the most difficult to communicate, and examples illustrating the impact of other art forms on the work of these artists are provided to attest to the significance of these qualities. References and a bibliography are included. (DJR) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
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| 650 | 1 | 7 | |a Aesthetic Education. |2 ericd. |
| 650 | 0 | 7 | |a Art Education. |2 ericd. |
| 650 | 1 | 7 | |a Artists. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Fine Arts. |2 ericd. |
| 650 | 0 | 7 | |a Student Experience. |2 ericd. |
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