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U.S. Food and Drug Administration
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In: http://epaa.asu.edu/ojs/article/download/1224/1166/
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| 562 |
Sharing Successes Across Network Institutions: A'
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In: http://files.eric.ed.gov/fulltext/ED255605.pdf
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| 563 |
Qualitative Inquiry as Gegenwerk: Connections Between Art and Research
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In: http://www.ualberta.ca/~iiqm/backissues/4_4/PDF/PIGRUM.PDF
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| 564 |
An analysis of relational meaning in the practice of three professional art critics with implications for art education
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| 565 |
MERLEAU-PONTY'S CONCEPTS OF PERCEPTION, BEHAVIOR AND AESTHETICS APPLIED TO CRITICAL DIALOGUE IN THE VISUAL ARTS
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| 566 |
Dialogue and dialectic: Developing visual art concepts through classroom art criticism
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| 567 |
An analysis of relational meaning in the practice of three professional art critics with implications for art education
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Abstract:
How is meaning produced by art criticism? To address this question the study developed an analytic model that was utilized with the texts of three professional art critics. The model analyzed the critics' texts for four systems to account for the production of meaning: (a) a linguistic system, (b) an open poststructuralist system and a closed structuralist system, (c) a narrative system, and (d) a traditional system of critical practice. Each systemic analysis allowed for a unique perspective of the critics' production of meaning, but the common thread was relational meaning from structuralism. The critics' practice demonstrated that relational meaning had implications for classroom critical practice in areas of: (a) utilizing the external context to produce meaning about artworks, (b) developing a primary concept for the critical text, (c) constructing the critical argument, (d) conceptualizing the critical process, and (e) extending the traditional systems of critical practice. The work of linguists Ferdinand de Saussure (1913/1959), Roman Jakobson (1960), William Labov (1972) and literary critics Roland Barthes (1957/1972, 1970/1974, 1977/1977) and Murray Krieger (1981) informed the study and the construction of the analyses. ; Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3429. ; Major Professor: Jessie Lovano-Kerr. ; Thesis (Ph.D.)--The Florida State University, 1992.
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Keyword:
Art; Education; Fine Arts
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A76773/datastream/TN/view/An%20analysis%20of%20relational%20meaning%20in%20the%20practice%20of%20three%20professional%20art%20critics%20with%20implications%20for%20art%20education.jpg
http://purl.flvc.org/fsu/lib/digcoll/etd/3087966
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| 569 |
Educación artística: sustantivamente "educación" y adjetivamente "artística" ; Arts education: substantively “education” and adjectively “arts”
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| 570 |
Komikiaren ikus baliabideak lehen hezkuntzan irakurmena sustatzeko
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