The document is a student notebook for an art and architecture tour of Hartford, Connecticut. It includes maps, schedules, photos from tours of buildings like the State Capitol and Bushnell Park, and note pages for students to analyze artworks and architecture. The notebook is meant to help students learn about and evaluate the art and architecture of downtown Hartford through guided activities and assignments.
The document provides information about the 4th Biennial UNT Advising Conference on May 16, 2012 at Collin College-Preston Ridge in Frisco, TX. The conference focuses on the theme "Academic Advising: Bridging the Gap". It includes a welcome and keynote speaker, multiple concurrent sessions on topics related to academic advising, and presenter biographies. The document provides an agenda, session descriptions, presenter information, and other logistical details about the conference.
Aprendizaje colaborativo maría eugenia recalde rojasUqueRecalde
Este documento describe los beneficios del trabajo cooperativo en el aula, incluyendo estimular las habilidades personales de los estudiantes, disminuir el aislamiento, fomentar la autoeficacia, y promover la construcción de conocimiento a través de la investigación y discusión en grupo. El trabajo cooperativo también permite objetivos más ricos y exactos, y promueve valores como la cooperación y responsabilidad.
Aproximadamente 33 millones personas están hoy en día infectadas con el VIH. La mayoría de ellos viven en países en vía de desarrollo y muchos de estos países están sufriendo conflictos armados o inestabilidades políticas. En el presente documento se examina los vínculos entre VIH/SIDA, conflicto y seguridad nacional, aplicando las teorías existentes al contexto colombiano y haciendo la pregunta se se debería tratar el VIH/SIDA como una cuestión de seguridad nacional para reducir la relación causa y efecto negativa. En el documento se descubre que estos vínculos están presentes en Colombia y concluye que a nivel nacional se debería buscar un reconocimiento político del tema VIH/SIDA, mientras a nivel internacional sería pertinente tratarlo como una cuestión de seguridad.
This document provides nutrition information about several leafy green vegetables - Malabar spinach, Scotch kale, sweet potato leaves, amaranth, moringa and kang kong. It discusses the outstanding nutrients in each vegetable, including vitamins, minerals and other health benefits. It also provides sample recipes for preparing some of the vegetables. The document emphasizes that green leafy vegetables are a healthy part of a balanced diet and can help increase intake of nutrients while maintaining a healthy weight when consumed as part of an overall healthy lifestyle.
Basics of Paper Writing and Publishing in TEL (JTEL 2013)Michael Derntl
1st Place: Abstract B
This abstract summarizes a study that analyzed conversations between high school friends tutoring each other to understand how to design artificial tutoring agents that can sustain long-term relationships. The analysis found that tutors focused more on the task while tutees expressed more playfulness and challenges, and this tutee behavior was linked to increased learning for the tutor. The abstract provides informative details about the motivation, methods, and implications of the study.
The document discusses using QR codes in the classroom. It begins by explaining what QR codes are and how they were invented. It then provides examples of how QR codes can be used for scavenger hunts, review games, and linking to supplemental materials. The document also discusses QR code generators that teachers can use to create their own codes linked to web content for classroom assignments and activities. It emphasizes that QR codes provide an engaging way for students to access multimedia resources through their mobile devices.
This document is a blank template for a student to fill in their name, date, period, and then list key points and details from a lesson. The majority of the document is blank fields for the student to write in their notes. At the end is a summary section for the student to encapsulate what they learned.
This document provides definitions for key terms related to world history. It includes terms about early human development, hunter-gatherer societies, early civilizations like Mesopotamia, Egypt, India, and China, as well as major empires, religions and cultural shifts throughout Afro-Eurasia. Some of the major topics covered include the Neolithic and agricultural revolutions, early civilizations along rivers like the Nile, Indus and Yellow, the spread of major religions like Buddhism, Christianity and Islam, and the rise and fall of empires across Europe, Asia and Africa from antiquity through the medieval period.
The document provides information about the 4th Biennial UNT Advising Conference on May 16, 2012 at Collin College-Preston Ridge in Frisco, TX. The conference focuses on the theme "Academic Advising: Bridging the Gap". It includes a welcome and keynote speaker, multiple concurrent sessions on topics related to academic advising, and presenter biographies. The document provides an agenda, session descriptions, presenter information, and other logistical details about the conference.
Aprendizaje colaborativo maría eugenia recalde rojasUqueRecalde
Este documento describe los beneficios del trabajo cooperativo en el aula, incluyendo estimular las habilidades personales de los estudiantes, disminuir el aislamiento, fomentar la autoeficacia, y promover la construcción de conocimiento a través de la investigación y discusión en grupo. El trabajo cooperativo también permite objetivos más ricos y exactos, y promueve valores como la cooperación y responsabilidad.
Aproximadamente 33 millones personas están hoy en día infectadas con el VIH. La mayoría de ellos viven en países en vía de desarrollo y muchos de estos países están sufriendo conflictos armados o inestabilidades políticas. En el presente documento se examina los vínculos entre VIH/SIDA, conflicto y seguridad nacional, aplicando las teorías existentes al contexto colombiano y haciendo la pregunta se se debería tratar el VIH/SIDA como una cuestión de seguridad nacional para reducir la relación causa y efecto negativa. En el documento se descubre que estos vínculos están presentes en Colombia y concluye que a nivel nacional se debería buscar un reconocimiento político del tema VIH/SIDA, mientras a nivel internacional sería pertinente tratarlo como una cuestión de seguridad.
This document provides nutrition information about several leafy green vegetables - Malabar spinach, Scotch kale, sweet potato leaves, amaranth, moringa and kang kong. It discusses the outstanding nutrients in each vegetable, including vitamins, minerals and other health benefits. It also provides sample recipes for preparing some of the vegetables. The document emphasizes that green leafy vegetables are a healthy part of a balanced diet and can help increase intake of nutrients while maintaining a healthy weight when consumed as part of an overall healthy lifestyle.
Basics of Paper Writing and Publishing in TEL (JTEL 2013)Michael Derntl
1st Place: Abstract B
This abstract summarizes a study that analyzed conversations between high school friends tutoring each other to understand how to design artificial tutoring agents that can sustain long-term relationships. The analysis found that tutors focused more on the task while tutees expressed more playfulness and challenges, and this tutee behavior was linked to increased learning for the tutor. The abstract provides informative details about the motivation, methods, and implications of the study.
The document discusses using QR codes in the classroom. It begins by explaining what QR codes are and how they were invented. It then provides examples of how QR codes can be used for scavenger hunts, review games, and linking to supplemental materials. The document also discusses QR code generators that teachers can use to create their own codes linked to web content for classroom assignments and activities. It emphasizes that QR codes provide an engaging way for students to access multimedia resources through their mobile devices.
This document is a blank template for a student to fill in their name, date, period, and then list key points and details from a lesson. The majority of the document is blank fields for the student to write in their notes. At the end is a summary section for the student to encapsulate what they learned.
This document provides definitions for key terms related to world history. It includes terms about early human development, hunter-gatherer societies, early civilizations like Mesopotamia, Egypt, India, and China, as well as major empires, religions and cultural shifts throughout Afro-Eurasia. Some of the major topics covered include the Neolithic and agricultural revolutions, early civilizations along rivers like the Nile, Indus and Yellow, the spread of major religions like Buddhism, Christianity and Islam, and the rise and fall of empires across Europe, Asia and Africa from antiquity through the medieval period.
The document is a collection of works by a 6th grade class exploring change, transformation, and scripture passages including Psalm 23 and the Lord's Prayer. It contains student interpretations of Psalm 23 illustrated with their drawings, as well as discussions of baptism and how it represents an inward spiritual transformation represented by an outward sign.
This rubric evaluates students on a photo story project about global studies topics. It assesses students on social studies content, understanding of historical concepts, use of relevant sources, responsible use of information, technology skills, and creativity. Students are scored on developing a clear thesis, accuracy of content, responding to questions, source selection and organization, following copyright guidelines, graphics/images, narration, music, text, project duration, and creative elements. Scores range from basic to advanced based on the total points earned across these various categories.
The document provides information about various topics related to ancient civilizations including Rome, Byzantium, Islam, Africa, and India. It covers key people, events, religions, empires, and concepts from these civilizations in a question and answer format.
The document provides information about various historical periods and civilizations including:
1) Rome established peace and order through its empire and treated defeated enemies fairly, maintaining control through a system of roads covering 53,000 miles.
2) The Byzantine Empire continued Rome's influence and Justinian expanded its reach, rebuilding structures like the Hagia Sophia and codifying Roman laws.
3) Islam emerged in the 7th century with Muhammad receiving revelations from Gabriel, and the religion spread across Africa and Asia based on beliefs in one God and following the Five Pillars and teachings in the Quran.
This document provides an overview of the Age of Enlightenment and 18th century political history. It discusses the rise of rationalism, scientific revolution, and key Enlightenment figures like Locke, Voltaire, Rousseau who promoted ideals of liberty, equality, and progress through the application of reason. Major centers of Enlightenment thought included salons, academies, and Diderot's Encyclopedie, which popularized new ideas.
This document discusses several topics including notes, blank topics, and blank sections. It touches on various blank subjects and blank areas without providing substantive information or details. In summary, the document contains mostly blank content without meaningful information to summarize.
The document discusses the importance of education and learning new skills throughout one's life. It notes that the world and job market are constantly changing, so people must regularly update their knowledge and training. The document encourages lifelong learning to help individuals adapt and succeed in an evolving environment.
The document provides an overview of several Chinese philosophies and ethical codes, including Confucianism, Legalism, and Daoism. Confucianism emphasized proper social relationships and rituals. The Analects was an important Confucian text focusing on interpersonal relationships. Legalism believed human nature is selfish and the ruler should rule with a strong hand. Daoism saw nature as the first cause and believed one should go with the flow of nature rather than live according to man-made rules.
Hartford Architecture And Wadsworth Field Trip Review2William Spaulding
This document explores architecture and art at the Hartford Architecture and Wadsworth Atheneum. It raises two questions about how to describe art and what the meaning of art is. The document examines architecture and the collections at the Wadsworth Atheneum in Hartford.
The document discusses food art and compares it to painting. It provides steps for creating a personal pizza art, including using the dough as a canvas and toppings as paint. It also provides concepts for evaluating artworks, such as impressions of color, texture, and arrangement of elements, and applies these concepts to examples of paintings.
Slideshow for teaching Song of Roland. Note that the final slides are teacher's notes. Some materials are from a variety of other sources; all of which I believe are credited. Please inform me if work that is included is not properly credited.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The document is a collection of works by a 6th grade class exploring change, transformation, and scripture passages including Psalm 23 and the Lord's Prayer. It contains student interpretations of Psalm 23 illustrated with their drawings, as well as discussions of baptism and how it represents an inward spiritual transformation represented by an outward sign.
This rubric evaluates students on a photo story project about global studies topics. It assesses students on social studies content, understanding of historical concepts, use of relevant sources, responsible use of information, technology skills, and creativity. Students are scored on developing a clear thesis, accuracy of content, responding to questions, source selection and organization, following copyright guidelines, graphics/images, narration, music, text, project duration, and creative elements. Scores range from basic to advanced based on the total points earned across these various categories.
The document provides information about various topics related to ancient civilizations including Rome, Byzantium, Islam, Africa, and India. It covers key people, events, religions, empires, and concepts from these civilizations in a question and answer format.
The document provides information about various historical periods and civilizations including:
1) Rome established peace and order through its empire and treated defeated enemies fairly, maintaining control through a system of roads covering 53,000 miles.
2) The Byzantine Empire continued Rome's influence and Justinian expanded its reach, rebuilding structures like the Hagia Sophia and codifying Roman laws.
3) Islam emerged in the 7th century with Muhammad receiving revelations from Gabriel, and the religion spread across Africa and Asia based on beliefs in one God and following the Five Pillars and teachings in the Quran.
This document provides an overview of the Age of Enlightenment and 18th century political history. It discusses the rise of rationalism, scientific revolution, and key Enlightenment figures like Locke, Voltaire, Rousseau who promoted ideals of liberty, equality, and progress through the application of reason. Major centers of Enlightenment thought included salons, academies, and Diderot's Encyclopedie, which popularized new ideas.
This document discusses several topics including notes, blank topics, and blank sections. It touches on various blank subjects and blank areas without providing substantive information or details. In summary, the document contains mostly blank content without meaningful information to summarize.
The document discusses the importance of education and learning new skills throughout one's life. It notes that the world and job market are constantly changing, so people must regularly update their knowledge and training. The document encourages lifelong learning to help individuals adapt and succeed in an evolving environment.
The document provides an overview of several Chinese philosophies and ethical codes, including Confucianism, Legalism, and Daoism. Confucianism emphasized proper social relationships and rituals. The Analects was an important Confucian text focusing on interpersonal relationships. Legalism believed human nature is selfish and the ruler should rule with a strong hand. Daoism saw nature as the first cause and believed one should go with the flow of nature rather than live according to man-made rules.
Hartford Architecture And Wadsworth Field Trip Review2William Spaulding
This document explores architecture and art at the Hartford Architecture and Wadsworth Atheneum. It raises two questions about how to describe art and what the meaning of art is. The document examines architecture and the collections at the Wadsworth Atheneum in Hartford.
The document discusses food art and compares it to painting. It provides steps for creating a personal pizza art, including using the dough as a canvas and toppings as paint. It also provides concepts for evaluating artworks, such as impressions of color, texture, and arrangement of elements, and applies these concepts to examples of paintings.
Slideshow for teaching Song of Roland. Note that the final slides are teacher's notes. Some materials are from a variety of other sources; all of which I believe are credited. Please inform me if work that is included is not properly credited.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Digital Artefact 1 - Tiny Home Environmental Design
Art And Architecture Hartford Pdf
1. Name____________________________date______
Assessment
Details for each assigned section include Art and Architecture
in Hartford
10 15 18 21 22 23 art-analysis terms and reflect evidence
24 25 from the art being examined
* Note: Not all sections should be complete!
Evaluation questions are complete and
5 8 10 12 13 14 15 substantive
/40 Total
contents
● Map of Downtown Hartford
● Tour Schedule and Information.
● Architecture tour photos & note pages
● Wadsworth Atheneum note pages
● Reflection Assignment
Selected Sources:
http://hartford.omaxfield.com/ancient.html
http://www.connectthedots.org/civiclinks.html
http://www.ctosh.org/history_vintphotos/osh_hist_architecture.htm
http://hartford.omaxfield.com/bushnellpk.html
Wadsworth site
Name________________________________________
Prepared by William C. Spaulding, Bloomfield High School.
Images are subject to copyright and used with permission for this student-
notebook. May 30, 2008
If this booklet is used by a non-BHS group the images should be deleted or
individual permission requested.
Some small portions of descriptive text are from the Wadsworth web-site.
This is a non-proofread edition!
2. Downtown Hartford Map
Lunch Possibilities
Join Mr. Spaulding and others in front of the State
House and enjoy your packed lunch and the noon-time
crowds.
Eat at the Food Court just to the North of the Old State
House to get something.
Cross the street (obey all traffic signals and watch for
city drivers) for Burger King at the corner of Asylum
and Main.
Eat at Dunkin’ Donuts, in the base of the Travelers’
Tower building at the corner of Central Row and
Prospect
Contact Phone Numbers
BHS: 286-2630
Wadsworth Atheneum: 278-2670
Other
_____________________________
Page 2 Page 43
3. Reflection and Evaluation Humanities Art and
Please complete this reflection of your experience and evaluation
of the trip. This is one of the most important portions of the trip. Architecture Tour
1. What has been the most useful aspect of today’s field-trip? Our Goals:
Use local architectural and artistic examples to apply knowledge
of architecture and composition.
View and interact with paintings and architecture from ancient to
contemporary origin.
Our Program in and about Downtown Hartford
2. What has surprised you?
I. 9:15-10:15 State Capitol Building Tour.
II. 10:15-10:45 Walking Tour: Bushnell Park features, ar-
chitecture about the park, First Church and stained glass
windows, Old State House exterior.
III. 10:45-11:15 Lunch: You can eat your own bag lunch
or purchase lunch from vendors or shops in the court
3. What has not surprised you?
area around the Old State House.
11: 15 ** Please Be Prompt! Meet in front of the Old State House
Main Street Side of the building
IV. 11:15 Walk to the Wadsworth Athenaeum: interact with
4.What objects or places would you visit again and why? art from ancient to modern periods in the oldest public
museum in the United States of America!
V. 1:45 Board Bus from Wadsworth to return to BHS
Please Remember
Appropriate school behavior is necessary and expected!
Valuables At the Wadsworth you will be required to check your
bags and all electronics. Don’t bring anything valuable! Also you
may not take photographs inside the museum without the per-
5. What would you do differently for this field trip? mission of the Wadsworth.
Decorum in a museum indicates a whispers for communication,
no running, never touch or get too close to the art or walls.
Never point at art with pencils or other objects. Please, pause
and examine the art — don’t rapidly dismiss it simply because it
6. What have you learned today? —> is different!
4. Please create notes for each image in the space provided.
Architecture of the
Connecticut State Capitol &
museum
We enter from the south side of the capitol building but the
building was designed to be entered from the north side which
faces Bushnell Park.
What are your first impressions of this building?
One function of this building is as the meeting place for both
houses of the state legislature and the office of the governor.
Is the form of the building related to these functions?
Explain your answer in point format.
Some key terms:
Niche with statue
tympanum
column Page 41
5. State Capitol Exterior 1878
Extra pages for sketching or notes or questions:
What shapes do you notice repeating themselves on the
exterior?
Statuary of the Dome:
Why would these statutes be chosen?
6 Aspects of Humanity:
Agriculture (wheat),
Commerce (eyes covered holding anchor/triangle)
Education/law (scroll)
Force/War (spear)
Science (cadeuceus paddle &globe)
Music (lyre)
Left (west) end statue of the south façade:
Ella Grasso
Who would you add in the right side niche? Why?
Page 5
6. Interior: Use of color, materials and designs. Your Choice: In Depth Analysis and Evalulation
Interior floors are inlaid with white marble and red slate from Choose any one painting or object to look at and evaluate in
Connecticut and colored marble from Italy. depth. You should aim to spend about 10 minutes for each of
these in-depth evaluations.
What are your first impressions of the interior of this **Make your examination from 10-15 feet away then again
building? from 3-5 feet.
Artist:________________________________
Gallery:_________________________________________________
Which seems more important, form or function, or are Title of Piece________________________________________
the both in concert with each other in this building?
Explain. Date of Piece_____________
I. What are my first impressions?
II. What can I guess about the history of this piece from the date it was
Sketch any one symbol or pattern that you notice in the made?
floor, ceiling, or walls.
III. How can I describe the content of this piece?
A. subject ? B. color, line, and textures? C. composition?
Page 6 Page 39
7. Your Choice
Please choose any ONE piece to evaluate using the next page—>
In the space below sketch the piece or part of the piece.
Page 7
8. Choose a photo:
Bushnell Park Area Title of Piece________________________________________
Date of Piece______________
Bushnell Park: 1850-1870 Impressions:
In what way can a park be considered architecture?
Describe how the photographers uses light and arranges objects
In what ways does a park serve a city?
Choose a photo:
Title of Piece________________________________________
Date of Piece______________
Sketch (or make outline figures of) the objects contained photo
or
write a brief story about the person or bird that is the subject!
Page 8 Page 37
9. Pop to the Present: Soldiers and Sailors Arch: 1885
New Questions, New Responses This arch memorializes Civil War veterans. It is the first
permanent triumphal arch in America. It is a combination of
(Gallery B, Adjacent to Avery Court) Medieval towers, Gothic arch style, and classical friezes.
Materials are local brownstone and terra cotta.
Photography, especially portrait photography, was not consid-
ered art for many years. Do you consider these photographs to be If you were to create a memorial for soldiers returning
art? Explain your answer. from war would you consider a memorial arch like this
one? List 3 or more reasons for your answer
Choose a photo:
Title of Piece________________________________________
Date of Piece______________
Impressions:
Buildings Around the Park
Notice how many of the buildings that surround the park have
distinctive facades. Describe one façade!
Describe how the photographer uses light and arranges objects
Page 9
10. Please create notes for each image in the space provided. Choose a piece that you DO NOT like very much.
Use the blank pages in the back of the book for sketching! Artist_______________________________________________
First Congregational Title of Piece________________________________________
Church, Date of Piece______________
Why don’t you like this piece very much
Old State House &
Other Surprises
First Congregational Church (left)
Compare this structure to that of
the Old State House. In what
ways are the two buildings
similar, in what ways are they
different?
Old State House (right)
Designed in 1796 by Charles
Bulfinch this is one of the most
historically important buildings in
Hartford. The front is facing the
Connecticut River not the Main
Street.
Label these pictures with
names of the architectural
elements you can identify.
Page 10 Page 35
11. Avery Court Ancient Burial Ground
The only site from the 1600’s that has
Surrealism and Other Pieces survived in close to original form. The
headstones exhibit sophisticated
carving and sentiments of the time.
List 8 words to describe the pieces you see in these galleries.
They are a very diverse collection so you may have contradictory Mark an X where the African-
descriptive words! American Burial Monument is
located.
Locate the markers of three individuals. Name them and their dates.
Can you find Thomas Hooker or a member of the Wadsworth family?
How are these pieces similar or different from pieces you have
already seen?
Choose a piece to analyze:
Artist_______________________________________________
Title of Piece________________________________________
Date of Piece______________
Impressions:
Focus on ONE of the following to describe: materials, subject,
use of color, composition of objects
Page 11
12. Phoenix Building I like it!
If you stand with your back to the eastern side of the Old State Choose a piece that you DO NOT like very much.
House and look towards the Connecticut River you will see a Artist_______________________________________________
bridge across the road that has glass railings. Straight-ahead
and to the right is the Phoenix building. Title of Piece________________________________________
Date of Piece______________
Sketch or describe this building in the space below.
Why don’t you like this piece very much
It tells me a story
Choose a picture or object that tells a story to you.
Artist_______________________________________________
Title of Piece________________________________________
Date of Piece______________
What story does this piece tell?
Municipal Building
Page 12 Page 33
13. American Art
of the 19th and 20th Centuries
(3rd Floor)
List 8 words to describe the pieces you see in these galleries.
They are a very diverse collection so you may have contradictory
descriptive words! OR: sketch one of the pieces you see.
How are these pieces similar or different from pieces you have
already seen?
OBJECTS!
This gallery contains many objects of art in addition to the many
fine paintings. Choose an object to evaluate
Object______________________________________________
Artist_______________________________________________
Title of Piece________________________________________
Date of Piece______________
Sketch:
14. Wadsworth Atheneum: Exploring Art
Directions: A Message
1. This notebook is organized by sections. Each section has a Choose one piece that conveys a message.
different set of questions and a unique set of pieces to
view. You will see all sections, but not necessarily in the Artist:________________________________
order in which they are published.
2. Stay with your group. Your chaperone will guide you to the Title of Piece________________________________________
galleries that we will focus on today. In each gallery you Date of Piece________________________________________
will have 15-20 minutes for a specific assignment. What message does this piece convey?
3. Remember the museum rules:
Keep away from the art and walls.
Do not use objects to point at art.
Use quiet voices please.
3. Record your work in the space provided.
Use terms that we have used yesterday and earlier this
year in analyzing pizza and art.
Does this message resonate (make sense) with your own
Selected Terms to Describe and Evaluate Art experience? Explain.
Three General Questions to Ask:
I. What is my first impression?
II. What is the history of this piece?
How old is it? Who made it? Who paid for it?
What materials and techniques [processes] were used?
Does it represent a particular period, place or person?
III. How can I describe the content of this piece?
A. subject ?
B. color, line, and textures?
color: What colors and color-shades are used? Ask the Artist
Do the colors symbolize or represent something?
Choose one piece that provokes questions for you.
What effects are sought?
texture: how the viewer may believe the surface feels
Artist:________________________________
C. composition?
forms: objects, shapes, and structures; Title of Piece________________________________________
composition: is organization of forms in an artwork Date of Piece________________________________________
symmetry and balance use of shapes forms and lines What questions does this piece provoke in you? Do you think
use of proportion and scale the artist has answers?
perspective (the creation of illusion of depth)
foreshortening reduction of figure size
blurring of distant forms convergence of diagonal lines
How is space used?
Page 31
15. Gallery C: Huntington Gallery
African-American Art
(2nd Floor , close to the Elevator and area labeled Most of the paintings and objects in this section are from the 1800’s.
This collection of paintings and objects is titled, Reflections and
“Open to Helen and Harry Gray Court Gallery I) Shadows: Impressionism and Nineteenth Century Style.
Paintings by some of the most famous artists of this time period are
Media and Message displayed in this gallery: Renoir, Klimt, Degas, Gauguin, Pissarro, and a
What types of media (materials) are found in these pieces? Name as self-portrait by van Gogh; sun-dappled landscapes by Corot, Pissarro,
many as you can. Monet, and Cézanne; interior scenes by Bonnard, Vuillard, Armstrong,
and Tissot; and Paris at night as depicted by Lautrec.
A. Scene: Choose any one painting of a scene (not a portrait of an
individual).
Artist____________________________________
Title_____________________________________
What factors encourage an artist to use particular materials?
Do you see movement or does it seem still?
How does the artist use colors, lines, shapes, or techniques to evoke
(create in you) this feeling?
Note that the Impressionists were given this name because they sought
to create an impression rather than create a photo-like image. They
were known for their unique use of brush strokes, paint and color.
Is the media (materials) part of the message? Explain
Describe the space that you see created by this art.
What media do you find most interesting, least interesting, most desir-
Does this space remind you of a place in your own life?
able, least desirable, most or least unusual?
Continued —>
16. Landscape
B. Portrait: Choose a portrait of an individual. One of my favorites is
the self-portrait of Van Gogh, but you are free to choose any painting Find any landscape painting in the F galleries.
that focuses on a single person or a small group of people.
If you were to enter into this scene where would you go? Mark
Artist____________________________________ an x in the box below to show where you would go.
Title_____________________________________
If the person portrayed could speak to you from the portrait what would
he/she say?
What mood or attitude does this person seem to have?
How does the artist use paint, color, or technique to convey a particular
attitude or expression?
Why would you go there?
What would you expect to see?
C. Your Choice: Choose any object or painting in this gallery and do
one or more of the following:
* Sketch the image or object.
* Write an advertisement for this object as if you were going to sell it.
* What do you feel that this object reveals about the artist who made it?
What might this painting suggest about the artist’s attitudes
towards the land and the relationship of people to the land?
Page 29
17. Faith and Fortune, continued
Choose One: Artist:________________________________
Title of Piece________________________________________
Date of Piece________________________________________
Impressions:
Artistic Description (Use appropriate artistic terms (see page 8 for a
brief list of terms and concepts.)
Choose One: Artist:________________________________
Title of Piece________________________________________
Date of Piece________________________________________
Impressions:
Artistic Description (Use appropriate artistic terms (see page 8 for a
brief list of terms and concepts.)
Page 28
Page 17
18. Gallery E: Hartford Youth Art
Renaissance A Conversation
This gallery contains art created by Hartford youth. Have a conversation with any painting in this collection. What
Please identify two pieces of art that appeal to you.
A. Your Choice:
Artist____________________________________
Title_____________________________________
Your First Reactions:
Techniques used by the artist:
B. Your Choice:
Artist____________________________________
Title_____________________________________
If this object could speak to you what words would it use?
Techniques used by the artist:
Page 18
Page 27
19. Faith and Fortune C. Talk Back! Choose another piece of art to “talk back” to on this
(2nd Floor, Galleries marked F) page.
Artist____________________________________
This exhibition is focused on the theme “Faith and Fortune” as ex-
Title_____________________________________
pressed in European art from the middle ages and through the Renais-
sance. You should be able to discern some similarities in art you see Ask three or more questions for the artist (or the subjects —people—
in the Wadsworth with art you have studied in class. portrayed or photographed in the art)?
Timeline of Art
To get a sense of the development of art and to complete this
chart. Choose a painting in the
What comments do you have for the artist?
Century Title & Artist Topic
1000-1099
1100-1199
1200-1299
D. Your Art: If you were going to prepare a piece of art to include
in this exhibition what would you create?
1300-1399
Media you would use: (type of materials)
1400-1499
1500-1599 Subjects: people, places, actions, activities, ideas:
1600-1699
Colors, Lines, Textures you would employ:
1700-1799
Page 19
20. Morgan Great Hall: Main Gallery Side Gallery: Medieval and Early Renaissance
Choose one of the Medieval to Early Renaissance Paintings
In this gallery you will examine three large paintings and make stick
figures to indicate Artist:________________________________
A) the position of the body and the hands
B) the attention of the face Title of Piece________________________________________
Date of Piece________________________________________
Circle one of the following questions that you have pondered (thought Impressions:
about deeply) .
How do hands and expressions direct the viewer’s attention?
How do hands and expressions influence our reaction to the scene?
How do your own hand movements and expressions reflect you?
Do you consciously use hand expression and facial direction to
communicate?
Observations: (Use appropriate artistic terms)
Hand and Facial Attention Sketch:
The Fish Market Jan de Bondt, Dutch, d. 1653
Examine the piece titled Madonna and Child with Angels by A. Della
Robbia. This is a very important piece. Why?
Impressions:
Observations: (Use appropriate artistic terms)
Page 20
21. Morgan Great Hall: Side Galleries Hand and Facial Attention Sketch:
Note the use of light and the facial expressions.
Note the clothing! This is European clothing!
Architecture of the Great Hall What features of color or architec-
tural detail define this hall?
The Summer at Emmaus Circle of Gerrit von Hornhurst , Dutch,
1690-1656
Side Gallery: Ancient Art and Artifacts:,
Make a set of brief notes about each of the following items.
Mummy: What surprises you or impresses you?
Relief of an Assyrian Deity: Compare this image to Mesopotamian gods
described in Gilgamesh.
Hand and Facial Attention Sketch:
Add lines indicating the source of light.
Sketch two or more of the figures around the table.
Compare these statues and pieces of statues The Declaration of Independence John Trumball, American
Sketch similar parts of each statue, or create a T chart of
comparisons or contrasts in the space below:
—>Egyptian statue: and —> Greek Statues
Standing Man (#8) (#8, 10, and foot #8)
Page 24 Great Hall Continued —>
22. Hand and Facial Attention Sketch Exploration of Perspective
Sketch the position of hands and facial direction of Jesus and two or Find the painting titled The Men’s Bath by Viviano Godazzi and
more people close to him. Domenico Gargiulo.
The Rising of Lazarus Benjamin West, 1790 Stand about 25 feet away from this painting.
Look into the painting and walk towards it., keeping your eyes in the
painting.
Be careful not to touch the stone tub in front of the painting!
What do you notice? Do you feel like you are walking into the
painting?
How does the artist create this feeling?
Page 22 Page 23