This is a presentation intended for teachers teaching Arts for Grade 10 students in the K to 12 Curriculum. This was given as a resource material for trainers of MAPEH Grade 10 during the NTOT.
Unit 1 FIRST TOPIC IN PE GRADE 10-PROMOTING HEALTHY LIFESTYLEMaCristina21
This slide decks presentation is a springboard lesson for Grade 10 with self -assessment on healthy lifestyle, lifestyle diseases, safety and weight management.
Unit 1 FIRST TOPIC IN PE GRADE 10-PROMOTING HEALTHY LIFESTYLEMaCristina21
This slide decks presentation is a springboard lesson for Grade 10 with self -assessment on healthy lifestyle, lifestyle diseases, safety and weight management.
Grade 7 cg final physical education 1 10 01.13.2014 edited may 1, 2014S Marley
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It is a powerpoint presentation that discusses about the lesson or topic: Physical Fitness. It also talks about the definition and different examples for the topic: Physical Fitness.
Recreation activities that you voluntarily participate in during your free time
Recreational satisfaction needs:
Physiological 4. relaxation
Educational 5. psychological
Social 6. aesthetics
Indoor recreation when the activity is within the premises of your comfort zone at home or inside a building
Outdoor recreation when the activity is undertaken in a natural, rural, or open space outside the confines of buildings, usually large land area that is close to nature
Lifestyle the way you live your life in an everyday basis, it includes eating habits, physical activity participation and recreational choice
Lifestyle change the best way of preventing illness and early death
Engage yourself in a regular physical activity
Eat healthy foods
Find time to manage stress
Follow a good personal healthy habits
The HELP Philosophy in starting a healthy lifestyle change:
Health -- those who believe in the benefits of healthy lifestyle are more likely to engage in healthier behaviour
Everyone – healthy lifestyle can be practiced by everyone “health for
all”
Lifetime – the longer healthy lifestyles are practice, the greater the beneficial benefits
Personal – no two people are exactly the same. Your personal needs is the basis of your lifestyle change
JUST NEED (4) REPLIES TO THE OTHER STUDENTS2-3 Sentences Replay.docxcroysierkathey
JUST NEED (4) REPLIES TO THE OTHER STUDENTS
2-3 Sentences Replay
·
· Week Four Discussion 1
Compare the work of two artists from any two different art movements covered in Chapter 21.
· Describe, then compare, the contexts, concerns and main aspects of each movement and how those appear in the artworks you've selected.
· Be sure to explain why you made your particular choices of movements, artists and artworks.
· Evaluate the artwork you've selected according to any criteria you think are relevant (given what you have learned so far in the course).
Be sure that you are making an evaluative comparison of the two artists’ work, rather than simply discussing them in turn.
REPLY TO:Permenter
Week 4, Discussion 1
COLLAPSE
Top of Form
Romanticism and Impressionism vary greatly in their style. Romanticism was in favor for a much longer period of time, roughly 1800-1890, than Impressionism (1870-1880). Romanticism was more an attitude and choice of subjects than a true style. The artists of this period looked for emotions and imagination when deciding what they wanted to create. They looked for the risqué and exotic as well as mystery. Impressionist artists had some more flexibility with the new availability of equipment that was more portable. This allowed Impressionists to work in the actual outdoors as opposed to studios. These artists used natural light, shadows and a lighter color palette to express their ideas.
The pieces for this discussion were chosen due to the similar subject of the works yet stark contrast. Both pieces feature a group of people enjoying a leisurely activity, yet they are not alike at all. The way they contrast and show their specific movements is remarkably interesting. First, the Romanticism piece chosen is The Women of Algiers by Delacroix (p.485, fig. 21.2). This piece is very risqué, and the subject of the piece is quite scandalous. The women portrayed are women in a harem and it was unusual for outsiders to be allowed in, let alone document it such as this. Delacroix demonstrates this period by the subject of the piece being so exotic and mysterious. He does a great job showing unity yet variety here as well. The painting feels very dark and colors of the piece are mostly neutral and really work well together, with a kick of reddish orange here and there to brighten up the piece.
The Impressionist piece Le Moulin de la Galette (p.490, fig. 21.7) by Renoir is a stark contrast to The Women of Algiers . This piece, while detailed enough for one to see the subjects and understand the context of the painting, is not focused on the clear lines and defined objects as The Women of Algiers is. Renoir uses a freer stroke and uses emphasis and subordination. The emphasis of the painting is on the small group in the front of the painting as the rest get blurrier the farther away they are. This painting is so much brighter with a lighter palette than the other clearly showing that it is from a different mov ...
AssignmentAnswer all three of the following questions per work.docxrock73
Assignment
Answer all three of the following questions per work of art shown below. Answers should be in essay format, be a minimum of three-five sentences each, and include at least three terms from the glossary for each work.
1. “Painting”
1.
. Who is the artist?
. Which event does this respond to and what statement does it make?
. What may have inspired the image of the male figure?
· “Flowers on Body”
1.
. What issues did this artist address in her work?
. What series does this particular image belong to?
. What themes does this image address?
· “Backs”
· What materials did the artist use in her works?
· How is this representative of her work?
· What do the forms suggest in this work?
Glossary Terms
The following are glossary terms with which you need to become familiar and to utilize within your work this week. You do not need to utilize them all; however, you need to utilize at least three of these terms per assignment response. Please note that some terms are carried over from previous weeks as they apply. Still, you should review all terms each week.
· Abstract Expressionism
. Also known as the New York School. The first major American avant-garde movement, Abstract Expressionism emerged in New York City in the 1940s. The artists produced abstract paintings that expressed their state of mind and that they hoped would strike emotional chords in viewers. The movement developed along two lines: gestural abstraction and chromatic abstraction.
· Action painting
. Also called gestural abstraction. The kind of Abstract Expressionism practiced by Jackson Pollock, in which the emphasis was on the creation process, the artist's gesture in making art. Pollock poured liquid paint in linear webs on his canvases, which he laid out on the floor, thereby physically surrounding himself in the painting during its creation.
· Assemblage
. An artwork constructed from already existing objects.
· Chromatic abstraction
. A kind of Abstract Expressionism that focused on the emotional resonance of color, as exemplified by the work of Barnett Newman and Mark Rothko.
· Color field painting
. A variant of Post-Painterly Abstraction in which artists sought to reduce painting to its physical essence by pouring diluted paint onto unprimed canvas, allowing these pigments to soak into the fabric, as exemplified by the work of Helen Frankenthaler and Morris Louis.
· Conceptual art
. An American avant-garde art movement of the 1960s that asserted that the "artfulness" of art lay in the artist's idea rather than its final expression.
· Deconstruction
. An analytical strategy developed in the late 20th century according to which all cultural "constructs" (art, architecture, and literature) are "texts." People can read these texts in a variety of ways, but they cannot arrive at fixed or uniform meanings. Any interpretation can be valid, and readings differ from time to time, place to place, and person to person. For those employing this approach, deconstr ...
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. Content Standards:
The learner demonstrates understanding of . .
1. Art elements and processes by synthesizing and
applying prior learning and skills.
2. The arts as integral to the development of
organization, spiritual belief, historical events,
scientific discoveries , natural disasters
/occurrences, and other external phenomena.
4. Performance Standards:
The learner . . .
1. Performs/participates completely in a
presentation of a creative impression
(verbal/non-verbal) from the various art
movements.
2. Recognizes the difference and uniqueness of the
art styles of the various art movements
(techniques, processes, elements, and principles
of art).
5. Learning Competencies
The learner . . .
1. Analyzes art elements and principles in the
production of work following a specific art
style from the various art movements.
2. Identifies distinct characteristics of arts from
the various art movements.
3. Identifies representative artists and Filipino
counterparts from the various art movements.
6. Learning Competencies
The learner . . .
4.Derives the mood, idea, or message from
selected artworks.
5.Determines the role or function of artwork
by evaluating their utilization and
combination of art elements and principles.
6.Uses artworks to derive the tradition/history
of the various art movements.
7. Learning Competencies
The learner . . .
7. Compares the characteristics of artworks
produced in the various art movements.
8. Creates artworks guided by techniques and
styles of the various art movements.
9. Describes the influence of iconic artists
belonging to the various art movements.
8. Learning Competencies
The learner . . .
10.applies different media techniques and
processes to communicate ideas, experiences,
and stories showing the characteristics of the
various art movementds.
11.Evaluates work of art in terms of artistic
concepts and ideas using criteria from the
various art movements.
9. Learning Competencies
The learner . . .
12.Shows the influence of modern art
movements in the Philippine art forms.
13.Mounts an exhibit using completed artworks
influenced by Modern Art movement.
10. ACTIVITY
Activity: Pair – Share
The class will be divided into six (6) groups.
They will classify the pictures of artworks
according to 20th
century art movements.
Each art movement will have 2 pictures of
artworks.
31. IMPRESSIONISM
Distinct Characteristics:
3. Painting Outdoors
- Previously, still lifes, portraits, and landscapes
were painted inside the studio. The
impressionists found that they could best
capture the ever-changing effects of light on
color by painting outdoors in natural light.
40. EXPRESSIONISM
(A Bold New Movement)
Sub-Movements:
1. Fauvism
- Uses bold, vibrant colors and visual
distortions.
2. Dadaism
- Characterized by dream fantasies, memory
images, and visual tricks and fantasies.
41. EXPRESSIONISM
(A Bold New Movement)
Sub-Movements:
3. Surrealism
- Depicts an illogical subconscious dream
world beyond the logical, conscious, physical
one.
4. Social Realism
- Expresses the artist’s role in social reform.
47. ABSTRACTIONISM
Sub-Movements:
3. Mechanical Style
- The result of the futurist movement. Basic
forms such as planes, cones, spheres, and
cylinders all fit together precisely and neatly in
their appointed places.
4. Non-objectivism
- Do not use figures.
51. New York City
Piet Mondrian, 1942
Oil on Canvas
Sample Artwork: Abstractionism
Non-Objectivism
52. ABSTRACT EXPRESSIONISM
Sub-Movements:
1. Action Painting
- The techniques could be splattering,
squirting, and dribbling paint with no pre-
planned design.
2. Color Field Painting
- Uses different color saturations to create
desired effects.
55. Magenta, Black, Green on Orange Mark Rothko, 1949
Oil on Canvas
ABSTRACT EXPRESSIONISM
Sub-movement: COLOR FIELD PAINTING
56. POP ART
Distinct Characteristics:
1. Range of Work
- From painting, to posters, collages, 3D
assemblages, and installations.
2. Inspirations/Subjects
- Advertisements, celebrities, billboards, and
comic strips.
57. OP ART
Distinct Characteristics:
1. A form of action painting with the action
taking place in the viewer’s eye.
2. As the eye moved over a diff. segments of the
image, perfectly stable components appeared
to shift back and forth.
63. CONTEMPORARY ART
FORMS
1. Installation Art
• Uses sculptural materials and other media to
modify the viewer’s experience in a particular
space.
• Usually lifesize or even larger. Installation
can be constructed in everyday public or
private spaces both indoor and outdoor.
64. CONTEMPORARY ART
FORMS
1. Installation Art
• creates an entire sensory experience for the
viewer.
• many installations are of a size and
structure that the viewer can actually walk
through and experience ; i. e., touch, feel,
hear,or smell the elements the artist used in
the installation.
65. Cordillera Labyrinth Roberto Villanueva, 1989
Bamboo and Runo Grass
Outdoor Installation at the CCP
Sample Artwork: Installation Art
66. Go to Room 117
Sid Gomez Hildawa
Mixed Media Installation
67.
68. CONTEMPORARY ART
FORMS
2. Performance Art
• The actions of the performers may constitute
work. It can happen any time at any place for
any length of time..
69. CONTEMPORARY ART
FORMS
2. Performance Art
• It can be a situation that involves the four
basic elements: time, space, performer’s
body, and relationship between performer &
audience.
77. APPLICATION
1. The participants will be grouped into six (6).
Each group will be assigned to a particular art
movement and they will create a sample
artwork.