This handout corresponds with the IAEA presentation titled;
Don't Jump Ship, Strive for Craftsmanship.
View this wiki for more information:
http://fuglevision.wikispaces.com/Craftsmanship
This document compares the properties of four materials: glass, wood, wool, and bricks. Glass is transparent and hard/rigid, while wood, wool, and bricks are all opaque but have different textures - wood and bricks are hard/rigid, while wool is soft and bendy.
This document discusses IBM's Watson cognitive computing system. It provides an overview of how Watson works using cognitive techniques like natural language processing to understand language, generate hypotheses based on evidence, and learn from interactions. Examples are given of how Watson is being applied in various domains like healthcare to help doctors make treatment decisions, wealth management to assist financial advisors, and customer service to answer questions. The document encourages the audience to think about how they could use Watson's capabilities.
A resourec from the Center of Concerns, Education for justice Site. This resource allows the reader to develop their own Station of the Cross Prayer Service that raises contemporary issues of social injustice.
The document discusses reinterpreting the evangelical counsels of chastity, obedience, and poverty as vows for mutual sustainability, relationship, and collaboration. It proposes living out these vows through practices like simple living, limiting consumption and waste, buying local and fair trade, renewable energy, public transportation, and living sustainably within our share of the planet's resources. The document is from a Passionist Earth and Spirit Center and encourages taking a Lenten practice of prayer, fasting, and almsgiving focused on caring for creation and living more sustainably.
This document discusses the concept of praxis in mujerista theology. It defines praxis as critical reflective action aimed at liberation, involving both intellectual reflection and consistent action grounded in community experience. Mujerista praxis is captured in the response "ahi, en la lucha" ("there, in the struggle"). Praxis in mujerista theology critiques oppressive structures, is introspective without romanticizing context, and accepts the theological contributions of grassroots people. It views lived experience as the primary source of theology, intentionally experienced rather than rationally theorized. Grassroots theologians must look to the community's experience of God in the struggle for survival and justice.
Passionist Observance of Water World DayJohn Gonzalez
This document provides suggestions for a prayer service on World Water Day, including:
1) Symbols to use such as jars of clean, dirty, and empty water as well as songs about water.
2) Elements of the prayer service including readings, gestures with the water, and a story about women in Mozambique struggling to access water.
3) Questions are proposed to get participants thinking about their relationship to water and how to care for it and share it with others facing water scarcity.
This document compares the properties of four materials: glass, wood, wool, and bricks. Glass is transparent and hard/rigid, while wood, wool, and bricks are all opaque but have different textures - wood and bricks are hard/rigid, while wool is soft and bendy.
This document discusses IBM's Watson cognitive computing system. It provides an overview of how Watson works using cognitive techniques like natural language processing to understand language, generate hypotheses based on evidence, and learn from interactions. Examples are given of how Watson is being applied in various domains like healthcare to help doctors make treatment decisions, wealth management to assist financial advisors, and customer service to answer questions. The document encourages the audience to think about how they could use Watson's capabilities.
A resourec from the Center of Concerns, Education for justice Site. This resource allows the reader to develop their own Station of the Cross Prayer Service that raises contemporary issues of social injustice.
The document discusses reinterpreting the evangelical counsels of chastity, obedience, and poverty as vows for mutual sustainability, relationship, and collaboration. It proposes living out these vows through practices like simple living, limiting consumption and waste, buying local and fair trade, renewable energy, public transportation, and living sustainably within our share of the planet's resources. The document is from a Passionist Earth and Spirit Center and encourages taking a Lenten practice of prayer, fasting, and almsgiving focused on caring for creation and living more sustainably.
This document discusses the concept of praxis in mujerista theology. It defines praxis as critical reflective action aimed at liberation, involving both intellectual reflection and consistent action grounded in community experience. Mujerista praxis is captured in the response "ahi, en la lucha" ("there, in the struggle"). Praxis in mujerista theology critiques oppressive structures, is introspective without romanticizing context, and accepts the theological contributions of grassroots people. It views lived experience as the primary source of theology, intentionally experienced rather than rationally theorized. Grassroots theologians must look to the community's experience of God in the struggle for survival and justice.
Passionist Observance of Water World DayJohn Gonzalez
This document provides suggestions for a prayer service on World Water Day, including:
1) Symbols to use such as jars of clean, dirty, and empty water as well as songs about water.
2) Elements of the prayer service including readings, gestures with the water, and a story about women in Mozambique struggling to access water.
3) Questions are proposed to get participants thinking about their relationship to water and how to care for it and share it with others facing water scarcity.
This value drawing lesson is inspired by Alexander Gardner's 1865 photo of Abraham Lincoln. Students will pose for their photo and use it as a reference for their value drawing. Then add black and white text and articles into the negative space to reflect what they value.
Dokumen pertama memberikan pesan bahwa kita harus percaya diri dan yakin dalam diri sendiri meskipun menghadapi tantangan besar, seperti seekor kambing yang berdiri gagah di atas tebing gunung. Dokumen kedua bercerita tentang seekor katak kecil yang tetap bersemangat menaiki menara tinggi meskipun banyak yang meragukannya, dan pada akhirnya berhasil mencapai puncak karena tidak mendengarkan kata-kata negatif or
The document discusses the wisdom of the cross according to 1 Corinthians 1:18-25 and how it relates to Passionist spirituality and suffering. It reflects on how Christ died for our sins and how the cross, though foolishness to some, is the power of God. It discusses how suffering can cultivate compassion through opening ourselves to the experience and allowing ourselves to be sensitized to others' suffering, as Christ did on the cross.
The document provides an overview of parish social ministry skill development over 5 sessions:
1. The first session covers the foundation and vision of parish social ministry, including its mission rooted in Catholic social teaching and serving the basic needs of the poor.
2. Subsequent sessions will cover perceptions and listening skills, intake/assessment and follow up, community resources, and special needs advocacy.
3. The foundation of parish social ministry is grounded in Scripture, natural law, tradition and the Church's ongoing social doctrine developed through papal encyclicals seeking economic and social justice.
4. The vision is to build compassionate Christian communities that fulfill the Church's mission to love and care for one another, especially
1. The document discusses the International Maritime Organization (IMO) and its regulatory framework.
2. It provides an extensive list of the conventions and protocols established by the IMO to regulate maritime safety and pollution prevention.
3. The list includes major conventions like SOLAS, MARPOL, STCW, and others related to issues like liability, seafarer competence, pollution response, and ship recycling.
This document contains an agenda for an art teacher outlining how she uses art to teach various academic concepts across different grade levels and subjects. It lists activities using art to teach skills like comparing and contrasting, close reading strategies, using academic vocabulary, reinforcing fractions, exploring careers, generating patterns, finding coordinates, problem solving, and more. Many activities integrate technology and allow students to illustrate ideas, publish writing, and work collaboratively.
Presentation on the Vatican II Document regarding the ministry (apostolate) of the Laity. This document empowers the Lay Christian to share in the Mission of the Church
The document summarizes the history and significance of Our Lady of Chiquinquira, the patroness of Colombia. It describes how a painting of the Virgin Mary was miraculously restored in 1586 in the town of Chiquinquira, leading to its designation as a site of pilgrimage and devotion. Over the centuries, the Basilica was built and Our Lady of Chiquinquira was officially named the patroness of Colombia in 1916 due to her role in protecting the nation. She continues to be prayed to for peace, healing, and intercession.
This document discusses two poll questions but provides no details on the questions or their topics. It only indicates that there are two poll questions being considered but does not give any information on what those questions are actually about.
Artsonia can be used for advocacy by promoting student art programs. It allows students to create digital portfolios and artist statements. Teachers can use Artsonia to promote their programs through newsletters, videos, and lesson plans. Student artwork selected for permanent display or publication helps advocate for the importance of art education. Artsonia also provides opportunities for leadership awards that recognize student advocacy through their artwork.
This interactive PPT game has 25 questions (perhaps one per student). Use it with the whole class to review art concepts. Level: 5th grade.
Hint: there are no answers, the teacher must know them.
The document describes various art projects that elementary school students completed using educational technology. The projects involved using apps like Doink, Percolator, and Animation-ish on iPads to modify drawings and animations. Students also used iPevo cameras, digital cameras, interactive whiteboards, and green screens to record themselves, view tutorials, and incorporate images into their artwork. Teachers created instructional videos and slideshows to guide students through techniques like color mixing, figure-ground illusions, and portrait drawing.
4th Grade students will talk about their experiences with technology in art with pre-service art educators from Montreal Canada via Skype using these slides.
This presentation was originally given at the NAEA 2011 conference in Seattle by three elementary art teachers with dynamic ideas for creating collaborations; Samantha Melvin, Theresa McGee, and Tricia Fuglestad.
Take a look at ways you can use Artsonia to advocate to your school and community about the importance of your art program. Originally presented at NAEA in Seattle, 2011 by Tricia Fuglestad & Susan Bivona with CEO of Artsonia, Jim Meyers.
The document appears to be a presentation about teaching art to elementary school students. It includes slides about different art concepts like landscape, self-portrait, and still life. It demonstrates how to teach students to create artworks like paintings of pumpkins and snowmen. The presentation aims to explain art fundamentals and guide students through hands-on art projects.
This value drawing lesson is inspired by Alexander Gardner's 1865 photo of Abraham Lincoln. Students will pose for their photo and use it as a reference for their value drawing. Then add black and white text and articles into the negative space to reflect what they value.
Dokumen pertama memberikan pesan bahwa kita harus percaya diri dan yakin dalam diri sendiri meskipun menghadapi tantangan besar, seperti seekor kambing yang berdiri gagah di atas tebing gunung. Dokumen kedua bercerita tentang seekor katak kecil yang tetap bersemangat menaiki menara tinggi meskipun banyak yang meragukannya, dan pada akhirnya berhasil mencapai puncak karena tidak mendengarkan kata-kata negatif or
The document discusses the wisdom of the cross according to 1 Corinthians 1:18-25 and how it relates to Passionist spirituality and suffering. It reflects on how Christ died for our sins and how the cross, though foolishness to some, is the power of God. It discusses how suffering can cultivate compassion through opening ourselves to the experience and allowing ourselves to be sensitized to others' suffering, as Christ did on the cross.
The document provides an overview of parish social ministry skill development over 5 sessions:
1. The first session covers the foundation and vision of parish social ministry, including its mission rooted in Catholic social teaching and serving the basic needs of the poor.
2. Subsequent sessions will cover perceptions and listening skills, intake/assessment and follow up, community resources, and special needs advocacy.
3. The foundation of parish social ministry is grounded in Scripture, natural law, tradition and the Church's ongoing social doctrine developed through papal encyclicals seeking economic and social justice.
4. The vision is to build compassionate Christian communities that fulfill the Church's mission to love and care for one another, especially
1. The document discusses the International Maritime Organization (IMO) and its regulatory framework.
2. It provides an extensive list of the conventions and protocols established by the IMO to regulate maritime safety and pollution prevention.
3. The list includes major conventions like SOLAS, MARPOL, STCW, and others related to issues like liability, seafarer competence, pollution response, and ship recycling.
This document contains an agenda for an art teacher outlining how she uses art to teach various academic concepts across different grade levels and subjects. It lists activities using art to teach skills like comparing and contrasting, close reading strategies, using academic vocabulary, reinforcing fractions, exploring careers, generating patterns, finding coordinates, problem solving, and more. Many activities integrate technology and allow students to illustrate ideas, publish writing, and work collaboratively.
Presentation on the Vatican II Document regarding the ministry (apostolate) of the Laity. This document empowers the Lay Christian to share in the Mission of the Church
The document summarizes the history and significance of Our Lady of Chiquinquira, the patroness of Colombia. It describes how a painting of the Virgin Mary was miraculously restored in 1586 in the town of Chiquinquira, leading to its designation as a site of pilgrimage and devotion. Over the centuries, the Basilica was built and Our Lady of Chiquinquira was officially named the patroness of Colombia in 1916 due to her role in protecting the nation. She continues to be prayed to for peace, healing, and intercession.
This document discusses two poll questions but provides no details on the questions or their topics. It only indicates that there are two poll questions being considered but does not give any information on what those questions are actually about.
Artsonia can be used for advocacy by promoting student art programs. It allows students to create digital portfolios and artist statements. Teachers can use Artsonia to promote their programs through newsletters, videos, and lesson plans. Student artwork selected for permanent display or publication helps advocate for the importance of art education. Artsonia also provides opportunities for leadership awards that recognize student advocacy through their artwork.
This interactive PPT game has 25 questions (perhaps one per student). Use it with the whole class to review art concepts. Level: 5th grade.
Hint: there are no answers, the teacher must know them.
The document describes various art projects that elementary school students completed using educational technology. The projects involved using apps like Doink, Percolator, and Animation-ish on iPads to modify drawings and animations. Students also used iPevo cameras, digital cameras, interactive whiteboards, and green screens to record themselves, view tutorials, and incorporate images into their artwork. Teachers created instructional videos and slideshows to guide students through techniques like color mixing, figure-ground illusions, and portrait drawing.
4th Grade students will talk about their experiences with technology in art with pre-service art educators from Montreal Canada via Skype using these slides.
This presentation was originally given at the NAEA 2011 conference in Seattle by three elementary art teachers with dynamic ideas for creating collaborations; Samantha Melvin, Theresa McGee, and Tricia Fuglestad.
Take a look at ways you can use Artsonia to advocate to your school and community about the importance of your art program. Originally presented at NAEA in Seattle, 2011 by Tricia Fuglestad & Susan Bivona with CEO of Artsonia, Jim Meyers.
The document appears to be a presentation about teaching art to elementary school students. It includes slides about different art concepts like landscape, self-portrait, and still life. It demonstrates how to teach students to create artworks like paintings of pumpkins and snowmen. The presentation aims to explain art fundamentals and guide students through hands-on art projects.
Lesson based on Robert Indiana's LOVE image. Thanks to L. Welling for the inspiration. The YouTube videos plays in the downloaded version Keynote (Mac) file.
This document repeats the same lines about play history detectives and American Gothic multiple times. It does not provide any meaningful information in its repetitive structure.
1. In the laboratory of life, each newcomer repeats the
old experiments, and laughs and weeps for himself.
~ARTHUR SHERBURNE HARDY: The Wind of Destiny
Thursday, October 21, 2010
2. Don’t Jump Ship
Strive for Craftsmanship
IP
C RAF TSMANSH
Tricia
Fuglestad
K-5 Art Teacher
Dryden
Elementary
Thursday, October 21, 2010
3. Let’s Here from Mr. Craftsman Himself
Thursday, October 21, 2010
4. •Management
•Techniques
•Revision Let’s not debate
Process
-Vs-
Product
Thursday, October 21, 2010
5. As I learn what doesn’t work, and make adjustments
accordingly, the student artwork improves
2005 2006 2010
Kindergarten
Thursday, October 21, 2010
6. As I learn what doesn’t work, and make adjustments
accordingly, the student artwork improves
2005 2006 2010
Second Grade
Thursday, October 21, 2010
7. As I learn what doesn’t work, and make adjustments
accordingly, the student artwork improves
Third Grade 2005 2007
Thursday, October 21, 2010
8. As I learn what doesn’t work, and make adjustments
accordingly, the student artwork improves
2008
2006
Fourth Grade
Thursday, October 21, 2010
9. As I learn what doesn’t work, and make adjustments
accordingly, the student artwork improves
2007 2008 2009
Fifth Grade
Thursday, October 21, 2010
10. •Management
1. Stay Neat
2. Listening
3. Concentrating
Craftsmanship
Generally refers to skill
in producing expertly
finished products; fine
workmanship.
Thursday, October 21, 2010
14. •Techniques
1. No Sloppy Brushes
2. Watch for Wet Paint
3. Light Sketchy Lines
The artist is only as
good as his tools.
Proper preparation and
maintenance of
materials can't be
overemphasized.
~Academy of Realist Art
Thursday, October 21, 2010
18. •Revise ~ Reflect
1. White Spots
2. Black Marker
3.Try your Best!
Truth without malice -
giving honest feedback
(NOT just clapping) shows
respect & confidence in
students' ability for
continual improvement!
~Bernajean Porter
Thursday, October 21, 2010