1) The document provides instructions for Year 6 art students on various portrait drawing activities and techniques. It discusses elements of art, taking self-portrait photos from different angles, and developing technical skills in portrait drawing.
2) Students are instructed to experiment with portrait drawing styles like caricatures and observational drawings using a selfie as a reference. They also take photos of each other from different angles to incorporate into a digital collage.
3) The final activity has students beginning their main portrait drawing on A3 paper, with the goal of having the portrait be roughly A4 in size. Throughout, the document emphasizes developing skills in different portrait styles and techniques.
2016 TAEA Presentation- Making Choice Matter Stephanie ShafferStephanie Shaffer
Choice-Based art is a teaching philosophy for the student centered classroom. When student are given more opportunities to make choices they become better decision makers. This is how I execute the Choice classroom model in High School.
Doodle art is a warm-up exercise that allows students to learn how an artist thinks using elements of art and principles of design, It is how an artist plays and it is fun!
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Year 6 Art:Drawing Folio
Email address teacher:
Juliette.wegdam@stleonards.vic.edu.au
2. How do you behave in the Art Room?
Art Class Procedures &
• Bring your iPad and pencil case
with pencils, rubber, sharpener,
scissor etc.
• Take care of your visual diary.
• Make sure your artworks are
labelled with your name and
class in pencil on the back.
• Clean up after yourself.
• Put your artwork in the
appropriate location (tub or dry
rack)
• Put your chair up at the end of
the lesson.
Responsibilities
• Punctual, well mannered and be
organised
• Cooperative, considerate and
respect others
• Be open-minded to learning
something new.
• Listen carefully to instructions
• Wear a smock to protect your
uniform.
• Use tools and equipment
carefully and respectfully.
• Handle all art work with care
• Ask questions, seek advice from
teacher if unsure
4. Elements of Art
the building blocks of art making
What does that mean? Discuss
What “Elements of Art” do we know?
Have a look at your hand outs in your visual diary.
in pairs or trios: discuss which elements of Art you seen on the next slide.
Write down the names of the group and the answers (a,b,c,d,e,f) on the piece
of paper on your table.
Discuss findings
6. a. Texture: rough, smooth, soft,
hard
b. Space/Depth :area between
and around objects negative and
positive space
c. Colour: warm/ cool/ bold/
natural/ primary/ secondary
d. Shape/Form: 2D &
3D),geometrical-organic
e. Line: thick, thin, curved,
straight, dotted, swirly..
f. Tone/Value: light and
dark shades
Elements of Art: building
blocks of art making
8. Activity 1: Experimenting with portrait
drawing.
Divide one page in your visual diary in four sections. Give each section a
number 1,2 ,3 and 4
Use a 2B pencil.
In section 1 you will draw the shape of a face (this is called drawing from
memory)
Then you will you place the eyes, nose mouth, ears and eyebrows and a neck
In section 2 First take a selfie on your iPad. While looking at the photo you
will sketch all elements of your face. This observational drawing!
Section 3: discuss with your partner and write down what features from your
face you could exaggerate or minimise for a caricature drawing
Section 4: Create a caricature sketch of your face and use the continuous
line drawing technique or also called: talking a line for a walk. Keep your
pencil on the paper and keep moving without lifting it up.
9. Activity 2 Caricature drawing frontcover
Use pencil first. Add colour and use fineliner later.
Don’t forget to add your name and class.
Stick your caricature drawing on the frontcover of
your visual diary.
10. Discuss “portrait vocabulary”
Activity 3: Taking photos for a self portrait
Work together with a partner to take some portrait photos.
Give instructions about different angles: en face, en profile and trois quart =
three quarter.
Light is important. Explore light coming from the side, the front and from
behind. Discuss what works best.
Space in portrait matters. There are different poses: Close-up, Portrait,
Torso, Full shot
We will focus on portrait format photo with some background.
Take a series of photos exploring different angles and light and a strong
composition.
11. Activity 4: Technical Portrait Drawing
Create title page in your visual diary
named: Portrait drawing
Stick in the handouts about portrait
drawing.
Read and discuss portrait hand outs
Activity: Follow the directions in the
technical drawing Portrait handout. Copy
the fractions next to the oval shape.
Practice drawing a face in the “Technical
Portrait template”.
13. Activity 5 : iPad: Selfie Pic Collage
take 4 portrait photos from different angles:
-front (en face) with light from side
-¾ (trois quart) with light from the front
-stand sideways of window with one shoulder towards
the light, take a photo from the side (en profile)
(back light)
-front (pull scary face) with light coming from below
(room is dark and use a torch)
Put photos in pic collage and provide a short
comment
Save your Pic Collage on your iPad
Email the Pic Collage to the teacher:
Juliette.wegdam@stleonards.vic.edu.au
14. Activity 6:
Warp your face on
Photo booth
Combine two faces. One half
realistic and one half distorted in
Pic Collage.
