This document provides information about passive voice and examples of its use. It begins by explaining the basic forms of the passive voice and providing rules for forming sentences in the passive voice. Examples are given to illustrate passive voice with reporting verbs and with two objects. Key points about passive voice include that the subject receives the action and the agent (who or what performs the action) is optional or implied. The document provides a review of forming passive voice sentences and examples for practice.
This document provides a lesson plan on sculptures from the American period in the Philippines up to the present. It includes 4 sessions to teach students about prominent sculptors from each period and the styles and materials they used. Students will then work in groups to create sculptures out of found "junk" materials representing imaginary creatures or concepts. Their sculptures will be displayed in the school or neighborhood. Finally, students will assess their own and other groups' works based on criteria like originality and variety of materials used.
This document contains a lesson about music and arts. It introduces vocabulary related to these topics, such as concert hall, actress, artist, composer, and puppet. It also discusses pronouncing the sounds /ʃ/ and /ʒ/. Students practice comparing items using like, as...as, and different from. They play a game to practice the new vocabulary and sounds. The lesson aims to teach students about music and arts as well as comparing items.
This integrated lesson plan covers topics related to art appreciation and grammar. It includes objectives to help students understand how art reflects identity through selections on Philippine pop art, Japanese design, and origami. Students will analyze the artworks discussed in terms of the cultures depicted. They will also learn about adjective and adverb clauses through examples from the text. Activities include discussing art definitions, reporting on assigned art pieces, an origami session, and a writing exercise on art in everyday life.
The document outlines a 4th grade pioneer day lesson plan that has evolved over three years. Originally, students researched pioneers and put on a character exhibit. Now, the teacher uses a PowerPoint to guide the process and assigns students a pioneer to research. Students choose a project like a diorama or brochure to share what they learned about their pioneer.
This document outlines a lesson plan about native places. The objectives are for students to talk about where they live using grammar constructions, develop English language skills, and foster pride in their country. The lesson includes vocabulary practice, reading descriptions and photos of village places, a listening comprehension activity, speaking exercises in pairs and roles, and a project to make posters about their native village. The goal is for students to discuss what they like and dislike about where they live.
The document discusses active and passive sentences. It provides examples of changing sentences from active to passive by using different verb tenses, including present simple, past simple, present perfect, past perfect, future, and modal verbs. Exercises are included for the reader to practice identifying passive verbs and rewriting sentences in different tenses. Key points are that passive sentences do not specify the subject performing the action and use forms of "to be" plus the past participle of the main verb.
This document appears to be the cover and introductory pages of an English textbook for 8th grade students in Chile. It provides information about the authors of the textbook, the disciplinary advisor, external evaluator, and production team. It also includes the copyright information and details about the printing of the textbook.
This document provides information about passive voice and examples of its use. It begins by explaining the basic forms of the passive voice and providing rules for forming sentences in the passive voice. Examples are given to illustrate passive voice with reporting verbs and with two objects. Key points about passive voice include that the subject receives the action and the agent (who or what performs the action) is optional or implied. The document provides a review of forming passive voice sentences and examples for practice.
This document provides a lesson plan on sculptures from the American period in the Philippines up to the present. It includes 4 sessions to teach students about prominent sculptors from each period and the styles and materials they used. Students will then work in groups to create sculptures out of found "junk" materials representing imaginary creatures or concepts. Their sculptures will be displayed in the school or neighborhood. Finally, students will assess their own and other groups' works based on criteria like originality and variety of materials used.
This document contains a lesson about music and arts. It introduces vocabulary related to these topics, such as concert hall, actress, artist, composer, and puppet. It also discusses pronouncing the sounds /ʃ/ and /ʒ/. Students practice comparing items using like, as...as, and different from. They play a game to practice the new vocabulary and sounds. The lesson aims to teach students about music and arts as well as comparing items.
This integrated lesson plan covers topics related to art appreciation and grammar. It includes objectives to help students understand how art reflects identity through selections on Philippine pop art, Japanese design, and origami. Students will analyze the artworks discussed in terms of the cultures depicted. They will also learn about adjective and adverb clauses through examples from the text. Activities include discussing art definitions, reporting on assigned art pieces, an origami session, and a writing exercise on art in everyday life.
The document outlines a 4th grade pioneer day lesson plan that has evolved over three years. Originally, students researched pioneers and put on a character exhibit. Now, the teacher uses a PowerPoint to guide the process and assigns students a pioneer to research. Students choose a project like a diorama or brochure to share what they learned about their pioneer.
This document outlines a lesson plan about native places. The objectives are for students to talk about where they live using grammar constructions, develop English language skills, and foster pride in their country. The lesson includes vocabulary practice, reading descriptions and photos of village places, a listening comprehension activity, speaking exercises in pairs and roles, and a project to make posters about their native village. The goal is for students to discuss what they like and dislike about where they live.
The document discusses active and passive sentences. It provides examples of changing sentences from active to passive by using different verb tenses, including present simple, past simple, present perfect, past perfect, future, and modal verbs. Exercises are included for the reader to practice identifying passive verbs and rewriting sentences in different tenses. Key points are that passive sentences do not specify the subject performing the action and use forms of "to be" plus the past participle of the main verb.
This document appears to be the cover and introductory pages of an English textbook for 8th grade students in Chile. It provides information about the authors of the textbook, the disciplinary advisor, external evaluator, and production team. It also includes the copyright information and details about the printing of the textbook.
This document outlines a lesson plan for a class on contemporary Philippine arts from different regions. The objectives are for students to appreciate contemporary art forms in the Philippines and present an integrated art form based on a region. Students will learn to identify various contemporary art forms, describe their characteristics and practices in different regions. The lesson includes activities where students create artworks reflecting Filipino culture and discuss examples of contemporary art forms like architecture, literature, music and their regional practices. Students will apply concepts by writing essays or developing business plans incorporating contemporary art. The lesson aims to help students understand how contemporary artists capture modern realities.
Students will work in pairs to research a famous 3D artist and create a place setting representing that artist for an imaginary "Dinner Party". They will study Judy Chicago's Dinner Party for inspiration. Each pair must provide biographical information on their artist, including name, dates, nationality, accomplishments, where they lived/worked, reasons for choosing them, what their art was about, examples of their work, any struggles they faced, and interesting facts. Place settings will be displayed together and graded based on inclusion of information and creativity.
This document discusses active and passive voice, using examples from a town fair. It explains that active sentences identify who performs an action, while passive sentences omit or downplay the actor. The document provides exercises changing sentences between active and passive voice in both present and past tense. It discusses forming the passive voice using forms of "to be" plus the past participle of the main verb.
Tabulate the scores
Project the results
Secretary:
Record the scores
Leader:
Present the results
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
RUBRICS
Timer starts now...
5 minutes
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Tabulate the scores.
Secretary:
Record the scores.
Leader:
Present the scores.
RUBRICS
Group 1
Group 2
Group 3
Group 4
Pre-Test
Score
Post-Test
Score
7
5
8
6
9
8
10
7
Total Score
Difference
+2
+3
+2
+1
RUBRICS
Thank you for your
cooperation.
Let’s appreciate our
efforts.
Have a great day ahead!
Z
U
M
B
A
[SUMMARY
This document summarizes an induction project completed by Joy Buck in September 2019 on developing study skills. The project involved researching different art styles like Opt art, De Stijl, and Pop art from books, websites, and other sources. Joy and her partner Alisha planned to create 4 pop art pieces influenced by different artists to demonstrate the development and influence of pop art between cultures. They faced challenges with time management and learning Photoshop but received helpful feedback from their tutor. Overall, the project supported Joy's learning through active engagement and collaboration with her partner.
Victor Vasarely was a pioneer in optical art who incorporated optical illusions into his paintings and sculptures in the 1930s-1970s. Bridget Riley is also a key figure in the op art movement, using visual effects to play with perception in works like Blaze 1 from 1962. For an induction project, one student created a poster advertising a Bridget Riley exhibition at the Tate Modern from October 2019 to April 2020. They conducted research on op art and its artists, planned the poster's design and format, and created four drafts before finalizing a version with wavy lines and color text. Feedback from their tutor improved the poster's readability.
The document discusses active and passive sentences. It provides examples of sentences written in the active and passive voice in both present and past tense. It explains how to change an active sentence to the passive voice by using different verb tenses like present simple, past simple, present perfect, and more. Exercises are included to practice identifying and writing sentences in the active and passive voice.
The document discusses active and passive sentences. It provides examples of sentences written in the active and passive voice in both present and past tense. It explains how to change an active sentence to the passive voice by using different verb tenses like present simple, past simple, present perfect, and more. Exercises are included to practice changing sentences between the active and passive voice.
This document summarizes an induction project completed by a student studying art movements and developing study skills. The project involved research on pop art from websites and books, idea generation, planning with an action schedule and storyboards, production of print and video products, and evaluation of the process including problem solving, feedback, and reflection on study skills like accessing resources and learning styles.
Victor Vasarely was a pioneer in optical art who incorporated optical illusions into his paintings and sculptures. His 1970 sculpture "The Cube" uses elements like impression and perspective to give the illusion of moving shapes despite the cube remaining still. Bridget Riley is also a key figure in op art, using patterns to play with perception in works like "Blaze 1" from 1962. The document outlines a student project to create a poster advertising a Bridget Riley exhibition, including research on op art, planning poster designs, and creating the final poster in Photoshop. Problems included finding sources, working alone, and choosing an artist, but the student was able to complete the tasks through perseverance and collaboration.
The document discusses active and passive sentences. It provides examples of sentences written in the active and passive voice and explains how to transform sentences between the two voices. Key points include:
- Active sentences identify the subject performing the action, while passive sentences omit or obscure the actor.
- To make a sentence passive, use the appropriate form of "to be" plus the past participle of the main verb.
- Passive voice is used when the actor is unknown or unimportant. Active voice is preferred for clarity and engagement unless there is a reason to use passive.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for each lesson to help students understand fundamental artistic elements and processes.
This document provides an overview of an installation art project that explores sculpture. It discusses key concepts like contemporary sculpture valuing provisional processes over finished objects. Students will examine materials around them and consider elements of sculpture like material and place. Examples are provided of sculptors like Louise Bourgeois, Andy Goldsworthy, and Felix Gonzalez-Torres who push boundaries of what sculpture can be through their material choices and consideration of place. The document outlines the project agenda which involves finding objects for installation, photographing landscapes as potential art, and using one's body to create uncanny sculptures. Elements of design like line, color, and scale are also discussed.
This document discusses different hobbies such as making things, collecting things, and learning things. It provides examples of hobbies like cooking, writing, sports, music, reading, television and presents different views on whether they are dull, fun, or for intelligent people. Students are asked to match hobby words like gardening, travelling, and taking pictures to their descriptions. The document also provides a short profile of a student, Denis Korolev, who enjoys sports, music and taking pictures of friends. Overall, the document explores various hobbies and asks students to consider different hobby types and examples.
This document outlines a WebQuest for 9th grade art students to learn about major 20th century art movements through role-playing and presentations. Students will be divided into groups, with each researching a different movement. They will take on roles as an artist, art historian, or museum curator to learn about the movement's style, context and influential works. Groups will then present their findings and create a mural synthesizing elements of all the movements. Evaluation criteria address individual research, presentation skills, group collaboration, and use of visual aids. The goal is to provide an engaging way for students to learn about the development of modern art.
Final Project InformationSan Francisco Museum of Modern Art.docxlmelaine
Final Project Information
San Francisco Museum of Modern Art
Minnesota Art Project – SF Galleries
Final Project Review of the essay format and required content.
Include the following concepts in your paper:
FINAL PROJECT: Written Visual Analysis/ Role of the Artist
DUE: Reference the due date on Canvas- If you do not complete the final project essay you will not pass the class.
Be sure to let me know if you have any questions.
Select a twentieth {1900’s} or twenty-first-century {2000’s} and their work being exhibited at a local museum.
I recommend the San Francisco Museum of Modern Art (SFMOMA), or any other major museum or gallery that is available to you. If you plan to go to a different museum or gallery, it is required you check in with me to get approval to go to a different museum.
Once you pick the artist, include and reference the four types of investigation Process of Visual Analyze, and explain what Role (out of the four roles) your artist identifies with during their creative process and concepts presented in their exhibition. Also include a biography on the artist in the introduction of your essay. Be sure to be thoughtful with your essays conclusion, {closing paragraph}, it is best to summarize the main points, considerations and concepts covered in your essay.
If you have an Oakland library card, or sign up for one you can get 2 free tickets to SFMOMA.
Here is the information:
You can use this website- https://oaklandlibrary.discoverandgo.net/ and get 2 free adult tickets for SFMOMA.
1) Artist name - Dianne Jones
2) The name of the work – Mission Bay Facing Northeast
3) The date the work was made – June 2008
4) Size of the artwork – 96 in x 120 in
5) Materials / medium - Chromogenic Color Print
6) Technique – created with a 4x5 large format camera, long exposure
7) Does it have any apparent function – Fine Art Photography Genre
Format the images with the assessment of physical properties, review the sample included in the PowerPoint that discusses the final project requirements.
One image/artwork page per, and the other pages would be your written text.
Artist name - Dianne Jones
The name of the work – Avenal Prison
The date the work was made – May 2012
Size of the artwork – 60 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function - Fine Art Photography Genre
Artist name - Dianne Jones
The name of the work – Mission Bay Facing South
The date the work was made – May 2002
Size of the artwork – 50 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function – Fine Art Photography Genre
Essay requirements:
Double-spaced 6 to 7 pages, which includes the images and the assessment of physical properties.
One image/artwork page per, and the other pages would be your written text.
Include a biogr ...
Este documento analiza los aportes y limitaciones del análisis financiero que emplean las pequeñas y medianas empresas (PYMES). Identifica las principales herramientas de análisis financiero que utilizan las PYMES, como el método HACT y el método VAR. También describe los principales problemas financieros reportados por las PYMES en sectores como el comercial, industrial y de servicios. Finalmente, propone herramientas para mejorar la gestión de las PYMES y enfrentar problemas como el acceso a capital de trabajo y la reducción de costos financieros
Este documento presenta el tema de tesis de Haydee Aracely Raudales Lazo para optar al título de Maestría en Dirección de Recursos Humanos en la Universidad Tecnológica de Honduras. El tema de investigación es "Las capacitaciones en línea y su impacto en la formación profesional en los 278 empleados de la Subgerencia de Operaciones del Banco Central de Honduras durante el primer semestre de 2022". El documento incluye la introducción, objetivos, marco teórico, diseño de investigación y análisis de resultados.
This document outlines a lesson plan for a class on contemporary Philippine arts from different regions. The objectives are for students to appreciate contemporary art forms in the Philippines and present an integrated art form based on a region. Students will learn to identify various contemporary art forms, describe their characteristics and practices in different regions. The lesson includes activities where students create artworks reflecting Filipino culture and discuss examples of contemporary art forms like architecture, literature, music and their regional practices. Students will apply concepts by writing essays or developing business plans incorporating contemporary art. The lesson aims to help students understand how contemporary artists capture modern realities.
Students will work in pairs to research a famous 3D artist and create a place setting representing that artist for an imaginary "Dinner Party". They will study Judy Chicago's Dinner Party for inspiration. Each pair must provide biographical information on their artist, including name, dates, nationality, accomplishments, where they lived/worked, reasons for choosing them, what their art was about, examples of their work, any struggles they faced, and interesting facts. Place settings will be displayed together and graded based on inclusion of information and creativity.
This document discusses active and passive voice, using examples from a town fair. It explains that active sentences identify who performs an action, while passive sentences omit or downplay the actor. The document provides exercises changing sentences between active and passive voice in both present and past tense. It discusses forming the passive voice using forms of "to be" plus the past participle of the main verb.
Tabulate the scores
Project the results
Secretary:
Record the scores
Leader:
Present the results
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
RUBRICS
Timer starts now...
5 minutes
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Group 3
Group 4
Group 1
Group 2
Tabulate the scores.
Secretary:
Record the scores.
Leader:
Present the scores.
RUBRICS
Group 1
Group 2
Group 3
Group 4
Pre-Test
Score
Post-Test
Score
7
5
8
6
9
8
10
7
Total Score
Difference
+2
+3
+2
+1
RUBRICS
Thank you for your
cooperation.
Let’s appreciate our
efforts.
Have a great day ahead!
Z
U
M
B
A
[SUMMARY
This document summarizes an induction project completed by Joy Buck in September 2019 on developing study skills. The project involved researching different art styles like Opt art, De Stijl, and Pop art from books, websites, and other sources. Joy and her partner Alisha planned to create 4 pop art pieces influenced by different artists to demonstrate the development and influence of pop art between cultures. They faced challenges with time management and learning Photoshop but received helpful feedback from their tutor. Overall, the project supported Joy's learning through active engagement and collaboration with her partner.
Victor Vasarely was a pioneer in optical art who incorporated optical illusions into his paintings and sculptures in the 1930s-1970s. Bridget Riley is also a key figure in the op art movement, using visual effects to play with perception in works like Blaze 1 from 1962. For an induction project, one student created a poster advertising a Bridget Riley exhibition at the Tate Modern from October 2019 to April 2020. They conducted research on op art and its artists, planned the poster's design and format, and created four drafts before finalizing a version with wavy lines and color text. Feedback from their tutor improved the poster's readability.
The document discusses active and passive sentences. It provides examples of sentences written in the active and passive voice in both present and past tense. It explains how to change an active sentence to the passive voice by using different verb tenses like present simple, past simple, present perfect, and more. Exercises are included to practice identifying and writing sentences in the active and passive voice.
The document discusses active and passive sentences. It provides examples of sentences written in the active and passive voice in both present and past tense. It explains how to change an active sentence to the passive voice by using different verb tenses like present simple, past simple, present perfect, and more. Exercises are included to practice changing sentences between the active and passive voice.
This document summarizes an induction project completed by a student studying art movements and developing study skills. The project involved research on pop art from websites and books, idea generation, planning with an action schedule and storyboards, production of print and video products, and evaluation of the process including problem solving, feedback, and reflection on study skills like accessing resources and learning styles.
Victor Vasarely was a pioneer in optical art who incorporated optical illusions into his paintings and sculptures. His 1970 sculpture "The Cube" uses elements like impression and perspective to give the illusion of moving shapes despite the cube remaining still. Bridget Riley is also a key figure in op art, using patterns to play with perception in works like "Blaze 1" from 1962. The document outlines a student project to create a poster advertising a Bridget Riley exhibition, including research on op art, planning poster designs, and creating the final poster in Photoshop. Problems included finding sources, working alone, and choosing an artist, but the student was able to complete the tasks through perseverance and collaboration.
The document discusses active and passive sentences. It provides examples of sentences written in the active and passive voice and explains how to transform sentences between the two voices. Key points include:
- Active sentences identify the subject performing the action, while passive sentences omit or obscure the actor.
- To make a sentence passive, use the appropriate form of "to be" plus the past participle of the main verb.
- Passive voice is used when the actor is unknown or unimportant. Active voice is preferred for clarity and engagement unless there is a reason to use passive.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for each lesson to help students understand fundamental artistic elements and processes.
This document provides an overview of an installation art project that explores sculpture. It discusses key concepts like contemporary sculpture valuing provisional processes over finished objects. Students will examine materials around them and consider elements of sculpture like material and place. Examples are provided of sculptors like Louise Bourgeois, Andy Goldsworthy, and Felix Gonzalez-Torres who push boundaries of what sculpture can be through their material choices and consideration of place. The document outlines the project agenda which involves finding objects for installation, photographing landscapes as potential art, and using one's body to create uncanny sculptures. Elements of design like line, color, and scale are also discussed.
This document discusses different hobbies such as making things, collecting things, and learning things. It provides examples of hobbies like cooking, writing, sports, music, reading, television and presents different views on whether they are dull, fun, or for intelligent people. Students are asked to match hobby words like gardening, travelling, and taking pictures to their descriptions. The document also provides a short profile of a student, Denis Korolev, who enjoys sports, music and taking pictures of friends. Overall, the document explores various hobbies and asks students to consider different hobby types and examples.
This document outlines a WebQuest for 9th grade art students to learn about major 20th century art movements through role-playing and presentations. Students will be divided into groups, with each researching a different movement. They will take on roles as an artist, art historian, or museum curator to learn about the movement's style, context and influential works. Groups will then present their findings and create a mural synthesizing elements of all the movements. Evaluation criteria address individual research, presentation skills, group collaboration, and use of visual aids. The goal is to provide an engaging way for students to learn about the development of modern art.
Final Project InformationSan Francisco Museum of Modern Art.docxlmelaine
Final Project Information
San Francisco Museum of Modern Art
Minnesota Art Project – SF Galleries
Final Project Review of the essay format and required content.
Include the following concepts in your paper:
FINAL PROJECT: Written Visual Analysis/ Role of the Artist
DUE: Reference the due date on Canvas- If you do not complete the final project essay you will not pass the class.
Be sure to let me know if you have any questions.
Select a twentieth {1900’s} or twenty-first-century {2000’s} and their work being exhibited at a local museum.
I recommend the San Francisco Museum of Modern Art (SFMOMA), or any other major museum or gallery that is available to you. If you plan to go to a different museum or gallery, it is required you check in with me to get approval to go to a different museum.
Once you pick the artist, include and reference the four types of investigation Process of Visual Analyze, and explain what Role (out of the four roles) your artist identifies with during their creative process and concepts presented in their exhibition. Also include a biography on the artist in the introduction of your essay. Be sure to be thoughtful with your essays conclusion, {closing paragraph}, it is best to summarize the main points, considerations and concepts covered in your essay.
If you have an Oakland library card, or sign up for one you can get 2 free tickets to SFMOMA.
Here is the information:
You can use this website- https://oaklandlibrary.discoverandgo.net/ and get 2 free adult tickets for SFMOMA.
1) Artist name - Dianne Jones
2) The name of the work – Mission Bay Facing Northeast
3) The date the work was made – June 2008
4) Size of the artwork – 96 in x 120 in
5) Materials / medium - Chromogenic Color Print
6) Technique – created with a 4x5 large format camera, long exposure
7) Does it have any apparent function – Fine Art Photography Genre
Format the images with the assessment of physical properties, review the sample included in the PowerPoint that discusses the final project requirements.
One image/artwork page per, and the other pages would be your written text.
Artist name - Dianne Jones
The name of the work – Avenal Prison
The date the work was made – May 2012
Size of the artwork – 60 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function - Fine Art Photography Genre
Artist name - Dianne Jones
The name of the work – Mission Bay Facing South
The date the work was made – May 2002
Size of the artwork – 50 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function – Fine Art Photography Genre
Essay requirements:
Double-spaced 6 to 7 pages, which includes the images and the assessment of physical properties.
One image/artwork page per, and the other pages would be your written text.
Include a biogr ...
Este documento analiza los aportes y limitaciones del análisis financiero que emplean las pequeñas y medianas empresas (PYMES). Identifica las principales herramientas de análisis financiero que utilizan las PYMES, como el método HACT y el método VAR. También describe los principales problemas financieros reportados por las PYMES en sectores como el comercial, industrial y de servicios. Finalmente, propone herramientas para mejorar la gestión de las PYMES y enfrentar problemas como el acceso a capital de trabajo y la reducción de costos financieros
Este documento presenta el tema de tesis de Haydee Aracely Raudales Lazo para optar al título de Maestría en Dirección de Recursos Humanos en la Universidad Tecnológica de Honduras. El tema de investigación es "Las capacitaciones en línea y su impacto en la formación profesional en los 278 empleados de la Subgerencia de Operaciones del Banco Central de Honduras durante el primer semestre de 2022". El documento incluye la introducción, objetivos, marco teórico, diseño de investigación y análisis de resultados.
Este documento contiene 11 preguntas sobre la gestión financiera y rentabilidad de una cooperativa. Las preguntas se refieren a si los directivos usan indicadores económicos para tomar decisiones, la rentabilidad financiera de la cooperativa, su liquidez y capital de trabajo, los ingresos generados, el análisis de rentabilidad, los servicios a asociados, las políticas crediticias y el manejo de fondos.
El documento presenta tres hipótesis generales y tres hipótesis específicas sobre la relación entre la calidad de servicio al cliente y la rentabilidad y liquidez de la cooperativa de ahorro y crédito COMIVEL durante los períodos 2019 al 2021. Las hipótesis generales argumentan que la calidad de servicio al cliente sí/no afecta la rentabilidad y liquidez de COMIVEL, mientras que las hipótesis específicas se refieren a cómo la calidad de servicio, los indicadores de rentabilidad y las razones financieras sí
This document provides information about saving energy at home in 3 sections:
1. It lists various ways to save energy at home such as unplugging unused appliances, not leaving the refrigerator door open long, using LED lightbulbs, adjusting the thermostat, and taking shorter showers.
2. It explains how to complete conditional sentences about saving energy.
3. It prompts discussion of additional ways to save energy according to fictional characters Sue and Len, and provides a writing assignment to list ways to save energy using vocabulary from the lesson.
Este documento presenta un análisis sobre el impacto de la Ley de Alivio de Deuda en los empleados de firmas auditoras categoría “B” en Honduras. Incluye dos citas paráfrasis utilizando fuentes bibliográficas de Proquest sobre temas relacionados, y las referencias bibliográficas correspondientes en formato APA.
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ENG6_U7_L4-5.pptx
1. CEUTEC 6
Unit 7 | Arts & Entertainment
4. Passive Voice: Indirect Form
5.Entertainment 3
2.
3. Unit 7 | Lesson 4 Objectives
• Learners will:
• Use the indirect form in the passive where the indirect object
becomes the subject of a passive verb.
4. Unit 7 | Lesson 5 Objectives
• Learners will:
• Recognize vocabulary in audio and written form.
• Discriminate between different words and phrases.
• Match vocabulary to definitions and complete cloze sentences.
5. Pre-Class Activity
• Write a list of forms of art.
• Drawing.
• Painting.
• Printmaking.
• Photography.
• Architecture.
• Filmmaking.
• Computer art
Unit 7
6.
7. THE PASSIVE: INDIRECT FORM
• Some verbs, such as GIVE, ASK, TELL, OFFER, PROMISE, SEND, SHOW, TEACH, and
PAY, can have two objects: one DIRECT and one INDIRECT. Either the direct object
or the indirect object can become the subject in a passive sentence:
• "My grandmother gave me a watch for my birthday."
• "The watch was given to me for my birthday."
• (direct object)
• "I was given the watch for my birthday."
• (indirect object)
8. THE PASSIVE: INDIRECT FORM
• Rewrite these sentences in the passive voice with an indirect form.
1. The teacher gave a prize to the best students.
2. The university gave a scholarship to Bob.
3. Sofia gave the man a kiss.
4. The police officer gave me a warning.
5. She bought flowers for her mom.
6. We sent a neckclace to my mother in law.
7. My teacher gave us extra work.
• Rewrite these sentences in the passive voice with an indirect form.
1. The best students were given a prize by the teacher.
2. Bob was given a scholarship by the university.
3. The man was given a kiss by Sofia.
4. I was given a warning by the police officer.
5. Her mom was bought flowers.
6. My mother in law was sent a neckclace.
7. We were given extra work by my teacher.
10. Vocabulary
1. ___attendance
2. ___ band
3. ___ collection
4. ___ create
5. ___ exhibit
6. ___ exhibition
7. ___ fan club
8. ___ hit
9. ___ lead singer
10. ___ member
11. ___ sculpture
12. ___ work of art
a) An object or group of objects that are part of a public show, which people can go and look
at (also used as a verb, meaning "to put something on display").
b) A solid object someone makes as a piece of artwork, often out of clay, metal, or stone.
c) Number of people at a certain place, such as an event.
d) A group of people who like someone or something, often an actor, singer, or band.
e) A group of people who make music together.
f) The main, or head, singer in a band.
g) A group of similar things that are put together, such as a collection of paintings.
h) A person who is part of a group.
i) To make something that did not exist before.
j) An event where objects are displayed to the public.
k) Work done by an artist, such as paintings, drawings, and sculptures, also called "artwork".
l) Something, such as a song, movie, or play, that is very successful.
c
e
g
i
a
j
d
l
f
h
b
k
12. Write a sentence for each word
1. attendance
2. band
3. collection
4. create
5. exhibit
6. exhibition
7. fan club
8. hit
9. lead singer
10. member
11. sculpture
12. work of art
1. :_______________________________________________.
2. :_______________________________________________.
3. :_______________________________________________.
4. :_______________________________________________.
5. :_______________________________________________.
6. :_______________________________________________.
7. :_______________________________________________.
8. :_______________________________________________.
9. :_______________________________________________.
10. :_______________________________________________.
11. :_______________________________________________.
12. :_______________________________________________.
13. Samples
1. attendance
2. band
3. collection
4. create
5. exhibit
6. exhibition
7. fan club
8. hit
9. lead singer
10. member
11. sculpture
12. work of art
1. Attendance at the baseball game was very low because of the
bad weather.
2. Your favorite band is having a concert on Saturday.
3. I have a collection of very old books.
4. She creates art from pieces of metal.
5. Did you see the new Picasso exhibit?
6. The art exhibition opened on June 14th.
7. Let's start a fan club for the new band.
8. That song is on the radio all the time; it's a real hit!
9. Sheila is the lead singer in a rock band.
10. How many members are in your club?
11. The artist made the sculpture out of clay and metal.
12. The museum has many beautiful works of art.
14. Week 9 | Video Production
• Talk about your favorite form of art for 1:30 minutes.
• Create a PPT, upload it to voicethread.com and add your video
comments about it.