This document discusses several art and food-related tasks for students:
1) Creating mind maps in groups about celebration food, food waste, and food influence.
2) Observing the decay process of food over a week by drawing and photographing.
3) Researching celebratory food from their culture and creating a supersized sculpture of it using materials like paper mache, depicting it as it decays.
4) Labeling their artwork like a food label to convey their intended message.
5) An optional extension task involves using real food to create sculptures and photographing the process.
This is a presentation for a project for Citywide Art Show theme: Food For Thought
Students in A period AP Drawing and Portfolio will complete the assignment
chapter 1.6 of English Bal Bharti book (Maharashtra state board), the presentation will help teachers to explain the topic and give out assignments. (can be used in online teaching as well)
This is a presentation for a project for Citywide Art Show theme: Food For Thought
Students in A period AP Drawing and Portfolio will complete the assignment
chapter 1.6 of English Bal Bharti book (Maharashtra state board), the presentation will help teachers to explain the topic and give out assignments. (can be used in online teaching as well)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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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.
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.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter 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.
1. F O O D F R E N Z Y
A R T C A N C H A N G E T H E W A Y W E R E L A T E A N D
R E S P O N D T O T H E W O R L D A R O U N D U S
2. TASK 1. MINDMAP: FOOD FRENZY
“CELEBRATION AND WASTE”
• Class responds to the following words on whiteboard: traditional food,
cultural celebration food, fast food, healthy food, food waste, food
promotion, food bank. (write down examples)
• Divide class in 4 groups and each group is going to create their own
mindmap about one of the topics from the whiteboard as a poster: (use
text and images)
• Topic A. Celebration Food: How is food used for celebrations? Is festive
food healthy?
• Topic B. Food decay: How can you tell if food is off? Why does food decay?
• Topic C. Reduce food waste: Why do we produce so much food? How can
you reduce food waste? (see Coles magazine April 2021)
• Topic D. Influence: In what ways are people getting influenced in their
thinking about food? (media) How can we increase awareness about food?
• Each group presents their poster
3. TASK 2 FOOD DECAY
• Watch watermelon example
https://www.youtube.com/watch?v=S12zZhdO
ckc
• Over the coming week we will be observing
food which is decaying. You will record this
process in your visual diary by drawing and
taking photos
5. POP ART
WHAT ? WHEN? WHY? WHO?
• POP Art . Write down the bold printed words below in your visual diary.
• Watch video about POP art for kids from Tate Gallery (4,5 min)
• https://www.youtube.com/watch?v=DhEyoDCTSDQ
• What does Pop Art mean or refer to?
• When did artists made this kind of art?
• Why did artists make popular art?
• Who is a famous Pop artist?
• Discuss answers in class
6. POP ART FACTS
• When/where: It started in the 1950’s and
was very popular around 1960 in the US
and England
• What: It is a form of Art that depicts
objects or scenes from the everyday life
(popular mass culture). Artists make
artworks showing soup cans, movie stars,
comics, food, images from television and
newspapers. They like to satirize or
ridicule objects, sometimes enlarging
those objects to gigantic proportions.
The objects reflect mass culture and
consumerism.
• What POP art features do you see in the
artworks of Warhol, Lichtenstein and
Rauschenberg?
7. CLAES OLDENBURG (SWE/US),
FLOOR CAKE AND FLOOR BURGER 1962
• How does Oldenburg confront the
public with his sculptures?
• (Think about the size, the material he
uses and place he exhibits his work)
8. LOR-K (FRANCE) EAT ME PROJECT 2016
• An ongoing project that can be seen on the streets of Paris, according to Lor-K “The
Eat Me installation is turning junk into works of art and street corners into pop-up art
galleries.” And as the name suggests, it is all about turning urban waste into delicious
sweet and savory creations like sushi, pastries, sandwiches, waffles, pizza, etc.
9. GEORGE BALDESSIN (AUS)
PEAR NR 2 1973, COPIES OF PEARS MADE IN 2018
• How does Baldessin refer to beauty
and decay in this pear still life?
• What material did he use to make it
look real?
10. KATHLEEN RYAN, (US)
BAD LEMON, 2019 (LARGER THAN REAL LIFE)
• Why are Kathleens artworks so
original?
• Think of the subject matter and the
materials she uses)
• What message does her work convey?
11. KLAUS PILCHER (AUSTRIA),
ONE THIRD PROJECT, 2013
• What do you see? What does this artist
want to show?
• Where is ‘one third’ referring to?
12.
13. TASK 3 MOODBOARD
SUPERSIZED
CELEBRATION FOOD
• What type of food is used for celebrations in
a culture that is significant to you?
• Present information and images
• Research how it decays. (description and
photo)
• Make a design sketch
• Show ideas how you will create it. What
materials, construction techniques, steps to
follow etc.
18. TASK 5: REFLECTION
• Show photos of the different stages of
your artwork in progress and describe
each step what you did.
• What did you try to express in your
sculpture, what is the message you
want to bring across?
• Analyse your artwork using the art
elements and principles from the
hand-out
• Mention one thing you are happy with
and one thing you could improve.
19. TASK 6: FOOD LABELS
• Instead of the usual label you see next
to artworks, you will make a food
label.
• Have a look at existing labels and
what information they provide and
how it is presented.
• (product name, ingredients,
manufacturer, allergen warning, expiry
date, barcode, etc…)
• What message do you want to bring
across with this artwork? Incorporate
this in your label.
• First make a sketch in your visual diary
what your label will look like and then
either use your iPad to make a good
copy for the label or hand draw it.
20. EXTENSION TASK
• EXPERIMENTATION with real food
• Artist inspiration: Hungarian
photographer: Tamas Balla
• Create a sculpture using food
materials from/at home. Make a
design sketch of what you want to
create and think what materials/ tools
you need.
• When you have done this start
creating your piece. Take photos of the
process of creation as proof. Print out
the photos and stick in your visual
diary.
