The document provides information about dance composition. It discusses various elements of dance composition including stimuli, intent, the elements of dance, choreography forms, and constructing dance sequences. It outlines the content and objectives of a unit on dance composition focused on exploring shapes in space, developing transitions between shapes, and communicating ideas through dance. Assessment tasks involve creating, analyzing, and performing dance sequences that apply knowledge of compositional elements.
This art lesson plan outlines an activity where students will learn about weaving by creating paper weaves and an African hat called a kufi. The teacher will begin with an anticipatory hook asking students to observe and compare correctly and incorrectly woven paper samples. Students will then follow step-by-step instructions to create their own paper weaves, practicing alternating the strips. Finally, students will design a symbol of Africa onto a kufi hat, incorporating what they learned about weaving. Assessment will include evaluating the paper weaves and kufi designs.
The document provides tutorials on concepts and techniques for composing dance music in GarageBand, including form, melody, harmony, drums, bass, and effects. It discusses song structure, recording tracks, editing, duplication, variation, and automation. Key commands are outlined for tasks like inputting and moving material between the piano roll and notation.
The document discusses key concepts in dance including:
- Parts of the body used in dance such as the head, shoulders, fingers, torso, legs, and feet.
- Body shapes like symmetrical, asymmetrical, rounded, twisted, and angular.
- Types of energy in dance like sustained movement, percussive, vibratory, swinging, suspended, and collapsing.
- Qualities of movement including flowing, tight, loose, sharp, swinging, swaying, suspended, collapsed, and smooth.
Dance is a form of communication that is used in all human cultures. It meets physical, emotional, and spiritual needs. The language of dance involves elements of time, space, and force that come together through choreographic forms and styles. Dance reflects the culture and time period in which it was created and can be used to tell stories or celebrate important events.
This document discusses the key components and elements of dance. It covers interpretative dances like folk, ballroom, and ballet which have inherent basic steps and literature. It also discusses creative dances like modern, contemporary, jazz, and hip hop which are highly improvisational and created using elemental and creative approaches. The elemental approaches include components of space, time, and energy which determine floor patterns, directions, levels, dimensions, balances, shapes, rhythms, tempos, and exertion of movements.
This document lists the provinces that make up two regions in the Philippines - Visayas. The Visayas region includes the provinces of Cebu, Negros Oriental, Siquijor and Bohol. The Leyte-Samar region includes the provinces of Biliran, Leyte, Southern Leyte, Eastern Samar, Northern Samar, Samar as well as the city of Tacloban.
This art lesson plan outlines an activity where students will learn about weaving by creating paper weaves and an African hat called a kufi. The teacher will begin with an anticipatory hook asking students to observe and compare correctly and incorrectly woven paper samples. Students will then follow step-by-step instructions to create their own paper weaves, practicing alternating the strips. Finally, students will design a symbol of Africa onto a kufi hat, incorporating what they learned about weaving. Assessment will include evaluating the paper weaves and kufi designs.
The document provides tutorials on concepts and techniques for composing dance music in GarageBand, including form, melody, harmony, drums, bass, and effects. It discusses song structure, recording tracks, editing, duplication, variation, and automation. Key commands are outlined for tasks like inputting and moving material between the piano roll and notation.
The document discusses key concepts in dance including:
- Parts of the body used in dance such as the head, shoulders, fingers, torso, legs, and feet.
- Body shapes like symmetrical, asymmetrical, rounded, twisted, and angular.
- Types of energy in dance like sustained movement, percussive, vibratory, swinging, suspended, and collapsing.
- Qualities of movement including flowing, tight, loose, sharp, swinging, swaying, suspended, collapsed, and smooth.
Dance is a form of communication that is used in all human cultures. It meets physical, emotional, and spiritual needs. The language of dance involves elements of time, space, and force that come together through choreographic forms and styles. Dance reflects the culture and time period in which it was created and can be used to tell stories or celebrate important events.
This document discusses the key components and elements of dance. It covers interpretative dances like folk, ballroom, and ballet which have inherent basic steps and literature. It also discusses creative dances like modern, contemporary, jazz, and hip hop which are highly improvisational and created using elemental and creative approaches. The elemental approaches include components of space, time, and energy which determine floor patterns, directions, levels, dimensions, balances, shapes, rhythms, tempos, and exertion of movements.
This document lists the provinces that make up two regions in the Philippines - Visayas. The Visayas region includes the provinces of Cebu, Negros Oriental, Siquijor and Bohol. The Leyte-Samar region includes the provinces of Biliran, Leyte, Southern Leyte, Eastern Samar, Northern Samar, Samar as well as the city of Tacloban.
Volleyball is a sport played by two teams separated by a net. The objective is to ground the ball on the opponent's court after passing it over the net. A game is won when a team scores 25 points with a two point advantage, playing best-of-five sets. A match consists of teams playing five sets, with the team winning three sets declared the winner.
Volleyball was invented in 1895 by William Morgan at the YMCA in Massachusetts as a less strenuous indoor sport that blended elements of basketball, baseball, tennis and handball. The first official game was played in 1896 at Springfield College and it grew in popularity at schools and became an Olympic sport in 1964. Today, over 50 million people play volleyball annually in over 60 countries, making it the second most popular sport worldwide behind soccer, with major international competitions including the Olympics and World Championships.
The document discusses the key elements of dance including space, time, force, movements, compositional forms, skills of body alignment, and purposes of dance. It defines each element and provides examples to illustrate concepts like the locomotor and nonlocomotor movements, different compositional forms including AB, ABA, call and response, and narrative forms, and purposes such as ceremonial, recreational, and artistic dance.
This document discusses the key terms and officials involved in officiating a volleyball game. It outlines the roles of the first referee, second referee, scorer, and linesmen who oversee the match. The document also mentions several hand signals that officials use to communicate calls for violations like illegal hits, ball handling errors, and timeouts. Officiating a volleyball game requires understanding these terms, positions, and signals.
This document discusses two forms of movement: locomotor and non-locomotor movements. Locomotor movements involve moving the body from one place to another and includes walking, running, hopping, skipping, jumping, leaping, sliding, and galloping. Non-locomotor or axial movements are done in place and involve bending, stretching, lifting, twisting, rotating, swinging, and swaying different parts of the body.
The document provides information on Panayanon literature and the languages and cultures of various provinces located in Western Visayas in the Philippines. The major points are:
- The major languages of the region are Hiligaynon, Akeanon, and Kinaray-a which are spoken in different provinces.
- Details are given on the provinces of Aklan, Antique, Capiz, Iloilo, Guimaras, and Negros Occidental, including their capital cities, histories, cultures and festivals.
- Examples of traditional Panayanon literary forms like ambahan, balak, paktakon, hurubaton and haya are described.
Volleyball originated in 1895 and was added to the Olympics in 1964 for indoor and 1996 for beach. Indoor volleyball is played by 6 players on each side on an 18mx9m court using leather balls, with rotations and positions including setter, hitter, and libero. Matches consist of best-of-5 sets up to 25 points. Beach volleyball is played in doubles on a 16mx8m court with softer balls, no positions, best-of-3 sets up to 21 points, and allows tipping and kicking of the ball.
Volleyball is a sport played by two teams of six players separated by a net. The objective is for each team to send the ball over the net and ground it on the opposing side before it can be returned. There are six basic skills in volleyball: serve, pass, set, attack, block, and dig. Players also specialize in different positions including setter, opposite hitter, outside hitter, middle hitter, and libero. Brazil has been very successful in international volleyball competitions, with their women's team winning gold in volleyball at the 2008 Beijing Olympics and their men's team winning gold in 1992 and 2004.
Volleyball is a team sport played by two teams separated by a net. The objective is for each team to ground the ball on the opponent's court and score points before the other team. A standard volleyball game is played in sets, with the first team to win 3 sets winning the match.
The document provides details on the history and origins of volleyball in the late 1800s. It describes the basic rules and objectives of play, including serving, passing, setting, attacking, blocking, and digging. Equipment requirements like the ball, net, and court dimensions are outlined. Common skills, techniques, positions of players like setters, liberos, and hitters are explained. Different formations and defensive strategies are also summarized.
Dancing is both an art form and recreation that involves moving the body rhythmically, often to music. There are numerous styles of dance from around the world including jazz, cha cha cha, salsa, jive, mambo, waltz, ballet, hip-hop, break dancing, belly dancing, Indian classical, and Bollywood. Dances reflect their cultural origins and values through movement, music, and costuming.
The Top Skills That Can Get You Hired in 2017LinkedIn
We analyzed all the recruiting activity on LinkedIn this year and identified the Top Skills employers seek. Starting Oct 24, learn these skills and much more for free during the Week of Learning.
#AlwaysBeLearning https://learning.linkedin.com/week-of-learning
The unit of inquiry focuses on how the application of elements and principles determines the success of an artistic composition. Students will explore the elements and principles of various art forms and how they relate to creating and responding to artistic works. They will analyze what makes a successful composition through inquiry into line, shape, color, form, space, and other elements of design. The unit aims to develop students' confidence and risk-taking as they experiment with different artistic media and styles.
This lesson focuses on teaching 11th grade dance majors how to annotate their choreographic works through journaling. The objectives are for students to be able to clearly express their choreographic ideas and document elements like formations, rhythmic patterns and intent through legible annotation.
Students will watch examples of choreographic journals and annotated works to discuss effective documentation strategies. They will then annotate short dance videos and their own movement phrases, discussing in pairs how their chosen method conveys information.
The goal is for students to gain insight into preserving choreographic works through annotation, and to practice thoroughly documenting their ideas for giving clear instruction to dancers during rehearsals. A closing discussion will address how the process informs their understanding of choreography and
Dance-Making as Educational Leadership Practiceobjectplace
Summer Institute mini course presented by Luna Dance, uses arts integration and Studio Habits of Mind to support leadership development within institutions.
This document summarizes a community of practice model used by the Digital Youth Network to help artist mentors become expert teachers. It describes how mentors collaborate using tools like SPACE and RemixWorld to design curriculum, assess student work, and reflect on lessons. The model combines strategic professional development with custom technology to facilitate critical conversations and continuous instructional improvement. By mutually engaging in assessment calibration and curriculum design, mentors build a shared understanding of teaching goals and strategies to better support student media production projects.
This unit plan outlines a 10-week dance unit focusing on Bob Fosse's impact and technique. Over the course of the unit, students will learn about Fosse's history and style, develop their own movement notation systems, and create self-choreographed solos applying Fosse-inspired movements and personal expression. Key lessons include analyzing Fosse technique, notating original movements, adding to movement phrases in journals, and revising with feedback. The unit aims to deepen students' understanding of personal and cultural expression through dance.
Visual literacy is the ability to understand and use images including the ability to think, learn and express oneself in terms of images”.
Visual displays are effective for enhancing the learning of text information.
The document outlines the process for creating a curriculum map for a 6th grade ELA writing unit aligned to Common Core standards. It involves 7 steps: 1) selecting a writing standard, 2) creating a summative task, 3) framing an essential question, 4) adding guiding questions, 5) creating a weekly calendar, 6) developing performance tasks, and 7) creating a rubric for the summative assessment. The goal is to support 21st century learning through cross-curricular skills and authentic tasks that build students' writing abilities over time.
Northern Vance High School held a professional development session on vertical alignment of instruction and assessments to the Common Core and NC Essential Standards. Teachers participated in an activity to organize state standards from different grade levels and discuss how concepts build upon each other. They also reflected on their courses and identified major concepts and power standards. The session aimed to help teachers ensure their instruction and assessments are appropriately aligned to state standards and address gaps or unnecessary repetitions in the curriculum.
This document discusses concept maps and their theoretical foundations and uses in teaching and learning. It covers:
1. The key ideas underlying concept maps, including that they are based on theories of knowledge and learning, representing concepts and propositions in a way that shows relationships.
2. The theoretical foundations of concept maps, including Ausubel's assimilation theory of learning and Novak's research applying this to education.
3. Examples of how concept maps can be used for teaching, learning, assessment, and knowledge sharing including capturing expert knowledge and facilitating teamwork.
For Teachers of Grades 3-6
4 hours of instruction time
This workshop is designed to instruct teachers on how to assist students compose free-verse poems and choreograph them into dances. To prepare, students explore free-verse poetry and delve into the nuances of rich vocabulary and learn how prosody enhances the meaning of text. For the workshop, literacy learning is leveraged, or supported, by dance. The workshop finds the elegant fit between literacy strategies and dance and integrate instruction in ways that promote literacy learning through art. In this workshop, dance is used to strengthen reading skills. As a culminating event, students showcase their poetry and dances for an audience and reflect on their experience.
Volleyball is a sport played by two teams separated by a net. The objective is to ground the ball on the opponent's court after passing it over the net. A game is won when a team scores 25 points with a two point advantage, playing best-of-five sets. A match consists of teams playing five sets, with the team winning three sets declared the winner.
Volleyball was invented in 1895 by William Morgan at the YMCA in Massachusetts as a less strenuous indoor sport that blended elements of basketball, baseball, tennis and handball. The first official game was played in 1896 at Springfield College and it grew in popularity at schools and became an Olympic sport in 1964. Today, over 50 million people play volleyball annually in over 60 countries, making it the second most popular sport worldwide behind soccer, with major international competitions including the Olympics and World Championships.
The document discusses the key elements of dance including space, time, force, movements, compositional forms, skills of body alignment, and purposes of dance. It defines each element and provides examples to illustrate concepts like the locomotor and nonlocomotor movements, different compositional forms including AB, ABA, call and response, and narrative forms, and purposes such as ceremonial, recreational, and artistic dance.
This document discusses the key terms and officials involved in officiating a volleyball game. It outlines the roles of the first referee, second referee, scorer, and linesmen who oversee the match. The document also mentions several hand signals that officials use to communicate calls for violations like illegal hits, ball handling errors, and timeouts. Officiating a volleyball game requires understanding these terms, positions, and signals.
This document discusses two forms of movement: locomotor and non-locomotor movements. Locomotor movements involve moving the body from one place to another and includes walking, running, hopping, skipping, jumping, leaping, sliding, and galloping. Non-locomotor or axial movements are done in place and involve bending, stretching, lifting, twisting, rotating, swinging, and swaying different parts of the body.
The document provides information on Panayanon literature and the languages and cultures of various provinces located in Western Visayas in the Philippines. The major points are:
- The major languages of the region are Hiligaynon, Akeanon, and Kinaray-a which are spoken in different provinces.
- Details are given on the provinces of Aklan, Antique, Capiz, Iloilo, Guimaras, and Negros Occidental, including their capital cities, histories, cultures and festivals.
- Examples of traditional Panayanon literary forms like ambahan, balak, paktakon, hurubaton and haya are described.
Volleyball originated in 1895 and was added to the Olympics in 1964 for indoor and 1996 for beach. Indoor volleyball is played by 6 players on each side on an 18mx9m court using leather balls, with rotations and positions including setter, hitter, and libero. Matches consist of best-of-5 sets up to 25 points. Beach volleyball is played in doubles on a 16mx8m court with softer balls, no positions, best-of-3 sets up to 21 points, and allows tipping and kicking of the ball.
Volleyball is a sport played by two teams of six players separated by a net. The objective is for each team to send the ball over the net and ground it on the opposing side before it can be returned. There are six basic skills in volleyball: serve, pass, set, attack, block, and dig. Players also specialize in different positions including setter, opposite hitter, outside hitter, middle hitter, and libero. Brazil has been very successful in international volleyball competitions, with their women's team winning gold in volleyball at the 2008 Beijing Olympics and their men's team winning gold in 1992 and 2004.
Volleyball is a team sport played by two teams separated by a net. The objective is for each team to ground the ball on the opponent's court and score points before the other team. A standard volleyball game is played in sets, with the first team to win 3 sets winning the match.
The document provides details on the history and origins of volleyball in the late 1800s. It describes the basic rules and objectives of play, including serving, passing, setting, attacking, blocking, and digging. Equipment requirements like the ball, net, and court dimensions are outlined. Common skills, techniques, positions of players like setters, liberos, and hitters are explained. Different formations and defensive strategies are also summarized.
Dancing is both an art form and recreation that involves moving the body rhythmically, often to music. There are numerous styles of dance from around the world including jazz, cha cha cha, salsa, jive, mambo, waltz, ballet, hip-hop, break dancing, belly dancing, Indian classical, and Bollywood. Dances reflect their cultural origins and values through movement, music, and costuming.
The Top Skills That Can Get You Hired in 2017LinkedIn
We analyzed all the recruiting activity on LinkedIn this year and identified the Top Skills employers seek. Starting Oct 24, learn these skills and much more for free during the Week of Learning.
#AlwaysBeLearning https://learning.linkedin.com/week-of-learning
The unit of inquiry focuses on how the application of elements and principles determines the success of an artistic composition. Students will explore the elements and principles of various art forms and how they relate to creating and responding to artistic works. They will analyze what makes a successful composition through inquiry into line, shape, color, form, space, and other elements of design. The unit aims to develop students' confidence and risk-taking as they experiment with different artistic media and styles.
This lesson focuses on teaching 11th grade dance majors how to annotate their choreographic works through journaling. The objectives are for students to be able to clearly express their choreographic ideas and document elements like formations, rhythmic patterns and intent through legible annotation.
Students will watch examples of choreographic journals and annotated works to discuss effective documentation strategies. They will then annotate short dance videos and their own movement phrases, discussing in pairs how their chosen method conveys information.
The goal is for students to gain insight into preserving choreographic works through annotation, and to practice thoroughly documenting their ideas for giving clear instruction to dancers during rehearsals. A closing discussion will address how the process informs their understanding of choreography and
Dance-Making as Educational Leadership Practiceobjectplace
Summer Institute mini course presented by Luna Dance, uses arts integration and Studio Habits of Mind to support leadership development within institutions.
This document summarizes a community of practice model used by the Digital Youth Network to help artist mentors become expert teachers. It describes how mentors collaborate using tools like SPACE and RemixWorld to design curriculum, assess student work, and reflect on lessons. The model combines strategic professional development with custom technology to facilitate critical conversations and continuous instructional improvement. By mutually engaging in assessment calibration and curriculum design, mentors build a shared understanding of teaching goals and strategies to better support student media production projects.
This unit plan outlines a 10-week dance unit focusing on Bob Fosse's impact and technique. Over the course of the unit, students will learn about Fosse's history and style, develop their own movement notation systems, and create self-choreographed solos applying Fosse-inspired movements and personal expression. Key lessons include analyzing Fosse technique, notating original movements, adding to movement phrases in journals, and revising with feedback. The unit aims to deepen students' understanding of personal and cultural expression through dance.
Visual literacy is the ability to understand and use images including the ability to think, learn and express oneself in terms of images”.
Visual displays are effective for enhancing the learning of text information.
The document outlines the process for creating a curriculum map for a 6th grade ELA writing unit aligned to Common Core standards. It involves 7 steps: 1) selecting a writing standard, 2) creating a summative task, 3) framing an essential question, 4) adding guiding questions, 5) creating a weekly calendar, 6) developing performance tasks, and 7) creating a rubric for the summative assessment. The goal is to support 21st century learning through cross-curricular skills and authentic tasks that build students' writing abilities over time.
Northern Vance High School held a professional development session on vertical alignment of instruction and assessments to the Common Core and NC Essential Standards. Teachers participated in an activity to organize state standards from different grade levels and discuss how concepts build upon each other. They also reflected on their courses and identified major concepts and power standards. The session aimed to help teachers ensure their instruction and assessments are appropriately aligned to state standards and address gaps or unnecessary repetitions in the curriculum.
This document discusses concept maps and their theoretical foundations and uses in teaching and learning. It covers:
1. The key ideas underlying concept maps, including that they are based on theories of knowledge and learning, representing concepts and propositions in a way that shows relationships.
2. The theoretical foundations of concept maps, including Ausubel's assimilation theory of learning and Novak's research applying this to education.
3. Examples of how concept maps can be used for teaching, learning, assessment, and knowledge sharing including capturing expert knowledge and facilitating teamwork.
For Teachers of Grades 3-6
4 hours of instruction time
This workshop is designed to instruct teachers on how to assist students compose free-verse poems and choreograph them into dances. To prepare, students explore free-verse poetry and delve into the nuances of rich vocabulary and learn how prosody enhances the meaning of text. For the workshop, literacy learning is leveraged, or supported, by dance. The workshop finds the elegant fit between literacy strategies and dance and integrate instruction in ways that promote literacy learning through art. In this workshop, dance is used to strengthen reading skills. As a culminating event, students showcase their poetry and dances for an audience and reflect on their experience.
This document discusses applying Howard Gardner's theory of multiple intelligences to lesson planning through tiered assignments. It reviews the eight multiple intelligences - linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist. Participants will reflect on which intelligences were reached in a recent lesson and which they plan to target in future lessons through different activities. The summary will be students' answers to open-ended questions generated during the lecture and notes.
The document outlines the scheme of work and learning objectives for dance over years 7-9. It covers developing skills in choreography, performance, and evaluation. Lessons focus on literacy, numeracy, and citizenship skills. Exercises aim to improve posture, coordination, and physical/mental capacity. Peer and self-assessment are used to promote improvement. Students learn about warm-ups, roles in dance, and incorporating stimulus into choreography. The content covers a range of dance styles, techniques, and skills.
The document provides guidance for drama students on developing physical theatre techniques. It discusses how physical theatre uses choreographed movement to convey meaning and tell stories without words. Key aspects covered include using the body as a prop, minimal props/scenery, and communicating emotions through movement. Examples are provided of both exercises for students, such as moving partners across a space in various emotional states, and professional physical theatre companies like Frantic Assembly and Gecko Theatre. Reflection on techniques and how they engage audiences is encouraged.
La nouvelle vague des sciences cognitives et les modèles constructionnistes d...elena.pasquinelli
1. The document discusses the "new wave" in cognitive sciences that takes a decentralized view of cognition. This includes embodiment, distribution of knowledge, and constructivism as an educational model.
2. Constructivism in education emphasizes hands-on, concrete learning through manipulation and perception. This relates to decentralization in that both involve tangible, physical interaction.
3. However, constructivism also involves metaphorical, abstract hands-on learning through design and problem-solving. There is no necessary relationship between this aspect of constructivism and decentralization beyond an indirect analogy to physical hands-on learning. The relationship between concrete and abstract forms of knowledge remains an open question.
This document outlines an agenda for a teaching assistant training session focusing on engaging critical thinking, problem solving, and performance skills. The agenda includes activities like sketchbook prompts, critique sharing, discussing differentiated instruction experiences, defining key terms, and practicing differentiated critique approaches. The document emphasizes that differentiation, assessment, reflection, and the critique process are important for developing students' critical thinking and problem solving abilities.
The document provides information about an Organization Behaviour course for students of Punjab College of Technical Education, Ludhiana. It outlines the course topics which include introduction to OB, individual behavior, personality, motivation, group dynamics and leadership. The purpose is to equip professionals with skills to understand individual and group behavior in organizations. Learning outcomes include understanding elements of individual behavior, attitudes, personality and motivation. The course will also cover group development, stress management and conflict resolution.
Ellen West - Making a space for creativity in university business classes: vo...Inger Kristine Pitts
This document summarizes Ellen West's presentation on making space for creativity in business school classes. It discusses how she incorporates creative assignments and activities in her organizational change and creativity/innovation courses at Portland State University. Examples include having students interpret organizational transitions through art, music, films and poetry. Student feedback indicates they respond positively to these creative opportunities and are willing to take more risks. West reflects on lessons learned from these experiences and plans to further measure the impact and develop creativity-focused courses.
The document discusses several learning style models including Kolb's, Fleming's VAK/VARK model, Gardner's theory of multiple intelligences, and Felder-Silverman's model. Kolb's model includes converger, diverger, assimilator, and accommodator styles. Fleming's model focuses on visual, auditory, and kinesthetic styles. Gardner identified eight types of intelligence. Felder-Silverman's model examines four dimensions of learning styles: sensing/intuitive, visual/verbal, active/reflective, and sequential/global. The document also discusses using learning style assessments and adapting teaching methods to incorporate different modalities to engage various learning styles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
4. Unit Overview: “Shapes in Space”
Year 9 Dance Composi2on
The unit focuses on 2 specific outcomes:
5.2.1‐ explores the elements of dance as the basis of the communica2on of
ideas
5.2.2‐ composes and structures dance movement that communicates an idea
• C layer ‘Exploring Shapes in Space’
focuses on the basic knowledge and introduc2on to dance composi2on
that students need to know/learn.
• B layer ‘From Shapes to Transi5ons’
focuses on addi2onal informa2on in construc2ng dance composi2on
which can be applied to prior knowledge from the previous layer.
• A layer ‘Communica5ng an Idea’
focuses on the demonstra2on of higher‐order and refined skills acquired
from the previous layers in order to create a dance composi2on.
10. C layer: Sec'on 1‐ Exploring Shapes in Space
LAYER OBJECTIVES ASSESSMENT
C layer Learn to: Types of activities for
Includes the basic • identify and explore a range of stimuli assessment:
knowledge and to create movement (visual, auditory, • Quizzes
introduction to dance tactile, kinaesthetic, ideational) • Contribution to
composition they • explore the elements of space, time and discussions and
need to know/learn? dynamics in relation to a stimulus questioning
Focuses on Outcome • select and refine movement to • Observation of
5.2.1 communicate an idea participation in
Learn about: physical
• stimulus as a starting point of dance improvisation
composition activities
• the elements of dance as the tools • Presentations of
employed by the dance composer to composition tasks in
communicate ideas and feelings front of the class
through dance • Introductory tasks
• improvisation as a means to explore with limited
ideas boundaries
12. B layer: Sec'on 2‐ From Shapes to Transi5ons
B layer Learn to: Types of activities for
Includes additional • link movements to create a assessment:
information on sequence • Contribution to
constructing dance • explore, discuss, reflect, analyse discussions and
composition which and refine movement sequences questioning
can be applied to • identify and develop movement • Reflection and
prior knowledge motifs to communicate an idea analysis of the
from the previous • organise movement into sequences composition process
layer. Learn about: • Completing tasks
Focuses on • transitions and sequencing with more
Outcome 5.2.2 movement boundaries and
• how the movement can be specific criteria
manipulated to create further • Choreographic
movement ideas devices for creating
• structuring dance compositions movement
• the elements of construction that • Participation in
contribute to the unity in a dance selecting and
composition to communicate an refining activities
idea
15. A layer: Sec'on 3‐ Communica5ng an Idea
A layer Learn to: Types of activities for
Includes the • reflect, refine and analyse assessment:
demonstration of movement selections • Critical reflection
higher-order and • create and refine dance phrases, and analysis of
refined skills sequences and compositions by dance works
acquired from the exploring sequence, transition, • Deconstruction of
previous layers in repetition, variation and contrast deep knowledge
order to create • communicate physically, orally and and understanding
dance composition. in written form intentions/ideas for • Generating and
Focuses on the dance compositions with increasing organising
combination of clarity movement
Outcomes 5.2.1 & Learn about: • Articulation of how
5.2.2 in additional • how a dance sequence the elements of
content outcomes communicates an idea dance are
• the phrase as the link between the manipulated to
idea and the movement convey meaning
• the distinctive ways in which they • Physical, oral or
can express their own ideas and written mediums
experiences