This document provides information about the artist Yayoi Kusama and her unique artworks. It discusses how she developed a practice that incorporates different styles like Surrealism and Pop Art. Key motifs in her work include intricate infinity net patterns inspired by her hallucinations, as well as pumpkin forms which have symbolic meaning for her. The document also describes an art lesson where children examined Kusama's works featuring the letter R and discussed colors, techniques, and subjects like mushrooms. They also had opportunities for creative expression by drawing and writing stories inspired by her paintings.
Eily O'connell is not a Goth but sees similarities between her work and Gothic styles. She was inspired by Irish surrealist artists Dorothy Cross and Alice Maher due to some similar design features, particularly their use of crabs. When collecting found objects for her artwork, she looks for things with interesting textures or things that would disgust people. She has been interested in art from a young age and studied jewelry design in college after initially wanting to pursue fashion design and textile art. Nature heavily influences her work due to growing up in the countryside, and she uses recycled materials in an effort to limit her environmental impact.
Tamara de Lempicka was a Polish Art Deco painter known for her glamorous portraits of the elite in the 1920s-1930s. She developed a distinctive cubist-influenced style featuring precision and elegance. Lempicka rose to fame in Paris and was popular among Hollywood stars, though her personal life included scandals due to her bisexuality. She continued painting successfully into old age but her popularity declined as styles changed.
The document is a tutorial about portrait artist Leonid Gervits and his approach to figure painting. It discusses Gervits' training in the classical tradition at the Repin Institute in Russia. While considered a contemporary artist, Gervits believes figure painting developed centuries ago through masters like Velazquez deserves to still be considered relevant. He teaches multilayered painting techniques using underpainting and glazing at the Art Students League of New York. Gervits emphasizes the importance of drawing and values accurate representation over artistic license. He observes sitters closely to portray their essence and believes portraiture can capture the character of individuals or entire peoples.
This is a biographical presentation in series, about my father Late artist Prof. R.P.Joshi covering his contribution for art education,landscape paintings,portrait,still life and textile design and colour since 1942 till his death in 1987.
Blair Lambert is seeking an art teaching position and has experience teaching art at various schools and camps. She has a Bachelor's degree in Art Education and Studio Art, and is completing a Master's degree in Art and Design Education. Her teaching philosophy focuses on helping students think critically about art and developing both technical and conceptual skills. She provides examples of art lessons she has taught that develop skills while exploring concepts.
This document provides information about the artist Yayoi Kusama and her unique artworks. It discusses how she developed a practice that incorporates different styles like Surrealism and Pop Art. Key motifs in her work include intricate infinity net patterns inspired by her hallucinations, as well as pumpkin forms which have symbolic meaning for her. The document also describes an art lesson where children examined Kusama's works featuring the letter R and discussed colors, techniques, and subjects like mushrooms. They also had opportunities for creative expression by drawing and writing stories inspired by her paintings.
Eily O'connell is not a Goth but sees similarities between her work and Gothic styles. She was inspired by Irish surrealist artists Dorothy Cross and Alice Maher due to some similar design features, particularly their use of crabs. When collecting found objects for her artwork, she looks for things with interesting textures or things that would disgust people. She has been interested in art from a young age and studied jewelry design in college after initially wanting to pursue fashion design and textile art. Nature heavily influences her work due to growing up in the countryside, and she uses recycled materials in an effort to limit her environmental impact.
Tamara de Lempicka was a Polish Art Deco painter known for her glamorous portraits of the elite in the 1920s-1930s. She developed a distinctive cubist-influenced style featuring precision and elegance. Lempicka rose to fame in Paris and was popular among Hollywood stars, though her personal life included scandals due to her bisexuality. She continued painting successfully into old age but her popularity declined as styles changed.
The document is a tutorial about portrait artist Leonid Gervits and his approach to figure painting. It discusses Gervits' training in the classical tradition at the Repin Institute in Russia. While considered a contemporary artist, Gervits believes figure painting developed centuries ago through masters like Velazquez deserves to still be considered relevant. He teaches multilayered painting techniques using underpainting and glazing at the Art Students League of New York. Gervits emphasizes the importance of drawing and values accurate representation over artistic license. He observes sitters closely to portray their essence and believes portraiture can capture the character of individuals or entire peoples.
This is a biographical presentation in series, about my father Late artist Prof. R.P.Joshi covering his contribution for art education,landscape paintings,portrait,still life and textile design and colour since 1942 till his death in 1987.
Blair Lambert is seeking an art teaching position and has experience teaching art at various schools and camps. She has a Bachelor's degree in Art Education and Studio Art, and is completing a Master's degree in Art and Design Education. Her teaching philosophy focuses on helping students think critically about art and developing both technical and conceptual skills. She provides examples of art lessons she has taught that develop skills while exploring concepts.
The document profiles up-and-coming British artist Mr. Sam Driver and his career aspirations. It discusses his art education and influences, including teachers who encouraged self-expression. Currently studying fine art at Northumbria University, Mr. Driver cites artists Mr. Nate Frizell and Mr. Michael Peck as inspirations and is working to display his paintings and drawings in exhibitions in Moscow, Dubai, and York. He envisions using his creative talents in the future to pursue work that is personally satisfying, possibly in America.
Reza Abbasi was a leading Persian miniaturist during the late Safavid period in the 16th-17th centuries. He spent most of his career working for Shah Abbas I and is considered the last great master of the Persian miniature, being best known for his single figures of beautiful youths in muraqqa or album art. Born possibly in Kashan, he received training from his father and joined Shah Abbas I's royal workshop at a young age. Unlike most earlier Persian artists, he typically signed his work, often providing dates and details.
Tatiana Sánchez wrote this children's book about the life and work of abstract painter Piet Mondrian. Vico Cóceres provided the illustrations. The book describes Mondrian's childhood interest in art, his studies of different painting styles over time, and how he eventually developed his own abstract Neoplastic style using only lines, geometric shapes, and primary colors. It aims to make Mondrian's abstract art accessible to children by tracing the development of his artistic interests and techniques.
This document provides biographical information on several Greek artists from the town of Kaisariani, including Manos Hatzidakis, a famous 20th century composer, and Sissy Hrisohou, the art teacher of the school featured in the document. It discusses Hatzidakis' upbringing, musical career highlights like collaborating on the film Never on Sunday, and later government roles. For Sissy Hrisohou, it outlines her education and career as a painter, noting she draws inspiration from human existence and conditions. The document concludes by summarizing an interview with Hrisohou where she discusses her artistic process and challenges facing painters in Greece today.
Zong Z. Peng has been drawing since age 7 in China, starting with basic lines and colors. At age 10, he began imitating favorite artists and quickly improved. By age 12, he started experimenting with different styles such as cartoonish and realistic. Throughout his teens, Peng was influenced by scenes from daily life, literature, and history in his drawings. By age 20, he created his own characters and stories. While mainly focusing on illustration, he also ventured into abstractionism. Peng hopes to bring his creativity to MIT Sloan through entrepreneurship.
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 biographical information about several individuals:
1. Bahram Alivandi was an Iranian painter known for depicting Persian mythology and mysticism who lived in Vienna after leaving Iran following the 1979 revolution.
2. Henry S.H. Young is an art consultant and appraiser based in Las Vegas with over 30 years of experience in art sales, promotion, purchasing, and curating collections.
3. Andy Warhol was an influential American artist and leading figure in pop art known for his depictions of celebrity culture and advertisements in the 1960s. He founded Interview Magazine and produced The Velvet Underground rock band.
4. Hector Sandoval is a visual artist from Mexico City currently
Zong Z. Peng has been drawing since age 7 in China, starting with basics and then imitating favorite artists. Through experimenting with different styles from ages 12 to 18, Peng's skills improved and he discovered his own path. His drawings were influenced by scenes from daily life, literature, and history. By age 20, Peng started creating his own characters and stories, and occasionally ventured into other genres like abstractionism. Peng has found the same joy in entrepreneurship as in art and hopes to bring creativity to MIT Sloan.
The document outlines an art teacher's teaching portfolio, describing various projects and lessons they have taught students over the course of the year. The projects cover a range of mediums including newspaper collages, self-portraits, black history month celebrations, printmaking, logos, caricatures, comic strips, photography collages, mixed media, painting, sculpture, and service learning projects. Many lessons incorporated concepts of values, color theory, forms, and allowed students to express themselves or important social issues.
This document contains an interview transcript with Italian artist Lucio Diodati from March 25th, 2013. It discusses his biography growing up in Popoli, Italy and studying art, his painting career exhibiting widely across Europe and North America since 1980, his painting techniques using oil paints, and his interests in painting people, colors, and maintaining a studio in his hometown of Popoli.
Leonardo da Vinci was an Italian polymath, regarded as one of the most diversely talented individuals to have ever lived. He made significant contributions to many fields, including painting, sculpting, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history, and cartography. Some of his most famous works include the Mona Lisa and The Last Supper.
Brenda Manheim painted "Lego My World" as a gift for her grandson Cameron, who loved LEGOs. The painting features Cameron amid a background of colorful LEGO pieces to commemorate his interest in them at age 13. Manheim was drawn to paint portraits and tell stories through her work. She has a BFA in art education and taught art for many years before retiring in 2012. Her style has evolved from realistic paintings to more expressive works inspired by her church services.
This two-quarter arts foundation program investigated the histories of photography and moving images, as well as the philosophical and formal relationships between still and moving images. Students attended lectures on critical theory and artists, participated in seminars discussing texts, and developed skills in visual analysis through writing assignments. In the fall, students built cameras and learned 19th century photographic processes. In the winter, students explored 35mm photography and experimental moving image techniques like zoetropes and photograms. At the end, students collaborated on an exhibition of their work.
Maria Esperanza Diaz is a Colombian painter born in 1966 whose passion for art began in her teenage years. She studied art formally starting at age 28 and moved to Panama City to continue her studies. Her work is inspired by Aboriginal Australian mythology, particularly the Wandjinas figures, which she depicts using abstract expressionist techniques with vibrant colors. Diaz sees her art as a refuge and rejects violence and war in the world.
Chelsea Brown developed an interest in art and graphic design through middle school art classes and scrapbooking. She joined her high school yearbook staff and applied to study graphic design at NCSU but was initially placed in design studies.
Adaria Coulter discovered her interest in art through drawing with her sister at a young age. She moved schools and found comfort through her relationship with her dog and art, specifically the hyperrealist sculptor Ron Mueck. She met her boyfriend in art class and applied to study illustration.
Shannon Barker was inspired by her brother to take up art and discovered her interest in problem solving through puzzles as a child. She realized she wanted to study industrial design after discovering
1) Sophia Ainslie, an art professor at Northeastern University, will feature her artwork in an exhibit called "Inside Out" at the Kingston Gallery for the month of April.
2) The works in the exhibit consist of abstract ink drawings and paintings inspired by an x-ray of Ainslie's mother's stomach from her home in South Africa.
3) Gallery curator James Hull praised Ainslie's ability to bridge drawing and painting through her use of color and linear patterns, and said being a teacher has helped her develop as an artist.
Wassily Kandinsky was an artist who could hear colors and see sounds, and used color in his abstract paintings to express his emotions. His paintings were inspired by music and featured circles, lines, and curves rather than realistic subjects.
The document discusses Wassily Kandinsky's career as a painter and one of the pioneers of abstract art. It provides information on Kandinsky's early life and education in law, his exposure to French Impressionist artworks that inspired him to pursue painting, his studies at the Academy of Fine Arts in Munich in 1896. It describes Kandinsky's early colorful paintings and his founding of the Blue Rider group in 1911. It notes Kandinsky's transition to fully abstract non-representational paintings from 1914 onward that focused on color and design rather than depicting objects. The document includes several quotes by Kandinsky on the importance of color and the difficulty of abstract painting.
Shapes are found everywhere in our daily lives and the artist Wassily Kandinsky was interested in circles, triangles, and squares in his abstract paintings. An activity for kids is inspired by one of Kandinsky's works where they draw concentric circles, color them in with crayons, cut them out, and glue them on construction paper to create their own artwork like the abstract artist.
Ben Heine is a Belgian artist known for blending photography and drawing in unique ways. Some of his most famous works include his "Pencil Vs Camera" series, where he combines photos and drawings, and "Digital Circlism," where he creates portraits using only circles. Heine was born in Ivory Coast but has lived in several countries and is fluent in multiple languages. He studied art and journalism formally. Through innovative series like "Flesh and Acrylic," where he integrates models into paintings, Heine has gained a large international following for his creative works.
Customer acquisition course outline Dec 2014skpalekarmba
This document provides details about an elective course titled "Customer Acquisition" at IIM-K. The course is aimed at students interested in marketing and sales. It will cover frameworks and tools to acquire and retain customers across different industries. The 30-hour course is divided into 10 modules, each involving a case study presentation by students and lectures by the professor. Student evaluation will consider examinations, participation, case presentations and summaries of class discussions. The course aims to help students perform sales and marketing roles in industry and prepare for job interviews.
The document profiles up-and-coming British artist Mr. Sam Driver and his career aspirations. It discusses his art education and influences, including teachers who encouraged self-expression. Currently studying fine art at Northumbria University, Mr. Driver cites artists Mr. Nate Frizell and Mr. Michael Peck as inspirations and is working to display his paintings and drawings in exhibitions in Moscow, Dubai, and York. He envisions using his creative talents in the future to pursue work that is personally satisfying, possibly in America.
Reza Abbasi was a leading Persian miniaturist during the late Safavid period in the 16th-17th centuries. He spent most of his career working for Shah Abbas I and is considered the last great master of the Persian miniature, being best known for his single figures of beautiful youths in muraqqa or album art. Born possibly in Kashan, he received training from his father and joined Shah Abbas I's royal workshop at a young age. Unlike most earlier Persian artists, he typically signed his work, often providing dates and details.
Tatiana Sánchez wrote this children's book about the life and work of abstract painter Piet Mondrian. Vico Cóceres provided the illustrations. The book describes Mondrian's childhood interest in art, his studies of different painting styles over time, and how he eventually developed his own abstract Neoplastic style using only lines, geometric shapes, and primary colors. It aims to make Mondrian's abstract art accessible to children by tracing the development of his artistic interests and techniques.
This document provides biographical information on several Greek artists from the town of Kaisariani, including Manos Hatzidakis, a famous 20th century composer, and Sissy Hrisohou, the art teacher of the school featured in the document. It discusses Hatzidakis' upbringing, musical career highlights like collaborating on the film Never on Sunday, and later government roles. For Sissy Hrisohou, it outlines her education and career as a painter, noting she draws inspiration from human existence and conditions. The document concludes by summarizing an interview with Hrisohou where she discusses her artistic process and challenges facing painters in Greece today.
Zong Z. Peng has been drawing since age 7 in China, starting with basic lines and colors. At age 10, he began imitating favorite artists and quickly improved. By age 12, he started experimenting with different styles such as cartoonish and realistic. Throughout his teens, Peng was influenced by scenes from daily life, literature, and history in his drawings. By age 20, he created his own characters and stories. While mainly focusing on illustration, he also ventured into abstractionism. Peng hopes to bring his creativity to MIT Sloan through entrepreneurship.
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 biographical information about several individuals:
1. Bahram Alivandi was an Iranian painter known for depicting Persian mythology and mysticism who lived in Vienna after leaving Iran following the 1979 revolution.
2. Henry S.H. Young is an art consultant and appraiser based in Las Vegas with over 30 years of experience in art sales, promotion, purchasing, and curating collections.
3. Andy Warhol was an influential American artist and leading figure in pop art known for his depictions of celebrity culture and advertisements in the 1960s. He founded Interview Magazine and produced The Velvet Underground rock band.
4. Hector Sandoval is a visual artist from Mexico City currently
Zong Z. Peng has been drawing since age 7 in China, starting with basics and then imitating favorite artists. Through experimenting with different styles from ages 12 to 18, Peng's skills improved and he discovered his own path. His drawings were influenced by scenes from daily life, literature, and history. By age 20, Peng started creating his own characters and stories, and occasionally ventured into other genres like abstractionism. Peng has found the same joy in entrepreneurship as in art and hopes to bring creativity to MIT Sloan.
The document outlines an art teacher's teaching portfolio, describing various projects and lessons they have taught students over the course of the year. The projects cover a range of mediums including newspaper collages, self-portraits, black history month celebrations, printmaking, logos, caricatures, comic strips, photography collages, mixed media, painting, sculpture, and service learning projects. Many lessons incorporated concepts of values, color theory, forms, and allowed students to express themselves or important social issues.
This document contains an interview transcript with Italian artist Lucio Diodati from March 25th, 2013. It discusses his biography growing up in Popoli, Italy and studying art, his painting career exhibiting widely across Europe and North America since 1980, his painting techniques using oil paints, and his interests in painting people, colors, and maintaining a studio in his hometown of Popoli.
Leonardo da Vinci was an Italian polymath, regarded as one of the most diversely talented individuals to have ever lived. He made significant contributions to many fields, including painting, sculpting, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history, and cartography. Some of his most famous works include the Mona Lisa and The Last Supper.
Brenda Manheim painted "Lego My World" as a gift for her grandson Cameron, who loved LEGOs. The painting features Cameron amid a background of colorful LEGO pieces to commemorate his interest in them at age 13. Manheim was drawn to paint portraits and tell stories through her work. She has a BFA in art education and taught art for many years before retiring in 2012. Her style has evolved from realistic paintings to more expressive works inspired by her church services.
This two-quarter arts foundation program investigated the histories of photography and moving images, as well as the philosophical and formal relationships between still and moving images. Students attended lectures on critical theory and artists, participated in seminars discussing texts, and developed skills in visual analysis through writing assignments. In the fall, students built cameras and learned 19th century photographic processes. In the winter, students explored 35mm photography and experimental moving image techniques like zoetropes and photograms. At the end, students collaborated on an exhibition of their work.
Maria Esperanza Diaz is a Colombian painter born in 1966 whose passion for art began in her teenage years. She studied art formally starting at age 28 and moved to Panama City to continue her studies. Her work is inspired by Aboriginal Australian mythology, particularly the Wandjinas figures, which she depicts using abstract expressionist techniques with vibrant colors. Diaz sees her art as a refuge and rejects violence and war in the world.
Chelsea Brown developed an interest in art and graphic design through middle school art classes and scrapbooking. She joined her high school yearbook staff and applied to study graphic design at NCSU but was initially placed in design studies.
Adaria Coulter discovered her interest in art through drawing with her sister at a young age. She moved schools and found comfort through her relationship with her dog and art, specifically the hyperrealist sculptor Ron Mueck. She met her boyfriend in art class and applied to study illustration.
Shannon Barker was inspired by her brother to take up art and discovered her interest in problem solving through puzzles as a child. She realized she wanted to study industrial design after discovering
1) Sophia Ainslie, an art professor at Northeastern University, will feature her artwork in an exhibit called "Inside Out" at the Kingston Gallery for the month of April.
2) The works in the exhibit consist of abstract ink drawings and paintings inspired by an x-ray of Ainslie's mother's stomach from her home in South Africa.
3) Gallery curator James Hull praised Ainslie's ability to bridge drawing and painting through her use of color and linear patterns, and said being a teacher has helped her develop as an artist.
Wassily Kandinsky was an artist who could hear colors and see sounds, and used color in his abstract paintings to express his emotions. His paintings were inspired by music and featured circles, lines, and curves rather than realistic subjects.
The document discusses Wassily Kandinsky's career as a painter and one of the pioneers of abstract art. It provides information on Kandinsky's early life and education in law, his exposure to French Impressionist artworks that inspired him to pursue painting, his studies at the Academy of Fine Arts in Munich in 1896. It describes Kandinsky's early colorful paintings and his founding of the Blue Rider group in 1911. It notes Kandinsky's transition to fully abstract non-representational paintings from 1914 onward that focused on color and design rather than depicting objects. The document includes several quotes by Kandinsky on the importance of color and the difficulty of abstract painting.
Shapes are found everywhere in our daily lives and the artist Wassily Kandinsky was interested in circles, triangles, and squares in his abstract paintings. An activity for kids is inspired by one of Kandinsky's works where they draw concentric circles, color them in with crayons, cut them out, and glue them on construction paper to create their own artwork like the abstract artist.
Ben Heine is a Belgian artist known for blending photography and drawing in unique ways. Some of his most famous works include his "Pencil Vs Camera" series, where he combines photos and drawings, and "Digital Circlism," where he creates portraits using only circles. Heine was born in Ivory Coast but has lived in several countries and is fluent in multiple languages. He studied art and journalism formally. Through innovative series like "Flesh and Acrylic," where he integrates models into paintings, Heine has gained a large international following for his creative works.
Customer acquisition course outline Dec 2014skpalekarmba
This document provides details about an elective course titled "Customer Acquisition" at IIM-K. The course is aimed at students interested in marketing and sales. It will cover frameworks and tools to acquire and retain customers across different industries. The 30-hour course is divided into 10 modules, each involving a case study presentation by students and lectures by the professor. Student evaluation will consider examinations, participation, case presentations and summaries of class discussions. The course aims to help students perform sales and marketing roles in industry and prepare for job interviews.
Karrie shares her natural hair journey from deciding to "big chop" her hair in November 2009 to two years later. She documents her early attempts at styling her short hair with various products and methods like two-strand twists and Bantu knots. Over time, her hair grew longer and she was able to try different protective styles using techniques like flexi-rods and twists. Karrie hopes her story will encourage others thinking of transitioning to natural hair and notes that while the journey can be challenging, the rewards make it worthwhile.
1) Retailing in India accounts for 10% of GDP and is the tenth largest retail market in the world, providing significant employment.
2) Spencer's is India's oldest retailer established in 1896 and operates various store formats ranging from small express stores to large hypermarkets across India.
3) Spencer's has established backward linkages with farmers, providing technical assistance and assured pricing, which has increased farmer incomes and production while reducing costs and market risks for farmers.
This short document promotes creating presentations using Haiku Deck on SlideShare. It contains two stock photos and text suggesting the reader may be inspired to create their own Haiku Deck presentation. A call to action is included to get started making a presentation.
The document discusses the characteristics of a contributor. It identifies Dr. Narendra Gohil as a contributor who adds value and effectiveness to his work. A contributor is described as having a dynamic personality based on continual learning and development, rather than being defined by static attributes. Additionally, a contributor's vision of success incorporates inner fulfillment in addition to external rewards and achievements.
This document discusses static and dynamic identities, using examples of famous personalities. Static identities are defined by past achievements and qualifications, while dynamic identities are focused on future potential and ongoing growth. Sachin Tendulkar and Amitabh Bachchan are given as examples of dynamic identities, as they continue learning and contributing despite past success. Mayawati is presented as an example of static identities, as she focuses on past positions and luxury rather than responsible spending and future goals.
Matthew Dobson is seeking a career as a software developer. He has 10 years of experience in the Canadian Forces and holds a Computer Programmer/Analyst diploma from Holland College. He currently works as a consultant for CGI where he develops web applications using technologies like C#, ASP.NET and SQL. Dobson also has experience as a naval weapons technician and instructor in the Canadian Forces.
Suresh, the new regional business head, asked state manager Alex to increase sales growth in his mature territory from 12% to 25% for the coming year. Alex argued this was unrealistic given the declining market in his area. Suresh told Alex to review sales data from his team more closely to find how to achieve the 25% target. The data showed variability in performance across Alex's sales executives' territories in key metrics like calls, presentations, closures, order size, and after-sales revenue. Suresh questioned Alex's view of a declining market, noting many offices in the area were still not being sold to.
Projectino is a platform for science and technology professionals to post topics, discuss ideas, and share knowledge. It aims to provide access to science and technology knowledge for all learners. To achieve this, Projectino will identify target markets of graduates, technocrats, and research institutions. It will also collaborate with research institutes, universities, and training organizations while competing with other online learning platforms.
The document summarizes Creative's expertise in designing, manufacturing, and repairing blow molds and related tooling. Creative has over 35 employees with extensive experience in the blow molding industry. They have the capacity and capabilities to design molds for various end markets and can complete unit molds in 3-4 weeks and production molds in 4-6 weeks. Creative prides itself on understanding customers' needs, having the capabilities to handle requirements, and working closely with customers to help maximize their success.
This document reviews the mechanisms by which various wet-strength resins impart strength to paper when wet. There are two main mechanisms: the protection mechanism, where the resin crosslinks to form an insoluble network around fibers to inhibit separation when wet, and the reinforcement mechanism, where the resin forms covalent bonds with cellulose to supplement natural hydrogen bonding in wet fibers. The location of the resin on fibers is important, as it must be located at weak fiber links to be effective. Various tools can provide insights into interactions between resins and cellulose, such as spectroscopy, modeling using simpler substrates, and examining fiber failure zones in treated paper.
Customer Acq Course summary as on January 18, 2015skpalekarmba
This document contains summaries of 7 marketing modules:
1. Discussing how different customers value offers differently and how to target multiple customer types.
2. Explaining how to develop a marketing mix based on the target customer and competitor instead of individual parameters.
3. Stating that sales are determined by aligning the market, value proposition, and connection and that revenue comes from the best combination, not just the best product.
4. Describing how to increase market focus and share by developing separate strategies and teams for different customer markets.
5. Arguing that copying competitors is unnecessary if one can provide more value to customers.
6. Providing an example of implementing the full marketing process
Be in business for yourself but not by yourself.Mark Khalil
Be in business for yourself but not by yourself!
www.actchangetransform.com
www.cashbackmakescents.com
Reach me on my facebook page: https://www.facebook.com/mark.r.khalil
The document describes activities from a Comenius project between 2012-2014 involving schools in France, Poland, Turkey, and Spain. The project aims to use games as a teaching tool to promote skills like communication, cooperation and creativity. Younger students participate in art activities using games to learn about tools, colors and elements of art. Older students explore more complex artistic concepts like cubism, collage and social issues. Language activities incorporate games to learn vocabulary for subjects like food and verbs. Physical education uses games with jumping ropes.
The document is a teacher's guide for teaching Grade 1 art classes over two quarters. It includes 18 drawing and painting lessons focusing on key concepts like lines, shapes, colors, and portraiture. The first lesson introduces art and drawing by having students explore different line types and use them to draw people, animals, and structures. The second lesson teaches portrait drawing by identifying facial features. The third expands this to full-body portraits by tracing and adding detail.
Corrected Lesson Plan with BibliographyJessica Stos
This document provides details for a dance lesson plan for children ages 5-11 focusing on pathways. The lesson includes three activities: 1) an obstacle course where children will move through different pathways while avoiding obstacles, 2) a dance art activity where children will create movements to represent different types of pathways shown in paintings, and 3) learning an Italian folk dance called the Tarantella. The teacher will need to prepare drawings of pathways, gather music and art materials, and lead the students through a sequence of activities exploring line, zig zag, circle and curvy pathways through movement.
This document is a catalogue for an exhibition of self-portraits by art teachers from around the world organized by InSEA in 2014. It includes 135 self-portraits submitted from over 30 countries along with brief biographies of the artists. The introduction discusses the history and purpose of self-portraiture among artists and how it can provide insight into their identities. It emphasizes that art teachers have a dual identity between their artistic and educational roles. The exhibition aimed to recognize how teachers represent their identities through image-making and reflect on their experiences. It concludes by paying tribute to the influential art educator Elliot Eisner and his views on the value of arts in education.
The document summarizes the author's experience with art from elementary school through college. In elementary school, the author took mandatory art classes and discovered a love for painting despite not considering themselves very skilled. This interest in art grew through theater involvement in middle school. However, due to societal and family pressures, the author majored in electrical engineering in college instead of art, finding it very challenging. The author expresses regret at not pursuing their passion for art.
This document provides context and background for an exhibition titled "The School Show" commissioned by the Arts Council of Ireland. It includes an introduction explaining that 20 Irish artists were invited to create works on the theme of school. It describes the variety of responses from the artists and notes that each work is accompanied by an artist statement. It expresses the hope that the exhibition will directly communicate with its audience and indicate Irish artists' desire to create art for viewers. The document is signed by Martin Drury, the Arts Council's Education Officer.
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.
Objectives:
TSWBAT: Identify parts of a whole.
TSWBAT: Create a collaborative artwork using details.
TSWBAT: Respect others' work.
Materials:
- Construction paper
- Scissors
- Glue
- Markers/crayons
- Examples of parts of a whole
Elements of Design:
Line, shape, color, texture
Principles of Design:
Balance, emphasis, unity
Art Terms:
Parts, whole, details, collaborate
Procedures:
1. Show examples of parts making a whole (puzzle pieces, face features, etc).
2. Explain that we will be making a collaborative artwork using details.
The document summarizes the 84th annual student exhibition at The Art Connection (TAC) program. It describes the various art projects and techniques students in grades 5 through 9 worked on over the 2012-2013 school year, gaining inspiration from the Carnegie Museum of Art's permanent collection and temporary exhibitions. It also recognizes the exceptional ninth grade students and thanks sponsors and partners who support the TAC program.
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1. In the Studio with Degas.
What happens when you introduce a group of fourth-graders to the work of French artist Edgar
Degas (1843-1917) and then take them back in time, through an interesting visualization and role-
playing activity, to 19th-century Paris for a visit to the Degas studio?
This journey through time took place when 29 fourth-graders closed their eyes and listened as I
described a Parisian scene from around 1870. The students pretended that they were artists walking
to the studio of Edgar Degas. When they opened their eyes, a live ballerina was standing in the
middle of their classroom, while the walls held various pictures of ballerinas to enhance the studio
scene. The classroom ambiance became quite Parisian when the young ballerina struck a pose so
familiar to the Degas ballerinas we see in art books and museums.
The ballerina was introduced, and the students were given more information about Degas' interest
in making pastel drawings of dancers, riders and musicians. The class was given a brief presentation
about the Impressionist artists living in Paris during the 1800s and the subsequent impact they had
on contemporary art.
Students were shown posters of various works by Degas, Monet, Cassatt, Renoir and several other
artists from the same time period. It was important to show the students a variety of subject matter
produced by these artists and let them know that this imagery was not publicly accepted at the time.
These artists were considered rebels since they were not drawing and painting what the "academy,"
or public art institution, was promoting as valuable and worthy art.
Following this introduction, the students were given individual cups of chalk pastels. Each student
also received a 12" x 14" sheet of dark construction paper. The dark paper was selected as a means
of visually enhancing the images, making the colors appear more vibrant than if the drawings were
created on whim paper. It was suggested that students begin their drawing with white chalk so early
corrections could be made before a variety of colors had been applied.
A brief demonstration on positioning a figure vertically on the sheet helped the students place their
ballerinas on the papers, while leaving enough room for legs, feet and stage lighting to be added, if
the artists wanted to include that dramatic touch. Some students decided to make their ballerinas
smaller in order to make room for a larger background area, providing an appropriate environment
for their dancers. Since the main focus of the project was on figure drawing, however, other
students made their dancers so large that only the top halves of the figures fit on the paper. This
opportunity for individualized creativity yielded great results.
While their classroom teacher, Jana Hukriede, gave each student a damp paper towel for clean-up
between colors used on the drawing, graduate student/assistant Renee Jones and I visited with
students, discussing their individual choices for the ballerina's hair, costume and background. It was
important for the students to create their own interpretation of the dancer and even change the pose
or visual characteristics of the model if it suited their personal mode of expression.
These young artists were intrigued with having a live ballerina in the classroom and by pretending to
be real artists living in the Paris of the 1800s. They took their roles seriously and would look at the
model with determination as they worked on their pictures. The dancer, sixth-grader Malory Cashel,
enjoyed her role as a Degas model, as well as the opportunity to observe the development of 29
individualized portraits of her.
2. In order to create the ambiance of a studio setting, a group of medium-sized posters depicting
dancers in a variety of costumes were placed around the room. As an added feature to the room
display, a 20" x 30" pencil drawing of a ballerina that I created was placed next to the model.
Several students were curious about the image and wondered how long it took to draw. Naturally,
because the artist was present, they were able to ask me a multitude of questions, which I answered
immediately.
Throughout this observational-drawing process, it was obvious that the students were definitely
inspired by the role-playing activity and were using considerable imagination in pretending hair
chalk to be artists from this time frame. As it turned out, the class became involved in a very casual
group discussion on aesthetics as they talked about the "art values" of the 19th century in contrast
to those of the 21st century.
In connecting the past with the present, students talked about how people hair chalking have
different "likes and dislikes" about art and how styles change throughout time and throughout
different cultures. It surprised the class to learn that some of the Impressionists were even criticized
for going outside to paint. Other artists were ostracized for painting everyday people and landscape
scenes as ordinary as "haystacks in a field."
In addition to learning about the life and times of the artist Degas, Mrs. Hukriede's fourth-graders
were thrilled with their work as it developed from sketchy outlines in white chalk to the full-color
pastel drawings that were displayed in the "Young Artist Gallery" at Southwestern Missouri State
University.
What is fascinating and remarkable about this particular drawing experience is that no two pastel
drawings look alike. The group appeared to be so engrossed in the role-playing mode of being
"Parisian artists" that the natural instinct for some to emulate other students, or to claim that they
"couldn't draw a real person" just wasn't a part of their concern. Looking intently at the model and
asking if they could change the color of the dress, shoes or hair seemed to be their immediate
response.
As they worked deeper into the drawings and individual details began to emerge, creating a
personal expression became their goal. One student added a tree to his background in order to let
his dancer "enjoy the outside." Another student added details of small hearts to enhance his dancer's
environment, while others created a variety of borders and backgrounds that enclosed the dancer in
a splash of energized color.
After the drawings were completed and signed by each artist, students were asked to again close
their eyes so that they could return to the 21st century and their regular classroom. At this time, Ms.
Jones collected the pictures for the "Young Artist Gallery" and gathered supplies for cleanup. As the
visualization and story about traveling through two centuries continued, the ballerina quietly left
"the studio," and the room was returned to its normal condition. Although several of the students
knew the model, it was still exciting to pretend that she was from another time period. Our "little
dancer" did a wonderful job and was as charming as a true Degas ballerina throughout the
afternoon.
As a follow-up to the drawing experience, students were given several photocopies of Degas'
drawings of dancers, riders, musicians and portraits for a small bookmaking project. They were then
asked to write a story, poem or song about the images and what it might have been like to live in the
Paris of the 1800s and to know the Parisian artists.
3. When Ms. Jones and I said our good-byes to the class, one of the students responded by calling out,
"Au revoir."
LESSON OBJECTIVES
* The students will develop an appreciation of the life and artworks of 19th-century Impressionist
artist Edgar Degas.
* Art History: Students will learn about Degas' life in Paris during the Impressionist period and
about his technique of using pastels to draw ballerinas.
* Art Production: Students will explore the pastel drawing process and use critical-thinking skills to
create a portrait of a live ballerina.
* Aesthetics with Young Children: Using large reproductions of the Degas ballerinas students will
discuss the elements and principles of design used in each picture to express Degas' impression of
the dancers. They will also discuss their own responses to the pastel medium and the drawing of a
live dancer.
* Art Criticism with Young Children: After looking at their own pastel portraits of the dancer, and
the pastel drawings of their classmates, students will discuss and write about their drawing lesson
and their new knowledge of Edgar Degas.
LESSON GOALS
Students will ...
* learn about the Impressionist period in art and
about the artist Edgar Degas.
* explore observational drawing through the use of
a live ballerina as a model.
* draw a full-sized image of a dancer on colored
construction paper.
* complete their drawings by making a border
around the edge of the picture.
* write a story about their picture to be displayed
with their pastel drawings.
HELPFUL HINTS
* Ask students to write their names on the backs of their papers before drawing begins.
* Drawings are to be placed on a vertical format, with the model's head toward the top of the page.
The head will be approximately the size of the student's fist or slightly larger.
4. * When beginning the drawing session, ask students to spend a few minutes looking at the model
and thinking about how they will fit the entire figure on the page. I usually take them through a little
"placement game," asking them if the head should be at the bottom, the side or the corner of the
page. I then ask them if the upper center of the page (paper) would be the best location. They enjoy
this placement game.
* In drawing the face, I suggest they begin with the eyes. With a younger group, I play the
placement game again, asking them if I should put the eyes at the bottom of the oval or circle that
indicates the head, and so on. The nose comes next, then the mouth. We then talk about
"embellishments," or details such as hair, eyebrows, etc.
* By the time the students begin working on the neck and upper body, they are usually drawing in
their own individual ways, and they are excited about the continuation of the activity. I never expect
adult drawing standards or realism far this project, and always allow for individual expression. Allow
the students to explore the media and design their own version or perception of the model.
* I suggest drawing a pastel border around the picture to resemble a frame for the image. This
enhances the final presentation at the piece, and the drawings are ready for display.
MATERIALS
* 11" x 14" colored construction paper (dark colors: blue, purple, black, etc.)
* Chalk pastels (various flesh colors, primary and secondary colors, black and white)
* Cups or small boxes to hold 7 to 8 pastels
* One damp and one dry paper towel for each child
* Model or still life. (For our model, we used an older student who had been taking ballet for several
years. The dancer was given several postcard pictures of Degas' dancers and asked to imitate one of
the poses.)
Judith Fowler is assistant professor of art at Southwest Missouri State University in Springfield, Mo.
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Copyright 2001 Gale, Cengage Learning. All rights reserved.