Our journey of getting ES Art students connected and working with a Visiting Artist. This is the whole presentation shown at Ararte Hong Kong. Could be adapted to any grade levels.
The document outlines the Texas Essential Knowledge and Skills (TEKS) for kindergarten art education. It discusses how the fine arts develop key skills like critical thinking, communication, and collaboration. It also explains that the kindergarten art curriculum focuses on four strands: observation and perception, creative expression, historical and cultural relevance, and critical evaluation and response. Some examples of concepts and skills covered include identifying elements of art, using a variety of materials and techniques to create artworks, developing awareness of different cultures, and analyzing artwork.
Lindsay Wynett completed an internship as an adaptive art teacher working with special needs students. She worked at three different schools over 15 hours teaching art classes and helping students with projects like sea creature mosaics, warm/cool color paintings, ceramics, and crayon scrapings. Wynett then planned and organized an art show at a local art center to display the students' work, including collecting projects, mounting pieces, arranging displays, and providing refreshments. The experience confirmed Wynett's passion for teaching special needs students and helped develop her communication, planning, and time management skills as she pursues a career as an art teacher.
Lydia J. Gates is an art teacher seeking to foster students' achievement through creative and engaging instruction. She holds a Bachelor of Arts in Art Education and a Master of Arts in Teaching. Her experience includes work as a K-12 art teacher, art instructor for after-school programs, substitute teacher, and private tutor. She creates two-dimensional collages and three-dimensional artwork from recycled materials using various media.
Lydia J. Gates is an art teacher seeking to foster students' achievement through age-appropriate instruction and uncommon teaching techniques using traditional and digital methods. She holds a Bachelor of Arts in Art Education and a Master of Arts in Teaching. Her experience includes work as a K-12 art teacher, art instructor for after-school programs, substitute teacher, and private tutor. She also does commissioned graphic design work and participates in local art shows, specializing in cut-out collage and artwork made from recycled materials.
The document outlines the goals and objectives of the Lakewood Visual Art program, which uses a Discipline Based Art Education approach. It teaches students skills in art production, art criticism, aesthetics, and art history. The goals are to develop students' creative and problem-solving skills, teach design elements and principles, and foster an appreciation for art and aesthetics. The art program supports broader district learning goals around communication, thinking skills, social-emotional development, and technology.
This document outlines Lindsay Wynett's experience as an adaptive art teacher. She worked with an art teacher, Katherine Murphy, at three different schools to facilitate art classes for special needs students. Over several months, she helped plan and execute various art projects and an art show exhibition for the students. Through this experience, Lindsay learned about teaching special needs students, planning large projects, and gained valuable work and communication skills. She hopes to become a special needs art teacher in the future.
SPARKed art by Art Class Curator -- Homeschool Art Appreciation Course, grade...Art Class Curator
SPARKed! Art is a complete online art appreciation curriculum for your children with engaging artwork lesson, thematic units, and thoughtful artmarking. Spark a lifelong love of art in your child!
The document outlines the Texas Essential Knowledge and Skills (TEKS) for kindergarten art education. It discusses how the fine arts develop key skills like critical thinking, communication, and collaboration. It also explains that the kindergarten art curriculum focuses on four strands: observation and perception, creative expression, historical and cultural relevance, and critical evaluation and response. Some examples of concepts and skills covered include identifying elements of art, using a variety of materials and techniques to create artworks, developing awareness of different cultures, and analyzing artwork.
Lindsay Wynett completed an internship as an adaptive art teacher working with special needs students. She worked at three different schools over 15 hours teaching art classes and helping students with projects like sea creature mosaics, warm/cool color paintings, ceramics, and crayon scrapings. Wynett then planned and organized an art show at a local art center to display the students' work, including collecting projects, mounting pieces, arranging displays, and providing refreshments. The experience confirmed Wynett's passion for teaching special needs students and helped develop her communication, planning, and time management skills as she pursues a career as an art teacher.
Lydia J. Gates is an art teacher seeking to foster students' achievement through creative and engaging instruction. She holds a Bachelor of Arts in Art Education and a Master of Arts in Teaching. Her experience includes work as a K-12 art teacher, art instructor for after-school programs, substitute teacher, and private tutor. She creates two-dimensional collages and three-dimensional artwork from recycled materials using various media.
Lydia J. Gates is an art teacher seeking to foster students' achievement through age-appropriate instruction and uncommon teaching techniques using traditional and digital methods. She holds a Bachelor of Arts in Art Education and a Master of Arts in Teaching. Her experience includes work as a K-12 art teacher, art instructor for after-school programs, substitute teacher, and private tutor. She also does commissioned graphic design work and participates in local art shows, specializing in cut-out collage and artwork made from recycled materials.
The document outlines the goals and objectives of the Lakewood Visual Art program, which uses a Discipline Based Art Education approach. It teaches students skills in art production, art criticism, aesthetics, and art history. The goals are to develop students' creative and problem-solving skills, teach design elements and principles, and foster an appreciation for art and aesthetics. The art program supports broader district learning goals around communication, thinking skills, social-emotional development, and technology.
This document outlines Lindsay Wynett's experience as an adaptive art teacher. She worked with an art teacher, Katherine Murphy, at three different schools to facilitate art classes for special needs students. Over several months, she helped plan and execute various art projects and an art show exhibition for the students. Through this experience, Lindsay learned about teaching special needs students, planning large projects, and gained valuable work and communication skills. She hopes to become a special needs art teacher in the future.
SPARKed art by Art Class Curator -- Homeschool Art Appreciation Course, grade...Art Class Curator
SPARKed! Art is a complete online art appreciation curriculum for your children with engaging artwork lesson, thematic units, and thoughtful artmarking. Spark a lifelong love of art in your child!
Graphic Designer, University of Nebraska Press (2003-2004).
SONY WONDER TECHNOLOGY LAB, New York, NY Graphic Designer and Programming Assistant (1998-1999).
PRATT INSTITUTE, Brooklyn, NY Graphic Designer, School of Art and Design (1996-1998).
WELLESLEY COLLEGE, Wellesley, MA Graphic Designer, Art Department (1992-1996).
SKILLS
Drawing, Painting, Printmaking, Sculpture, Ceramics, Photography, Graphic Design, Illustration, Computer Graphics,
Web Design, Curriculum Development, Lesson Planning, Classroom Management, Art Education, Art History,
Museum
On May 10, members of the Arts Education Master Plan Advisory Working Group presented their findings and recommendations to the San Francisco Unified School District Board of Education.
SPARKed! art by Art Class Curator -- Homeschool Art Appreciation Course, grad...Art Class Curator
SPARKed! Art is a complete online art appreciation curriculum for your children with engaging artwork lesson, thematic units, and thoughtful artmarking. Spark a lifelong love of art in your child!
This document discusses children's artistic development in context. It notes that children's creativity is influenced by their social environments and interactions. The research aims to study children's art in the contexts in which it naturally occurs, among peers. Key aspects of artistic development discussed include fine motor skills, cognitive development, and the influence of social contexts on identity formation and the Zone of Proximal Development. The document advocates research methods that avoid adult biases and interpretations, instead allowing children's own ideas to be heard. It provides examples of children's artwork and discussions during a drawing activity to demonstrate social influences on their creative processes.
The Artist-in-Residence (AiR) Programme at Yew Chung International School of Beijing nurtures students' artistic expression and creativity by having working artists create art and collaborate with students. The programme explores having artists work in a school setting, sharing their skills and processes. Artists inspire students through hands-on projects integrating classroom lessons with new art techniques. They work with students to create artwork that decorates the school and encourages learning. The document then introduces 13 artists currently or previously involved in the programme, describing their backgrounds and specializations.
The document discusses how the arts provide important benefits for students in schools. It argues that the arts give students confidence and a place where they feel they belong. It also suggests that the arts help develop important skills like problem solving, critical thinking, and self-expression. Without arts programs, students would be less engaged in school and more likely to drop out. The arts foster collaboration, empower students, and introduce cultural history.
The SPARK Hybrid Learning Art Curriculum by Art Class CuratorArt Class Curator
This document summarizes and promotes the SPARK Hybrid Art Curriculum. It explains that the curriculum was designed to be flexible and adaptable for the uncertain 2020-2021 school year, and can be used for both in-person and remote/distance learning. The curriculum includes 36 diverse artwork units that use limited supplies and focus on social-emotional learning and building art appreciation. It provides discussion guides, projects, and lessons plans that are ready to implement virtually or in the classroom.
The document provides information about ArtsHub, an online social networking site for Australia's arts sector. It details that ArtsHub features daily arts news and is visited over 100,000 times monthly. It also introduces the editorial team and many contributors who are experienced writers and practitioners in the arts field. The document lists the types of arts organizations, events and festivals that ArtsHub covers across Australia.
There is a lack of creativity and the arts in schools which can lead to increased violence. Learning through the arts engages all the senses as children explore natural materials, local art forms, and their cultural heritage. Incorporating art into the curriculum allows children to appreciate their environment, respect each other, and develop their ideas through activities like drawing, painting and modeling using an interdisciplinary approach.
This document outlines recommendations for accommodating infants, toddlers, children with special needs, and those from various cultural backgrounds in an early learning art center. It recommends providing a variety of open-ended art materials suited to different developmental levels and abilities, with close supervision for younger children. The teacher's role is to make materials accessible and provide support and encouragement to help children develop important skills like fine motor control, creative expression, and an appreciation of concepts like shape, pattern, and design through daily experimentation with art.
Lon Levin's art and photography magazine featuring top illustrators and photographers around the world. Featuring Bruce Munro, Bob McMahon, James Vaughn and Justin Rosenberg
Browse our website to see a small selection of our custom architectural fountains nashville tn, floating garden fountains nashville tn, pond supplies nashville tn, aerators fountain nashville tn and other products. If you are interested in more detailed information, or if you are not sure if we carry a particular item, please call and ask for our Technical Department. They are available for design consultation, and to answer any question you may have! The Mason Co and Dionysian Artificers 816-500-4198
This document discusses water distribution systems. It covers the key components of distribution systems including reservoirs, pipes, valves and hydrants. It describes the main types of distribution systems - gravity, direct pumped, and gravity/pumped systems. It also discusses design requirements, potential issues like leakage and corrosion, and methods to minimize water wastage. The overall purpose is to enable utilities to deliver water to customers while maintaining water quality in the distribution system.
The document discusses the installation of hot water supply systems for hotel/corporate buildings. It describes centralized and localized hot water supply systems and the factors to consider for high-rise building installations, such as water consumption, peak demands, heating methods, and pipe insulation. A centralized system with a boiler tank is recommended for high demand buildings like hotels due to efficiency and convenience.
This document discusses the installation of hot water supply systems for hotels and corporate buildings. It covers various types of centralized and localized hot water systems, factors to consider when choosing a system, and describes how centralized hot water distribution systems work. Centralized systems use a central storage tank and piping to distribute hot water, while localized systems heat water near the point of use. Key decisions for designing a system include the energy source, storage method, layout, and capacity. Safety, efficiency, and meeting user demand are also important considerations.
Project on construction of 3 block house reportHagi Sahib
The document is a project report submitted by Blessings Builders (Pvt.) Limited for the construction of three hostel blocks at UET Peshawar Jalozai Campus. It includes an acknowledgement, executive summary, table of contents, and details of the project charter, requirements collection and scope definition, payment schedule, bill of quantities, and project plan. The project plan outlines the various construction activities that will be undertaken to complete the project within the approved budget of 30 million Pakistani rupees and timeframe of 788 calendar days.
P.P.T on water distribution system by Manish PandeyManish Pandey
The document discusses different types of distribution networks and pipes used in water distribution systems. It describes dead end, radial, grid iron and ring networks. PVC, CPVC, PEX and copper pipes are discussed. Distribution reservoirs help maintain water pressure and quality by absorbing demand fluctuations. Elevated and surface reservoirs are used. Joints like end caps, tees, strainers and reducers connect pipes. The purpose of distribution systems is to deliver water to consumers with appropriate quality, quantity and pressure.
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 outlines a visual arts curriculum for students in Years 3 and 4. It discusses the foundation statement, outcomes, and indicators that students will learn. The curriculum focuses on students making artworks representing real and imagined situations using a range of techniques and media. It also addresses students discussing qualities of artworks such as subject matter and technique, and recognizing that artists create artworks for different audiences. The document provides details on lesson plans covering topics like "About Me" and creating a collaborative artwork called "The Rainbow Elephant". It discusses planned assessments of students' artwork in relation to the intentions, outcomes, and indicators of the curriculum.
Graphic Designer, University of Nebraska Press (2003-2004).
SONY WONDER TECHNOLOGY LAB, New York, NY Graphic Designer and Programming Assistant (1998-1999).
PRATT INSTITUTE, Brooklyn, NY Graphic Designer, School of Art and Design (1996-1998).
WELLESLEY COLLEGE, Wellesley, MA Graphic Designer, Art Department (1992-1996).
SKILLS
Drawing, Painting, Printmaking, Sculpture, Ceramics, Photography, Graphic Design, Illustration, Computer Graphics,
Web Design, Curriculum Development, Lesson Planning, Classroom Management, Art Education, Art History,
Museum
On May 10, members of the Arts Education Master Plan Advisory Working Group presented their findings and recommendations to the San Francisco Unified School District Board of Education.
SPARKed! art by Art Class Curator -- Homeschool Art Appreciation Course, grad...Art Class Curator
SPARKed! Art is a complete online art appreciation curriculum for your children with engaging artwork lesson, thematic units, and thoughtful artmarking. Spark a lifelong love of art in your child!
This document discusses children's artistic development in context. It notes that children's creativity is influenced by their social environments and interactions. The research aims to study children's art in the contexts in which it naturally occurs, among peers. Key aspects of artistic development discussed include fine motor skills, cognitive development, and the influence of social contexts on identity formation and the Zone of Proximal Development. The document advocates research methods that avoid adult biases and interpretations, instead allowing children's own ideas to be heard. It provides examples of children's artwork and discussions during a drawing activity to demonstrate social influences on their creative processes.
The Artist-in-Residence (AiR) Programme at Yew Chung International School of Beijing nurtures students' artistic expression and creativity by having working artists create art and collaborate with students. The programme explores having artists work in a school setting, sharing their skills and processes. Artists inspire students through hands-on projects integrating classroom lessons with new art techniques. They work with students to create artwork that decorates the school and encourages learning. The document then introduces 13 artists currently or previously involved in the programme, describing their backgrounds and specializations.
The document discusses how the arts provide important benefits for students in schools. It argues that the arts give students confidence and a place where they feel they belong. It also suggests that the arts help develop important skills like problem solving, critical thinking, and self-expression. Without arts programs, students would be less engaged in school and more likely to drop out. The arts foster collaboration, empower students, and introduce cultural history.
The SPARK Hybrid Learning Art Curriculum by Art Class CuratorArt Class Curator
This document summarizes and promotes the SPARK Hybrid Art Curriculum. It explains that the curriculum was designed to be flexible and adaptable for the uncertain 2020-2021 school year, and can be used for both in-person and remote/distance learning. The curriculum includes 36 diverse artwork units that use limited supplies and focus on social-emotional learning and building art appreciation. It provides discussion guides, projects, and lessons plans that are ready to implement virtually or in the classroom.
The document provides information about ArtsHub, an online social networking site for Australia's arts sector. It details that ArtsHub features daily arts news and is visited over 100,000 times monthly. It also introduces the editorial team and many contributors who are experienced writers and practitioners in the arts field. The document lists the types of arts organizations, events and festivals that ArtsHub covers across Australia.
There is a lack of creativity and the arts in schools which can lead to increased violence. Learning through the arts engages all the senses as children explore natural materials, local art forms, and their cultural heritage. Incorporating art into the curriculum allows children to appreciate their environment, respect each other, and develop their ideas through activities like drawing, painting and modeling using an interdisciplinary approach.
This document outlines recommendations for accommodating infants, toddlers, children with special needs, and those from various cultural backgrounds in an early learning art center. It recommends providing a variety of open-ended art materials suited to different developmental levels and abilities, with close supervision for younger children. The teacher's role is to make materials accessible and provide support and encouragement to help children develop important skills like fine motor control, creative expression, and an appreciation of concepts like shape, pattern, and design through daily experimentation with art.
Lon Levin's art and photography magazine featuring top illustrators and photographers around the world. Featuring Bruce Munro, Bob McMahon, James Vaughn and Justin Rosenberg
Browse our website to see a small selection of our custom architectural fountains nashville tn, floating garden fountains nashville tn, pond supplies nashville tn, aerators fountain nashville tn and other products. If you are interested in more detailed information, or if you are not sure if we carry a particular item, please call and ask for our Technical Department. They are available for design consultation, and to answer any question you may have! The Mason Co and Dionysian Artificers 816-500-4198
This document discusses water distribution systems. It covers the key components of distribution systems including reservoirs, pipes, valves and hydrants. It describes the main types of distribution systems - gravity, direct pumped, and gravity/pumped systems. It also discusses design requirements, potential issues like leakage and corrosion, and methods to minimize water wastage. The overall purpose is to enable utilities to deliver water to customers while maintaining water quality in the distribution system.
The document discusses the installation of hot water supply systems for hotel/corporate buildings. It describes centralized and localized hot water supply systems and the factors to consider for high-rise building installations, such as water consumption, peak demands, heating methods, and pipe insulation. A centralized system with a boiler tank is recommended for high demand buildings like hotels due to efficiency and convenience.
This document discusses the installation of hot water supply systems for hotels and corporate buildings. It covers various types of centralized and localized hot water systems, factors to consider when choosing a system, and describes how centralized hot water distribution systems work. Centralized systems use a central storage tank and piping to distribute hot water, while localized systems heat water near the point of use. Key decisions for designing a system include the energy source, storage method, layout, and capacity. Safety, efficiency, and meeting user demand are also important considerations.
Project on construction of 3 block house reportHagi Sahib
The document is a project report submitted by Blessings Builders (Pvt.) Limited for the construction of three hostel blocks at UET Peshawar Jalozai Campus. It includes an acknowledgement, executive summary, table of contents, and details of the project charter, requirements collection and scope definition, payment schedule, bill of quantities, and project plan. The project plan outlines the various construction activities that will be undertaken to complete the project within the approved budget of 30 million Pakistani rupees and timeframe of 788 calendar days.
P.P.T on water distribution system by Manish PandeyManish Pandey
The document discusses different types of distribution networks and pipes used in water distribution systems. It describes dead end, radial, grid iron and ring networks. PVC, CPVC, PEX and copper pipes are discussed. Distribution reservoirs help maintain water pressure and quality by absorbing demand fluctuations. Elevated and surface reservoirs are used. Joints like end caps, tees, strainers and reducers connect pipes. The purpose of distribution systems is to deliver water to consumers with appropriate quality, quantity and pressure.
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 outlines a visual arts curriculum for students in Years 3 and 4. It discusses the foundation statement, outcomes, and indicators that students will learn. The curriculum focuses on students making artworks representing real and imagined situations using a range of techniques and media. It also addresses students discussing qualities of artworks such as subject matter and technique, and recognizing that artists create artworks for different audiences. The document provides details on lesson plans covering topics like "About Me" and creating a collaborative artwork called "The Rainbow Elephant". It discusses planned assessments of students' artwork in relation to the intentions, outcomes, and indicators of the curriculum.
Arts integration and education for the non art classroomArtfulArtsyAmy
Here is a possible arts integrated lesson plan design:
Title: Portraits of the Gold Rush
Standards:
- VAPA: 1.4, 2.2, 2.5
- Writing: 1.A, 1.B, 1.C, 1.D
- History: 4.3.3
Lesson Overview: Students will create self-portraits depicting themselves as a settler during the California Gold Rush era. They will learn about facial proportions and use accurate proportions to draw their portraits. Students will also write an opinion piece about how the Gold Rush affected their daily life from their character's perspective, supporting their opinion with facts about the effects of the Gold Rush.
This document outlines a 10 lesson plan for a 5th year mixed ability art class focusing on still life paintings based on personal symbolic objects. The plan includes exploring line, shape, form, composition, and color through different media. Key areas of focus are contour, negative space, relationships, light/shadow, and engaging in critique. Example artists are shown to demonstrate techniques like realism, light effects, and styles. Students progress from single object studies to compositional arrangements, applying techniques like value scales, layering, and different media. Evaluation notes the high quality work, engagement, and positive peer feedback, while suggesting more research time and use of sketchbooks.
The lesson plan describes a 60-minute art class for 11th and 12th grade students focused on still lifes and color theory. Students will read two articles - "An Oak Tree" and "Still-life Paintings in a Consumer Society" - and analyze them using an "Author Says/I Say" strategy. This involves identifying statements from the text, providing their own interpretation, and discussing what they learned. The teacher will engage with students individually and in groups. The goal is for students to better understand the evolving purpose and social context of still lifes over time to apply to their own still life creations.
This research proposal aims to investigate effective methods for elementary school students to appreciate art. The current art curriculum focuses on aesthetic perception, application of art, creative expression, and appreciation of art. However, students lack skills and confidence in appreciating art. This study will examine if using big books can help students apply Feldman's four elements of art criticism: description, formal analysis, interpretation, and judgment. It will use a quantitative method with a pre-test and post-test design to assess students' verbal and written art appreciation before and after using big books. The findings could provide insights on developing students' art appreciation abilities.
This document discusses arts education and provides guidance on planning arts curriculum. It outlines three goals for arts education: cultural/historical, critical/responsive, and creative/productive. It recommends that arts education be a required subject equivalent to 200 minutes per week, divided between dance, drama, music, and visual art. Effective arts education provides opportunities for creative expression, self-confidence, cultural understanding, and student voice. High-quality planning involves identifying outcomes, assessments, essential questions, themes, activities, and resources. Assessment should evaluate both creative process and products, using tools like rubrics, journals, and demonstrations.
This document contains learning objectives and instructions for various art workshops and assignments. Some of the key points include:
- Students are instructed to bring a laptop to human form workshops and expected to do 1 hour of homework and 3 hours of additional studio time per day/night.
- Workshops will cover topics like hands, arms, feet, limbs, cloth, and photography using techniques like dyeing paper, drawing, printing, and analysis of artists' works.
- Independent work assignments include studies on dyed paper, notes on historical artists, double page spreads, and experimental techniques.
- Critiques and analysis of art will discuss process, form, content, and mood. Students are provided guidelines on describing
The document provides information about Caitlin Devendorf's teaching philosophy and portfolio. Her mission is to develop students' appreciation for visual arts throughout history by fostering creative thinking in her classroom. She strives to make her classes relevant while preparing students to be visually literate and skilled critical thinkers. Her professional goals include improving the classroom environment and helping students appreciate visual arts' power locally and globally through projects. The document also lists some of her coursework, including studio art, functional art, and sculpture, and provides samples of lesson plans she has created.
This document contains information about Robin Singer, a visual artist and educator. It includes her contact information and summaries of her teaching philosophy and experience. She believes art education allows students to be creative, think outside the box, and express themselves. Her lessons incorporate other subjects like math, science, English and history. She aims to inspire students and help them challenge themselves through art. The document also provides examples of art projects and lessons she has taught on subjects like self portraits, metal embossing, printmaking, batik, ceramics and illuminated manuscripts.
The document outlines an arts curriculum that aims to help children develop creativity, expression, observation skills, and appreciation for different art forms and cultures. It discusses how experiences in visual art, music, creative movement and aesthetics can boost children's self-esteem and skills in problem-solving, social skills and aesthetic awareness. The curriculum is designed to enhance artistic development through exploration of various media and artistic processes, while avoiding pattern books and allowing for creative expression. National and California standards for the visual and performing arts are also summarized.
The document outlines an arts curriculum that aims to help children develop creativity, expression, observation skills, and cultural appreciation through visual art, music, creative movement and aesthetics. It discusses how arts experiences can boost self-esteem and skills like problem-solving. National and California standards for arts education are also presented, focusing on artistic perception, creative expression, historical/cultural context, aesthetic valuing, and connections across subjects. Resources for arts education are provided.
This document provides an introduction to the textbook "Drawing From the Inside Out." It discusses how the book addresses drawing in the context of contemporary global art. The textbook begins with basic drawing skills and realism, then expands to incorporate non-Western perspectives. It uses "Aids to Drawing" to assist skill development. Beginning and Intermediate Drawing focus on black-and-white and color media, while Advanced Drawing explores more creative approaches. The introduction discusses different "scopic regimes" or ways of seeing, noting that Western perspective is just one method and other feelings-based perspectives are also valid. It provides examples of artworks to illustrate these concepts.
This document provides an introduction to visual art and its benefits. It discusses what art is, 10 important skills learned from art education like creativity and problem solving. Benefits of art include developing creative and critical thinking skills, helping students understand difficult concepts, and engaging students. Key elements of art are described like color, form, line, shape, space and texture. Principles of art that improve skills are also outlined, such as rhythm, harmony, balance, contrast and movement. A rubric is included to help students self-evaluate their work. The teacher welcomes students to the world of creativity and colors through visual art.
This document is a teaching portfolio that includes lesson plans and student examples from Lesa Brosky's experiences in secondary art education. It summarizes drawing, ceramics, mosaic, painting and integrated math art lessons. The portfolio showcases still life drawings, ceramic vessels, mosaic mirrors and abstract self-portraits created by students. It also includes examples of Lesa's volunteer community art projects and descriptions of how she displays student artwork around the school.
Catherine Bare is an artist and art teacher whose portfolio ranges from commissioned works to personal creations in various mediums such as painting, drawing, sculpture, and mixed media. She strives to bring the same standards of "fine art" to her classroom examples and teaching. Her work is inspired by her lesson planning research. As an art teacher, she teaches a variety of art classes at the high school and middle school levels, and also leads community art programs. She has led students in mural projects and art exhibitions to beautify the school and represent its diverse culture.
This document outlines a lesson plan on Medieval art periods including Byzantine, Romanesque, and Gothic styles. The objectives are for students to understand elements and processes of these artistic periods and recognize iconic artists' influences. Activities include discussing characteristics of artworks from each period, creating art projects applying relevant techniques, and mounting an exhibit showcasing works inspired by the periods. Groups will present on paintings, sculptures, or architecture comparing elements across Byzantine, Romanesque and Gothic styles. The lesson aims to demonstrate influences of Western classical art traditions on modern forms and Philippine art.
This document provides tips from an art educator on transitioning to a choice-based art studio model. It discusses maintaining order with many students through consistent routines and structured, labeled studios. It also addresses inspiring creativity by exposing students to diverse art and the world, and developing their ideas. The document suggests balancing experimentation with completing display-ready "WOW pieces" to fill hallways and shows. Overall, it offers strategies for empowering student choice, risk-taking, and the development of meaningful works of art in a choice-based studio environment.
The daily lesson log outlines a MAPEH art class for grade 7 students that focuses on the arts and crafts of the Luzon highlands and lowlands. Over the course of the week, students will learn about traditional techniques, elements and principles of art, and cultural influences found in Luzon crafts. They will participate in hands-on activities like craft making, group presentations, and mounting an exhibit to demonstrate their understanding of how history and culture are reflected in the local arts. The goal is for students to appreciate Luzon's rich artistic traditions and their relevance to Philippine identity.
This document outlines a 7-week art lesson unit for Primary 4 students focused on the artwork "Salted Fish" by Cheong Soo Pieng. Over several lessons, students analyze the artwork and excerpts from the story "Salted Fish", discuss related artworks, and create their own alternative story titled "Salted Fish" using a single sheet of paper to form a picture book. The unit aims to help students understand artworks and illustrate stories through images.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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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
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. who are we?
Jenny, teaches 3rd, 4th and 5th
10th year at ISB
ES Art CAL (Curriculum Area Leader)
also teachers ES Performing Arts (music, dance, drama)
Jesse, 3-5 Visual Arts
1st year at ISB
Jennifer, Kindergarten - Grade 2 Visual Arts
1st year at ISB
We see students twice every 6 day rotation
3. Introduction
Visiting Artist: Ann Weber
Project Based Learning
Curriculum focus on the
Elements and Principles of
Art, Standard 2.
How could we involve K-5 students in a
meaningful art experience with all of the
above?
7. Why water?
Ann Weber’s Sculptural Proposal for on-site
ISB
“I
will
be
engaged
in
exploring
sculptural
forms
that
relate
to
Water
such
as
fountains.
The
fountain
forms
will
be
inspired
by
the
environs
of
Beijing:
architecture,
people,
parks
,
shop
windows,
contemporary
art,
history,
Chinese
fountains,
‘who
knows’
etc.
My
large
forms
made
out
of
cardboard
will
hold
‘water’
or
be
resting
on
top
of
‘water.’
But
instead
of
using
real
water,
students
will
create
cardboard
sculptures
that
are
interpretations
of
molecules
of
water,
microbes
and
organisms
found
in
water.”
9. project-based learning
What is PBL and how did we try to use it?
Project-‐based
learning
is
a
systematic
teaching
method
that
engages
students
in
learning
knowledge
and
skills
through
an
extended
inquiry
process
structured
around
complex,
authentic
questions
and
carefully
designed
products
and
tasks.
We
are
learning
about
PBL
ourselves,
this
is
our
journey
of
shaping
an
ES
sculptural
installation
project
using
the
PBL
ideas
and
goals.
10. 5 main points of pbl
Exhibition
Multiple Drafts
Critique
Inquiry
Authenticity
11. unit framework
Enduring Understanding: Artists create
sculptures inspired by the world around them.
Essential Questions:
Why do we create art?
How do we create art?
What factors influence artists ideas and
processes?
12. 1. inquiry
Inquiry
Students
craft
provocative,
open-‐ended
questions
or
challenges
that
cannot
be
easily
answered
or
solved.
The
launch
/
inquiry
for
teachers
The
launch
/
inquiry
for
students
13. 2. authenticity
Authenticity:
Student
projects
have
real
world
relevance,
have
a
product-‐oriented
outcome,
evaluate
performance
authentically,
and
target
an
authentic
audience.
Ann Weber: Visiting Artist
GIN conference
PBL
ISB Community
14. 3. multiple drafts
Multiple Drafts Students
create
multiple
drafts
for
:
feedback
with
ongoing
opportunities
to
improve
their
work
and
create
high
quality
products.
ReElection
and
ongoing
critique
helped
students
discuss,
solve
problems
and
make
improvements
to
the
work.
Sketches
and
drawings
became
some
of
the
multiple
draft
work.
15. 4. exhibition
Exhibition: Students
exhibit
products
or
present
solutions
and
explain
their
work
to
others
and
respond
to
content-‐
and
process-‐focused
questions.
Process
Documentation
Letters
written
to
Ann
Weber
Student
Questions
and
Sharing
with
Ann
Weber
Community
Comment
Board
16. 5. critique
Critique Students
engage
in
formal
critique
sessions
to
learn
from
each
other’s
work
and
from
each
other’s
feedback
in
a
structured,
safe
context
that
includes
critique
of
the
process
and
product.
Student
reElection
Final
discussion
and
sharing
with
Ann
Weber.
17. standards-based
Standard # 2: Using knowledge of structures and functions
ISB ES Art Benchmarks and Learning Targets
Describe how different expressive features and organizational principles
cause different responses. LT: Interprets what was communicated in an artwork
by analyzing the interplay of the elements of art and principles of design.
Know the difference among visual characteristis and purposes of art in
order to convey ideas. LT: Understands and demonstrates the differences
between genres in art. Shows understanding when using the vocabulary of the
elements of art.
Use visual structures and functions of art to communicate ideas or creat
visual results. LT: Creates visual results or communicates ideas using the
elements of art and principles of design.
18. Reporting assessment ES Art
Creates Art/Develops Ideas in Art/Reflects
and Communicates about Art
21. learning to let go
With lots of conversations, sharing and
collaboration, each teacher had her own
journey in each classroom. We all deal with
multiple grade levels, teaching styles, and
classroom management.
29. Grades 3, 4 & 5 project Brainstorm
Water in GAS form=hot tub, tea pot & steam
engine
Water as a LIQUID=waterfall, river and leaky
pipes
Water as a SOLID= icicles, ice cubes, snow
58. questions from grade 1
Why don’t you paint it? –Jayden 1-CS
Why don’t you draw on it? – Jacqueline 1-CS
What is your favorite sculpture? –Rachel 1-LM
What’s the smallest art project you made? –Jacob 1-LM
What is the biggest thing you ever made? Matthew &
Jason 1-CS
How do you not fall in the dump when you grab the
cardboard? –Teddy and Axel 1-LM
59. Questions from grade 2
Why do you make them so big? –Chaeyoon 2-PK
When did you start making sculpture? –Justin 2-NC
Does the dumpster smell bad? –Dante 2-JA
Why don’t your sculptures fall down? –Duncan 2-LV
How long did it take you to make the chess piece sculpture?
- Barbara 2-JA
Why did you choose this job? Annie 2-LV
Why do you make art? –Stella 2-LV