This chart contents the Content Language (CALP), the Basic Interpersonal Language (BICS) and language through scaffolded language needed for the Unit Basic Elements of Art (Arts&Crafts Subject)
The document provides instructions for students in grades 2 through 4 to create a step-by-step comic strip explaining how they constructed a sculpture of an alien. For grade 2, the comic should have 4 clear drawings and describe key steps using vocabulary like "alien" and "sculpture." Grade 3 expects 6 steps in clear, colored drawings using additional vocabulary. Grade 4 requires 6 annotated, colored drawings that incorporate vocabulary and describe refining the sculpture.
Creating Value with Line Strokes powerpointbecomstock
The document discusses different types of line strokes used in art including contour, criss cross, cross hatching, parallel, scribbling, stippling, and wavy lines. It focuses on stippling, which uses dots instead of lines to create shading and texture. The document instructs students to combine stippling with another line stroke for a project, noting that closer lines or dots will appear darker while farther lines or dots will appear lighter. Students are told to find an image with strong value contrast that they love to work on.
This document introduces different types of drawing techniques, including blind contour drawing where the artist only looks at the subject and not the paper, modified contour drawing where the artist looks mostly at the subject and briefly at the paper, and cross-contour lines that show the three-dimensional form of a subject across its shapes. It also discusses gesture drawings that capture movement through quick sketches, and using value, or light and dark shades, to convey form in two-dimensional drawings. Famous artists like da Vinci, Rembrandt, Picasso, and Escher employed various techniques.
Start drawing with color pencils. They allow you a variety of technique to achieve different styles. Experiment with various papers and boards as well as several types of colored pencils. Focus on line, tone and composition.
This document provides instructions for stippling and compares it to the related technique of pointillism. It explains that stippling uses dots of ink or paint to create shading, texture, and value, while pointillism specifically uses colored dots that blend from a distance to create an optical illusion of new colors. The document advises starting with black and white stippling to study value before moving to color techniques. It offers tips for stippling, such as keeping dots close together for darker areas and irregular dots for texture, and encourages the reader to choose a subject with varied values to practice the technique.
Pen, Ink and Brush - First Lesson - Variety of Lineglennhirsch
The document discusses different types of line used in drawing, including simple, contour, parallel, cross-hatching, stippling, scribble, and pattern lines. It provides examples of artists who employed various line techniques, such as Rembrandt's use of line quality to depict light, dark, and thickness. The document also outlines procedures for using line, such as starting with a light line and building up tones gradually to the darkest areas. Different pens, inks, and brushes are recommended for line drawing.
The document provides instructions for students in grades 2 through 4 to create a step-by-step comic strip explaining how they constructed a sculpture of an alien. For grade 2, the comic should have 4 clear drawings and describe key steps using vocabulary like "alien" and "sculpture." Grade 3 expects 6 steps in clear, colored drawings using additional vocabulary. Grade 4 requires 6 annotated, colored drawings that incorporate vocabulary and describe refining the sculpture.
Creating Value with Line Strokes powerpointbecomstock
The document discusses different types of line strokes used in art including contour, criss cross, cross hatching, parallel, scribbling, stippling, and wavy lines. It focuses on stippling, which uses dots instead of lines to create shading and texture. The document instructs students to combine stippling with another line stroke for a project, noting that closer lines or dots will appear darker while farther lines or dots will appear lighter. Students are told to find an image with strong value contrast that they love to work on.
This document introduces different types of drawing techniques, including blind contour drawing where the artist only looks at the subject and not the paper, modified contour drawing where the artist looks mostly at the subject and briefly at the paper, and cross-contour lines that show the three-dimensional form of a subject across its shapes. It also discusses gesture drawings that capture movement through quick sketches, and using value, or light and dark shades, to convey form in two-dimensional drawings. Famous artists like da Vinci, Rembrandt, Picasso, and Escher employed various techniques.
Start drawing with color pencils. They allow you a variety of technique to achieve different styles. Experiment with various papers and boards as well as several types of colored pencils. Focus on line, tone and composition.
This document provides instructions for stippling and compares it to the related technique of pointillism. It explains that stippling uses dots of ink or paint to create shading, texture, and value, while pointillism specifically uses colored dots that blend from a distance to create an optical illusion of new colors. The document advises starting with black and white stippling to study value before moving to color techniques. It offers tips for stippling, such as keeping dots close together for darker areas and irregular dots for texture, and encourages the reader to choose a subject with varied values to practice the technique.
Pen, Ink and Brush - First Lesson - Variety of Lineglennhirsch
The document discusses different types of line used in drawing, including simple, contour, parallel, cross-hatching, stippling, scribble, and pattern lines. It provides examples of artists who employed various line techniques, such as Rembrandt's use of line quality to depict light, dark, and thickness. The document also outlines procedures for using line, such as starting with a light line and building up tones gradually to the darkest areas. Different pens, inks, and brushes are recommended for line drawing.
Students are assigned to draw three buildings for homework - one observed in real life, one from a photograph, and one from their imagination. They should use different drawing media for each, fill the page of their sketchbook, and consider presentation. Drawings will be graded on accurate line drawings, use of marks to illustrate patterns and textures, inclusion of shading to depict three dimensions, and drawing surrounding areas to provide context and contribute to mood.
Beginning drawing media and pencil holdingcequinn1
This document provides an overview of basic drawing techniques. It discusses different drawing media, including dry media like charcoal and pencils, as well as wet media like ink and paint. It also describes different types of pencils from graphite to ebony and how pencil hardness is determined by the ratio of graphite to binder material. Grip techniques like basic tripod, extended tripod, overhand and underhand are illustrated and their applications explained. A brief history of drawing and examples of drawings by famous artists like Da Vinci, Rembrandt, Degas and Warhol are also mentioned.
Japanese Creations is a comprehensive Japanese traditional Arts and Crafts learning brand for the U.S. market. Know More Detail: https://www.japanesecreations.com/
This document provides an overview of lessons for a movement-themed art curriculum. It includes 12 lessons that focus on techniques like figure drawing, portraiture, and experimental mark-making to convey movement. Students will analyze works by artists like Balla, Hume, Bacon, and Hockney. They will complete observational drawings of decaying apples over 8 weeks. The curriculum aims to teach students how to approach artwork in various ways and develop their ability to suggest movement through different materials and techniques.
Learn to draw what you see! Perspective, B&W sketching, line, tone, texture, shading, grid enlargements, anatomy, study composition-and more! Learn to use pencil, pen/ink and charcoal. Work on your sketch book. Everyone CAN learn to draw!
1. The document provides instructions for a drawing lesson on landscape drawing. It explains that in a landscape drawing, the nearest objects are drawn in the foreground and are usually the largest. Objects behind the foreground are drawn in the middle ground, and the farthest objects are drawn in the background and are the smallest.
2. Students are instructed to draw a landscape showing a foreground, middle ground, and background. They are told to position objects to show balance in the composition.
3. The summary restates the key points that in a landscape drawing, objects are drawn at different sizes depending on their placement in the foreground, middle ground, or background to create a sense of depth and balance.
Hatching uses lines of varying closeness to create shading and value. Closer lines produce darker tones, while lines farther apart appear lighter. Hatching has been used effectively in the image to shade the building and provide dark shadows on the coat with thick, heavy lines and lighter tones on the collar, face, and hands with thinner lines spaced farther apart. Cross hatching overlays hatched lines at an angle so the lines cross, resulting in shading. The drawing uses various hatching techniques like long or short lines, evenly spaced versus random lines, to achieve different effects. Our first assignment is to create three nine step value scales using pen with different techniques like hatching, cross hatching, and a texture
The document provides instructions for students to practice different art techniques in their sketchbooks. It outlines 6 techniques for students to choose from: blobs, checkerboard, tunnel, star, cuboid, and hellocopter. For each technique, it lists the step-by-step instructions for completing the drawing. It reminds students that 2 techniques are due for practice by November 20th.
The document provides an introduction to cartooning and covers various techniques including facial expressions, proportions, perspective, lettering, action, and movement. It includes objectives, procedures, and examples for students to learn skills like using expressions to convey emotion, different cartoon styles, foreshortening, gesture drawing and more. Sample student work and exercises are presented to illustrate techniques like lettering, characters, and capturing action through gesture drawing.
The document provides instructions for a Year 8 art assignment to create an A4 tonal drawing of objects from a bag, including keys and sharpeners. It tells students to fill the page, use a range of tones, add detail, and make an interesting composition. It also includes exercises to practice different shading techniques like cross-hatching and 3D shapes using light, mid, and dark tones to develop skills for the assignment.
The document provides instructions for students to practice six different art techniques: op art shading blobs, op art checkerboard, tunnel, star, cuboid, and hellocopter. For each technique, the document lists the steps to complete the technique with examples of the results. Students are instructed to choose three of the techniques to practice in 3" x 5" boxes in their sketchbook.
The document discusses various techniques and exercises for abstract art, including blind contour drawing to describe textures by feel alone, using unorthodox tools to create unique brush marks, and contemplative drawings exploring the sensory experience of drinking water and the interior of one's mouth. Students are encouraged to experiment freely with mark making and non-traditional methods to develop their artistic practice.
This document provides a list of materials, tools, art elements, and techniques for use in art projects. It includes various types of paper, cardboard, fabric, paint, glue, and other common art supplies. It also lists tools for writing, cutting, taping, and other tasks. Basic art elements like lines, shapes, colors, and textures are defined. Finally, it outlines several art techniques such as collage, drawing, painting, modeling, and weaving.
The purpose of this lesson plan was to integrate art and language arts. Students were to narrate the story The Legend of the Indian Paintbrush, by displaying a use of symbols on a collage.
This document provides instructions for an art and literacy lesson called "I Am...Creative". The lesson has students create a self-portrait by painting between wavy lines on paper and then writing adjectives describing themselves within the lines. The document includes materials needed, explanations of elements of art and principles of art demonstrated in the example, step-by-step instructions, examples, a student reflection sheet, and a rubric. The goal is for students to learn about themselves and visual art concepts while creating a unique self-portrait.
This document provides instructions for a school art project assigning students to draw four illustrations of an optical illusion showing either two faces or a vase. Students are instructed to first draw the profiles in each of four sections on a sheet of paper. They will then color the drawings using different art techniques: collage with two colors, magazine collage, colored pencils, or tempera painting. The goal is to illustrate how the brain switches between left and right modes when interpreting the illusion. Students have 4-6 sessions to complete the project and are asked to submit the colored drawings inserted into a folder with their name.
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
This document provides lessons on drawing skills such as shape, form, ellipses, reflections, color, and creating still lifes. It includes examples from artists such as Da Vinci, Van Gogh, Escher, and Morandi to demonstrate different techniques. Key skills covered are observational drawing, researching artists, planning still lifes, using tone and materials to depict reflections, and improving drawing skills through practice. Students are assigned tasks to apply these skills and are assessed on criteria like drawing, observation, presentation, experimentation, and art vocabulary.
This document provides instructions for a learning task using play dough to teach letter sounds to preschool children ages 4.5 to 6.5 years old. Students will make letters out of play dough, feel them to identify the sound, and match pictures that begin with that sound. The task aims to develop letter recognition and writing skills through a tactile, hands-on activity aligned with constructivist learning theory.
The document discusses non-objective art and abstraction through a series of disjointed phrases and instructions. It touches on key artists like Paul Klee, techniques like line drawing, and exercises focused on sensory awareness and drawing one's mouth from inner perception. The overall content explores abstraction and experimental approaches to seeing, thinking, and representing visual experiences through drawing.
Students are assigned to draw three buildings for homework - one observed in real life, one from a photograph, and one from their imagination. They should use different drawing media for each, fill the page of their sketchbook, and consider presentation. Drawings will be graded on accurate line drawings, use of marks to illustrate patterns and textures, inclusion of shading to depict three dimensions, and drawing surrounding areas to provide context and contribute to mood.
Beginning drawing media and pencil holdingcequinn1
This document provides an overview of basic drawing techniques. It discusses different drawing media, including dry media like charcoal and pencils, as well as wet media like ink and paint. It also describes different types of pencils from graphite to ebony and how pencil hardness is determined by the ratio of graphite to binder material. Grip techniques like basic tripod, extended tripod, overhand and underhand are illustrated and their applications explained. A brief history of drawing and examples of drawings by famous artists like Da Vinci, Rembrandt, Degas and Warhol are also mentioned.
Japanese Creations is a comprehensive Japanese traditional Arts and Crafts learning brand for the U.S. market. Know More Detail: https://www.japanesecreations.com/
This document provides an overview of lessons for a movement-themed art curriculum. It includes 12 lessons that focus on techniques like figure drawing, portraiture, and experimental mark-making to convey movement. Students will analyze works by artists like Balla, Hume, Bacon, and Hockney. They will complete observational drawings of decaying apples over 8 weeks. The curriculum aims to teach students how to approach artwork in various ways and develop their ability to suggest movement through different materials and techniques.
Learn to draw what you see! Perspective, B&W sketching, line, tone, texture, shading, grid enlargements, anatomy, study composition-and more! Learn to use pencil, pen/ink and charcoal. Work on your sketch book. Everyone CAN learn to draw!
1. The document provides instructions for a drawing lesson on landscape drawing. It explains that in a landscape drawing, the nearest objects are drawn in the foreground and are usually the largest. Objects behind the foreground are drawn in the middle ground, and the farthest objects are drawn in the background and are the smallest.
2. Students are instructed to draw a landscape showing a foreground, middle ground, and background. They are told to position objects to show balance in the composition.
3. The summary restates the key points that in a landscape drawing, objects are drawn at different sizes depending on their placement in the foreground, middle ground, or background to create a sense of depth and balance.
Hatching uses lines of varying closeness to create shading and value. Closer lines produce darker tones, while lines farther apart appear lighter. Hatching has been used effectively in the image to shade the building and provide dark shadows on the coat with thick, heavy lines and lighter tones on the collar, face, and hands with thinner lines spaced farther apart. Cross hatching overlays hatched lines at an angle so the lines cross, resulting in shading. The drawing uses various hatching techniques like long or short lines, evenly spaced versus random lines, to achieve different effects. Our first assignment is to create three nine step value scales using pen with different techniques like hatching, cross hatching, and a texture
The document provides instructions for students to practice different art techniques in their sketchbooks. It outlines 6 techniques for students to choose from: blobs, checkerboard, tunnel, star, cuboid, and hellocopter. For each technique, it lists the step-by-step instructions for completing the drawing. It reminds students that 2 techniques are due for practice by November 20th.
The document provides an introduction to cartooning and covers various techniques including facial expressions, proportions, perspective, lettering, action, and movement. It includes objectives, procedures, and examples for students to learn skills like using expressions to convey emotion, different cartoon styles, foreshortening, gesture drawing and more. Sample student work and exercises are presented to illustrate techniques like lettering, characters, and capturing action through gesture drawing.
The document provides instructions for a Year 8 art assignment to create an A4 tonal drawing of objects from a bag, including keys and sharpeners. It tells students to fill the page, use a range of tones, add detail, and make an interesting composition. It also includes exercises to practice different shading techniques like cross-hatching and 3D shapes using light, mid, and dark tones to develop skills for the assignment.
The document provides instructions for students to practice six different art techniques: op art shading blobs, op art checkerboard, tunnel, star, cuboid, and hellocopter. For each technique, the document lists the steps to complete the technique with examples of the results. Students are instructed to choose three of the techniques to practice in 3" x 5" boxes in their sketchbook.
The document discusses various techniques and exercises for abstract art, including blind contour drawing to describe textures by feel alone, using unorthodox tools to create unique brush marks, and contemplative drawings exploring the sensory experience of drinking water and the interior of one's mouth. Students are encouraged to experiment freely with mark making and non-traditional methods to develop their artistic practice.
This document provides a list of materials, tools, art elements, and techniques for use in art projects. It includes various types of paper, cardboard, fabric, paint, glue, and other common art supplies. It also lists tools for writing, cutting, taping, and other tasks. Basic art elements like lines, shapes, colors, and textures are defined. Finally, it outlines several art techniques such as collage, drawing, painting, modeling, and weaving.
The purpose of this lesson plan was to integrate art and language arts. Students were to narrate the story The Legend of the Indian Paintbrush, by displaying a use of symbols on a collage.
This document provides instructions for an art and literacy lesson called "I Am...Creative". The lesson has students create a self-portrait by painting between wavy lines on paper and then writing adjectives describing themselves within the lines. The document includes materials needed, explanations of elements of art and principles of art demonstrated in the example, step-by-step instructions, examples, a student reflection sheet, and a rubric. The goal is for students to learn about themselves and visual art concepts while creating a unique self-portrait.
This document provides instructions for a school art project assigning students to draw four illustrations of an optical illusion showing either two faces or a vase. Students are instructed to first draw the profiles in each of four sections on a sheet of paper. They will then color the drawings using different art techniques: collage with two colors, magazine collage, colored pencils, or tempera painting. The goal is to illustrate how the brain switches between left and right modes when interpreting the illusion. Students have 4-6 sessions to complete the project and are asked to submit the colored drawings inserted into a folder with their name.
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
This document provides lessons on drawing skills such as shape, form, ellipses, reflections, color, and creating still lifes. It includes examples from artists such as Da Vinci, Van Gogh, Escher, and Morandi to demonstrate different techniques. Key skills covered are observational drawing, researching artists, planning still lifes, using tone and materials to depict reflections, and improving drawing skills through practice. Students are assigned tasks to apply these skills and are assessed on criteria like drawing, observation, presentation, experimentation, and art vocabulary.
This document provides instructions for a learning task using play dough to teach letter sounds to preschool children ages 4.5 to 6.5 years old. Students will make letters out of play dough, feel them to identify the sound, and match pictures that begin with that sound. The task aims to develop letter recognition and writing skills through a tactile, hands-on activity aligned with constructivist learning theory.
The document discusses non-objective art and abstraction through a series of disjointed phrases and instructions. It touches on key artists like Paul Klee, techniques like line drawing, and exercises focused on sensory awareness and drawing one's mouth from inner perception. The overall content explores abstraction and experimental approaches to seeing, thinking, and representing visual experiences through drawing.
This art project combines a plaster cast of two arms with a painted canvas. The plaster arms symbolize holding oneself back from potential. The painting depicts a wave, moon, and dark sky to symbolize hope and light within darkness. Colors like blue represent trust and faith, while black represents fear. The artwork aims to express longing for something better by overcoming fears. While the plaster had some imperfections, the conveyed message of growth and potential was successful.
This document provides an overview of the key visual elements used in art analysis: focal point, color, line, shape, space, texture, perspective, pattern, rhythm, dynamic, intensity, unity & variety, contrast, scale & proportion, and symmetry & asymmetry. It explains these elements and provides examples to demonstrate their application in discussing various visual art forms, with the goal of learning how to critically analyze and communicate about works of art. The elements are tools that artists use to create works and critics use to evaluate them.
This 3-credit painting course at Palm Beach State College teaches intermediate painting techniques using acrylics and gouache. The course covers mixing colors, applying paint to different surfaces, and completing exercises to expand creative thinking. Students will identify and apply various painting techniques, demonstrate stages of the painting process, and explore subject matter like self-portraits and landscapes. The course involves fundamental technique demonstrations, lectures, and critiques of student works. Students will be evaluated on homework, projects, and a final museum project paper. Supplies like paints, brushes, surfaces and a smock are required.
The document provides health and safety rules, lesson plans, and homework assignments for a Year 7 art class. It outlines objectives and outcomes for lessons on topics like mark making, shading, color theory, and the works of artists like Van Gogh and Matisse. Students will practice techniques through exercises and projects while learning about important rules for safety in the art room.
This document outlines a scheme of work for a Year 7 art class focusing on assemblage art. Over the course of 12 weeks, students will collect personal ephemera to create an assemblage box conveying a personal narrative. They will study artists like Joseph Cornell and develop drawing, painting, printmaking, and collage skills to represent different areas of their assemblage at an enlarged scale. Students will create poly prints, collagraphs, and a final composite artwork incorporating these techniques. The scheme provides differentiation for abilities and aims to develop students' technical skills, creative exploration of materials, and understanding of assemblage as an art form.
Twwl to improve the quality of our creative writing for language paper 1 q5 2mrbunkeredu
The document provides guidance and examples for a creative writing exam question. It includes:
- Examples of exam questions that require either describing a picture or writing a story opening.
- Tips for writing creatively such as using senses, varied vocabulary, proper spelling and punctuation, and organized paragraphs.
- Reminders about timing, planning, and checking work before the end of the exam.
- A word bank and sentence starters to help generate creative writing for the assigned task.
A presentation of the language requirements, content and methodology suitable for Language Development for Teachers courses.
Useful to Cambridge DELTA candidates working on their Module 3 and the LDT Specialism
Useful, possibly to syllabus designers of such materials
Useful to teachers who are looking for ways to enhance their own language knowledge and performance
If looking for such a course, please have a look at the course at my centre:
http://www.celt.edu.gr/english_for_teachers.htm delivered both face to face and online.
The document provides instructions and tips for an assignment to write a descriptive paragraph about a paperclip. Students are asked to closely observe and "defamiliarize" the ordinary object of a paperclip through sustained visual attention in order to restore the strangeness of perceiving it. The assignment is due by July 6th, with further papers due on July 7th and 14th. Guidelines for the descriptive paragraph emphasize showing the reader what is seen in vivid language, focusing on describing the object itself without reactions or speculation, and using richly descriptive words to convey the object's appearance.
Express yourself portrait 2022 version 1 grade 6 JulietteWegdam1
This document provides instructions for an art class. It outlines expectations for students, including being organized, respectful, and cleaning up. It describes the units that will be covered this year, including drawing portraits, design, ceramics, painting landscapes. Students are asked to discuss their favorite techniques and artworks. The drawing unit focuses on portraits using different styles like observational drawing and using tone. Students will create self-portraits exploring their identity and in the styles of different artists.
This document provides an overview of the scheme of work for an art department covering years 7 through 11. It focuses on Tongan art, including drawing, collograph printing, and painting techniques. The aims are to develop students' observational drawing skills, understanding of Tongan culture through its artifacts, and ability to experiment with techniques to create textural patterns. Students will study works by Tongan artists and create their own art influenced by Tongan styles. The scheme involves demonstrations of techniques like wax resist printing, opportunities for research, and a final evaluated piece of students' Tongan-inspired art.
Similar to Communicative skills chart BASIC ELEMENTS OF ART (20)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Why not CLIL?
1
TASK 1
IDENTIFYING THE COMUNICATIVE SKILLS
Note: Most of the vocabulary acquisition will be worked using pictures*or videos**
CALP
Content Language
BICS
Basic Interpersonal
Language
Language through
Scaffolded Language.
LINE Open/closed contour*
Example: The map
showed the contour of
the coastline.
The outline
Example: The pictures were
drawn in outline and then
filled in with color.
Types of lines*: Hatching/
Cross-hatching
Other: Polka dots,
zigzag,castle lines, ocean
wave lines, squiggly, broken
line, tick and thin line,
scalloped
Straight/curved line
Direction: vertical,
horizontal, diagonal.
Line quality (the thickness or
thinness of a line)
Asking for clarification:
What does this mean?
Can you explain it again,
please?
Can you repeat, please?
I don´t understand
I don´t get it
Like this?
Is this OK?
Borrowing objects:
A Can I borrow
your…pencil/
ruler/watercolors/…?
B Yes,
sure.
Here you
are.
B Sorry,
I need it
myself.
A Thanks
you.
A That´s
OK.
Asking for help
Can I ask a question?
Can I talk to you?
Advanced topics in the
unit:
Pixelart
Pointillism
The line in Van Gogh
Gestalt Perception Laws
Discuss high interest
topics:
The line in gardening
Color in abstract art
Discussion Language
Personal responses:
likes/dislikes/feelings
Giving opinion
In my opinion…
From my point of view…
I (strongly)believe that…
Personally speaking, I
think that…
As for me, I reckon…
Asking for opinion
What do you think?
Do you agree with me?
Agreeing
I (totally) agree with you
SHAPE Flat or two-dimensional
Organic/Freeform/Natural
Geometric: triangle, circle,
square, trapezoid,...
Symmetrical
Shadow
COLO
UR
Warm/ Hot
Palette
Monochrome
Achromatic
VALUE Tint
Shade
Contrast
2. Why not CLIL?
2
TEXTU
RE
Rough
Smooth
Fuzzy
Visual texture
Matte
impasto
Asking for permision
Can I share the ipad?
Can I swap places?
Can we work in pairs?
Showing understanding
I see
I understand
Offers
May I switch on the
blackboard?
May I close the windows?
Homework
Where I hand in the
activities?
I had a problem, can I
hand in it next week?
Cleaning: broom and
dustpan, dishcloth, mop
and bucket
Tools: paintbrush,
palette, stapler, piercing,
spatula, containers,
punch, needle, plier, set
square and square, ruler,
glue gun, pincers, saw,
hammer and nails, roller,
folding ruler, sandpaper…
Materials: achrilics,
watercolor, plaster, clay,
mud, cardboard,felt,
foamix…
Techniques: coloring
pencils, wax, felt-tip pens,
markers, achrilics,
watercolor, graphite,
pastels,…
Parts of the classroom:
cork wall, sink, closet,
wardrobe,shelving,
boxes, tool box,…
You are absolutely right
Disagreeing
I don´t agree
That´s not the way I see
it
Partly agreeing
I see your point but…
Complex structures
Painting procedures**
How to paint rosebulbs
with the one stroke
brushing technique.
Take a flat brush and wet
it in three colors at once,
white, yellow and red.
Paint the petals so that it
is white on the top and
red on the bottom.
A paintbrush can be:
a.Shape:round/flat/point
ed
round/fan/filbert/detail
round/angular flat/,…
b.Origen of the hair:
Natural/ synthetic
c.handle size:Long or
short
SPACE Background
Overlapping
Positive/negative
Perspective
Size
FORM Three-dimensional: length
width, and height
Highlight, core shadow, cast
shadow, midtone, reflected
highlight.
Geometric forms: cone,
cube, sphere, cylinder