Pinch Series
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This document provides instructions for a pinch pot series free choice assignment. Students are asked to create a unique series of 3-5 pinch pots exploring refined skills and techniques. Pots must have a foot and explore surface decoration through texture, form, negative space and glaze. Examples given include a set of connected or separate pots, nested pots, a pot with lid, or functional pots. The goals are for students to freely create and communicate their skills and point of view. Students should create sketches showing their idea and how they will address specific requirements. Videos on techniques can be found on the class website.
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Clay is fine particles that form from weathered rocks and minerals. Ancient cultures discovered clay could be shaped and used to make pottery as early as 8,000 BCE in the Middle East. There are two main types of clay - primary kaolin clay found where it was originally formed, and secondary clay that has eroded and been carried elsewhere. To prepare clay, it is wedged to remove air, allowed to dry to the leather-hard stage, and then fired first in a bisque firing and finally glazed and fired again to produce finished pottery. Modern kilns use gas or electricity to fire clay to the appropriate temperature indicated by pyrometric cones on a cone chart.
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TEAM GALLERY CRITICAL REVIEW INSTRUCTIONS &CRITICAL THINKNG SKIL.docx
TEAM GALLERY CRITICAL REVIEW INSTRUCTIONS &
CRITICAL THINKNG SKILLS AND TEAMWORK VALUE RUBRIC
meets Student Learning Outcomes required by the ACGM 2015 on Critical Thinking and Teamwork
The class will be randomly assigned a team of 3 or more students. Within a team, each team member will select 1 work of art from an approved professional art gallery. The team will be creating a PowerPoint with images of each of these art objects.
The team will attempt to contact one another via eCampus. You
do not
all have to all visit the same gallery website.
The assignment can be completed by merging the individual team members’ PowerPoints together through the TEAM GALLERY CRITICAL REVIEW GROUPS tab. Under this tab and your selected group, you will see GROUP TOOLS including:
· SEND EMAIL (allows you all to communicate with your group only through eCampus)
· FILE EXCHANGE (allows you to upload your partial PowerPoint for others to add to)
· GROUP TASKS (allows each of you to set tasks and deadlines for the group).
Each student will need to complete the following three levels of discussion for their selected piece: Description, Analysis and Interpretation.
As part of the Interpretation, each student will need to write a brief comparison/contrast between their selected artwork and at least one other team member’s selected artwork.
See rubric below and PowerPoint template on eCampus for more details.
Rubric:
Description
30 % of points earned________
Write the title of the artwork being discussed, the artist’s name, year created, name of gallery, estimated size of the piece, and a description of the piece. In the description, create a visual image with words.
Analysis
40 % of
points earned________
Based on the description provided in the introduction,
analyze
the artist’s intent or message within the work of art. Provide notated research if needed
(the gallery may have more info online, and/or the artist may have a personal website.)
to further
interpret
the background of the artist and the era in which it was created. The
innovation
and
expression of ideas
of the artist should be better understood through this research. Discuss the Visual Elements and Principles of Design. Which Visual Elements and Principles of Design are present in this work of art? Provide specific explanation.
Interpretation
30% earned ________
Discuss the content of the piece. Why was it created? Does it have a narrative or discuss social issues? What emotional feeling is present? Summarize your reaction to this art object.
Compare and contrast this work of art with at least one other team member’s chosen artwork.
ATTACH A PHOTO OF THE ARTWORK YOU SELECTED ON EACH OF YOUR SLIDES. (SEE TEMPLATE CREATED FOR YOU TO USE.)
Look for these VISUAL ELEMENTS:
visual tools an artist uses to make a work of art
1. Line: Lines can show outline, imply a third dimension, show direction or movement
2. Shape, Volume, & Mass: Shape refer.
Grade 6 exhibition display
Three basic steps to planning an effective display are to know your audience, know the purpose of your display, and involve your audience. You should cater your display to your target audience by putting the most important visuals at eye level and using content relevant to them. The purpose should be to convey a clear message and achieve intended results. Displays can involve the audience through interactive elements, demonstrations, and questions. Effective displays are well-organized, use visuals and flow to guide the audience through the information, and consider font visibility and mounting of materials.
Lesson 6 Design Cycle
The document outlines the design cycle process and provides examples of how it was used. The design cycle involves 4 steps: 1) inquiring and analyzing to define the problem, 2) developing ideas to brainstorm solutions, 3) creating the solution by implementing a plan, and 4) evaluating the solution's success. It then gives examples of how Mythbusters used each step to design and test a duct tape bridge.
Artist statement
This document provides guidance on writing an artist's statement or statement of purpose for art school applications. It discusses including information about your artistic style, objectives, inspiration, and future goals. The document recommends structuring the statement in three paragraphs that introduce yourself, provide more details about your work and process, and discuss your aspirations and how the school can help you achieve them. It emphasizes being honest, specific, and tailored to each individual school through research. Overall, the document aims to help applicants concisely yet effectively communicate their passion and vision for art to admissions committees.
Design Thinking for Educators: Brainstorming Engagement
This was an interactive session for CAST's 2016 UDL Symposium. Participants learned to apply design thinking methods, user experience design tools, and the principles of Universal Design for Learning to instructional design.
Exceptional Everyday Designs Teacher Resource Packet
This teacher resource packet provides materials to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- Guidelines for the field trip visit and museum etiquette.
- Pre-visit activities introducing design elements like color, pattern, texture and form through a classroom scavenger hunt.
- Post-visit activities continuing design thinking around helping students get to school on time.
- Resources on design vocabulary and standards addressed.
The packet aims to engage students with design concepts before and after their museum tour, and support teachers in planning an educational experience connecting classroom lessons to the Cooper Hewitt collection.
Booth set up and display for handmade goods
The document provides 7 tips for creating a great stall display at a craft fair or market. The tips are to create a welcoming display that highlights products, prepare in advance, keep the display less cluttered with enough space between items, choose a theme to focus the display, vary the height of items and use of props, clearly price all items but discreetly, and promote the business brand through signage or matching online presence. Props and examples of display items that could be used at home like ladders, boxes, and mannequin heads are also mentioned.
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TEAM GALLERY CRITICAL REVIEW INSTRUCTIONS &CRITICAL THINKNG SKIL.docx
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Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.一比一原版(QUT毕业证)昆士兰科技大学毕业证成绩单如何办理
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This tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
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一比一原版加拿大多伦多大学毕业证（uoft毕业证书）如何办理
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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如果你回国在学历认证方面有以下难题请联系我们我们将竭诚为你解决认证瓶颈
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2获得真实的国外最终学历学位但国外本科学历就读经历存在问题或缺陷。【如：国外本科是教育部不承认的或者是联合办学项目教育部没有备案的或者外本科没有正常毕业的。】
3学分转移联合办学等情况复杂不知道怎么整理材料的。时间紧迫自己不清楚递交流程的。
如果你是以上情况之一请联系我们我们将在第一时间内给你免费咨询相关信息。我们将帮助你整理认证所需的各种材料.帮你解决国外学历认证难题。
国外波士顿学院波士顿学院本科学位证成绩单办理方法：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询波士顿学院波士顿学院本科学位证成绩单）；
2开始安排制作波士顿学院毕业证成绩单电子图；
3波士顿学院毕业证成绩单电子版做好以后发送给您确认；
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5波士顿学院成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。疯一把山娃算了算这一次足足花了老爸元够他挣上半个月的山娃很不解一向节俭的父亲啥时变得如此阔绰大方大把大把掏钱时居然连眉头也不皱一下车票早买好了直达卧铺车得经过山娃老家门口山娃拒绝父亲送说往车上一躺就等着下车决无丢失的道理有手机在身联系也方便再说他都岁了还有大半车的小伙伴相伴他不怕在父亲千叮咛万嘱咐中山娃依依不舍地爬上车朝窗外不住地挥手别了父亲别了父亲的城别了我的暑假生活我的城市生活望着窗外挥舞的房
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❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
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Pinch Series
- 2. YOUR ASSIGNMENT To create a unique and thoughtful project using the PINCH POT method Your pots must have a foot Your project must explore and show off your refined skills in pinch Explore surface decoration through texture,form, negative space and surface decoration (glaze) Sculpt your project with the best craftsmanship possible Create a series of pinch pots (that go together) 3-5
- 5. Examples of things to try: A set of pinch pots - apart or connected as group Nesting pots – Layered within each other A pot with a lid – closed form A large pinch pot – abstract or figurative Functional pots in a set - cup, planter, windchime, etc
- 31. Your goals as an artist: This is your first opportunity to truly create whatever you want Use this opportunity to communicate your knowledge and skill to me, and your point of view to you peers Freedom Choice Expression Creativity Craftsmanship Follow standard procedures/directions
- 34. NEXT STEPS…. Create 3-5 or more sketches to show your idea. Include how you will create using a foot Include your surface decoration ideas (glaze and texture)
- 35. Class Website/Blog Check for videos on specific techniques New mays to make feet How to make a successful handle How to add textures