This document provides information about the Romantic period in art history, including key artists and characteristics. It discusses how Romantic artists emphasized emotion and imagination over reason, and how they drew inspiration from nature, ordinary people, and themes of individualism. Examples are given of iconic artworks from Romantic artists like Delacroix, Géricault, and Millet that conveyed intense feelings through their subject matter and style. The document also summarizes how Romanticism influenced later art movements such as Impressionism, Expressionism, Cubism, and more by prioritizing self-expression, originality, and artistic freedom.
Ism's as an expression of built form and planning.
◦ Mannerism (mid 1500s)
◦ Neo classism (mid 1700s)
◦ Romanticism (late 1700s- early 1800s)
◦ Realism (France, mid 1800s)
◦ Impressionism (late 1800s)
◦ Post Impressionism (very late 1800s and into the turn of the 20th century)
◦ Symbolism (Turn of the twentieth century)
◦ Cubism (first two decades of 1900s)
◦ Surrealism (birth in 1924)
◦ Abstract Expressionism (birth in 1940s)
Ism's as an expression of built form and planning.
◦ Mannerism (mid 1500s)
◦ Neo classism (mid 1700s)
◦ Romanticism (late 1700s- early 1800s)
◦ Realism (France, mid 1800s)
◦ Impressionism (late 1800s)
◦ Post Impressionism (very late 1800s and into the turn of the 20th century)
◦ Symbolism (Turn of the twentieth century)
◦ Cubism (first two decades of 1900s)
◦ Surrealism (birth in 1924)
◦ Abstract Expressionism (birth in 1940s)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
12. Objectives:
a. to identify the elements and
art principles used during the
Romantic Period;
b. reflect on the concepts and
ideas have just been
introduced; and
c. create artwork applying one
of the art movements.
13. What are the elements and
art principles used during
Romantic period?
14. Francisco Jose de
Goya y Lucientes
(1746-1828)-
Spanish Artist
One of the greatest
artist in Spain.
Tutored by a famous art
teacher of Spain named
Luzan Saragoza.
He continued his art
studies in Rome, which
made him a master
artist.
15. He became the official painter of the royal court of King
Charles IV when he went back to Spain. Goya became
deaf due to an unknown illness during his midlife. As he
grew old, he became aloft and very critical of the social
and political events of his time. It was also noticeable
that his paintings became "dark and pessimistic." His
artistic works during this time included images of ghosts
and witches. He died in 1828. He remained famous in
the art world because of his ability to read human
character and effectively portray that character on his
canvass.
17. Goya effectively portrayed emotions of disappointment
and disgust over the killings of ordinary Spaniards by
French soldiers in his painting "The Third of May".
18. The colors he used suggest strong aversion, cold
carnage, and nauseating horror.
22. on the other hand,
is a movement in
art and literature
during the late 18th
and 19th centuries.
It is worthy to note
that the Romantic
Movement in arts
23. What are the ideas, moods,
and messages that are
conveyed by the artworks of
the Romantic period?
24. Romantic period were
expressive of intense
feelings. The artists
were highly
imaginative and
emotional. Their
works had a kind of
25. During the 18th
century, feelings or
emotion began to be
considered more
important than
reason. This was
shown in other forms
of art like literature.
26. In addition to
reasons, feelings and
imagination began to
be strongly reflected
in the visual arts.
27. What are the influences of
the Romantic Movement on
the succeeding art
movements?
28. 1. The Romantic Movement
affected the moral, social,
and political life of the
Europeans and Americans
for almost half a century
(1800-1850). It became the
visual, musical, and literary
expression of man's basic
rights and his exercise of
freedom.
29. 2. The Romantic Movement
contributed in the
development of nationalistic
pride. It was used as a way
of expressing the
superiority of the senses
and emotions over reason
and intellect.
30. 3. Romanticism highly
influenced the next form of
art. A line can be traced
from Englishman
watercolorist John
Constable through the
Barbizon school to
Impressionism.
31. 4. A more direct influence of
Romanticism was
Symbolism, which had
refined of
intensified the romantic
characteristics of
highlighting emotions,
imagination.
and dreamlike qualities.
32. 5. Romanticism continues
to influence the 20th
century Expressionism and
Surrealism. This is shown in
Romanticism's basic
principles of originality, self-
expression, and artistic
freedom.
33. How did the artists during
the Romantic period
contribute to the evolution
of various forms of art?
35. What are the influences of
iconic artists belonging to
the Neoclassic and
Romantic periods to the
evolution of various forms
of art (Expressionism,
Cubism, 3D and installation
Art)?
37. Who are the artists that
best represent the
Romantic period? How did
they use their artwork to
derive the traditions/history
of their culture (landscapes
images of people at work
and play, portrait studies,
etc.)?
39. Liberty Leading
the People
To achieve his purpose, what Delacroix loved to
paint?
To point the noble and courageous actuation of
man, what delacroix used?
47. What is the difference
between the arts of the
Neoclassic and Romantic
periods?
48. Summary of Romanticism
The artists emphasized that sense
and emotions - not simply reason
and order - were equally important
means of understanding and
experiencing the world.
Romanticism celebrated the
individual imagination and intuition
in the enduring search for
individual rights and liberty.