Sketchbooks serve various purposes for different artists and professionals. They are used to develop ideas, practice skills like drawing, and document experiences. Sketchbooks can take many forms from simple spiral notebooks to more elaborate handmade books. Artists discussed in the document use sketchbooks for life drawing to understand buildings, record scientific experiments, and develop daily artworks. Teachers encourage students to customize their sketchbooks by adding different materials to engage them in the creative process. Sketchbooks are an integral part of visual arts education, allowing students to explore personal interests and develop their style over time.
Mrs. Davis explains the evolution of portrature and how the role and style and evolved over the past few hundred years. This goes along with an article to read.
Mrs. Davis explains the evolution of portrature and how the role and style and evolved over the past few hundred years. This goes along with an article to read.
GCSE and Alevel Digital Art/photography @ Bodmin College CornwallMark Talbot
Apple Regional Training Centre, Photography and Digital Art at Bodmin College presentation given at Strathclyde University Glasgow during teh recent 2 Day Apple Regional Training Centre Managers Meeting.
Their Work, Not Mine: The Student Centered Studio Classroom 2014Rebecca MissRoberts
This is a narrative version of the presentation Their Work, Not Mine, given by Rebecca Roberts, at The 2014 National Art Education Association Convention in San Diego, California.
Their Work Not Mine: The Student Centered Studio ClassroomRebecca MissRoberts
A presentation about creating a student centered studio classroom environment given by Rebecca Roberts at the Massachusetts Art Education Association 2015 Conference in North Adams, MA.
Creative Corner Fostering Artistic Expression in PreschoolersAnanda Global School
Discover the importance of nurturing artistic expression in preschoolers and explore creative ideas and activities that help them explore their imaginations and develop essential skills for their future.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
4. Christian Slade,
Illustrator
I have been addicted to
sketchbooks my whole
life. In the early years,
the books held drawings
of favorite cartoon
characters from TV,
cartoons, and toys. I
decided to hold off on
drawing from my
imagination and focus
heavily on life drawing. I
always keep one
sketchbook that I
consider the "formal"
one. I also keep many
cheap spiral bound pads
around and fill them with
ideas and random phone
doodles.
5. Simon Unwin,
Architect
I carry my sketchbook everywhere. I often
try to draw the plan and section of a
building I am visiting, just so that I
understand it better and get to know how
it works.
6. Laura Trinkle - Mulcahy,
Scientist
For a scientist, it is very
important to keep some
form of a lab notebook.
When I am writing a paper
discussing lab results, I
inevitably have forgotten
the important details, and
my lab notebook becomes
a lifesaver. I fill in the
date every morning and
then jot down details
about experiments that I
carry out that day. I also
paste in the results if I
have them, such as
printouts, graphs, and
pictures.
7. Artists of differing nationalities and
backgrounds Christine Castro Hughes,
Artist, Filipino
My journals are a record of my
life, but by no means a complete
one. Once in a while, I make a
masterpiece, but usually I just
make a mess. I keep my
journals to remind myself what
is good and beautiful in the
world. Blank pages definitely can
be intimidating to me. The best
first pages are the ones where I
don't think too much, where I
just have fun.
8. Rama Hughes, Artist
American
Even if you don't like
the physical results,
drawing slows you down
and helps you
appreciate things that
you would never notice
otherwise. I pride
myself on really looking
at things. I really study
faces and details.
9. Mattias Adolfsson, Artist
Swedish
For me, the web is like a
substitute for people
flipping through my book. I
try to update my blog daily
so I have to produce at
least one spread each day.
My sketchbooks are my
playground. I tend to draw
from my imagination rather
than reality.
10. Sophie Merrill
Primary school teacher
I encourage the children to change the pages
in their sketchbooks by adding images, brown
paper, tissue paper or string, or folding or
ripping their pages. I do this as many
children can feel daunted by being presented
with a blank piece of white paper. More often
than not it also stops children constantly
requesting a rubber or thinking they can't
draw.
Sketchbooks in the Primary
11. Sophie Merrill
Primary school teacher
It is always important that
while children are doing this,
they are noting in their books
what they are trying to
create, what materials they
used and how, and whether
they think what they have
done is effective. This
strongly develops the
children's evaluation skills,
which transfer across all
subjects.
12. The school’s programme of inquiry provides a relevant and authentic context for students to create and respond to arts. Wherever
possible, arts should be taught through the units of inquiry and should support students’ inquiries.
Regardless of whether arts are being taught within or outside the programme of inquiry, it is believed that purposeful inquiry is the best
way to learn. The starting point should always be students’ prior experiences and current understanding. When teachers plan learning
experiences that enable students to develop artistically, students are able to make connections, apply their learning, and transfer their
conceptual understanding to new situations.
The term “Visual Arts” is used to describe practices that have been more traditionally described in education as “Art, Craft and Design”.
It is important that students are exposed to a broad range of experiences that illustrate the field of visual arts, including architecture,
bookmaking, ceramics, collage, costume design, drawing, graphic design, film, illustration, industrial design, installation, jewellery, land art,
mask making, metalwork, painting, papermaking, performance art, photography, printmaking, sculpture, set design, textiles and woodwork.
Students will begin to appreciate the depth and breadth of the field by experiencing visual arts created by diverse artists, locally and
globally, now and in the past, by women and men, and by people of different backgrounds. In visual arts, the role of the sketchbook is
integral to this process. The sketchbook provides a space for students to take ownership of their learning, to creatively explore personal
interests and to develop their own style. The PYP recognizes the range of forms a sketchbook may take, reaching beyond the physical
book to possibly include new media, sound and film.
-Thinking Skills and Integration
- Differing Forms and Mixed Media
-Varying formats of Sketchbooks, an integral part of the Visual Arts programme
From the Arts Scope and Sequence
13. Form- Size, binding, cover, pages, premade or
classmade
Ownership - Where kept, when used, rules, control
Permanance - Removable pages? Ripping out, covering
up, adding pages, rules
Time span - When and for how long?
Integration - What other subjects can be
explored visually? Which Units of Inquiry?
Take a minute to think
(and sketch...)
14. ISL Primary Arts Sketchbook
Guidelines - agreed upon August 2011
Students will keep a sketchbook used for
exploration of visual arts content, with
possible relevant integration into other subject
areas.
Students should use this sketchbook for a
period of at least 6 weeks(but sketchbooks can of course
be used all year.)
15. ISL Primary Arts Sketchbook
Guidelines – agreed upon August 2011
The sketchbook should also contain at least
one exploration of a “responding” learning
outcome.
16. For Example...
Taken from the Learning Continuum for
Responding
(A learner may exhibit a range of learning
outcomes from various phases at any one
time.)
Phase 2 Learning Outcomes
Learners:
• enjoy experiencing artworks
• show curiosity and ask questions about
artworks
• describe what they notice about an artwork
• identify the materials and processes used in
the creation of an artwork
• analyse the relationships within an artwork
and construct meanings
• communicate their initial responses to an
artwork in visual, oral or physical modes
• make personal connections to artworks
• express opinions about an artwork
• create artwork in response to a variety of
stimuli.