Pablo Picasso's 1907 painting Les Demoiselles d'Avignon depicts five nude women in abnormal positions and proportions, suggesting they have been objectified. It was groundbreaking for deviating from traditional techniques but also generated controversy. Thomas Eakins' 1875 painting The Gross Clinic shows a gruesome surgery in vivid detail, making some viewers uncomfortable while fascinating others with its realism. Both works polarized audiences but were pioneering in pushing artistic boundaries.
Simon took several photos for different reasons: the first was taken from the ground after dropping his phone; the second and third featured tree trunks from specific angles; another showed patterns from above; a shadow caught his attention; and the last used a camera lens close to barbed wire to blur the closest and farthest parts while keeping the middle in focus.
The document discusses photos taken by Tamara Krösschell of the Mekong river in Laos at sunset. In the first photo, Tamara used rule of thirds to draw focus to multiple elements including the setting sun, a tree, an airplane and Thailand in the background. Subsequent photos also employ rules of composition like rule of thirds, symmetry, and balancing elements to showcase the beauty of the sun's reflection on the Mekong river and how its light strikes nearby objects. The photos were taken because Tamara found the interplay of light and landscape along the Mekong to be aesthetically interesting subjects to capture.
Victoria took photos around Vientiane, Laos to show people the different places and activities available in an unconventional style. She used various composition techniques like cropping, color, pattern, shape, and texture to tell stories with her photos and convey her intention of portraying Vientiane from a unique perspective.
Rora used various compositional techniques like patterns, lines, colors, focus, shapes and the rule of thirds in her photos to depict her daily life in modern Vientiane. She photographed everyday objects that are often overlooked by tourists to show the bright colors, happiness and modern aspects of life in Vientiane in 2015. Through her photos of the city's cultures, attractions and mundane objects, Rora portrayed Vientiane's modernity and the things usually missed by visitors.
After School Clubs are clubs that students can join after school to learn new skills and have fun. There are many different types of after school clubs that students can choose from, such as Golf, Code, Art, Film Making, Fencing, and Survival Skills. The Survival Skills After School Club teaches students how to deal with dangerous and emergency situations through activities each week, where the teacher Mr. Kordich instructs students on survival techniques in the gym or on a small mountain.
The photographer took a picture showing plants alone in Laos to convey different perspectives of the Lao lifestyle and living environment. The plants were photographed from a low viewpoint against a large natural background to symbolize how Lao people live in difficult, poor conditions yet find their environment peaceful. By placing the subject plants in hard spaces between rocks, the photographer aimed to depict how Lao people feel lonely while living in challenging surroundings, though the background suggests Laos itself is a quiet, cozy country.
This collection of photos documents the author's travels in Laos, including pictures taken at a temple showing its quiet interior, the author standing outside the temple, and local people's homes and businesses near the temple. Other photos show a rural school where students were working in groups, as well as a large river and park near the temple in Laos.
Pablo Picasso's 1907 painting Les Demoiselles d'Avignon depicts five nude women in abnormal positions and proportions, suggesting they have been objectified. It was groundbreaking for deviating from traditional techniques but also generated controversy. Thomas Eakins' 1875 painting The Gross Clinic shows a gruesome surgery in vivid detail, making some viewers uncomfortable while fascinating others with its realism. Both works polarized audiences but were pioneering in pushing artistic boundaries.
Simon took several photos for different reasons: the first was taken from the ground after dropping his phone; the second and third featured tree trunks from specific angles; another showed patterns from above; a shadow caught his attention; and the last used a camera lens close to barbed wire to blur the closest and farthest parts while keeping the middle in focus.
The document discusses photos taken by Tamara Krösschell of the Mekong river in Laos at sunset. In the first photo, Tamara used rule of thirds to draw focus to multiple elements including the setting sun, a tree, an airplane and Thailand in the background. Subsequent photos also employ rules of composition like rule of thirds, symmetry, and balancing elements to showcase the beauty of the sun's reflection on the Mekong river and how its light strikes nearby objects. The photos were taken because Tamara found the interplay of light and landscape along the Mekong to be aesthetically interesting subjects to capture.
Victoria took photos around Vientiane, Laos to show people the different places and activities available in an unconventional style. She used various composition techniques like cropping, color, pattern, shape, and texture to tell stories with her photos and convey her intention of portraying Vientiane from a unique perspective.
Rora used various compositional techniques like patterns, lines, colors, focus, shapes and the rule of thirds in her photos to depict her daily life in modern Vientiane. She photographed everyday objects that are often overlooked by tourists to show the bright colors, happiness and modern aspects of life in Vientiane in 2015. Through her photos of the city's cultures, attractions and mundane objects, Rora portrayed Vientiane's modernity and the things usually missed by visitors.
After School Clubs are clubs that students can join after school to learn new skills and have fun. There are many different types of after school clubs that students can choose from, such as Golf, Code, Art, Film Making, Fencing, and Survival Skills. The Survival Skills After School Club teaches students how to deal with dangerous and emergency situations through activities each week, where the teacher Mr. Kordich instructs students on survival techniques in the gym or on a small mountain.
The photographer took a picture showing plants alone in Laos to convey different perspectives of the Lao lifestyle and living environment. The plants were photographed from a low viewpoint against a large natural background to symbolize how Lao people live in difficult, poor conditions yet find their environment peaceful. By placing the subject plants in hard spaces between rocks, the photographer aimed to depict how Lao people feel lonely while living in challenging surroundings, though the background suggests Laos itself is a quiet, cozy country.
This collection of photos documents the author's travels in Laos, including pictures taken at a temple showing its quiet interior, the author standing outside the temple, and local people's homes and businesses near the temple. Other photos show a rural school where students were working in groups, as well as a large river and park near the temple in Laos.
The document discusses and analyzes the composition of several photos. It notes that the first photo has an empty background that draws the viewer's focus to the computer screen. The second photo has no clear focus and the only visible boundaries are a plate and fork. The third photo has an odd composition with a blurry and cut-off focus, and an unbalanced but half-shown sandwich. The final photo's main focus is a pencil representing homework, with an unbalanced and crowded background.
This document discusses two pictures that depict different types of roads. The first picture shows a rich road while the other shows a road for poor people, showing their socioeconomic difference. It also describes the composition of one of the pictures, noting that it shows a wide road in the middle with a shop on the right and fence on the left, under a blue/pink sky as viewed from the sun. Compositional rules like viewpoint and background are mentioned.
This artistic statement describes how the artist uses various composition techniques like leading lines, rule of thirds, symmetry, patterns, contrasting colors, and foreground/background relationships to draw attention to textures and details found in the flora and nature of Laos. These techniques are used in the artist's photographs to emphasize leaves, bamboo, flowers, tree bark, and the textures of thorns.
Hagwons are supplemental learning institutions similar to schools in South Korea. There are many types of hagwons that focus on specific subjects like English, math, science, music, and sports. An English hagwon described in the document involves students reading chapter books, answering questions, discussing answers together, writing essays, and taking breaks during the class. Hagwons provide subject-focused learning for students outside of regular school hours and classes are usually small in size with multiple teachers.
The document is a student's narrative about photographs they took depicting various road and traffic conditions in Vientiane, Laos. The photographs show a range of road types from smooth cemented roads to bumpy dirt roads. Some roads are under construction, requiring detours. Traffic in Laos is different than other countries, with the unpredictable road conditions requiring locals to adapt. The narrative analyzes each photo and the compositional techniques used, such as rule of thirds, leading lines, and balancing elements. The photos provide examples of roads, intersections, construction, narrow paths, and traffic accidents that illustrate the diverse road network in Vientiane.
The photographer wanted to communicate the culture and relationship between monks and local people in her Lao village. She took photographs using compositional techniques like the rule of thirds to make the images calm and show the respectful relationship between the people and monks. These included using backgrounds to show the environment and viewpoints that demonstrated how locals respected the monks in the very special bond between them.
After school, children have many activities to do at home including playing inside or outside, doing homework like reading, drawing and math worksheets. They also enjoy playing traditional games. In the evenings, they take a bath, eat dinner, brush their teeth and go to bed, wrapping up their day.
The document discusses photographing the architectural designs of gates and fences in Vientiane, Laos. It aims to communicate the patterns on some gates and fences to people who have never visited Vientiane. It describes taking photos from a 170 degree angle rather than straight on to better show the patterns and use leading lines. Photos were also taken at night and in the afternoon to use color as a compositional device to make the patterns stand out.
Intervention Julien Martin - Communauté de Communes du Cap-SizunBénédicte Aocd
Gérer, valoriser et promouvoir les espaces naturels protégés du Cap-Sizun.
Devenir une destination randonnée d'excellence
en lien avec l'ouest Cornouaille.
The document discusses and analyzes the composition of several photos. It notes that the first photo has an empty background that draws the viewer's focus to the computer screen. The second photo has no clear focus and the only visible boundaries are a plate and fork. The third photo has an odd composition with a blurry and cut-off focus, and an unbalanced but half-shown sandwich. The final photo's main focus is a pencil representing homework, with an unbalanced and crowded background.
This document discusses two pictures that depict different types of roads. The first picture shows a rich road while the other shows a road for poor people, showing their socioeconomic difference. It also describes the composition of one of the pictures, noting that it shows a wide road in the middle with a shop on the right and fence on the left, under a blue/pink sky as viewed from the sun. Compositional rules like viewpoint and background are mentioned.
This artistic statement describes how the artist uses various composition techniques like leading lines, rule of thirds, symmetry, patterns, contrasting colors, and foreground/background relationships to draw attention to textures and details found in the flora and nature of Laos. These techniques are used in the artist's photographs to emphasize leaves, bamboo, flowers, tree bark, and the textures of thorns.
Hagwons are supplemental learning institutions similar to schools in South Korea. There are many types of hagwons that focus on specific subjects like English, math, science, music, and sports. An English hagwon described in the document involves students reading chapter books, answering questions, discussing answers together, writing essays, and taking breaks during the class. Hagwons provide subject-focused learning for students outside of regular school hours and classes are usually small in size with multiple teachers.
The document is a student's narrative about photographs they took depicting various road and traffic conditions in Vientiane, Laos. The photographs show a range of road types from smooth cemented roads to bumpy dirt roads. Some roads are under construction, requiring detours. Traffic in Laos is different than other countries, with the unpredictable road conditions requiring locals to adapt. The narrative analyzes each photo and the compositional techniques used, such as rule of thirds, leading lines, and balancing elements. The photos provide examples of roads, intersections, construction, narrow paths, and traffic accidents that illustrate the diverse road network in Vientiane.
The photographer wanted to communicate the culture and relationship between monks and local people in her Lao village. She took photographs using compositional techniques like the rule of thirds to make the images calm and show the respectful relationship between the people and monks. These included using backgrounds to show the environment and viewpoints that demonstrated how locals respected the monks in the very special bond between them.
After school, children have many activities to do at home including playing inside or outside, doing homework like reading, drawing and math worksheets. They also enjoy playing traditional games. In the evenings, they take a bath, eat dinner, brush their teeth and go to bed, wrapping up their day.
The document discusses photographing the architectural designs of gates and fences in Vientiane, Laos. It aims to communicate the patterns on some gates and fences to people who have never visited Vientiane. It describes taking photos from a 170 degree angle rather than straight on to better show the patterns and use leading lines. Photos were also taken at night and in the afternoon to use color as a compositional device to make the patterns stand out.
Intervention Julien Martin - Communauté de Communes du Cap-SizunBénédicte Aocd
Gérer, valoriser et promouvoir les espaces naturels protégés du Cap-Sizun.
Devenir une destination randonnée d'excellence
en lien avec l'ouest Cornouaille.
1. “펠로우로 살펴보는 아쇼카의 역사”
1982년, 인도
Gloria de Souza
아쇼카 최초 펠로우
글로리아 데 소우자
2. 인도 뭄바이 시내 한 초등학교의 45세 여교사는 20년 동안 초등학교에서
교직생활을 해왔습니다. 그녀는 학교 복도를 지날 때 당시 인도의 콩나물시루
같은 교실에서 학생들이 이 노래말을 반복하는 것이 세상에서 제일
괴로웠습니다.
“ Here We Go Round the Mulberry Bush
뽕나무 숲을 ~ 둘러서 가자 ~ ”
학생들이 즐겨 부르던 “뽕나무 숲을 둘러서 가자!”
3. 사실, 앞선 노래는 영국의 전통 동요로 영국 식민 시대의 잔재로서 당시 인도의
기계적인 주입식 교육의 산물이었습니다.
식민지에서 벗어난 지 20여 년이 지난 지금도 아이들은 영국 동요를 부르고
있었고 그녀는 식민시대의 잔재인 기계적인 주입식 교육이 아이들의
감수성을 죽인다는 생각이 들었습니다.
영국 식민시대의 잔재
4. 데 소우자는 문제를 해결하기 위해 1970년대 인도에서 굉장히 실험적이었던
쌍방향 열린 교육방법을 도입하려 했지만 동료 교사들의 반응은 냉담했습니다.
“훌륭한 방법인 것 같지만 인도에서는 맞지 않아. 기본 철학은 좋은데 우리
현실에서는 무용지물이야.”
동료 교사들의 거부
5. 고심 끝에 글로리아는 혼자서라도 시작하기로 결심합니다.
그녀는 인도에는 없는 유럽울새, 푸른울새, 버드나무 등에 관한 이야기만 쓰여
있는 교과서를 버리고 학생들을 야외로 데리고 나갑니다.
변화의 시작 : 일상 생활
6. 자신들이 사는 마을의 새와 나무들을 직접 본 학생들은 “몬순은 왜 찾아오고
어떻게 사라지나?”처럼 실제로 살면서 느꼈던 의문점에 대해 질문했습니다.
또한 글로리아는 또 교과서에 쓰인 영국식 이름을 로버Rover나 키티kitty
아룬Arun과 라일라Laila 등의 인도 이름으로 바꿔 불렀습니다.
* 몬순: 인도나 동남아시아에서 여름의 계절풍이 초래하는 우기, 또는 우기에 내리는 비
학생의 수동성보단 능동성
7. 또한 인도 역사와 건축양식을 가르치기 위해 ‘게이트웨이 오브 인디아’ 등 주요
유적과 기념관 등에서 견학수업을 시작하고, 학생회장 선거를 실시해 민주주의
체험의 장을 만들기도 했습니다.
* 게이트웨이 오브 인디아: 뭄바이를 상징하는 건축물
인도에서 최초로 시도
8. 다른 교사들과 행정 관리들은 그가 학생들을 실험대상으로 이용한다고
비난했지만, 학생들의 호응은 열광적 이었습니다.
실제 자기가 사는 세상을 학생 스스로 탐구하게 하는 EVS 교육방법은 학생
스스로 환경을 인식하고 맥락 속 문제를 해결하는 주체로 성장시켜 줬습니다.
EVS(Envirionmental Stuides) 교육방법
9. 하지만, 1개 사립학교에서 큰 호응을 얻었을 뿐 인도 전체의 사정과는 완전히
동떨어져 있었습니다. 진짜 문제는 일단 뭄바이 공립학교 전체에 이 교육방법을
확대하고 그 이상으로 나아갈 수 있겠는가 였습니다.
빌 드레이튼(아쇼카 설립자)은 우선 글로리아가 인도사회 전체를 염두에
두고 일을 시작한 것인지 궁금해 했습니다.
‘교육전문가’ 인가 ‘사회혁신기업가’ 인가
10. 빌 드레이튼의 질문에 대한 글로리아의 대답은 아래와 같습니다.
“물론이죠.”
“뭄바이에 있는 어린이 중 70%가 이민가고 싶어 한다는 사실을 알고 있나요? 우리 사회 어딘가가
심각하게 잘못돼 있어요. 나는 교육에 관한 내 아이디어로 아주 중요한 일을 할 수 있다고
생각합니다. 만약 학생들이 단순 암기, 반복 학습에서 벗어나 스스로 문제를 풀고 창의력을 발휘할
수 있는 방법을 배운다면, 또 누가 시켜서가 아니라 자발적으로 행동하는 주체가 될 수 있다면,
지금과는 다른 굉장히 새로운 세대가 탄생할 수 있겠죠. 그렇게 되면 인도 전체가 달라질 테고,
그게 바로 혁명이죠!”
‘사회혁신기업가’ 로서의 의지
11. 그럼에도 불구하고, 드레이튼의 관점에서는 EVS 교육방법은 그다지 새로운
개념이 아니었습니다. 당시 미국과 캐나다, 유럽에서는 이미 정착된
접근법이었기 때문이죠. 오죽하면 드레이튼은 “글로리아와 이야기를 나누고
열린 교육에 대해 생각하다 보면 따분해서 ‘아, 그래요? 그렇군요‘ 하고 응답이나
하게 되곤 했어요“ 라고 반복했습니다.
빌 드레이튼의 의문점
12. 하지만, 빌 드레이튼과 아쇼카 이사진은 글로리아가 타고난 혁신가 라는 점을
발견해냈습니다. 바로 그녀의 교수법을 높이 산 것이 아니라 교육개념을 당시
1980년 인도 현지 사정에 맞게 응용하고 또 그 개념을 교육시장에 마케팅할
줄 아는 능력을 알아보았던 것입니다.
타고났던 사회혁신기업가 적인 자질
13. ‘가르치는 일’ 이 아닌 ‘퍼뜨리는 일’
융통성 없던 인도의 관료주의 교육 체제 속에서 공무원과 교직원, 학부모 및 학생들을 설득하는
과정, 위협적이지 않고 매력적인 것으로 자신의 방법론을 소개하는 방법, 교사들에게 열린
교육기법을 활용하게 하는 과정 등은 결정적으로 그녀의 사회혁신기업가적 자질을 살펴볼 수
있는 사례였습니다.
결국, 1981년, 글로리아는 빌 드레이튼과의 만남에서 자신의 교육방법을 널리 퍼뜨리는 일에
전념하고 싶다고 말했고, 아쇼카는 그녀에게 4년간 봉급으로 1만 달러를 제공하기로 결정합니다.
14. 환경에 대한 희망, Parisar Asha
다음해 글로리아는 파리사르 아샤Parisar Asha라는 단체를 만들어 EVS(Environmental
Studies) 교육법을 보급하기 시작합니다. 그리고 EVS 방식 교육을 받은 학생들은
읽기시험에서는 2배 높은 점수를 받고, 고급 작문과 수학 문제를 3배 빨리 푸는 것으로
밝혀졌습니다.
* EVS 교육법: 자연적, 사회적, 교육적 환경과 학습자의 상호작용을 중시하는 교육법
* Parisar Asha: 산스크리스트어로 ‘환경에 대한 희망‘ 을 뜻함.
15. 교수법 확장을 넘어서 교육환경을 변화시키다.
그리고 1980년대 말,
인도 교육부는 EVS를 국가 교육과정에 도입, 1~3학년 학생들을 가르치는
공식 교수법 기준으로 인정합니다.
1985년 까지 모두 1700개 학교에서 시범 프로그램을 실시하는 데 성공하여,
1982년 단체 설립 후 100만 명에 가까운 학생들이 EVS 교수법의 혜택을 받게
된 것입니다.
16. 최초의 아쇼카 펠로우 ‘글로리아 데 소우자’ 가 여러분 에게
“훌륭한 방법인 것 같지만 한국에서는 맞지 않아. 기본 철학은 좋은데 우리
현실에서는 무용지물이야.” 이런 말들이 당신을 가로막을 때, 1982년 선정된 첫
아쇼카 펠로우인 글로리아 데 소우자를 떠올려보면 어떨까요?
* 영국 식민 잔재 교육을 없애고 이전에 없던 새로운 교육방법을 인도에 도입했던 글로리아 데
소우자는, 1982년 아쇼카가 선정한 최초의 펠로우로서 2013년 4월 3일 생을 마감 하셨습니다.
