Worksheet 3.1.1a
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The document discusses artifacts that are made by hand versus those made by machine. It provides examples of handmade artifacts like teddy bears, baskets, and wooden shelves. While handmade objects have value, the document notes that machine-made objects are often stronger, more consistent, and can be produced more quickly at a larger scale. Specifically, it estimates that a wooden bed could take a week to make by hand but only a day or two when machine-assisted. Machine production also allows for exact replicas, unlike handmade artifacts which each have small variations.
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Worksheet 3.1.1
This document provides instructions for an activity where students imagine designing an everyday household object without the use of machinery. Students are given an actual household object and asked to consider what materials and processes may have been used to create it before the industrial revolution. They then have to envision designing an alternative version of the same object using only materials that could be made by hand, and describe how it might be constructed without machines.
3.1.1 go back in time
The document provides instructions for an activity where students imagine designing an everyday household object without the use of machinery. Students are given a real-life object and asked to consider what materials it is made of and how it was created. They then have to design their own object to perform the same function using only materials that would have been available before the Industrial Revolution, and describe how it would be made by hand.
Going back in time 3.1.1
This document provides instructions for an activity where students imagine going back in time to before machines were invented. Students are given a everyday household object and asked questions about what materials it is made of and if it was created by hand or machine. They then have to imagine designing an object to do the same job but without machinery, and describe what material it would be made from, if it would look different, and how it would be made by hand. They are asked to draw a picture of what their handcrafted object might look like.
Worksheet 3.1.1
The document provides instructions for an activity asking students to imagine designing an everyday household object without the use of machinery, as was common before the Industrial Revolution. Students are asked to consider what materials an object like scissors would be made from if created by hand, such as clay. They are then asked to draw a picture of what their handcrafted object might look like.
3.1.1a today artefact
The document discusses artifacts that are made by hand versus those made by machines. It asks the reader to list things in their home that are handmade, providing examples like slippers, t-shirts, and chairs. It then asks if the reader prefers handmade or machine-made items and suggests that machine-made items last longer and have better quality, but handmade items can be finer if the equipment is available.
Worksheet 3.1.1
This document provides information about creating artifacts without machines from the Industrial Revolution. It discusses imagining designing an everyday object like a vase or scissors without machinery. It would likely be made from similar materials but may look or operate differently if created by hand. Examples of things still made by hand today like food and some clothes are listed. The document also compares how activities like listening to music, getting news, and communicating have changed from previous manual methods to modern technology. Students are asked to generate design ideas for assigned briefs and evaluate ideas based on available materials, equipment access, and required skills.
Today's artefacts 3.1.1a
The document discusses artifacts that are made by hand versus those made by machines. It asks the reader to list things in their home that are handmade, providing examples like ornaments, paintings, and knitwear. While machines allow for perfect, accurate production, handmade artifacts are considered more valuable and sentimental since they involve direct human effort and time. Handmade artifacts found through archaeology from long ago can become extremely valuable.
3.3.1clay pot
The document provides guidance for students on safely creating an artefact. It notes that health and safety is important when working in a professional environment. Students should think through how they will safely produce their artefact, which materials and equipment they will use, where they will work, any rules for that space, protective gear needed, how they will behave, and ensure others' safety. The example provided is of a student making a clay pot in an art classroom, using specified materials safely under the classroom rules and focused on their work.
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Worksheet 3.1.1
This document provides instructions for an activity where students imagine designing an everyday household object without the use of machinery. Students are given an actual household object and asked to consider what materials and processes may have been used to create it before the industrial revolution. They then have to envision designing an alternative version of the same object using only materials that could be made by hand, and describe how it might be constructed without machines.
3.1.1 go back in time
The document provides instructions for an activity where students imagine designing an everyday household object without the use of machinery. Students are given a real-life object and asked to consider what materials it is made of and how it was created. They then have to design their own object to perform the same function using only materials that would have been available before the Industrial Revolution, and describe how it would be made by hand.
Going back in time 3.1.1
This document provides instructions for an activity where students imagine going back in time to before machines were invented. Students are given a everyday household object and asked questions about what materials it is made of and if it was created by hand or machine. They then have to imagine designing an object to do the same job but without machinery, and describe what material it would be made from, if it would look different, and how it would be made by hand. They are asked to draw a picture of what their handcrafted object might look like.
Worksheet 3.1.1
The document provides instructions for an activity asking students to imagine designing an everyday household object without the use of machinery, as was common before the Industrial Revolution. Students are asked to consider what materials an object like scissors would be made from if created by hand, such as clay. They are then asked to draw a picture of what their handcrafted object might look like.
3.1.1a today artefact
The document discusses artifacts that are made by hand versus those made by machines. It asks the reader to list things in their home that are handmade, providing examples like slippers, t-shirts, and chairs. It then asks if the reader prefers handmade or machine-made items and suggests that machine-made items last longer and have better quality, but handmade items can be finer if the equipment is available.
Worksheet 3.1.1
This document provides information about creating artifacts without machines from the Industrial Revolution. It discusses imagining designing an everyday object like a vase or scissors without machinery. It would likely be made from similar materials but may look or operate differently if created by hand. Examples of things still made by hand today like food and some clothes are listed. The document also compares how activities like listening to music, getting news, and communicating have changed from previous manual methods to modern technology. Students are asked to generate design ideas for assigned briefs and evaluate ideas based on available materials, equipment access, and required skills.
Today's artefacts 3.1.1a
The document discusses artifacts that are made by hand versus those made by machines. It asks the reader to list things in their home that are handmade, providing examples like ornaments, paintings, and knitwear. While machines allow for perfect, accurate production, handmade artifacts are considered more valuable and sentimental since they involve direct human effort and time. Handmade artifacts found through archaeology from long ago can become extremely valuable.
3.3.1clay pot
The document provides guidance for students on safely creating an artefact. It notes that health and safety is important when working in a professional environment. Students should think through how they will safely produce their artefact, which materials and equipment they will use, where they will work, any rules for that space, protective gear needed, how they will behave, and ensure others' safety. The example provided is of a student making a clay pot in an art classroom, using specified materials safely under the classroom rules and focused on their work.
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5.2.5 about chosen campaign
This document discusses planning and confirming ideas for a campaign on abuse against women. The campaign aims to create awareness of different types of abuse women experience and their consequences. It will use a story line covering common issues young women face, portrayed through four characters dealing with domestic abuse, neglect, oppression and sexual abuse. The performance will take place at a girls' school to match the target audience. Its success will be evaluated through audience feedback on what worked well and could be improved.
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Ws6.2.4 resources c
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The document discusses the history of film cameras from their origins to modern digital cameras. It then outlines the process of planning a music video production, including pre-production tasks like writing scripts, securing locations and equipment, hiring actors, and creating a schedule. Post-production tasks like editing, adding effects, and finalizing the video are also mentioned.
5.2.4 choosing our ideas
Our campaign should focus on raising awareness of different types of abuse that women commonly face. We will highlight issues like sexual abuse, domestic abuse, childhood neglect, and emotional breakdown. Raising awareness of these prevalent forms of abuse could help reduce discrimination and empower women.
5.2.1 finding your camapign
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5.1 Understanding Campaigns
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4.1 history of music video
Dire Straits released the first ever music video for their song "Money for Nothing" in 1985. The music video helped promote the song and improve sales. A music video is a short film, typically 10 minutes or less, that accompanies a song. Music videos became popular in the 1980s with the launch of MTV, the first channel dedicated solely to music videos.
8.1.2
The document is an exploration sheet for a student's project idea to create a collection of dresses in different formats including visual art and photography. The collection will feature creative designs using uncommon materials like barbed wire and plastic pipes. The target audience is young girls and adolescents. The dresses will be produced through planning, designing, and using a sawing machine. Resources needed include materials, a sawing machine, measuring tape, pins, and basic stationery. Health and safety risks exist when using the sawing machine, which the student plans to overcome by getting help from a professional machine operator and researching the dress making process. Other issues to consider are budgeting and obtaining help from others experienced in dress making.
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This document outlines types of abuse and provides resources for help. It discusses verbal, domestic, sexual, and physical/emotional abuse. It also notes that there are organizations throughout the UK that can provide confidential help and support to those experiencing abuse.
6.1 festival
This document summarizes different types of festivals including music festivals like V Festival, cultural festivals like Boishakhi Mela celebrating Bangladeshi culture, carnivals like Notting Hill Carnival celebrating Caribbean culture, Lady Fest celebrating women artists, and religious festivals like Rio de Janeiro Carnival held before Easter. Festivals are events that celebrate cultures through live performances, food, art, and bringing people together to experience new traditions and have fun. They are funded through ticket sales, sponsors, and donations with many non-profit festivals giving profits to charities.
Hussein chalayan work
Hussein Chalayan is a Cypriot fashion designer born in 1970 who graduated from London's Central Saint Martins College of Art and Design in 1993. He has since produced over 20 collections and been named British Designer of the Year twice. Chalayan draws inspiration from science and technology, and is known for his architectural garments that transform into furniture. He pays close attention to detail in his unique, three-dimensional designs.
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Domestic violence against men is a significant but underreported problem. An estimated 300,000 to 400,000 men in the US experience violence from an intimate partner each year. Many men suffer physical abuse like being beaten, stabbed, or threatened with weapons. They also endure mental abuse for an average of six years before seeking help. Refuges and helplines have been established to support male victims and encourage them to speak out without fear of stigma. However, domestic violence against men remains difficult to quantify due to entrenched social attitudes that do not recognize men can be victims of domestic abuse.
5.2 Role on the wall
The document describes a character that is portrayed as a bad mother who does not care about her children and is needy and desperate for attention. She is shown to be a heavy drinker who wears a lot of makeup, short skirts, and low cut tops. The character acts in a needy way after a rough divorce, and is also careless, angry, abusive, and violent. She feels sad, lonely, isolated, and wonders why everyone is looking at her. Her thoughts include needing another drink for her headache and blaming her daughter for her husband leaving.
4.2 Permission slip fro niraj chag
This permission slip allows the group UFO, consisting of Humaira Begum, Syeda Sagrina Ali, Suma Fatima, and Nosheen Zara Aktar, to use an individual's image in their music video "Ur Jaa." The individual signing confirms they understand UFO will fully own the film and use it as they choose.
4.2 Record audience result
The survey results showed that their target audience for Hindi music is mainly 12-16 year olds and most listeners are Asian. When asked about music preferences, the majority said they listen to R&B and Hip Hop. Only a few listeners were familiar with Indian folk music. However, the survey found there is an audience interested in watching music videos of Indian songs. The responses helped understand what elements to include, such as using both cultural and western aspects, and adding subtitles for the Punjabi language.
6.4 Central fest 2010!
Central Fest 2010 was a community event held on November 20th featuring various activities for children and adults. Activities included bouncy castles, an archery range, face painting, balloon art, a student art exhibition, movie screenings, and live music performances by students. Local organizations also participated with booths for citizenship advice, surveys, nail art, and photography. The goal of the event was to bring the community together for family fun and entertainment.
5.2.5 about chosen campaign
This document discusses planning and confirming ideas for a campaign on abuse against women. The campaign aims to create awareness of different types of abuse women experience and their consequences. It will use a story line covering common issues young women face, portrayed through four characters dealing with domestic abuse, neglect, oppression and sexual abuse. The performance will take place at a girls' school to match the target audience. Its success will be evaluated through audience feedback on what worked well and could be improved.
4.1 Recording films
This document discusses the development of recording technology in films over time. It begins with silent films from the early 20th century that had only images and background music. Then it moves to the introduction of black and white films in the 1980s, followed by colored films in the late 1980s. More modern films from the 2000s onwards are discussed that were made using advanced technology and recorded in high definition. The document concludes by looking ahead to future technologies like 3D and potential 4D films that aim to provide more immersive experiences for viewers.
4.1 History of record
The document discusses the history of various forms of recording and their development over time. It covers the early origins of printing using cylinder seals in Mesopotamia and block printing in China and Egypt. It then moves to a timeline of important developments in audio recording technology from Thomas Edison's phonograph in 1877 to digital audio recording standards in the 1990s. The document also discusses the early history of film and color technology as well as the invention of the television camera. It provides context on the development of the internet and world wide web enabling new forms of digital recording. Finally, it contrasts technology in the early 19th century to developments in computers, televisions and media storage over the last few decades.
Ws6.2.4 resources c
The document provides guidance for students planning a festival event. It instructs students to create a timetable showing when and where each event will take place to deploy resources efficiently. It also advises making a list of the resources needed for each event and cross-checking with the timetable to ensure availability. Finally, it suggests dividing into groups to produce detailed plans for setting up and running a single festival event.
Camera and production research
The document discusses the history of film cameras from their origins to modern digital cameras. It then outlines the process of planning a music video production, including pre-production tasks like writing scripts, securing locations and equipment, hiring actors, and creating a schedule. Post-production tasks like editing, adding effects, and finalizing the video are also mentioned.
5.2.4 choosing our ideas
Our campaign should focus on raising awareness of different types of abuse that women commonly face. We will highlight issues like sexual abuse, domestic abuse, childhood neglect, and emotional breakdown. Raising awareness of these prevalent forms of abuse could help reduce discrimination and empower women.
5.2.1 finding your camapign
The document discusses planning a campaign on the issue of abuse against women. A group decided to focus their campaign on raising awareness of different types of abuse faced by women in various cultures, such as domestic, cultural, and emotional abuse. They plan to present their campaign message through a theatrical performance staged in a round formation with the audience surrounding the stage. The group has access to lighting and sound equipment for their performance. They intend for the emotive theater to effectively communicate the impacts of abuse on women's lives.
5.1 Understanding Campaigns
The document discusses different aspects of campaigns including their purposes, key messages, target audiences, and use of various art forms. Campaigns are used to promote products, events, and raise awareness of issues. They aim to create awareness or send a specific message to a targeted audience through various media like TV, magazines, posters, music, and more. Performing arts and visual arts are important tools in campaigns to effectively spread the key message and engage audiences emotionally.
History of record nosheen zara akthar
A record is something used to store information or data. Records have evolved significantly over time, starting from early forms like cave paintings and runic alphabets, to more advanced technologies like the phonograph, gramophone, and digital storage mediums. Modern records include books, films, audio recordings, photographs, blogs, and other digital formats. Records will continue to develop with new technologies in the future.
4.1 history of music video
Dire Straits released the first ever music video for their song "Money for Nothing" in 1985. The music video helped promote the song and improve sales. A music video is a short film, typically 10 minutes or less, that accompanies a song. Music videos became popular in the 1980s with the launch of MTV, the first channel dedicated solely to music videos.
8.1.2
The document is an exploration sheet for a student's project idea to create a collection of dresses in different formats including visual art and photography. The collection will feature creative designs using uncommon materials like barbed wire and plastic pipes. The target audience is young girls and adolescents. The dresses will be produced through planning, designing, and using a sawing machine. Resources needed include materials, a sawing machine, measuring tape, pins, and basic stationery. Health and safety risks exist when using the sawing machine, which the student plans to overcome by getting help from a professional machine operator and researching the dress making process. Other issues to consider are budgeting and obtaining help from others experienced in dress making.
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Worksheet 3.1.1a
- 1. Creative and Media: Level 2 Higher Diploma Unit 3: Artefact Level 2 Higher Diploma Creative and MediaUnit 1: Scene 3.1.1a Today’s artefacts Student Book pp 78–81 Can you think of anything that you own or have seen around you that might have been made by hand? Make a list below of things which we have in our homes or use in everyday life that are made by hand. Teddy bears Blanket from Bangladesh Straw basket Wooden shelves Do you prefer things that are made by hand or things that are made using machines? Objects and goods made by hand are not long lasting they always break. When made by machine they are put together in a stronger format so it is more stable. With a machine it’s not time consuming. For example if you were to make a wooden bed it will take you about_ week or so and 1 with the assistance of a machine it could be made within a day or two depending on the material of wood. Also with a machine you could make exact replicas of the object were as with handmade objects there will always be a difference. © Pearson Education Ltd 2008. Copying permitted for purchasing institution only. This material is not copyright free. 1