A video from the Utah System of Higher Education (with special thanks to Dr. Nancy Ross). Video by Ydraw. Created by Nancy Ross.
Students will focus on how one artist tells the story of Joseph using continuous narrative. By observing and discussing visual details such as color and movement found in the painting, students write about what they think is happening. Students are encouraged to use the actions they observed in the painting to create and write a new story with a new character, and then illustrate them in their own continuous narrative.
MAIN AIMS OF THE MODULE: To achieve an understanding and practical experience of key principles, methods and theories in the area of educational software.
LEARNING OUTCOMES FOR THE MODULE: The module provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
1) Obtain understand of major learning principles, theories, and approaches
2. Identify key factors of successful educational software design and deployment.
3) Apply theories, principles, and approached into an appropriate design of educational software system.
4) Establish an appreciation of state-of-art developments in the area of educational software design.
MAIN TOPICS OF STUDY: The main topics of study considered in light of the above learning outcomes are: Educational Principles Design of educational software such as electronic instruction manuals, serious gaming, VR training, drills, and tutor agents and tutorials Educational software for specific learners such as children, elderly, mentally or physically challenged individuals CEvaluation of education software.
Students will learn about axial movements and locomotor movements by discussing dancers depicted in a drawing and photograph. They will then practice combining axial and locomotor movements. They will describe how artists depict a dancer's motion in drawing and photography. They will also analyze how an artist creates movement and emphasis through contrast, composition, and leading lines, and then experiment with photography to capture motion in dance.
Grade 4: Module 3 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of perspectives on the American Revolution. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.
Grade 5: Module 2 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of biodiversity in the rainforest. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.
Inclusive education means that all the students in a school, regardless of their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers and also support staff. The federal Individual with disabilities Education Act (IDEA) make it clear that schools have a duty to educate children with disabilities in general education classrooms.
Skills are refined through making pen and ink drawings, watercolor paintings, and sculptures focusing on proportion, value, and scale. Translating words into pictures and pictures into words is investigated through depicting setting, combining shapes for meaning, using color for mood and responding to art. Students also create prints and then explain the printmaking procedure in writing.
\The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2
Fundamental concepts and skills are applied in new ways. Line is used to invent characters in monotype prints and show figures in action within drawings and wire sculptures. Elements of scale, horizon, overlapping, shape and texture in painting and printmaking reference specific time and place for settings. Students also visualize and write in response to art.
The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2
Students will analyze the form and function of a table made in the 1700s. They will appropriate elements from a preexisting work of art to create a new work of art that reflects the students' identity.
Sample template for creating a guidance document for educators visiting a particular website or playlist in the Arts. Remix and edit this resource to suit.
The Understanding by Design module provides a solid framework for designing quality curriculum that features relevant, worthwhile content and has alignment and coherence across the desired results, assessment evidence, and learning activities. This module will help you understand the UbD framework, analyze curriculum using the framework, and give constructive feedback to educators. In addition, you will explore how to apply UbD in your own professional development programs.
Grade 2: Module 2 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of fossils and what they can tell us about how Earth has changed over time. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.
This course is designed to give persons interested in art and design, a foundation in basic principles, knowledge of materials and technical skills.
Students will discuss works of art that have grotesque elements and symmetry in their design. They will identify symmetry and line in grotesques. Students will create symmetrical designs for a pilgrim bottle and also design a door panel using grotesques. They will then analyze William Blake's poem "The Tiger" and write their own grotesque-inspired poetry.
A broad range of art is created using concepts of contour and line type, abstraction, color palette, 3-D form, and positive and negative space. Students make both realistic and abstract drawings, relief prints, paintings, and paper sculptures. Literacy-infused lessons include making sketch/journal entries, inventing clay characters and illustrating stories and poems in collage.
The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2
Development of Higher Education in Free India- various Commission Reports
National Policy on Education (Higher Education)- 1986, 1992(Revised)
Privatization of Higher Education including self-finances
Community colleges and their significance, Institutions
A MoMA educator discusses how she teaches “One: Number 31, 1950" by Jackson Pollock, 1950. Visit MoMA Learning for more teaching and learning resources. Created by The Museum of Modern Art.
Grade 5: Module 1 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of human rights. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.
Grade 5: Module 4 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of the impact of natural disasters. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.