Modified Silhouette Self Identify
|
|
- Vanessa Terry
- 6 years ago
- Views:
Transcription
1 Modified Silhouette Self Identify Introductory Information Grades: 11 and 12 th graders Class Size: 24 students Length of Class Period: 60 Min Lesson Topic: Figure 1 - Julio Cesar Morales, Undocumented Interventions #6, (2005) In this lesson students will explore the relationship between identity and culture. Students will be exposed to art works by artists whom explore cultural and historical experiences as they reflect on their own identity in relationship to cultural expectations and stereotypes. Students will be asked to trace each other to create life-sized silhouettes as they reflect upon what it means to be defined by another person or people. Then each student will create lists about significant events, people, places, objects or symbols that they feel have influenced their Identity. After brainstorming, researching, and selecting ideas and images, the students will personalize their own silhouette as a way to express their own identities and practice self-definition. Once every student has modified and personalized their silhouette, they will be installed as a wall mural representing the class identity as one of a group of individuals. This lesson would be taught at least ¾ into the year and would serve as a final project focusing on concepts and the creative process while reviewing and asking students to demonstrate understandings from previous lessons in drawing, composition, collage, and others. STAGE 1 DESIRED RESULTS A) Enduring Understandings: Artists use art to explore and reflect upon the relationship between cultural experiences and their own sense of identity. Artists use their social-political context and cultural experiences to make work that challenges cultural expectations and stereotypes. Contemporary art work invites people to reflect on their assumptions about social norms and stereotypes by utilizing culturally loaded imagery. B) Essential Questions: What can works of art tell us about the relationship between cultural expectations or stereotypes and an individual s sense of self? 1
2 How does art work that uses stereotypes as subject promote stereotypes or call them into question? How does art work about social norms or stereotypes help us reflect on the notion of individual identity? C) Massachusetts Frameworks: Connections Strand 6: Purposes of the Art. Students will describe the purpose for which works of dance, music, theatre, visual arts, and architecture were and are created and, when appropriate, interpret their meanings. Learning Standard 4: Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation. Figure 2 - James Luna, Take a Picture with a Real Indian D) Learning Objectives: Students will participate in an inquiry-based exercise examining images dealing with cultural experiences, stereotypes and their connection to identity. Students will brainstorm as a class on the definition of a stereotype. Students will discuss whether the art works promote or question cultural expectations and stereotypes. Students will discuss whether they feel cultural expectations and stereotypes affect a person s sense of identity. Students will have their silhouette traced by another student as they contemplate being defined by another person or people. Students will brainstorm about the cultural expectations, stereotypes, personal and historical events that have influenced their sense of identity. Students will have the opportunity to express their own sense of identity by filling the stereotyped silhouette and filling it with images that are personally significant to their sense of identity. 2
3 Students will participate in one-on-one discussions of their works in progress with each other and with the teacher. Students will use the silhouette as a canvas in which to express their identity incorporating various skills learned in previous lessons like drawing, collage, cut outs using negative and positive space, assemblage and other methods of mixed media. STAGE 2 ASSESSMENT EVIDENCE A) Performing Tasks as Evidence: Students will create a paper cut-out silhouette of themselves which they will modify by adding personal content through collage, drawing, painting and any other art skill learned in previous lessons throughout the school year. The modified-silhouette will demonstrate insights into the external and internal influences that shape the student s identity. Students will create meaningful modified-silhouettes and will be able to demonstrate understanding of the themes by articulating the significance of their art work. Students will develop vocabulary about cultural expectations, stereotypes, and silhouettes. Figure 3 - LD Soltero, Silhouette (2010) B) Other Evidence/Continuum of Assessment Strategies: Students will participate in class discussions to generate different ideas about the meaning of identity in relationship to cultural and personal influences. 3
4 Students will co-operate with one another and share the projector effectively as they trace each other s silhouette. Students will interview each other in order to brainstorm about significant images to include in their silhouettes. Students will demonstrate their engagement with the creative process by keeping notes with lists, research resources, and brainstorms. Their lists of significant objects, people, place, experiences will be collected along with the final modified-silhouette. Students will be encouraged to ask themselves questions about their pieces. o Is the piece a meaningful impression of your identity? If not, what is missing? What can be changed? Does the modified-silhouette communicate an important aspect of your identity? C) Criteria: STAGE 3 LEARNING PLAN A) Art Materials Did the student actively participate in the inquiry-based discussion of the images presented? Did the student contribute by helping at least one other member of the class draw their silhouette? Did the student generate an insightful list of significant objects, events, places, and people to generate ideas for the project? Did the student do the research necessary to provide more depth to the images later selected for the silhouette? Did the student participate on productive one-on-one discussions with another student or the teacher in order to further develop their creative process and ideas? Did the student create a modified-silhouette that was meaningful and insightful about their own identity? 24 large pieces of construction paper 6 x3 3 Sharpie markers An overhead projector 24 Scissors Magazines Glue 24 Pencils Colored Pencils 24 Sets Chalk and oil Pastels 12 sets each Watercolor, Acrylic, Tempera paints 4
5 Brushes Access to photocopy machine Access to internet resources and books Figure 4 - Carlee Fernandez, Self Portrait: Portrait of my Father, Manuel Fernandez (2006) B) Vocabulary Identity: the condition of being oneself, the sense of self, providing sameness and continuity in personality over time. Silhouette: a two-dimensional representation of the outline of an object, as a cutout or drawing uniformly filled in with black. Stereotype: a simplified and standardized conception or image invested with special meaning and held in common by members of a group. C) Cite visual references as resources Books: Images: Gonzales, R (2008). Phantom Sightings: Art After the Chicano Movement. China: Los Angeles County Museum of Art. Walker, K (2007). After the Deluge. United States: Rizzoli International Publications, Inc. Carlee Fernandez, Self-Portrait: Portrait of My Father, Manuel Fernandez, 2006 Julio Cesar Morales, Undocumented Interventions #6, 2005 James Luna, Take a Picture with a Real Indian 2001 Kara Walker, Work on Progress, 2008 D) Learning Activities and Instruction: First Day Teacher will begin by showing images on the screen and asking the students to participate using an inquiry-based approach. Through the discussions students will discuss issues of cultural expectations, stereotypes, and how a person defines their own identity within those structures. Following discussion, students will be asked to make a list of significant people, places, events, and objects that have influence or inform their sense of identity. 5
6 While the majority of the class works on the brainstorming process, a small group of students will begin taking turns using the projector and tracing one another. While being traced, students will be asked to reflect on how they feel about another person having the power to define them. Students will be encouraged to continue being reflective and to continue working on their lists for homework. Second Day Students will discuss their lists with one another for further reflection. Students who did not get a chance the day before, now get to help each other create their silhouettes. The class will discuss how the lists they have created can be translated into visual information. (How do we represent a place? Does it just have to be a picture of it? How else do we represent it?) By the end of the class everyone should have a silhouette and more solid ideas for their content. For homework, students will be asked to generate more research and more images based on their lists, talk to a parent, do research in the library, gather images from the internet or magazines, bring in actual significant objects. Third Day Students will begin to make sketches (in drawn or collaged form) of different ways to apply images and content on the silhouette. Students will have one-on-one discussions with teacher about their intentions with the piece. Students will begin working on their pieces. Fourth and Fifth days (Maybe more) Students will continue working on their modified silhouette while until completion. Final day Students will install all of their silhouettes on the school hallways, representing their own identity as individuals but as a cohesive united community of students. 6
7 Figure 5 - Kara Walker, Work in Progress (2008) E) Questions to generate conversation What is happening in this picture? What cultural stereotypes or social norms do these artists explore in their work? Does art work that uses stereotypes as subject promote stereotypes or call them into question? Is there a particular stereotype that you feel people apply to you? Does your culture influence your identity? How do stereotypes or social norms affect an individual s sense of identity? What have been some significant people, events or places that have shaped your sense of identity? Which cultural stereotypes affect the way other people define you? What are the significant things about your identity that you would like for people to know you for? F) Cleanup Students will be asked to stop work 15 minutes before class ends and will be given different responsibilities in putting away materials Students will be asked to reflect on the day s work and will be given the day s homework assignment. 7
8 Reflection Sheet Lesson Which cultural expectations or stereotype affect the way other people define you? (About your heritage, nationality, gender identification, sexual orientation, race, class status, religion, group of friends, and style of dress) List significant influences that have shaped your own sense of identity? Significant places Significant events Significant people Significant Objects (symbols) 8
Enduring Understandings: Students will understand that
ART Pop Art and Technology: Stage 1 Desired Results Established Goals TRANSFER GOAL Students will: - create a value scale using at least 4 values of grey -explain characteristics of the Pop art movement
More informationLanguage Art (Writers Workshop) Science (beetle anatomy) Art (thank you card design)
Grade Level Duration Subject Area(s) Thank You Letter to a Guest Speaker Audrey Bullock & Corinne Solonar-Kong Hellgate Elementary 3 rd grade Three separate sessions, approximately 1hr, 45 min. total:
More informationAn In-Depth Study in Fine Arts. by: St. Anthony of Padua School 5680 North Maroa Avenue Fresno, CA 93704
In-Depth Study Copyright 2013 An In-Depth Study in Fine Arts by: St. Anthony of Padua School 5680 North Maroa Avenue Fresno, CA 93704 Continuous School Improvement Focused On High Achievement Of All Students
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More informationMCAD Course Catalog. Last Updated 10/26/2017
MCAD Course Catalog Last Updated 10/26/2017 Bachelor of Fine Arts Advertising ADV 2000 Introduction to Advertising This course introduces advertising majors and other interested students to the serious
More informationARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations VISUAL ARTS LESSON Unity and Variety in a Textural Collage
ARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations Artist-Mentor: Maria Grade Grade Levels: Second Fifth Grade Examples: Enduring Understanding Repeating elements for unity and adding
More informationTHE HEAD START CHILD OUTCOMES FRAMEWORK
THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress
More informationEnduring Understanding Geometric forms can be combined to create sculptures, buildings, and other human-made constructions.
ARTS IMPACT LESSON PLAN Visual Art and Math Infused Lesson Geometric Shape Assemblage Authors: Tracy Whitley, Turner Cagle with Natalie Ramsey Grade Level: Pre-kindergarten Enduring Understanding Geometric
More informationSYLLABUS. or by appointment MGM Theatre Room 216, Rich Bldg.
Principles of Design THR 230 Emory University Fall Semester, 2013 TR 11:30-12:45 Schwartz Design Studio SYLLABUS Prof. Brent Glenn Prof. Sara Ward 404.727.5099 404.727.6421 brent.glenn@emory.edu sward6@emory.edu
More informationLet s Meet the Presidents
Let s Meet the Presidents Each school year children will read books on presidents, but they usually are on the more famous ones like Washington and Lincoln. When asked who is Andrew Jackson? Or Rutherford
More informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
More informationTRANSFER APPLICATION: Sophomore Junior Senior
: Sophomore Junior Senior 2714 W Augusta Phone: 773.534.9718 Fax: 773.534.4022 Email: admissions@chiarts.org Web: www.chiarts.org CPS Mail Run: G.S.R. #35 FRESHMAN APPLICATION STEPS Thank you for your
More informationFashion Design Program Articulation
Memorandum of Understanding (206-207) Los Angeles City College This document is intended both as a memorandum of understanding for college counselors and as a guide for students transferring into Woodbury
More informationTitle Ai Weiwei: A Closer Look
Title Ai Weiwei: A Closer Look Concept/Main Idea of Lesson In this lesson, students will engage in a deeper consideration of Chinese artist Ai Weiwei s work, noting important influences on the artist.
More informationObserving Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers
Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,
More informationCourse Syllabus Art History I ARTS 1303
Course Syllabus Art History I ARTS 1303 Semester with Course Reference Number (CRN) Instructor contact information (phone number and email address) Spring 2011, CRN 76084 Kristi Wilson Office Location
More informationFunction Tables With The Magic Function Machine
Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within
More informationBharatanatyam. Introduction. Dancing for the Gods. Instructional Time GRADE Welcome. Age Group: (US Grades: 9-12)
Introduction Welcome For high school students studying dance as an elective course or a physical education requirement, dance classes provide an enjoyable outlet for self-expression, a challenging means
More informationPREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace
1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in
More informationLesson Plan Art: Painting Techniques
Lesson Plan Art: Painting Techniques Subject Area: Art Grade Level: K-1, Special Education Student Objectives: Students will know the terms texture plates, sponges and salt, and that they add detail to
More informationTeaching a Discussion Section
Teaching a Discussion Section Sample Active Learning Techniques: Clarification Pauses: This simple technique fosters active listening. Throughout a lecture, pause to allow students time to think about
More informationRequired Materials: The Elements of Design, Third Edition; Poppy Evans & Mark A. Thomas; ISBN GB+ flash/jump drive
ARV 121 introduction to design DIGITAL ARTS INSTRUCTIONAL PACKAGE ARV 121 Course Prefix and Number: ARV 121 Course Title: Introduction to Design Lecture Hours: 3 Professor: Office Hours: Catalogue Description:
More informationOutline for Session III
Outline for Session III Before you begin be sure to have the following materials Extra JM cards Extra blank break-down sheets Extra proposal sheets Proposal reports Attendance record Be at the meeting
More informationAsia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong.
Asia s Global Influence The focus of this lesson plan is on the sites and attractions of Hong Kong. Subject Geography Grade level 6-8 Duration Three class periods Objectives Students will review the geography
More informationCRW Instructor: Jackson Sabbagh Office: Turlington 4337
Page 1 of 10 Beginning Poetry Writing CRW 1301 Instructor: Jackson Sabbagh Email: jsabbagh@ufl.edu Office: Turlington 4337 Course Description & Objectives: We read poems; we write poems; we read the poems
More informationClass Descriptions 9 TH 12 TH
Class Descriptions 9 TH 12 TH Acting 1, 2, 3 & 4 (Performing Arts ONLY) These foundational courses are meant to introduce beginner to intermediate acting students to the various acting teachers and their
More informationDO YOUR PART FOR ART!
DO YOUR PART FOR ART! PRIMARY TASKS E Sc M So INTERDISCIPLINARY K KINDERGARTEN This guide links the Do Your Part for Art! unit to the Texas Essential Knowledge and Skills (TEKS) for kindergarteners. Do
More informationRenae Townsend G21 PBL Project
Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of
More informationProudly Presents. The 36 th ANNUAL JURIED SPRING ART SHOW & SALE. April 7 15, 2018
Wilmington Art Association 36th Annual Juried Spring Art Show & Sale Prospectus Wilmington Art Association Proudly Presents The 36 th ANNUAL JURIED SPRING ART SHOW & SALE April 7 15, 2018 Hannah Block
More information4-H Ham Radio Communication Proficiency Program A Member s Guide
4-H Ham Radio Communication Proficiency Program A Member s Guide OVERVIEW The 4-H Ham Radio Communication Proficiency program helps you learn what you need to know about your 4-H project. Your project
More informationFlorida Reading for College Success
Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary
More informationActivities for School
Activities for School Label the School Label the school in the target language and then do a hide-n-seek activity using the directions in the target language. Label the Classroom I label my room (these
More informationArt is literacy of the heart. Using art to enhance Kindergarten writing performance.
Art is literacy of the heart. Using art to enhance Kindergarten writing performance. Michelle Fritchman 2010-2011 Gray s Woods Elementary School Intern Kindergarten Table of Contents Background Information...
More informationMASTER SYLLABUS. Course Title: History of American Art Course Number: 1045
MASTER SYLLABUS Course Title: History of American Art Course Number: 1045 Credit Hours: Three Prerequisites: None Course Description: This course is a comprehensive study of the social history and cultural
More informationSt Mary s Diocesan School. Junior Options Book
St Mary s Diocesan School Junior Options Book 2018 THIS PAGE IS INTENTIONALLY LEFT BLANK Flow of Subjects Course Year 9 Year 10 Year 11 NCEA Level 1 Year 12 NCEA Level 2 Year 13 NCEA Level 3 & 4 Art* Art
More informationKentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations
Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website
More informationCourse Prerequisite: CE 2407 Adobe Illustrator or equivalent experience
Syllabus: Package Design Continuing Education-FALL 11 CE*2904C Package Design 10 Tuesdays, 7:00 10:00pm, Oct 4-Dec 6 Sarah Gager Lochrie, sarah@sarahgager.com Course Description This course emphasizes
More informationCeramics 1 Course Summary Department: Visual Arts. Semester 1
Ceramics 1 Course Summary Department: Visual Arts Semester 1 Learning Objective #1 Learn ceramics vocabulary Target(s) and to Meet Learning Objective #1 Target 1: Expectation form reviewed Target 2: Discuss
More informationPersonal Project. IB Guide: Project Aims and Objectives 2 Project Components... 3 Assessment Criteria.. 4 External Moderation.. 5
Table of Contents: Personal Project IB Guide: Project Aims and Objectives 2 Project Components..... 3 Assessment Criteria.. 4 External Moderation.. 5 General Guidelines: Process Journal. 5 Product 7 Personal
More informationWHAT ARE VIRTUAL MANIPULATIVES?
by SCOTT PIERSON AA, Community College of the Air Force, 1992 BS, Eastern Connecticut State University, 2010 A VIRTUAL MANIPULATIVES PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR TECHNOLOGY
More informationFashion Design & Merchandising Programs STUDENT INFORMATION & COURSE PARTICIPATION FORM
Fashion Design & Merchandising Programs STUDENT INFORMATION & COURSE PARTICIPATION FORM COURSE TITLE: FSHD 2343 Fashion Collection Design, #70735 INSTRUCTOR: CHAPMAN, ALEX & HUA, VI CLASS LOCATION: RM
More informationUniversity of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014
University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014 Number and Title: Semester Credits: 3 Prerequisite: SOWK 8390, Advanced Direct Practice III: Social Work Practice
More informationTimeline. Recommendations
Introduction Advanced Placement Course Credit Alignment Recommendations In 2007, the State of Ohio Legislature passed legislation mandating the Board of Regents to recommend and the Chancellor to adopt
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationLocal Artists in Yuma, AZ
Local Artists in Yuma, AZ Yuma Art Center The Yuma Art Center is located in the heart of Downtown Yuma on Main street. It offers a wide variety of special events and classes for adults, children, and families.
More informationProjects for Teaching Scene Design
Projects for Teaching Scene Design A COMPENDIUM Volume 2 A Project of the USITT Scene Design & Technology Commission 2016 Editors Tammy Honesty Gion DeFrancesco Brian Ruggaber, Assistant Editor The United
More informationLITERACY ACROSS THE CURRICULUM POLICY
"Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community
More informationSMUMN.edu Art & Design Department
SMUMN.edu Art & Design Department The Department Graphic and Intermedia Design Major The Art and Design Department When was the last time you were really creative? Perhaps with a box of crayons? The Art
More informationEconomics Unit: Beatrice s Goat Teacher: David Suits
Economics Unit: Beatrice s Goat Teacher: David Suits Overview: Beatrice s Goat by Page McBrier tells the story of how the gift of a goat changed a young Ugandan s life. This story is used to introduce
More informationTest Blueprint. Grade 3 Reading English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the
More informationGERMAN STUDIES (GRMN)
Bucknell University 1 GERMAN STUDIES (GRMN) Faculty Professors: Katherine M. Faull, Peter Keitel (Director) Associate Professors: Bastian Heinsohn, Helen G. Morris-Keitel (Chair) German Studies provides
More informationThe Multi-genre Research Project
The Multi-genre Research Project [Multi-genre papers] recognize that there are many ways to see the world, many ways to show others what we see. ~Tom Romano, teacher, author, and founder of the multi-genre
More informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationGRAPHIC DESIGN TECHNOLOGY Associate in Applied Science: 91 Credit Hours
GRAPHIC DESIGN TECHNOLOGY Associate in Applied Science: 91 Credit Hours Prior Learning Assessment Opportunities Course GRD 1133 Basic Drawing GRD 1143 Basic Design MMT 1113 Introduction to 3D MMT 2423
More informationGuide to the Program in Comparative Culture Records, University of California, Irvine AS.014
http://oac.cdlib.org/findaid/ark:/13030/kt2f59q8v9 No online items University of California, Irvine AS.014 Finding aid prepared by Processed by Mary Ellen Goddard and Michelle Light; machine-readable finding
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationYMCA SCHOOL AGE CHILD CARE PROGRAM PLAN
YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationCourse Offerings SUBJECT AND COURSE REQUIREMENTS
Mira Mesa High School 10510 Reagan Road San Diego, CA 92126 (858) 566-2262 phone (858) 549-9541 fax http://sandi.net/miramesa Course Offerings SUBJECT AND COURSE REQUIREMENTS Minimum Semester Credits Required
More information7. Stepping Back. 7.1 Related Work Systems that Generate Folding Nets. The problem of unfolding three-dimensional models is not a new one (c.f.
112 7. Stepping Back 7.1 Related Work 7.1.1 Systems that Generate Folding Nets The problem of unfolding three-dimensional models is not a new one (c.f. Samek, et al. 1986), nor is it one limited to the
More informationTHE RO L E O F IMAGES IN
Your web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore Activityapply THE RO L E O F IMAGES IN STO RYTEL L ING How are images
More informationArlington Public Schools STARTALK Curriculum Framework for Arabic
Arlington Public Schools STARTALK Curriculum Framework for Arabic Theme: Trip to Egypt Proficiency Levels: Novice-low, Novice-Mid, and Intermediate- Low Number of Hours; 60 hours Curriculum Design: Fadwa
More informationSummarize The Main Ideas In Nonfiction Text
Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database
More informationInformational Text For 6th Grade Ancient Egypt
For 6th Grade Free PDF ebook Download: For 6th Grade Download or Read Online ebook informational text for 6th grade ancient egypt in PDF Format From The Best User Guide Database text features to locate,
More informationPrimary Years Programme. Arts scope and sequence
Primary Years Programme Arts scope and sequence Primary Years Programme Arts scope and sequence Primary Years Programme Arts scope and sequence Published November 2009 International Baccalaureate Peterson
More informationWe endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child
for Holy Family N.S., Newport Holy Family N.S. aims to provide a comprehensive SPHE programme to all children in the school. It is recognised that parents play a huge part in the delivery of such a programme
More informationANT 2000: Intro to Anthropology Room #RDB 1100 (Law Bldg) Mon. & Wed. 2:00 4:45 p.m. Summer B 2012 (June 25 Aug. 8)
ANT 2000: Intro to Anthropology Room #RDB 1100 (Law Bldg) & 2:00 4:45 p.m. Summer B 2012 (June 25 Aug. 8) Prof. Jackal Tanelorn Office: SIPA 328 Office Hours: M & W 12:30 p.m. 1:30 p.m. or by appointment
More informationOutcome Based Education 15/01/2012
If you are, you breathe. If you breathe, you talk. If you talk, you ASK.. If you ask, you THINK. If you think, you SEARCH.. If you search, you EXPERIENCE. If you experience, you LEARN.. If you learn, you
More informationJuly Summer Book Club. https://ui.constantcontact.com/rnavmap/ /action/print?agentid=
Page 1 of 5 July 2016 Summer Book Club Horse Drawn Carriage History Tour of Downtown Albany Page 2 of 5 July 9 @ 11AM & 1PM Come out and enjoy this NEW treat in Downtown Albany. The trolley will pick you
More informationIndicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.
Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across
More informationBlank Table Of Contents Template Interactive Notebook
Blank Template Free PDF ebook Download: Blank Template Download or Read Online ebook blank table of contents template interactive notebook in PDF Format From The Best User Guide Database Table of Contents
More informationTEACHING Simple Tools Set II
TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts
More informationCourse Syllabus. Instructor Information. Course Description. Prerequisites/Corequisites. OCIs. Course Objectives
Course Syllabus Department : Photography Course Title : Photography II Section Name : ARTS_2357_1ST Start Date : 01/22/2013 End Date : 03/22/2013 Modality : Face-to-Face Credits : 3.0 Instructor Information
More informationModern Fantasy CTY Course Syllabus
Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationPeople: Past and Present
People: Past and Present Field Trip Grade Level: 1 Process Skills: Observation Connections Enduring understanding: There are similarities and differences across cultures. Alignment to Utah Core Curriculum
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
More informationSculpture to measure particulate air pollution
Ecosystems and Sustainable Development VIII 145 Sculpture to measure particulate air pollution R. G. Wakeland New Mexico, USA Abstract Make sculpture from laundry detergent bottles, found objects and salvaged
More informationAHS 105 INTRODUCTION TO ART HISTORY: PREHISTORY-MEDIEVAL
Paulsen,!1 AHS 105 INTRODUCTION TO ART HISTORY: PREHISTORY-MEDIEVAL Dr. Mieke Paulsen mbahmer@rutgers.edu Office: Voorhees Hall 008-D Office Hours: by appointment Paulsen,!2 Course Description This course
More informationArt: Digital Arts Major (ARDA)-BFA degree
Art (Digital Arts)-1 Art: Digital Arts Major (ARDA)-BFA degree http://www.tcnj.edu/~art/digital_arts.php Also see: Art-Art History; Art-Art Education; Art-Fine Arts; Art-Graphic Design; and Art-Photography
More informationEVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE
EVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE And did you know: 99.5% of teachers spend out of their own pocket for supplies for their classrooms and students Personal expenditures
More informationThe Proposal for Textile Design Minor
S17-4 The Proposal for Textile Design Minor 1. Name of the proposed minor. Textile Design 2. Name of the department(s) involved. Art and Visual Culture (AVC) (Integrated Studio Arts program); Apparel,
More informationASSET MAPPING WITH YOUTH
ASSET MAPPING WITH YOUTH A Community Environmental Inventory OVERVIEW: In part one of this activity, youth will create maps of their communities that highlight locations and activities that are significant
More informationDANCE (DANC) Courses. Dance (DANC) 1
Dance (DANC) 1 DANCE (DANC) DANC Class Schedule (https://courses.illinois.edu/schedule/default/ DEFAULT/DANC) Courses DANC 100 Intro to Contemporary Dance credit: 3 Hours. Overview of major works, figures,
More informationShakespeare Festival
Hear Ye, Hear Ye! The San Diego Student Student at large? Yes / No Shakespeare Festival Balboa Park, Saturday April 25 th, 2015 Application Enclosed ~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Entry Form (If you haven
More informationThe Ontario Curriculum
The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9
More informationStarting primary school
Starting primary school When children start in reception they will all be at different stages of their learning and skill development depending on their pre-school opportunities and their birthdate. The
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationASSESSMENT TASK OVERVIEW & PURPOSE:
Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationVisual Arts International. ECTS files
Visual Arts International ECTS Files 2016-2017 For whom? PXL-MAD offers a fixed compilation of bachelor courses for exchange students in visual arts: graphic design, object and jewellery, fine arts. Students
More informationA Teacher Toolbox. Let the Great World Spin. for. by Colum McCann ~~~~ The KCC Reads Selection. for the. Academic Year ~~~~
A Teacher Toolbox for Let the Great World Spin by Colum McCann ~~~~ The KCC Reads Selection for the Academic Year 2011-2012 ~~~~ Maureen E. Fadem 4/18/12 Contents: 1. Materials & Resources 2. Websites
More informationNational Survey of Student Engagement The College Student Report
The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often
More informationAssessment of Student Academic Achievement
Assessment of Student Academic Achievement 13 Chapter Parkland s commitment to the assessment of student academic achievement and its documentation is reflected in the college s mission statement; it also
More informationDesigning for Visualization & Communication
Spring 2014 Designing for Visualization & Communication Spring 2014 - Weekly Schedule Professor Judy Birchman WK Lecture Laboratory Assignment Lecture Reading Assignment 1 T 1/14 T 1/14 TH 1/16 Basics
More informationThe Bruins I.C.E. School
The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationNATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)
NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) 2008 H. Craig Petersen Director, Analysis, Assessment, and Accreditation Utah State University Logan, Utah AUGUST, 2008 TABLE OF CONTENTS Executive Summary...1
More informationLaura Aguilar: Show and Tell September 16, 2017-February 10, 2018
For Immediate Release: Friday, September 1, 2017 Laura Aguilar: Show and Tell September 16, 2017-February 10, 2018 (Monterey Park, CA) As part of Pacific Standard Time: LA/LA, The Vincent Price Art Museum
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More information