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WHAT MAKES A FACE A FACE?
not only have particular character and expression which resembles us, but can seem alive and “aware” of us. The classroom activities below allow students to consider the human figure from the simplest graphic depiction of a face o...
 Visual and Performing Arts Framework (CA Dept. of Education)
transform thoughts and information into images. Visual communication takes place when people are able to construct meaning from a visual image. visual metaphor—v. Images in which characteristics of objects are likened to one anothe...
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transform thoughts and information into images. Visual communication takes place when people are able to construct meaning from a visual image. visual metaphor—v. Images in which characteristics of objects are likened to one another and represented as such. Closely related to concepts about symbolism. vocal projection—t. See projection. vocal quality—t. The characteristics of a voice (e.g., shrill, nasal, raspy, breathy, booming). volume—t. The degree of loudness or intensity of a voice. volume—v. Any
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http://www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=131
www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=131
<span class="highlight">Visual</span> Arts 3.1 Identify contemporary styles <span class="highlight">and</span> discuss the diverse social, economic, <span class="highlight">and</span> political developments reflected in the works <span class="highlight">of</span> art examined. 3.2 Identify contemporary artists world­ wide who have achieved regional, national, or international <span class="highlight">recognition</span> <span class="highlight">and</span> discuss ways in which their work reflects, plays <span class="highlight">a</span> role in, <span class="highlight">and</span> influences present-day culture. Diversity <span class="highlight">of</span> the <span class="highlight">Visual</span> Arts 3.3 Investigate <span class="highlight">and</span> discuss universal concepts expressed in works <span class="highlight">of</span> art <span class="highlight">from</span> diverse cultures. 3.4
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=168
156 Chapter 4 Guidance <span class="highlight">for</span> <span class="highlight">Visual</span> <span class="highlight">and</span> Performing Arts Programs <span class="highlight">Visual</span> Arts The <span class="highlight">visual</span> arts, part <span class="highlight">of</span> the <span class="highlight">human</span> experience since prehistoric times, began with <span class="highlight">images</span> painted or scratched on cave walls, small sculpted objects, <span class="highlight">and</span> huge structural forms. Those works illustrate that artists at the dawn <span class="highlight">of</span> <span class="highlight">human</span> history, like other artists throughout the ages, were creative, imaginative, <span class="highlight">and</span> self-expressive. As stated by Jensen, the “<span class="highlight">visual</span> arts are <span class="highlight">a</span> universal language with <span class="highlight">a</span> symbolic way <span class="highlight">of</span>
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=265
253 Labanotation—d. <span class="highlight">A</span> system <span class="highlight">for</span> analyzing <span class="highlight">and</span> recording <span class="highlight">human</span> movement invented by Rudolf von Laban (1879–1958). level—t. The height <span class="highlight">of</span> an actor’s head as determined by his or her body position (e.g., sitting, lying, standing, elevated by artificial means). levels <span class="highlight">of</span> difficulty—m. The levels <span class="highlight">of</span> difficulty <span class="highlight">for</span> the music content standards are as follows: Level 1: very easy; easy keys, meters, <span class="highlight">and</span> rhythms; limited ranges. Level 2: easy; may include changes <span class="highlight">of</span> tempo, key, or meter; modest ranges
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=275
transform thoughts <span class="highlight">and</span> information into <span class="highlight">images</span>. <span class="highlight">Visual</span> communication takes place when people are able to construct meaning <span class="highlight">from</span> <span class="highlight">a</span> <span class="highlight">visual</span> image. <span class="highlight">visual</span> metaphor—v. <span class="highlight">Images</span> in which characteristics <span class="highlight">of</span> objects are likened to one another <span class="highlight">and</span> represented as such. Closely related to concepts about symbolism. vocal projection—t. See projection. vocal quality—t. The characteristics <span class="highlight">of</span> <span class="highlight">a</span> voice (e.g., shrill, nasal, raspy, breathy, booming). volume—t. The degree <span class="highlight">of</span> loudness or intensity <span class="highlight">of</span> <span class="highlight">a</span> voice. volume—v. Any
How do I express what I believe?
Pot to express his/her belief, and this pot will be used in the third lesson entitled. "How do I present what I believe?" A lesson plan for grade 5 Visual Arts Education By Donna Pumphrey Learn more Related pages Observing connections: North Carolina pottery ...
Quiz: Comparative and Superlative Forms
the superlative by putting ___ before the adjective. Answer the most There are some irregular comparisons. Better, for example, is the ___ form of 'good'. Answer comparative Parallel increase is expressed by the ___ ...the ___ as in the example: "The more I study,...
IPPEX! (The Interactive Plasma Physics Education Experience)
magnetism, energy, and fusion. Please visit the "Virtual Tokamak" and our "Virtual Magnetic Stability Module" to learn about Plasma and Fusion Containment. >> Quick Menu: ::: Interactive Shockwave Physics ::: Operate a Virtual...
IPPEX Interactive Plasma Physics Education Experie
magnetism, energy, and fusion. Please visit the "Virtual Tokamak" and our "Virtual Magnetic Stability Module" to learn about Plasma and Fusion Containment. >> Quick Menu: ::: Interactive Shockwave Physics ::: Operate a Virtual...
Maneless in Tsavo
page 48 of "Maneless in Tsavo" in the April issue). West hopes to compare thermal photos of males and females in the Serengeti and Tsavo to determine two things: whether males with manes have a higher overall body temperature than females, and...
Stanford Encyclopedia of Philosophy: animal
to understand the origins of the idea that humans are qualitatively (and “qualia-tatively”) different from animals. Aristotle asserted that only humans had rational souls, while the locomotive souls shared by all animals, human and nonhuman, endowed an...
Evaluating Online Learning: Challenges and Strategies for Success
29 groups (e.g., student characteristics, state test scores in math, size of the school), and they drew from other data sources (including surveys and observations) to triangulate their findings (see Common Problems When Comparing On- line Programs to Face-to-Fa...
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29 groups (e.g., student characteristics, state test scores in math, size of the school), and they drew from other data sources (including surveys and observations) to triangulate their findings (see Common Problems When Comparing On- line Programs to Face-to-Face Programs, p. 30). to other programs considering a comparative study, the algebra I Online evaluators recom- mend involving the evaluation team early in the planning process and having them supervise the matching of treatment and control
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http://www.ed.gov/admins/lead/academic/evalonline/evalonline.pdf#page=37
www.ed.gov/admins/lead/academic/evalonline/evalonline.pdf#page=37
around these com- parison group difficulties? Several <span class="highlight">of</span> the evaluations featured in this guide sought to compare distance learning programs * Credit recovery is <span class="highlight">a</span> way to “recover” credit <span class="highlight">for</span> <span class="highlight">a</span> course that <span class="highlight">a</span> student took previously but without successfully earning academic credit. Credit recovery programs have <span class="highlight">a</span> primary focus <span class="highlight">of</span> helping students stay in school <span class="highlight">and</span> accumulate the credits needed to graduate. with <span class="highlight">face</span>-to-<span class="highlight">face</span> learning settings, <span class="highlight">and</span> they took various approaches to the inherent techni- cal
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http://www.ed.gov/admins/lead/academic/evalonline/evalonline.pdf#page=39
www.ed.gov/admins/lead/academic/evalonline/evalonline.pdf#page=39
29 groups (e.g., student characteristics, state test scores in math, size <span class="highlight">of</span> the school), <span class="highlight">and</span> they drew <span class="highlight">from</span> other data sources (including surveys <span class="highlight">and</span> observations) to triangulate their findings (see Common Problems When Comparing On- line Programs to <span class="highlight">Face</span>-to-<span class="highlight">Face</span> Programs, p. 30). to other programs considering <span class="highlight">a</span> <span class="highlight">comparative</span> <span class="highlight">study</span>, the algebra I Online evaluators recom- mend involving the evaluation team early in the planning process <span class="highlight">and</span> having them supervise the matching <span class="highlight">of</span> treatment <span class="highlight">and</span> control
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http://www.ed.gov/admins/lead/academic/evalonline/evalonline.pdf#page=42
www.ed.gov/admins/lead/academic/evalonline/evalonline.pdf#page=42
instances, when online programs are be- ing used to expand access to courses or teachers, <span class="highlight">for</span> example, <span class="highlight">a</span> finding <span class="highlight">of</span> “no significant differ- ence” between online <span class="highlight">and</span> traditional formats can be acceptable. In these cases, being clear about the purpose <span class="highlight">of</span> the evaluation ahead <span class="highlight">of</span> time will help manage stakeholders’ expectations. Highlights <span class="highlight">From</span> the Three <span class="highlight">Comparative</span> Analyses Featured in This Section The <span class="highlight">comparative</span> analyses described in this section produced <span class="highlight">a</span> number <span class="highlight">of</span> important findings <span class="highlight">for</span> program staff <span class="highlight">and</span>
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