text:
Wisconsin s Model Academic Standards for Art and Design Education
- Esmond Claude Byrd
- 2 years ago
- Views:
1 Wisconsin s Model Academic Standards for Art and Design Education (Replaces Wisconsin s Model Academic Standards for Visual Arts) John Fortier Assistant State Superintendent Division for Learning Support: Instructional Services Susan Grady Director Content and Learning Team Martin Rayala Consultant Art and Design Education John T. Benson State Superintendent Wisconsin Department of Public Instruction Madison, Wisconsin
2 This publication is available from Publication Sales Wisconsin Department of Public Instruction Drawer 179 Milwaukee WI (800) Bulletin No ISBN February 2000 by Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability. Printed on recycled paper. ii WISCONSIN S MODEL ACADEMIC STANDARDS
3 Table of Contents Foreword... Acknowledgments... Introduction... iv v vi Overview of Art and Design Education... 1 Knowing... 3 A: Visual Memory and Knowledge B: Art and Design History, Citizenship, and Environment Doing C: Visual Design and Production D: Practical Applications Communicating E: Visual Communication and Expression F: Visual Media and Technology Thinking G: Art and Design Criticism H: Visual Thinking Understanding I: Personal and Social Development J: Cultural and Aesthetic Understanding Creating K: Making Connections L: Visual Imagination Sample Proficiency Standards Please note that the page numbers on the CD-ROM version differ from the page numbers found in the hard copy of standards books. In order to make the CD-ROM version more user friendly, we have removed most of the formatting (i.e., blank pages, columns, sizes and types of fonts, etc.). The primary change in the document is the title. There are cosmetic changes but content remains essentially the same. The CD-ROM version does not reflect this. WISCONSIN S MODEL ACADEMIC STANDARDS iii
4 Foreword The past two years have been exciting for everyone at the Department of Public Instruction (DPI) as Wisconsin citizens became involved in the development of challenging academic standards in 12 curricular areas. We are now completing one of the most important educational planning efforts in the history of our state. Never before has there been greater discussion about education and what our students should know and be able to do before they graduate from high school. Effective schools research tells us that one of the most important elements in improving the results of education is being clear about standards. Having clear standards for students and teachers makes it possible to develop rigorous local curricula and valid and reliable assessments. The data from such assessments tells us where we need to place our emphasis as we improve teaching and learning. Being sure that the entire community has input into academic standards is essential if everyone is to have ownership in the education of our students. We are proud that we have developed challenging academic standards not only in the areas traditionally associated with large-scale state and district assessment, but also in subjects where assessment takes place primarily in the classroom. We believe that these standards will greatly assist parents and educators in preparing students for the twenty-first century. Although Wisconsin has traditionally led the nation in educational excellence, clear statements about what students should know and be able to do are necessary to maintain this strong tradition. My thanks to those of you in all walks of life who have contributed to this important effort. John T. Benson State Superintendent iv WISCONSIN S MODEL ACADEMIC STANDARDS
5 Acknowledgments Wisconsin's Model Academic Standards for Art and Design Education would not have been possible without the efforts of many people. Members of the task force freely gave their time and expertise in developing the academic standards. In addition, their employing agencies generously granted them time to work on this initiative. The task force members are Virgilyn Driscoll, Chair Executive Director Wisconsin Alliance for Arts Education Oconomowoc William Chandler Associate Professor UW-Whitewater Susan Farmer Associate Professor UW-Madison Madison Sarah Petto Art Teacher Spring Harbor Middle School Madison Robert Tarrell Associate Professor Edgewood College Madison Marcia Thompson Art Teacher West Salem Middle School Pam Kazarian Art Teacher Cooper Elementary School Burlington Special thanks to Greg Doyle, Kathy Addie, Donna Collingwood, Victoria Horn, Bev Kniess, and Edy Paske for their valuable contributions to this publication. Their talents and assistance are sincerely appreciated. WISCONSIN S MODEL ACADEMIC STANDARDS v
6 Introduction Defining the Academic Standards What are academic standards? Academic standards specify what students should know and be able to do, what they might be asked to do to give evidence of standards, and how well they must perform. They include content, performance, and proficiency standards. Content standards refer to what students should know and be able to do. Performance standards tell how students will show that they are meeting a standard. Proficiency standards indicate how well students must perform. Why are academic standards necessary? Standards serve as rigorous goals for teaching and learning. Setting high standards enables students, parents, educators, and citizens to know what students should have learned at a given point in time. The absence of standards has consequences similar to lack of goals in any pursuit. Without clear goals, students may be unmotivated and confused. Contemporary society is placing immense academic demands on students. Clear statements about what students must know and be able to do are essential to ensure that our schools offer students the opportunity to acquire the knowledge and skills necessary for success. Why are state-level academic standards important? Public education is a state responsibility. The state superintendent and legislature must ensure that all children have equal access to high quality educational programs. At a minimum, this requires clear statements of what all children in the state should know and be able to do as well as evidence that students are meeting these expectations. Furthermore, academic standards form a sound basis on which to establish the content of a statewide assessment system. Why does Wisconsin need its own academic standards? Historically, the citizens of Wisconsin are very serious and thoughtful about education. They expect and receive very high performance from their schools. While educational needs may be similar among states, values differ. Standards should reflect the collective values of the citizens and be tailored to prepare young people for economic opportunities that exist in Wisconsin, the nation, and the world. Developing the Academic Standards How were Wisconsin's model academic standards developed? Citizens throughout the state developed the academic standards. The first phase involved educators, parents, board of education members, and business and industry people who produced preliminary content and performance standards in 12 subjects including English language arts, mathematics, science, social studies, visual arts, music, theatre, dance, family and consumer education, foreign language, health education, and physical education. These standards are benchmarked to the end of grades 4, 8, and 12. vi WISCONSIN S MODEL ACADEMIC STANDARDS
7 The next step required public input aimed at getting information to revise and improve the preliminary standards. This effort included forums and focus groups held throughout the state. The state superintendent used extensive media exposure, including telecommunications through the DPI home page, to ensure the widest possible awareness and participation in standards development. Each subject had at least two drafts taken to the general public for their review. All comments received serious consideration. Based on this input, the standards were revised to reflect the values of Wisconsin's citizens. Who wrote the academic standards and what resources were used? Each subject area's academic standards were drafted by teams of educators, parents, board of education members, and business and industry people that were sub-groups of larger task forces. This work was done after reviewing national standards in the subject area, standards from other states, standards from local Wisconsin school districts, and standards developed by special groups like the nationwide New Standards Project. How was the public involved in the standards process? The DPI was involved in extensive public engagement activities to gather citizen input on the first two drafts of the academic standards. Over 19 focus group sessions, 16 community forums, and more than 450 presentations at conferences, conventions, and workshops were held. More than 500,000 paper copies of the standards tabloids have been distributed across the state in addition to more than 4,000 citizen visits to the standards on the DPI web page. Input from these activities, along with more than 90 reviews by state and national organizations, provided the writers with feedback on Wisconsin's model academic standards. Will academic standards be developed in areas other than the 12 areas listed above? Yes, currently the DPI has convened five task forces to begin development of academic standards in agriculture, business, environmental education, marketing, and technology education. Task force members include educators, parents, school board members, and representatives of business and industry. These academic standards will be completed by the start of the school year. Using the Academic Standards How will local districts use the academic standards? Adopting these standards is voluntary, not mandatory. Districts may use the academic standards as guides for developing local grade-by-grade level curriculum. Implementing standards may require some school districts to upgrade school and district curriculums. In some cases, this may result in significant changes in instructional methods and materials, local assessments, and professional development opportunities for the teaching and administrative staff. What is the difference between academic standards and curriculum? Standards are statements about what students should know and be able to do, what they might be asked to do to give evidence of learning, and how well they should be expected to know or do it. Curriculum is the program devised by local school districts used to prepare students to meet standards. It consists of activities and lessons at each grade level, instructional materials, and various instructional techniques. In short, standards define what is to be learned at certain points in time, and from a broad perspective, what performances will be WISCONSIN S MODEL ACADEMIC STANDARDS vii
8 accepted as evidence that the learning has occurred. Curriculum specifies the details of the day-to-day schooling at the local level. What is the link between statewide academic standards and statewide testing? Statewide academic standards in mathematics, English language arts, science, and social studies determine the scope of statewide testing. While these standards are much broader in content than any single Wisconsin Student Assessment System (WSAS) test, they do describe the range of knowledge and skills that may appear on the tests. If content does not appear in the academic standards, it will not be part of a WSAS test. The statewide standards clarify what must be studied to prepare for WSAS tests. If students have learned all of the material indicated by the standards in the assessed content areas, they should do very well on the state tests. Relating the Academic Standards to All Students Parents and educators of students with disabilities, with limited English proficiency (LEP), and with accelerated needs may ask why academic standards are important for their students. Academic standards serve as a valuable basis for establishing meaningful goals as part of each student's developmental progress and demonstration of proficiency. The clarity of academic standards provides meaningful, concrete goals for the achievement of students with exceptional education needs (EEN), LEP, and accelerated needs consistent with all other students. Academic standards may serve as the foundation for individualized programming decisions for students with EEN, LEP, and accelerated needs. While the vast majority of students with EEN and LEP should be expected to work toward and achieve these standards, accommodations and modifications to help these students reach the achievement goals will need to be individually identified and implemented. For students with EEN, these decisions are made as part of their individualized education program (IEP) plans. Accelerated students may achieve well beyond the academic standards and move into advanced grade levels or into advanced coursework. Clearly, these academic standards are for all students. As our state assessments are aligned with these standards and school districts adopt, adapt, or develop their own standards and multiple measures for determining proficiencies of students, greater accountability for the progress of all students can be assured. In Wisconsin this means all students reaching their full individual potential, every school being accountable, every parent a welcomed partner, every community supportive, and no excuses. Applying the Academic Standards Across the Curriculum When community members and employers consider what they want citizens and employees to know and be able to do, they often speak of broad areas of applied knowledge such as communication, thinking, problem solving, and decision making. These areas connect or go beyond the mastery of individual subject areas. As students apply their knowledge both within and across the various curricular areas, they develop the concepts and complex thinking of an educated person. Community members need these skills to function as responsible citizens. Employers prize those employees who demonstrate these skills because they are people who can continue learning and connect what they have learned to the requirements of a job. College and viii WISCONSIN S MODEL ACADEMIC STANDARDS
9 university faculty recognize the need for these skills as the means of developing the level of understanding that separates the expert from the beginner. Teachers in every class should expect and encourage the development of these shared applications, both to promote the learning of the subject content and to extend learning across the curriculum. These applications fall into five general categories: 1) Application of the Basics 2) Ability to Think Problem solving Informed decision making Systems thinking Critical, creative, and analytical thinking Imagining places, times, and situations different from one s own Developing and testing a hypothesis Transferring learning to new situations 3) Skill in Communication Constructing and defending an argument Working effectively in groups Communicating plans and processes for reaching goals Receiving and acting on instructions, plans, and models Communicating with a variety of tools and skills 4) Production of Quality Work Acquiring and using information Creating quality products and performances Revising products and performances Developing and pursuing positive goals 5) Connections with Community Recognizing and acting on responsibilities as a citizen Preparing for work and lifelong learning Contributing to the aesthetic and cultural life of the community Seeing oneself and one s community within the state, nation, and world Contributing and adapting to scientific and technological change WISCONSIN S MODEL ACADEMIC STANDARDS ix
11 Overview of Art and Design Education What are the visual and design arts? The scope of the visual arts has grown over time. Some of Wisconsin's visual and design art education standards may look new because they include not only the traditional fine arts but also design arts, media arts, visual learning skills, and understanding of art and society. In addition to traditional drawing, painting, and sculpting, students learn about things like folk arts and crafts, architecture, city planning, product design, television, film, and computer graphics. They study the influences of visual media in society through forms such as billboards, television commercials, magazine ads, styles of clothing, automobile designs, and home pages on the World Wide Web. Students also learn visual skills for nonarts purposes such as making and reading maps, charts, diagrams, plans, and models. What are the visual arts and design disciplines? Students learn to approach art and design in the above areas from a variety of disciplines. These disciplines include art production, art history, art criticism, aesthetics, and communication. Students learn how to make art and design; learn history and vocabulary related to art and design; develop critical, analytical, and creative thinking skills; learn to reflect on the meanings and influences of images and objects; and learn how to communicate about and with a variety of visual media. This involves students in things like making art, reading and writing, creating exhibits, interviewing people, and doing research about art and design. Why study the visual arts and design? The arts are a result of the unique ability of the modern human mind to make connections among the basic skills in social relations, natural science, technology, and language. Until early humans learned to connect those separate areas of intelligence, there was no art, science, or religion. Students learn to integrate knowledge and processes from many subjects to create and understand this more advanced form of human activity known as art. The arts are important because, along with science and religion, they are defining characteristics of humans. What are the art and design education standards? There are 12 visual arts standards clustered under six commonalties. The commonalties are categories shared among several content areas. They cover basic learning expectations including knowledge, skills, communication, thinking, understanding, and innovation. The first three commonalties (knowledge, skills, and communication) are most easily assessed with standardized tests. They are also easier to teach through direct instruction, rote learning, training, and guided practice. Because they are easier to teach and assess, they often make up the bulk of instruction in schools. The remaining three commonalties (thinking, understanding, and innovation) are not as easily assessed through standard measures and are not as easy to teach through direct instruction. Despite these challenges, many believe these areas are equally WISCONSIN S MODEL ACADEMIC STANDARDS 1
12 important components of a complete education. The visual arts standards reflect the belief that all six categories of standards are important to learning in the visual arts. These standards attempt to provide a balance among the six commonalties from the perspective of the visual arts and design. 2 WISCONSIN S MODEL ACADEMIC STANDARDS
13 ART AND DESIGN KNOWING A. VISUAL MEMORY AND KNOWLEDGE Content Standard Students in Wisconsin will know and remember information and ideas about the art and design around them and throughout the world. Rationale: The study of art involves not only creating art, but also knowing and remembering information and ideas about art and design. Museums, galleries, and other institutions employing arts professionals help preserve, protect, interpret, and evaluate works of art and architecture. Art critics, aestheticians, historians, and philosophers all work to better interpret the political, anthropological, social, philosophical, and psychological impact of the arts. Students in our schools need to know about art and design now and throughout history in order to better understand the arts, themselves, and the world around them. PERFORMANCE STANDARDS By the end of grade 4 students will: A.4.1 A.4.2 A.4.3 A.4.4 A.4.5 A.4.6 Develop a basic mental storehouse of images Learn basic vocabulary related to their study of art Learn about basic styles of art from their own and other parts of the world Learn about styles of art from various times Know that art is one of the greatest achievements of human beings Know that art is a basic way of thinking and communicating about the world Making a list of the most interesting things students have seen Making a visual dictionary of art words relating to student projects Comparing two related works of art, such as ceramic pottery by different Native American artists Comparing similar works of art from different time periods and places such as Egyptian and Roman wall paintings Making a visual display of great architectural structures from around the world Studying artworks from two cultures, such as Jacob Lawrence's Parade, and Pieter Bruegel's Peasant Wedding, that have something in common WISCONSIN S MODEL ACADEMIC STANDARDS 3
14 By the end of grade 8 students will: A.8.1 A.8.2 A.8.3 A.8.4 A.8.5 A.8.6 Develop a mental storehouse of images Learn appropriate vocabulary related to their study of art Know about styles of art from their own and other parts of the world Know about some styles of art from various times Demonstrate ways in which art is one of the greatest achievements of human beings Identify ways in which art is basic to thinking and communicating about the world Starting a clipping file of images to be used as resources by students and teachers throughout the school Creating a museum-style exhibit for the language arts department on vocabulary related to artworks Creating a museum-style exhibit for the foreign language department on artworks from other countries Creating a museum-style exhibit for the social studies department related to artwork throughout history Studying the contributions of women, minorities, and various cultures to the world of art Finding a reproduction of an artwork that is relevant to each room throughout the school, such as Dutch still-life for the cafeteria and an M.C. Escher print for a mathematics room By the end of grade 12 students will: A.12.1 A.12.2 A.12.3 A.12.4 A.12.5 A.12.6 Possess a mental storehouse of images Know advanced vocabulary related to their study of art Know and recognize styles of art from their own and other parts of the world Know and recognize many styles of art from various times Explain that art is one of the greatest achievements of human beings Use art as a basic way of thinking and communicating about the world 4 WISCONSIN S MODEL ACADEMIC STANDARDS
15 Creating a slide file collection of images to be used as a resource by students and teachers throughout the school Creating a list of new art vocabulary along with photographs of the student's work Studying art from other parts of the world and making a photo journal about it Studying the major museums of the world, such as the Metropolitan Museum, the Louvre, and Prado Studying the great architectural monuments of history, such as the Taj Mahal, the Hagia Sophia, and the Egyptian pyramids Researching the body of work of a woman artist whose works the student admires, such as Kathe Kollwitz, Miriam Shapiro, or Georgia O'Keeffe, and write about the message which is communicated B: ART AND DESIGN HISTORY, CITIZENSHIP, AND ENVIRONMENT Content Standard Students in Wisconsin will understand the value and significance of the visual arts, media and design in relation to history, citizenship, the environment, and social development. Rationale: The study of human history and different cultures and their art forms represents a legacy that enriches our lives and allows us to see our own and other cultures from different perspectives. When students understand the form and function of the visual arts and design, they can better understand people as well as art objects. Students will communicate better with others and develop more tolerance for other lifestyles and points of view through the study of cultural images and artifacts. PERFORMANCE STANDARDS By the end of grade 4 students will: B.4.1 B.4.2 B.4.3 B.4.4 Understand that artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs Recognize that form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist Know that works of art and designed objects relate to specific cultures, times, and places Know that art is influenced by artists, designers, and cultures WISCONSIN S MODEL ACADEMIC STANDARDS 5
16 B.4.5 B.4.6 B.4.7 B.4.8 Understand that their choices in art are shaped by their own culture and society Know basic ways to describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers Begin to understand environmental and aesthetic issues related to the design of packaging, industrial products, and cities Learn that art historians, cultural anthropologists, and philosophers of art contribute to an understanding of art and design Comparing different artworks based on the same theme, such as a Nigerian sculpture of a mother and child and Mary Cassatt's painting of a mother and child Comparing a painting of an animal from a contemporary artist with that of a cave drawing of an animal (How are they similar? How are they different?) Looking at works of art and designed objects from different cultures, such as furniture or clothing, to become familiar with what is unique about each culture Looking for influences in artists' works such as the African art influence on Pablo Picasso's work Talking about students' work in terms of visual elements and purposes Talking and writing about a work of art about which the student previously knew nothing Listing ways in which art relates to environmental issues Discussing what art historians, cultural anthropologists, and philosophers do in relation to art By the end of grade 8 students will: B.8.1 B.8.2 B.8.3 B.8.4 B.8.5 B.8.6 Explore how artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs Recognize ways in which form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist Identify works of art and designed objects as they relate to specific cultures, times, and places Know ways in which art is influenced by artists, designers, and cultures Understand how their choices in art are shaped by their own culture and society Know how to describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers 6 WISCONSIN S MODEL ACADEMIC STANDARDS
17 B.8.7 B.8.8 Understand environmental and aesthetic issues related to the design of packaging, industrial products, and cities Learn about the contributions of art historians, cultural anthropologists, and philosophers of art to our understanding of art and design Comparing and contrasting two artworks that are different in materials, style, and concept, such as the sculptures of Bernini and Michelangelo Comparing different cultures' architectural work, such as the Brooklyn Bridge and the Eiffel Tower Discussing the changes in clothing styles worn by early and modern-day Americans Looking for influence of Japanese design on artists, such as French artist Edouard Manet and American architect Frank Lloyd Wright Talking about the influence of American society on student artwork Comparing the way art from another country, such as Australia, reflects different views about people, nature, and beauty Looking for solutions to aesthetic and design problems, such as noise barriers along urban highways Interviewing an art historian or museum curator By the end of grade 12 students will: B.12.1 B.12.2 B.12.3 B.12.4 B.12.5 B.12.6 B.12.7 B.12.8 Demonstrate how artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs Show ways that form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist Relate works of art and designed objects to specific cultures, times, and places Know how artists, designers, and cultures influence art Understand how their choices in art are shaped by their own culture and society Describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers Understand and apply environmental and aesthetic issues to concepts related to the design of packaging, industrial products, and cities Know the contributions of art historians, cultural anthropologists, and philosophers of art to our understanding of art and design WISCONSIN S MODEL ACADEMIC STANDARDS 7
18 Studying the history of photography and how artists, such as Ansel Adams and Walker Evans used it to communicate ideas Studying paintings of social and political concerns, such as Spanish artist Francisco Goya's First of May or Pablo Picasso's Guernica, and writing an interpretation of it Making an exhibit of how art changes from culture to culture, focusing on a theme which runs throughout history, such as the human figure or symbols in art Studying the history of the automobile and identifying the influences on its design Studying a contemporary art form, such as video art, and writing an essay about it Creating a display with visuals and words showing the aesthetics of different cultures students have studied Studying an environmental and aesthetic issue, such as the effects of plastics and Styrofoam commercial packaging on the environment, and the responsibility of the artist in those issues Researching art and design issues through art periodicals, such as Art News, American Craft, Ceramic Monthly, Graphis, Ornament, and Living Architecture, plus books and videos and discussing issues in class ART AND DESIGN DOING C: VISUAL DESIGN AND PRODUCTION Content Standard Students in Wisconsin will design and produce quality original images and objects, such as paintings, sculptures, designed objects, photographs, graphic designs, videos, and computer images. Rationale: There are time-honored processes of making art and principles of visual expression that are essential to the practice of creating images and objects. These processes and principles change over time. Artists need to recognize and respond to these changes. Just as other subject areas have guidelines, procedures, and bodies of knowledge that students learn, so do the visual arts. PERFORMANCE STANDARDS By the end of grade 4 students will: C.4.1 C.4.2 Explore the elements and principles of design Explore what makes quality design 8 WISCONSIN S MODEL ACADEMIC STANDARDS
19 C.4.3 C.4.4 C.4.5 C.4.6 C.4.7 C.4.8 C.4.9 C.4.10 Know how the design of art changes its meaning Use design to improve artwork Look at nature and works of art as visual resources Use sketching to develop ideas for their artwork Develop basic skills to produce quality art Explore the natural characteristics of materials and their possibilities and limitations Be aware of their creative processes to better understand their work Develop personal responsibility for their learning and creative processes Discussing the use of color and shape in a painting, such as Pablo Picasso's Three Musicians Finding examples of good contemporary design in magazines from around the world Comparing and contrasting English, Japanese, and commercial teapots Critiquing a work of art in progress and finding the point of interest Keeping a sketchbook, an idea book, or picture file Drawing ideas in a sketchbook before making art Experimenting with different basic printing processes, such as relief and monoprint Experimenting with tempera paint, using it thick, thin, and dry and using different brushes Keeping a journal to record the progress of artwork Keeping a portfolio of work from early sketches to completed work By the end of grade 8 students will: C.8.1 C.8.2 C.8.3 C.8.4 C.8.5 C.8.6 Know the elements and principles of design Understand what makes quality design Know how the design of art changes its meaning Use design techniques to improve and/or change artwork Use thumbnail sketches to experiment and start developing visual ideas Develop the craft and skills to produce quality art WISCONSIN S MODEL ACADEMIC STANDARDS 9
20 C.8.7 C.8.8 C.8.9 Understand the natural characteristics of materials and their possibilities and limitations Reflect on their work during the creative process to assess and better understand their own artwork Come up with ideas and carry them through to completion of an original work of art Looking at trees in the community and drawing them Comparing the different color systems used by printers, computer artists, painters, and scientists Having each student in class bring in an example of a common object, such as a cup, bowl, or tool, to compare the differences of the designs Comparing different artists' versions of a similar theme, such as Salvadore Dali's Crucifixion and Matthias Gruenwald's Small Crucifixion Examining students' artwork from the perspective of each element and principle of design to determine the works' strengths and weaknesses Developing an idea book of interesting images, photos, articles, poetry, and miniature objects along with sketches Keeping a sketchbook or idea book to record visual ideas Practicing throwing a pot on a potter's wheel Experimenting with watercolors and different watercolor brushes to find out the possibilities and limitations of the medium Keeping a journal recording the progress of daily work and self- and peer-assessments Keeping a portfolio of ideas and work in progress from sketches to the final product By the end of grade 12 students will: C.12.1 C.12.2 C.12.3 C.12.4 C.12.5 C.12.6 C.12.7 Use the elements and principles of design in sophisticated ways Understand the procedures of developing quality design Use design to create artworks that have different meanings Use advanced design techniques to improve and/or change artwork Analyze the complexities of nature and use challenging artistic images and ideas as visual resources Experiment visually with sketches for complex solutions involving concepts and symbols Apply advanced craft and skills to consistently produce quality art 10 WISCONSIN S MODEL ACADEMIC STANDARDS
MMSD 6-12 th Grade Level Visual Arts Standards
MMSD 6-12 th Grade Level Visual Arts Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employmentMore information
COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student willMore information
Graphic Arts Course Outcome Summary Riverdale High School Information CourseTitle
Graphic Arts Course Outcome Summary Riverdale High School Information CourseTitle Graphic Arts Credits 1 Contact Hours 71 Instructional Area Art Instructional Level Intermediate Organization RiverdaleMore information
VAPA (Visual Arts) VISUAL ARTS
VISUAL ARTS VAPA (Visual Arts) ART 1-2 This course will introduce the student to the various ways of producing artistic pieces in the areas of drawing, design, color, painting, three-dimensional, and printmaking.More information
WWHS Visual Arts Program Tips
WWHS Visual Arts Program Tips Visualize a school that has a passion for the arts and the academics and you will see Walt Whitman HS. We offer a wide range of visual art experiences and the Art DepartmentMore information
Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter C. High School, Adopted 2013
High School, Adopted 2013 117.C. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter C. High School, Adopted 2013 Statutory Authority: The provisions of this Subchapter C issuedMore information
Davis Publications Communicating Through Graphic Design 2010 correlated to Oklahoma s Visual Art Standards High School with Media Arts
with Media Arts VISUAL ART Standard 1: Language of Visual Art: Presenting The student will identify and communicate using a variety of visual art terms. 1. Compare and contrast works which are similarMore information
WisconsinÕs Model Academic Standards for Physical Education
WisconsinÕs Model Academic Standards for Physical Education Pauli Nikolay Assistant State Superintendent Division for Learning Support: Instructional Services Susan Grady Director Content and LearningMore information
FINE ARTS VISUAL ART. 3100 Art 1. 3104 Art 2 Drawing. 3105 Art 2 Painting
FINE ARTS (Advanced placement in Visual Arts and Theatre Arts courses requires demonstrated mastery of essential elements of prerequisite courses and exceptional talent.) 3100 Art 1 VISUAL ART Grade Placement.....More information
TExES Art EC 12 (178) Test at a Glance
TExES Art EC 12 (178) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Art EC 12 TestMore information
DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art
Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisionsMore information
Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission)
Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission) Course Purpose: What is the purpose of this course? Please provide a brief description of theMore information
SCHEME OF SYLLABUS FOR GRAPHIC DESIGN CLASSES XI AND XII INTRODUCTION Graphic design is the creative planning and execution of visual communication. One learns to create a combination of shapes and forms,More information
ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1
ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 COURSE CODE: V0981e GRADE LEVEL: Grades 9-12 COURSE LENGTH: PREREQUISITE: CREDIT:More information
Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE
Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Art Foundations Course Number: 5213 Department: Art Grade(s): 9-12 Level(s): Academic Credit: 1 Course Description Art FoundationsMore information
Georgia Performance Standards Fine Arts
Grades 9 12 Visual Arts Introduction Building on the educational outcomes of Visual Arts in elementary and middle school education, high school art prepares students for personal development in the arts,More information
The National Arts Education Standards: Curriculum Standards
Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for ArtsMore information
Course Description Graphic Design Department
Course Description Graphic Design Department Free drawing : 1021705 / 3 Credit Hours This course introduces the student to basic drawing skills and techniques. The emphasis is on traditional approachesMore information
Animation Overview of the Industry Arts, AV, Technology, and Communication. Lesson Plan
Animation Overview of the Industry Arts, AV, Technology, and Communication Lesson Plan Performance Objective Upon completion of this assignment, the student will have a better understanding of career andMore information
FINE ARTS: ART, DRAMA, MUSIC ART F56150 Introduction to 2-Dimensional Art (1 st Semester Only) 9, 10, 11, 12 F56160 Introduction to 2-Dimensional Art (Any Semester) 9, 10, 11, 12 F56000 Ceramics I 9, 10,More information
Photography (ART221, 222, 225, 226) Curriculum Guide
Photography (ART221, 222, 225, 226) Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.orgMore information
Hoover City Schools Secondary Curriculum Arts, 2007-08
Course Information: HCS Curriculum: Arts, Visual 6 - Hoover City Schools Secondary Curriculum Arts, 007-08 Course Title: Digital Photography Grade Level: Course Description: In this course the studentMore information
Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts
Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts Curriculum Course Description: The fourth grade visual art curriculum provides experiences for students to explore theirMore information
Bangor School Department Grades 9-Diploma Visual Arts Standards
Bangor School Department Grades 9-Diploma Visual Arts Standards A. Disciplinary Literacy Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology,More information
A.P. Studio Art: 2-D Design Syllabus Utica Community Schools
A.P. Studio Art: 2-D Design Syllabus Utica Community Schools Course Resource Texts: Tansey & Kleiner, Gardner s Art Through the Ages, Harcourt Brace College Publishers, 1996. Wilkins, David G., Schultz,More information
Assessment: Discipline/Program Status Four Column
Assessment: Discipline/Program Status Four Column Program Review - Art Mission Statement: Our mission: to prepare MVC graduates to continue their education at a four-year institution, to pursue their ownMore information
Keywords for the study of Junior Cert art
able abstract acrylic activity aesthetic/aesthetics analyze ancient animation applied arch arches architect architectural architecture art art process artist artistic artists arts artwork artworks assembleMore information
BAA Yearbook 11. Coquitlam. District Name: District Number: SD #43. Developed by: Aryn Gunn. Date Developed: April 2004. Gleneagle Secondary
BAA Yearbook 11 District Name: Coquitlam District Number: SD #43 Developed by: Aryn Gunn Date Developed: April 2004 School Name: PrincipaPsName: Gleneagle Secondary Dave Matheson Board/Authority ApprovalMore information
DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE Seminole County Public Schools Curriculum Services Department 2003 SEMINOLE COUNTY PUBLIC SCHOOLS 400 East Lake Mary Boulevard Sanford, Florida 32773-7127 THEMore information
COURSE TITLE: Elementary Art (Grades 1 5) PREREQUISITE:
Elementary Art (Grades 1 5) The Loudoun County Public Schools Elementary Art Education Program is a sequential curriculum, developing interaction between each student s creative expressions and their appreciationMore information
Program Overview In this online program students will focus on graphic design theory and techniques which can support a professional career as a graphic designer or graphic artist. Students will learnMore information
Optical Illusions/Op Art Pattern Unit Plan 11
Content Area: VISUAL ARTS MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Course Title: Visual Art I Grade Level:9 12 Optical Illusions/Op Art Pattern Unit Plan 11 2 Weeks Date Created: 4/19/12 Board ApprovedMore information
http://www.bls.gov/oco/ocos090.htm Graphic Designers
http://www.bls.gov/oco/ocos090.htm Graphic Designers * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings * OES Data * RelatedMore information
Graduate Courses in the Department of Art and Design
M.F.A. CORE 3 courses required 6 credit hours, minimum A&D 601 MFA Orientation, 0 credit hours Required for and open only to A&D M.F.A. graduate students. An introduction to the M.F.A. graduate degreeMore information
Why is it important to do use your hands and traditional tools to create simple designs before jumping on to the computer?
Intro to Graphic Design Essential Questions Unit 1: Traditional Tools Why is it important to sketch your ideas away from the computer instead of sketching on the computer and believing your solution isMore information
http://www.visualmanna.com/index.html Art Appreciation for Preschool and Elementary Children By Sharon Jeffus Copyright 2009
http://www.visualmanna.com/index.html To see the accompanying article Leonardo da Vinci Drawings by Sharon Jeffus (with accompanying photos) in its entirety, please visit http://www.homeeducator.com/familytimes/articles09/leonardo.pdfMore information
Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.
ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills andMore information
Education for the Arts
Education for the Arts Course Brochure 2013-2014 find your voice. Mission Statement The mission of Education for the Arts is to enhance arts education for all students in Kalamazoo County making dance,More information
Faculty Dr. Arafat Al-Naim, Dr. Rania Fawzi, Dr. Mohamed Galib, Dr. Majed Kamal Eldeen, Dr. Mohamed Sedeeq, Moh d Musa (M.A.)
Graphic Design Department The Graphic Design Department at Zarqa University is committed to provide a high quality Design education and teaching new media skills. The Department offers a four-year bachelorMore information
LOOK SHARP LOOK SHARP. Basic Principles for Incorporating Media Literacy into Any Curriculum. Project Look Sharp Offers... PROJECT
PROJECT LOOK SHARP Project Look Sharp Ithaca College 1119 Williams Hall Ithaca, NY 14850-7290 Phone: (607) 274-3471 E-Mail: email@example.com Project Look Sharp Offers... Workshops Teachers, schoolMore information
Academic Programs ARTS & HUMANITIES
Academic Programs ARTS & HUMANITIES ARTS & HUMANITIES The Arts and Humanities programs at Tidewater Community College engage students in a full spectrum of artistic and expressive studies utilizing theMore information
Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art
Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art (Half-Year) 2.5 Credits Course This is an introductory-level course for the use of digital camerasMore information
2003 Mississippi Visual and Performing Arts Framework VISUAL ARTS
VISUAL ARTS Behind the daily storm of conflict and crisis, the artist continues the quiet work of the centuries, building bridges of experience between peoples, reminding man of the universality of hisMore information
APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK Course Title: Computer Graphics III Course Number: 71574 Department: Art ADS Number: 11757121 Prerequisites: Successful completion of Computer Graphics IIMore information
A R T D E P A R T M E N T: VISUAL ARTS AND THEATRE Welcome to the Monroe-Woodbury High School Visual Arts and Theatre Department. Our program is designed to awaken and unleash creativity. The diverse courseworkMore information
Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study
Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study Course Objectives: Materials: Knowledge Base: Grading Procedure and Assessments: Curriculum Alignment: CourseMore information
Campbellsport School District Art and Design Performance Standards and Benchmarks
CSD Performance Standards for Art and Design describe what Campbellsport School District students will know and be able to do within this subject area. Each CSD performance standard is aligned to one orMore information
PRESCHOOL ART EDUCATION PROGRAM PROGRAM RECOMMENDATIONS This program is currently not offered by the art department. It is our recommendation that the following model be adopted and taught by certifiedMore information
College Of Arts And. Creative Enterprises COLLEGE OF ARTS AND CREATIVE ENTERPRISES
College Of Arts And Creative Enterprises COLLEGE OF ARTS AND CREATIVE ENTERPRISES Contact Us 00971-2-5993111 (Abu Dhabi) 00971-4-4021111 (Dubai) @Zayed_U www.facebook.com/zayeduniversity www.zu.ac.ae IntroductionMore information
Visual Arts. Madison Public Schools Madison, Connecticut
Visual Arts Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools Visual Arts Curriculum Guide If you plan to use the whole or any partsMore information
Butte County Regional Occupational Program
Butte County Regional Occupational Program COURSE DESCRIPTION COURSE TITLE CBEDS TITLE CBEDS NO. Digital Photography Commercial Photography 5755 JOB TITLES DOT NO. Photographer 143.457.010 News photographerMore information
Graphic Design for Beginners
Graphic Design for Beginners Presented By MasterResaleRights.com Table of Contents Introduction 3 Chapter 1 The Role of the Graphic Designer 5 Chapter 2 Qualifications in Order to Become a Graphic DesignerMore information
GOVERNOR LIVINGSTON HIGH SCHOOL IA/TECHNOLOGY DEPARTMENT WEB DESIGN #PAS0030. Curriculum Guide
BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY GOVERNOR LIVINGSTON HIGH SCHOOL IA/TECHNOLOGY DEPARTMENT WEB DESIGN #PAS0030 Curriculum Guide September 2012 Mrs. Judith Rattner, SuperintendentMore information
Art (ART) University of Wisconsin-Platteville
University of Wisconsin-Platteville 2016-2017 1 Art (ART) ART 1010 Drawing I: Basic Drawing 3 Credits Introduction to the basic problems of composition and representation of drawing using a variety ofMore information
Visual Communications: Art & Graphic Design
Visual Communications: Art & Graphic Design Prof. Donna Proper, Chair Visual Communications Dept. The Visual Communications Department has a history of more than a half-century of innovation and excellence.More information
Elizabethtown Area School District
Graphic Design Course Number: 845 Grade Level: 9-12 Length of Course: 1 Semester Total Clock Hours: Length of Period: 80 minutes Date Written: 04-05 Periods per Week/Cycle: 5 days/week Written By: KevinMore information
Hanover County Public Schools Professional Development Art K 12, Photography, Graphic Arts Overview of Courses and Opportunities
Art, Photography, Graphic Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER Planning and Instruction Art Standards in VA: Alignment and Grade level expectations within the Hanover ArtMore information
MA in Visual Arts Education (VAE) Degree Program
MA in Visual Arts Education (VAE) Degree Program Mission Statement: The Master of Arts in Visual Arts Education (MA-VAE) program is designed for persons currently teaching art or who have earned a teachingMore information
CAREER OPPORTUNITIES FOR ART MAJORS If there is one question that career counselors and faculty advisors are asked more often than all others by students seeking assistance with career planning, it isMore information
Spring 2009 Falmouth Public Schools School: FALMOUTH HIGH SCHOOL Content Area: Visual Art Grade Level: 3-4
Spring 2009 Falmouth Public Schools School: FALMOUTH HIGH SCHOOL Content Area: Visual Art Grade Level: 3-4 WHAT IS IT WE WANT ALL STUDENTS TO KNOW OR BE ABLE TO DO? Description of course The Art ProgramMore information
ART ART BACHELOR OF ARTS (BA) College of Arts, Letters & Education STUDIO ART MAJOR (75 CREDITS) Student Learning Outcomes students will:
College of Arts, Letters & Education Greg DuMonthier, Chair 140 Art Bldg. 509.359.2494 BA BAE BFA Minor Faculty: T. Askman, N. Hathaway, B. Miller, E. Nappa, G. DuMonthier. UNDERGRADUATE PROGRAMS The DepartmentMore information
COURSE TITLE: PHOTOGRAPHY 2 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 PHOTOGRAPHY 2 2 Rutherford High School Rutherford, NJ Photography 2More information
THE VISUAL ARTS Head of Department: Dawn Clarke
THE VISUAL ARTS Head of Department: Dawn Clarke Year 7 VISUAL ARTS - Core Subject One Term This is a general art program where students will explore aspects from the following practical areas; painting,More information
ART What can I do with this major?
MUSEUMS AND GALLERIES Art Direction Administration Curatorial Conservation Restoration Registrar Collections Management Exhibit Design/Preparation Archive Management Education Tours Sales PublicationsMore information
Art and design. Key Stages 2 3. in the National Curriculum for Wales
Key Stages 2 3 Art and design in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills Art and design in theMore information
Graphics Designer 101. Learn The Basics To Becoming A Graphics Designer!
Graphics Designer 101 Learn The Basics To Becoming A Graphics Designer! Contents Introduction Chapter 1 The Role of the Graphics Designer Chapter 2 Qualifications in Order to Become a Graphics DesignerMore information
Master of Arts and Master of Fine Arts Art: M.A., M.F.A.
Master of Arts and Master of Fine Arts Art: M.A., M.F.A. Program Description The Division of Fine and Performing Arts offers the Master of Arts and Master of Fine Arts degrees in Studio Art. The MasterMore information
New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION
Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & CritiqueMore information
ART A. PROGRAM RATIONALE AND PHILOSOPHY Art education is concerned with the organization of visual material. A primary reliance upon visual experience gives an emphasis that sets it apart from the performingMore information
Fine Arts at Collin College
Associate of Arts Degree in Art - 60 Credit Hours Department Chair: Carter Scaggs SCC-A249 972.881.5867 Academic Advisors: John Ciccia SCC-G148 972.881.5563 Torrey West PRC-F132 972.377.1513 The VisualMore information
HACKETTSTOWN, NEW JERSEY. Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT. July 2014
HACKETTSTOWN, NEW JERSEY Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT July 2014 Mr. David C. Mango, Superintendent Ms. Nadia Inskeep, Director of Curriculum & Instruction Developed by:More information
ART What can I do with this major?
MUSEUMS AND GALLERIES Administration Curatorial Conservation Restoration Registrar Collections Management Exhibit Design/Preparation Archive Management Education Tours Sales Publications Development PublicMore information
WE OFFER THE FOLLOWING COURSES... Art and Design Photography Graphics Textiles
WE OFFER THE FOLLOWING COURSES... Art and Design Photography Graphics Textiles ENTRY REQUIREMENTS: For all courses we expect a minimum qualification to progress to A levels. C Grade in related GCSE s MeritMore information
KINGSWAY REGIONAL SCHOOL DISTRICT TITLE OF COURSE: Cartooning DEPARTMENT: Art DATE ADOPTED: 09/03 GRADE: 9 12 DATE REVISED: 09/11 I. COURSE ORGANIZATION Length: One Year Credits: 5 Periods Per Week: 5More information
School of Art and Art History
College of Visual and Performing Arts: School of Art and Art History 139 School of Art and Art History Leslie Bellavance, Director Phone: (540) 568-6216 E-mail: email@example.com Location: Duke Hall,More information
ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana
ART AND DESIGN Syllabus for Primary Schools Curriculum Department, Floriana YEAR 6 Curriculum Department, Floriana Year 6 51 LEARNING OUTCOMES for YEAR 6 Curriculum Department, Floriana Year 6 52 6.1 AESTHETICMore information
Arts, Media and Entertainment Pathway Courses
CBEDS Code Course Title 5751 RCOE Creative Digital Media Course Hours Primary Pathway 180 Design, Visual and Media Arts, and / Production and Managerial Arts 5751 Digital Imaging 360 Design, Visual andMore information
Cañada College College of San Mateo Skyline College
Cañada College College of San Mateo Skyline College Art/Design Degrees Art AA, AA-T from All Three Colleges Art History The Art Major with an Emphasis in Art History is designed for students who wish toMore information
Georgia Performance Standards Fine Arts
Grades 9 12 Visual Arts Introduction Georgia Performance Standards Building on the educational outcomes of Visual Arts in elementary and middle school education, high school art prepares students for personalMore information
Course Description 1st Quarter Learning Objectives 2nd Quarter Learning Objectives 3rd Quarter Learning Objectives:
Rangeview High School Photography 1 and 2 Course Syllabus 2014-15 Instructor: Alison Manciu Contact Number: 303-326-4644 ext. 64644 School e-mail address: firstname.lastname@example.com Teacher availability: 2ndMore information
TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California. GRAPHIC DESIGN (Beginning)
TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California Course of Study GRAPHIC DESIGN (Beginning) I. INTRODUCTION Beginning Graphic Design is a one-semester Fine Arts elective course intended for studentsMore information
27 COMPARISON OF TRADITIONAL MEDIA WITH ELECTRONIC MEDIA In the earlier lesson, you have learnt about different kinds of traditional media. Have you ever thought about the difference between traditionalMore information
New Hampshire Department of Education Special Education Program Approval and Improvement Process
New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners.More information
MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. Illustration
MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown High School Illustration August 2013 Written by: Lisa Weis Stan Krzyminski, Director of Curriculum Dean Insana, Supervisor of SpecialMore information
South County High School. Elective Course Offerings
South County High School Elective Course Offerings Credits: 1 Work with Microsoft Office including Word, Excel, Access, and PowerPoint Create Spreadsheets and charts Databases Graphics Earn Industry CertificationsMore information
www.shepherd.edu/artweb Fine Art Core (in addition to Concentration Requirements) Visual Thinking Skills I Visual Thinking Skills II Intro to Visual Art Survey of Western Art Contemporary Art ST: Art HistoryMore information
ART DEPARTMENT Arts & Business, Management Health Engineering/Manufacturing Human Natural Resources Communications Marketing & Technology Science & Industrial Technology Services & Agriscience VPAA MeetsMore information
Associate Degrees Graphic Design Career Path Photography Career Path Animation Career Path Digital Media Career Path
Associate Degrees Graphic Design Career Path Photography Career Path Animation Career Path Digital Media Career Path s Computer Animation Advanced Computer Animation Computer Graphics Illustration PhotographyMore information
MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Content Area: Visual and Performing Arts / Career Awareness / Technology Course Title: Advanced Graphic Design Grade Level: 10 12 Foundations of Graphic DesignMore information
Art (ART) Contact the Art Department for further information. (760) 744-1150, ext. 2302 Office: D-14
Architecture-Art ARCH 202 Introduction to Revit Architecture (3) Preparation of basic 3D architectural information models and (BIM). Manipulation for preparation of individual architectural working drawings,More information
ANNUAL PROGRAM PLANNING WORKSHEET (APPW) Program: Fine Arts Planning Year: 2015-2016 Last Year CPPR Completed: 2014 Unit: Art History Cluster: Humanities Next Scheduled CPPR: 2018 NARRATIVE: APPW I. ProgramMore information
MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP Grades 9-12 Graphics Design I 2010-2011 School Year New Jersey Core Curriculum Content Standards for Visual and Performing Arts Arts Education in the 21 stMore information
OHIO STATE UNIVERSITY EXTENSION OHIO 4-H MASTER PROJECTS 4-H 589M Photography Master The second, fifth, and sixth images above are by 4-H member Chad House. By Chad House, Member, Franklin County, 4-HMore information
Disc ver. College of Humanities & Fine Arts. utm.edu/chfa
the university of tennessee at martin Disc ver UT Martin College of Humanities & Fine Arts utm.edu/chfa Disc ver the possibilities I want to be an interpretive historian for the park service. Logan Cammarata,More information
K-12 Visual Arts Unpacked Content
This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.More information
Rhode Island Arts Grade Span Expectations K-12 Visual Arts & Design
About the Rhode Island K-12 Grade Span Expectations in the Arts Rhode Island Arts Grade Span Expectations K-12 The document, the Rhode Island K-12 Grade Span Expectations in the Arts, has been developedMore information
Top Ten Tips for an Effective Fieldtrip! Effective Fieldtrip Guide. Introduction. Maximizing the impact of out-ofclassroom. learning: PREPARATION
DC Arts & Humanities Education Collaborative Introduction Effective Fieldtrip Guide 1001 G Street, NW Suite 1000W Washington, DC 20001 (p) 202.879.9327 (f) 202.393.5705 www.dccollaborative.org email@example.com information
Standards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the centralMore information
THE UNIVERSITY OF THE WEST INDIES Faculty of Social Sciences Department of Economics Trade and Economic Development Unit Creating a Culture of Transparency: Revenue Reporting Visual Arts and Short FilmMore information
VISUAL AND PERFORMING ARTS Visual Arts In Visual Arts a wide range of coursework is designed to develop an understanding of art, art history, art production, and creative problem solving. The courses areMore information


text: I (like quite a few others) have found out that if you move the sidebar into its own template, and include it on pages such as threadlist and threadview it breaks and shows errors. Basically because the data it needs to pull (for who's online & stats) is only provided for forum_list. Might I suggest making the sidebar data variables accessible globally. I can see this causing a ot of headaches as many sites so have a sidebar on all pages. I even tried doing some form of condition saying "if we're on the homepage, include the stats sidebar. Otherwise, continue" but I've found out the template system has no options for this (which is something else that is going to cause problems). So this is kind of a double feature suggestion: 1 - Make sidebar-stats global OR 2 - Allow conditional if statements to pick up the name of the current page so we can do something like: Code: <xen:if condition="THIS_PAGE == 'forum_list'"> -- INCLUDE STUFF -- </xen:if> I can see this being HUGELY annoying to work with. I've had an open development discussion about it with Lawrence here if interested: Cant show stats on sidebar of all pages - so can we use an IF to set which pages its on?

subset: commoncrawl


text:
Welcome to Anglican Churches in DC.
FAQ | By Denomination | By Theology | By Worship | By Place
IntroductionThis mini wiki allows readers to find an Anglican or Episcopal church in the greater Washington, DC area. The city has a bewildering array of Anglican and Episcopal churches. This site will help worshippers find an Anglican or Episcopal church based on denomination, theology, worship, and place.
The site is meant to be descriptively accurate and not to advocate for any one denomination, theology, worship style, or, improbably, any one location in the DC metro area.
Featured Churches


text:
[5] Outside Australia and New Zealand, UGG (written in capital letters) is a registered trademark of Deckers Outdoor Corporation.ugg boots for The large was extra tight and not as warm.Cheap Ugg S Andy Hertzfeld recalled, "This inspired everyone to surround their work area with barricades made out of cardboard, to provide cover during the game, making part of the office look like a cardboard maze. "The tooling of this plastic case was going to cost, like, $100,000," Jobs said. Woz became more of a loner when the boys his age began going out with girls and partying, endeavors that he found far more complex than designing circuits. "I was all in favor of her getting an abortion, but she didn't know what to do." Regis McKenna The first step in this process was convincing the Valley's premier publicist, Regis McKenna, to take on Apple as a client. ugg store locations " In fact by his senior year he was also dabbling in LSD and hash as well as exploring the mind-bending effects of sleep deprivation.Buy Ugg Australia Boots Online "I was all in favor of her getting an abortion, but she didn't know what to do. One program that he displayed tried to guess people's nationality from their last name and then produced the relevant ethnic jokes. Style Details: Mid boot with three fashionable cross straps and metal buckles Medial metal zipper Heat embossed UGG® logo 5 3/4" shaft height Other: This product contains real fur from Sheep or Lamb Fur Origin: Australia, European Union or United States Real Fur has been artificially dyed and treated By UGG® Australia; RN# 88276 This product is made in US, China, or Vietnam, varies by product. A Swarovski® crystal button closure puts a sparkling finish on this versatile, ankle-height boot, rendering it ready for statement-making action in any season. One day Jobs barged into the cubicle of one of Atkinson's engineers and uttered his usual "This is shit.Ugg Bailey Button ChestnutUgg Boots On "Out in the back, near the bay, they had a fenced-in area with things like Polaris submarine interiors that had been ripped and sold for salvage," he recalled.
A good old woman, Euryclea, daughter of Ops, the son of Pisenor, went before him with a couple of blazing torches. ugg boots for He had never been that close to a gun, and he was terrified.Ugg Boots In Sale A Swarovski® crystal button closure puts a sparkling finish on this versatile, ankle-height boot, rendering it ready for statement-making action in any season. Please note i have narrow feet, I don't know if some of the people needing to go up a size had wider feet. He indicated wine and cigars on a low table at Kindell's side. . [ugg boots for] I mean, Woz stopped working in 1978.
Near the end of fourth grade, Mrs.Ugg Bailey Button Chestnut" Now they could make a real profit by selling the remaining fifty to their friends and Homebrew compatriots. To make the Apple II successful required more than just Wozniak's awesome circuit design. . McCollum felt that electronics class was the new auto shop. [ugg boots for] They had T-shirts made that read "90 hours a week and loving it!" Out of a fear of Jobs mixed with an incredibly strong urge to impress him, they exceeded their own expectations.
"Nolan wouldn't take no for an answer," according to Alcorn, "and this was Steve's first impression of how things got done. ugg store locations "Then, in 1983, I got the award." Jobs left, and Hertzfeld went back to his work.13 The court further ruled that UGG is a well-known trademark that has gained recognition and distinctiveness worldwide, and while acknowledging the challenger's allegations that UGG is a generic term in Australia, ruled that such alleged facts have no bearing on the validity of the trademark within Turkey. [ugg store locations] It is warm.
|la scuola | storia | flotta | staff | news | ristorante | la sede | airshows | contatti
aero club olbia costa smeralda casella postale 131 - c.a.p. o7026 olbia (ot) tel. 0789/69000 - fax 0789.396821


text:
Cyberpunk writing was "not outside us, but next to us. Under our skin; often, inside our minds."
Get Started for FREE
Sign up with Facebook Sign up with Twitter
I don't have a Facebook or a Twitter account
Your new post is loading...
Your new post is loading...
Gamification.org is the leading resource and community for gamification information, research and examples in over 18 languages.
Are we close to practical uses of AR and VR for learning, skill development, and performance? Here are some answers.
TeacherGaming brings educational games to classrooms, catering to the K-12 age range and a wide array of topics from math to typing.
From www
ETHICALLY ALIGNED DESIGN - A Vision for Prioritizing Human Wellbeing with Artificial Intelligence and Autonomous Systems
Carlos Fosca's curator insight, June 17, 4:34 PM
"To fully benefit from the potential of Artificial Intelligence and Autonomous Systems (AI/AS), we need to make sure that these technologies are aligned to humans in terms of our moral values and ethical principles. AI/AS have to behave in a way that is beneficial to people beyond reaching functional goals and addressing technical problems. This will allow for an elevated level of trust between humans and our technology that is needed for a fruitful pervasive use of AI/AS in our daily lives." (IEE).
Exorbitant costs, confused customers, and fire risks: bringing VR to the people is proving tricky.
From www
An emergency phone line operator isn't the first job I'd think of that needs excellent language skills, but you'd be hard-pressed to find lots of better examples of work where your listening and speaking skills really make the difference between life and death. I've been fortunate enough never to have made a call to 911…
From www
The Turning Forest is a fairy-tale using 3D sound, recorded on-location in a forest using a 20 microphones and experienced in glorious virtual reality.
From www
The emerging "right to an explanation" movement is focused on providing consumers with personalized, easy to understand algorithmic transparency.
From www
Explore a futuristic, alien planet as you solve problems and complete quests, learning real-world science with your friends. SIGN UP FOR A FREE TRIAL A
From etale
Designing accessible, inclusive games poses challenges that developers don't encounter in more conventional eLearning content. Some changes, when incorporated early in the development process, greatly enhance inclusivity at relatively low cost.
From www
There are several strategies for gamifying your classwork, and they're not mutually exclusive—you can combine them.
Last week saw another Tweet-storm from Minecraft creator Notch. A series of unapologetic statements, replies and foul language which website The Gamer called a "melt down". He was happy to attack fans and critics alike. Interestingly, a number of educators, often vocal about the game were quick to distance 'their game' (Minecraft Edu) from Minecraft…
From medium
A blockchain-based virtual reality world.
Products with Kokoa Education Standard label represent high educational value and have validated pedagogical approach.
Our tendency to become emotionally attached to chatbots could be exploited by companies seeking a profit.
12 AI will help redesign the entire shopping experience, optimizing everything with more and better data. Retailers will seamlessly stock the precise number of…
Whether or not you were caught up in the phenomenon of 2016 that was Pokémon Go, you were surely aware of the craze. The game, developed by Google spin-off Niantic, popularized location-based and augmented reality (AR) technology. It became one…Read more ›
Around 8 months ago I was introduced to a new game that I immediately wanted to write about for this site. It's taken awhile, but here it is. You see, it's not all digital and mobile phone games here at ExLT, this time we are looking at a board game - well, actually a card…
From link
Augmented Reality (AR) is a technology that allows users to view and interact in real time with virtual images seamlessly superimposed over the real world. AR systems can be used to create unique coll
Ana Cristina Pratas's insight:
Augmented Reality (AR) is a technology that allows users to view and interact in real time with virtual images seamlessly superimposed over the real world. AR systems can be used to create unique collaborative experiences. For example, co-located users can see shared 3D virtual objects that they interact with, or a user can annotate the live video view of a remote worker, enabling them to collaborate at a distance. The overall goal is to augment the face-to-face collaborative experience, or to enable remote people to feel that they are virtually co-located. In this special issue on collaboration in augmented reality, we begin with the visions of science fiction authors of future technologies that might significantly improve collaboration, then introduce research articles which describe progress towards these visions, finally we outline a research agenda discussing the work still to be done.
From www
You can narrow down someone's age by whether they include spaces in their file names. If they do, they're under 40. That is a sweeping declaration, and quite possibly true. Here's another one... Gamers are a sub-culture dominated by young men. This declaration, however, is stone-cold wrong. In fact, 63% of American households are home…
Gamification of education is a developing approach for increasing learners' motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers' understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach.
|Follow us
|How it Works


text:
Question about GE 31GT660 TV
Posted by davebruce on
picture closed in went back to full size then went blank no sound. squealing sound heard
C# CTC187CH would like instructions on a repair can I get more info from this person. Solution #1posted on Oct 25, 2007
Rank: Apprentice
Rating: 0%, 0 votes
horizontal output transistor is defective,also change out damper diode(cc4402). very common repair. use buh517 transistor. they last longer. i just repaired my own personal set. same problem. Solution #1posted on Oct 25, 2007
Rank: Apprentice
Rating: 0%, 0 votes
horizontal output transistor is defective,also change out damper diode(cc4402). very common repair. use buh517 transistor. they last longer. i just repaired my own personal set. same problem.
while watching tv picture closed in the went back to full size then closed in an went black no sound other then squeal sound
I'm sorry about the nonsense solutions that you have received thus far. Since the set "recovers" somewhat, this can be a couple of things. Most simply, it can be a poor solder joint that is interrupting normal operation. This is easily fixed by resoldering any connections that appear to be grainy or have rings. Please unplug the set and let it sit for a while before attempting this. Note that TVs retain quite a bit of electricity and can be dangerous even when unplugged.
That being said, the breakdown of the internal insulation in the flyback transformer can cause this as well. If you can solder, look for the poor connections first and update this if you still have problems.
Posted on Nov 14, 2008
Dear Sir/madam,
The first thing you should try is a hard reset. Unplug the tv before going to bedthen plug it back in in the morning. If this doesn't work you have anessential failure which will need repair. The two main causes of thetype of problem you are having is either a poor solder connection righton the board where the screens connectsto the TV, or the second a faulty Picture tube. I think the picture tube has problem. This will huge cost to repair. Check out with warranty. Either way it will need tobe attended to by a technician. I recommend checking the warrantyinformation that came with the unit to see if there is any way you canrecoup some or all of the cost of a repair which will be needed.Hopefully the manufacturer will take care of it for you if it is withintheir timeframe. I hope this helps...
good luck
Posted on Nov 10, 2008
Squeal sound is due to an excessive load on the power supply, check the horizontal output and flyback transformer.Moreover horizontal output transistor is defective,also change out damper diode(cc4402). use buh517 transistor. they last longer. and if it does not turn on replace eeprom ic.
Posted on Nov 10, 2008
SOURCE: I have freestanding Series 8 dishwasher. Lately during the filling cycle water hammer is occurring. How can this be resolved
a 6ya expert can help you resolve that issue over the phone in a minute or two.
best thing about this new service is that you are never placed on hold and get to talk to real repairmen in the US.
the service is completely free and covers almost anything you can think of (from cars to computers, handyman, and even drones).
click here to download the app (for users in the US for now) and get all the help you need.
Posted on Jan 02, 2017
Tips for a great answer:
Aug 01, 2014 | Proscan PLED4274A 42" LED TV 1920x1080, 60...
Jun 21, 2011 | GE 31GT740 31" TV
Mar 30, 2011 | Televison & Video
Sep 13, 2010 | Samsung HLR5667W 56" Rear Projection HDTV
Apr 13, 2010 | Samsung HLR5067WX 50" Rear Projection HDTV
Feb 20, 2010 | RCA HD52W58 52" TV
Aug 08, 2009 | Televison & Video
Oct 15, 2007 | GE 46GW947 46" Rear Projection Television
Sep 25, 2007 | GE 31GT659 31" TV
Nov 06, 2006 | GE 31GT740 31" TV
Jan 27, 2013 | GE 31GT660 TV
36 people viewed this question
Usually answered in minutes!
Level 3 Expert
73460 Answers
Level 3 Expert
14641 Answers
Level 3 Expert
1208 Answers
Step 2: Please assign your manual to a product:


text:
Welcome to London College of Fashion Library Borrowing items
Books - 1 week or 3 weeks
DVDs - 1 week
We also have Key Texts available as reference only. Access and Language courses can borrow up to 8 items.
Undergraduate courses can borrow up to 12 items.
Postgraduate courses can borrow up to 20 items. You can return items to any site.
So if you take something out at Central Saint Martins, you can return it here. Fines for one week loans are charged at 20 pence per day.
Three week loans are charged at 10 pence per day. There are a variety of ways to renew...
If on site please use the Self Service machines.
Members of staff are on hand to help you. The Learning Zone
These are spaces located at London College of Communication at Elephant & Castle and Central Saint Martins at Kings Cross.
Offers a variety of specialized software
Group study facilities
Presentation facilities
Cutting and pasting space WIFI is available in the library
For information on how to log on, ask a member of staff. You can get additional support with your studies from...
Study Support, situated in an office next to the library.
You can contact study support on:
020 7514 7586 We do have some rules to ensure everyone is comfortable in the library.
Feel free to drink bottled water, but refrain from eating in the library.
Quiet use of mobile phones is allowed.
Please consider others when you are working in the library. Special Collections
On site we have:
The archive - Visionaires, Cutter's Practical Guides, PhD theses and rare books.
The Materials Collection - Textile collection
Cordwainers Historic Shoe Collection - Shoes
Korner Collection - Clothing More information on the Library can be found on your course's Blackboard site. E-library
E-books, e-journals, and a variety of e-resources are available through the e-library. Library Website
http://www.arts.ac.uk/library/ Internet Area
Microsoft Office 2007
Four A3 scanners and one A4
There is a more comprehensively equipped IT suite on the fifth floor of John Princes Street.
IT facilities are available across all LCF sites. Self service machines where you can borrow, return and renew items You can renew items over the phone by calling
020 7514 4540/ 7455
Be sure to have your ID card ready if calling Another easy way to renew is online. Go to:
Select Library Catalogue and then My Account Our LCF Library Disability Representative is Andy Oliver.
You can contact him at:
020 7514 7628 We have a specialized PC for visually impaired students.
This PC has Read and Write, Visual Thesaurus and Inspiration software.
We provide Read and Write on selected machines. Facebook
http://www.facebook.com/pages/London-College-of-Fashion-Library Twitter
http://twitter.com/LCF_Library The Stanley Kubrick Archive, based in Elephant & Castle at London College Of Communication, is an archive of the acclaimed film maker. Students can use all of the UAL libraries Thank you for watching You will be issued with a receipt Learning Zone Study Support Visionaire, Special Collections Materials Collection Kubrick Archive, LCC Internet Area Scanners Cordwainers Historic Shoe Collection Korner Collection
Present Remotely
Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
LCF Library induction 2012
No description
Justyna Burzynskaon 13 September 2013
Comments (0)
Please log in to add your comment.


text:
What is JotForm?
JotForm is a free online form builder which helps you create online forms without writing a single line of code. No sign-up required.
At JotForm, we want to make sure that you're getting the online form builder help that you need. Our friendly customer support team is available 24/7.
We believe that if one user has a question, there could be more users who may have the same question. This is why many of our support forum threads are public and available to be searched and viewed. If you'd like help immediately, feel free to search for a similar question, or submit your question or concern.
Server issuesAsked by sohosid on March 16, 2014 at 09:46 PM
I had a form running up until this afternoon, which now produces 500 Internal Service Error.
I tried duplicating the form, but that is the same.
I just created a new form, and that is also producing the server errors.
Please fix asap - this is for a time senstitive contest.
Tracked down the problem to file uploads. When you delete the file upload fields, the forms work fine. When they are in there, server issues.
This needs to be fixed asap.
Never mind. Deleted the file upload and will use a different method. Can't hang about waiting for it to be fixed.
Just want to inform you that File Upload field issue is already fixed by our dev team. You can check this video: http://www.screencast.com/t/4zAYrxXsSdP
Our sincere apologies for the inconvenience that may have caused.


text:
Community Is Crucial
I have a guest post up today at CatalystSpace.com. It's called "Community Is Crucial, Especially Around the Holidays," and, as you can imagine, I wrote it last month, reflecting on the suicide of my online friend Gideon Addington.
I talk a little about the "weakness" of social networking in creating the kind of community that can address deep emotional and psychological pain.
I'd love to get comments and feedback on the article, especially if you are challenged/encouraged to reach out to anyone you may know who is hurting or struggling with depression. Don't hesitate to show your love to those around you—reach out to someone today!
Thanks to Jesse Phillips, the editor of the Catalyst blog, for posting my article.


text:
What is Battle Chasers?
Battle Chasers is a comic book series created by Joe Mad, the creative director of the Darksiders video game series, back in 1998. It follows the journey of a band of characters, including Gully, a nine year-old girl with a set of powerful gloves– all that is left of her missing father, Aramus. It was a comic book series renowned for its "arcanepunk" fantasy setting, and, as some may argue, its gratuitous... delays.
However, that was 1998.
Today, Battle Chasers is being revived back in its original comic format, and, after a succesful Kickstarter, as the upcoming JRPG-styled video game Battle Chasers: Nightwar (developed by key personnel of Darksiders, hey... I'm starting to see a pattern here).
The Wiki!
The Battle Chasers Wikia, on the other hand, aims to be a reliable resource for both the game and comic: from lore to strategy. ...Except, with only 26 pages, the wiki lacks a lot of the comic resources. Admittedly, I'm simply a newcomer to the series– it was quite a bit too mature for me when it first released. I'm eager to learn more about it, but –in the meanwhile– the wiki needs contributors who may be familiar with the lore of the series (or any comic or JRPG fans in general) to help fill out our stubs and create wanted pages.
If you're a newcomer to the series, like me, the wiki could still use your help! I'm always looking for suggestions on how to better the wiki, or how to prepare the wiki for the future.
Thank you for your time, and I hope you'll come take a visit. :)


text:
A great way of using up leftovers. The Waldorf salad was an invention of Oscar Tschirsky chef at the Waldorf Astoria hotel in New York. The original comprised apples, celery and mayonnaise. The other ingredients came later.
- Print page
- Email this
- Permalink
- Serves:6 to 8 as appetiser or entree
- Degree of difficulty:Medium
1 cup chopped ham
1 cup chopped cooked chicken or turkey
1 cup chopped celery
1 cup cooked rice noodles, finely chopped (optional)
1 cup green apple (Granny Smith) finely chopped and tossed in a little lemon juice
1/2 cup finely chopped Spanish (red) onion or spring onions
1/2 cup walnuts or pecans (finely chopped)
1/2 cup currants (optional)
2 or 3 Tbsp mayonnaise
Salt and pepper to taste
2 tsp chopped mint
Rice paper wrappers
Dipping sauce
2Tbsp extra virgin olive oil
1 Tbsp lemon juice
1 tsp Dijon-style mustard
1/2 tsp horseradish sauce
Mix dry ingredients. Mix mayonnaise and sour cream. Combine the two mixtures.
Dunk rice paper sheets in hot water to soften. Spread out onto damp tea towel.
Put a little mixture on leading edge. Fold sides over and roll up.
When all rolls are made, cover with damp tea towel and refrigerate until ready to serve.
For the Dipping sauce, mix ingredients and refrigerate till ready for use.
Serving suggestions
I like to serve this variation on the Waldorf theme, wrapped in rice paper with a dipping sauce. The mixture could also be served in a lettuce leaf in the style of the Chinese Sang Choy Bow with an Asian dipping sauce. Meats could be replaced with seafood: prawns, crabmeat, lobster.


text:
2 works Add another?
Most Editions | First Published | Most Recent
Today I will nourish my inner martyr1 edition - first published in 1998 DAISY
Today I will indulge my inner glutton1 edition - first published in 1999
Links (outside Open Library)
No links yet. Add one?
History Created April 1, 2008 · 2 revisions
|September 11, 2008
|Edited by RenameBot
|fix author name
|April 1, 2008
|Created by an anonymous user
|initial import


text:
Pace mentor Craig McDermott is adamant Peter Siddle still deserves to be rated among the world's best fast bowlers as he sweats on his spot for the first Test.
McDermott is also a huge fan of Josh Hazlewood, having tipped him to play for Australia when he saw him bowl at an under-age carnival and watched him gain size, pace and maturity since. Whoever turns out in Brisbane, McDermott is convinced Australia still boasts the best attack in world cricket.
"If we have the attack we had last year and other young blokes around the place, I stand by what I said last summer against England, we've got the best attack in the world," he said.
"That got a bit of conjecture from the South African community but that's life, we proved it when we went to South Africa, and Sidds is back bowling really well, he's bowling quicker than he was last year and he got 5-31 on a flat wicket in Adelaide.
"He knew he was down on pace [when he was dropped at the end of the South Africa series this year] and he had to get some strength and size back. He had to get his run up a bit faster; he has to run fast to bowl fast.
"His skill level is as good as anyone in the world as far as getting the ball on a good length, swinging it both ways, and if he's got his pace his bounce will be quite effective as well. He can bowl a lot of overs in a day."
The fast bowlers will be summoned to Brisbane ahead of the rest of the Test squad to plot a repeat of their demolition of India three summers ago.
The plan will be to shock India with pace on one of the bounciest surfaces in the country, given the touring batsmen won't face anything like a Test-quality attack in their tour matches against a Cricket Australia XI in Adelaide next week.
India's acting captain Virat Kohli was his side's leading runscorer on their last tour, but other gun batsmen such as Cheteshwar Pujara, Shikhar Dhawan and Murali Vijay will be playing Tests in Australia for the first time.
"Last time we beat them 4-nil and I know that's a long time ago, they came here after a very successful tour of England, [Rahul] Dravid got hundred upon hundred, but we had our plans for the way we wanted to bowl to the Indians and with a bit of extra bounce we were relentless in the way we went about it. I don't think that is going to change this time," McDermott said.
A rested Mitchell Johnson will arrive in Brisbane next Thursday, a full week before the Test, eager to reprise the destructive form that set the tone for last summer's Ashes whitewash, and the other fast bowlers in the squad for back-to-back Tests in Brisbane and Adelaide won't be far behind him.
With an eye to the longer term, recovering paceman James Pattinson, who surprised India with his pace and aggression on their last trip, and Pat Cummins, will also be in Brisbane to work with McDermott, unless the latter is needed by NSW.
"We've got a big tour calendar not only with the summer but the World Cup and the Test series in the West Indies and into the Ashes, so we've got to have as many of our best bowlers and good young fast bowlers ready for the rigours of 12 months of hard cricket."


text:
|02 Jul 2012
White Screen and Slow to Login all of a sudden
For the past few days my Laptop has been very slow to load up once I have logged in. Bootup seems to be fine until the user selection page. I then select my user ID and then log in. Once I hit the submit button the screen goes white and it takes a while to load up the desktop.
The mouse is visible, but nothing responds. The Windows Key doesn't bring up the Start Menu or anything.
CTRL+SHIFT+ESC brings up Task Manager which shows nothing untowards.
On boot-up there is no peripherals installed on the laptop, just the Power Lead and WiFi is Active.
I have updates on Automatic and Windows 7 is Genuine Home Premium. Here are the PC Specs:
System Information
Time of this report: 7/2/2012, 08:23:41
Machine name: SHELDONMAIN
Operating System: Windows 7 Home Premium 64-bit (6.1, Build 7601) Service Pack 1 (7601.win7sp1_gdr.120503-2030)
Language: English (Regional Setting: English)
System Manufacturer: Acer
System Model: Aspire 5742
BIOS: InsydeH2O Version V1.05
Processor: Intel(R) Core(TM) i3 CPU M 370 @ 2.40GHz (4 CPUs), ~2.4GHz
Memory: 2048MB RAM
Available OS Memory: 1782MB RAM
Page File: 1649MB used, 1916MB available
Windows Dir: C:\Windows
DirectX Version: DirectX 11
DX Setup Parameters: Not found
User DPI Setting: Using System DPI
System DPI Setting: 96 DPI (100 percent)
DWM DPI Scaling: Disabled
DxDiag Version: 6.01.7601.17514 64bit Unicode
|My System Specs
|02 Jul 2012
Windows 7 Home Premium 64 Bit
The first thing I would suggest is Troubleshoot Application Conflicts by Performing a Clean Startup. If that does not resolve the problem, go through the Troubleshooting Steps for Windows 7
Some of the steps require that you open up your system, so before doing any of the re-seating and connection checking steps, answer these two questions: Are you still under warranty? Does your warranty allow you to open up the machine to check hardware? If you are unsure of the answers to these questions, contact your system manufacturer. WARNING: Some steps in that tutorial involve removing the system case or system panels and can void your warranty!!!
The steps specifically related to the warning are steps 8, 10, and 11.
|My System Specs
|Thread Tools
|Similar help and support threads
black screen after login & safe mode also slow
PLEASE HELP!! My laptop has stopped working suddenly stopped working .the after login the screen becomes black only cursour is visible alt+Ctrl+del ...taskmanager opens. but still after long long time the desktop appears with black background and everything slow. safemode also is slow very slow...
Slow boot time before login screen but after BIOS
Hi everyone, Before we start, I'm a total noob on this subject, so please be gentle with me. I've experienced 'very' slow boot times in the given time interval (before it took maybe 10 sec, now it takes 2-3 minutes). After login the machine is ready for usage within 30 sec. I've searched on...
|Performance & Maintenance
64-bit - Blank screen on boot up, before login screen; slow startup
Bonjour mes amis. I recently have started getting the infamous black screen of death at my computer's startup, very similar to this fellow user's problem. Basically, Blank screen on boot up, before login screen; slow startup. The black screen lasts at least two minutes on average, before the...
|Performance & Maintenance
Blank screen on boot up, before login screen; slow startup
Hey, first time posting here, so sorry if this is the wrong section or anything. Lately my laptop has been experiencing a problem when I boot it up. After the Starting Windows screen with the glowing Windows logo, a blank black screen pops up that lasts for ages (I'd say at least 5 minutes)....
|General Discussion
Slow start-up BEFORE login screen
It used to (few days ago) take less than 10 seconds to get to the login screen once the BIOS was finished, now it's taking more like 25 seconds. Since this is pre-login, I assume it has nothing to do with startup programs (note that startup is lightning fast once I login) and is more likely a...
|Performance & Maintenance
Black Screen with Cursor = Slow Login
Ok I noticed this just the other day that after I type my password in to login it goes to a black screen with a cursor on it for more than 30 seconds before loading the desktop I believe this is due to drivers not properly loading but I do not know how to fix it! Hopefully someone can help me with...
|Our Sites
|Site Links
|About Us
|Find Us
Windows 7 Forums is an independent web site and has not been authorized, sponsored, or otherwise approved by Microsoft Corporation. "Windows 7" and related materials are trademarks of Microsoft Corp.
© Designer Media Ltd
All times are GMT -5. The time now is 15:55.


text:
2013 Canada World Junior team - anyone care to take a stab?
View Single Post
semantic romantic
Join Date: Mar 2009
Posts: 25,746
vCash: 500
Originally Posted by
i'm not sure where the Wotherspoon player has a chance or not came from but since you brought it up, i have never heard of the guy down east. Never paid him much notice in the S/S either.Whoever his fan base is, they better start beating the drum because he has to step over Percy/Siemens/Pouliot/Dumba/Corrado to make this team.
Wotherspoon is a good player, nobody on here has a bleeping clue who HC is going to take....most people just list off the 1st rounders and assume that's who makes it.
I don't think Wotherspoon makes it, but it has nothing to do about Flames fans beating the drum on HFboards, its about who goes to the camp and earns the spot.
You probably didn't notice Wotherspoon at the SSS, because that is the sign he played extremely well, his game isn't about flash...he's a big, mobile, physical stay-at-home defensman (who has 18 points in 21 games and is +27 in the WHL I might add).
Showed better than Siemens, who is getting tonnes of votes to make the team in this thread right now.
The reason I brought up Wotherspoon is because poster: reinhart, asked why he was invited to the SSS if he had no chance at the team...he very much has a chance is all I'm trying to say, based on play, not hype.
View Public Profile
arsmaster*'s albums
Find More Posts by arsmaster*