This extended time period will also assist learners in making greater strides with the multimedia technology they have available, which as a dynamic setting and experiential means of expression and communication requires time to allow for repositioning and reanalysis (Gonzalez et al., 2000). By progressing in segments, leaners will come full circle form an examination of how alien history can be to how similar the technologies of the period in question are to certain technologies of today, despite the substantial and unquestionable differences. Lesson objectives include an improved understanding of communication technology and its importance in all times, societies, and civilizations; an ability to make connections between historic technologies and capabilities and those that exist today, the ability to work effectively in groups, the ability to work effectively with software, and aesthetic skills in the design and construction of the multimedia project.
Lesson 3: Telling Stories
Towards the end of the unit, as the novel is nearly being completed in class and individual assigned readings, learners will be asked to write out in paragraph form the narrative of the central character in Freedom Stone. Each learner will then be asked to write out a similar narrative of their own life, finding similarities in their own growth and progress despite the clear differences that will exist in their life experiences compared to those of the protagonist in Freedom Stone. Learners will be encouraged to share their own narratives in a class-wide discussion, after which they will divided into pairs for the primary task of the lesson, that of creating an audio/visual version of their narrative. Ideas for "sets," costumes, and props that can be used to illustrate various aspects of their own narratives or contexts will be given to the class by the instructor, with actual production of the media limited to the classroom environment. Equipment availability will prove a major time constraint for the project, but concurrent tasks and activities will also be available as limited recording equipment is shared by the learning pairs. Once learners have obtained some video and audio footage illustrating a narrative with at least three plot points, leaners will practice editing their footage using iMovie or other similarly simple available software.
Interpersonal interactions in both the narrative creation and in the substance and content of the narratives themselves -- that is, placing the narratives in an explicit special and cultural context -- will both be used in this lesson as a means of improving the quality of classroom interactions and of creating greater social awareness generally (Curby et al., 2011). The ability to share stories and the connections that story and narrative construction and sharing builds...
Instead, success can only be determined by the artist. This does not mean that all art can be considered good art; I think that most real artists can admit that there are times when they are less successful at reaching their goals and fulfilling their visions than others. I also think that one of the measures of an amateur artists -- one who will never really be "good" --
The nineteenth- (and early twentieth- ) century author and critic Henry James had a very different approach to understanding and explaining fiction as it was to be understood in both a scholarly and an artistic sense. Fiction and its authors have to take themselves with a certain sense of seriousness of purpose, in James' view, but with this cam a certain detachment (James 1884). True fiction, or at least good
Fiction's Come a Long Way, Baby The development of fiction from its nascent stages until today's contemporary works is a storied one. Many features mark contemporary fiction and differentiate it from the classics of the 17th, 18th and 19th centuries: For one, modern writers use different perspectives to narrate: In some works, the narrator switches from third-person omniscient to first person, and in some contemporary works, even the challenging second-person. Experimentation
French Romantic painter, Eugene Delacroix, is well-known from this period. Delacroix often took his subjects from literature but added much more by using color to create an effect of pure energy and emotion that he compared to music. He also showed that paintings can be done about present-day historical events, not just those in the past (Wood, 217). He was at home with styles such as pen, watercolor, pastel, and
The medium with which the artist works is also unique in that they are outfits that can and should be worn. The sound suits are designed to be wearable, imparting a grounded character to the exhibit. Instead of taking the suits too seriously, the viewer can imagine them as costumes in which the serious self is left behind in favor of the inner child. Like a mascot at a
Art History The transition from the Baroque to the Rococo style in sculpture and painting was attended by a concurrent shift in European power relations, as the cultural and political hegemony of the Roman Catholic Church gave way to secular institutions of power. Comparing a work produced during the height of either style demonstrates this shift implicitly, because the Rococo style contains a playfulness in both theme and visual content hinting
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