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Ethel Léontine Gabain (French-English, 1883-1950) – Diana Wynyard in ‘The Silent Knight’, 1938 (Oil on canvas. Walker Art Gallery) – – Wynyard was signed in 1932 to a contract at …
After studying the avant-garde movement of Futurism, in the classes of Grade 9 we decided to reproduce the movement of a figure using the method of overlapping sequences and force lines used by the…
Posts about myers-briggs written by Conor Neill
Artist: Mary Urban Subject: Figurative Style: Mid-Century Modern Product Type: Gallery-Wrapped Canvas Art Made in USAThis ready to hang, gallery-wrapped art piece features a black and white diagram of hands making a rabbit shadow puppet. Growing up in the idyllic Vermont countryside, Mary was encouraged by family and teachers to be an artist. At 18, she moved to Boston to study graphic design at the Massachusetts College of Art. The lure of her peaceful country home was too much and she returned to open an organic coffee and tea house with her brother. "Coffee, tea and cafe culture has always been a great passion to me, as it tends to bring communities and fellow artists together for conversations and the bouncing of bold ideas."? Today, Mary is known for working in a variety of media and styles from illustrative to classic and more. Working outside surrounded by nature comes naturally, and she can often be found standing or sitting under a giant maple tree working on her next collection. Giclee (jee-clay) is an advanced printmaking process for creating high quality fine art reproductions. The attainable excellence that Giclee printmaking affords makes the reproduction virtually indistinguishable from the original piece. The result is wide acceptance of Giclee by galleries, museums, and private collectors. Gallery wrap is a method of stretching an artist's canvas so that the canvas wraps around the sides and is secured a hidden, wooden frame. This method of stretching and preparing a canvas allows for a frameless presentation of the finished painting. Whether it's a contemporary, rustic, modern, or traditional style decor, Trademark Fine Art offers a variety of high-quality, carefully built wall art that will surely complement any style. We provide an abundance of art themes that range from fascinating abstracts to breathtaking landscapes, in an assortment of sizes that will certainly bring excitement to any area of your home. From the bedroom to the living room, or even the office, Trademark Fine Art makes professionally handcrafted, ready to hang wall decor that will be admired for years to come! IMPORTANT: Avoid buying counterfeit products and transacting with unauthorized sellers. Trademark Fine Art is committed to providing the consumer with the absolute best price and value on our entire line of products, which we ensure by applying a rigorous Quality Control process. Trademark Fine Art is a registered trademark protected by U.S. Trademark law and will be vigorously defended.
In this free science fair project idea, kids will conduct an easy electrolysis of water experiment to test solutions of salt, baking soda, tap water, and more.
A selection of more unusual Knights of the Round Table names that move beyond Arthur, Lancelot, Percival and Elaine.
Gellage is a series by Czech photographer Michal Macku named after an intricate technique he developed. The term "gellage"–essentially a portmanteau
Take a look at this large and beautiful piece currently on display at the New Orleans Museum of Art (NOMA)! The suspended ocean goddess, entitled
This find-the-mistake worksheet is intended for advanced students who are eager to better their proofreading skills. It covers common mistakes students often make when writing an essay. This
Movement in the classroom is beneficial for many reasons. First and foremost, getting up to move in the classroom might help anxious students relieve stress.
Before the Black Swan, the White Swan and the dichotomy between them ever existed, there were pioneering 19th century ballerinas who defined different types in ballet. The most famous is Marie …
Марк Олич is a Russian photographer born in Omsk. A graduate of theatre and art schools, Mark has been engaged with photography since 2002. Mark has always drawn but suffered from a creative crisis after moving to St. Petersburg. He became a set designer at the Mariinsky Theatre, where he began to capture ‘behind the scenes’, images of the dancers training and rehearsing in the theatre.
Ballet Beautiful - Evgenia Obraztsova and Artemy Belyakov in Romeo and Juliet. Bolshoi Theatre Photography: Fatima Okhtova "Dance like no one is watching. Sing li
“バレンタインなので去年描いたガラテアちゃんと探鉱の漫画とそれっぽい絵を再掲しておきます。 今年もDM企画あるとええな・・・。”
"El autor solo escribe la mitad del libro. De la otra mitad debe ocuparse el lector" Joseph Conrad Paolo y Francesca, de Anselm Feuerbach. Cuanta razón tiene Conrad en el epígrafe de este post. Sus palabras las hemos comprobado casi todos. Hemos hecho nuestros muchos libros leídos, el mundo en el que se desarrollan sus historias, convivido con sus personajes, compartido o reflexionado sobre lo que en ellos se dice, dialogado con el autor en silencio. Y algunas de esas obras han pasado a formar parte de nuestras vidas. Pero no siempre "nuestros libros" deben ser los libros de las...
Marcille and Falin, but make it Howl's Moving Castle inspired ^^
Earlier this year, I shared an update about our family moving to a cattle ranch. But this didn’t happen without a lot of fervent prayer. This is where St. Philomena worked a little miracle for our family. To one who has faith, no explanation is necessary. To one without faith, no explanation is possible. –...
Ok, just because I've been gone from 'blogging land' doesn't mean we haven't been working hard in 4B. I've definitely been documenting a lot of what we've been doing! To start, it was clear to me that our old way of peer conferencing just wasn't working. Kids seemed to be goofing around, not really helping each other, and it was a waste of everyone's time. It frustrated me when most of my one-on-one conference time was spent managing unruly PEER conferences. I knew something had to change. I decided to revamp our workshop so that our peer conferences would hold both the author and the peer more accountable AND work on our 6-traits language. I introduced our 'new' method for peer conferencing using this anchor chart to document our process. After students finish drafting, they are to grab a 6-traits peer conferencing sheet and assess themselves by circling all the descriptors for each trait that they feel match their own writing. Mind you, we did a lot of whole-class practice with scoring writing based on the 6-traits criteria so students would feel comfortable doing this process on their own (and being HONEST!). Through our mini-lessons we've learned that it's possible to have high scores in some traits but lower scores in others. That's how we grow! Here you see Devin circling where he thinks his writing falls on our 6-traits rubric. (Note: The link to the 6-traits peer conferencing sheet above will bring you to an even more updated version than the one shown in this blog posting! Just FYI!) Here's another student assessing her own writing after she's drafted. This student has finished assessing her writing using our rubric. She decides on a final number score and circles it to the left of the descriptors. Then it's time to meet with a peer. (We have a peer conference sign-up sheet in our room which helps students know which other students in the room are also ready to peer conference.) Here you see this author reading his story to his peer. After he's done reading, he will explain to his peer the scores he gave himself and why. It's important for the peer to listen carefully to the author because it will soon be her turn to assign a score to this author for each trait . On the lines on the rubric, she will write to explain the scores she gives him. The peer needs to follow the following sentence stems in his/her scoring response: * I give this a writer a ___ because... * This writer needs to work on ... This process requires peers to truly work together, hold each other accountable, and it gets the kids using our 6-traits language a lot more. The second sentence stem helps the writer establish a goal for what to work on when revising! To see more of this peer conferencing process, watch a clip of us practicing this stage! Our focus lately has been on the trait of organization. We've been looking thoroughly at different beginnings and endings of both student and published writing. Here is our anchor chart documenting what we noticed! In other Writer's Workshop news, these are a few additional anchor charts we have in our room to help keep our writing organized. This anchor chart reminds us of powerful words to use to spice up 'said'! In reading we have been working hard on purposeful talk.This is so very important to the social construction of knowledge in any classroom! It's essential to teach students purposeful talk behaviors before even considering literature discussion groups (LDGs). The majority of kids talk like...well, KIDS! So, if we expect kids to talk like mature young people about different texts they read, we need to explicitly teach them how! Talking about Text by Maria Nichols is a great place to start if you're interesting in learning more about purposeful talk behaviors. I taught each of the behaviors individually through two separate mini-lessons - one day to explain 'hearing all voices' in a concrete way (without text), and a second day to practice 'hearing all voices' using text. Then I taught 'saying something meaningful' in a concrete way without using text, and the next day we practiced 'saying something meaningful' using text , and so on. Eventually all of the purposeful talk behaviors kind of blended together and kids started to discover that we often need to use all of these things at the same time in order to truly talk purposefully about anything! We did a lot of practicing, and I've been taping students in this process. Here is a clip of students practicing their behaviors while they talk about their families. (We had read a few books about different kinds of families to foster a safe environment to celebrate the fact that we all have different kinds of families!) We also had students practice their purposeful talk behaviors while discussing their best or worst memory in school (which helped warm up their brains for a timed writing activity we did during writer's workshop). Here is a clip! As a class, we watched these video clips to analyze our body language and other purposeful talk behaviors. I think taping and analyzing is a very effective way for students to learn how they should look and sound in an LDG. 'Keeping the lines of thinking alive' is a tough concept for many youngsters. Sometimes what happens is that students take turns talking, but they don't really build on what the person before them said. In other words, they don't really DISCUSS, they just share and listen. We applauded the first group in this clip because they had good body language and were respectful as listeners, but we discovered their conversation needed to be more 'alive' by asking questions and making connections to each other's ideas and thoughts. Mrs. Pierce and I taped ourselves doing a weak LDG and a strong LDG. As we watched each example, we used dots and lines to 'map out' our conversations (see chart below). In the weak LDG, we discovered Mrs. Pierce and I shared a lot of individual thoughts. The thought started, and then it stopped. There was really no discussion about anything we said; and Mrs. Pierce wasn't even looking at me during part of our time together! How rude! ;) In the strong LDG example, we mapped out a lot of dots and lines that were connected because we took each other's ideas and built on them. We truly discussed the text to dig deeper. We introduced several conversational moves for students to use to help get their voice heard in a conversation. Students also have these conversational moves on a bookmark that they keep in their LDG books. After we learned the respectful ways to speak and act when discussing with others, it was time to teach our kids how to flag their thinking. This is a crucial step to holding a successful literature discussion group because it allows the kids to track their important thoughts while reading so they have ideas for discussion the next day. Here are the 'codes' we use to track our thinking on post-its. We encourage students to use one of our codes to categorize the kind of thought they have and then write a few words to trigger their thought. This helps them when they get into a discussion group; they'll actually have pinpointed ideas to discuss! Students kept a chart in their Thoughtful Logs with all of our codes on it for easy reference. Here's a clip of our students as they practice flagging their thinking for the first time. The next day, students put all their new learning to the test. We put them in small groups to discuss the text "Slower Than the Rest" which is a short realistic fiction story out of Cynthia Rylant's book Every Living Thing. On another day, we used a high-interest two-page non-fiction text about leeches to continue practicing flagging our thoughts. Here's a clip of our kids flagging their thinking just after we modeled it during our mini-lesson. Below are some pictures of the kids' flagged thoughts. In addition to purposeful talk, we've also been studying the historical fiction genre. We've read several mentor texts, including Dakota Dugout by Ann Turner and Dandelions by Eve Bunting. Our first round of literature discussion books are all within the historical fiction genre. Here are a few of our historical fiction LDGs hard at work: Dear Levi: Letters from the Overland Trail Scraps of Time: Abby Takes a Stand The River and the Trace (I think I put my finger over the microphone at minute 2:00!) Oftentimes, historical fiction books will have a flashback in them. One group's book, called A Scrap of Time: Abby Takes a Stand by Patricia McKissick, has a flashback that occurs towards the beginning of the story. I photocopied some of the pages to try to explain this technique during a whole class mini-lesson. In the first section of the book, three grandkids are spending time with their grandma in her attic. They find an old menu and ask their grandma why she saved it. Chapters 1 through 12 flash back to 1960, where 'grandma' is just 10-years-old, living in Nashville, Tennessee at the time of a lot of civil rights protests. The menu is from a restaurant where a lot of sit-ins took place. Through the flashback a reader learns all about life during the 1960s. In the final section of the book, a reader finds him/herself back in the present - in grandma's attic, where the three grandkids ask their grandma some questions about her life during the sixties. There was also another flashback in the story Dakota Dugout by Ann Turner. We also read The Wreck of the Zephyr by Chris VanAllsburg as an example of a flashback in a fantasy book! In other reading news, here is a picture of the anchor chart that stored all the non-fiction text features we've learned. In social studies, we've been studying the economy of the five U.S. regions. Students have been reading small sections of non-fiction leveled readers to summarize a product or industry that is important to each region's economy. Students are typing up their summaries and we're calling those summaries 'articles' as they each create a magazine of our economy. Through this project, students have learned to: * Summarize main ideas * Center and left-justify their cursor * Use the tab key to indent * Change font size, color, and style * Bold, underline, and italicize * Safe image searches * Copy and paste * Cite their picture resources Here is the inside of one student's magazine. Next week we will be using this site to create magazine covers! Lastly, we had a chance to meet with our second-grade buddies earlier this month. We split the buddies up into two groups and one group stayed with Mrs. Adams to play holiday bingo. The other group was with me in the computer lab. Buddies used this site to play a variety of math and English games. One of the most popular games to play was called 'Story Plant' where students could click on different leaves to create the beginning to a unique story. Depending on what leaves were clicked, you would get a different combination of characters, settings, problems, etc. The computer generates a beginning to a story that the kids can print off and finish during writer's workshop! Have a wonderful weekend!
If you’re a girl, you've probably had a moment in your life when you thought being a boy must be so much easier. Well, I'm not sure if boys ever have any similar questions spinning in their heads, but if they do, here’s something that might make them happy they’re not one of us. Or perhaps not!
