Create a colorful mixture of vegetables. Colorado Americorp agents in Araphahoe, Denver, …
Create a colorful mixture of vegetables. Colorado Americorp agents in Araphahoe, Denver, Garfield, Larimer, and Weld Counties. Work supported by the Corporation for National and Community Service under Americorps grant number 18AFHCO0010008. Opinions or points of view expressed in this lesson are those of the authors and do not necessarily represent the official position of or a position that is endorsed by the Corporation or the Americorps program. This resource is also available in Spanish in the linked file.
Haz un velero con corchos. A ver si flota. Actividad de Bolsa …
Haz un velero con corchos. A ver si flota. Actividad de Bolsa de STEM Semanal. Agentes de Colorado Americorp en los condados de Araphahoe, Denver, Garfield, Larimer y Weld. Trabajo apoyado por la Corporación para el Servicio Nacional y Comunitario bajo el número de subvención 18AFHCO0010008 de Americorps. Las opiniones o puntos de vista expresados en esta lección pertenecen a los autores y no representan necesariamente la posición oficial o una posición respaldada por la Corporación o el programa Americorps.
1: Development 1.1: Determining Your Distribution Outlet 1.2: Understanding Your Audience 1.3: …
1: Development 1.1: Determining Your Distribution Outlet 1.2: Understanding Your Audience 1.3: Production Styles 1.4: Video Formats 2: Releases and Contracts 2.1: Legal Protections 2.2: Image Licensing 2.3: Music Licensing 3: Scripting and Formats 3.1: Rundowns, Formats and Storyboards 3.2: Single-Column Scripts 3.3: Multi-Column Scripts 3.4: Three-Act Structure 4: Production Preparation 4.1: Planning to Shoot 4.2: The Production Bible 4.3: The Business of Filmmaking 5: Funding 5.1: The Business Plan and The Production Plan 5.2: The Film Proposal 5.3: Grants 5.4: Fellowships 5.5: Other Funding Avenues 5.6: Film Festivals 6: Set Etiquette 6.1: Who Does What 6.2: The Director's Commands 6.3: When the Shooting Stops 7: Camera Functions 7.1: DSLR vs. Mirrorless vs. Camcorders 7.2: Memory Cards 7.2.1: Formatting the SD (Memory) Card 7.3: Manual Mode 7.4: Iris/Aperture 7.5: Depth of Field 7.6: Neutral Density Filters 7.7: Gain and ISO 7.8: Focus 7.9: Frame Rate and Shutter Speed 7.10: White Balance 7.11: Lenses 8: Video Aesthetics 8.1: Basic Shot Sizes 8.2: Camera Position 8.3: Camera Movements 8.4: Lens Movements 8.5: Video Composition 8.6: Critical Focus 9: Lighting 9.1: Measuring Light 9.2: Types of Lamps 9.3: Qualities of Light 9.4: Common Lights 9.5: Light Modification and Control 9.6: Lighting Design 10: Sound 10.1: Elements of Sound 10.2: Microphones 10.2.1: Microphones Used in Video Production 10.2.2: Polar Patterns 10.3: Audio Connectors 10.4: Controlling Sound with a Video Camera 10.5: Location Audio 11: Planning/Organizing for the Edit 11.1: The Art and Craft of Editing 12: Nonlinear Systems and Requirements 12.1: Nonlinear Systems and Requirements 13: Formats/Compression 13.1: Formats/Compression 14: Editing Workflow/Assembly 14.1: Editing Workflow/Assembly 15: Rough Cuts 15.1: Rough Cuts 16: The Finishing Process 16.1: Steps of the Finishing Process 16.2: Fixing Transition Mistakes 16.3: Fixing Titles and Graphics 16.4: Fixing Color and Exposure 16.5: Video scopes for post-production 16.6: Video Tutorials on Color and Audio techniques
This collection uses primary sources to explore visual art during the Harlem …
This collection uses primary sources to explore visual art during the Harlem Renaissance. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
VISUAL CULTURES OF THE MIDDLE EAST MOVING IMAGES FROM DAGUERREOTYPES TO SMARTPHONES: …
VISUAL CULTURES OF THE MIDDLE EAST MOVING IMAGES FROM DAGUERREOTYPES TO SMARTPHONES: This course examines changing technologies of image capture/(re)production/circulation in the Middle East from the turn of the century through today. We examine historical moments through an appreciation of changing technological advancements of visual material. From changing printing practices on postcards, consumer grade cameras, increasing photographs in periodicals, TVs & VHS, leading up to networked technologies and the digital morass in which we now live. Across the course, emergent technological capabilities of visuality become entwined in issues of nationalism, revolt, consumerism, tourism, changing gender roles, and boundaries of sexuality. The second half of the course focuses on the contemporary landscape of smartphones/internet/apps/digitality and the dizzying array of visual material in which we now drown. From protests to citizen journalists, emergent political movements and social media on smartphones, from Grindr to surveillance, selfies, & sex. Finally, there is an emphasis for students to develop and integrate visual material in their developing research agendas. We will explore some visual methods across the course and you will learn how to create a digital story paying special attention to not simply using visual material as the "representation" of your argument.
A Statewide Arts Advisory Team developed this Entry Points document to support …
A Statewide Arts Advisory Team developed this Entry Points document to support teaching the arts, whether remotely, using a hybrid model, or fully in-person. This document is organized by arts discipline and is intended to use in communication with students and their families as well as educators.
The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and …
The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and Visual Arts can be downloaded from the OSPI Learning Standards and Instructional Materials webpage at: https://www.k12.wa.us/student-success/learning-standards-instructional-materials. Depending on the focus of arts education in a given district or school, one or more of the five Arts Learning Standards documents can be used to guide instruction and help students develop competency in the arts.
This document covers Media Arts, which may include, but is not limited to photography, film, animation, audio/video arts, technology (T.V., radio, and audio projects, social media, and Internet projects), video game design, digital art and design, and visual communications.
The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and …
The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and Visual Arts can be downloaded from the OSPI Learning Standards and Instructional Materials webpage at: https://www.k12.wa.us/student-success/learning-standards-instructional-materials. Depending on the focus of arts education in a given district or school, one or more of the five Arts Learning Standards documents can be used to guide instruction and help students develop competency in the arts.
This document covers Visual Arts, which may include, but is not limited to, drawing, painting, ceramic arts/pottery, sculpture, 2-D design, 3-D design, photography, arts printmaking, graphic arts, textiles, jewelry, and glass arts.
Imagine having to make every piece of clothing you wear. What tools …
Imagine having to make every piece of clothing you wear. What tools would you use? How long would it take to make them? Where would you even start? Join Jefferson Patterson Park and Museum’s Curator Betty Seifert as she demonstrates the process of weaving with a combination of looms you can make at home up to larger vintage ones. Use to support Maryland standards for Math for Grade 4 or Maryland Social Studies frameworks for Grades 5 and 6. For Grade 4 Mathematics, Geometry, 4.G.A.3 have students plan their own simple weaving pattern with two colors and 4-10 warp/weft threads (so it can be planned on a grid from 4x4 up to 10x10). Before beginning their weave, student demonstrate whether their design is symmetrical using prior experience; students can weave in the classroom using a simple loom or with warp threads taped or velcroed at each end as seen in the video. For Grade 5 Social Studies Framework, Content Topic "Urbanization, Industrialization, and Immigration" have students weave using a simple loom or with threads taped/velcroed as seen in the video; allow them to experiment but have all students attempt to weave cotton duck fabric by passing two weft thread through the warp threads. Tightly woven fabric like this was a major product of Baltimore mills after the Civil War. Have students research housing and working in these mills. For Grade 6 Content Topic "Scarcity and Economic Decision-making" have students weave in the classroom with a simple loom or threads taped/velcored as seen in the video. Have students experiment with how long of time is needed to create a large enough cloth that might be useful then postulate how the development of different looms affected the scarcity of fabric and cloth and decreasing skill needed for weaving could have affected trading economies. If you evaluate or use this resource, please respond to this short (4 question) survey here bit.ly/3IhrtYs
Andrés de Concha, St. Cecilia, 1590, oil on wood (Museo Nacional de …
Andrés de Concha, St. Cecilia, 1590, oil on wood (Museo Nacional de Arte, Mexico City, Mexico) A conversation with Dr. Beth Harris and Dr. Lauren Kilroy-Ewbank.
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