Sculpture

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School sculpture

Formation Business Voyages

The Sculpture ,[object Object]

Totara tree ,[object Object],[object Object]

Manaia (Seahorse) ,[object Object]

Manaia (part 2) ,[object Object],Between the strands of the manaia’s tail are fruits, flowers, fish and animals from around the world – the gifts of our planet Earth and the sea.

Koru ,[object Object]

Maungakiekie – One Tree Hill ,[object Object]

Frigate bird ,[object Object]

Pacifika Symbols ,[object Object]

An Eel… ,[object Object]

Elephant ,[object Object]

[object Object],[object Object]

A New Zealand icon the kiwi is present, along with the ika a gift of the sea from Onehunga. Ika Kiwi

From India… ,[object Object]

These represent Great Britain, Italy, Netherlands and Europe. Scotch thistle Citrus Tulips Grapes Pears

Palm tree ,[object Object]

Acknowledgement ,[object Object]

Contenu connexe

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fresco presentation

fresco presentation

Booktemplate Room 2

Booktemplate Room 2

Booktemplate Room 2

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Cast In Bronze Creative, Kumbakonam, Bronze Statues

IndiaMART InterMESH Limited

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Sculpture Wood and Clay

Sculpture Wood and Clay

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Visual arts and sculpture

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jezer dean bagona

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Cast In Bronze Creative, Kumbakonam, Bronze Statues

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Cast In Bronze Creative, Kumbakonam, Bronze Statues

Sculpture Wood and Clay

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Visual arts and sculpture

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In 2006 Margo Wixsom participated in the Fulbright-Hays exchange for Australia: Art, Culture and Environment. 25 teachers from the US toured environmental, arts and cultural sites in Hawaii for orientation and then on to Australia for a spectacular tour de force by Fulbright Australia hosts. Teachers took buses around New South Wales, Canberra, and Melbourne visiting schools, universities, wildlife areas, cultural sites, regional commerce locations, museums, and art galleries. From Melbourne they flew to Uluru and toured for 5 days around the geographical heritage sites and Aboriginal arts & cultural centers. On to Darwin the Fulbright group toured Kakadu in the Northern Territory for 5 days and explored the rich heritage of "The Wet," the rainforest and monsoon season part of the continent, rich in crocodiles, wildlife and some of the oldest human arts sites on the planet. The next flight to Cairns included tours of Kuranda by train and the Great Barrier Reef by boat. Circling back to Sydney the group connected with school and university groups, ferry ride to Manly Beach and Shakespeare at the Sydney Opera House. The mission for each teacher was to integrate aspects of the art, culture, and environment of Australia into their American curriculum pairing US-to-OZ connections for students to better understand and appreciate interdisciplinary studies. Margo Wixsom integrated projects into all 3 courses. The Art Spectrum Drawing unit explored the connections for wildlife and habitats in the US and Australia. Students selected a subject and habitat to draw for the international contest River of Words - using art & writing to celebrate the environment and help students make personal connections to place. Another Art Spectrum class used Graphic design to examine meaning of symbols to communicate respect and conservation ideas in traditional Australian Aborigine art and modern California conservation campaigns. The Photography students explored the local National Wildlife Refuge across the San Francisco Bay to frame personal meaning for the conservation of wetlands in Australia, California and worldwide. These series of projects won the Fulbright-Australia Project of the Year Award for 2006. Margo Wixsom donated the $1000 prize money back to the Fulbright-Australia office as a lifetime member to pay-forward this extraordinary opportunity to work with the Fulbright staff and teacher cohort.

Fulbright 2006 art culture_environment_projects us2_oz_wixsom

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Peace

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Computer Science Q2 Activity Are you someone who's interested in art or Japan? How about both! Traditional Japanese art include a wide range of styles and means of expression, which has been passed down from generation to generation until till this day! Learn more about the wonderful culture and traditions of Japanese art! If you find this powerpoint presentation useful/informative kindly react "❤️"

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After a month touring Australia with Fulbright-Hays I designed 4 projects for my students to learn about and make personal connections to the unique geography, art, and culture of Australia, Projects include worldwide watershed exploration, examination of the use of environmental symbols by native peoples in California and New South Wales, and redefining our relationship to landscape. Fields trips to Stanford Papua-New Guinea sculpture garden and Don Edwards National Wildlife Refuge create the foundation for real-world exploration of landscape and culture using professional models. With support from Fulbright Australia and the resources from the Melbourne Museum, National Library of Australia, CERES: Center for Education and Research in Environmental Strategies, Kakadu and Uluru-Kata-Tjuta National Parks.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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Sculpture

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12. A New Zealand icon the kiwi is present, along with the ika a gift of the sea from Onehunga. Ika Kiwi

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14. These represent Great Britain, Italy, Netherlands and Europe. Scotch thistle Citrus Tulips Grapes Pears

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