Soumettre la recherche
Mettre en ligne
Beat Poet Webquest Vista Powerpoint
•
Télécharger en tant que PPT, PDF
•
2 j'aime
•
1,220 vues
K
khulings
Suivre
An Introduction to the Beat Poetry Movement
Lire moins
Lire la suite
Formation
Signaler
Partager
Signaler
Partager
1 sur 41
Télécharger maintenant
Recommandé
An Introduction to the Beat Poetry Movement
Beat Poet Webquest Pdf
Beat Poet Webquest Pdf
khulings
An Introduction to the Beat Poetry Movement
Beat Poet Webquest Powerpoint
Beat Poet Webquest Powerpoint
khulings
Webquest Project
Webquest Project
daveymc
Student webquest
Student webquest
Heather DiLorenzo
Russian Webquest
Russian Webquest
pnkrokr
Music Rocks The Ages
Music Rocks The Ages
guest25d330
This is a WebQuest that I worked on for an Education Technology class. Topic: The Hero's Journey and Archetypal Theory.
Web Quest The Heros Journey
Web Quest The Heros Journey
literary_mind
Detailed Lesson Plan in Science and Health grade 3
Detailed Lesson Plan in Science and Health Grade 3 Sense Organ
Detailed Lesson Plan in Science and Health Grade 3 Sense Organ
janehbasto
Recommandé
An Introduction to the Beat Poetry Movement
Beat Poet Webquest Pdf
Beat Poet Webquest Pdf
khulings
An Introduction to the Beat Poetry Movement
Beat Poet Webquest Powerpoint
Beat Poet Webquest Powerpoint
khulings
Webquest Project
Webquest Project
daveymc
Student webquest
Student webquest
Heather DiLorenzo
Russian Webquest
Russian Webquest
pnkrokr
Music Rocks The Ages
Music Rocks The Ages
guest25d330
This is a WebQuest that I worked on for an Education Technology class. Topic: The Hero's Journey and Archetypal Theory.
Web Quest The Heros Journey
Web Quest The Heros Journey
literary_mind
Detailed Lesson Plan in Science and Health grade 3
Detailed Lesson Plan in Science and Health Grade 3 Sense Organ
Detailed Lesson Plan in Science and Health Grade 3 Sense Organ
janehbasto
Poetry WebQuest
Poetry WebQuest
trhl1525
This is a WebQuest for Poetry created in my Education Technology and Assessment class at Colorado State University.
Poetry WebQuest
Poetry WebQuest
trhl1525
Technology Implementation Presentation
Technology Implementation Presentation
justk8t
Multigenre Poetry Webquest Assignment
Multigenre Poetry Webquest Assignment
guest4491bd
A Webquest for 8th and 9th Grade Language Arts students
Multi-Genre Poetry Webquest
Multi-Genre Poetry Webquest
gueste4e382
Music History 9-12
The Romantic Times
The Romantic Times
sousakrue
The Romantic Times
The Romantic Times
sousakrue
Webquest 1970's
Webquest 1970's
dbuttice
Two-part webinar: - partnership with Eric Price (American author) - interview of three American authors
Flipped lit
Flipped lit
Marie-Hélène Fasquel
Web Quest
Web Quest
Gina Barringer
WebQuest
WebQuest
Gina Barringer
Walt Whitman WebQuest
Walt Whitman WebQuest
secksmpls
Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 Reflective Writing and the Revision Process: What Were You Thinking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A Writer’s Experience The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a * This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process What Were You Thinkin.docx
sodhi3
Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 http://writingspaces.org/ http://writingspaces.org/essays http://wac.colostate.edu/books/ http://parlorpress.com/writingspaces 191 Re!ective Writing and the Revision Process: What Were You "inking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A W#$%&#’' E()&#$&*+& The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a ...
Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process What Were You T.docx
sodhi3
Prepare: · Read Chapters 1, 2, and 3 of your textbook. · Explore the Alien Menace (Links to an external site.)Links to an external site. article thoroughly, viewing all of the links. You are not required to answer the questions on the website, only to consider them. · Choose the group that you plan to focus on during this course and in your Final Project. You must choose from the groups listed below: · African Americans · Native Americans/American Indians · Women · Immigrants Reflect: · Reflect on the restrictions and beliefs based on race, gender, ethnicity, and national origin that were common in American society during the last half of the 1800s. · Think about the changes (both positive and negative) that came about as a result of the industrial revolution and westward expansion. · Think about how discrimination shaped the experiences of each group. What particular challenges and opportunities did each group confront during this period? · How did your chosen group impact the history of this period? · Consult The Anatomy of a Discussion Board (Links to an external site.)Links to an external site. as well as Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)Links to an external site. as you formulate your response. Write: Include your chosen group in your discussion title. Based on the chapters in your textbook and the required exhibit, answer the following: · What are some of the ways that restrictions and beliefs based on race, ethnicity, gender, and national origin shaped American society in the latter half of the 1800s? · Assess how these restrictions shaped your chosen group’s experience of the industrial revolution and/or westward expansion. · Explain the changes that members of your chosen group made possible during this period. Your initial post should be at least 250 words in length. Your post should make reference to the required materials with in-text citations. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center (Links to an external site.)Links to an external site.. You may use additional scholarly sources to support your points if you choose. As this course uses the “Post First” feature, you will not be able to see other posts in a forum until you have posted there as well. If you need a modeled example for a discussion post check out the Sample Discussion Post. Art Analysis Project: Non-Western Art ARTS 1301 ~ Dr. Foltz This semester, you and your group will complete a four-stage project about the art of one non-Western culture (chosen in class). This project fulfills the SOCIAL RESPONSIBILITY and TEAMWORK core objectives set by the THECB and El Centro College. This project is completed in stages: 1. Formal Analysis (museum visit) 2. Research Paper 3. Group Culture Wiki Entry 4. Final Paper (combination of previous steps + group analysis) Due dates for all work are found in eCampus. STAGE 1: FORMA.
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
harrisonhoward80223
An exploration of Abstract Expressionism designed for advanced high school art students.
Abstract Expressionism Webquest
Abstract Expressionism Webquest
eahamilt
Hum 201 WW [Semester] [Instructor] [Email] 1Chicago Public Art ProjectPoint Value: 50 pts possible 50 pts for submitting project to BSP:Assignments by 11:59pm at the end of Module 3—Part 4 (your “Module 3 discussion: Selfhood and Space” asks you to share a portion of that Public Art Project with your classmates as well, and that discussion forum is worth an additional 30 pts) PLEASE NOTE: This assignment requires that you visit public art sites in Chicago,[footnoteRef:1] so plan ahead! [1: If you are taking this class while living in another place, please reach out to the instructor asap about how to adapt this assignment for your locale.] Step 1: Ponder and Plan Did you know that, since 1978, a certain percentage of all city-funded construction projects for public and municipal spaces in Chicago must be spent on public art? · Who are these public artists? · Where is their art? · How do these works reflect or “live” in a neighborhood? · How do communities assign value to them…or not? · Do the styles, content, media, or messages differ across Chicago’s map? · Which art do you see from your window, your block, your el stop, your commute, your favorite places in the city? · Can you imagine these spaces without the art? Do you imagine replacing them with different one? This project asks you to EXPLORE public art in Chicago, using both a mirror and a window as your “lens.” You are assigned to visit or re-visit FOUR public art works in person. · TWO of them should be pieces that are already meaningful to you (i.e. they are in your neighborhood, you love them, you see them every day, etc.). · The OTHER TWO should be pieces that are totally new to you (i.e. you’ve never seen them or noticed them before, you discover them along with a new neighborhood or area of the city, you seek them out because of the artist/style/medium, etc.) Use the Chicago Public Art Guide, Year of Public Art, CTA Public Art guide, and other resources posted in the Module 3—Part 3 folder to find new pieces or research the ones you already know. Conduct further research as needed and take notes on what you expect to see or hope to find. Map out your route and go!Step 2: Visit and Explore When you arrive at each piece, SPEND TIME with it! Move around it, touch it (if allowed), sit for a while, notice how others respond to it, observe what’s around it. Use principles for analyzing visual art to organize your observations and reflect on how the piece impacts you as the view and visitor. Take notes, write in a journal, TAKE PICTURES. Step 3: Share and Enlighten Us! After you have visited all four public art locations, write a TOUR GUIDE to share with us! You should have four entries (one for each piece) in your tour guide. Each entry should include: 1) Title (use italics for titles of visual art), artist, medium, date, and location of the piece 2) The story behind its creation (funding source, collaboration with community, location choice, intention behind ...
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
LizbethQuinonez813
Kimwebquestbach
Kimwebquestbach
klbutler
Amy Vailwebquest Template0
Amy Vailwebquest Template0
avail
"The Romantic Times" Music History Webquest for grades 9-12
The Romantic Times
The Romantic Times
guest3aa022
ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
AreebaZafar22
38 K-12 educators from North Carolina public schools
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
Mebane Rash
Contenu connexe
Similaire à Beat Poet Webquest Vista Powerpoint
Poetry WebQuest
Poetry WebQuest
trhl1525
This is a WebQuest for Poetry created in my Education Technology and Assessment class at Colorado State University.
Poetry WebQuest
Poetry WebQuest
trhl1525
Technology Implementation Presentation
Technology Implementation Presentation
justk8t
Multigenre Poetry Webquest Assignment
Multigenre Poetry Webquest Assignment
guest4491bd
A Webquest for 8th and 9th Grade Language Arts students
Multi-Genre Poetry Webquest
Multi-Genre Poetry Webquest
gueste4e382
Music History 9-12
The Romantic Times
The Romantic Times
sousakrue
The Romantic Times
The Romantic Times
sousakrue
Webquest 1970's
Webquest 1970's
dbuttice
Two-part webinar: - partnership with Eric Price (American author) - interview of three American authors
Flipped lit
Flipped lit
Marie-Hélène Fasquel
Web Quest
Web Quest
Gina Barringer
WebQuest
WebQuest
Gina Barringer
Walt Whitman WebQuest
Walt Whitman WebQuest
secksmpls
Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 Reflective Writing and the Revision Process: What Were You Thinking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A Writer’s Experience The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a * This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process What Were You Thinkin.docx
sodhi3
Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 http://writingspaces.org/ http://writingspaces.org/essays http://wac.colostate.edu/books/ http://parlorpress.com/writingspaces 191 Re!ective Writing and the Revision Process: What Were You "inking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A W#$%&#’' E()&#$&*+& The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a ...
Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process What Were You T.docx
sodhi3
Prepare: · Read Chapters 1, 2, and 3 of your textbook. · Explore the Alien Menace (Links to an external site.)Links to an external site. article thoroughly, viewing all of the links. You are not required to answer the questions on the website, only to consider them. · Choose the group that you plan to focus on during this course and in your Final Project. You must choose from the groups listed below: · African Americans · Native Americans/American Indians · Women · Immigrants Reflect: · Reflect on the restrictions and beliefs based on race, gender, ethnicity, and national origin that were common in American society during the last half of the 1800s. · Think about the changes (both positive and negative) that came about as a result of the industrial revolution and westward expansion. · Think about how discrimination shaped the experiences of each group. What particular challenges and opportunities did each group confront during this period? · How did your chosen group impact the history of this period? · Consult The Anatomy of a Discussion Board (Links to an external site.)Links to an external site. as well as Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)Links to an external site. as you formulate your response. Write: Include your chosen group in your discussion title. Based on the chapters in your textbook and the required exhibit, answer the following: · What are some of the ways that restrictions and beliefs based on race, ethnicity, gender, and national origin shaped American society in the latter half of the 1800s? · Assess how these restrictions shaped your chosen group’s experience of the industrial revolution and/or westward expansion. · Explain the changes that members of your chosen group made possible during this period. Your initial post should be at least 250 words in length. Your post should make reference to the required materials with in-text citations. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center (Links to an external site.)Links to an external site.. You may use additional scholarly sources to support your points if you choose. As this course uses the “Post First” feature, you will not be able to see other posts in a forum until you have posted there as well. If you need a modeled example for a discussion post check out the Sample Discussion Post. Art Analysis Project: Non-Western Art ARTS 1301 ~ Dr. Foltz This semester, you and your group will complete a four-stage project about the art of one non-Western culture (chosen in class). This project fulfills the SOCIAL RESPONSIBILITY and TEAMWORK core objectives set by the THECB and El Centro College. This project is completed in stages: 1. Formal Analysis (museum visit) 2. Research Paper 3. Group Culture Wiki Entry 4. Final Paper (combination of previous steps + group analysis) Due dates for all work are found in eCampus. STAGE 1: FORMA.
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
harrisonhoward80223
An exploration of Abstract Expressionism designed for advanced high school art students.
Abstract Expressionism Webquest
Abstract Expressionism Webquest
eahamilt
Hum 201 WW [Semester] [Instructor] [Email] 1Chicago Public Art ProjectPoint Value: 50 pts possible 50 pts for submitting project to BSP:Assignments by 11:59pm at the end of Module 3—Part 4 (your “Module 3 discussion: Selfhood and Space” asks you to share a portion of that Public Art Project with your classmates as well, and that discussion forum is worth an additional 30 pts) PLEASE NOTE: This assignment requires that you visit public art sites in Chicago,[footnoteRef:1] so plan ahead! [1: If you are taking this class while living in another place, please reach out to the instructor asap about how to adapt this assignment for your locale.] Step 1: Ponder and Plan Did you know that, since 1978, a certain percentage of all city-funded construction projects for public and municipal spaces in Chicago must be spent on public art? · Who are these public artists? · Where is their art? · How do these works reflect or “live” in a neighborhood? · How do communities assign value to them…or not? · Do the styles, content, media, or messages differ across Chicago’s map? · Which art do you see from your window, your block, your el stop, your commute, your favorite places in the city? · Can you imagine these spaces without the art? Do you imagine replacing them with different one? This project asks you to EXPLORE public art in Chicago, using both a mirror and a window as your “lens.” You are assigned to visit or re-visit FOUR public art works in person. · TWO of them should be pieces that are already meaningful to you (i.e. they are in your neighborhood, you love them, you see them every day, etc.). · The OTHER TWO should be pieces that are totally new to you (i.e. you’ve never seen them or noticed them before, you discover them along with a new neighborhood or area of the city, you seek them out because of the artist/style/medium, etc.) Use the Chicago Public Art Guide, Year of Public Art, CTA Public Art guide, and other resources posted in the Module 3—Part 3 folder to find new pieces or research the ones you already know. Conduct further research as needed and take notes on what you expect to see or hope to find. Map out your route and go!Step 2: Visit and Explore When you arrive at each piece, SPEND TIME with it! Move around it, touch it (if allowed), sit for a while, notice how others respond to it, observe what’s around it. Use principles for analyzing visual art to organize your observations and reflect on how the piece impacts you as the view and visitor. Take notes, write in a journal, TAKE PICTURES. Step 3: Share and Enlighten Us! After you have visited all four public art locations, write a TOUR GUIDE to share with us! You should have four entries (one for each piece) in your tour guide. Each entry should include: 1) Title (use italics for titles of visual art), artist, medium, date, and location of the piece 2) The story behind its creation (funding source, collaboration with community, location choice, intention behind ...
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
LizbethQuinonez813
Kimwebquestbach
Kimwebquestbach
klbutler
Amy Vailwebquest Template0
Amy Vailwebquest Template0
avail
"The Romantic Times" Music History Webquest for grades 9-12
The Romantic Times
The Romantic Times
guest3aa022
Similaire à Beat Poet Webquest Vista Powerpoint
(20)
Poetry WebQuest
Poetry WebQuest
Poetry WebQuest
Poetry WebQuest
Technology Implementation Presentation
Technology Implementation Presentation
Multigenre Poetry Webquest Assignment
Multigenre Poetry Webquest Assignment
Multi-Genre Poetry Webquest
Multi-Genre Poetry Webquest
The Romantic Times
The Romantic Times
The Romantic Times
The Romantic Times
Webquest 1970's
Webquest 1970's
Flipped lit
Flipped lit
Web Quest
Web Quest
WebQuest
WebQuest
Walt Whitman WebQuest
Walt Whitman WebQuest
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process What Were You T.docx
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
Abstract Expressionism Webquest
Abstract Expressionism Webquest
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
Kimwebquestbach
Kimwebquestbach
Amy Vailwebquest Template0
Amy Vailwebquest Template0
The Romantic Times
The Romantic Times
Dernier
ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
AreebaZafar22
38 K-12 educators from North Carolina public schools
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
Mebane Rash
Wednesday 20 March 2024, 09:30-15:30.
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
Jisc
This presentation is from the Paper 210A: Research Project Writing: Dissertation Writing and I choose the topic Beyond Borders: Understanding Anime and Manga Fandom: A Comprehensive Audience Analysis.
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Pooja Bhuva
How Bosna and Herzegovina prepares for CBAM
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Admir Softic
This presentation is from the Paper 207: Contemporary Literature in English, Unit 1: Amitav Ghosh’s Gun Island (2019) and I choose the topic Exploring Existential Depths: Susan Macleod's Journey and the Philosophical Realm.
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Pooja Bhuva
Brief pharmacology of Remifentanil
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
Dr. Ravikiran H M Gowda
This ppt is useful for B.Ed., M.Ed., M.A. (Education) and Ph.D. students.
Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptx
Dr. Sarita Anand
This presentation is from the Paper 208: Comparative Literature & Translation Studies, Unit 3: A.K. Ramanujan, “On Translating a Tamil Poem”, Collected Essays of A.K. Ramanujan, ed Vinay Dharwadkar. Oxford University Press, 1999 and I choose the topic Comparative Literature in the Digital Age.
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
Pooja Bhuva
Foster students' wonder and curiosity about infinity. The "mathematical concepts of the infinite can do much to engage and propel our thinking about God” Bradley & Howell, p. 56.
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
christianmathematics
https://app.box.com/s/x7vf0j7xaxl2hlczxm3ny497y4yto33i
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
Nguyen Thanh Tu Collection
Wednesday 20 March 2024, 09:30-15:30
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
Jisc
cultivation of kodo Millet ppt #kodomillet
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
pradhanghanshyam7136
Setting up a development environment for odoo using pycharm is highly preferred by odoo developers to develop and debug odoo modules and other related functionalities .
How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptx
Celine George
national learning camp 2024
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
MaritesTamaniVerdade
Wizards are very useful for creating a good user experience. In all businesses, interactive sessions are most beneficial. To improve the user experience, wizards in Odoo provide an interactive session. For creating wizards, we can use transient models or abstract models. This gives features of a model class except the data storing. Transient and abstract models have permanent database persistence. For them, database tables are made, and the records in such tables are kept until they are specifically erased.
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
Celine George
While single melodic lines are simpler and more straightforward, they still allow for creativity and emotional expression. Meanwhile, the simultaneous occurrence of multiple melodic lines can create a more intricate and complex musical structure that challenges the listener's ear and engages their attention.
Single or Multiple melodic lines structure
Single or Multiple melodic lines structure
dhanjurrannsibayan2
In Odoo, the addons path specifies the directories where the system searches for modules (addons) to load.
How to Add New Custom Addons Path in Odoo 17
How to Add New Custom Addons Path in Odoo 17
Celine George
Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Denish Jangid
Plant propagation: Sexual and Asexual propagation
Plant propagation: Sexual and Asexual propapagation.pptx
Plant propagation: Sexual and Asexual propapagation.pptx
UmeshTimilsina1
Dernier
(20)
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
Single or Multiple melodic lines structure
Single or Multiple melodic lines structure
How to Add New Custom Addons Path in Odoo 17
How to Add New Custom Addons Path in Odoo 17
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Plant propagation: Sexual and Asexual propapagation.pptx
Plant propagation: Sexual and Asexual propapagation.pptx
Beat Poet Webquest Vista Powerpoint
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
Télécharger maintenant