...it discusses the importance for visual learning of the concept of pictorial genres, instructional pros and cons of using realism in visual representation, problems that specialised visual representations can pose for students, factors influencing the pathways that learners use to explore a complex picture and picture interpretation as a constructive, knowledge-driven process that is related to this drawing exercise. 2. Summary of the personal experience during the drawing activity When I first looked at the plan, the first thing that came to my mind was how I could draw the front house view with a plan. The reason is the plan is a flat 2D view from the top of the house rather than from the front of the house. It shows not all the illustrations are the same even they represent the same subject matter. Due to the level of viewing, I started to look at the plan from the left to the right which can be entirely different when someone else looked at the same plan. However, not all the parts of the plan caught the same amount of the attention. The reason is the exercise is to draw the front view of the house. As a result, I spent a lot more time on the rooms and areas in the front. In contrast, I spent very little time on those areas like kitchen, alfresco etc in the rear as I did not believe they were required for this exercise. During the process of understanding the plan, I was constructing the relationships of all the graphic objects in my mind. For example, I was focus on the...
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...ASSOCIATE DEGREE FASHION MERCHANDISING IT Fashion Illustration & Information Systems GRAP 2448 ASSIGNMENT TITLE: CHILDRENS SLEEPWEAR SET SUBMISSION TYPE: Adobe Illustrator CS6 File TOTAL MARKS: 30% Assessment: Illustrator technical drawings, Sleepwear Time allowed: 4 weeks Due date: Week 11, 5 May 2014, submit at start of class to the assignment folder for your class. Brief: Students will create a junior children’s sleepwear set for the DDS Market (Discount Department Stores – Target, Kmart, Best & Less). The sleepwear set is to feature garment drawings, placement print, coordinating stripe repeat and text. Use the File Grap2448 Assessment 2 Template14 Assessment Requirements: Concept / Storyboard to feature Use the File Grap2448 Assessment 2 Template14 to create technical drawings for a child sleepwear set. Garments must include 1x tee-shirt long sleeve, 1x tee-shirt short sleeve, 1x short, 1 x long pants and 1 x singlet – Front views only need to be drawn. All of the garment components must all be enclosed objects that are fillable. Create a character set of cat characters based on the images supplied and created during class time Keep colours for the characters to a maximum of six Apply swatches to the garments, the cat characters should be applied to the garments. The sleeves of the short and long tees must contain stripes. Use the croquis supplied in the file to create garments similar to the examples shown below. Scale the garments...
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...feelings and ideas that are generated from reviewing the piece of work. I am visually drawn to pencil drawings. Kolliwtz’s drawing’s of Hand to Forehead is an example of one of my visual attractions. You begin to wonder what she is feeling, and then as you analyze those ideas you begin to have an emotional response to the artwork. In this drawing I think she is illustrating a state of frustration. Then Kolliwtz’s Mother with Child in Arms, has the same visual attraction but a different emotional response. You have a happy playful emotional response that is generated from the content in the drawing. Color patterns that are bold or soothing also attract me. Mucha’s The Moon, the Evening Star, the Polstar, and the Morning Star, is an illustration of a color pattern that catches my attention. Unknown what each of the girls are expressing or the difference in the stars, I am drawn to the painting and feel light on my feet while experiencing it. I can appreciate bold expressions and messages in art as well. The content of Bottle Nude, by Margritte, isn’t for everyone to see and appreciate. The uniqueness in expression creates an interest in what you are supposed to see. She could be showing that a woman’s body is shaped like a bottle. Or there could be an underlying message that has a much different meaning. Open for each of our interpretations. The walls and mirrored image keep me interested in what else is the artist is saying. I don’t have an emotional response to this piece...
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...UCF alumnus Matthew Weller launched his first art zine on Sunday, April 24. "Today," the subject of the zine, was the fruit of a three-year labor of love, which sought to capture timeliness and timelessness. Weller started a blog called The Vinyl Warhol as part of his social media class at the Nicholson School of Communication in 2013. Weller was assigned to run a blog and publish at least seven posts on it. Seeking a subject, Weller decided to channel his love for the Orlando music scene, and he wrote posts about the bands he met and the shows he attended. While many students would discard the blog at the end of the semester and move on, Weller turned in the assignment and then kept attending shows and updating his blog. “I thought maybe I’ll write about music, and now it’s something I’ve been doing for like two years,” Weller said. While writing stories for the blog, Weller found himself on tour with local bands, and he got the idea to publish a zine. Weller describes a zine as “a DIY magazine,” a cheaply made publication printed using a photocopier and construction paper. Weller’s zines contained a compilation of photos and journal entries of Weller’s time with bands he accompanied on tour. On March 31, Weller created a blog post, announcing that those zines he produced were mere warm-ups and that the Vinyl Warhol would be producing quarterly art zines featuring essays, photo galleries and poetry. The first issue, titled “Today,” is issue one of a four-part series centered...
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...Waubonsee Community College Assignment 8 - Page 583, Exercise #4 CIS116 - Structured Program Design Table of Contents Introduction ...................................................................................................................................................................1 Submit Instructions........................................................................................................................................................1 Sample Solution - Exercise #3, Page 583 .......................................................................................................................1 Problem Description ..................................................................................................................................................1 Wireframe diagram ...................................................................................................................................................2 Pseudocode for button's click event .........................................................................................................................2 Flowchart for the button's click event .......................................................................................................................3 Introduction The purpose of this Assignment is to provide you with experience in working with loops in a flowchart. The problem specifications are as follows: For your reference, a sample problem solution...
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...first wife was Nellie McCormack who survived till 24 years and ended when she died. Dorothy Wadman was his second wife and did not have any children. He had a complicated relationship with his parents. He was enthusiastic about drawing from his young age James Montgomery Flagg is generally regarded by art historians as an extraordinary talented child, because at the young age of twelve, he sold his first illustration to a well known magazine. From 1898-1900 he studied fine art in London and Paris with his friend, he believed that artists were born with talents, not trained, and counted his formal art training as a waste of time. After that he came back to the United States where he created countless illustrations for books, magazine covers, political and humorous cartoons, advertising, and spot drawings. After a few short years later, Flagg was already an employee of illustrator for two main humor magazines. Although he created some achievement early in his career as a painter, illustration was his true passion. His earliest books illustrations, such as Yankee Girls Abroad (1900) and An Orchard Princess (1905), were done in paint. He had started to illustrate with pen and ink in 1906, a distinction that he would be defined by in the years to come in works such as Simon the Jester...
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...1. BINGO! BINGO! is a kind of get-to-know icebreaker for the beginning of a class. You need pens or pencils and photocopies of BINGO! tables for each student. On the paper teacher should draw a table of at least 5x5 with some clues on each. These could be describing “color of eyes”, “an experience of a foreign journey” or “a dangerous experience” and etc. Distributing the papers among students, they are requested to move around, asking each other questions which hovers around the topics in each box. If the information in the box matches the person, they write down the name of the person. The game takes about 10 minutes and the first pupil who completes the table in across, down or cross is the winner. At the end, each student talks about his or her classmates and the information gathered. If no one achieves the BINGO!, students sit back and tell the class about the tips they jotted down. Students should be fostered to use a variety of tenses and vocabulary which evaluates both grammar and lexical resources. Clue 1Name | … | … | … | Clue 21Name | Clue 2Name | … | … | … | Clue 22Name | Clue 3Name | … | … | … | Clue 23Name | Clue 4Name | … | … | … | Clue 24Name | Clue 5Name | … | … | … | Clue 25Name | Table 1: BINGO! sample table Variations: * Evaluate students by asking questions from the facts shared. For instance, “Who is the only child?” * Students are asked to write a paragraph describing their classmates based on the facts shared using suitable cohesion...
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...Unit 69: Exploring concept art for computer games What is concept art? Concept art is a form of illustration used to convey an idea for use in video games and animation before it is put into the final production. Concept art can also be referred to as visual development or concept design. Uses of concept art in games development There are many different types of levels in the production process: • Initial concept art initial concept art can be started from verbally or visually the artist will sometimes receive a rough concept design and told to refine and develop the concept further. A concept artist is an individual who generates a visual design for an item, characters, or area for game levels i am going to focus on thumbnails but there are more like storyboards and quick illustrations Thumbnails With thumbnails you start by thinking about a character that you would like to produce. like what weapon, body shape and poses that you would like your charter to have. Once that has been decided you can start with some ruff sketches. Image 1 This part of the process is the main creative part as you have what you charter will look like. These images do not have to be clean just a loose guide to show you what they will eventually look like. Chances are that you will probably only like about 2 out off maybe 10 that you make. but you try to illustrate with black lines what direction that the body will take shape. Image 2 You can use pretty much any element of character...
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...05054500 – Lesson 6 – Writing With Sources ME, A WRITER? Attitude: Describe your attitude toward completing this course. As part of the description, explore how your feelings about being required to take a composition course may affect your performance in accomplishing the course objectives. (1 paragraph, 5 sentences) Inventory: Explain what you learned about yourself as a writer working through the inventory exercise. Discuss two ways you want to improve as a writer and why. (1 paragraph, 5 sentences) REQUIRED JOURNAL ENTRY 2: PREWRITING Brainstorming: Brainstorm about specific positive and negative effects computers have had on your personal, professional, and academic life. Create a one-page list of your ideas. Thesis: Based on your brainstorming, write a one-sentence working thesis statement that focuses on the impact of computers related to a single area of your life (personal, professional, or academic). The thesis should be one you could develop into an essay of about one page (250-300 words), directed to readers of your local newspaper. Don't draft the essay in your journal, however. You need only your list from brainstorming and your working thesis statement. REQUIRED JOURNAL ENTRY 3: DRAFTING This entry builds on the brainstorming and thesis you developed for Journal Entry 2. Evidence: Identify three different types of evidence you could use to develop your working thesis from Entry 2. Use specific...
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...Style and Substance/Joseph Couch 1 Introduction Academic Writing with Style and Substance Offering Opinions and Exchanging Ideas Understanding the Difference Much writing on the Internet, for high school, and for general purposes contains the personal opinions of writers. As a result, some of the phrases below are very common in these writing situations: “To me,” “I think” “Personally,” “For me,” “It is this writer’s opinion” Style and Substance/Joseph Couch 2 While everyone has a right to a personal opinion, relying on opinion in college writing usually means hiding behind that right rather than facing the fact that others can question a writer’s ideas. As a result, the common defense of “that’s my opinion” does not matter much as a reason to support an essay’s ideas. What does matter for a class that requires a textbook such as this one is writing that shows critical thought and (often) outside research. The first step towards writing with these qualities is an understanding that it does not stand alone as an opinion. In fact, college-level writing acknowledges and engages with the ideas of others who have also often done some critical thinking and outside research on the topic. Essentially, college professors want essays that exchange ideas with other readers and writers rather than present ideas on the level of opinions. This is not to say that a student’s ideas do not count in college writing. The process to a completed paper does often begin with one’s own...
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...Study Unit Improving Your Writing When you complete this study unit, you’ll be able to • Identify your audience, medium, and purpose • Focus your ideas • Organize your material • Plan both informal and formal writing projects • Use words, punctuation, and sentences to achieve the effect you want • Revise, edit, and proofread to make your final copy accurate, professional, and attractive Preview Preview Writing a strong letter to apply for a job or putting together a convincing argument for a business report requires more than a collection of nouns, verbs, and punctuation. Good communication skills include the basics, of course, but proper planning, a pleasant style, and close attention to detail also count. This study unit is designed to help you make the best use of the writing tools you already have by making them work for you as you plan, develop, revise, and present your work. iii 1 Prewriting Organizing Your Material Patterns of Organization Outline Options Developing an Outline The Formal Outline 2 6 6 9 11 16 WRITING YOUR DOCUMENT 21 Types of Writing Key Considerations Writing the First Draft STRENGTHENING YOUR STYLE How to Give Your Writing Punch Choosing the Right Words Informality and Formality Using Words Properly REVISING, EDITING, AND PROOFREADING Revising Your Writing Editing Your Work Proofreading the Final Draft Presenting Your Work 21 25 33 36 36 ...
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...Study Unit Writing Sentences and Paragraphs Preview Preview In this study unit, you’ll take all the information and skills you’ve acquired so far and use them to practice writing complete, correct sentences and well-organized, coherent paragraphs. You have the tools—the parts of speech; correct spelling, punctuation, and capitalization; and good grammar— to construct and use a variety of sentence types. You’ve studied the uses of modifiers, tone, and form, so you can reach the people you’re addressing. You’ve also learned to write to your audience, whether you’re sending out a basic business letter, convincing a group to accept your recommendations, or presenting a research report. Now we’ll begin to put it all together. By learning how to express yourself in correct sentences and to recognize common errors, your basic communications skills will significantly improve. By learning to focus on your topic, organize your ideas, use transitions, and write an effective conclusion, you’ll write consistently stronger paragraphs, letters, essays, and reports. This, in turn, will increase your professionalism and open doors to future success. When you complete this study unit, you’ll be able to • Compose sentences correctly • Use various sentence structures and types • Recognize and correct fragments and run-on sentences • Construct unified, coherent paragraphs • Connect paragraphs to build a well-organized, logical document ...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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