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Visual Arts（视觉艺术）
目录
Early Childhood Art
The California Art Education Association
儿童艺术教育：Visual Arts 视觉-目录
Prekindergarten
Kindergarten
Grade One
Grade Two
Grade Three
Grade Four
Grade Five
Grade Six
Grade Seven
Grade Eight
Nine Through Twelve-Proficient
Nine Through Twelve-Advanced
Glossary（A-K）
Glossary（L-Z）
Early Childhood Art
Early Childhood Art 儿童早期艺术教育 Herberholz
Figure Sketching for Beginners 人物素描 Doust
Art History 走近艺术史 Dana Arnold
The Complete Introduction to Drawing 素描完全教程 Barber
Early Childhood Art Herberholz
Jeff Bezos' Speech in Princeton
儿童学习与发展指南
Roban 音乐 300
1: Art Education in the Early Years
2: Responding to Artworks
3: Accessing Artworks
4: Artistic Development in the Early Years
5: Motivating and Evaluating Children's Art
6: The Teacher as Facilitator 促进/帮助
7: Artistic Talent and Special Needs
8: Drawing and Painting
9: Cutting, Tearing, and Pasting
10: Printmaking
11: Modeling and Constructing
12: Puppets 木偶 and Masks 面具
13: Fabric 纺织 and Fiber 纤维
14: Celebrations. 庆祝/仪式/节日
This text is based on NAEA guidelines that recommend four components of art education: art production创作; aesthetics美学; art criticism批评; and art history历史. The book is divided into two parts: the first gives a strong theoretical base and the second provides art production methods and activities活动 for teaching art to children aged three to eight 3到8岁.
艺术教育内容：
1、 创作
2、 美学（理由）
3、 批评（比较）
4、 历史
艺术的语言：
1、 要素：色彩、线条、形状、结构、明度（value明暗深浅）、饱和度（鲜艳/纯）、空白
2、 原理：安排组织意识要素的方法，如平衡、强调、比例、节奏（重复）、运动、变化、统一
3、 艺术媒介、材料和工具
4、 艺术的实现：技术方法
5、 艺术家的风格
6、 描述艺术的术语
艺术批评的两个层次：
1、 针对作品本身
2、 研究相关领域
HLS是Hue(色相)、Luminance(亮度/Value/明度)、Saturation(饱和度)。
1、Hue(色相)是颜色的一种属性，是人为制定的几种色彩的基本颜色，例如Color Wheel。
2、Value (亮度/ Luminance /明度)就是各种颜色的原色的明暗度，亮度调整也就是明暗度的调整。三原色的明暗度，从浅到深（白-灰-黑）。
3、Saturation(饱和度/纯度)是指颜色的色彩与某人为规定的标准颜色（原色）相比较的近似程度，饱和度越高就越纯越鲜艳，就越接近标准颜色。
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The California Art Education Association
The California Art Education Association
National Art Education Association
www.caea-arteducation.org/
Visual Arts
Academic content standards for Visual and Performing表演 Arts in kindergarten幼儿园 through grade twelve, adopted by the California State Board of Education.
NAEA's dynamic 动态的community社区 of practice is where visual arts teachers, scholars, researchers and professors, students.
乌尔姆造型学院(Hochschule für Gestaltung, Ulm)
乌尔姆造型学院(Hochschule für Gestaltung, Ulm)由绍尔(Inge Aicher Scholl)、艾舍(Otl Aicher)和比尔(Max Bill)于1953年在乌尔姆创立。Ulm造型学院继承和发展的德国Bauhaus的设计思路。美国的Cranbrook Academy of Art (Michigan)共享类似的理念。
《冰雪奇缘》（Frozen）
《冰雪奇缘》（Frozen）歌曲（25种语言）- 1
《冰雪奇缘》（Frozen）歌曲（25种语言）- 2
科技-艺术-商业-生活（SLA二语习得）
艺术教育内容：
1、 创作
2、 美学（理由）
3、 批评（比较）
4、 历史
艺术的语言：
1、 要素：色彩、线条、形状、结构、明度（value明暗深浅）、饱和度（鲜艳/纯）、空白
2、 原理：安排组织意识要素的方法，如平衡、强调、比例、节奏（重复）、运动、变化、统一
3、 艺术媒介、材料和工具
4、 艺术的实现：技术方法
5、 艺术家的风格
6、 描述艺术的术语
艺术批评的两个层次：
1、 针对作品本身
2、 研究相关领域
HLS是Hue(色相)、Luminance(亮度/Value/明度)、Saturation(饱和度)。
1、Hue(色相)是颜色的一种属性，是人为制定的几种色彩的基本颜色，例如Color Wheel。
2、Value (亮度/ Luminance /明度)就是各种颜色的原色的明暗度，亮度调整也就是明暗度的调整。三原色的明暗度，从浅到深（白-灰-黑）。
3、Saturation(饱和度/纯度)是指颜色的色彩与某人为规定的标准颜色（原色）相比较的近似程度，饱和度越高就越纯越鲜艳，就越接近标准颜色。
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儿童艺术教育：Visual Arts 视觉-目录
Visual Arts 视觉
Academic content standards for Visual and Performing Arts in kindergarten through grade twelve, adopted by the California State Board of Education.
Prekindergarten
Kindergarten
Grade One
Grade Two
Grade Three
Grade Four
Grade Five
Grade Six
Grade Seven
Grade Eight
Grades Nine Through Twelve
Proficient
Advanced
Glossary
艺术教育内容：
1、 创作
2、 美学（理由）
3、 批评（比较）
4、 历史
艺术的语言：
1、 要素：色彩、线条、形状、结构、明度（value明暗深浅）、饱和度（鲜艳/纯）、空白
2、 原理：安排组织意识要素的方法，如平衡、强调、比例、节奏（重复）、运动、变化、统一
3、 艺术媒介、材料和工具
4、 艺术的实现：技术方法
5、 艺术家的风格
6、 描述艺术的术语
艺术批评的两个层次：
1、 针对作品本身
2、 研究相关领域
HLS是Hue(色相)、Luminance(亮度/Value/明度)、Saturation(饱和度)。
1、Hue(色相)是颜色的一种属性，是人为制定的几种色彩的基本颜色，例如Color Wheel。
2、Value (亮度/ Luminance /明度)就是各种颜色的原色的明暗度，亮度调整也就是明暗度的调整。三原色的明暗度，从浅到深（白-灰-黑）。
3、Saturation(饱和度/纯度)是指颜色的色彩与某人为规定的标准颜色（原色）相比较的近似程度，饱和度越高就越纯越鲜艳，就越接近标准颜色。
《冰雪奇缘》（Frozen）
《冰雪奇缘》（Frozen）歌曲（25种语言）- 1
《冰雪奇缘》（Frozen）歌曲（25种语言）- 2
科技-艺术-商业-生活（SLA二语习得）
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Prekindergarten
Prekindergarten
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION 感知
Processing, Analyzing, and Responding to Sensory感觉 Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary 词汇of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Discuss visual and tactile触觉 perceptions of the natural and human-made world: what is seen and how objects feel.
1.2 Identify辨认 colors by name.
1.3 Name and describe objects by color and relative size.
2.0 CREATIVE EXPRESSION表达
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent 意图/含义in original works of art.
Skills, Processes, Materials, and Tools
2.1 Create patterns模式 and three-dimensional 三维arrangements安排 (using manipulatives 教具or blocks积木块).
2.2 Demonstrate beginning skill in the use of materials (such as pencils, paints颜料, crayons蜡笔/粉笔, clay泥土) to create works of art.
2.3 Experiment with colors through the use of a variety of drawing materials and paints颜料.
Communication and Expression Through Original Works of Art
2.4 Create a self-portrait自画像.
2.5 Create a picture of a person.
2.6 Use colors to draw or paint a picture of everyday objects.
2.7 Create a three-dimensional form.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions贡献 and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity多样性/差异 as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Identify art observed in daily life.
3.2 Describe pictorial objects that appear in works of art.
Diversity of the Visual Arts
3.3 Discuss art objects from various places and times.
4.0 AESTHETIC VALUING美学评价
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Discuss what is seen in works of art.
4.2 Ask questions about works of art.
Make Informed Judgments
4.3 Discuss what they like about their own works of art.
4.4 Select works of art by others and tell what they like about them.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies 能力and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Create visual patterns模式 (e.g., line, line, dot; line, line, dot) to match rhythms节奏/规律 made by clapping拍手 or drumming鼓 the beat found in selected poems诗歌 or songs.
5.2 Name colors and draw an object, using the colors (e.g., red balloon, green leaf, brown dog, yellow sun).
Visual Literacy识字/读写能力
5.3 Identify images of self, friends, and family (including snapshots and the students own works of art).
Careers and Career-Related Skills
5.4 Discuss how art is used to illustrate stories.
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Kindergarten
Kindergarten
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC艺术的/美感的 PERCEPTION
Processing, Analyzing, and Responding to Sensory感觉 Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary 词汇of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Recognize and describe simple patterns found in the environment and works of art.
1.2 Name art materials (e.g., clay泥土, paint颜料, and crayons蜡笔/粉笔) introduced in lessons.
Analyze Art Elements and Principles of Design
1.3 Identify the elements of art (line, color, shape/form, texture质地/触感, value明度, space) in the environment and in works of art, emphasizing line, color, and shape/form形状.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Use lines, shapes/forms, and colors to make patterns.
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors剪刀, glue胶水, and paper in creating a three-dimensional 三维construction建筑.
2.3 Make a collage拼贴画 with cut or torn撕 paper shapes/forms.
Communication and Expression Through Original Works of Art
2.4 Paint pictures expressing ideas about family and neighborhood.
2.5 Use lines in drawings and paintings to express feelings.
2.6 Use geometric几何 shapes/forms (circle, triangle, square) in a work of art.
2.7 Create a three-dimensional form, such as a real or imaginary animal.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity多样性/差异 as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Describe functional and nonutilitarian art seen in daily life; that is, works of art that are used versus those that are only viewed.
3.2 Identify and describe works of art that show people doing things together.
Diversity of the Visual Arts
3.3 Look at and discuss works of art from a variety of times and places.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements要素 of art, the principles原理 of design, and aesthetic qualities.
Derive 源于/提取Meaning
4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).
4.2 Describe what is seen (including both literal字面上 and expressive表达的 content内容) in selected works of art.
Make Informed Judgments
4.3 Discuss how and why they made a specific work of art.
4.4 Give reasons why they like a particular work of art they made, using appropriate art vocabulary.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies能力and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in dance/movement sequences. 第四维/戏剧
5.2 Look at and draw something used every day (e.g., scissors, toothbrush, fork) and describe how the object is used.
Visual Literacy能读写/有文化
5.3 Point out images (e.g., photographs, paintings, murals壁画, ceramics陶瓷, sculptures雕塑) and symbols象征/符号 found at home, in school, and in the community, including national and state symbols and icons偶像/符号.
Careers and Career-Related Skills
5.4 Discuss the various works of art (e.g., ceramics陶瓷, paintings, sculpture) that artists create and the type of media used.
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Grade One
Grade One
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory感觉 Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. 语言描述，建模过程
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Describe and replicate复制 repeated patterns in nature, in the environment, and in works of art.
1.2 Distinguish among various media when looking at works of art (e.g., clay泥土, paints, drawing materials).
Analyze Art Elements要素/元素 and Principles原理 of Design
1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture质地.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in目的/意图 original works of art.
Skills, Processes, Materials, and Tools
2.1 Use texture质地 in two-dimensional and three-dimensional works of art.
2.2 Mix secondary colors from primary colors and describe the process.调色，画你看到的和感觉到的，而不是逻辑思维或语言思维想到的
2.3 Demonstrate beginning skill in the manipulation操纵/控制 and use of sculptural materials (clay, paper, and paper maché纸浆糊) to create form and texture质地 in works of art.
Communication and Expression Through Original Works of Art
2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art. ##Project Management
2.5 Create a representational具象的 sculpture based on people, animals, or buildings.
2.6 Draw or paint a still life, using secondary colors.
2.7 Use visual and actual texture in original works of art.
2.8 Create artwork based on observations of actual objects and everyday scenes场景/风景.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity多样/差异 as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Recognize识别 and discuss the design of everyday objects from various各种各样 time periods and cultures.
3.2 Identify and describe various subject matter in art (e.g., landscapes风景, seascapes, portraits肖像, still life静物).
Diversity of the Visual Arts
3.3 View and then describe art from various cultures.
3.4 Identify art objects from various cultures (e.g., Japanese screen painting丝网印刷, Mexican tin art, African masks) and describe what they have in common and how they differ.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive源于/提取 Meaning意义
4.1 Discuss works of art created in the classroom, focusing on selected elements of art (e.g., shape/form, texture质地, line, color).
4.2 Identify and describe various reasons for making art.
Make Informed Judgments
4.3 Describe how and why they made a selected work of art, focusing on the media and technique.
4.4 Select something they like about their work of art and something they would change.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Clap out rhythmic patterns found in the lyrics of music and use symbols to create visual representations of the patterns.
5.2 Compare and contrast objects of folk art from various time periods and cultures.
Visual Literacy
5.3 Identify and sort pictures into categories according to the elements of art emphasized in the works (e.g., color, line, shape/form, texture).
Careers and Career-Related Skills
5.4 Describe objects designed by artists (e.g., furniture, appliances, cars) that are used at home and at school.
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Grade Two
Grade Two
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. 语言
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Perceive and describe repetition and balance in nature, in the environment, and in works of art.
1.2 Perceive and discuss differences in mood created by warm and cool colors.
Analyze Art Elements and Principles of Design
1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon蜡笔/封闭 rubbings拓本, collage拼贴画, and stencils蜡纸模板印刷.
2.2 Demonstrate beginning skill in the use of art media, such as oil pastels油画棒, watercolors水彩, and tempera蛋彩画.
Communication and Expression Through Original Works of Art
2.3 Depict the illusion of depth (space) in a work of art, using overlapping重叠 shapes, relative size, and placement空间配置 within the picture.
2.4 Create a painting or drawing, using warm or cool colors expressively.
2.5 Use bilateral 双边or radial 放射symmetry 对称to create visual balance平衡.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Explain how artists use their work to share experiences or communicate交流/沟通 ideas.
3.2 Recognize and use the vocabulary of art to describe art objects from various cultures and time periods.
Diversity of the Visual Arts
3.3 Identify and discuss how art is used in events and celebrations庆祝仪式 in various cultures, past and present, including the use in their own lives.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Compare ideas expressed through their own works of art with ideas expressed in the work of others.
4.2 Compare different responses to the same work of art.
Make Informed Judgments
4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded.
4.4 Use appropriate vocabulary of art to describe the successful use of an element of art in a work of art.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Use placement空间配置, overlapping重叠, and size differences to show opposites相对/相反 (e.g., up/down, in/out, over/under, together/apart, fast/slow, stop/go).
5.2 Select and use expressive colors to create mood心情 and show personality within a portrait 肖像of a hero from long ago or the recent past.
Visual Literacy
5.3 Identify pictures and sort them into categories类别 according to expressive qualities (e.g., theme主体 and mood情绪).分类/集合
Careers and Career-Related Skills
5.4 Discuss artists in the community who create different kinds of art (e.g., prints, ceramics陶瓷, paintings, sculpture).
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Grade Three
Grade Three
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Perceive and describe rhythm and movement in works of art and in the environment.
1.2 Describe how artists use tints色彩 and shades阴影 in painting.
1.3 Identify and describe how foreground前景, middle ground, and background are used to create the illusion错觉/幻想/假象 of space空间.
1.4 Compare and contrast two works of art made by the use of different art tools and media (e.g., watercolor, tempera蛋彩画, computer).
Analyze Art Elements and Principles of Design
1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space, and value明度.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent目的/意图 in original works of art.
Skills, Processes, Materials, and Tools
2.1 Explore ideas for art in a personal sketchbook.
2.2 Mix and apply tempera蛋彩画 paints to create tints色彩, shades阴影, and neutral中性/暗淡 colors.
Communication and Expression Through Original Works of Art
2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.立体感
2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value明度changes.## How much/度
2.5 Create an imaginative clay sculpture泥塑 based on an organic有机的 form.
2.6 Create an original work of art emphasizing强调 rhythm节奏 and movement, using a selected printing process.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions纬度 of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity多样性/不同 as it relates关系 to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Compare and describe various works of art that have a similar theme and were created at different time periods.
3.2 Identify artists from his or her own community, county, or state and discuss local or regional art traditions传统.
3.3 Distinguish and describe representational具象/再现, abstract抽象, and nonrepresentational works of art.
Diversity of the Visual Arts
3.4 Identify and describe objects of art from different parts of the world observed in visits to a museum or gallery画廊 (e.g., puppets木偶, masks面具, containers集装箱/包装).
3.5 Write about a work of art that reflects反映 a student's own cultural background.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Compare比较 and contrast对比 selected works of art and describe描述 them, using appropriate vocabulary of art.
Make Informed Judgments
4.2 Identify successful and less successful compositional构图/作文/作曲 and expressive qualities质量 of their own works of art and describe what might be done to improve them.
4.3 Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional构图 and communicative交流 qualities.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Describe how costumes contribute to the meaning of a dance.
5.2 Write a poem写诗 or story inspired by their own works of art.
Visual Literacy
5.3 Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas.
Careers and Career-Related Skills
5.4 Describe how artists (e.g., architects建筑史, book illustrators插图画家, muralists壁画, industrial designers工业设计是) have affected影响 people's lives.
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Grade Four
Grade Four
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Perceive and describe contrast对比 and emphasis强调/突出/重点/鲜明 in works of art and in the environment环境.
1.2 Describe how negative负 shapes/forms and positive正 shapes/forms are used in a chosen work of art.
1.3 Identify pairs of complementary互补 colors (e.g., yellow/violet紫色; red/green; orange/blue) and discuss how artists use them to communicate an idea or mood心情.
1.4 Describe the concept of proportion比例 (in face, figure) as used in works of art.
Analyze Art Elements and Principles of Design
1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value明度), emphasizing form, as they are used in works of art and found in the environment.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Use shading (value明度) to transform a two-dimensional shape into what appears to be a three-dimensional form (e.g., circle to sphere).三维
2.2 Use the conventions习惯 of facial面部 and figure proportions比例 in a figure study.
2.3 Use additive添加 and subtractive减去 processes in making simple sculptural forms.
2.4 Use fibers纤维 or other materials to create a simple weaving编织.
Communication and Expression Through Original Works of Art
2.5 Use accurate proportions比例 to create an expressive portrait肖像 or a figure drawing or painting.
2.6 Use the interaction between positive and negative space expressively in a work of art.
2.7 Use contrast (light and dark) expressively in an original work of art.
2.8 Use complementary colors in an original composition to show contrast对比 and emphasis强调.
3.0 HISTORICAL AND CULTURAL CONTEXT背景
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Describe how art plays a role in reflecting反映/沉思 life (e.g., in photography, quilts编织拼接, architecture建筑).
Diversity of the Visual Arts
3.2 Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to California's history and art heritage传统/遗产.
3.3 Research and describe the influence of religious宗教 groups on art and architecture, focusing primarily on buildings in California both past and present.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive取自/源于 meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive 取自/源于Meaning
4.1 Describe how using the language of the visual arts helps to clarify personal responses to works of art.
4.2 Identify and describe how a person's own cultural context背景 influences individual responses to works of art.
4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a work of art.
Make Informed Judgments
4.4 Identify and describe how various cultures define and value明度art differently.
4.5 Describe how the individual experiences of an artist may influence the development of specific works of art.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Select a nonobjective painting, work in small groups to interpret it through dance/movement, and then write a paragraph reporting on the arts experience体验.
5.2 Identify through research twentieth-century artists who have incorporated包含 symmetry 对称as a part of their work and then create a work of art, using bilateral双边 or radial 辐射/中心symmetry对称.
Visual Literacy
5.3 Construct diagrams, maps, graphs, timelines大事年表, and illustrations to communicate ideas or tell a story about a historical event事件.
Careers and Career-Related Skills
5.4 Read biographies and stories about artists and summarize the readings in short reports, telling how the artists mirrored or affected their time period or culture.
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Grade Five
Grade Five
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Identify and describe the principles原理 of design in visual compositions, emphasizing unity 统一and harmony和谐.
1.2 Identify and describe characteristics of representational, abstract, and nonrepresentational works of art.
Analyze Art Elements and Principles of Design
1.3 Use their knowledge of all the elements of art to describe similarities and differences in works of art and in the environment.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety多种 of media to communicate meaning and intent意图/目的 in original works of art.
Skills, Processes, Materials, and Tools
2.1 Use one-point perspective透视法 to create the illusion of space.
2.2 Create gesture姿势 and contour轮廓 observational drawings.
2.3 Demonstrate beginning skill in the manipulation操作 of digital imagery (e.g., computer-generated art, digital photography, or videography).计算机辅助设计CAD
Communication and Expression Through Original Works of Art
2.4 Create an expressive abstract composition构图 based on real objects.
2.5 Assemble a found object sculpture雕塑 (as assemblage组合的艺术品) or a mixed media two-dimensional composition构图 that reflects反映 unity统一/团结 and harmony和谐 and communicates交流 a theme主体.
2.6 Use perspective透视 in an original work of art to create a real or imaginary scene场面/风景.
2.7 Communicate values价值观, opinions, or personal insights眼光/洞察/顿悟 through an original work of art.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Describe how local and national art galleries画廊 and museums contribute to the conservation保存 of art.
3.2 Identify and describe various fine, traditional, and folk arts from historical periods worldwide.
Diversity of the Visual Arts
3.3 Identify and compare works of art from various regions地区 of the United States.
3.4 View selected works of art from a major culture and observe changes in materials and styles over a period of time.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive源自 meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Identify how selected principles of design are used in a work of art and how they affect personal responses to and evaluation 评价of the work of art.
4.2 Compare the different purposes目的 of a specific culture for creating art.
Make Informed Judgments
4.3 Develop and use specific criteria标准/理由 as individuals and in groups to assess评价 works of art.审美
4.4 Assess their own works of art, using specific criteria标准/理由, and describe what changes they would make for improvement.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Use linear perspective to depict geometric objects in space.
Visual Literacy
5.2 Identify and design icons, logos, and other graphic devices as symbols for ideas and information.
Careers and Career-Related Skills
5.3 Research and report on what various types of artists (e.g., architects建筑师, designers, graphic artists, animators动画/漫画) produce and how their works play a role in our everyday environment.
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Grade Six
Grade Six
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Identify and describe all the elements of art found in selected works of art (e.g., color, shape/form, line, texture, space, value明度).
1.2 Discuss works of art as to theme主体, genre类型, style, idea, and differences in media.
1.3 Describe how artists can show the same theme by using different media and styles.
Analyze Art Elements and Principles of Design
1.4 Describe how balance is effectively used in a work of art (e.g., symmetrical, asymmetrical非对称, radial放射/中心对称).
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent意图/目的/含义/意识 in original works of art.
Skills, Processes, Materials, and Tools
2.1 Use various observational drawing skills to depict描绘/描述 a variety of subject matter主体/素材.
2.2 Apply the rules of two-point perspective in creating a thematic主体的 work of art.
2.3 Create a drawing, using varying tints色彩, shades阴影, and intensities强度.
Communication and Expression Through Original Works of Art
2.4 Create increasingly complex复杂 original works of art reflecting反映 personal choices选择 and increased technical skill.
2.5 Select specific media and processes to express moods心情, feelings, themes, or ideas.
2.6 Use technology to create original works of art.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role角色 and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Research and discuss the role of the visual arts in selected periods of history, using a variety of resources (both print and electronic电子).
3.2 View selected works of art from a culture and describe how they have changed or not changed in theme and content over a period of time.
Diversity of the Visual Arts
3.3 Compare, in oral口头 or written form, representative代表性的 images or designs from at least two selected cultures.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Construct and describe plausible interpretations of what they perceive in works of art.
4.2 Identify and describe ways in which their culture is being reflected in current现在/流行 works of art.
Make Informed Judgments
4.3 Develop specific criteria标准/理由 as individuals or in groups to assess评价 and critique 批评works of art.
4.4 Change, edit, or revise their works of art after a critique, articulating清楚地说出 reasons for their changes.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Research how art was used in theatrical productions in the past and in the present.
5.2 Research how traditional characters (such as the trickster) found in a variety of cultures past and present are represented简报 in illustrations秃笔哦阿说明.
5.3 Create artwork containing visual metaphors比喻/象征 that express the traditions and myths of selected cultures.
Visual Literacy
5.4 Describe tactics战术/策略 employed in advertising广告 to sway改变/支配 the viewer's thinking and provide examples.
Careers and Career-Related Skills
5.5 Establish criteria标准 to use in selecting works of art for a specific type of art exhibition展览.## Curator/Memeplex/Journey
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Grade Seven
Grade Seven
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Describe the environment and selected works of art, using the elements of art and the principles of design.
1.2 Identify and describe scale (proportion) as applied to two-dimensional and three-dimensional works of art.
Analyze Art Elements and Principles of Design
1.3 Identify and describe the ways in which artists convey传递 the illusion错觉/假象 of space (e.g., placement空间配置, overlapping, relative size, atmospheric perspective, and linear perspective).
1.4 Analyze and describe how the elements of art and the principles of design contribute to the expressive qualities of their own works of art.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Develop increasing skill in the use of at least three different media.
2.2 Use different forms of perspective to show the illusion of depth on a two-dimensional surface.
2.3 Develop skill in using mixed media while guided by a selected principle of design.
2.4 Develop skill in mixing paints and showing color relationships.
Communication and Expression Through Original Works of Art
2.5 Interpret reality and fantasy in original two-dimensional and three-dimensional works of art.
2.6 Create an original work of art, using film, photography, computer graphics, or video.
2.7 Create a series of works of art that express a personal statement demonstrating skill in applying the elements of art and the principles of design.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Research and describe how art reflects cultural values in various traditions throughout the world.
Diversity of the Visual Arts
3.2 Compare and contrast works of art from various periods, styles, and cultures and explain how those works reflect the society in which they were made.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Explain the intent of a personal work of art and draw possible parallels between it and the work of a recognized artist.
4.2 Analyze the form (how a work of art looks) and content (what a work of art communicates) of works of art.
Make Informed Judgments
4.3 Take an active part in a small-group discussion about the artistic value of specific works of art, with a wide range of the viewpoints of peers being considered.
4.4 Develop and apply specific and appropriate criteria individually or in groups to assess and critique works of art.
4.5 Identify what was done when a personal work of art was reworked and explain how those changes improved the work.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Study the music and art of a selected historical era and create a multimedia presentation that reflects that time and culture.
5.2 Use various drawing skills and techniques to depict lifestyles and scenes from selected civilizations.
Visual Literacy
5.3 Examine art, photography, and other two and three-dimensional images, comparing how different visual representations of the same object lead to different interpretations of its meaning, and describe or illustrate the results.
Careers and Career-Related Skills
5.4 Identify professions in or related to the visual arts and some of the specific skills needed for those professions.
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Grade Eight
Grade Eight
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Use artistic terms when describing the intent and content of works of art.
Analyze Art Elements and Principles of Design
1.2 Analyze and justify how their artistic choices contribute to the expressive quality of their own works of art.
1.3 Analyze the use of the elements of art and the principles of design as they relate to meaning in video, film, or electronic media.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Demonstrate an increased knowledge of technical skills in using more complex two-dimensional art media and processes (e.g., printing press, silk screening, computer graphics software).
2.2 Design and create maquettes for three-dimensional sculptures.
Communication and Expression Through Original Works of Art
2.3 Create an original work of art, using film, photography, computer graphics, or video.
2.4 Design and create an expressive figurative sculpture.
2.5 Select a medium to use to communicate a theme in a series of works of art.
2.6 Design and create both additive and subtractive sculptures.
2.7 Design a work of public art appropriate to and reflecting a location.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Examine and describe or report on the role of a work of art created to make a social comment or protest social conditions.
3.2 Compare, contrast, and analyze styles of art from a variety of times and places in Western and non-Western cultures.
Diversity of the Visual Arts
3.3 Identify major works of art created by women and describe the impact of those works on society at that time.
3.4 Discuss the contributions of various immigrant cultures to the art of a particular society.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Define their own points of view and investigate the effects on their interpretation of art from cultures other than their own.
4.2 Develop a theory about the artist's intent in a series of works of art, using reasoned statements to support personal opinions.
4.3 Construct an interpretation of a work of art based on the form and content of the work.
Make Informed Judgments
4.4 Develop and apply a set of criteria as individuals or in groups to assess and critique works of art.
4.5 Present a reasoned argument about the artistic value of a work of art and respond to the arguments put forward by others within a classroom setting.
4.6 Select a grouping of their own works of art that reflects growth over time and describe the progression.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Select a favorite artist and some of his or her works of art and create a music video that expresses personal ideas and views about the artist.
5.2 Create a painting, satirical drawing, or editorial cartoon that expresses personal opinions about current social or political issues.
Visual Literacy
5.3 Demonstrate an understanding of the effects of visual communication media (e.g., television, music videos, film, Internet) on all aspects of society.
Careers and Career-Related Skills
5.4 Work collaboratively with a community artist to create a work of art, such as a mural, and write a report about the skills needed to become a professional artist.
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Nine Through Twelve-Proficient
Nine Through Twelve-Proficient
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
Analyze Art Elements and Principles of Design
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
Impact of Media Choice
1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
1.6 Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
2.4 Review and refine observational drawing skills.
Communication and Expression Through Original Works of Art
2.5 Create an expressive composition, focusing on dominance and subordination.
2.6 Create a two or three-dimensional work of art that addresses a social issue.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Identify similarities and differences in the purposes of art created in selected cultures.
3.2 Identify and describe the role and influence of new technologies on contemporary works of art.
Diversity of the Visual Arts
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
3.4 Discuss the purposes of art in selected contemporary cultures.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
Make Informed Judgments
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.
4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Design an advertising campaign for a theatre or dance production held at a school, creating images that represent characters and major events in the production.
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.
Visual Literacy
5.3 Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.
Careers and Career-Related Skills
5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).
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Nine Through Twelve-Advanced
Nine Through Twelve-Advanced
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.
1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.
1.3 Analyze their works of art as to personal direction and style.
Analyze Art Elements and Principles of Design
1.4 Research two periods of painting, sculpture, film, or other media and discuss their similarities and differences, using the language of the visual arts.
1.5 Compare how distortion is used in photography or video with how the artist uses distortion in painting or sculpture.
1.6 Describe the use of the elements of art to express mood in one or more of their works of art.
Impact of Media Choice
1.7 Select three works of art from their art portfolio and discuss the intent of the work and the use of the media.
1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
2.3 Assemble and display objects or works of art as a part of a public exhibition.
Communication and Expression Through Original Works of Art
2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
2.5 Use innovative visual metaphors in creating works of art.
2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.
3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture.
Diversity of the Visual Arts
3.3 Investigate and discuss universal concepts expressed in works of art from diverse cultures.
3.4 Research the methods art historians use to determine the time, place, context, value明度, and culture that produced a given work of art.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
4.2 Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.
4.3 Analyze and articulate how society influences the interpretation and message of a work of art.
Make Informed Judgments
4.4 Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.
4.5 Construct a rationale for the validity of a specific work of art artwork that falls outside their own conceptions of art.
4.6 Develop written criteria for the selection of a body of work from their portfolios that represents significant achievements.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Speculate on how advances in technology might change the definition and function of the visual arts.
Visual Literacy
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.
Careers and Career-Related Skills
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection).
5.4 Investigate and report on the essential features of modern or emerging technologies that affect or will affect visual artists and the definition of the visual arts.
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Glossary
Glossary
Visual and Performing Arts: Visual Arts Content Standards.
abstract. Artwork in which the subject matter is stated in a brief, simplified manner. Little or no attempt is made to represent images realistically, and objects are often simplified or distorted.
additive. Refers to the process of joining a series of parts together to create a sculpture.
aerial perspective. Aerial or atmospheric perspective achieved by using bluer, lighter, and duller hues for distant objects in a two-dimensional work of art.
aesthetics. A branch of philosophy; the study of art and theories about the nature and components of aesthetic experience.
analogous. Refers to closely related colors; a color scheme that combines several hues next to each other on the color wheel.
arbitrary colors. Colors selected and used without reference to those found in reality.
art criticism. An organized system for looking at the visual arts; a process of appraising what students should know and be able to do.
art elements. See elements of art.
assemblage. A three-dimensional composition in which a collection of objects is unified in a sculptural work.
asymmetry. A balance of parts on opposite sides of a perceived midline, giving the appearance of equal visual weight.
atmospheric perspective. See aerial perspective.
background. The part of the picture plane that seems to be farthest from the viewer.
balance. The way in which the elements in visual arts are arranged to create a feeling of equilibrium in a work of art. The three types of balance are symmetry, asymmetry, and radial.
collage. An artistic composition made of various materials (e.g., paper, cloth, or wood) glued on a surface.
color. The visual sensation dependent on the reflection or absorption of light from a given surface. The three characteristics of color are hue, value明度, and intensity密度.
color relationships. Also called color schemes or harmonies. They refer to the relationships of colors on the color wheel. Basic color schemes include monochromatic, analogous, and complementary.
color theory. An element of art. Color has three properties: hue, value明度, and intensity.
complementary colors. Colors opposite one another on the color wheel. Red/green, blue/orange, and yellow/violet are examples of complementary colors.
composition. The organization of elements in a work of art.
content. Message, idea, or feelings expressed in a work of art.
contour drawings. The drawing of an object as though the drawing tool is moving along all the edges and ridges of the form.
contrast. Difference between two or more elements (e.g., value, color, texture) in a composition; juxtaposition of dissimilar elements in a work of art; also, the degree of difference between the lightest and darkest parts of a picture.
cool colors. Colors suggesting coolness: blue, green, and violet.
curvature. The act of curving or bending. One of the characteristics of line.
curvilinear. Formed or enclosed by curved lines.
design. The plan, conception, or organization of a work of art; the arrangement of independent parts (the elements of art) to form a coordinated whole.
distortion. Condition of being twisted or bent out of shape. In art, distortion is often used as an expressive technique.
dominance. The importance of the emphasis of one aspect in relation to all other aspects of a design.
elements of art. Sensory components used to create works of art: line, color, shape/form, texture, value, space.
emphasis. Special stress given to an element to make it stand out.
expressive content. Ideas that express ideas and moods.
figurative. Pertaining to representation of form or figure in art.
foreground. Part of a two-dimensional artwork that appears to be nearer the viewer or in the front. Middle ground and background are the parts of the picture that appear to be farther and farthest away.
focal point. The place in a work of art on which attention becomes centered because of an element emphasized in some way.
form. A three-dimensional volume or the illusion of three dimensions (related to shape, which is two-dimensional); the particular characteristics of the visual elements of a work of art (as distinguished from its subject matter or content).
function. The purpose and use of a work of art.
genre. The representation of people, subjects, and scenes from everyday life.
gesture drawing. The drawing of lines quickly and loosely to show movement in a subject.
harmony. The principle of design that combines elements in a work of art to emphasize the similarities of separate but related parts.
hue. Refers to the name of a color (e.g., red, blue, yellow, orange).
installation art. The hanging of ordinary objects on museum walls or the combining of found objects to create something completely new. Later, installation art was extended to include art as a concept.
intensity. Also called chroma or saturation. It refers to the brightness of a color (a color is full in intensity only when pure and unmixed). Color intensity can be changed by adding black, white, gray, or an opposite color on the color wheel.
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Glossary（L-Z）
line. A point moving in space. Line can vary in width, length, curvature, color, or direction.
linear perspective. A graphic system used by artists to create the illusion of depth and volume on a flat surface. The lines of buildings and other objects in a picture are slanted, making them appear to extend back into space.
line direction. Line direction may be horizontal, vertical, or diagonal.
line quality. The unique character of a drawn line as it changes lightness/darkness, direction, curvature, or width.
maquette. A small preliminary model (as of a sculpture or a building).
mass. The outside size and bulk of a form, such as a building or a sculpture; the visual weight of an object.
media. Plural of medium , referring to materials used to make art; categories of art (e.g., painting, sculpture, film).
middle ground. Area of a two-dimensional work of art between foreground and background.
mixed media. A work of art for which more than one type of art material is used to create the finished piece.
monochromatic. A color scheme involving the use of only one hue that can vary in value or intensity.
mood. The state of mind or feeling communicated in a work of art, frequently through color.
motif. A unit repeated over and over in a pattern. The repeated motif often creates a sense of rhythm.
movement. The principle of design dealing with the creation of action.
multimedia. Computer programs that involve users in the design and organization of text, graphics, video, and sound in one presentation.
negative. Refers to shapes or spaces that are or represent areas unoccupied by objects.
neutral colors. The colors black, white, gray, and variations of brown. They are included in the color family called earth colors.
nonobjective. Having no recognizable object as an image. Also called nonrepresentational.
observational drawing skills. Skills learned while observing firsthand the object, figure, or place.
one-point perspective. A way to show three-dimensional objects on a two-dimensional surface. Lines appear to go away from the viewer and meet at a single point on the horizon known as the vanishing point.
organic. Refers to shapes or forms having irregular edges or to surfaces or objects resembling things existing in nature.
pattern. Anything repeated in a predictable combination.
performance art. A type of art in which events are planned and enacted before an audience for aesthetic reasons.
perspective. A system for representing three-dimensional objects viewed in spatial recession on a two-dimensional surface.
point of view. The angle from which the viewer sees the objects or scene.
portfolio. A systematic, organized collection of student work.
positive. Shapes or spaces that are or represent solid objects.
primary colors. Refers to the colors red, yellow, and blue. From these all other colors are created.
printmaking. The transferring of an inked image from one surface (from the plate or block) to another (usually paper).
principles of design. The organization of works of art. They involve the ways in which the elements of art are arranged (balance, contrast, dominance, emphasis, movement, repetition, rhythm, subordination, variation, unity).
properties of color. Characteristics of colors: hue, value, intensity.
proportion. The size relationships of one part to the whole and of one part to another.
rectilinear. Formed or enclosed by straight lines to create a rectangle.
reflection. Personal and thoughtful consideration of an artwork, an aesthetic experience, or the creative process.
rhythm. Intentional, regular repetition of lines of shapes to achieve a specific repetitious effect or pattern.
rubric. A guide for judgment or scoring; a description of expectations.
scale. Relative size, proportion. Used to determine measurements or dimensions within a design or work of art.
sculpture. A three-dimensional work of art either in the round (to be viewed from all sides) or in bas relief (low relief in which figures protrude slightly from the background).
secondary colors. Colors that are mixtures of two primaries. Red and yellow make orange, yellow and blue make green, and blue and red make violet.
shade. Color with black added to it.
shape. A two-dimensional area or plane that may be open or closed, free-form or geometric. It can be found in nature or is made by humans.
space. The emptiness or area between, around, above, below, or contained within objects. Shapes and forms are defined by the space around and within them, just as spaces are defined by the shapes and forms around and within them.
still life. Arrangement or work of art showing a collection of inanimate objects.
structure. The way in which parts are arranged or put together to form a whole.
style. A set of characteristics of the art of a culture, a period, or school of art. It is the characteristic expression of an individual artist.
stylized. Simplified; exaggerated.
subordination. Making an element appear to hold a secondary or lesser importance within a design or work of art.
subtractive. Refers to sculpting method produced by removing or taking away from the original material (the opposite of additive).
texture. The surface quality of materials, either actual (tactile) or implied (visual). It is one of the elements of art.
theme. An idea based on a particular subject.
three-dimensional. Having height, width, and depth. Also referred to as 3-D.
tint. Color lightened with white added to it.
tone. Color shaded or darkened with gray (black plus white).
two-dimensional. Having height and width but not depth. Also referred to as 2-D.
two-point perspective. A system to show three-dimensional objects on a two-dimensional surface. The illusion of space and volume utilizes two vanishing points on the horizon line.
unity. Total visual effect in a composition achieved by the careful blending of the elements of art and the principles of design.
value. Lightness or darkness of a hue or neutral color. A value scale shows the range of values from black to white.
value scale. Scale showing the range of values from black to white and light to dark.
vanishing point. In perspective drawing, a point at which receding lines seem to converge.
variety. A principle of art concerned with combining one or more elements of art in different ways to create interest.
virtual. Refers to an image produced by the imagination and not existing in reality.
visual literacy. Includes thinking and communication. Visual thinking is the ability to transform thoughts and information into images; visual communication takes place when people are able to construct meaning from the visual image.
visual metaphor. Images in which characteristics of objects are likened to one another and represented as that other. They are closely related to concepts about symbolism.
volume. The space within a form (e.g., in architecture, volume refers to the space within a building).
warm colors. Colors suggesting warmth: red, yellow, and orange.
watercolor. Transparent pigment mixed with water. Paintings done with this medium are known as watercolors.
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version:2.1<EMAIL_ADDRESS>© retter2012.com


Enter any math expression you want to be solved.
Note: all math operations will be solved in order from left to right.


Experience
Vincent
I did some stuff
Experiences
Blend (Software Engineer)
August 2021 - present
Designed testing strategies for configurable products application
Migrated jobs from Jenkins to GitHub Actions
Improved caliper service that is responsible for testing microservices across organization
Blend (Software Engineer Intern)
June 2020 - September 2020
Worked on the Automation Team
Built a service that monitors resource consumption in Kubernetes by pulling metrics using the Datadog API
Added new API endpoints on internal testing tools to return additional information
Implemented a new feature on the lending platform that allows borrowers to opt-in on Blend's moving service
Roblox (Software Engineer Intern)
June 2019 - August 2019
Worked on the Development Tools Team
Built a self-sustaining GitHub website using Microsoft's ASP.NET Core in C# and HTML
Implemented Model-View-Controller architectural system to connect the client and server
Used the GitHub API to make server connections and queries
Authenticated REST API calls through basic authentication and OAuth access tokens
GRAIL Inc (Software Engineer Intern)
June 2018 - September 2018
Worked on the QA/UI Team
Developed end-to-end and well-structured test functions to ensure UI/UX quality
Reformatted and restructured UI components using React framework
Implemented new design features using JavaScript and React-Redux
← Home


House on Benefits Street up for sale for £100k - and it's a right tip
You can now bag yourself a bargain terrace on the road that was thrust into the spotlight during a Channel 4 reality show that made residents unlikely celebrities
by Cathrina Hulse-BMIt's the famous road that made unlikely stars of residents including White Dee, Fungi and Smoggy.
Now a buyer with cash to spare and forward vision can snap up a two-bedroom terrace on James Turner Street in Winson Green for offers over £100,000.
But there's a snag - the house is in a complete and utter state.
The road hit the headlines in 2014 when Benefits Street burst onto our screens.
The reality TV shone the spotlight on the lives of people living in James Turner Street. It showed the struggles of Brummies living on the poverty line but also revealed the camaraderie of residents.
Now potential buyers have the chance to by their very own home on Benefits Street after details were posted on the Rightmove website.
Yet from the wild, overgrown rear garden to the grubby, stained bathroom, this property needs plenty of TLC.
The end terrace has two bedrooms, a lounge, dining room, kitchen and a downstairs bathroom.
Take a look below to see the keenly priced property in all its glory.
Lounge
The wallpaper is peeling and the room has been used as a bedroom with a double bed still in situ.
If the new owner can look past the old-fashioned fireplace, battered chests of drawers and rubbish littering the frayed carpet, the room is a decent size.
Kitchen
A renovation nightmare! An off-white paint adorns the walls of the typical terrace-type kitchen which has some built in cupboards and black worktop.
There is a radiator, cupboards and a sink. But there is clutter galore, with the kitchen littered with plates, food and rubbish.
Downstairs bathroom
The kitchen leads through to the downstairs bathroom which, again, needs a good paint job.
For your money, you will inherit a filthy bath - and the room is in need of another BIG clean-up.

The ceiling is peeling and the room feels in need of a proper makeover.
Bedroom One
Holes in walls and a missing door.
This is the kind of bedroom that could give you nightmares!
But size is a bonus.
Rear garden
Another case of DIY SOS!
Overgrown and with carpets and chairs dumped in it, this garden is also in need of serious TLC.
Yet it does have potential and is a nice size.
To learn more about the property, visit Rightmove


ECONOMIC RESEARCH
St. Louis Federal Reserve Bank
FRED
®
Economic Database
Search for Economic Data Releases
Retrieve Economic Press Release
Selected FRED Economic Data Updates
Click to Clear the Input Boxes


% include _head %>
<% include _nav %>
Sign In auth-api Account
<% if(message) {%>
<%= message %>
<% } %>
Or Sign in with local account ?
Sign In
<% include _footer %>


{{>head}}
{{>nav}}
{{>header}} {{{content}}}
{{# javascripts.load }} vendor/holder.js vendor/custom.modernizr.js foundation/foundation.js foundation/foundation.alerts.js foundation/foundation.clearing.js foundation/foundation.cookie.js foundation/foundation.dropdown.js foundation/foundation.forms.js foundation/foundation.interchange.js foundation/foundation.joyride.js foundation/foundation.magellan.js foundation/foundation.orbit.js foundation/foundation.placeholder.js foundation/foundation.reveal.js foundation/foundation.section.js foundation/foundation.tooltips.js foundation/foundation.topbar.js {{/ javascripts.load }}


Inum
Display Name
Client Secret
Application Type
Algorithm
Pre-Authorization
Authentication method
Persist Client Authorizations
Redirect Login URIs
Redirect Logout URIs
Scopes
Response Type


pycopancore.model_components.copan_global_like_population_growth.implementation package¶
Submodules¶
pycopancore.model_components.copan_global_like_population_growth.implementation.metabolism module¶
provides this model component’ Metabolism mixin class
-
class
pycopancore.model_components.copan_global_like_population_growth.implementation.metabolism.
Metabolism
[source]¶ Bases:
pycopancore.model_components.copan_global_like_population_growth.interface.Metabolism
Metabolism process taxon mixin implementation class.
-
processes
= []¶
-
pycopancore.model_components.copan_global_like_population_growth.implementation.social_system module¶
SocialSystem entity type mixing class template.
TODO: adjust or fill in code and documentation wherever marked by “TODO:”, then remove these instructions
Bases:
pycopancore.model_components.copan_global_like_population_growth.interface.SocialSystem
SocialSystem entity type mixin implementation class.
A _DotConstruct represents a syntactical construct with dots, starting with an entity-type or process taxon class, followed by zero or more ReferenceVariables or SetVariables or aggregation keywords such as sum, and ending in either an attribute, e.g. SocialSystem.sum.cells.population or an aggregation keyword without evaluation, e.g. SocialSystem.world.sum, or an aggregation keyword with evaluation, e.g. SocialSystem.world.sum(some expression).
A _DotConstruct represents a syntactical construct with dots, starting with an entity-type or process taxon class, followed by zero or more ReferenceVariables or SetVariables or aggregation keywords such as sum, and ending in either an attribute, e.g. SocialSystem.sum.cells.population or an aggregation keyword without evaluation, e.g. SocialSystem.world.sum, or an aggregation keyword with evaluation, e.g. SocialSystem.world.sum(some expression).
A _DotConstruct represents a syntactical construct with dots, starting with an entity-type or process taxon class, followed by zero or more ReferenceVariables or SetVariables or aggregation keywords such as sum, and ending in either an attribute, e.g. SocialSystem.sum.cells.population or an aggregation keyword without evaluation, e.g. SocialSystem.world.sum, or an aggregation keyword with evaluation, e.g. SocialSystem.world.sum(some expression).
A _DotConstruct represents a syntactical construct with dots, starting with an entity-type or process taxon class, followed by zero or more ReferenceVariables or SetVariables or aggregation keywords such as sum, and ending in either an attribute, e.g. SocialSystem.sum.cells.population or an aggregation keyword without evaluation, e.g. SocialSystem.world.sum, or an aggregation keyword with evaluation, e.g. SocialSystem.world.sum(some expression).
square root if positive, zero otherwise. needed since ODE solver may pass negative values in Jacobian estimation
Module contents¶
Model component implementation subpackage template.


Topicstarter
Hello
I want to created a theme for my new team in bf4.
We have some ideas to colors and pictures.
Thanks for yours ideas and helps to develop it
Pina
BrainFooLong
Administrator
You have misunderstood the theme feature.
You need to create a CSS theme for battlelog.
Uploading an image is not an option.
Moved this topic.


seonigeria.com is a service website for the Search Engine Optimization and Search Engine Marketing Services offered by GoldenSteps Technologies ltd.
GoldenSteps is a web technology solutions provider offering various services to various industries, these services include SEO, SEM, Software Development, Web Application Development,Mobile Web App Development, Social Tool Creation, and more recently Electronic Learning Solutions.
We specialize in providing online business solutions on PCs and Mobile devices.
While we do not publish a list of our customers, feel free to call on us at anytime for information about work done for existing customers or any of our services that you might need.Samuel Anyaele has over 8 years of Web Application Development experience. His experience includes working with PHP, Bootstrap, HTML and CSS, databases (MySQL, SQLite, and MongoDB), Operating Systems (MS Windows, Ubuntu Linux, Debian Linux, Raspbian), Server Setups, and Networking. He is also the developer of the ZeroNet automatic Portable Server that is used in distributing content without Internet.


Dan Gusfield, Algorithms on Strings, Trees, and Sequences, Cambridge University Press, 1997.
Esko Ukkonen, On-line Construction of Suffix Trees, Algorithmica, 14, 1995, 249-260.


{% extends "content_template.html" %} {% block per_page_title %} Sending bulk messages {% endblock %} {% block content_column_content %}
Create an account to see a short tutorial explaining how to create and send messages.
To send a batch of messages at once:


MapItemGroup QML Type
The MapItemGroup type is a container for map items. More...
| Import Statement: | import QtLocation 5.3 |
| Since: | Qt Location 5.9 |
Detailed Description
Its purpose is to enable code modularization by allowing the usage of qml files containing map elements related to each other, and the associated bindings.
Note: The release of this API with Qt 5.9 is a Technology Preview.
Example Usage
The following snippet shows how to use a MapItemGroup to create a MapCircle, centered at the coordinate (63, -18) with a radius of 100km, filled in red, surrounded by an ondulated green border, both contained in a semitransparent blue circle with a MouseArea that moves the whole group. This group is defined in a separate file named PolygonGroup.qml:
import QtQuick 2.4 import QtPositioning 5.6 import QtLocation 5.9 MapItemGroup { id: itemGroup property alias position: mainCircle.center property var radius: 100 * 1000 property var borderHeightPct : 0.3 MapCircle { id: mainCircle center : QtPositioning.coordinate(40, 0) radius: itemGroup.radius * (1.0 + borderHeightPct) opacity: 0.05 visible: true color: 'blue' MouseArea{ anchors.fill: parent drag.target: parent id: maItemGroup } } MapCircle { id: groupCircle center: itemGroup.position radius: itemGroup.radius color: 'crimson' onCenterChanged: { groupPolyline.populateBorder(); } } MapPolyline { id: groupPolyline line.color: 'green' line.width: 3 function populateBorder() { groupPolyline.path = [] // clearing the path var waveLength = 8.0; var waveAmplitude = groupCircle.radius * borderHeightPct; for (var i=0; i <= 360; i++) { var wavePhase = (i/360.0 * 2.0 * Math.PI )* waveLength var waveHeight = (Math.cos(wavePhase) + 1.0) / 2.0 groupPolyline.addCoordinate(groupCircle.center.atDistanceAndAzimuth(groupCircle.radius + waveAmplitude * waveHeight , i)) } } Component.onCompleted: { populateBorder() } } }
PolygonGroup.qml is now a reusable component that can then be used in a Map as:
Map { id: map PolygonGroup { id: polygonGroup position: QtPositioning.coordinate(63,-18) } }


Feel free to browse.


--- layout: projectpages title: "Average Toolwise Attendance" author: "partha" categories: visualstools caption: average attendance for each tool - telangana tags: [tools, total_number_of_days] image: feature : visuals_ss.png ---
How many students used a tool out of total students in a particular day on an average? Each bar corresponds to a school and we have number of students on y-axis. calculations


Babel is an open source chat widget and API built with the PubNub Global Realtime Network. Babel let's you send Self-Destructing Messages, and also helps facilitate public key exchange.
Add Encrypted, Self-Destructing messaging in just 2 steps.
Babel uses 1024-bit RSA encryption to encrypt the messages it sends. However, if you would like, you could get these keys and use them for other purposes.
listUsers()
Returns an object containing users and their respective keys.
myKey()
Returns your Cryptico RSAkey.
sendMessage(recipient, message, ttl)
Sends message
to recipient
. After ttl
seconds the message will self-destruct.
returnMessages()
Returns all messages that haven't self-destructed yet.
onRecieveMessage(callback)
callback
will be called whenever you receive a message.
listUsers()
Returns a list of all users currently connected to Babel.
onPresence(callback)
callback
will be called whenever a user joins or leaves.
For a more detailed overview of the Babel API, check out the README on GitHub.


Trainees will complete three two-week mini-rotations in different laboratories. These rotations are not intended to have enough time to complete a project; rather it is a chance for trainees to meet and work with the lab members and be introduced to their research and techniques.
Trainees will then select a research laboratory. MARC-WSU scholars are required to work 15 – 20 hours per week on their research project once they are paired with a research mentor. The hours on a project do not always involve lab bench work. This time does include reading the literature, preparing to present at a conference, analyzing data, etc.
MARC-WSU scholars will develop a compact with their research mentor that sets out expectations for the MARC-WSU research experience.
Students will have the opportunity to complete research projects in research laboratories throughout the United States.
All MARC-WSU scholars will present their work at the WSU Showcase for Undergraduate Research and Creative Activities (SURCA) and at the Annual Biomedical Research Conference for Minority Students (ABRCMS).


index
module docmodel.source_parser
SourceParser
SourceParserLIF
SourceParserTTK
SourceParserText
SourceParserXML
Source parsers for Toolkit input
Module that contains classes to parse and represent the input document. All
parsers have a parse_file() and a parse_string() method and these methods return
an instance of TarsqiDocument. Of that instance, all the parsers in this file do
is to instantiate the source instance variable, which contains an instance of
SourceDoc.
What parser is used is defined in main.py, which has a mapping from source types
(handed in by the --source-format command line option) to source parsers.
There are now four parsers:
SourceParserXML
A simple XML parser that splits inline XML into a source string and a list of
tags. The source string and the tags are stored in the SourceDoc instance,
which is intended to provide just enough functionality to deal with the input
in a read-only fashion, that is, additional annotations should not be in this
instance.
SourceParserText
Simply puts the entire text in the DocSource instance and leaves the
TagsRepository empty.
SourceParserTTK
This parser deals with the ttk format. In the TTK format there are two main
sources for tags: source_tags and tarsqi_tags. The first are added to the
tags repository on the SourceDoc (which is considered read-only after that),
the second are added to the tags repository on the TarsqiDocument.
SourceParserLIF
Takes the LIF format as input. This results in a source document with empty
tag repositories. Annotations in the LIF input are stored on a special
variable on the source document (SourceDoc.lif) so it can be used later when
producing output.
class SourceParser
Inherits from: object
class SourceParserLIF
Inherits from: SourceParser
Public Functions
__init__(self)
Just declares the variable for the LIF object.
parse_file(self, filename, tarsqidoc)
Parse the TTK file and put the contents in the appropriate parts of
the SourceDoc.
parse_string(self, text, tarsqidoc)
Parse the TTK string and put the contents in the appropriate parts of the
SourceDoc.
class SourceParserTTK
Inherits from: SourceParser
Public Functions
__init__(self)
Initialize the three variables dom, topnodes and sourcedoc.
parse_file(self, filename, tarsqidoc)
Parse the TTK file and put the contents in the appropriate parts of
the SourceDoc.
parse_string(self, text, tarsqidoc)
Parse the TTK string and put the contents in the appropriate parts of the
SourceDoc.
Private Functions
_add_comments(self)
_add_metadata(self)
_add_source_tags(self)
Add the source_tags in the TTK document to the tags repository
on the SourceDoc.
_add_tarsqi_tags(self)
Add the tarsqi_tags in the TTK document to the tags repository
on the TarsqiDocument.
_add_to_source_tags(self, node)
_add_to_tag_repository(self, node, tag_repository)
_add_to_tarsqi_tags(self, node)
_load_topnodes(self)
Fills the topnodes dictionary with text, metadata, source_tags and
tarsqi_tags and comment keys.
_parse(self, tarsqidoc)
class SourceParserText
Inherits from: SourceParser
Public Functions
parse_file(self, filename, tarsqidoc)
Parses filename and returns a SourceDoc. Simply dumps the full file
content into the text variable of the SourceDoc.
parse_string(self, text, tarsqidoc)
Parses a text string and returns a SourceDoc. Simply dumps the full
string into the text variable of the SourceDoc.
class SourceParserXML
Inherits from: SourceParser
Simple XML parser, using the Expat parser.
Instance variables
encoding - a string
sourcedoc - an instance of SourceDoc
parser - an Expat parser
Public Functions
__init__(self, encoding='utf-8')
Set up the Expat parser.
parse_file(self, filename, tarsqidoc)
Parses filename and returns a SourceDoc. Uses the ParseFile routine
of the expat parser, where all the handlers are set up to fill in the
text and tags in SourceDoc.
parse_string(self, text, tarsqidoc)
Parses a text string and returns a SourceDoc. Uses the ParseFile routine of
the expat parser, where all the handlers are set up to fill in the text
and tags in SourceDoc.
Private Functions
_debug(self, *rest)
_handle_characters(self, string)
Handle character data by asking the SourceDocument to add the
data. This will not necesarily add a contiguous string of character data
as one data element. This should include ingnorable whtespace, but see
the comment in the method below, I apparently had reason to think
otherwise.
_handle_comment(self, data)
Store comments.
_handle_default(self, string)
Handle default data by asking the SourceDoc to add it as
characters. This is here to get the 'ignoreable' whitespace, which I do
not want to ignore.
_handle_end(self, name)
Add closing tags to the SourceDoc.
_handle_processing_instruction(self, target, data)
Store processing instructions
_handle_start(self, name, attrs)
Handle opening tags. Takes two arguments: a tag name and a dictionary
of attributes. Asks the SourceDoc instance in the sourcedoc variable to
add an opening tag.
_handle_xmldecl(self, version, encoding, standalone)
Store the XML declaration.
module functions
print_dom(node, indent=0)
Debugging method.
replace_newline(text)
Just used for debugging, make sure to not use this elsewhere because it
is dangerous since it turns unicode into non-unicode.


VERTICAL LIMIT A film review by Steve Rhodes Copyright 2000 Steve Rhodes RATING (0 TO ****): **
For viewers who think movies should be more like plotless IMAX films, director Martin Campbell provides a feast for your eyes in the 35mm motion picture, VERTICAL LIMIT. Your brain will likely feel starved, but your thumbs will get lots of exercise as you twiddle them waiting for the inevitable disaster to strike so that the story can finally get some traction.
The producers should get their money back from writers Robert King (CUTTHROAT ISLAND) and Terry Hayes (PAYBACK) since the script is laughably weak.  Their rapid deaths, of course, are done so that we can have as many dramatic incidents as possible. You don't go "wow" during an IMAX film for the dialog. You do so when the IMAX movie makes you experience some vicarious moment of terror.  For most people, the idea of suicide as a way to help someone else isn't something they could do easily or ever.
After an opening reminiscent of the opening sequence of MISSION: IMPOSSIBLE II, the movie cuts to 3 years later when Peter and Annie Garrett (Chris O'Donnell and Robin Tunney), brother and sister climbers, are in the Himalayas. Except for their displays of physical strength, neither O'Donnell nor Tunney gives much to their parts. This isn't a movie that stands up to much logical examination. Several of the film's sequences, while impressive, appear quite impossible.
The only real acting of any merit in the movie comes from Scott Glenn, as toeless, recluse Montgomery Wick. Labeled a "lunatic" by some, Wick has spent the last four years climbing K2 alone, while looking for the body of his dead wife. Wick is the only climber in the story who can scale K2's extreme heights without ever being out of breath. Surprisingly, only once does any climber, certainly not the indefatigable Wick, resort to using bottled oxygen.
Bill Paxton, as Elliot Vaughn, plays a megalomaniac, clearly patterned after Richard Branson of the Virgin Atlantic fortune. One assumes, however, that Branson would not be willing to kill people in his search for thrills and for his own greater glory. Although Paxton appears to be having fun, he delivers one of his weakest performances.
After hosting "the highest party in the world," Elliot is off on an assault on K2 with Annie as a member of his team. The party looks like a drinking scene from a generic teen comedy. Gosh, isn't mountain climbing fun? The story even includes a pair of Australian stoner dude brothers, who like to sun themselves in the buff, but who are really K2-capable climbers.
Peter, deciding that Elliot has chosen the wrong time of day to begin the climb, asks Annie, "What does the mountain say?" It's that kind of script.
My personal favorite among the many ridiculous aspects of the movie is its ability to telegraph key twists with absolute precision. Carefully choosing a day in which their bank of computers has determined that it is 82% likely to have good weather, Elliot and company start their climb in glorious sunshine. Without any computers whatsoever, exactly what do you calculate would be the chance that a storm will come out of nowhere? 100%?
With its sweeping music and sometimes stunning cinematography, the film does have its rewards. But if you're looking solely for visual thrills, go for a real IMAX film, not an ersatz substitute.
VERTICAL LIMIT runs a long 2:06. It is rated PG-13 for intense life/death situations and brief strong language and would be fine for kids around 12 and up.
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FRESH A film review by Andrew Hicks Copyright 1996 Andrew Hicks / Fatboy Productions
*** (out of four)
This movie ain't stale for a second, it's completely... oh, what's the word... fresh. That also happens to be the nickname of the main character, a 12-year-old drug dealer who is the most intelligent and resourceful juvenile delinquent I've ever seen. He manages to keep his occupation a secret from his family, which consists of at least ten brothers and sisters, the aunt who looks after them all, the drunk father who uses chess as a metaphor for life and the older sister who is hooked on the very item Fresh sells and is also hooked up with Fresh's boss, Esteban.
Tragedy strikes early on in the film, as a school girl Fresh has a crush on is caught in the line of fire (wasn't that a Clint Eastwood movie?) from a fellow drug runner's gun. Everyone else flees the scene, but Fresh stays until the police arrive, insisting of course that he saw nothing. The same thing happens later on in the film as Fresh's loudmouth friend-turned-drug runner is mowed down. The police realize it may not be a coincidence that this kid was found at the scene of two murders in two days. You or I may never make that connection, but then we never took months of courses in advanced detective techniques taught at the police academy (and watching those movies doesn't count either).
FRESH isn't a fast-moving action film or a murder mystery. It's more of a case study into the life of an incredible young man who rises above the scum he associates with and the work he does. He also has the enviable ability to convincingly lie through his teeth to get what he wants. Enviable to me, of course, because lying has never been something I could even begin to try without bursting into maniacal laughter, even the most minor lies. That's why I was never called upon as a character witness for the Clarence Thomas confirmation hearings.  But this kid could.  And those scenes don't even compare to the movie's end, in which Fresh commits several convincing doublecrosses on his boss and associates.
As far as inner-city drug dramas go, this one ranks with the best of them, taking the high road to make its characters human, giving them a reason to commit the human atrocities they do (unlike, say, Clarence Thomas). It's also not as violent as the usual crop of drug dramas. The seemingly gratuitous violence toward the end is essential to the story. And FRESH contains some stunning performances from people you've never heard of, the only recognizable actor being Samuel L. Jackson (PULP FICTION), in the part of Fresh's chess-playing father, the man who gets medieval with the bishops, queens and pawns.
--
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The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
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review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
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