Top PDF A course of study in woodworking for the art education student

A course of study in woodworking for the art education student

A course of study in woodworking for the art education student

This Thesis is brought to you for free and open access by the Thesis/Dissertation Collections at RIT Scholar Works. It has been accepted for inclusion in Theses by an authorized administrator of RIT Scholar Works. For more information, please contact ritscholarworks@rit.edu. Recommended Citation Stolz, John, "A course of study in woodworking for the art education student" (1960). Thesis. Rochester Institute of Technology.

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A Course of Study for. ART - Transfer

A Course of Study for. ART - Transfer

ART CENTER COLLEGE OF DESIGN Studio Transfer Credit A maximum of 60 units of academic and studio credit may be transferred. Art Center College maintains a four-studio- term minimum not including Academics only terms) residency requirement for graduation eligibility. A maximum of 12 Studio units may be awarded based on verifiable work experience if the portfolio demonstrates equivalency to Art Center required courses. These credits, if granted, are included in the maximum of 60 transfer credits. Studio credit is awarded only if an applicant’s portfolio demonstrates that previously completed work is equivalent to that performed in comparable courses at Art Center College. The bachelor’s degree program is a prescribed eight- semester studio program regardless of liberal arts courses approved for transfer. A transfer student’s program will be shortened only if studio transfer credit is granted.
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DOCTORAL STUDENT HANDBOOK. for ART EDUCATION

DOCTORAL STUDENT HANDBOOK. for ART EDUCATION

Ed.D. Residency requirements for the doctor of education degree: after earning a master's degree, the student must be continuously enrolled on the University campus or in one of its teaching centers for a minimum of 30 hours in any period of 18 consecutive months. The remaining years of study for either the Ph.D. or Ed.D. need not be continuous, but students who miss more than a semester must reapply to the program. Doctoral readmissions must be approved by the Department, and readmitted students may be required to do additional coursework and/or re-take the comprehensive exam, at the discretion of the major supervisor and/or supervisory committee. Students must continuously carry a minimum of 2 hours of dissertation credit per semester.
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Revised Course Proposal ART 2400, Introduction to Art Education

Revised Course Proposal ART 2400, Introduction to Art Education

4. For technology-delivered and other nontraditional-delivered courses/sections, address the following: a. Describe how the format/technology will be used to support and assess students’ achievement of the specified learning objectives: b. Describe how the integrity of student work will be assured:

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Course Descriptions. Arts and Sciences. Art Education. Course Descriptions

Course Descriptions. Arts and Sciences. Art Education. Course Descriptions

This is a comprehensive course in biochemistry designed to fulfill the specific needs of student dentists. Course content is generally as outlined in the American Association of Dental Schools suggested curriculum guidelines for biochemistry. Part I acquaints students with the chemical constituents of prokaryotic and eukaryotic cells; topics include the chemistry of lipids, carbohydrates, proteins, vitamins and coenzymes, and the nature of enzyme action. Part II integrates the chemical principles learned from Part I with concepts of cell dynamics, structure, function, subcellular organization, and metabolism. Topics include intermediary metabolism, bioenergetics, DNA replication, protein synthesis, and cellular regulatory and control mechanisms. Course content, where possible, is related to current concepts concerning the etiology of oral diseases, their treatment, and prevention to assist student dentists in attaining institutional goals and objectives for clinical competency. Prereq: Admission into the College of Dentistry. (Same as OBI 812.) BCH 815 FIRST-YEAR ELECTIVE, BIOCHEMISTRY. (1-3) With the advice and approval of his or her faculty adviser, the first-year student may choose approved electives offered by the Department of Biochemistry. The intent is to provide the student an opportunity for exploration and study in an area which supplements and/or complements required course work in the first-year curriculum. Pass-fail only. Prereq:
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Art Student Perspectives of Activist Art: A Phenomenological Study

Art Student Perspectives of Activist Art: A Phenomenological Study

I am grateful for my George Fox Family. The professors have mentored me, encouraged me and showed me the essence of a Christian education. I have enjoyed my time on campus each summer and will now be making excuses to visit the Pacific Northwest every year. Dr. Scot Headley came into my life during an Ethics class and won my heart when he showed up in a “Peace Nook” t-shirt. From that moment on, I knew he was destined to me my mentor if he liked it or not. Thank you for being my “thinking partner.” My deepest appreciation extends to the members of my committee, Dr. Terry Huffman and Mark Terry, for their unwavering support and guidance. Just as it takes a village to raise a child, so it took a university to put together the other sixteen students who joined my cohort have become part of my family. We are now spread from Texas to China, and every time zone in-between. I thank you for all of your text messages, phone calls, and video chats. Without the daily chats with my cohort, I would have never made it out of Stats class. Thank you for listening patiently to my problems, offering suggestions, giving encouragement, and holding space with me at the Coffee Cottage. You are my people!
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The Graduate Program in Art Education Summer Session A-E 680 The History of Art Education A Distance Learning Course

The Graduate Program in Art Education Summer Session A-E 680 The History of Art Education A Distance Learning Course

gszek01@uky.edu EMAIL link is available on your BB student menu. 2-Students can use their home computer with internet connection, either Mac or PC to access BB. Links to download the required applications needed for the course include Adobe Acrobat and Real Player. You will also need to be able to access PowerPoint.

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ART & ART HISTORY IN FRANCE & ITALY: STUDY ABROAD 2015 STUDENT APPLICATION

ART & ART HISTORY IN FRANCE & ITALY: STUDY ABROAD 2015 STUDENT APPLICATION

SAM ID: ________________________ Studying abroad can be a significant financial investment. It is essential that students communicate with their parents about their plans and ensure that they have the necessary support for their international education experience. Parents MUST be informed and consent to allow their dependents to attend the study abroad trip. By the parent/legal guardian initialing and signing below, they are agreeing that they assume financial responsibility for the student, and support the student’s participation in the program.

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COMPARISON OF STUDENT CHARACTERISTICS, AND EVALUATION OF STUDENT SUCCESS, IN AN ONLINE HEALTH EDUCATION COURSE

COMPARISON OF STUDENT CHARACTERISTICS, AND EVALUATION OF STUDENT SUCCESS, IN AN ONLINE HEALTH EDUCATION COURSE

Evaluation of Student Success Schutte (1997) reported better test scores for online classes. He suggested that students may have compensated for deficiencies in the online course construct by initiating collaboration with their peers. Schutte attributed student success on tests to collaboration with peers, not to the online delivery technology. Mean test scores for the distance group in the current study were higher than for the equivalent on-campus group on each of the four semester tests. There are numerous factors that could have been responsible for this result. The type of tests that were given to students in the present study were objective multiple-choice, true-false tests. Though it is unclear which of the possible factors could be responsible for the higher test scores in the current study, it seems very clear that students who enroll and persist in an online course will fare at least as well as their on-campus counterparts.
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Creative art and medical student development: a qualitative study

Creative art and medical student development: a qualitative study

Data collection Interviews were conducted by one of the investigators (EJ) who was a part-time instructor in the course with no direct teaching responsibilities for the interviewed students. Face-to-face individual interviews were done at a public place that ensured confidentiality. Open-ended questions were used to explore the students’ previous experiences with art, their team member interactions, as well as their thoughts, feelings, and insights regarding the process of creating and presenting the artwork (see Appendix S1 available online). Respondents were encouraged to reflect broadly on their experiences with their FCE volunteer families, their own life experiences, perspectives, and personal values. The investigator also solicited thoughts they had on how this activity might impact their future role as physicians. Interviews were recorded, transcribed, de- identified, and distributed among the investigators. Transcripts were sent to each participant for verification of accuracy of answers, and although students were solicited for additional
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Doctoral Student Handbook in Art Education. School of Art and Design University of Illinois at Urbana Champaign

Doctoral Student Handbook in Art Education. School of Art and Design University of Illinois at Urbana Champaign

Information about the Krannert Art Museum is available at: http://www.kam.uiuc.edu/ Teaching Assistantships and Other Financial Assistance The Art Education Program is able to offer a limited number of teaching assistantships. These are 25% assistantships. They carry a modest salary, exemption from paying tuition costs and a partial fee waiver. We may also offer a few students a one-year fellowship during their first year of study. Subject always to satisfactory academic progress and the availability of funding, fellowship students will be offered a teaching assistantship for a total of three further years following the fellowship. Departmental funding, whether through fellowships or TA appointments, is not normally extended beyond a total of four years.
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Alabama Course of Study Technology Education

Alabama Course of Study Technology Education

Local Waivers for the Computer Applications Course Local education agencies (LEAs) may waive the required Computer Applications course for students who demonstrate to qualified staff the competencies outlined in the Grade 9-12 content standards of the 2008 Alabama Course of Study: Technology Education. LEAs offering waiver should design and implement effective, meaningful assessments, such as comprehensive portfolios of digital works that include simulations and other student projects, for determining student proficiency in the competencies. In addition, LEAs are encouraged to offer advanced-level technology education courses not only for students demonstrating the competencies outlined in the Computer Application course, but for all students desiring to maintain fluency in technology and keep pace with rapidly
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Comparative Study on Urban and Suburban Art Education

Comparative Study on Urban and Suburban Art Education

to 5 years. There were cities that are the exception to this time frame; for example, in Venice an apprentice could be finished with his apprenticeship after two years. The basic format for a master teaching an apprentice began at an early age; some young male aspirants were placed with a master before they were ten years old. Young art aspirants still received scholastic preparation while training at a shop. Also, most master level artist of the time were literate, which allowed them to tutor their students in other areas of study. Artist workshops called “Garzoni” were for young boys to be trained in the fine arts. Young male apprentices became part of their master’s extended household, sharing in lodging and meals with the family. Master artists would be paid for their student’s keep at the workshop; other master artists would pay wages to their apprentices, depending on the situation of the apprentice and master. Wages ices increased as the apprentice’s skills grew. Young pupils began performing menial tasks, such as, preparing pallets and grinding pigments. Young students would learn to draw by copying drawings from their masters. The next step in the process was to draw from statues or casts. Apprentices ‘practice converting a static three-dimensional object into a two-dimensional image was essential to the training process. Aspirants that gained an understanding of basic drawing techniques would then draw from live models. These models in the artist workshop would use dramatic gesture in their poses for the artists. Students then graduated to painting for their masters; this process involved prepping a painting for their master. An apprentice with the appropriate skill would execute landscapes and background images for their master’s paintings. The students would render the background image of the painting to their master’s specifications. The master would then paint the central figure of the painting. Once enough time had passed and the apprentice had gone through the training process in an art shop, he then graduated to
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The Influence of Late Course Registration on Student Success in Higher Education.

The Influence of Late Course Registration on Student Success in Higher Education.

was the institutional withdrawal rate, with late registrants withdrawing at a higher rate than early or regular registrants. Davis, Frogge, and Reid (2013) conducted a study in which they analyzed the relationship between the application date and influential student success factors. The purpose of the study was to determine if there was any relationship between the date in which a student completes their application to the institution and subsequently registers for class and his or her academic success. A random quota sampling from the selected institution’s enrollment of 13,565 students was selected using data from four academic terms. The study found that there was a statistically significant relationship between the application and registration dates and student success when variables such as age, gender, financial aid, and enrollment in developmental courses are factored into the analysis. There are several studies in which the focus is the relationship between application and registration deadlines and student success. For a comprehensive review of studies related to this topic see Table 1.
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Understanding the Student Perspective of Art History Survey Course Outcomes Through Game Development

Understanding the Student Perspective of Art History Survey Course Outcomes Through Game Development

the games only as support for the one thing they understood students as doing during the course of a class: studying. The nature of games as aids to memorization was further expressed throughout the survey responses and the nature of the games the students created. All but one of the games were played outside the instructional context, with play time at the end of a course period, for example, or outside of class. More significantly, many of the games were based around flash cards: they required the acquisition of content cards received through a trivia-like response to either collect points towards a goal or to proceed down a path determined on a board. The focus on trivia in these card-based games required that students already have foundational knowledge from the course in order to be successful, or to play the game multiple times, thus memorizing responses in order to progress toward the goal of winning the game. The games made this task fun. As one student wrote, the game “fixes a ‘problem’ by ensuring students will be able to retain the art history period styles knowledge they've been taught throughout the course. The game is engaging and entertaining and makes the whole process of studying more enjoyable for the students.” Another student explained that the game allowed players to focus “on remembering what you learned in A[rt] H[istory] S[urvey] will make grades higher and study sessions more fun.”
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The Art of Woodworking - Wood Finishing

The Art of Woodworking - Wood Finishing

The notion of rubbing out a meticulously applied topcoat with abrasive compounds mayhave an incongruous ring to it. But the final coat of finish on a piece of furniture seldom le[r]

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TRAPPER EDUCATION COURSE STUDENT EXAMINATION

TRAPPER EDUCATION COURSE STUDENT EXAMINATION

4. Ohio Hunting and Trapping Regulations 5. Trapper Education Student Registration Form If any of the above material is missing, please call 1-800-WILDLIFE. All the answers can be found in the Ohio Trapper Education Manual. Complete this examination and return in the envelope provided. The publications are yours to keep. Your examination will be graded, and the results will be returned to you along with your certification card upon passing the test. You will need this card to purchase your fur taker permit. If you have any questions, call 1-800-WILDLIFE. The call is free.
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A case study of student participation in discussion in an online higher education course

A case study of student participation in discussion in an online higher education course

The findings conceming students' message posting were (a) overall message posting was low and the students were reluctant to post messages in discussions; (b) there were individual dif[r]

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The Setting Up of an Introductory Woodworking Course and Basic Shop

The Setting Up of an Introductory Woodworking Course and Basic Shop

The Setting Up of an Introductory Woodworking Course and Basic Shop.. Wayne Raab.[r]

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COURSE OF STUDY MINISTRY OF EDUCATION COURSE DESCRIPTIONS

COURSE OF STUDY MINISTRY OF EDUCATION COURSE DESCRIPTIONS

This course will help students develop and consolidate the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Students will apply the principles and processes of inquiry and research to effectively use a range of print, electronic, and mass media resources; to analyse historical innovations and exemplary research; and to investigate real-life situations and career opportunities in interdisciplinary endeavours. They will also assess their own cognitive and affective strategies, apply general skills in both familiar and new contexts, create innovative products, and communicate new knowledge. Prerequisites: any university or university/college preparation course (Note: students cannot take this course if they have taken another IDC4U course.)
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