Search Results (55)

View
Selected filters:
  • Performance
BSAD Foundations in the Visual Arts, Fall 2003
Conditions of Use:
Remix and Share
Rating

Offers a foundation in the visual art practice and its critical analysis for beginning architecture students. Emphasis on long-range artistic development and its analogies to architectural thinking and practice. Learn to communicate ideas and experiences through various two-dimensional, three-dimensional, and time-based media, including sculpture, installation, performance, and video. Lectures, visiting artist presentations, field trips, and readings supplement studio practice. Required of and restricted to Course 4 majors. Lab fee.

Subject:
Architecture and Design
Arts and Humanities
Performing Arts
Visual Arts
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Jacob, Wendy
Date Added:
01/01/2003
Building Strategy and Performance
Conditions of Use:
Remix and Share
Rating

The defining challenge facing business leaders is to develop and drive performance into the future.
For commercial firms, this generally means building profits and growing the value of the business.
Although their focus may be on non-financial outcomes, public services, voluntary groups, and other
not-for-profit organizations share the same central challenge—continually improving their
performance. When the causes of performance through time are not understood, management has
difficulty making the right decisions about important issues. Worse, entire organizations are led into
ill-chosen strategies for their future.
To overcome these problems, leaders need the means to answer three basic questions:
1. Why is business performance following its current path?
2. Where are current policies, decisions, and strategy leading us?
3. How can future prospects be improved?
These questions are the starting point for this book.

Subject:
Business and Communication
Management
Material Type:
Textbook
Provider:
The Saylor Foundation
Author:
Kim Warren
Date Added:
02/18/2015
CP 18: Teaching In and Through the Arts
Conditions of Use:
Read the Fine Print
Rating

In the EL Education model, arts are celebrated as a central aspect of learning and life. Schools teach art as an academic discipline and also in core academic subjects, where it engages students in problem solving, planning, and perseverance. They celebrate the unique capacity of the arts to express truth, beauty, and joy. Student exhibitions of learning feature the arts along with other subjects. Schools are filled with student artwork, which is displayed in a way that honors the work. Artistic performances are points of pride for the school. Arts are often used as a window into disciplinary content in other academic subjects (e.g., ancient Greek architecture as an entry point to ancient Greek civilization, protest songs as a case study when learning about the civil rights movement). The arts also provide opportunities to explore diverse cultures, perspectives, and regions of the world.

Subject:
Arts and Humanities
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
07/23/2018
CP 27: Cultivating a Culture of Engagement and Achievement
Conditions of Use:
Read the Fine Print
Rating

Student-engaged assessment is a hallmark of the EL Education model. When assessment is done with students instead of to them, students take responsibility for and lead their own learning. They see themselves as the key actors in their own success. This creates a culture of engagement and achievement in which all students and adults believe that effort and reflection lead to academic growth and high-quality work. Teachers use multiple methods of formative and summative assessment to track students’ progress toward academic learning targets and Habits of Scholarship (e.g., perseverance, collaboration, responsibility). Teachers continually analyze quantitative and qualitative evidence of student performance to inform their instruction. Students learn to reflect deeply and concretely on their own performance data, assess their own learning, use feedback from peers and teachers, and set goals for achievement.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
07/23/2018
Conversations with History: Comparing Rich Democracies, with Harold L. Wilensky
Conditions of Use:
Read the Fine Print
Rating

Conversations with History and host Harry Kreisler welcome Harold Wilensky, Professor Emeritus of Political Science at UC Berkeley, to talk about his recently published book, Rich Democracies: Political Economy, Public Policy, and Performance. In this landmark work, Wilensky compares rich democracies and explores what makes these modern societies distinct and what makes them alike. (55 min)

Subject:
Arts and Humanities
Economics
Political Science
Material Type:
Lecture
Provider:
U.C. Berkeley
UCTV Teacher's Pet
Date Added:
03/11/2007
Design, Build and Test Your Own Landfill
Conditions of Use:
Read the Fine Print
Rating

Students design and build model landfills using materials similar to those used by engineers for full-scale landfills. Their completed small-size landfills are "rained" on and subjected to other erosion processes. The goal is to create landfills that hold the most garbage, minimize the cost to build and keep trash and contaminated water inside the landfill to prevent it from causing environmental damage. Teams create designs within given budgets, test the landfills' performance, and graph and compare designs for capacity, cost and performance.

Subject:
Engineering
Environmental Science
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Denise W. Carlson
Jean Parks
Date Added:
09/18/2014
Developing Musical Structures, Fall 2002
Conditions of Use:
Remix and Share
Rating

What are the roles of analysis, description and performance in developing musical perception and understanding? How are units of perception different from units of description? Bamberger's text "Developing Musical Intuitions" and the accompanying software "Impromptu" are used as environments for composing melodies and percussion pieces. These, in turn, serve as the basis for students to interrogate their musical intuitions so as to expand and develop them. Term projects involve learning to perform a new composition or an experiment in musical perception, or designing multiple representations for appropriate analysis of a significant work. The goal of this class is practical: to interrogate, make explicit, and thus to develop the powerful musical intuitions that are at work as you make sense of the music all around you. Reflecting, we will ask how this knowledge develops in ordinary and extraordinary ways.

Subject:
Arts and Humanities
Film and Music Production
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Bamberger, Jeanne Shapiro
Date Added:
01/01/2002
English Language Arts, Grade 11
Conditions of Use:
Remix and Share
Rating

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
English Language Arts
Material Type:
Full Course
Provider:
Pearson
Date Added:
10/06/2016
English Language Arts, Grade 11, American Dreamers
Conditions of Use:
Remix and Share
Rating

In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, Much Ado About Nothing
Conditions of Use:
Remix and Share
Rating

This unit uses William Shakespeare’s Much Ado About Nothing as a vehicle to help students consider how a person is powerless in the face of rumor and how reputations can alter lives, both for good and for ill. They will consider comedy and what makes us laugh. They will see how the standards of beauty and societal views toward women have changed since the Elizabethan Age and reflect on reasons for those changes. As students consider the play, they will write on the passages that inspire and plague them and on topics relating to one of the themes in the play. Finally, they will bring Shakespeare’s words to life in individual performances and in group scene presentations.

ACCOMPLISHMENTS

Students read Shakespeare’s Much Ado About Nothing .
Students read two Shakespearean sonnets and excerpts from an Elizabethan morality handbook dealing with types of women, and they respond to them from several different perspectives.
For each work of literature, students do some writing. They learn to write a sonnet; create a Prompt Book; complete a Dialectical Journal; and write an analytical essay about a topic relating to a theme in the play.
Students see Shakespeare’s play as it was intended to be seen: in a performance. They memorize 15 or more lines from the play and perform them for the class. Students take part in a short scene as either a director or an actor.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What are society’s expectations with regard to gender roles?
Does humor transcend time? Do we share the same sense of humor as our ancestors?
How do we judge people?
How important is reputation?

BENCHMARK ASSESSMENT (Cold Read)

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

CLASSROOM FILMS

The Branagh version of Much Ado About Nothing is available on DVD through Netflix and for streaming through Amazon. Other versions are also available on both sites.

Subject:
English Language Arts
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, Much Ado About Nothing, How Do We Judge People?, Character Analysis
Conditions of Use:
Remix and Share
Rating

In this lesson, students will revise the final couplet of their sonnet, learn more about the characters in Much Ado About Nothing, and begin their Dialectical Journal. Finally, they will use their developing understanding of iambic pentameter to analyze Shakespeare’s language choices.

Subject:
English Language Arts
Reading Literature
Material Type:
Lesson Plan
Provider:
Pearson
English Language Arts, Grade 11, Much Ado About Nothing, How Do We Judge People?, Character Chart
Conditions of Use:
Remix and Share
Rating

In this lesson, students will finish Much Ado About Nothing and see whether their predictions for how things end are correct. They will also complete their Character Chart and weigh in on what they think the topic and the theme of the play are.

Subject:
English Language Arts
Material Type:
Lesson Plan
Provider:
Pearson
English Language Arts, Grade 11, Much Ado About Nothing, What Is Funny?, The Good and the Badde
Conditions of Use:
Remix and Share
Rating

In this lesson, students will look at five passages from a morality handbook called The Good and the Badde . This book was written during the Elizabethan Era, and it tells us a lot about what people considered proper and improper behavior in English society. The sections they read will help them appreciate both Shakespeare’s sonnets andMuch Ado About Nothing .

Subject:
English Language Arts
Reading Literature
Material Type:
Lesson Plan
Provider:
Pearson
English Language Arts, Grade 11, Revolution
Conditions of Use:
Remix and Share
Rating

People often say that mankind should learn from history. Charles Dickens, whose books are considered classics, set his novel A Tale of Two Cities in the past. He wanted his readers to learn from the bloody French Revolution and from the widespread brutality in London. Both cities (Paris and London) offer the reader a glimpse into dark and dangerous times. As students read about Dickens's Victorian setting and learn his view of the French Revolution, they will think about what makes a just world. Students will have a chance to think about their own experiences, and, using techniques they have learned from Charles Dickens, they will do some writing that sends a message about your own world.

ACCOMPLISHMENTS

To complete the unit accomplishments, students will:

Read the Charles Dickens novel A Tale of Two Cities.
Read several short pieces, including a biography of Dickens and excerpts from other literature, to help them understand Dickens’s world and the world of the novel.
Explore new vocabulary to build their ability to write and speak using academic language.
Practice close reading and participate in several role plays and dramatic readings to help them experience the dramatic writing style of Charles Dickens.
Write a vignette and a short narrative piece, and practice using descriptive detail and precise language.
Write a reflection about the meaning of Dickens’s novel.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How does good storytelling affect the reader, and how can a good story promote change in the world?
What was the Victorian view of gender roles?
How can power be abused?
What is loyalty ? What are the limits of loyalty?

Subject:
English Language Arts
English Language Arts
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, Revolution, Dickens as Storyteller, Messages Through Images
Conditions of Use:
Remix and Share
Rating

In this lesson, you will talk about the ways in which images send social and political messages to the reader.In this lesson, students will talk about the ways in which images send social and political messages to the reader.

Subject:
English Language Arts
Reading Literature
Material Type:
Lesson Plan
Provider:
Pearson