Final Gallery Exhibition

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Your local art museum has asked you to curate a gallery dedicated to the artist of your choice. Drawing from your Week 3 Assignment as reference, create a gallery presentation on your artist.

 

You may use Word or PowerPoint to design your gallery. The Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) can help you put together an attractive and successful presentation.

 

You will design your gallery as if you were guiding a visitor to each work of art. You may draw from images that you find in the textbook or a website listed on the ART101 Museum and Images Website downloaddocument.

 

In your gallery exhibition:

 

Draft an introduction, drawing from your Week 3 assignment, which describes the movement or period, region, and individual artistic styles of your artist.

Curate five images of works from your artist that are emblematic of your artist, or that trace their growth and include the appropriate citation.

Summarize how the media (materials), methods, and subject are significant to that time period and region, using appropriate art terminology. Works of art that you have already examined in this class are acceptable for this assignment.

Summarize how political, social and other applicable contextual factors are reflected in each work of art.

Discuss your artist’s use of symbolism, iconography, or metaphors in their works.

Assess how your artists’ work relates to both their society and the society of people viewing the exhibition.

Make use of at least three credible sources in addition to your textbook. You can find credible sources by visiting the University of Arizona Global Campus Library’s ART101 web page.

 

The Final Gallery Exhibition

 

Must be six to eight double-spaced pages in length (not including title and reference slides or artwork) or 16 to 20 slides.

Must be formatted according to APA Style (Links to an external site.) as outlined in the Writing Center’s APA Formatting for Microsoft Word (Links to an external site.) or How to Make a PowerPoint Presentation (Links to an external site.) resource.

Must include a separate title page or slide with the following:

Title of Gallery Exhibition in bold font

Space should appear between the title and the rest of the information on the title page.

Student’s name

Name of institution (University of Arizona Global Campus)

Course name and number

Instructor’s name

Due date

Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.

Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Writing Center resources.

Must use at least three credible sources in addition to the course text.

The University of Arizona Global Campus Library’s ART101 web page provides guidance for finding credible sources.

The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

To assist you in completing the research required for this assignment, view The University of Arizona Global Campus Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper (Links to an external site.) guide.

Must include a separate references page or slide that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List (Links to an external site.) resource in the Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Essay Writing Techniques: Best 5 Tips And Tricks

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We all know that sometimes, completing a college assignment can be extra hard. Whether it’s because you’re just too exhausted from all the work you had to do throughout this semester or you just don’t feel like writing, you’re not the only one. Many college students have had similar experiences as you, and everyone had to force themselves to focus on a project. So please, do not be too hard on yourself, and review these simple tips that will help you to write an essay if you don’t want to.

1. Find Inspiration Are you not quite sure where to start, or does the subject seem too broad to focus on specific points? Well, you’re not the first one to struggle over an essay, and many students have had to go through this themselves. We all know that pretty much anything can be found on the internet, so be sure to go online and check the sample essays. Some sites have a plethora of suggestions if you’re looking to write essays online. Of course, copying someone else’s essay entirely would be considered plagiarism, but getting some inspiration and knowing what to write about is always helpful. Also you can hire some apa paper writer to write an original paper for you. Focus on the structure and specific points of the samples, so that you’re able to perfect your own work.

2. Divide and Conquer Doing a few small tasks always seems easier than sitting down to complete an essay from scratch. That is why we recommend dividing the entire work process into simple tasks. Start with an outline. Not only will it help you know what you’re writing about, but it will also ensure you don’t get lost somewhere in the middle of a paragraph. Besides, outlines are helpful even if you know what to write about or if you’re generally good at writing. Afterward, start by writing just one paragraph. Think, which one are you most excited about? Whether it’s a conclusion or counterargument, such will help you catch some inspiration and get into the right mood.

3. Take care of yourself first

Higher education can be exhausting and demanding at times, but that doesn’t mean you have to neglect your physical and mental state. If the thought of sitting down and working seems too overwhelming, go for a walk, get a cup of coffee, and try to relax. What are the things you enjoy doing most? Whether it’s watching an episode of your favorite TV show or having a good laugh with somebody you consider a friend, take some time off. Being too tense will not do you any good, and if you’re in a good mood, chances are, you’ll be better at writing something you might not enjoy. Just be sure not to watch too much and put off all the work up until an hour before the deadline. We want you to deal with stress and not cause it for yourself.

4. Start with a rough draft Please hear this: nobody gets anything done perfectly on the first try. That is why giving up after your first essay doesn’t seem good enough is not what you need to do. Jot down the most simple and basic thoughts and sentences you may have in mind. From there, it will be easier to develop an entire work. Something that is worth doing is worth doing poorly, and keeping putting off an assignment because you know it won’t turn out perfect will not do you any good.

5. Re-read and edit Going over your essay two or three times just to make sure it turned out like you wanted to be is what you need to do. In such a way, you’ll be able to avoid any typos or extra commas where you don’t need any. You want your work to look professional, and revising is the best way to do so. You can also use some SEO tools and techniques that will help you. If you’re not inspired to complete the next essay assignment or if you plainly do not want to write it, come back to these simple tips. While you may or may not become the best writer ever, writing an essay will become an easy task. Good luck with your college adventures!

Reflection On Requirements. Journal 1

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  • NC-DHHS (North Carolina Department of Health and Human Services)
  • DCDEE (Division of Child Development and Early Education)
  • EESLPD (Early Educator Support Licensure and Professional Development)
  • NC FELD (North Carolina Foundations of Early Learning and Development)
  • Chapter 9 – Child Care Rules – section .3000
  • NC DPI (North Carolina Department of Public Instruction)
    • RALC (Regional Alternative Licensing Centers)
    • Local Education Agency (LEA)
  • Licensure
    • History of B-K Teacher Licensure
      • More at Four
      • NC Pre-K
    • Secondary Admissions requirements and reciprocity
    • Teacher Licensure (birth-kindergarten (B-K))
    • Preschool Add-On Continuing Licensure

Introduction

This assignment allows you to reflect on the varied pathways and requirements for birth-kindergarten teacher licensure in North Carolina.

The Assignment

Respond to the following journal entry topics:Reflect on requirements for birth-kindergarten teacher licensure in North Carolina. In your journal entry, comment on the information presented in the reading assignments and lecture narrative. Summarize what you read and how this information compares to your prior knowledge of the pathways and requirements for teachers licensure. Did you discover new information? Reflect on how this information influences your future goals and expectations for teacher licensure.

Resources

  • Journal Assignment Guidelines (opens in a new window)
    http://vlc.nccommunitycolleges.edu/bb-templates/journals.html
  • Blackboard Help: Journals (opens in a new window)
    https://help.blackboard.com/Learn/Instructor/Interact/Journals

Acceptable Length

To fully reflect and make meaningful connections to the information, this journal entry should be at least one page in length or 200 words.

Grading Criteria

Your assignment submission will be evaluated using this rubric:  Journal Grading Rubric (MS Word) Journal Grading Rubric (MS Word) – Alternative Formats (opens in a new download window)

Increasing Student Communication: Encouragement Strategies

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Creating a safe and productive learning environment for students promotes student success and reduces the likelihood of challenging behaviors occurring. Often simple changes in the way a teacher responds to students, or minor adjustments to the class environment, can increase students’ success and improve their social interaction with peers and others. Use the following case scenarios to inform the assignment.

Case Study 1: Sophie

Age: 5

Grade: Kindergarten

Sophie is a kindergartner in Mrs. Fields’ class, Sophie is new to the structured school environment; she never attended day care or preschool. She struggles to engage with her peers and is often seen sitting alone. Sophie specifically struggles to initiate conversation with others and she has not learned how to share with others. She is meeting academic grade level expectations for her age and grade. However, Mrs. Fields is concerned about her limited social skills and interactions with peers. Sophie appears to be interested in playing with the other children, but does not initiate interaction and throws tantrums when she does play and has to share or take turns. These behaviors result in other students becoming frustrated and refusing to engage or play with Sophie.

Mrs. Fields believes Sophie would benefit from the following goals to improve her social skills:

· Initiate conversation with peers

· Take turns talking and using toys and class materials

Case Study 2: Ari

Age: 9

Grade: 4rd grade, Spring semester

Ari is a fourth grader in Mr. Jackson’s class. Ari enjoys and excels in math and science. During language arts centers, he enjoys the activities that are more hands-on. He is interested in space and trains. Last semester he created a model of outer space and has a big train collection. Ari, struggles with written assignments. Mr. Jackson and Ari’s parents are worried about his recent school performance. According to recent school data, Ari is falling far below the expectations in reading and writing. Ari has recently been determined eligible for special education in the areas of reading fluency and written expression.

In the general education classroom, Ari gets easily distracted and frustrated during the 90-minute language arts block. Mr. Jackson has noted that Ari avoids any written assignments and requires prompting to get started immediately. This often results in assignments not being completed or handed in on time. A personal computer is available for Ari in the general education classroom as needed.

Mr. Jackson has selected two goals for Ari to achieve within the next three months:

· Begin independent work assignments promptly

· Increase the number of completed assignments

Part 1

For both student scenarios, in 250-500 words each, identify and analyze one evidence-based encouragement strategy that would be most effective in reaching the stated goals.

Encouragement strategies to consider include :

· Specific praise

· Criterion specific rewards

· Choice-making

· Effective rules and clear, realistic expectations

Within your responses, be sure to rationalize your choices and discuss implementation of the selected strategies, ensuring a safe, culturally responsive learning environment .

Part 2

In your future professional practice, describe, in 250-500 words, how you will use evidence-based encouragement strategies to best communicate with your students with disabilities how to adapt to different environments.

Support each scenario response with 1-2 scholarly resources specific to current engagement theories and strategies.