The Boat Alistair Macleod Summary

Corkboards are commonly used for reminders, organizing and possibly posting things we like on them. These elements often come into play when I try to start a project. I often need to plan in advance but even when I try to stay organized, I am scattered much like the board. The texts are what I used to be inspired when I am creating something of my own. And like many aspects in life, the Polaroid’s and board have imperfections, but it is these imperfections build character. When hung together they form a tapestry that tells a story of my life. I will now explain part of that story by analyzing three of these texts from my collage by applying key concepts commonly studied in popular culture.

Familial ties, tradition and upbringing shape an individuals identity and sense of security. This idea is expressed in “The Follower” by Seamus Heaney as well as in two short stories from Alistair Macleod's “The Island”; “The Boat” and “Golden Gift of Grey.”. The texts illustrate the importance in establishing and maintaining connections of paternal nature. They divulge in the idea that incompatibility with one's home can affect the viewing of their place in the world, and indicate that qualities such as physical and intellectual skill can factor into a sense of belonging and place.

In reading “Ways of Seeing,” I found David Jaffe’s and Peter Felten’s projects/assignments to be compelling and intriguing. Jaffee in “Thinking Visually as Historians” tried to make his students interpret and analyze specific historical visuals, however, some students demonstrated difficulty integrating their visual readings with contextual historical understanding. He decided to take a pedagogical turn by watching his students look, pay attention to the steps they took to analyze visuals, as a way to understand historical problems and master their use of sources. Through the use of a scaffolding method, Jaffee created an online miniarchive, selecting a few document sources that could enhance student visuals (portraits) and help them keep the

The children will review the elements of art, specifically focusing on shape. They will be encouraged to identify the various shapes in Paul Klee Conqueror. Also the children will be introduced to my own original art that represents the element of shape. Together we will review the various shapes that are observed and have a discussion. For instance, we will discuss Klee’s use geometric and dramatic shapes. Then the children will be asked to make their own creation inspired by Paul Klee Conqueror. As they engage in the activity we will discuss the shapes they observe in their artwork.

The graphic organizer that the students completed not only asked students to identify the main elements of the story, but also had questions to help students relate the story to their personal lives. This increased students literal and applied comprehension skills and knowledge.

Matthew Ritchie and Susan Rothenberg are both flourishing artist’s that have set forth numerous collections of artwork. Each piece that they have created are based off of different experiences they had throughout their life. Although most of their artistically creative career continues to grow, many pieces that have been established individually by the two were developed using many different techniques, structures, and thoughts.

In this article Brown (2013), archives the encounters of a different gathering of second grade students amid a nine week component of lessons concentrated on realistic stories. The author divided the methods into 3 phases. Phase one; captivation in reading, the students started their investigation into realistic books by investigating Babymouse Queen of the World. The students participated in beneficial discussions in light of perceptions of the book followed in little gatherings (Brown, 2013). One gathering found the utilization of onomatopoeia or sound words (Brown, 2013). Phase two; composing graphic stories, students compose their own particular realistic stories in view of the components of realistic books they researched in phase one

Going to the LACMA art museum was a very good experience to see many different types of artwork by different artists. In 1920 Robert Michel created a painting named “Ship”, which it contained many visual elements such as cool and warm colors curvilinear geometric figures.

From building Matroshka dolls in Russian workshops to crafting Aztec masks in the heart of Mexico, Traveling Artist Camp gives students a hands-on experience with the artistic traditions of the different regions of the world. Every lesson creates opportunities to get creative by exploring the STEM processes that make each type of art possible, such as the water tension involved in Japanese suminagashi paper or the golden ration incorporated in Peruvian blanket weaving. To develop

While searching through all the photos in the Romanticism reading, i decided to chose one particular piece of artwork to write about. I chose to write about The Raft of Medusa, by Theodore Gericault. This piece of art work is so eye catching and really shows many characteristics of the Romantic period. Just from the first glimpse of this piece of artwork, one can be filled with unbridled, deep-felt emotion. This piece of artwork has some very emotional extremes. The bodies of the people that are laying on the raft, most of them are dead, but others look as if they are in pain and are suffering. The facial expressions of these people are are not good. Some look as if they are being tortured, some look very sad, but most of them look helpless

This artifact falls under NAEYC Standard 5c because I used my knowledge of language arts to create a lesson that will give children a meaningful challenge. This lesson plan uses their critical thinking skills and their basic understanding of how stories work.

Non-verbal communication is a large percentage of how we connect in our daily lives. In art, a creator delivers a non-verbal one-way message about a place, time, event, or thought that may challenge traditional ideas. The visual qualities extracted from content may overwhelm the senses due to line, shape, color, or use of space. No matter the medium, style, or content, art pieces typically ask us to stop, observe, and contemplate the greater meaning of the message and the creator. It is the sum of non-verbal communication that commands understanding about the story, the creator, and the world we live in.

Identify the illustration that in your opinion is the most effective in developing the story as a whole. Explain how two or more elements in the illustration help support and develop the story.

Centuries ago, long before the thoughts of man were transcribed into words, drawings were used to convey the thoughts and ideas, each telling a story like no other, with an even greater discord between the accurate meanings of the story and meaning which the reader garnered from the tale. Fast forward a few centuries to a time where stories were ultimately being shared by word of mouth, altering a bit from the original thoughts and ideas of the author who formerly spoke the tale. Traveling yet a few more centuries now to a time where stories are now written and transcribed, not only by hand but also, finally, by printing press. This illustrious invention paved the way for those who wished to share their

Looking back on my first years of studying, I was lost and unsure of how to approach a given theme; to work in depth in order to create a piece that will successfully communicate my ideas. Through experience and practice, on my studies in ‘Visual Arts’ (at the ‘IB Moraitis School’