“But I’m not an Artist!”: Bridging the Gap Between Fine Art Design and the General Education Student

2011 ◽  
Vol 5 (4) ◽  
pp. 503-508
Author(s):  
Emily Booth
Keyword(s):  
General Education ◽  
Fine Art ◽  
Education Student ◽  
Art Design

Use of Robots to Help Students With Diverse Needs

2021 ◽  
pp. 74-90
Author(s):  
Ayşe Tuna
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Learning Needs ◽  
Education Student ◽  
Age Group ◽  
Key Skills ◽  
Team Spirit ◽  
Education Robots ◽  
Socially Interactive Robots ◽  
Education Of Students

In most countries, the student population in schools continues to grow more diverse, and the unique learning needs of the students are recognized. In this respect, it is crucial to ensure that policies foster educational outcomes for all students, not just an average general education student. Since working on robots is very stimulating for especially young students, allowing them to develop key skills that will help them be successful during their school years and beyond in terms of problem-solving, creativity, scientific approach, and team spirit, robots are becoming more popular as an educational platform. For that reason, many types of robots are being involved in education. Robots with different features and capabilities, such as simple robots or socially interactive robots, are used in education, and usually, objectives and targets of a study and age group of students dictate the choices regarding robots. Considering the different roles of robots in education, in this chapter, the use of robots in the education of students with diverse needs is reviewed.

Statistical Inference for the General Education Student-It Can Be Done

1977 ◽  
Vol 8 (4) ◽  
pp. 223
Author(s):  
Allen H. Holmes ◽  
Walter Sanders ◽  
John LeDuc
Keyword(s):  
General Education ◽  
Statistical Inference ◽  
Education Student

Reclassification at Chelsea College of Art & Design Library

2011 ◽  
Vol 36 (4) ◽  
pp. 34-40
Author(s):  
Elizabeth Lawes ◽  
Tania Olsson
Keyword(s):  
Art Education ◽  
Public Art ◽  
Art History ◽  
Classification Scheme ◽  
Fine Art ◽  
Classification Schemes ◽  
Spatial Design ◽  
Art Design ◽  
Large Sections ◽  
Initial Classification

This article examines some of the problems associated with the initial classification and subsequent reclassification of a specialist Fine Art library. The Library at the then Chelsea School of Art was established in the early 1960s. It was unusual, ‘being predominantly a fine art (painting and sculpture) institution, with lesser responsibilities in design.’ Most ‘off the peg’ classification schemes do not incorporate enough flexibility for the detail required by such a specific collection, but do include large sections devoted to design subjects which were unnecessary at the time. It was decided, therefore, to create a bespoke scheme for the Chelsea collection, and this was adapted several times over the years to fit in with the changing landscape of art history and art education. In January 2005, Chelsea College of Art & Design relocated to a new unified site on Millbank, merging the three very specialised libraries: Manresa Road (Fine Art), Hugon Road (Interior and Spatial Design, Graphics and Illustration) and Lime Grove (Textiles and Public Art). One of the major challenges of this relocation was to bring all the collections together under one classification scheme.

scholarly journals Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education

2021 ◽  
Vol 14 (2) ◽  
pp. 101-117
Author(s):  
Lemecha Wariyo ◽  
Amare Asgedom
Keyword(s):  
Higher Education ◽  
General Education ◽  
Grade Point Average ◽  
College Readiness ◽  
College Success ◽  
Entrance Examination ◽  
Education Student ◽  
Grade Point ◽  
Ex Post ◽  
Conditional Effect

Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.

Concurrent direct assessment of foundation skills for general education

2018 ◽  
Vol 26 (2) ◽  
pp. 79-90
Author(s):  
Anthony Rhodes ◽  
Maurice Danaher ◽  
Ashley Ater Kranov
Keyword(s):  
General Education ◽  
Assessment Method ◽  
Online Discussions ◽  
Education Student ◽  
Student Groups ◽  
Content Type ◽  
General Education Students ◽  
Valuable Data ◽  
Transferable Skills ◽  
Student Skill

Purpose There is considerable agreement around the foundation skills required by employers that will enable graduates to integrate and devise promising solutions for the challenges faced by knowledge and globalized societies. These are life skills (communication skills, teamwork and leadership skills, language skills in reading and writing and information literacy), transferable skills (such as problem-solving, including critical thinking, creativity and quantitative reasoning) and technology skills (search for knowledge and build upon it). Foundation skills, however, are recognized to be difficult both to teach and assess. This paper aims to describe a performance assessment method to assess and measure these skills in a uniquely concurrent way – the General Education Foundation Skills Assessment (GEFSA). Design/methodology/approach The GEFSA framework comprises a scenario/case describing an unresolved contemporary issue, which engages student groups in online discussions, and a task-specific analytic rubric to concurrently assess the extent to which students have attained the targeted foundation skills. The method was applied in three semesters – during 2016 and 2017. These students were non-native English speaking students in a General Education program at a university in the UAE. Findings Results obtained from the rubric for each foundation skill were analyzed and interpreted to ensure robustness of method and tool usability and reliability, provide insight into, and commentary on, the respective skill attainment levels and assist in establishing realistic target ranges for General Education student skill attainment. The results showed that the method is valid and provides valuable data for curriculum development. Originality/value This is the first method in published literature that directly assesses the foundation skills for General Education students simultaneously, thus providing educators with valuable data on the skill level of the students. Additionally, repeated use of the method is a valuable way of teaching skills.

scholarly journals SYSTEM APPROACH IN CREATING ASSEMBLY-TYPE EASEL PLOT COMPOSITION

2021 ◽  
pp. 72-85
Author(s):  
Виктория Владимировна Брусьянина ◽  
Ольга Владимировна Двизова
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
System Approach ◽  
Systematic Approach ◽  
Fine Art ◽  
Point Of View ◽  
Practical Significance ◽  
The Past ◽  
Points Of View ◽  
Art Schools

Представлен анализ станковой сюжетной композиции монтажного типа с точки зрения системного подхода на примере работ известных художников прошлого и произведений современных авторов, в том числе обучающихся художественных школ и вузов. Станковая сюжетная композиция монтажного типа исследована с позиций системного подхода, выявлены закономерности построения станковой композиции как системы через инструменты системного подхода. Использование этих закономерностей в обучении станковой композиции как детей, так и взрослых способно привести к качественно новому уровню усвоения знаний и приобретению навыков. Описаны принципы работы над станковой сюжетной композицией (в том числе и монтажной) с применением системного подхода в рамках обучения изобразительному искусству. Доказано, что композиция – целая система, всегда предполагающая замкнутость и завершенность, а ее элементы всегда фиксированы. Все элементы композиции связаны единством смыслов, без которого композиция невозможна. Композиция выступает как система внутренних связей, объединяющая все компоненты формы и содержания в единое целое. Практическая значимость исследования просматривается в области преподавания композиции в художественных и общеобразовательных школах, профильных вузах и ссузах. The article presents an analysis of the easel plot composition of the assembling type from the point of view of a systematic approach on the example of the works by famous artists of the past and works by modern authors, including learners of art schools and universities. The easel plot composition of the assembling type was investigated from the points of view of the system approach, the laws of constructing the easel composition as a system through the tools of the system approach were revealed. The use of these patterns in training the easel composition of both children and adults can lead to a qualitatively new level of assimilation and acquisition of skills. The principles of work on the easel plot composition (including assembling) with the application of a systematic approach in the framework of teaching fine art are described. It has been proved that the composition is a whole system, always assuming closure and completeness, and its elements are always fixed. All elements of the composition are connected by the unity of meanings, without which the composition is impossible. The composition acts as a system of internal bonds, combining all the components of the form and content into a single whole. The practical significance of the study is visible in the field of teaching composition in art and general education schools, specialized universities and secondary schools.

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