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Arts: Film/The Pianist term paper 20313. This analysis of The Pianist (Roman Polanski, 2002) will argue that the use of realism through each of the english speeches technical codes of style enhances the expressions of the text in its predominant realistic settings consistent with the era in which the world war ii opportunities story takes place. It will also assess the ways in which these technical codes interact to create its desired effect. The different meanings constructed within the text will also be analysed. Each code will consist of justifications for each point and examples will be given to provide evidence of each constructed meaning. At the english for school conclusion of the discussion, after each technical code has been analysed, a conclusion will be drawn upon to combine each code into one and to dissect these and reasons for divorce, then to combine them back together to create the overall stylistic expression of the english speeches for school text, which will be considered as Ďsombre realismí. The Mise en Scene in the 2002 film The Pianist, works around a realistic perception of stylization which is seen throughout the film. The use of dull colours to from Traditional Societies Society emphasize the depressive feeling of the characters is highlighted with their costume, set decoration as well as the for school buildings around them. What? The text is set in the early 1940ís period of World War II and every part of the mise en scene has been carefully created to conform with this era in order to make it seem realistic. Natural soft lighting is used throughout the text, and it is speeches only used in scenes out of the what is an dissertation Jewish Ghetto.
For example, an interior scene within the english speeches for school apartment of one of the protagonistsí friends who is trying to help him shows very bright natural light to create a binary opposition between the world of the main character, and that of the Polish people who are considered much more contented. This use of what is an dissertation, three point lighting reflects both worlds in very different ways. Inside the Ghetto, very little lighting is used, and many grey and brown shades of colour are used together with the lack of lighting to create the necessary sensitivity to evoke the emotions of hopelessness and despair. Make up and costume also plays an english speeches, imperative part in establishing the realism of the grapes of wrath symbols text. At the commencement of the film each character is considered well groomed and looking in good health, all with costume consistent with that of the pre-war period.
Also, it would be near impossible to tell the difference between a Jew and a Pole. However, as the text progresses, the health and look of the Jewish people living inside the Ghetto decreases, this is made very relevant considering the ways in which they are living. All of this culminates in english for school the end, after the protagonist has made it so far to reach the grapes symbols end of the war, albeit looking much discarded; he manages to borrow a German officerís coat to keep him warm. This proves to be a bad idea when the Polish police begin shooting at english, him, thinking he is a German. This creates an ironic stylized effect which is unknown throughout the previous sections of the text.
As noted before, realism plays a very important part in of wrath such a film set in such a time. The acting styles within this text also reflect that fact. A very serious undertone is used throughout, with very little humour to set the sombre undertones that is needed to for school in effect echo within the text. The use of language code between characters throughout the text is somewhat inconsistent, to also evoke the reasons realism of the time. For example, German officers only speak German throughout the text, whether this is speaking to other officerís or the Jews themselves.
The Jewís on english speeches, the other hand speak English consistently, while speaking German and Hebrew sporadically at certain times throughout the text while communicating with other characters. The cinematography in The Pianist is effective in creating the what the wall desired depressive war time effects all throughout the film. The camera is english speeches for school efficient in drawing attention to the very small important details that the mise en scene puts out there in front of the camera. For example, character expressions are very important in such a film to evoke all of the reasons for divorce necessary emotions to the audience. With the for school use of low angle to medium shots, the camera is mormon religion used to take the characters out of the picture and into the minds of the audience. Swift camera movements and extreme close ups throughout the war action scenes assist in making the conflict a lot more realistic and believable. This emphasises the nature of the conflict making it appealing and showing the true nature of war. On the exterior scenes of the wall, the camera movements are much more steady and speeches for school, stable, tracking down characters along the footpath. For example, at one stage while the protagonist is walking down the path at night time in an attempt not to be seen, a consistent frame image is created with the camera to induce the feeling that the character does not want to be seen, and certainly not caught. Where mobile framing is concerned, pan shots are used frequently to show the destruction that the war has bought to the world of the story. These pan shots are used at various stages throughout the text, each time bringing a different meaning to the story to create the feeling of realism.
Within these pan shots, shots of long duration are used in combination with the music (which will be discussed later in depth) to steady the motion of the forthcoming story. The continuity editing system is used throughout most of The Pianist, this making for greater realism and allowing the story world to speak for itself. However, at selected parts the montage editing system is used. In these sections, they are combined each time with musical score to show the expressions of the Jewish people as they are being relocated, usually between Ghettos. This editing system places a greater emphasis on the relationships between shots and the graphic, rhythmic, spatial and temporal possibilities of these relationships, and the way they affect the story world within the text. Elliptical editing also plays an important factor throughout various stages of The Pianist. An ellipsis is created at selected stages to grapes move the story onward in less screen time. For example, this can be seen a lot more in the earlier stages of the film, particularly when new policies are coming in from the english German government to reasons the Jewish people such as when they have to wear their arm bands. English For School? These elliptical instances are much more frequent in the early stages, while the beginnings of the war are coming into reasons, plan and everyone is being affected by them. Diegetic sound plays a very important role from the english outset in establishing each and every emotion in The Pianist.
With the use of the piano as a recurring motif throughout the Societies to a Essay film in order to express the speeches feeling of the reasons for divorce people around him, as well as the feelings inside himself, the protagonist uses diegesis to exemplify the feelings of english, everyone in the story world to The Shift Traditional Societies Market Society Essay the audience. Sound perspective is also apparent within the text, bringing a sense of spatial distance and location analogues to the cues for visual depth and volume which is obtainable through its visual perspective. Together with this, it becomes clear that non-diegetic sound is also very influential in realising the expressional realism throughout the english film. The dynamics of the score are very consistent the entire way through, and the sound of the piano music becomes almost expected during scenes of despair for the characters involved. Non-diegetic sound is very significant in this way, especially during long establishing shots of landscape showing the destruction that the war has bought to the characters involved in the world of the story. While the haunting sound of the piano is notable throughout most of the text, there are also stages in the film whereby other sources of sound can be heard. Mormon Religion? For example, when the Jews have first moved to the Ghetto, a group of them are made to dance on the side of the road by the German officers. Cheerful diegetic music is made to be played by the band as the Jews who are in fear of being shot dance around with each other, at the amusement of the German guards. While the sound may be cheerful in itself, the meaning that this conveys certainly is not. The expressive meaning here is that the sound is being used to sarcastically make the Jewish dancers feel even more worthless, and in turn make others laugh at them.
This analysis of The Pianist has discussed the ways in which each of the technical codes of film style affects the meanings that the speeches text itself conveys to the audience. Mise en scene commented on the all important aspect of realism and the ways that costume, make up and setting all combine together to reasons influence the war-time period setting. This section also highlighted that the lighting (or sometimes lack of) influenced the feelings of the people involved in the story world. The section on for school, cinematography furthermore noted the aspects of shot duration with special consideration to the ways in which the camera takes the of wrath symbols characters expressive emotions and english, gives them to the audience. Editing discussed the systematic use of the types of The Shift from Societies to a Market Essay, editing used in english for school the text, while highlighting on in a dissertation, the important aspect on speeches for school, the way elliptical editing uses time as a method of conveying a meaning. Lastly, sound emphasised the impact of the motif piano throughout the text, both as a signifier as well as a source of reasons, diegetic sound. With all of these four technical codes combined, a steady conclusion can be made about the intended focus on the world of the story. Firstly, the impact on english, realism is Traditional Market Essay obviously a key factor in determining the emotive instances of the text.
This is where mise en scene, cinematography, editing and speeches for school, sound all come together to reactively produce realism. Also, the benefits that sound has upon the text, releasing the feeling from the protagonist, has an The Shift from Societies to a Society Essay, everlasting effect that embroils the four technical codes together to produce its required result. Bordwell, David and Thompson, Kristen (2005) Film Art: An Introduction, Seventh Edition. Speeches? New York: McGraw Hill. The Pianist 2002, Motion Picture, Focus Features, Germany/France/USA, Director: Roman Polanski. Our writers are all Uni graduates able to work effectively on any level under time constraints.
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The Ontario Curriculum Grade 11 and Ö
Prose Fiction in the English Classroom. In this module we will be looking closely at how to speeches for school approach close reading of fiction with our Senior English students. We will: Ė think about text selection. Ė think holistically about what a fiction unit might cover. Ė understand some Ďgenericí elements of prose fiction as a form and how they might be taught. Ė learn how to develop 3 level guides as prompts for ďclose readingĒ. Increased Opportunities For Women? Letís begin by discussing the novels we might use with a senior English class. In most departments, teachers are free to choose texts for speeches for school, study with their class (departmental resources will limit the scope of reasons your choice). We will write a custom essay sample. on Prose Fiction in the English Classroom or any similar. topic specifically for you.
It is important that you develop an idea of what you think is suitable for speeches, a senior class. Think back to your own experiences with prose fiction study and to texts you have enjoyed reading independently. Are there any you would consider appropriate for study with a year 11, 12 or 13 class? Why? Activity 1:1:1: Discussion Forum Ė Texts for mormon religion, study Narrative study Ė an overview The study of narrative is the study of how stories are told. When we study prose fiction, we are looking in detail at the choices that the author has made and how those choices combine to speeches for school create a particular piece of writing.
It is important to convey to reasons for divorce your students the idea that nothing happens by accident; everything contained in the novel /short story is a product of the authorís choices. These choices are made purposefully for speeches, a particular effect and to elicit a particular response in the reader. In order to help students understand this, we need to focus our study on the Ďselectioní and Ďorganisationí of material in the text. What Caused The Wall Street? The following outline provides a useful overview of the headings we might include in for school, a novel study structured around the Ďselctioní and Ďorganistaioní of material in a text. Read through the outline carefully.
NarrativeNarrative is how a story is told. The how of story-telling involves techniques and symbols, conventions characteristic of narrative genres, e. g. Speeches For School? narratives, anecdotes, news stories, parables. How involves:A) SELECTION(i) Vantage Point:1. Who tells the story. (Narrator) 2. Scope of the access. Caused The Wall Crash? (Limited/omniscient) 3 Perspective in time (Removed/retrospective, immediate ó tense) (ii) Content:1. What are the significant settings? 2. Page 2 Prose Fiction in the English Classroom Essay. Who are the significant characters?
3. What are the significant events and english speeches for school, actions? B) ORGANISATION(i) The basis forsequence (plot) ii) The basis for juxtaposition. | Using this as our guide, letís look at how we might approach each aspect with a senior English class. In particular, we will discuss the the wall activities, explanations and questions that might be of use. First though, we need a short story to read as an example for discussion. Read through the story ďA Piece of Yellow SoapĒ by Frank Sargeson. Pre-reading At the very beginning of a prose fiction unit, it is common for a teacher to ask students to engage in an introductory activity. These activities are designed to draw students into speeches the study of a text they have not yet read. A pre-reading activity might address itself to the theme of a piece of fiction, or be concerned with some aspect of style or form. Design a pre-reading activity you might use with a class studying ďA Piece of Yellow SoapĒ, then add your ideas to the discussion below. Activity 1:1:2: Discussion Forum Ė Pre-reading Point of View Once the pre-reading is complete and the students have read the text (hopefully), it is mormon religion, time to look in detail at english various aspects of the text.
It is not unusual for teachers to begin discussions on a novel/short story with a close look at the Ďvantage pointí or point of view chosen by is an abstract, the writer. In my experience, students tend to struggle a little with point of speeches view and the idea of a narrator, so it is reasons for divorce, important to have a clear explanation up your sleeve. Think about how you would describe the concept of point of view to a senior English class. And, just as a wee extra challenge, think about english speeches how you might make a connection between point of view and irony. Once you have pondered this, click on the link below to add your explanations. Activity 1:1:3: Discussion Forum Ė Point of view Ok. Letís look at some resources that might help you. The art of the short storyí (page 22 of your readings) is a chapter taken from ĎClose-Up on grapes Literary textí (Locke,2001) In the point of english speeches for school view section, the author asks readers to look closely at the narrator first. Read through the following excerpt and answer the 5 questions with reference to ĎA piece of Traditional Societies to a yellow soapí. This introduction and english for school, these questions help students first to discover who the narrator of the story is, before they begin looking at reasons the narratorís influence on the story.
They may still need to clarify the difference between the narrator and english for school, the author of the the wall street text. The next set of questions from ĎThe art of the short storyí helps them to do this. Once again, work through the questions with reference to ĎA piece of yellow soapí. The narrator of a story should not be confused with the writer. The writer of this story is Frank Sargeson. 6 On the basis of this story alone, which of the above questions can you answer if you substitute the word Ďwriterí for the word Ďnarratorí? 7. How would you go about speeches for school finding answers to the questions that canít be answered on the basis of information found in the story? 8 How might knowledge about Frank Sargeson contribute to your reading of this story? Once students have a firm understanding of the narrator and have it clearly differentiated from the author. The Shift From To A Society Essay? It is time to begin looking more broadly at point of view.
This invloves asking students to speeches look at the perspective from which the story is being told. Work through the following explanation and questions reflecting as you do on the extent to which they help you develop a better understanding of the The Shift from Societies to a point of view. If you think of a story as providing a particular window onto the world ó a particular angle of english vision ó then you are reflecting on the important notion of point of mormon religion view. Point of view answers the question, ĎThrough whose eyes or from what vantage point am I viewing the action that is being presented in this story. Ď (A useful analogy here is to imagine a movie camera and to think about speeches how its location affects what we see when we are watching a movie. )9 From whose perspective is this story being told? 10 How much time has elapsed between the story being told and the telling itself? 11 How limited is the narrative point of view? To answer this question, try identifying the sorts of information that the narrator cannot access. 2 How involved is the narrator in the story?
Is he quite central to the action or is he quite peripheral (like a witness to a motor accident)? [Language Tool Kit:Narrator: The voice one can identify as telling a story. Reasons For Divorce? Point of view: The perspective from which the events of a story are presented. Speeches For School? Chronological time: The order followed by events as they actually happened. Mormon Religion? Psychological time: The order of speeches for school events as they are recalled or reconstructed in a personís mind. ]Finally, we can distinguish between first-person and third-person narrators. A Piece of Yellow Soapí is a an mormon religion example of a first-person narrative, told from the point of view of a character who has quite a degree of english speeches involvement in what street crash, the story being told. 13 Identify the english pronouns in the first paragraph of this story which tell you whether this is a first-person or third-person narrative. | These explanantions and mormon religion, questions should prove useful in guiding students to a clear understanding of english speeches for school a narrator and his/her influence on the text.
Time When we look at the ways in which the author has chosen to orientate the story, it is street crash, important to examine the authorís treatment of time. When we do this, we are asking studnets to look at english speeches whether the narratorís perspective is immediate (present tense), retrospective (past tense) or a mixture (see ĎThe art of the short storyí p. 25 of your readings for a table of mormon religion tenses if you need clarification), and at the ways in english speeches, which time is manipulated to for divorce suit the purposes of the english speeches author. The following exercise (from ĎThe art of the short storyí) is war ii for women, designed to make students think about the relationship between time and story-telling. As you read through them jot down some answers Ö Time Activity. You canít tell a story without thinking about time. The following log exercise is designed to make you think about the relationship between time and story-telling.
1. Speeches? Write down in chronological order the mormon religion things you did after you work up this morning. (You dont have to go on for too long. ) 2. Underline the words you used to indicate the sequence in time of what you were recounting. (First, then, later are examples of such words. ) 3. Speeches For School? From the Ďflow of eventsí that have occured since you woke up, choose and describe the mormon religion most memorable. 4. Add to this description an english for school account of of wrath what lead up to or caused this event to happen. Speeches For School? Reflect on what these questions are guiding you towards. What have you learnt by doing this activity? Or, what would your students learn by doing this activity? Activity 1:1:4: Discussion Forum Ė Time Look back at our overview.
As you can see, we have had a close look now at the elements that come under the is an in a heading of ĎVantage Pointí. We are going to take a quick detour now to Ďplotí because it makes sense to get a good grip on this before moving on to the content (character, setting etc). Plot. Teaching plot can be tricky, mainly because it sounds deceptively simple. For School? The key to students coming to mormon religion grips with it is having a clear defintion of Ďplotí and some narrative structure terms to work with. So, how would you define plot to a senior English class?
What are some plot elements that you would consider helpful in helping students understand the way a particular narrative is structured? Activity 1:1:5: Discussion Forum Ė Plot The following extract from ĎThe art of the short storyí offers some clear definitions of a number of plot elements that may be of use to you and your students. As you read through them, try to for school connect as many as possible with specific parts of the short story ĎA Piece of Yellow Soapí. There are a number of plot elements that can be used to mormon religion shape or structure a narrative. The selection and arrangement of these plot elements have an enormous impact on the effect a story has on its readers. although ĎA piece of english Yellow Soapí is a very short story, it contains a number of what is an in a dissertation plot elements. i Exposition: Exposition is the provision of important background information so that a reader feels oriented to what is happening in a story. English Speeches For School? How effective is the opening paragraph of this story as an example of symbols exposition? ii Predicament: A predicament is a difficult choice ó difficult because it involves a character in a choice between two undesirable options. 2 What is the narratorís predicament as described in paragraph one? iii Conflict: Most plots involve conflict. Conflict occurs in a plot when a character or groupís interests are opposed by another character or group.
3 Why is the narrator in conflict with the woman? 4 On the face of for school it, the mormon religion woman is the milkmanís antagonist. Find evidence in the story that the narrator also feels himself in conflict with:ē his firm;ē the way his societyís economy is speeches for school, organised;ē certain peopleís views about God. Because? Conflict can also be internal. Internal conflict occurs when two parts of a character are in involved in a struggle with each other. 5 In what way might the narrator of this story be described as in english speeches, conflict with himself? iv Rising action: The part of a story, often accompanied by tension and suspense, which leads up to a climax or some other defining moment. Caused The Wall Street? 6 In what way does paragraph two contain suspense? ) Climax: A climax is the Ďhighest pointí in a single action, the decisive moment towards which events appear to be heading . 7. Which paragraph (indeed which sentence), in english for school, your view, provides a climax for mormon religion, this story? vi) Denouement: This is a French word meaning Ďunravellingí. It refers to the process which follows a climax, where some kind of sense is made of the proceeding events. Sometimes the denouement involves a discovery or a disclosure.
Sometimes, as in this case, it involves a moment of for school recognition ó a sudden growth in awareness or the realisation of the wall street crash some truth. In what sense, do the last two paragraphs of this story provide a recognition. 9 Is this recognition for the narrator, the reader (or both)? [Language Tool Kit:Exposition: The provision of essential background information early in the narration of a story. Predicament: A difficult choice between undesirable alternatives, often presented to a character early in a narrative. Speeches? Conflict: A situation where the interests of characters or groups of characters are opposed. Antagonist: Usually, but not always, a character whose interests are opposed to those of the main character or group of characters in a story. Internal conflict: A situation where two parts of a single character are in conflict with each other.
Rising action: The suspenseful part of a story leading up to its climax. Climax: The decisive moment in a story towards which events appear to mormon religion be heading. Denouement: The process of unravelling or winding down that occurs in the aftermath of a storyís climax. ]| Letís look, by way of example, at speeches what we might do in the classroom to help students gain a better understanding of what is an abstract dissertation one of thesed terms: predicament. Once we have discussed the definition of english predicament, we would need to help students pinpoint the of wrath predicament the english for school narrator recounts in the short story. Having done this, it would be useful to caused crash engage students in a kind of speeches for school role play activity to help them better understand the narratorís Ďpredicamentí which is central to the story. This Ďrole playí would be fun to the wall do as a drama activity, using a Ďvoiced thoughtsí monologue. If this were impratical, it could also be done in the form of english for school some expressive writing. Either way, the mormon religion task itself might look something like this Ö The milkmanís predicament Ė activity. Imagine you are the english milkman and mormon religion, you are just about to go and visit the woman to ask her for money. What are you thining/worrying about? What thoughts are competing in your head?
Try to use some quotes from the story and english for school, some of your own words. Activities such as this could (time permitting) be constructed for each plot element to help students develop a thorough understanding of the storyís narrative structure. Character and characterisation Senior students seldom have any problems with the idea of character. By year 11, it is a term they are generally familiar with and comforatble using. Characterisation on the other hand is a different story. Understanding the term Ďcharacterisationí invloves students making the shift to seeing text as something that has been constructed by the author and that is constructed by the reader as he/she reads. This can be a difficult jump for some!
So, how can we explain the difference between character and characterisation to senior English students? Keeping in mind that the term Ďcharacterí refers to WHAT and mormon religion, the term Ďcharacterisationí refers to HOW, write some defiinitions that you might use with your students. Then, write some questions relating to english ĎA Piece of Yellow Soapí that guide students to an understanding of mormon religion characterisation. Activity 1:1:5: Discussion Forum Ė Character and Characterisation For a clear definition, letís refer again to ĎThe art of the short storyí. Characterisation refers to the process whereby readers construct characters on english speeches the basis of evidence in the text provided by writers. This evidence can include:ē actions;ē thoughts, feelings and deliberations;ē descriptions (from a narrator or another character);ē dialogue| Setting. Looking back to our overview of narrative study, the mormon religion final remaining element under the heading of Ďselectioní is setting. You may find students have a functioning albeit narrow understanding of the term setting as Ďthe placeí where the story happens.
With a senior class, our task is generally to help them broaden this definition to english for school include time and the cultural setting in which the text was composed and to help them to understand the is an abstract in a ways in which setting is important in a prose fiction text. How would you explain to students what setting is and why it is important in a work of fiction? Design an activity that helps students understand the importance of english setting in a piece of yellow soap. Activity 1:1:6: Discussion Forum Ė Setting Style ďStyle is a combination of the what is an abstract in a way a writer uses words, syntax and punctuation. In some books, the word texture is used to denote the characteristics of style a reader is aware of at any point in the narrative. As such it can be usefully contrasted with the term Ďstructureí whicg refers to the organisation of the text as a whole. Ē (Art of the Short Story).
It would take far too long to look at all the possible terms and techniques that we might discuss under the heading of Ďstyleí. It might therefore, be more useful to discuss the for school particular features of style evident in ĎA Piece of Yellow Soapí, so that you can get a grip on Societies how a Ďstyleí discussion might work ina classroom. For School? Read through ĎA piece of Yellow Soapí once again, paying particular attention to its Ďstyleí. List some metalinguistic terms (terms used to describe language) you would use to world increased opportunities because describe the style of this short story. Select one sentence of the story that you believe would elicit an interesting discussion about style.
Activity 1:1:7: Discussion Forum Ė Style Theme. The term theme is a problematic one. If we refer to Ďthe themeí of a novel, then we imply that a theme is speeches for school, a ďcentral message Ďput iní by a writer who is deliberately concerned to raise an issue or communicate a lesson to symbols the readerĒ (The Art of the Short Story, p8. Speeches? ) In the version of reading that this constructs, the reader is merely a passive recipient of the ideas in the story. How else might we look at the idea of mormon religion theme (and reading in general)? How would you present the idea of theme to english speeches a senior English class? Activity 1:1:8: Discussion Forum Ė Theme 3 level guides. Just before we wind up this module, Iíd like to look at a type of resource that can be extremely useful when approaching close reading of a text with a class. The 3 level guide offers a set of reasons questions which draw students into a close reading of english speeches a text. Students are asked to agree or disagree (providing textual evidence) with propositions grouped in three categories: Ė Level 1: Reading for information Ė Level 2: Reading to interpret Ė Level 3: Reading critically Letís look at some examples from a 3 level guide written for Chapter 23 of the novel ĎThe Catcher in the Ryeí by J. D Salinger. Level 1: Holden has only a short converstaion on the phone with Mr Antolini. Ė Level 2: Holden respects Antolini because he doesnít care about appearances. Ė Level 3: Holden believes that natural ability is a stronger factor in what a person can do than education or training. Question 1 is straightforward.
Students can go to the text and find a definitive answer. Level 1 questions involve facts that are directly stated in the text. Question 2 is more complex. It requires students to interpret a characters thoughts, words or actions in Market Essay, some way. They may need to english refer to other parts of the text to do this. The level 3 question is dissertation, still more complex. It requires students to apply a critical perspective to the text to examine the belief systems or prejudices at speeches work in a characterís actions. What Is An Abstract In A Dissertation? Sometimes, level 3 questions require students to examine their own beliefs and prejudices that are supported or challenged by the text. Speeches For School? In your readings, you will find a copy of a short story commonly taught in year 11 English classes, ĎThe Outsiderí by Graeme Lay. Read through the first few pages of the short story. Once you have done so, come up with one questions for each level of a three level guide.
Activity 1:1:9: Discussion Forum Ė 3 level guide.
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The Ontario Curriculum Grade 11 and Ö
A* IGCSE Art Coursework: Trinkets, Treasures and Memories. February 8, 2017 by Amiria Gale. This A* IGCSE Art Coursework project was completed by english speeches for school, Nikau Hindin, while studying at ACG Parnell College, Auckland, New Zealand. War Ii Opportunities For Women. Awarded 98%, this Painting and for school, Related Media project (CIE 0400) explores the theme of ĎTrinkets, Treasures and Memoriesí. This class-wide theme was split into a number of symbols, assignments, which students were able to interpret and speeches for school, respond to individually. The following sketchbook pages (14 x A3 sheets) show Nikauís entire Coursework project, along with her final painting (in 2007 a sketchbook of preparatory work was required for reasons IGCSE Art and Design, rather than the english for school, maximum 4 x A2 sheets / 8 sides that is required today).
This outstanding International GCSE Art sketchbook page includes a beautiful combination of single studies (a pen and acrylic drawing of mormon religion, a woven flax / harakeke flower; a shell drawn using chunky oil sticks; a traditional wooden carved Maori comb painted using watercolours) with more complex compositions of personally relevant trinkets and treasures. The two images on the left again show objects inside boxes a great compositional strategy to english speeches for school encourage the depiction of space and depth. The bottom image is a black and white photograph taken by Nikau, which has been partially cut away, with the missing pieces redrawn. It is worth noting that Nikau has been particularly sensitive with her colour choices, using only muted, earthy colours that complement her theme well. This IGCSE Art example combines a range of textured papers and mediums, such as acrylic modelling compound, allowing Nikau to what street crash produce an english exciting work depicting a collection of #8216;paper based#8217; memories (maps, awards, letters, postcards, tickets to events etc).
Focusing on the representation of creases, shadows and surface textures, this exercise encourages students to what street crash practise drawing forms that are overlapping / folding / tucking under#8230; As with all of the speeches for school, International GCSE Art sketchbook pages in this Coursework project, images are drawn from first-hand observation and from photographs of still life arrangements composed and taken by the students. This sketchbook page shows a collection of personally relevant clothing items (symbolising important memories) in from Societies to a Market, a range of different black and white mediums such as graphite, charcoal, ink pen, Indian ink and speeches, water colour. Mormon Religion. Artist Analysis: Nikau excels in written subjects as well as Art and Design and this International GCSE Art sketchbook page contains a superb analysis of the artwork of english speeches, Jim Dine. Along with photocopies of Jim Dine#8217;s work (printed directly onto the sketchbook page) Nikau completes outstanding imitations of his technique, using Indian ink, charcoal and acrylic paint. Having gained a thorough understanding of the way Jim Dine contrasts tight, controlled drawing methods with gestural, expressive mark-making and smudgy backgrounds, these techniques are now confidently applied by Nikau to a selection of the subject matter drawn on her previous pages: a beautiful experimental International GCSE sketchbook page.
Although Nikau#8217;s IGCSE Art Coursework project is focused upon mormon religion, Painting and Related Media, this page integrates photography and digital manipulation with photographs of her subject matter merged with abstract grounds and her Jim Dine inspired drawings. This exercise involves a steep learning curve for students as they come to speeches grips with digital art making, however, once basis principles are grasped, students are able to quickly produce dramatic compositions, arriving at exciting and original outcomes. International GCSE Artist Study: Here Nikau analyses the artwork of what caused the wall street crash, New Zealand painting Jason Hicks. Speeches For School. Alongside written analysis of his compositions, techniques and approach to subject matter, Nikau imitates parts of his paintings and draws diagrams of complete works to what is an abstract in a gain a better understanding of his use of composition. For School. This page in Nikau#8217;s IGCSE Art portfolio begins the development of ideas towards her final piece. Working over grounds with sketches of possible compositions (inspired by Jason Hicks and Jim Dine) Nikau integrates scanned images of her earlier drawings and paintings in concepts for a final work. With constant evaluation of her compositions, Nikau continues develop and mormon religion, resolve her ideas as she moves towards her final piece. As is demonstrated in many of the speeches, IGCSE Art and Design Coursework examples featured on this website, development of ideas is essential within a good student art portfolio. Here Nikau cleverly rearranges her subject matter so that the mormon religion, folds of cloth take on the appearance of a steep backdrop of hills, with memories symbolising her past etched and english speeches, buried in Traditional to a, the fabric landscape.
Another beautiful IGCSE Art and Design sketchbook page: showing the final stage of development, images begin to be painted with a high level of realism, with continued analysis and refinement of composition. The final piece in english speeches for school, Nikau#8217;s IGCSE Art portfolio is what is an a large, stunning mixed media acrylic painting. With a highly original composition, a glowing subtle earthy colour scheme and highly controlled, skilful application of paint, this work is an excellent conclusion to her project, showing a highly personal response to for school the her theme. Nikau is an exceptionally talented, driven and what in a dissertation, motivated young artist, whose work is featured extensively on this website. If you enjoyed seeing this project, you may wish to view her A* IGCSE Art exam, 100% AS Coursework project, AS Art Exam or her A2 Coursework project! This article was written by Amiria Gale.
Amiria has been a teacher of for school, Art Design and a Curriculum Co-ordinator for seven years, responsible for for divorce the course design and speeches for school, assessment of Art and Design work in two high-achieving Auckland schools. Amiria has a Bachelor of Architectural Studies, Bachelor of what caused, Architecture (First Class Honours) and a Graduate Diploma of Teaching. She is for school a CIE Accredited Art Design Coursework Assessor. Follow Student Art Guide on Pinterest. Join over 15,000 people who receive our free newsletter.
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Free Essays on What Is Morally Right. in to what extent each believes that God has control over what is right and wrong. Are people's moral standards right because God commands them, or does God command them because they are right ? The Divine Command Theory most simply states that God's commands are what is morally right , and what God forbids. ? When, if ever, is it morally permissible to kill somebody in self defence? Abstract This paper will discuss if, and english for school when, it is morally permissible to kill in mormon religion self defence, and, in order to english speeches support my views, I will use Ďthought experimentsí from other philosophers such as Thomson, who puts across.
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