Alain Le Quernec’s Persian Cry Majid Abbasi* * IGDS and AGI Member and Neshan Magazine’s editor-in-chief ‘Un Cri Persan‚’ which has a double meaning in French‚ was the name of the exhibition held for the first time in 2002 by Alain Le Quernec in the University of Grenoble‚ Échirolles displaying the works of 15 Iranian graphic designers belonging to three generations‚ although the number of works and participant designers increased each time. Le Quernec has undoubtedly played the most prominent
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When comparing the two paintings "Guernica" and "Les Demoiselles" by Picasso‚ there are several distinctly noticeable differences. Notably‚ the most distinct difference between the two paintings is Picasso’s use of color in "Les Demoiselles" as opposed to the predominant use of black and white in the painting "Guernica". Both paintings are obviously abstract in their style‚ yet "Les Demoiselles" displays the use of color much more drastically than in "Guernica". Each piece of the painting seems to
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PTTLS Steve Plant Explain the boundaries between the teaching role and other professional roles The role of a teacher is multi faceted. It not only requires the teacher to be able in terms of teaching their given subject‚ but they also have to be competent in many of the softer skills often taken for granted by outsiders ‘looking in’. The ability to share knowledge‚ conduct research on a subject and understand individual learning styles is coupled with the ability to be a good listener‚ be approachable
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Reflection of my personal development on Professional Practice/ Leadership and Management/Personal Effectiveness It is of importance that we should start building up on our personal development in teaching from the start of the NIE in-service training programme and continue on when we join the teaching fraternity to be a full-fledged teacher and as we advanced further up the education career tracks. For me‚ professional practice is a set of values‚ attitude‚ knowledge‚ skills and behaviours that
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Special Education Foundations and Framework September 29‚ 2013 Investigating Meaningful Teaching I have heard many times “It takes a special person to work with special children.” I find it more of a calling. Working with special children is a gift that we receive from God. 1 Corinthians 12:7 says‚ “The Spirit has given each of us a special way of serving others.” I consider serving the special needs community my gift. Over the years‚ the only difficult issue I have had is working with
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Pierrot le fou is a French-Italian film directed by Jean-Luc Godard and released in 1965. The film is about the story of Ferdinand Griffon‚ a man who lives a wealthy life in Paris. He is married to a rich Italian woman who gave him a child. Unsatisfied with his Parisian life‚ he decides to flee away with Marianne‚ an ex-girlfriend of his‚ whom he meets again by chance‚ while she has been called on to baby-sit his child. Ferdinand decides to give a radical turn to his life pursuing a criminal career
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Painted in 1907‚ Pablo Picasso’s Les Demoiselles D’Vignon was considered the first Cubist painting during a time where new‚ modern techniques were not yet appreciated in the arts world (Chave‚ 1994). Though recognized‚ the painting was still seen as mad. Picasso violated tradition art conventions through “devitalization of the human form‚ disuse of illusionistic space and deployment of a mixture of visual idioms” (Steefel‚ 1992‚ p.115). Every violation comes together to make a new‚ modern form of
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Comparing Dialogue to Les Sylphides The most obvious difference between Les Sylphides and Dialogue was the style of ballet. Dialogue was a contemporary ballet and Les sylphine was completely classical. Both dances required excellent technique; however the focus of each piece was different. Les Sylphides created an environment of peace‚ with choreography that moved viewer to enjoy the delicacy of ballet. Each dancer possessed immense control which was evident in the unity of the movement. The soft
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Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity
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Team teaching‚ also known as collaborative teaching‚ is where two or more teachers take responsibility for the planning‚ teaching‚ and/or monitoring of the success of a particular group of students (Flanagan‚ 2001; Main and Bryer‚ 2005). Team teaching can and does have many forms. It may be as simple as two teachers sharing the same physical space‚ working on and from the same curriculum‚ collaborative teaching with the whole class or teaching where teachers take different combinations of students
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