DOCSLIB.ORG

Assessment: Course/Service Four Column

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Assessment: Course/Service Four Column Assessment: Course/Service Four Column Dept - (CA) Art ARTS 10A:Three-Dimensional Design Student Learning Assessment Methods Assessment Data Summaries Enhancements Outcomes (SLOs) ARTS10A_SLO_1 - The student will Project - Interaction with the Program Review Reporting Year: 2015-2016 Enhancement: The assessment apply knowledge of basic elements students during their making process Target : Target Met results will include more group and principles of design and use including group discussion. Each Students achieved above the targeted success rate. discussions during the art-making various basic materials appropriate to project focuses on certain design (11/26/2016) process. Rather than waiting until three-dimensional work. elements and principles while Reflection (CLICK ON ? FOR INSTRUCTIONS): Most of the the end when the assignment is dealing with particular material students respond well to all projects. The assignments serve due, it is important to evaluate SLO Status: Active according to the project. as an introduction to the basic concepts and skills student work midway, as a way to Target for Success: 90% of the associated with three-dimensional design. Once learned, help to improve individual student students apply the concept of design these basic principals can be applied and enhanced upon. It self-confidence and successful principles. 50% of them is apparent to me that hard working students make real outcomes. I recently had a demonstrated effectively. progress regardless of my efforts to encourage and or assist meeting with each student much Related Documents: them. earlier part in the quarter and Creative_ARTS_V4_CPR_ discovered that the retention rate IPBT_approved 11-24-2015.doc and attendance are much better than previous quarters. As a way to help ensure that students understand techniques, processes and or concepts, more structured homework assignments will help identify student weaknesses and strengths. Based on this information, I can tailor my lessons and individualize instruction to address possible gaps and/or weaknesses, in support of student success. 03/30/2020 Generated by Nuventive Improve Page 1 of 318 Student Learning Assessment Methods Assessment Data Summaries Enhancements Outcomes (SLOs) (11/26/2016) Follow-Up: Most of the students respond well to both the wire and carving project. The assignments serve as an introduction to the basic concepts of design principles and skills associated with three-dimensional design. Once learned, these basic principles can be applied and enhanced upon. It is apparent to me that hard working students make real progress regardless of my efforts to encourage and or assist them. I strive to engage those students who are not fully engaged or who are not developing their projects to their full potential. It is my goal to encourage each student to make a commitment to their projects and develop decision- making and risking taking skills. I’ve had a great deal of success with student participation and quick group projects. This process serves to engage the students by allowing them to work collaboratively and creatively with each other. The process serves as a foundation for the more difficult individual projects. The students get to know one another and can depend on not only me, but one another for support. (11/26/2016) 03/30/2020 Generated by Nuventive Improve Page 2 of 318 Student Learning Assessment Methods Assessment Data Summaries Enhancements Outcomes (SLOs) Project - Interaction with the students during their making process including group discussion. Each project focuses on certain design elements and principles while dealing with particular material according to the project. ARTS10A_SLO_2 - The student will Project - Instruction and discussion Program Review Reporting Year: 2015-2016 Enhancement: I try to engage apply critical thinking, problem during the making process and a Target : Target Met students in discussions, but it is a solving and analytical skills through critique after each assignment is Students met above the targeted success percentage. challenge for some students to idea exploration. completed. (11/26/2016) participate. I am trying to employ Target for Success: 90% of the Reflection (CLICK ON ? FOR INSTRUCTIONS): As far as the more active learning methods to SLO Status: Active students apply the critical thinking, sketchbook, 80% of the class provided a decent amount of improve student engagement, problem solving and analytical skills sketches with good idea development. Student's who are including group discussions and during the making process of the interested in art, design, architecture, etc., would benefit projects. As a way to address the project. from taking the appropriate drawing class(es) as a way to needs of each student I am improve their technical and analytical skills. exploring different ways to ensure The critiques have been set-up to allow each student five that their needs are met. I also let minutes to discuss their project. This format allows enough the students know that I am also time for each student to present their work and garner available during my office hours feedback from classmates. Not all students are and via email. comfortable participating in the critique process. As a way (11/26/2016) to address this, I am considering breaking the students out Follow-Up: As far as the into groups, have them discuss their projects, regroup and sketchbook, 80% of the class present their findings – with each student providing a provided a decent amount of minimum of one comment. sketches with good idea development. Student's who are interested in art, design, architecture, etc., would benefit from taking the appropriate drawing class(es) as a way to improve their technical and analytical skills. The critiques have been set-up to allow each student five minutes to discuss their project. This format allows enough time for each student to present their work and garner feedback from 03/30/2020 Generated by Nuventive Improve Page 3 of 318 Student Learning Assessment Methods Assessment Data Summaries Enhancements Outcomes (SLOs) classmates. Not all students are comfortable participating in the critique process. As a way to address this, I am considering breaking the students out into groups, have them discuss their projects, regroup and present their findings – with each student providing a minimum of one comment. (11/26/2016) ARTS10A_SLO_3 - The student will Demonstration - Thorough safety use basic hand and power tools demonstration followed by a shop appropriate for each assignment. safety test. Continuing instruction SLO Status: Active and supervision. Target for Success: 90% of the students used basic hand and power tools safely and properly. Project - Students will be given a Program Review Reporting Year: 2015-2016 Enhancement: The department through shop demonstration Target : Target Met needs more tools so that each followed by a shop safety test. They Student's performance in safe handling and technical student can use them with less will be supervised throughout the knowledge in basic hand and power tools. (11/26/2016) sharing. This will help the quarter. A demonstration Reflection (CLICK ON ? FOR INSTRUCTIONS): The shop students be more productive, as exemplifying safety and proper safety demonstration, which includes the correct use of opposed to standing around usage for both tools and material is hand and power tools is followed by a safety test. All waiting for a tool. Tools need to given. For the carving project, students must pass the safety test. After passing the shop be repaired or replaced on an students are taught the proper use safety test, 100% of the students use their tools ongoing basis. plaster carving tools, including appropriately and follow the safety rules. This process has It is important that our program chisels and finishing methods. proven to be valuable for students, because it helps ensure retain the art lab technician. The safety within the classroom. Presently the test consists of art lab technician helps ensure Target for Success: All students are true or false questions. In the future I plan to introduce student safety, provides oversight able to utilize basic tools safely and multiple-choice questions as well. and support to the instructor. The properly. technician also helps students Comments/Notes: The shop safety solve technical problems and demonstration, which includes the provides shop maintenance. correct use of hand and power tools (11/26/2016) is followed by a safety test. All 03/30/2020 Generated by Nuventive Improve Page 4 of 318 Student Learning Assessment Methods Assessment Data Summaries Enhancements Outcomes (SLOs) students must pass the safety test. After passing the shop safety test, 100% of the students use their tools appropriately and follow the safety rules. This process has proven to be valuable for students, because it helps ensure safety within the classroom. Presently the test consists of true or false questions. In the future I plan to introduce multiple-choice questions as well. 03/30/2020 Generated by Nuventive Improve Page 5 of 318 ARTS 10B:Intermediate Three-Dimensional Design Student Learning Assessment Methods Assessment Data Summaries Enhancements Outcomes (SLOs) ARTS10B_SLO_1 - The student will Project - During the design phase of Program Review Reporting Year: 2014-2015 Enhancement: Assessment results apply an advanced level of elements the project, the teacher collaborates Target : Target Met will help identify the success of a and design principles.
Load more

Recommended publications
  • Re-Imagining Animation the Changing Face of The
    RiA cover UK AW.qxd 6/3/08 10:40 AM Page 1 – – – – – – Chapter 05 Chapter 04 Chapter 03 Chapter 02 Chapter 01 The disciplinary shift Approaches and outlooks The bigger picture Paul Wells / Johnny Hardstaff Paul Wells Re-imagining Animation RE-IMAGINING RE-IMAGINING ANIMATION ANIMATION – The Changing Face of the Moving Image The Changing Face Professor Paul Wells is Director of the Re-imagining Animation is a vivid, insightful Re-imagining Animation Other titles of interest in AVA's Animation Academy at Loughborough and challenging interrogation of the animated addresses animation’s role at the heart THE CHANGING THEAcademia CHANG range include: University, UK, and has published widely film as it becomes central to moving image of moving-image practice through an in the field of animation, including practices in the contemporary era. engagement with a range of moving-image Visible Signs: The Fundamentals of Animation and Animation was once works – looking at the context in which FACE OF THE FACEAn introduction OF to semiotics THE Basics Animation: Scriptwriting. constructed frame-by-frame, one image they were produced; the approach to their following another in the process of preparation and construction; the process of Visual Research: Johnny Hardstaff is an internationally constructing imagined phases of motion, their making; the critical agenda related to MOVING IMAGE MOVINGAn introduction to research IM established, award-winning designer, film- but now the creation and manipulation the research; developmental and applied methodologies in graphic design maker and artist. He is the creator of The of the moving image has changed. aspects of the work; the moving-image History of Gaming and The Future of With the digital revolution outcomes; and the status of the work within Visual Communication: Gaming, and innovative popular music videos, invading every creative enterprise and form contemporary art and design practices.
    [Show full text]
  • HART1023 Introduction to Experimental Animation (1 Credit)
    2021-22 Fall HART1023 Introduction to Experimental Animation (1 Credit) Course Instructor: Mr Jamsen Law ([email protected] ) Program Officer: Ms Vickie Wong ([email protected]) Time: Mondays; 10:30am – 12:20 pm Venue: E-Learning classroom A (LG1) Office Hours: By appointment Course Description This introductory course aims at guiding students to explore the art of animation through producing drawing, cut-ups, roto-scoping, photographic and object animation with both digital and traditional tools. By introducing non-mainstream techniques and mediums for creating time-based imagery, students will learn both practical skills and theories of animation as a visual art form for artistic expression and communication. Through brief lecturing, students will acquaint themselves with the history and development of experimental animation and its influences to moving image arts in general. The hands-on activities will allow students to explore freely the principles of animation starting from pencil and paper to digital software and tools. Intended Learning Outcomes Upon completion of this course, students are expected to be able to: 1. Describe and appreciate the history and development of experimental animation 2. Identify and explain the stylistic and narrative elements of experimental animation 3. Develop abstract ideas into experimental animation works 1 Course Syllabus and Schedule Lesson Date Topic ILO(s) Part 1 : Pre-cinema visual media 1 6 Sep Topic: Introduction 1,2 • What is experimental and mainstream animation • What are the tools and materials
    [Show full text]
  • Hiro Club News No
    ＨＩＲＯ ＣＬＵＢ ＮＥＷＳ For your cultural life in Hiroshima Shôgi (Japanese chess) 将棋 Shôgi ranks with Go among the traditional games of Japan. Two players take turns moving pieces on a board with 81 squares; the first to capture the opponent’s king wins. Not only it is popular game but there are also official rankings set by the Japan Shôgi Federation. Shôgi is very similar to chess. It is believed that both go back to the same Indian game which traveled to the West through Persia to become the basis of chess. Introduced into Japan through China around the 8th century, special rules were added, and it became what we now call shogi. The pieces are five-sided oblong tiles with the name of each piece in black characters on the face and red on the back. A special feature is that players can use captured pieces, setting them down anywhere on the board. Therefore you have to anticipate what the other player will do with a captured piece. Pieces that reach the opponent’s territory can be turned over and used in advantageous ways. <Pieces and how they are moved> è Ôshô (王将): One. Backward, forward, left, right and diagonally, one square at a time (like the king in chess) è Hisha (飛車): One. Backward, forward, left and right (like the rook) è Kakugyô (角行): One. Diagonally (like the bishop) è Kinshô (金将): Two. Diagonally in any direction except backwards, one square at a time. è Ginshô (銀将): Two. Forward, and diagonally one square at a time. è Keima (桂馬): Two.
    [Show full text]
  • The Apology | the B-Side | Night School | Madonna: Rebel Heart Tour | Betting on Zero Scene & Heard
    November-December 2017 VOL. 32 THE VIDEO REVIEW MAGAZINE FOR LIBRARIES N O . 6 IN THIS ISSUE One Week and a Day | Poverty, Inc. | The Apology | The B-Side | Night School | Madonna: Rebel Heart Tour | Betting on Zero scene & heard BAKER & TAYLOR’S SPECIALIZED A/V TEAM OFFERS ALL THE PRODUCTS, SERVICES AND EXPERTISE TO FULFILL YOUR LIBRARY PATRONS’ NEEDS. Learn more about Baker & Taylor’s Scene & Heard team: ELITE Helpful personnel focused exclusively on A/V products and customized services to meet continued patron demand PROFICIENT Qualified entertainment content buyers ensure frontlist and backlist titles are available and delivered on time SKILLED Supportive Sales Representatives with an average of 15 years industry experience DEVOTED Nationwide team of A/V processing staff ready to prepare your movie and music products to your shelf-ready specifications Experience KNOWLEDGEABLE Baker & Taylor is the Full-time staff of A/V catalogers, most experienced in the backed by their MLS degree and more than 43 years of media cataloging business; selling A/V expertise products to libraries since 1986. 800-775-2600 x2050 [email protected] www.baker-taylor.com Spotlight Review One Week and a Day and target houses that are likely to be empty while mourners are out. Eyal also goes to the HHH1/2 hospice where Ronnie died (and retrieves his Oscilloscope, 98 min., in Hebrew w/English son’s medical marijuana, prompting a later subtitles, not rated, DVD: scene in which he struggles to roll a joint for Publisher/Editor: Randy Pitman $34.99, Blu-ray: $39.99 the first time in his life), gets into a conflict Associate Editor: Jazza Williams-Wood Wr i t e r- d i r e c t o r with a taxi driver, and tries (unsuccessfully) to hide in the bushes when his neighbors show Editorial Assistant: Christopher Pitman Asaph Polonsky’s One Week and a Day is a up with a salad.
    [Show full text]
  • Festival International Du Film D'animation : Ottawa
    Document generated on 09/26/2021 6:37 a.m. Séquences La revue de cinéma Festival international du film d’animation : Ottawa ’80 André Ruszkowski Number 102, October 1980 URI: https://id.erudit.org/iderudit/51084ac See table of contents Publisher(s) La revue Séquences Inc. ISSN 0037-2412 (print) 1923-5100 (digital) Explore this journal Cite this article Ruszkowski, A. (1980). Festival international du film d’animation : Ottawa ’80. Séquences, (102), 27–30. Tous droits réservés © La revue Séquences Inc., 1980 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ André Ruszkowski OTTAWA '80 Un étrange contraste caractérisait la à cause du niveau insuffisant des productions « troisième édition » du Festival international envoyées. du cinéma et de la télévision d'animation Cette fois encore, les films furent classés d'Ottawa. en plusieurs catégories : plus de 3 minutes A la surface, tout se déroulait selon de projection ; moins de trois minutes ; le rituel d'usage pour ce genre de manifes­ bandes-titres ; films publicitaires de moins tation. de 5 minutes, premières oeuvres ; films De la masse des 618 films envoyés par pour enfants; films éducatifs et films hors les concurrents (trois fois plus qu'en 1978), compétition.
    [Show full text]
  • Index to Volume 26 January to December 2016 Compiled by Patricia Coward
    THE INTERNATIONAL FILM MAGAZINE Index to Volume 26 January to December 2016 Compiled by Patricia Coward How to use this Index The first number after a title refers to the issue month, and the second and subsequent numbers are the page references. Eg: 8:9, 32 (August, page 9 and page 32). THIS IS A SUPPLEMENT TO SIGHT & SOUND Index 2016_4.indd 1 14/12/2016 17:41 SUBJECT INDEX SUBJECT INDEX After the Storm (2016) 7:25 (magazine) 9:102 7:43; 10:47; 11:41 Orlando 6:112 effect on technological Film review titles are also Agace, Mel 1:15 American Film Institute (AFI) 3:53 Apologies 2:54 Ran 4:7; 6:94-5; 9:111 changes 8:38-43 included and are indicated by age and cinema American Friend, The 8:12 Appropriate Behaviour 1:55 Jacques Rivette 3:38, 39; 4:5, failure to cater for and represent (r) after the reference; growth in older viewers and American Gangster 11:31, 32 Aquarius (2016) 6:7; 7:18, Céline and Julie Go Boating diversity of in 2015 1:55 (b) after reference indicates their preferences 1:16 American Gigolo 4:104 20, 23; 10:13 1:103; 4:8, 56, 57; 5:52, missing older viewers, growth of and A a book review Agostini, Philippe 11:49 American Graffiti 7:53; 11:39 Arabian Nights triptych (2015) films of 1970s 3:94-5, Paris their preferences 1:16 Aguilar, Claire 2:16; 7:7 American Honey 6:7; 7:5, 18; 1:46, 49, 53, 54, 57; 3:5: nous appartient 4:56-7 viewing films in isolation, A Aguirre, Wrath of God 3:9 10:13, 23; 11:66(r) 5:70(r), 71(r); 6:58(r) Eric Rohmer 3:38, 39, 40, pleasure of 4:12; 6:111 Aaaaaaaah! 1:49, 53, 111 Agutter, Jenny 3:7 background
    [Show full text]
  • Japan Booth : Palais 01 - Booth 23.01 INTRODUCTION Japan Booth Is Organized by JETRO / UNIJAPAN with the Support from Agency for Cultural Affairs (Goverment of Japan)
    JA P A N BOOTH 2 O 1 6 i n C A N N E S M a y 1 1 - 2 O, 2 O 1 6 Japan Booth : Palais 01 - Booth 23.01 INTRODUCTION Japan Booth is Organized by JETRO / UNIJAPAN with the support from Agency for Cultural Affairs (Goverment of Japan). JETRO, or the Japan External Trade Organization, is a government-related organization that works to promote mutual trade and investment between Japan and the rest of the world. Originally established in 1958 to promote Japanese exports abroad, JETRO’s core focus in the 21st century has shifted toward promoting foreign direct investment into Japan and helping small to medium-sized Japanese firms maximize their global business potential. UNIJAPAN is a non-profit organization established in 1957 by the Japanese film industry under the auspice of the Government of Japan for the purpose of promoting Japanese cinema abroad. Initially named “Association for the Diffusion of Japanese Film Abroad” (UniJapan Film), in 2005 it joined hands with the organizer of Tokyo International Film Festival (TIFF), to form a combined, new organization. CONTENTS 1 Asmik Ace, Inc. 2 augment5 Inc. 3 CREi Inc. 4 Digital Frontier, Inc. 5 Gold View Co., Ltd 6 Hakuhodo DY music & pictures Inc. (former SHOWGATE Inc.) 7 nondelaico 8 Open Sesame Co., Ltd. 9 POLYGONMAGIC Inc. 10 Production I.G 1 1 SDP, Inc. 12 STUDIO4˚C Co., Ltd. 13 STUDIO WAVE INC. 14 TOHOKUSHINSHA FILM CORPORATION 15 Tokyo New Cinema, Inc. 16 TSUBURAYA PRODUCTIONS CO., LTD. 17 Village INC. CATEGORY …Action …Drama …Comedy …Horror / Suspense …Documentary …Animation …Other SCREENING SCHEDULE Title Day / Starting Time / Length of the Film / Place Asmik Ace, Inc.
    [Show full text]
  • Karlovy Vary 2005
    Karlovy Vary 2005 By Ron Holloway Fall 2005 Issue of KINEMA KARLOVY VARY INTERNATIONAL FILM FESTIVAL 2005 ”Life Begins at Forty!” ran the trailer for this year’s 40th Karlovy Vary International Film Festival (1-9 July 2005). But, as some asked, was this really the 40th anniversary? Since the festival was officially founded in the summer of 1946 - thus making it older than Cannes, founded in September of 1946 - then KVIFF should rightly be 59 years old, in contrast to the 58th anniversary celebrated by Cannes last May. There are two bumps in the road, however. First of all, the Czech event was programmed in the neighbouring spa of Marienbad for its first three years, not in Karlovy Vary at all. Secondly, beginning in 1958 andlasting until 1994, Karlovy Vary was forced by a FIAPF (International Federation of Film Producers Associations) recommendation to alternate annually with Moscow. This festival carousel went on until 1994, when both Karlovy Vary and Moscow scheduled annual festivals in the summer a few weeks apart from each other. Be that as it may, Karlovy Vary celebrated its 40th birthday in grand style. Shortly after festival director Jiří Bartoška and artistic director Eva Zaoralová welcomed an assembly of prominent guests - including both Czech President Václav Klaus and retired President Václav Havel - the curtain was raised on a gigantic papier-maché birthday cake, upon which danced forty smiling little girls dressed as candles. A screen in the background flashed spots from previous festival trailers - before this year’s trailer, produced byfilmmaker David Ondříček, chronicled in leaps the progression over the years of a sassy baby to a burnt-out adult to a recharged male on his 40th birthday.
    [Show full text]
  • October 2016
    The Bijou Film Board is a student-run UI organization dedicated to the exhibition FilmScene Staff of American independent, foreign and classic cinema. Established in 1972, the Joe Tiefenthaler, Executive Director Bijou Film Board assists FilmScene with program curation and operations. Andy Brodie, Program Director Andrew Sherburne, Associate Director THE Free Mondays! UI students admitted FREE to the last showing of any new release film every Monday. Emily Salmonson, ROOFTOP Director of Operations SERIES AFTER HOURS Late-night cult classics FILM FORUM Special screenings of acclaimed and Ross Meyer, Head Projectionist and fan favorites. Saturdays at 11pm. provocative films followed by discussion. Tuesdays at 6pm. and Facilities Manager presented by Aaron Holmgren, Shift Supervisor THE WAILING Dominick Schults, Projection and (2016) Dir. Hong-jin Facilities Assistant Na. The arrival of a SAT, 10/1 SAT, 10/9 TUE, 10/11 mysterious stranger TUE, 10/25 Wendy DeCora, Britt Fowler, Emma in a quiet rural village Husar, Ben Johnson, Sara Lettieri, causes suspicion. BEFORE THE FLOOD THE LISTENERS Carol McCarthy, Brad Pollpeter SOUTH PARK: BIGGER, (2016) Dir. Fisher Stevens. (2016) Dir. Bob Hurst. Spencer Williams, Theater Staff LONGER & UNCUT (1999) THE GREASY UN ambassador Leonardo Empathetic volunteers Cara Anthony, Tyler Hudson, Dir. Trey Parker. R-rated film STRANGLER DiCaprio campaigns to learn to answer suicide (2016) Dir. Jim Hosking. Jack Tieszen Sarah Ulanowicz, corrupts the boys and the rooftop. 10/8 SAT, raise global awareness hotlines. DIALOGUE to Drafthouse Films about climate change. follow with director Hurst. Projectionists presents an outlandish 10/16 ready-made cult classic. HORIZONS Stamp your passport for a cinematic world Board of Directors tour.
    [Show full text]
  • Kawamoto's Dojoji Temple
    Kawamoto’s Dojoji Temple: Puppetry, Gesture and Myth Kawamoto del Templo Dojoji:Títeres, Gesto y Mito NURUL LINA Universiti Kuala Lumpur. Malaysian Institute of Information Technology. [email protected] FAUZI NAEIM Universiti Kuala Lumpur. Malaysian Institute of Information Technology. [email protected] Recibido: 20 de septiembre de 2014 Aprobado: 22 de diciembre de 2014 Abstract Dojoji Temple (Dōjōji, 1976) is a short puppet animation directed by Kihachirō Kawamoto. Influenced byBunraku (Japanese puppet plays), emaki (painted scroll), Noh theatre and Japanese myth, Dojoji Temple tells of a woman’s unrequited love for a young priest. Heartbroken, she then transforms into a sea serpent and goes after the priest for revenge. While Kawamoto’s animation is rich with Japanese aesthetics and tragedy, his animation is peopled by puppets who do not speak. Limited and restrained though the puppets may be, their animated gestures speak volumes of powerful emotions. For our article, we will select several scenes from the animation, and interpret their actions so that we can further understand the mythical world of Dojoji Temple and the essential being of puppetry. Our gesture analysis will take into account cinematographic compositions, sound and bodily attires, among other elements. Keywords: Kihachirō Kawamoto, puppet animation, gesture aesthetics, myth. Nurul Lina, M. N., Fauzi Naeim, M. (2015): Kawamoto’s Dojoji Temple: Puppetry, Gesture and Myth. Arte, Individuo y Sociedad, 27(3) 503-515 Resumen Dojoji Templo (Dōjōji, 1976) es una animación de marionetas corto dirigido por Kihachirō Kawamoto. Influenciado por Bunraku (marionetas japonés juega), emaki (scroll pintado), teatro Noh y el mito japonés, Templo Dojoji habla de un amor no correspondido de una mujer por un joven sacerdote.
    [Show full text]
  • International Conference on Narrative the Swissôtel Chicago, March 5 Through 8
    International Conference on Narrative The Swissôtel Chicago, March 5 through 8 TABLE OF CONTENTS Program Overview 4 Acknowledgements 5 The International Society for the Study of Narrative 6 Awards: Call for Nominations 2016 Perkins Prize Nominations 7 Best Graduate Student Essay 8 Keynote Speakers John Brenkman 9 Caitlin Fisher 10 Thomas Pavel 11 Swissôtel Chicago Event Center Maps 12 Schedule 13 Index 60 PROGRAM OVERVIEW Thursday 7:30 – 8:30 AM Registration/Continental Breakfast 8:30 – 10:00 AM Contemporary Narrative Theory I March 5 10:15 – 11:45 AM Concurrent Session A 12:15 – 1:15 PM Pedagogy Brownbag 1:15 – 2:45 PM Concurrent Session B 3:00 – 4:30 PM Concurrent Session C 4:45 – 6:15 PM Concurrent Session D 6:30 – 8:00 PM Newcomers’ Dinner 8:00 – 9:30 PM Plenary – John Brenkman 9:30 – 11:00 PM Opening Reception Friday 7:30 – 8:30 AM Registration/Continental Breakfast 8:30 – 10:00 AM Concurrent Session E March 6 10:15 – 11:45 AM Concurrent Session F 12:00 – 1:00 PM Graduate Student Lunch 1:00 – 2:30 PM Concurrent Session G 2:45 – 4:15 PM Plenary – Thomas Pavel 4:30 – 6:00 PM Concurrent Session H Saturday 7:30 – 8:30 AM Registration/Continental Breakfast 8:30 – 10:00 AM Concurrent Session I March 7 10:15 – 11:45 AM Concurrent Session J 12:00 – 1:30 PM Awards Lunch 1:30 – 3:00 PM Concurrent Session K 3:15 – 4:45 PM Plenary – Caitlin Fisher 5:00 – 6:30 PM Concurrent Session L 9:00 – 1:00 AM Narrative Party and Dance Sunday 7:30 – 8:30 AM Registration/Continental Breakfast 9:00 – 10:30 AM Concurrent Session M March 8 10:45 AM –12:15 PM
    [Show full text]
  • La La Land | Planet Earth II | I Am Not Your Negro | Blood on the Mountain | Fire at Sea | Confronting ISIS | Tower Scene & Heard
    May- June 2017 VOL. 32 THE VIDEO REVIEW MAGAZINE FOR LIBRARIES NO. 3 IN THIS ISSUE La La Land | Planet Earth II | I Am Not Your Negro | Blood on the Mountain | Fire at Sea | Confronting ISIS | Tower scene & heard BAKER & TAYLOR’S SPECIALIZED A/V TEAM OFFERS ALL THE PRODUCTS, SERVICES AND EXPERTISE TO FULFILL YOUR LIBRARY PATRONS’ NEEDS. Learn more about Baker & Taylor’s Scene & Heard team: ELITE Helpful personnel focused exclusively on A/V products and customized services to meet continued patron demand PROFICIENT Qualified entertainment content buyers ensure frontlist and backlist titles are available and delivered on time SKILLED Supportive Sales Representatives with an average of 15 years industry experience DEVOTED Nationwide team of A/V processing staff ready to prepare your movie and music products to your shelf-ready specifications Experience KNOWLEDGEABLE Baker & Taylor is the Full-time staff of A/V catalogers, most experienced in the backed by their MLS degree and more than 43 years of media cataloging business; selling A/V expertise products to libraries since 1986. 800-775-2600 x2050 [email protected] www.baker-taylor.com Spotlight Review La La Land HHHH breezy romanticism of make-believe through Lionsgate, 128 min., PG- entrancing, unabashedly twinkly musical 13, DVD: $29.99, Blu- numbers choreographed by Mandy Moore ray/DVD Combo: $39.99, (not the pop singer) that are reminiscent of Publisher/Editor: Randy Pitman Apr. 25 Fred Astaire/Ginger Rogers and Gene Kelly/ Opening with a Debbie Reynolds, particularly when the Associate Editor: Jazza Williams-Wood fabulous fantasy song- lovebirds glide into the heavens during the Editorial Assistant: Christopher Pitman and-dance sequence sparkling “City of Stars” at the Griffith Ob- Graphic Designer: Carol Kaufman featuring commuters servatory.
    [Show full text]