Part 1 art essay
You will consider the critical thinking process of artists by researching and analyzing the use of preparatory drawings/cartoons by a Renaissance artist (circa mid 1400’s-mid 1500’s). Review the Rubric.
Study of Adam for Sistine Chapel, Red chalk, 19,3 x 25,9 cm
By Michelangelo – [1], Public Domain, https://commons.wikimedia.org/w/index.php?curid=9097336
Study of Adam. Red chalk, 19.3 x 25.9 cm
Instructions
Critical thinking helps us learn, develop new ideas, and formulate theories. “Critical thinking” has been defined as “self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way” (The Foundation for Critical Thinking website).
Sometimes artists use drawing as a visual process of critical thinking, allowing them to see their subject from copious perspectives within numerous contexts. Nowhere is this more obvious than in the Renaissance era drawings of artists like Leonardo da Vinci or Michelangelo, or in the nature studies of Albrecht Dürer. Critical thinking can also be found in the schematic and preliminary drawings of modern artists, including sculptors and architects.
Step 1: Research
Using the CCCOnline Library Art Research Guide and sources, the sites listed below, or comparable sites, research Renaissance drawings as a basis for your essay. Major artists of the Renaissance produced large quantities of “cartoons”—sketches used as studies for larger works. Although these drawings were not usually considered art at the time, many did survive and are now proudly exhibited in museum collections.
Recommended Research Sources:
The Smithsonian American Museum of Art
Metropolitan Museum of Art, Materials and Function
Metropolitan Museum of Art, Albrect Durer
Studies for the Sistine Chapel Frescoes
Art History Blogger
Blogs are not typically considered scholarly or professional publications since there is no professional or academic peer review. Anyone can publish a blog, irregardless of his or her credentials and with or without proofreading and editing. However, after careful review by subject-matter experts, this blog is considered to be of the quality required for scholarly publication. Carol Hendricks, the author/publisher, is an art museum professional with a masters degree in Art History, and the content appears accurate and professionally written.
Step 2: Writing
Essay (800 – 1200 Words)
First, insert an image file of the Renaissance preparatory drawing you have chosen to write about. Review the information regarding “thesis statements” in Module 1 Read/View resource, Writing Skills Development: Developing a Thesis Statement. In your thesis statement, identify the artist who created the drawing, the subject of the drawing, and explain how the artist is using the art as part of their critical thinking process.
In your essay’s body paragraphs, explain what the artist was studying. Begin your draft by considering the following questions:
What did this artist hope to accomplish?
Were preliminary sketches a normal part of the artist’s process?
How did other perspectives and contexts affect their subject matter, technique, concept, etc.?
Give a specific example from your chosen image to support your statement.
Conclude by explaining why critical thinking furthers this artist’s studies, plans, and goals, and how drawing aids them in this process.
Basic Information for All Essay Submissions:
Create a “Works Cited” section that lists your 3+ scholarly sources in MLA Style format at the end of your paper. Be sure you have properly cited any direct quotes you use in support of your own writing. For help with MLA Style citations, visit the suggested links in the Art Research Guide or look here in this course under Content > Syllabus > Research.
https://americanart.si.edu
https://www.metmuseum.org/toah/hd/drwg/hd_drwg.htm
https://www.metmuseum.org/toah/hd/durr/hd_durr.htm
https://www.wga.hu/html_m/m/michelan/4drawing/04/
http://arthistoryblogger.blogspot.com/2011/07/leonardo-michelangelo-and-renaissance.html?m=1
Part 2 ece 220
Responsive Routines
Adapted from CFESL The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel
Routines are the everyday experiences that infants and toddlers experience in our care—feeding, sleeping and diapering. Because they happen regularly, they can seem boring or sometimes “rote” and impersonal. But we miss a great opportunity to respond and connect to the children when this is the case. For this assignment, you are to learn the difference between routine caregiving and responsive caregiving during daily routines. And then, reflect on some responsive routines and why they are considered best practices.
Below you will find a descriiption of a “best practice” during a daily routine. It is bold and in italics. Reflect on why this is considered “best” practice (or maybe you’ve never thought about or disagree). Write down “what I think now.” Next search in our DAP book under “The Infant Years” and “The Toddler Years” for what research says about this practice. Then write down your new thoughts or ideas based on what you’ve learned on a separate piece of paper.
Note: Some of these routines reference both infants and toddlers. You may choose either age per question—just make sure you have a mix of the 2 ages when you are finished. There are 12 examples—you may choose 3.
One basic premise of Responsive Daily Routines is Primary Care and Continuity of Care. First, answer this question:
1. An important foundational piece of Responsive Caregiving is providing Primary Care. What is this? Why would this be important when we look at responding to young children in their daily routines? What is continuity of care—how is it different than primary care?
2. Implement a flexible routine (eating, sleeping, inside-outside) so that toddlers learn to predict and the schedule should follow each infant’s and toddler’s need for feeding and sleeping
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
3. Provide a private place for family members to feed an infant, if the family desires. For older children, welcome families to eat with them.
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
4. Ask families about their cultural and family preferences for the child’s eating habits, needs, and food preferences.
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
5. Sit with toddlers for eating rather than hovering above, getting cots ready for nap, or running around waiting on them. Use feeding time for infants as an opportunity for emotional connections between the adult and child. Infants are held when they have a bottle—even those who can hold the bottle themselves.
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
6. Provide opportunities for toddlers to begin to serve themselves, pour milk out of a small pitcher, and clean the table with a sponge. Accept accidents and sensual explorations of food as part of the learning process
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
7. Make diapering a special time for adults to be emotionally present with children, following their cues. Use diapering/toileting times as opportunities for emotional connections between adults and children.
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
8. Use encouraging and positive words at all times (not “you’re stinky” or “this is gross!”) when talking about diapering and pottying.
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
9. Encourage children to participate in the pottying routine (stand and pull up their own pants, etc.)
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
10. Gently rock or pat infants who need help to get to sleep. Watch and listen for them to signal when they want to be picked up from a crib and respond positively and quickly to their signals
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
11. Plan and implement a transition time from play to sleep with a predictable sequence for toddlers. To build positive relationships read stories, talk gently, and/or pat a child gently to sleep according to the child’s needs. Toddlers may pick a special book or have their own stuffed toy or blanket if needed.
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
12. Greet each infant and toddler and his/her family member(s) warmly in the morning to assist in the transition from home to the child care center/home and to give family members a chance to communicate needs, priorities and concerns. Use transition routines as opportunities to build emotional connections between the child and his/her family, the teacher and child, and between and among peers.
a. What I think now:
b. Write down your new thoughts and discoveries. Include DAP book page and quote.
Part 4 238
3 THROUGH 5-YEAR-OLD DEVELOPMENTAL PROFILE (SECTION 5)
Upon successful completion of this assignment, you will have met the following course objectives:
Discuss development in physical, cognitive, language, emotional, and social domains from birth through age 12.
Analyze the interrelatedness and interaction between child developmental domains and biological, environmental, and sociocultural factors.
Compare and analyze current and historical theories of development and their implications for working with children.
Identify atypical development and individual special needs and describe early intervention services.
Practice effective formal and informal observation and assessment methods that gather child development information.
You can also use this assignment to demonstrate your work on NAEYC Standards 1, 3, 4.
DIRECTIONS
PART 5 DEVELOPMENTAL PROFILE 50 POINTS
For this assignment, you are to read chapters 11, 12, and 13 in The Young Child and explore all the resources under “Content” for the chapters. Then, you are to put together:
3 NEW CONCEPTS OR TERMS TO YOU – 9 POINTS
This can be anything in the chapters or in the resources: the name of a test, or a professional, or an influence on development that you hadn’t thought of before.
Include a short explanation of what this is and include a page# or resource name.
5 DEVELOPMENTAL POSSIBILITIES (MILESTONES) THAT SHOULD OCCUR DURING THIS TIME PERIOD – 10 POINTS (PREFERABLY YOU WILL USE SOME MILESTONES FROM EACH OF THE 3 CHAPTERS!)
This can be a list (with a reference-page # or resource name).
You can use our book and the developmental checklists in Content Look at (at least one of) the AGES and STAGES Questionnaires.
You can look at the the resources on the Early Learning Colorado web page.
5 IDEAS OF HOW YOU AS AN EARLY CHILDHOOD PROFESSIONAL CAN ENCOURAGE DEVELOPMENT OF 3 TO 5 YR OLDS- 10 POINTS
In our book, and in the resources listed under CONTENT, and in the Colorado Early Learning Guidelines, you will find ideas for encouraging development at this age. List 5 things that you, as an early childhood professional, can do to encourage development and a short explanation of why.
3 PIECES OF INFORMATION YOU WOULD LIKE TO SHARE WITH PARENTS OF 3 TO 5 YEAR OLDS 5 POINTS
This can be about any topic that is covered in our chapters or in the resources. You can even share your ideas for encouraging development. You can also share ideas that you already may have or ones that you have explored. This information should be information for parents. It can be a website, a brochure, or an activity for parents to do with their child; or information on what parents should not do with a child this age. Why did you share this information?
REACTION/REFLECTION TO THE DEVELOPMENT OF ANGELA AND JEREMY – 8 POINTS
In each chapter, we are looking at the development of Angela and Jeremy. There are many factors influencing the development of these children. You are to write a reaction/reflection to what you have learned about their development. What is a strength to their situation? What is a challenge? Any recommendations or suggestions for the family? (This should be about 1 page in length and include references to our book and/or additional resources.)
1 DEVELOPMENTAL RED FLAG OR 1 SPECIAL NEEDS INFORMATION FROM THE SECTION – 3 POINTS
There is a Dev Checklists w red flags.doc included under DEVELOPMENTAL CHECKLISTS in the Child Study. You can use this to identify “I would be worried if a toddler wasn’t _______ by ______ of age.” OR you can identify information about special needs in the chapter. This should be about 1 paragraph.
SPELLING/MECHANICS/APA STYLE REFERENCES – 5 POINTS
NOTES:
You can be creative with this profile assignment- put parts of it into a PPT or brochure. (The Angela/Jeremy part is most likely going to be in traditional written form.) Be sure to cite references!
TURNING IN INSTRUCTIONS
3 to 5-Year-Old Developmental Profile
CHECKLIST
Be sure that you have included:
_____3 new terms/concepts with a brief definition.
_____5 developmental milestones that should occur during 3 to 5 years of age.
_____5 ways that ECE professionals can encourage growth and development during this time.
_____3 pieces of information that you would like to share with parents (and why you would like to share this info).
_____A descriiption of where Angela and Jeremy are developmentally and a thoughtful reflection on their growth with a thoughtful reflection on their family situation and some suggestions or recommendations for the family.
_____A developmental red flag for this age.
_____Be sure your profile is well organized, free from spelling/grammar errors and that you use APA style when citing references.
Part5 238
Please find a good research article from the past five years For this extra credit assignment, please provide a link to the article, a paragraph justifying why it’s research, a paragraph summarizing it, and a paragraph sharing your thoughts about it.
