PHARMACEUTICAL CHEMISTRY

Ann Tutor

Description

• cours - matière potentielle : for medicine
• dissertation
• exposé

w w w .im u. ed u. m y Pantone 3025 C Pantone 7469 U C80 M20 Y00 K50 Pantone 542 C Pantone 543 U C50 M20 Y00 K00 K100 K100 K30 Reverse White PHARMACEUTICAL CHEMISTRY

• chemical properties of chemical compounds
• b4 b4 b6 b6 b6
• coordinators of clinical trial studies
• clinical schools
• industrial supervisors during the industrial attachment
• chemical industries
• pharmaceutical chemistry
• kpt
• industrial training
• time

Sujets

• Dissertation
• Exposé
• Senior
• Seremban
• maths

Informations

• Publié par: amkue
• Nombre de lectures: 29
• Langue: English

Extrait

High School - Art II & III - Unit and Lessons for Portrait/Figure
Drawing

ART UNIT PLAN DEVELOPED BY:
Ashley Burns
(Based on Analysis of Unit Plan and Lesson Plan from the TN Framework for
Evaluation and Professional Growth- FEPG). Tennessee does not require a specific
format but the components of the FEPG should be met. )

TOPIC OR FOCUS: Figure Drawing
GRADE(S): DATE: NUMBER OF UNIT LESSONS 5
10-12 (Art II) or NUMBER OF PROJECTS 1
11-12 (Art III) TIME ALLOTTED FOR UNIT 4 wks

UNIT GOALS (Long · TLW determine how to use a measuring stick to find common
range-how does this unit elements and establish proportion within the figure.
fit with year long goals?) · TLW discover how the skeletal and muscular structure of a person
IA Site specific ways to affects the outside structure of the figure.
relate goal(s) to · TLW demonstrate how the use of value and foreshortening
curriculum
(perspective for the figure) can create visual interest and the
(team/department,
illusion of depth system and state
frameworks). IB:

STATE TN curriculum standards: http://state.tn.us/education/ci/standards/
CURRICULUM · 1.2 Produce visual art that exhibits a communication of ideas through
STANDARDS: the use of media, tools, techniques, and processes
(Select the grade · 2.1 Demonstrate an understanding of art elements and design
appropriate principles.
standards/ SPI’s that · 2.4 Apply problem-solving skills to create solutions to specific visual
are being met in this
art tasks.
lesson. Copy and
· 3.4 Research and create a series of related works in a particular
paste.)
subject matter.
· 4.3 Demonstrate how history and culture influence the production of
art.
· 5.1 Assess visual artworks and their meanings by using a variety of
criteria and techniques.

LEARNING Language Arts Expand oral language through vocabulary instruction
INTEGRATION: and strengthen abilities in persuasive arguments
Utilize A Blueprint for through class critique of project
Learning: A Social Studies Recognize the impact such artists as Leonardo da Vinci
Teacher’s Guide to and the ancient Roman architect Vitruvius have had on
the Tennessee
modern figure drawing.
Curriculum.
Science Understand how important knowledge of the skeletal
and muscular structures are to drawing proportionally
accurate figures
Math Develop a geometric understanding of proportional
relationships in the figure

CHARACTERISTICS OF There are 13 students in this class (7 girls and 6 boys; 5 Black,
STUDENTS: and 8 White). One of these students is mainstreamed and has
(Characteristics of the an IEP that requires modifications. One student is new to the
students for whom this unit is school. She has been welcomed into the class and seems to be
intended (needs in the transitioning well. One student skipped Art II and went directly
cognitive, social, emotional
to Art III. Because of this he feels like he has something to
and physical areas). IA, IB, IC
prove and tends to want to slow down on completing his work.
One student was placed in the class that does not feel that his
skill level is up to par with the other students. I have been
working with him to bring up his self confidence. Two students
tend to get excited easily and need to be redirected at time to
avoid getting off task. This is an advanced level class that works
well together and are allowed to move around the room as
needed to work on assignments. No students have physical
handicaps that impair movement. This group is ordinarily well
behaved and attentive and they usually work well in class, but
any student could become a behavior problem given the right
circumstances.

INTRODUCTORY Anticipatory Set: As students enter the classroom, the teacher
PROCEDURES: will be setting up a human skeleton set up as a still life with a
(How will you introduce the spotlight aimed at it creating strong lights and darks. One of
unit and the goals?) IB the room’s overhead lights will be off to dramatize this act.

Today, we will begin our new unit by studying the figure. We
will determine how to use a measuring stick to establish
proportion, discover how the skeletal and muscular structure
affect the outside of the figure, and demonstrate different ways
to use value and foreshortening to create visual interest and the
illusion of depth.
Have you ever played a video game where the
people/players in it looked awkward or looked weird/blocky
in their movements?

When you understand what is under the body, it helps you more
accurately portray the proportions of the figure you are
drawing.

Let’s look at examples now… (The teacher show/teach a
keynote address to the students outlining the unit objectives,
introduce vocabulary, and show examples of what to expect in
the coming weeks)

ASSESSMENT: Students will be observed and monitored for
(Assess and evaluate learner understanding throughout each lesson as the teacher
understanding: Identify the methods questions students, moves about the room and checks for
the teacher will use to identify appropriate work habits and understanding of lesson
student learning levels and needs.
objectives. A rubric will be used to assess learner
Describe when these will be used
progress for each lesson. Each assessment rubric is
during the unit.) IB and IIIA. (Relate
related to learner objectives (SEE RUBRIC). A game will assessment instruments to the
be played with the entire class at the end of the unit to outcomes stated in the goals.) IIIA
test students’ vocabulary comprehension and retention of
unit objectives.


WORKS CITED: R. M. Lamann. The Figure Drawing Lab. [updated
6.15.1998; cited 2.27.08]. Available from
http://drawinglab.evansville.edu/.

Robert, Beverly, Hale. Drawing Lessons from the
Great Masters. Watson-Guptill Publications. New
York. 1989.



























ART UNIT PLAN
Unit Plan Title: FIGURE DRAWING
LESSON 1 Title: DISSECTING THE PORTRAIT
Lesson Author: Ashley Burns

TOPIC OR FOCUS OF LESSON: Facial proportions & relationships; drawing the
eyes, nose, mouth, and ears
GRADE LEVEL: 11-12 DATE:
(Art III)
TIME ALLOTED FOR LESSON: Six 55 minute class periods

LESSON DESCRIPTION: (Write a In this lesson, TSW will learn about facial proportions
brief, yet concise, description of what and measuring techniques for drawing the face and
occurs in this lesson. App. 50 words). head. TSW create a drawing of a portrait in their
sketchbook based on teacher instruction, handouts
given, and active participation in the stated lesson
objectives.

CLASSROOM LAYOUT / GROUPING OF Learning Rows Tables Centers: X
STUDENTS: Where will instruction take Circle: X
place? How will the room be organized?
How will students be grouped for practice? Whole group Pairs: Individuals: Small Groups:
X X X

OBJECTIVES: TLW will compare and contrast facial measuring techniques with what
Use Bloom’s they see in the mirror and observe in their classmates
Taxonomy. TLW discuss portrait drawings and studies done by master artists
Objectives should TLW practice drawing eyes, noses, ears, and mouths through direct
be specific, observation
outcome based and
TLW utilize measuring techniques to produce a self portrait of their head
measurable.
and face (either a three-quarter view and or a full frontal view)
TLW evaluate completed work through class discussion and critique
TLW evaluate their own wough identification of rubric standards

STATE CURRICULUM · 1.1 Demonstrate the use of knowledge and technical skills in
STANDARDS: at least one specific medium.
(Go to the TN curriculum · 2.1 Demonstrate an understanding of art elements and
standards design principles.
http://state.tn.us/education/ · 3.2 Evaluate meaningful images that reflect personal
ci/standards/
experiences and environments.
Select the grade appropriate
· 4.2 Interpret the function and explore the meaning of specific
standards that are being met
art objects within varied cultures. in this lesson. Copy and
· 5.1 Assess visual artworks and their meanings by using a paste:
variety of criteria and techniques.
· 6.2 Integrate ideas, issues, and themes in the visual arts
with other subject areas.


WEB ADDRESSES NEEDED FOR LESSON:
1 http://drawinglab.evansville.edu/proportion.html

ADDITIONAL RESOURCES NEEDED FOR LESSON (Title of prints, books, etc)
1. The History of the Human Body by Joseph Hixson
2. Te Human Body: Your Body and How it Works by Ruth Dowling Bruun, M.D. &
Bertel Bruun, M.D.
3. Bridgman’s Complete Guide to Drawing from Life by George B. Bridgeman

STUDENT’S PRESENT LEVEL OF There are 13 students in this class (7 girls and 6
PERFORMANCE & KNOWLEDGE boys; 5 Black, and 8 White).