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Comparative observation and analysis of artistic works in primary education
No full textCilj rada jest pobuditi kod učenika primarnog obrazovanja želju i naviku da shvate i dožive umjetničko djelo. Također, naučiti ih kako promatrati i analizirati umjetničko djelo te kako se izražavati likovnim jezikom i likovnim elementima. Rad se dijeli u dva dijela: teorijski i praktični. U teorijskom dijelu objašnjava se pojam likovne umjetnosti te na koja se područja ona dijeli, nabraja se podjela likovnih elemenata i kompozicijskih načela te se razjašnjava podjela likovnih tehnika u četiri kategorije. S druge strane, praktični dio sastoji se od pet nastavnih jedinica provedenih u pet razredna odjela primarnog obrazovanja. Prve dvije nastavne jedinice uključuju promatranje i analizu umjetničkih djela te njihovu međusobnu usporedbu te likovnog izražavanja. Preostale tri nastavne jedinice isključuju likovno izražavanje, odnosno učeničke radove. U prvoj nastavnoj jedinici učenici najprije promatraju i analiziraju reprodukcije, a nakon toga prema promatranju i zamišljanju tehnikom tuba crtaju pročelje katedrale. Druga nastavna jedinica isto se temelji na promatranju i analiziranju umjetničkih djela nakon čega su slikarskom tehnikom gvaš prema promatranju i zamišljanju naslikali mrtvu prirodu. U tre oj nastavnoj jedinici cilj je bio u uvodnome dijelu zainteresirati učenike s pomoću virtualne izložbe za daljnje promatranje i analizu umjetničkih djela te njihovu međusobnu usporedbu. Učenicima su podijeljene ulaznice za virtualnu izložbu koje su ih trebale potaknuti na promišljanje te ih zainteresirati za nastavni sat kako bi aktivno mogli sudjelovati u istome budu i da sat nije uključivao likovno izražavanje. Četvrti nastavni sat temeljio se na istom principu kao i prethodni, dok su tijekom petog nastavnog sata, u uvodnome dijelu, učenici promatrali i pronalazili sličnosti i razlike između dvije pernice, dvije bilježnice i dvije učenice. Za izvedbu prve i druge nastavne jedinice bila su potrebna dva školska sata u trajanju od 90 minuta, dok je za ostale tri nastavne jedinice bio potreban jedan školski sat u trajanju od 45 minuta. Tijekom prve dvije nastavne jedinice učenici su promatrali, analizirali i uspoređivali dva umjetni ka djela nakon ega su po promatranju i zamišljanju nacrtali i naslikali vlastite radove. U radu je izdvojeno 10 učeničkih radova na kojima se primijenila tematska, likovno-jezična, likovno-tehnička i stilska analiza. Također, u radu su izdvojeni odgovori učenika tijekom promatranja i analize umjetničkih djela. Učenički radovi rezultirali su uspješnim likovnim izražavanjem, njihovim interesom i aktivnim sudjelovanjem tijekom analiza.The aim of this thesis is to stimulate primary school students' desire and habit to understand and experience artistic works. It also aims to teach them how to observe and analyze art pieces, and how to express themselves using artistic language and elements. The thesis is divided into two parts: theoretical and practical. The theoretical part explains the concept of visual arts and its different fields, lists the division of visual elements and compositional principles, and clarifies the categorization of artistic techniques into four categories. On the other hand, the practical part consists of five lessons conducted in five different primary school classes. The first two lessons involve observing and analyzing artworks, comparing them, and expressing oneself artistically. The remaining three lessons focus solely on artistic expression, specifically the students' work. In the first lesson, students first observe and analyze reproductions, and then draw the facade of a cathedral using the ink technique based on their observations and imaginations. The second lesson similarly involves observing and analyzing artworks, after which the students paint a still life using the gouache technique based on their observations and imaginations. In the third lesson, the goal was to engage students through a virtual exhibition, encouraging further observation and analysis of artworks and their comparisons. Students received tickets to the virtual exhibition to prompt their thinking and interest in the lesson, which did not include artistic expression. The fourth lesson was based on the same principle as the previous one, while during the fifth lesson, in the introductory part, students observed and identified similarities and differences between two pencil cases, two notebooks, and two students. The first and second lessons required two school periods of 90 minutes each, while the remaining three lessons required one school period of 45 minutes each. During the first two lessons, students observed, analyzed, and compared two artworks, after which they drew and painted their own works based on their observations and imaginations. The thesis highlights 10 student artworks that underwent thematic, artistic-linguistic, artistictechnical, and stylistic analysis. Additionally, the students' responses during the observation and analysis of the artworks are included. The student works demonstrated successful artistic expression, interest, and active participation during the analyses
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Comparative observation and analysis of artistic works in primary education
No full textCilj rada jest pobuditi kod učenika primarnog obrazovanja želju i naviku da shvate i dožive umjetničko djelo. Također, naučiti ih kako promatrati i analizirati umjetničko djelo te kako se izražavati likovnim jezikom i likovnim elementima. Rad se dijeli u dva dijela: teorijski i praktični. U teorijskom dijelu objašnjava se pojam likovne umjetnosti te na koja se područja ona dijeli, nabraja se podjela likovnih elemenata i kompozicijskih načela te se razjašnjava podjela likovnih tehnika u četiri kategorije. S druge strane, praktični dio sastoji se od pet nastavnih jedinica provedenih u pet razredna odjela primarnog obrazovanja. Prve dvije nastavne jedinice uključuju promatranje i analizu umjetničkih djela te njihovu međusobnu usporedbu te likovnog izražavanja. Preostale tri nastavne jedinice isključuju likovno izražavanje, odnosno učeničke radove. U prvoj nastavnoj jedinici učenici najprije promatraju i analiziraju reprodukcije, a nakon toga prema promatranju i zamišljanju tehnikom tuba crtaju pročelje katedrale. Druga nastavna jedinica isto se temelji na promatranju i analiziranju umjetničkih djela nakon čega su slikarskom tehnikom gvaš prema promatranju i zamišljanju naslikali mrtvu prirodu. U tre oj nastavnoj jedinici cilj je bio u uvodnome dijelu zainteresirati učenike s pomoću virtualne izložbe za daljnje promatranje i analizu umjetničkih djela te njihovu međusobnu usporedbu. Učenicima su podijeljene ulaznice za virtualnu izložbu koje su ih trebale potaknuti na promišljanje te ih zainteresirati za nastavni sat kako bi aktivno mogli sudjelovati u istome budu i da sat nije uključivao likovno izražavanje. Četvrti nastavni sat temeljio se na istom principu kao i prethodni, dok su tijekom petog nastavnog sata, u uvodnome dijelu, učenici promatrali i pronalazili sličnosti i razlike između dvije pernice, dvije bilježnice i dvije učenice. Za izvedbu prve i druge nastavne jedinice bila su potrebna dva školska sata u trajanju od 90 minuta, dok je za ostale tri nastavne jedinice bio potreban jedan školski sat u trajanju od 45 minuta. Tijekom prve dvije nastavne jedinice učenici su promatrali, analizirali i uspoređivali dva umjetni ka djela nakon ega su po promatranju i zamišljanju nacrtali i naslikali vlastite radove. U radu je izdvojeno 10 učeničkih radova na kojima se primijenila tematska, likovno-jezična, likovno-tehnička i stilska analiza. Također, u radu su izdvojeni odgovori učenika tijekom promatranja i analize umjetničkih djela. Učenički radovi rezultirali su uspješnim likovnim izražavanjem, njihovim interesom i aktivnim sudjelovanjem tijekom analiza.The aim of this thesis is to stimulate primary school students' desire and habit to understand and experience artistic works. It also aims to teach them how to observe and analyze art pieces, and how to express themselves using artistic language and elements. The thesis is divided into two parts: theoretical and practical. The theoretical part explains the concept of visual arts and its different fields, lists the division of visual elements and compositional principles, and clarifies the categorization of artistic techniques into four categories. On the other hand, the practical part consists of five lessons conducted in five different primary school classes. The first two lessons involve observing and analyzing artworks, comparing them, and expressing oneself artistically. The remaining three lessons focus solely on artistic expression, specifically the students' work. In the first lesson, students first observe and analyze reproductions, and then draw the facade of a cathedral using the ink technique based on their observations and imaginations. The second lesson similarly involves observing and analyzing artworks, after which the students paint a still life using the gouache technique based on their observations and imaginations. In the third lesson, the goal was to engage students through a virtual exhibition, encouraging further observation and analysis of artworks and their comparisons. Students received tickets to the virtual exhibition to prompt their thinking and interest in the lesson, which did not include artistic expression. The fourth lesson was based on the same principle as the previous one, while during the fifth lesson, in the introductory part, students observed and identified similarities and differences between two pencil cases, two notebooks, and two students. The first and second lessons required two school periods of 90 minutes each, while the remaining three lessons required one school period of 45 minutes each. During the first two lessons, students observed, analyzed, and compared two artworks, after which they drew and painted their own works based on their observations and imaginations. The thesis highlights 10 student artworks that underwent thematic, artistic-linguistic, artistictechnical, and stylistic analysis. Additionally, the students' responses during the observation and analysis of the artworks are included. The student works demonstrated successful artistic expression, interest, and active participation during the analyses
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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