Sentences with phrase «creative practice after»

Not exact matches

In Japan, 41 percent of students» time in math class was still spent on basic practice — churning through one problem after another — but 44 percent was devoted to more creative stuff: inventing new procedures or adapting familiar procedures to unfamiliar material.

Don't expect to be a master after one session, but if you practice shooting in this mode and making your own creative decisions about the amount of focus and light you want in your pictures before long you will be turning out some great shots and you will know exactly how you achieved them, and then you'll know it was worth the effort you took to learn this cool new skill!

«After receiving my MFA in creative practice, I wanted to find ways to incorporate research as a form of art practice.

After attaining a Masters in Arts Administration & Policy, (SAIC 2014) his present focal point is to develop his creative practices while exploring alternative organizational models as a means to encourage collaboration and activism within the arts.

After studying industrial design with Irene Aragão at the Pontifícia Universidade Católica do Rio de Janeiro in Brazil, he continued his studies at Brown, focusing on learning curatorial practice with Mark Tribe and creative / spatial dynamics with Ian Gonsher.

Amended and rearranged after its first installment, the show will explore the impact that Mexico had on Artaud's work, as well as the influences that his creative practice has had on different generations of artists, filmmakers and other cultural practitioners.

After all, at this point, the company, who promised free creative reign to Lew and Locks for the project, and is sponsoring not only this year's, but the next few biennials through 2021, should know what it signed up for — or at least the intentions of the biennial's youngest - ever curators, who were looking not to create extra work for the artists for the sake of a watered - down corporate sponsorship, but to instead give them a chance to expand their biennial contributions and typical artistic practice, «as if their studio has expanded exponentially to the collaboration.»

Clark was drawn to this kind of nontraditional practice after living in Paris in the early 1950s, where he abandoned representational imagery for the creative freedom of the abstract expressionist movement.

After practicing as a lawyer for nine years in New York, Kaplan has become a public speaker and career advisor for law students and legal professionals and most recently authored The Opportunity Maker: Strategies for Inspiring Your Legal Career Through Creative Networking and Business Development (Thomson - West, 2008).

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

Labeling / Creative Language: An Important Tool / Leadership (1) / Leadership (2) / Leadership (3) / Leadership in a therapeutic environment (1) / Leadership in a therapeutic environment (2) / Leadership styles / Learning (1) / Learning (2) / Learning basic skills / Learning environment / Learning in residential care / Learning in the experiential group / Learning to care for others (1) / Learning to care for others (2) / Learning to dance / Learning to listen / Levels of intervention / LGBTQ youth / Life in group care / Life space (1) / Lifespace (2) / Life space interventions / Life space interview (1) / Life space interview (2) / Life space interview (3) / Life space interviews / Life space supervision (1) / Life space supervision (2) / Lifespace work / Life span in care practice / Lifestyles / Limits / Listen to youth / Listening (1) / Listening (2) / Listening to children (1) / Listening to children (2) / Living relationship / Locked confinement / Loneliness / Longitudinal studies / Looked after children / Loss and grief / Love in residential settings / Love is not enough / Love is vulnerable / Loving the unlovable