On a clean sheet of paper draw three columns and write down the names of the following three colours at the top of the columns: column 1 –
YELLOW , column 2 –
RED , column 3 –
BLUE.
Now look around you, both inside and outside the classroom, and write down the names of all the objects that have those colours. Look on your educator’s table, at the clothes of everyone in the classroom, the things in your pencil case or school case, at the things lying on your own desk, posters against the walls, anything outside the classroom – in the sky, etc.
The class must be divided into three groups – a
yellow group, a
red group and a
blue group. Learners in the yellow group must now only work with yellow.
If you belong to the
yellow group, for example, you must together make
ONE list of all the objects, at least twenty, that are
yellow .
Next you must draw a
circle around all the objects on your lists that are a
light yellow (or light red, or light blue). These light colours are
tints . Around the objects that are
dark yellow (or dark red, or dark blue) you must draw a square. These dark colours are
shades .
These three colours, yellow, red and blue, are called
PRIMARY COLOURS . All other colours are a mixture of these three colours. Remember that yellow, red and blue
cannot be mixed or created – they are used to mix all the other colours.
In the next activity we are going to learn how to make the primary colours lighter or darker, but we must first allow each group to complete the following questionnaire:
Questionnaire
With which primary colour is your group working?
How many other primary colours are there? Name them.
What do we call a lighter version of your colour?
Describe how you would make a shade of your colour.
Look at the drawing below and then answer the questions:
Where does the light come from?
On what side of the face is the light falling?
If the face were only painted with blue, how would we show where the light falls?
How will we show where the shadows (they are away from the light) are?
Name three other objects in the class where light and shadows are falling.
Activity 2: (individual within a group)
To learn to create tints and shades [lo 3.7]
You must continue to work in your colour group. On your own, use a scale like the one below to first mix your group’s colour with white and then with black. A scale of
tints (the colour mixed with white) and
shades (the colour mixed with black) is created.
The colour of your group is painted in the middle block. In the four blocks to the left, your colour is mixed with increasing amounts of white and the colour becomes lighter to the left of the scale (
tints ). In the four blocks to the right, your colour is mixed with increasing amounts of black and will become darker to the right of the scale (
shades ).
Example of scale
Yellow mixed with white
Yellow mixed with black
This should almost be white
Add even more white
Add some more white
Add some white
Primary YELLOW
Add some black
Add some more black
Add even more black
This should almost be black
Activity 3: (group work / individual)
To make a collage [lo 3.7]
Take an old magazine and tear out all the tints (light) and shades (dark) of your group’s primary colour (yellow, red or blue) – as much as possible!
In your group make a drawing of a simple landscape or nature scene with, for example, a tree, flowers, a mountain, the sun, et cetera.
Now, as a group, you must use your pieces of paper to make a landscape (trees, mountains, clouds, rocks, all the exciting things we see outside or in the veld). You can tear the paper into smaller pieces or use a couple of pieces to make something. Such a picture we call a
‘collage’.
Now you must take a clean sheet of paper and make a painting similar to your collage. You must use your primary colour (yellow, red or blue) plus white and black. Such a painting is called a
monochrome painting .
Mono means one and
chrome means colour. It is a one colour (plus black and white) painting. Remember that the light colours (tints) show from which direction the light (the sun) is shining, and that the darker colours/shades will show the shadows that are away from the light source.
Assessment
LEARNING OUTCOME 3:
PARTICIPATION AND COOPERATION The learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.
Assessment standard
We know this when the learner:
3.7 collaborates with others to plan the making and use of masks, crafts, artefacts, costumes, collages or puppets using natural, waste or found materials with due regard to environmental concerns.
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities.
before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
Jharna
continue..
sometimes due to these physical problems..the diagnosis may be misdiagnosed.
treatment for autism.
well it depends on the severity.
since autistic kids have problems in communicating and adopting to the environment.. it's best to expose the child in situations where the child
Jharna
child interact with other kids under doc supervision.
play therapy.
speech therapy.
Engaging in different activities that activate most parts of the brain.. like drawing..painting. matching color board game.
string and beads game.
the more you interact with the child the more effective
Jharna
results you'll get..
please consult a therapist to know what suits best on your child.
and last as a parent. I know sometimes it's overwhelming to guide a special kid.
but trust the process and be strong and patient as a parent.
Jharna
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