Lecture 28 Multicore, Multithread

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  • cours magistral
  • expression écrite
Lecture 28 
 Multicore, Multithread? Suggested reading:? (H&P Chapter 7.4)? 1?
  • power per transistor decreases with scaling
  • dram transistor density doubles
  • suitable voltage to the gate
  • speed increases with scaling
  • prevalent multi- core approach to computing
  • processor components
  • right hw for the right application
Published : Tuesday, March 27, 2012
Reading/s : 25
Origin : artsplash.pdx.edu
Number of pages: 6
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Lesson Plan forThe Art of Chinese Folktalesby Jeremy Thomas
Students will begin studying ancient China during Social Studies while simultaneously reading Chinese folktales during Literacy. While students are learning the geography, political history, and religion/philosophy of ancient China, they will also be learning about themes and the themes that are evident in the Chinese folktales they read (a suggested list of folktales is linked to this unit). Begin the unit by reading the students a Chinese folktale. After you read it, have the students identify the setting, characters, plot, conflict, resolution, and theme. Record this information on chart paper. Do this same routine a couple more times with other folktales on other days. Once students have beome adept at identifying these things, allow them to read these folktales during any silent reading or free time and record this information in their notebooks. This will prepare them for the discussions and work that will take place in this unit. To prepare for each art lesson, you will need to have a set up your materials and guide the students through gathering materials, setting up, and cleaning up. This is extremely important. You may even want to have the kids practice setting up and cleaning up before you actually do a lesson. Materials needed:Brushes (bamboo calligraphy brushes work best) Watercolor paper Sumi Ink Sets of watercolors (if you get cakes, have one tray for every two students) Paper towels Tubs of water Paint trays (you could also use small bowls for the ink) Examples of Chinese brush painting (you could make some copies out of books or you could purchase some inexpensive pieces of art at a Chinese art store  I'm lucky that there are a number of these in Portland's Chinatown) Chart paper VOCABULARY
character symbolism theme qi (or essence)
impressionism value calligraphy line monochromatic dense sparse abstract pictograph
Chinese Brush Painting by Vickey Aubrey Chinese Brush Painting: A Beginner's Guide by Pauline Cherritt Chinese Brush Painting by Kwan Jung Chinese Calligraphy Made Easy by Rebecca Yue Chinese Pictographs:
Arts Lessons Lesson 1: Qualities & Characteristics of Chinese Art (45 min.) Focus Question: What qualities and characteristics are unique to Chinese art? 1. Students will walk around the room observing various pieces of Chinese artwork. They will write comments, questions, and things they notice on PostIt notes and stick them on the pieces as they go around the room. 2. The teacher will then put all of the pieces at the front of the room and discuss the things that students noticed. As this discussion progresses, the students will take notes on the various characteristics and write down the vocabulary introduced. This is a good time to discuss the Chinese concept of qi (pronounced CHEE) or essence. Chinese painters attempt to capture the essence of an object rather than paint a realistic representation of it. By
using balances of light and dark, density and sparseness, thick and thin, and wet and dry, painters achieve qi with their paintings. Lesson 2: Introduction to Chinese Brush Painting Using Sumi Ink (60 min.) Focus Question: How is Chinese brush painting done? 1. Begin by introducing all of the art materials to the class. Tell the students how they are to handle the materials and where they should be returned when they are finished. 2. Once materials have been passed out, demonstrate the proper way to hold the brush (use the book by Rebecca Yue as a guide for this) and have the students practice with you. Demonstrate how to load the brush with paint. As the students observe, paint a horizontal line across your sheet of paper  try to keep it the same thickness all the way across. Then demonstrate to the students that by lifting up or pushing down on the brush they can change the thickness of the line. Have the students practice this. Using the basic brush strokes on page 22 of Kwan Jung's book, guide the students through several brushstrokes by first demonstrating and then having them practice. Be sure the observe and correct as students are practicing. 3. Guide students through the lesson on pages 2327 of Chinese Brush Painting by Kwan Jung on how to paint a shrimp. If there is time, allow them to experiment with the brush strokes they learned. Lesson 3: Chinese Brush Painting with Watercolors (60 min.) Focus Question: How do we add color to our paintings? 1. Review with the students how to hold their brushes, how to do basic brushstrokes, and how to adjust the thickness of their lines. 2. Show the students a couple of examples of Chinese brush painting. What do they notice about the colors. Hopefully, they will notice that there are few, if any, colors used. Let them know that today they will be using the same techniques and brushstrokes used in the last lesson, but with watercolors. One thing that students should know about watercolors is that they "bleed" when paint touches a wet surface. If students are trying to paint one color over another, the surface must be dry. Student can either let it air dry or dab it with a paper towel to remove moisture. Also show the students how to change the value of their colors by adding more paint (darker) or more water (lighter). 3. Guide the students through the lesson on painting a hibiscus flower on pages 6265 of Chinese Brush Painting (Jung). If there is time, allow them to experiment with the watercolors.
Lesson 4: Introduction to Basic Chinese Calligraphy Brushstrokes (60 min.) Focus Question: Where did Chinese calligraphy come from and how do you paint it? 1. Introduce some of the basic Chinese characters (love, friendship, family, etc.). It is probably best to start with just a few. Display these characters on a large piece of paper or on an overhead transparency along with the historical pictographs from which they came (these can be found at the Chinese Pictographs website listed under Resources). Show the students how the pictographs became more stylized over time. 2. Demonstrate some of the basic brushstrokes used in Chinese calligraphy using Rebecca Yue's book as a guide. Be sure to show the students the proper way to hold the brush and the angle at which the brush touches the paper. Then have the students practice a couple of brushstrokes. 3. Slowly guide the students through the painting of one of the basic Chinese characters. Lesson 5: Using Chinese Symbols to Represent Your Folktale (Two 50 minute sessions) Focus Question: What is symbolism and how was it used in ancient China? 1. Ask the students what they think symbolism is. You may want to begin by asking them what a symbol is. Tell the students that a symbol is an object that represents an idea, phrase, or word. In China, symbolism is very important. The Chinese use animals and plants to represent a wide variety of ideas, words, and characteristics. Pass out the Chinese Symbolism worksheet and review it with the students. 2. Ask the students to choose one of the Chinese folktales they've read. Have them brainstorm some of the main themes of their folktale. Then ask the students which Chinese symbols would best represent the themes of their folktale. Tell the students that they will be painting the symbol that best represents the theme of their folktale and use Chinese characters that also describe the them. If students cannot find a suitable symbol from the list, they may choose a symbol of their own from the story as long as they can justify its relevance to the them. Pass out the Chinese Folktale Project sheet to them along with the rubric. Go over the rubric with them so that all students understand the project and how they will be graded. Note:You may want to have students submit their project ideas to you in writing. That way you can provide examples and pictures of the various symbols for the students. This is helpful for those symbols that students may not be familiar with (such as a lotus flower or plum blossom). Another option is to have students look up images of these symbols on the Internet.
Lesson 6: Painting Your Symbol and Characters (60 min.) Focus Question: How do you apply these techniques to the painting of your symbol? 1. Once the students have their materials, review the characteristics of Chinese brush painting introduced in Lesson 1. Then ask the students to pick an object in the room to observe. As they are looking at this object, have them squint their eyes and focus on the general shape of the object. They should notice that the details and colors tend to fade away. Tell the students that this is one way of getting away from the Western idea of painting an exact replica and instead capturing the essence of the object. Advise them to use this technique when looking at the object of their paintings. 2. Have the students begin working on their pieces. You may want to suggest that they very lightly sketch the overall shape of their object before painting it. Also advise students against obsessing about perfection and details when doing Chinese brush painting. After their painting is complete, they may paint Chinese characters vertically along the edge of their paintings. Lesson 7: Creating a calligraphy character for your project (optional) Focus Question: How could you create a character to represent your Chinese folktale? 1. Review some of the Chinese characters and the pictographs from which they originated. Have the students look at the paintings they created. Is there a pictograph they could create based on that scene? Have the students draw their pictograph. 2. Demonstrate how to take a stickfigure pictograph and make it more artistic and more abstract. Have the students do this with their own pictographs using their paintbrushes. 3. Once students have perfected their "Chinese" character, have them paint it on their painting of the Chinese folktale. Followup: After students have completed their art projects, they will be writing three paragraphs explaining the significance of their symbol and characters, how those symbols and characters relate to the theme, and what these themes tell us about the culture of ancient China. If they create their own character, they will also need to explain how their character evolved from a pictograph to their "Chinese" character. Their writing will be tacked onto the bottom of their art work before the gallery walk. ASSESSMENT
1. SelfAssessment: Students will use the rubric to determine whether their piece met all of the requirements and used a scene and character that best represents the story. 2. Gallery Walk: Students will observe, discuss, and write about classmates artwork  they will choose works that they feel best expressed the themes of the stories and decide which paintings achieved balance or "qi."
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