5.3 Behaviorism, Piagetianism and social constructivism
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5.2 How do people learn?
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5.1 Introduction
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4.3 Formats
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4.2 Content
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4.1 Sources of material
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3.2 What are aims and objectives/outcomes?
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3.1 Introduction
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1.2 Copyright and OER
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1.2 Copyright and OER
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1.1 Open educational resources
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Learning outcomes
Are you interested in creating your own open educational resources? This unit will help you to write a learning unit and provide you with links to various resources for open-learning materials. You will learn about the different purposes of self-instruction and receive advice about the techniques and strategies to help the learner.
Introduction
Are you interested in creating your own open educational resources? This unit will help you to write a learning unit and provide you with links to various resources for open-learning materials. You will learn about the different purposes of self-instruction and receive advice about the techniques and strategies to help the learner.
1.3.2 Exploring other activities After trying Activity 3 you may want to explore some of the other resources given or even develop your own, in which case the Global Dimension section of the ASE site
or the New Scientist online may be helpful starting points. One way of bringing global science into the classroom is by using ‘off-the-shelf’ activities that: exemplify curriculum content – for example, iron was extracted from its ore in a precursor of the blast
1.3.1 Teaching global science Science draws on a rich cultural heritage and continues to be a global endeavour. How can you bring global science to life for your students? Activity 3 will help to bring a global perspective to your science curriculum. Click "view document" to open 'Investigating Housing in Saudi Arabia'. Click "view document" to open 'How can a mobile phone kill a gorilla …'. 1.2.1 Science throughout history: a case of attribution? Much of the science we now take for granted was first done by scientists outside today's industrialised nations. For example, Arabic medicine was in advance of European medicine throughout the Middle Ages, and from Salerno (the first recorded medical school, founded in the 10th century), to Vesalius (the first person to publish a book of human anatomy, in 1543), Western doctors learned from their Muslim counterparts. Activity 2 gives an opportunity to learn more about some of 1 6. Conclusion This unit has explored the ways in which moving and still images may motivate and inspire pupils in their understanding of music. You may find it helpful to share your experiences of using images with your peers, perhaps through a short presentation to your department. Except for third party materials and otherwise stated (see terms and conditions), this content is made availabl 1.5.2 Resources Resources on film music can be difficult to come by. There has been a gradual increase in the range and number of books available, and the bibliography you can get by clicking on the link below should help guide you towards useful texts. Click 'View document' to open Indicative film music bibliography Soundtrack albums are now released for many films, and DVDs occasionally include composer i 1 3. From experience to interpretation In almost all films, the visual story is completed first, dialogue and sound effects are then added and music is composed last of all. However, when Disney made the animated film Fantasia in 1940, they reversed the process, producing animations based on pieces of classical music. You may like to look at the Disney archives website, or read some information about the making of Fantasia from the Disney family museum website. At the time, this was thought of as a way to popularise c Learning outcomes By the end of this unit, you will have: an awareness of methods of introducing film music to secondary school pupils; an understanding of how the concept of music accompanying image can be applied to skills of composition; an awareness of how to develop techniques of appraising and analysing film music through classroom activities. Except for third party materials and otherwise stated (see Author(s):
