2. Does art have a value?

Art has been described as an open concept: a cumulative and developing category of objects and processes, which by its nature is not easily definable. Therefore it might be more relevant to consider how art based activities enhance human aptitudes, abilities and skills.

Some of the skills and values gained from the study of art and art history are listed below. For present purposes these can be subdivided into those that are intrinsic (undertaken for their own sake) and those tha
Author(s): The Open University

2.3 Co-analysis of practice

Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice.

Observations provide evidence for f
Author(s): The Open University

1.1.6 Keeping up-to-date

How familiar are you with the following different ways of keeping up to date with information; alerts, mailing lists, newsgroups, blogs, RSS, professional bodies and societies?

• 5 – Very familiar

• 4 – Familiar

• 3 – Fairly familiar

• 2 – Not very familiar

• 1 – Not familiar at all

5.4 A brief history of scientific revolutions

We now go on to look at the history and traditions of scientific discovery. As an early years practitioner, you will find this survey useful in helping you to challenge the prevailing perception of science as ‘absolute truth’.

What we call science was once regarded as ‘magic’, ‘alchemy’ or ‘conjuring’. Such knowledge was viewed as ‘black magic’ and feared as a satanic art (Woolley, 2002). In part this may have been because, in the Middle Ages, scientific ideas were e
Author(s): The Open University

Summary

In this section, you have begun to explore your knowledge about what language is and how you use it in your everyday life. In particular, you have seen that:

• language (including literacy) is an inescapable part of everyday life;

• language is a highly developed and specifically human system for making meaning;

• using language involves coordinating a wide and complex range of knowledge of:

   

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2.3 ‘English’ as a school subject

In official UK curricula, language appears as a curriculum subject under a range of labels. In all four UK countries – England, Northern Ireland, Scotland and Wales – the curricula for the 3–5 years age range (ACCAC, 2000a; DENI, 1997; QCA/DfEE, 2000; SCCC, 1999) include the word ‘language’ in the subject title. In the formal school curriculum, the subject is known as ‘English’ or ‘English Language’ (ACCAC, 2000b; CCEA, 2004; DfEE/QCA, 1999a; SOED, 1991). Wales, Northern Ire
Author(s): The Open University

1.1.2 Reporting speech

When reporting what people have said you need to pay attention to:

• reporting verb, e.g. say, tell, suggest;

• verb tense, e.g. says, said, tells, told, suggest, suggested;

• pronouns, e.g. I, she, he, it, they;

• words of time and place, e.g. today, tomorrow, here, there.

Notice the changes in the example below.

2.5 Léxico básico

alto	tall, high
animado	lively
campanario (el)	bell tower
casco viejo (el)/casco antiguo (el)	old quarter
catedral (la)	cathedral
estación (de tren) (la)	(railway) station Author(s): The Open University License information Related content Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share No related items provided in this feed 2.11.1 Revision: choosing and booking hotels In this session, you will revise choosing and booking hotel rooms, understanding directions, identifying and using dates (years). Activité 56 Author(s): The Open University License information Related content Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share No related items provided in this feed 2.10.1 Years In this session you visit the musée Angladon-Dubrujeaud, where you find out about the life of the painter Vincent van Gogh. Key Learning Points Understanding and using the numbers 70 to 100 Identifying and using dates (years) Distinguishing between Author(s): The Open University License information Related content Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share No related items provided in this feed 2.9.3 Understanding notices Activité 47 Vocabulaire un sac à dos rucksack Author(s): The Open University License information Related content Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share No related items provided in this feed 2.8.1 Learning about verbs You and Christine go to a shop to buy a film for your visit to the museum. Key Learning Points Talking about time Asking for goods and services Learning about verbs Using verb forms: nous a Author(s): The Open University License information Related content Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share No related items provided in this feed 2.5.3 Une brochure de détails d'hôtel Activité 28 Look at the brochure, which you picked up at the tourist information office in Avignon, and answer the questions below. Note: Canal + is a French subscription channel. Find Author(s): The Open University License information Related content Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share No related items provided in this feed Introduction This unit helps you to acquire the basic language to find your way around a French town. You will learn how to understand and give directions, ask about accommodation, book a hotel room at the tourist information office and get information about what to see and do in the local area. You will visit some museums in Avignon and buy a film for your camera. This unit also deals with telling the time and making liaisons in speech. By the end of the unit, you will feel more confident understanding a Author(s): The Open University License information Related content Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share No related items provided in this feed Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The content ackno Author(s): The Open University License information Related content Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share No related items provided in this feed Improving aerobic fitness Aerobic fitness is integral to successful sports performance and to maintaining good health. But what sort of exercise should you be doing to develop your aerobic fitness? This unit will help you to answer this question by introducing you to principles of aerobic exercise prescription. First published on Wed, 27 Jul 2011 as Author(s): Creator not set License information Related content Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2 No related items provided in this feed Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 Advanced search | Browse Resources Copyright 2009 University of Nottingham