High school programs at the National Gallery of Art value depth over breadth, exploring original works of art through a single specific question or theme.
High School Studio Workshops
Single museum visit, 2.5 hours
Grades 9 — 12
These half-day art workshops include an in-depth examination and discussion of works of art in the galleries, followed by behind-the-scenes access to the Education Studio, where students create a related art project.
During the workshop, National Gallery of Art educators will encourage students to look carefully at works of art and then share their responses and develop theories based on their observations.
Students will have the opportunity to create a work of art in the studio inspired by what they have seen in the galleries.
Museum Makers: Exploring Art and Museums
Grades 11 — 12
The Museum Makers program explains how museums operate and what they have to offer. It gives upper-level high school students the tools to experience, understand and interpret art. Participants will gain an insider’s view of how an art museum works.
Students meet for seven Saturday sessions from 10:00 am to 3:00 pm. Completion of the program requires attendance of all seven sessions.
Creative Writing in the Galleries
Grades 7 — 12, 90 minutes
Students will provide a voice for their personal responses to art through creative writing while looking at a selection of artworks in the galleries. Using close observation, group discussion, and personal reflection, they will be guided through exercises that use different writing forms, including free-form poetry.
A maximum of 30 students (minimum of 15) will be accommodated (容纳) at each session.
【小题1】What can students do at High School Studio Workshops?A.Discuss with artists about their works. |
B.Get basic training as an artist. |
C.Put forward their own art theories. |
D.Learn about the artists’ inspiration for their famous works. |
A.Tools to create artworks. |
B.Knowledge about how museums work. |
C.Academic credit after completing all of the sessions. |
D.Experience of running a museum. |
A.25 college students. | B.Two families of four. |
C.30 tenth grade students. | D.40 high school students. |
School: | Date |
Grade(s) presently teaching: |
Keep one copy and give one to your tutor(s).
HOW OFTEN:
0=never 1=rarely 2=sometimes (1-2x/week)
3=moderately(3x/week) 4=often(4x/week) 5=daily
DEVELOPMENT APPROPRIATENESS:I provide opportunities for students to use literacy for their own purposes using previous knowledged developmentally appropriate strategies and world experiences | 0 | 1 | 2 | 3 | 4 | 5 |
EVIRONMENT: I use flexible grouping, e.g.pairs small groups of different levels, small needs-based groups and working alone. | 0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE CONSTRUCTION:I provide opportunities for students to interpret literary and informational texts before during and after reading or listening by talking,writing, enacting, drawing,etc. | 0 | 1 | 2 | 3 | 4 | 5 |
ASSESSMENT OFLEARNING: I assess students’ use of literacy strategies using this information to measure student progress and refocus my own teaching. | 0 | 1 | 2 | 3 | 4 | 5 |
DEMONSTRATION OF STRATEGIES: I read aloud to students and write in front of them,using literary and informational texts. | 0 | 1 | 2 | 3 | 4 | 5 |
READING STRATEGIES: I instruct students to read strategically, e. g.to reflect, predict, decode, question, connect, retell, summarize, map, etc. | 0 | 1 | 2 | 3 | 4 | 5 |
WRITING STRATEGIES: I provide opportunities for students to work through the writing processes alone and with others e.g .thinking about purposes and audiences, prewriting, drafting, revising, editing and publishing. | 0 | 1 | 2 | 3 | 4 | 5 |
SELF-SELECTION:I provide time for the self-selection of books for independent reading in the classroom, and for book sharing. | 0 | 1 | 2 | 3 | 4 | 5 |
DEVELOPING MEANING: I provide clear targets to students to develop higher levels of learninge.g. What does it mean?Why do I need to knowit? How will I use it? | 0 | 1 | 2 | 3 | 4 | 5 |
EXTENTION OF LEARNING: I provide opportunities and activities for students to learn more about topics of their choice through problem-based learning assignments, etc. | 0 | 1 | 2 | 3 | 4 | 5 |
BUILDING SUCCESS: I structure lessons/activities that provide opportunities for all students to experience success. | 0 | 1 | 2 | 3 | 4 | 5 |
A.Professional tutors. |
B.Language teachers. |
C.Personal physician. |
D.Psychological therapist. |
A.0 |
B.1 |
C.2 |
D.3 |
A.always set groups to encourage students to work out something by putting heads together |
B.prepare grade-level materials for teaching |
C.develop students reading skills during pre- while-and- post-reading stage |
D.provide students with extra learning materials to further their study |
A.ASSESSMENT OF LEARNING |
B.KNOWLEDGE CONSTRUCTION |
C.DEMONSTRATION OF STRATEGIES |
D.SELF-SELECTION |
Undergraduate Study — Computer Science
Cambridge was a pioneer of computer science and continues to lead its development. Our course covers all aspects of modern computer science along with practical skills.
●Subject requirementsA Level Mathematics.
No former knowledge of programming is required.
Further guidance: A Level Further Mathematics is strongly encouraged. If unavailable (不可获得的) , we’d advise you to do as much additional pure maths and decision maths as possible. Good performance in maths competitions can be an advantage of an application.
Please note, all applicants are required to take the Test of Mathematics for University Admission (TMUA) , for which you must be registered in advance.
●Course costsTuition fees
Home students: £9, 250/year
International students: £39, 162/year
Additional course costsEach year of study: Payment at the beginning of each year is required.
Year | Copies of textbooks | Cost |
1 | Part IA courses | £150 |
2 | Part IB courses | £150-£250 |
3 | Part II courses | £150-£250 |
4 | Part III courses | £150-£250 |
For further Computer Science undergraduate admissions information, please click here: www.cl.cam.ac.uk/admissions/undergraduate.
【小题1】What is a must for applicants for Computer Science?A.Knowledge of programming. | B.A Level Further Mathematics. |
C.Top prizes in maths competitions. | D.Registration for TMUA in advance. |
A.£9,250. | B.£9,400. | C.£39,162. | D.£39,312. |
A.A website. | B.A magazine. | C.A textbook. | D.A newspaper. |
On January 12, 2018, a few days after registration opened at Yale for Psychology and the Good Life, nearly 300 undergraduates had signed up. Within three days, the figure had more than doubled. After three more days, it rose to about 1,200.
The course, taught by Laurie Santos, 42, a psychology professor, tries to teach students how to lead a happier, more satisfying life in twice-weekly lectures.
“Students want to change, to be happier themselves, and to change the culture here on campus.” Dr Santos said in an interview, “With one in four students at Yale taking it, if we see good habits, things like students showing more gratitude, increasing social connections, we’re actually seeding change in the school’s culture.
Dr Santos believes that Yale students are interested in the class because in high school, their happiness was second to admission to the school, and they adopted harmful life habits that have led to what she called “the mental health crises we’re seeing at places like Yale.”
Students have long requested that Yale offer a course on positive psychology, according to Woo-Kyoung Ahn, director of undergraduate studies in psychology, who said she was “blown away” by Dr Santos’ suggestion for the class.
Offering such a large course has come with challenges in terms of lecture halls and 24 teaching fellows required. Because the psychology department lacked the resources to staff it fully, the fellows had to be drawn from places like Yale’s School of Public Health and law school. And with so many undergraduates attending a single lecture, Yale’s hundreds of other classes—particularly those that conflict with Dr Santos’s—may have seen decreased enrollment.
Dr Santos says the things Yale undergraduates often connect with life satisfaction—a high grade, a precious internship, a good-paying job—don’t increase happiness at all. Some students admit that they see the course as an opportunity to take a relaxed lecture with few requirements. But Dr Santos refers to her course as “the hardest class at Yale”. To see real change in their life habits, students have to be responsible for their action each day, she said.
【小题1】Professor Laurie Santos’ course aims to ____________.A.reduce the burden of students | B.help students adapt to campus |
C.add variety to students’ campus culture | D.instruct students how to live a happy life. |
A.About 1,200 | B.About 2,400 | C.About 3,600 | D.About 4,800 |
A.Inspired | B.Confused | C.Pleased | D.Surprised |
A.Students attend it once a week | B.It is a challenge to the teaching fellow’ ability |
C.It has an influence on Yale’s other courses | D.Students should work hard to pass it |
组卷网是一个信息分享及获取的平台,不能确保所有知识产权权属清晰,如您发现相关试题侵犯您的合法权益,请联系组卷网