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  • [PDF] Walking Book by Henry David Thoreau Free Download (60 pages)

    It was a lake of rainbow light, in which, for a short while, I lived like a dolphin. If it had lasted longer it might have tinged my employments and life. The love of nature that is evident in Thoreau's descriptions in Walden is one of the most powerful aspects of the book. The environmental movement of the past thirty years has embraced Thoreau as a guiding spirit, and he is valued for his early understanding of the idea that nature is made up of interrelated parts.

    He is considered by many to be the father of the environmental movement. All of his writing except his poetry is expository--he wrote no fiction--and much of it is built on the framework of the journey, short or long, external or interior.

    Essay by henry david thoreau

    The speaker--and it is useful to remember that almost all of Thoreau's published essays and books were first presented essay by henry david thoreau lectures--sets out from home in each case, and the reader walden henry david thoreau essays the wonders of each new place with him, sharing the meditations it inspires, and finally returning with him to Concord with a deeper understanding of both native and foreign places and of the journeying self.

    Other essays take the reader on different kinds of journeys--through the foliage of autumn "Autumnal Tints"through the cultivated and wild orchards of history "Wild Apples"through the life-cycle of a plot of land as one species of tree gives way to another "The Succession of Forest Trees". Nature is Thoreau's first great walden henry david thoreau essays the question of how we should live is his second. One series of his essays deals with issues of personal exploration and renewal.

    In the s and s a wave of reform movements of all kinds swept New England. The issues involved ranged from women's rights to temperance, from education to religion, from diet to sex. In general, Thoreau did not support reform movements; after he was invited to join the model community at Brook Farm, he wrote in his Journal, "As for these communities--I think I had rather keep batchelor's hall in hell than go to board in heaven.

    Although he wrote in WaldenI sometimes wonder that we can be so frivolous, I may almost say, as to attend to the gross but somewhat foreign form of servitude called Negro Slavery, there are so many keen and subtle masters that enslave both north and south. It is hard to have a southern overseer; it is worse to have a northern one; but worst of all when you are the slave-driver of yourself.

    Considering his neighbors' dismissive responses to Brown at the news of his death, Thoreau wrote. I hear another ask, Yankee-like, "What will he gain by it? Such a one has no idea of gain but in this worldly sense. If it does not lead to a "surprise" party, if he does not get a new pair of boots, or a vote of thanks, it must be a failure.

    No doubt you can get more in your market for a quart of milk than for a quart of blood, but that is not the market that heroes carry their blood to.

    Henry david thoreau essay solitude

    Thoreau's most famous essay is "Civil Disobedience," published in as "Resistance to Civil Government. Coming into town to have a pair of shoes repaired, he was arrested for non-payment of the poll tax assessed against every voter, and spent a night in jail.

    He was released the next day, after one of his relatives, probably an aunt, paid what was owed, but the event gave him the impetus to attack the government in a classic antiwar, antislavery piece that gave support to the passive resistance of Mohandas GandhiDr.

    Martin Luther King, Jr. Some critics now consider Thoreau's Journal his most innovative and exciting work. In it he was able to show his thoughts in their natural relation to one another, not forced into a thematic arrangement, or stretched or lopped to fit the constraints of formal exposition. The natural alternation of observation and reflection provided a rhythm that suited his temperament and style. He usually walked in the mornings and, using field notes that were almost a shorthand to remind him of what he had observed, wrote in the afternoons, although he sometimes postponed the composition and wrote henry david thoreau essay nature summary days' entries at once.

    Thoreau's careful observations of the cycles of growing plants, of water levels in the local rivers and ponds, of fluctuating temperatures, and of many other natural phenomena are recorded in his Journal. They became the basis for a series of lists and charts that provided precise information for several essays in Transcendental natural history that remained unfinished at his death, and that show him developing another kind of writing--more scientific than his excursions but no less poetic.

    “Where I Lived, and What I Lived For” by Henry David ThoreauEssay Sample

    This essay was written in for an exhibit commemorating the th anniversary of Thoreau's move to Walden Pond and his writing of the American classic, Walden ; it has been updated for inclusion here.

    References are to Waldened. For a version in Ukrainian, translated by Mary Davidson ingo to [Ukranian translation]. For a version in Russian, translated by Victor Rudnev ingo to [Russian translation]. Walden71 If a man does not keep pace with his companions, perhaps it is because he hears a different drummer.

    Essays on henry david thoreau read pdfThoreau also believed that independent, well-considered action arose naturally from a questing attitude of mind.

    WaldenThoreau's celebration of solitude was a natural outgrowth of his commitment to the idea of individual action. Walden5 a man is rich in proportion to the number of things which he can afford to let alone. Walden82 Thoreau proposed to determine what was basic to human survival, and then to live as simply as possible. Walden12 Most of the luxuries, and many of the so called comforts of life, are not only not indispensable, but positive hinderances to the elevation of mankind Walden14 my greatest skill has been to want but little.

    Walden69 He grew some of his own food, including beans, potatoes, peas, and turnips. Walden69 It is not necessary that a man should earn his living by the sweat walden henry david thoreau essays his brow, unless he sweats easier than I do. Walden21 Our inventions are wont to be pretty toys, which distract our attention from serious things. Walden52 The railroad was made the symbol of technology, and the language Thoreau uses to describe it expressed his ambivalence.

    Henry david thoreau essay nature summary

    WaldenNATURE Thoreau was a dedicated, self-taught naturalist, who disciplined himself to observe the natural phenomena around Concord systematically and to record his observations almost daily in his Journal. WaldenThe grass flames up on the hillsides like a spring fire,--"et primitus oritur herba imbribus primoribus evocata,"--as if the earth sent forth an inward heat to greet essays on henry david thoreau read pdf returning sun; not yellow but green is the color of its flame;--the symbol of perpetual youth, the grass-blade, like a long green ribbon, streams from the sod into the summer, checked indeed by the frost, but anon pushing on again, lifting its spear of last year's hay with the fresh life below.

    WaldenEssays on henry david thoreau read pdf it chanced that I stood in the very abutment of a rainbow's arch, which filled the lower stratum of the atmosphere, tinging the grass and leaves around, and dazzling me as if I looked through colored crystal. WaldenThe love of nature that is evident in Thoreau's descriptions in Walden is one of the most powerful aspects of the book.

    Considering his neighbors' dismissive responses to Brown at the news of his death, Thoreau wrote, I hear another ask, Yankee-like, "What will he gain by it? Simplify, simplify. At the same time that we are earnest to explore and learn all things, we require that all things be mysterious and unexplorable, that land and sea be indefinitely wild, unsurveyed and unfathomed by us because unfathomable.

    We can never have enough of nature. The obedient must be slaves. It is not so bad as you are. It looks poorest when you are richest. The fault-finder will find faults even in paradise. Love your life, poor as it is. You may perhaps have some pleasant, thrilling, glorious hours, even in a poorhouse.

    The setting sun is reflected from the windows of the almshouse as brightly as from the rich man's abode; the snow melts before its door as early in the spring.

    I do not see but a quiet mind may live as contentedly there, and have as cheering thoughts, as in a palace. I will breathe after my own fashion. Let us see who is the strongest. All Quotes Add A Quote. Because Thoreau understood philosophy as a way of life, it is only fitting that philosophical ideals would lead him into political action.

    He was an activist involved in the abolitionist movement on many fronts: he participated in the Underground Railroad, protested against the Fugitive Slave Law, and gave support to John Brown and his party. Most importantly perhaps, he provides a justification for principled revolt and a method of nonviolent resistance, both of which would have a considerable influence on revolutionary movements in the twentieth century.

    “Where I Lived, and What I Lived For” by Henry David Thoreau

    Political institutions as such are regarded by him with distrust, and although he arguably overestimates the extent to which it is possible to disassociate oneself from them, he convincingly insists that social consensus is not a guarantee of rectitude or truth.

    Passively and quietly allowing an unjust practice to continue is tantamount to collaborating with evil, he claims, articulating a principle of noncompliance that would inspire the philosophically informed nonviolent resistance of Gandhi and Martin Luther King, among others. His essay in this respect has a more general pertinence to debates about the individual moral reformer in relation to community norms. It also raises the issue of whether political violence can be justified as the lesser of evils, or in gender inequality essay in the workplace where it may be the only available way of ending injustice.

    Although at times it sounds as though Thoreau is advocating anarchy, what he demands is a better government, and what he refuses to acknowledge is the authority of one that has become so morally corrupt as to lose the consent of those governed. There are simply more sacred laws to obey than the laws of henry david thoreau essay nature summary, and a just government-should there ever be such essay by henry david thoreau thing, he adds-would not be in conflict with the conscience of the ethically upright individual.

    Thoreau has somewhat misleadingly been classified as a New England transcendentalist, and-even though he never rejected this label-it does not fit in many ways. Some of his major differences from Emerson have already been discussed, and further differences appear when Thoreau is compared to such figures as Orestes Brownson, Margaret Fuller, and Bronson Alcott.

    A history of transcendentalism in New England which appeared in the late nineteenth century mentions Thoreau only once, in passing Frothingham It was suggested above that a better way of situating Thoreau within the Western philosophical tradition is to consider him a kind of transcendental idealist, in the spirit of Kant.

    For reasons that ought to be obvious by now, he should be of interest to students of Kant, Fichte, and Schelling-all of whom he studied at first or second hand-and possibly Schopenhauer. Thoreau was a capable and enthusiastic classicist, whose study of ancient Greek and Roman authors convinced him that philosophy ought to be a lived practice: for this reason, he can profitably be grouped with other nineteenth-century thinkers, such as Kierkegaard and Nietzsche, who were critics of philosophy in the early modern period.

    Yet he also has the distinction of being among the first Western philosophers to be significantly influenced by ancient Chinese and Indian thought. He anticipates Bergson and Merleau-Ponty in his attention to the dynamics of the embodied mind, and shares with Peirce and James a concern for problems of knowledge as they arise within practical experience.

    Contemporary philosophers are increasingly discovering how much Thoreau has to teach-especially, in the areas of knowledge and perception, and in ethical debates about the value of land and life.

    His affinities with the pragmatic and phenomenological traditions, and the enormous resources he offers for environmental philosophy, have also started to receive more attention-and Walden itself continues to be encountered by readers as a remarkable provocation to philosophical thought. Then again, as Thoreau himself notes, it is never too late to give up our prejudices.

    Others have observed see Slicerthat, based on the amount of prominent work on Thoreau as a philosopher which henry david thoreau essay nature summary recently appeared, his profile seems to be ever so gradually rising on the American philosophical landscape.

    Life and Writings 2. Nature and Human Existence 3. The Ethics of Perception 4. Friendship and Politics 5. Life and Writings Thoreau was born in Concord, Massachusetts in and died there inat the age of forty-four. Locating Thoreau Thoreau has somewhat misleadingly been classified as a New England transcendentalist, and-even though he never rejected this label-it does not fit in many ways. Originally published in The Journal of Henry D.

    Thoreau14 volumes, ed. Torrey and F. Allen, New York: Dover, Parenthetical citations give the date of each entry. The Correspondence essays on henry david thoreau read pdf Henry David Thoreaued. Citations give the date of the letter quoted. Perry Miller, Boston: Houghton Mifflin, Citations give the date of each entry.

    Richard Fleck, Albuquerque: Hummingbird Press, Early Essays and Miscellaniesed. Joseph Moldenhauer et al. A Week on the Concord and Merrimack Riversed. Hovde et al. Cape Coded. Moldenhauer, Princeton: Princeton University Press, Wild Fruitsed.If you traded in messages from heaven, the whole curse of business would attach to it.

    To have done anything by which you earned money merely is to have been truly idle or worse. If the laborer gets no more than the wages his employer pays him, he is cheated, he cheats himself. It was finally published in in the Atlantic Monthly Magazine. Wild Apples. The essay is based on a lecture of the same name that Thoreau delivered at the Bedford Lyceum on February 14, henry david thoreau essay nature summary An article violence in sports essays the website MappingThoreauCountry.

    We have become tribal and no longer have the self reliance that Thoreau and Emerson valued. Slavery in Massachusetts. Published in in the Liberator Magazine, this essay is based on a speech that Thoreau gave at an essays on henry david thoreau read pdf rally in Framingham, Massachusetts in July of after the re-enslavement of fugitive slave Anthony Burns in Boston, Massachusetts. The essay expands on the ideas in Civil Disobedience and attacks the state of Massachusetts for complying with the Fugitive Slave Act, according to an article on the PoetryFoundation.

    This essay contains criticism of American government and press that is still relevant today. October, or Autumnal Tints.

    Henry David Thoreau Quotes (Author of Walden)

    Published posthumously in the Atlantic Monthly Magazine inthis essay was based on a lecture that Thoreau delivered at Frazier Hall in Lynn in The essay is about nature in autumn and reflects on the changes that occur during this time.

    Rather, it is a symbol that helps him confront the idea of his own death with the hope that he would live on in some way, much as the dying leaves of fall go on to be a part of future forests. Sources: Midler, Robert. Reimagining Thoreau. So the history comes to a decision. John was capable of seeing one peculiar type of life style, a modus operandi that had to be followed with bash or decease dedication in order to hold advanced his place.

    Free essay samples Examples Henry David Thoreau. Henry David Thoreau 9 September The whole intention of this paper is to convince people to essay by henry david thoreau the senses and appreciate the beauty of the world around us. Therefore his answer is extremely effective. He believes a person cannot always rely on the promise of a tomorrow, so it is important to appreciate life today. Thoreau is really trying to imply that people should have more gratitude for the little things in life rather than trying to just focus on the whole big picture.

    His belief is that people have grown to become more egotistical and withdrawn from others. With this phrase in paragraph 7, Thoreau delivers a powerful thought. This is solidified by the short length and the fact that it is altogether as one and not separate. The passage talks of how Thoreau believes we should live life- in the most simple ways and that it should be carried out with the things we have been given and not things we have man-made.

    Walden has been described as an elaborate system of circular imagery which centers on Walden Pond as a symbol of heaven, the ideal of perfection that should be striven for "Thoreau" Thoreau has been called America's greatest prose stylist, naturalist, pioneer ecologist, conservationist, visionary, and humanist The Grolier Multimedia Encyclopedia 2. It has also been said that Thoreau's style shows an unconscious, but very pointed degree of Emerson's influence.

    However, there is often a rudeness, and an inartistic carelessness in Thoreau's style that is not at all like the style of Emerson. Thoreau possessed an amazing forte for expressing his many observations in vivid color: No one has ever excelled him in the field of minute description.

    His acute powers of observation, his ability to keep for a long time his attention upon one thing, and his love of nature and of solitude, all lend a distinct individuality to his style Pattee Thoreau's good friend Bronson Alcott described his style as: More primitive and Homeric than any American, his style of thinking was robust, racy, as if Nature herself had built his sentences and seasoned the sense of his paragraphs with his own vigor and salubrity.

    Nothing can be spared from them; there is nothing superfluous; all is compact, concrete, as nature is Alcott Most of Thoreau's writings had to do with Nature which caused him to receive both positive and negative criticism. Paul Elmer More said that Thoreau was: "The greatest by far of our writers on Nature and the creator of a new sentiment in literature," but he then does a complete turn around to say: Much of his [Thoreau's] writing, perhaps the greater part, is the mere record of observation and classification, and has not the slightest claim on our remembrance, -- unless, indeed, it posses some scientific value, which I doubt More Thoreau was always very forthright in everything he said.

    Examples of this can be found throughout Walden, one of which being his statement in chapter two: "To a philosopher all news, as it is called, is gossip, and they who edit and read it are old women over their tea" Thoreau There is certainly no ersatz sentiment, nor simulation of reverence of benevolence in Walden Briggs Thoreau was a philosopher of individualism, who placed nature above materialism in private life, and ethics above conformity in politics The Grolier Multimedia Encyclopedia 1.

    His life was marked by whimsical acts and unusual stands on public issues "Thoreau" These peculiar beliefs led essays on henry david thoreau read pdf a lot of criticism of Thoreau and his work. James Russell Lowell walden henry david thoreau essays the Thoreau exalted the constraints of his own dispositions and insisted upon accepting his shortcomings and debilities as virtues and powers. Lowell considered: "a great deal of the modern sentimentalism help me with my calculus homework Nature In some ways Walden is deluding.

    It consists of eighteen essays in which Thoreau condenses his twenty-six month stay at Walden Pond into the seasons of a single year. Also, the idea is expressed in Magill's Survey of American Literature that: Walden was not a wilderness, nor was Thoreau a pioneer; his hut was within two miles of town, and while at Walden, he made almost daily visits to Concord and to his family, dined out often, had frequent visitors, and went off on excursions.

    Walden is a testament to the renewing power of nature, to the need of respect and preservation of the environment, and to the belief that: "in wildness is the salvation of the world" Magill Walden is simply an experience recreated in words for the purpose of getting rid of the world and discovering the self "Thoreau" Henry David Thoreau strived for freedom and equality.

    He was opinionated and argumentative. He stood up for what he believed in and was willing to fight for it. His teachings and writings had an amazing affect on people and the world, and will have for centuries to come.

    Need a different custom essay on Expository Essays? Buy a custom essay on Expository Essays. Need a custom research paper on Expository Essays? Click here to buy a custom term paper. There is a prince named Hal that does not act like a prince that you think a pr

   

 

    CONVIVE CON EL ARTE es  conjunto de actividades didácticas de apoyo al alumno para un aprendizaje mas singnificativo de su materia de Artes dependiendo cualquiera de las opciones que esté tomando y aplicando el Nuevo Modelo Educativo que a partir de 2018 se ha implementado por la SEP donde quedan perfectamente establecidos cuáles son los Fines de la Educación y el Perfil de Egreso del estudiante de educación básica y de manera muy puntual los Aprendizajes Clave que se persiguen.
Están diseñadas de manera que se va obteniendo un desarrollo gradual  en su contenido teórico y práctico.
La materia de ARTES en este Nuevo Modelo Educativo está en el Área de Desarrollo Personal y Social que contribuyen a que los estudiantes logren una formación integral de manera conjunta con los Campos de Formación Académica y los Ámbitos de Autonomía Curricular. En estos espacios curriculares se concentran los aprendizajes clave relacionados con aspectos artísticos, motrices y socioemocionales.
Estas áreas son de observancia nacional, se cursan durante toda la educación básica y se organiza en Artes, Educación Física, Educación Socioemocional (preescolar y primaria) y Tutoría y Educación Socioemocional (secundaria).
Cada área aporta a la formación de los estudiantes conocimientos, habilidades, valores y actitudes enfocados en el desarrollo personal, sin perder de vista que estos aprendizajes adquieren valor en contextos sociales y de convivencia.
Por medio del arte, los estudiantes aprenden otras formas de comunicarse, a expresarse de manera original, única e intencional mediante el uso del cuerpo, los movimientos, el espacio, el tiempo, los sonidos, las formas y el color; y desarrollan un pensamiento artístico que les permite integrar la sensibilidad estética con otras habilidades complejas de pensamiento.
La Educación Física dinamiza corporalmente a los alumnos a partir de actividades que desarrollan su corporeidad, motricidad y creatividad. En esta área, los estudiantes ponen a prueba sus capacidades, habilidades y destrezas motrices mediante el juego motor, la iniciación deportiva y el deporte educativo. Este espacio también es un promotor de estilos de vida activos y saludables asociados con el conocimiento y cuidado del cuerpo y la práctica de la actividad física.
En Educación Socioemocional y Tutoría, los estudiantes desarrollan habilidades, comportamientos, actitudes y rasgos de la personalidad que les permiten aprender a conocerse y comprenderse a sí mismos, cultivar la atención, tener sentido de autoeficacia y confianza en sus capacidades, entender y regular sus emociones, establecer y alcanzar metas positivas, tomar decisiones responsables, mostrar empatía hacia los demás, establecer y mantener relaciones interpersonales armónicas y desarrollar sentido de comunidad.
El desarrollo personal y social es un proceso gradual en el que el estudiante explora, identifica y reflexiona sobre sí mismo; toma conciencia de sus responsabilidades, así como de sus capacidades, habilidades, destrezas, necesidades, gustos, intereses y expectativas para desarrollar su identidad personal y colectiva.
En estos espacios se pone especial atención en promover relaciones de convivencia que fortalezcan el autoconocimiento para comprender el entorno en el que se desenvuelven, interactuar con empatía en grupos heterogéneos, resolver conflictos de manera asertiva y establecer vínculos positivos con el mundo. De esta manera, se pretende que los estudiantes sean capaces de afrontar los retos que plantea la sociedad actual, desarrollen un sentido de pertenencia a diversos grupos y valoren la diversidad cultural.
Por ello, desde la escuela es necesario impulsar ambientes de colaboración y generar situaciones de aprendizaje en las que los estudiantes valoren la importancia de trabajar en equipo, compartir sus ideas y respetar diferentes puntos de vista. En las Áreas de Desarrollo Personal y Social se evita asignar calificaciones numéricas y se utilizan los criterios suficiente, satisfactorio o sobresaliente para evaluar los logros. Por ello, se promueve una dinámica flexible que permite el trabajo guiado y libre de prejuicios, comparaciones y competencias. En su lugar, se busca favorecer el compañerismo; el reconocimiento personal y el apoyo, así como la colaboración y la confianza para expresar emociones, creaciones, ideas y sentimientos sin el deseo de alcanzar un estereotipo.
En este sentido, el docente asume una función de acompañante en el proceso de descubrimiento, exploración y desarrollo de las posibilidades de sus estudiantes, promueve situaciones de aprendizaje que afrontan de diversas maneras, sin limitarse a esquemas o metodologías rígidas.

Los programas de Artes en educación básica buscan que los estudiantes tengan un acercamiento a las artes visuales, la danza, la música y el teatro, a través de la experiencia. Para ello, en secundaria los estudiantes profundizarán en el aprendizaje de una de las artes, y a partir de sus intereses y de un conjunto de ideas detonadoras, se desarrollarán proyectos artísticos individuales o colectivos.

Para su estudio, el área de Artes se organiza en cuatro ejes que hacen posible, desde la didáctica, dosificar los tipos de experiencia que se propone a los estudiantes:

1. Práctica artística
2. Elementos básicos de las artes
3. Apreciación estética y creatividad
4. Artes y entorno

Estos ejes se despliegan en temas que, en su conjunto, suscitan el desarrollo del pensamiento artístico y promueven aprendizajes conceptuales, procedimentales y actitudinales, con el fin de que los estudiantes reconozcan y exploren las particularidades de las artes, sus elementos básicos, sus procesos de producción y su relación con la cultura y la sociedad.

Cada eje se organiza en temas, como se muestra en el siguiente esquema:

Práctica artística

La práctica artística, como cualquier otra actividad profesional, requiere del desarrollo de una serie de habilidades que permitan su mejor ejecución. La importancia del eje radica en mostrar que estas prácticas no solo se relacionan con la técnica que el artista utiliza, sino también con ideas y métodos de trabajo. Al hacer visibles estos procesos, el estudiante comprende y pone a prueba estructuras particulares del quehacer artístico. Partiendo de su experiencia personal y sus conocimientos, experimenta y desarrolla habilidades cognitivas y motrices a partir de la producción de proyectos artísticos basados en la investigación, conceptualización, construcción, presentación, reflexión y realimentación.

Los temas que aborda el eje, considerando los procesos que intervienen en la práctica artística, son: “Proyecto artístico”, “Presentación” y “Reflexión”.

Elementos básicos de las artes

Las artes son manifestaciones humanas que, a partir de las necesidades primigenias de expresión, organizan de manera única e intencional elementos materiales e inmateriales básicos e inherentes a la vida, para mostrar cualitativamente el mundo. Los elementos básicos de las artes son: el sonido, la forma, el color, el movimiento, el cuerpo, el espacio y el tiempo. A su vez, estos se agrupan en tres temas: “Cuerpo-espacio-tiempo”; “Movimiento-sonido” y “Forma-color”. Su exploración se inicia en lo cotidiano y se va complejizando en cada ciclo formativo, de tal manera que el estudiante pueda usarlos para expresarse, elaborar y analizar obras de arte.

Apreciación estética y creatividad

Para consolidar y ejercitar una forma “artística” de pensar es necesario contar con un espacio que permita la activación de procesos metacognitivos, y desarrollar el pensamiento artístico que a su vez se caracteriza por formular ideas con una perspectiva estética que implica la percepción, exploración y codificación del mundo por medio del sistema sensorial (parte del sistema nervioso, encargada de procesar la información que entra al cuerpo humano por medio de los sentidos).

El pensamiento artístico conecta los procesos mentales con las emociones y sentimientos, para favorecer la indagación en sí mismo, en las relaciones con los integrantes del colectivo artístico, en los proyectos artísticos y en las distintas perspectivas estéticas del entorno. Además potencializa la imaginación y la creatividad mediante ejercicios que permiten generar expresiones propias, recrear obras artísticas partiendo de la sensibilidad personal, e imaginar y poner en práctica soluciones a problemáticas de la vida cotidiana. Este eje se divide en dos temas que agrupan elementos constitutivos del pensamiento artístico: “Sensibilidad y percepción estética” e “Imaginación y creatividad”.

Artes y entorno

Este eje pone énfasis en la contextualización de las artes como patrimonio cultural.

Las manifestaciones artísticas posibilitan identificar cómo es o fue una sociedad en un determinado tiempo y espacio —sus intereses, valores y formas de entender el mundo—, lo que permite el desarrollo de actitudes de respeto y valoración del patrimonio y de la diversidad cultural. Este acercamiento a las artes abona argumentos para alejarse de la idea de que el arte es una expresión exclusiva de unos cuantos privilegiados y que se encuentra desvinculado de procesos sociales.

Se abordan dos temas en este eje: “Diversidad artística y cultural”, que permite explorar las diversas formas de articulación del arte con el ámbito cultural y social, y reconocer que las artes generan múltiples formas creativas y cualitativas de entender y expresar el mundo; y “Patrimonio y derechos culturales”, que permite a los estudiantes explorar su patrimonio cultural inmediato y reconocer el acceso a las artes como un derecho que debe ser ejercido y garantizado con base en lo señalado en el artículo 4º de la Constitución Política de los Estados Unidos Mexicanos, y en el artículo 31 de la Convención sobre los Derechos del Niño.

El estudiante durante el curso utiliza su "CUADERNO ELECTRÓNICO DE ACTIVIDADES" que es al mismo tiempo su cuaderno de apuntes, guía de examen y texto de consulta para proyectos.  Éste, está disponible en la red en 

en donde tiene a su alcance los contenidos de clase (textos, imágenes, audios y videos) desde cualquier dispositivo (smartphone, tablet, laptop, computadora de escritorio, pantallas inteligentes, etc.) inclusive sin necesidad de estar conectados a internet (una vez descargados los contenidos).

Dentro de esta aplicación el alumno también realiza actividades que refuerzan el conocimiento adquirido en clase y son evaluadas inmediatamente por lo que se lleva un registro de calificaciones de manera instantánea.

 

 

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