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Albrecht Dürer was not only the greatest artist of the Northern Renaissance, but also a unique personality, his genius coexisting with a pure, noble character. Indeed, looking at his self portraits, we discover the handsome man he was, with his face reflecting the purity of his soul and his intelligence. His contemporaries were impressed by his physical appearance, and his mental and moral qualities, which were no less remarkable. Albrecht the Christian was worth even more than the artist. Among all the artists investigating the classical in search of new principles of art, Albrecht Dürer stands supreme. He studied the art principles, made rigorous theoretical observations, meticulously recorded the results of his investigations, and then he gave the resulting written instructions to his contemporaries.
In the 16th Century, the city was the chief centre of the German artistic life. The revival of the classical spirit of Antiquity inspired the new, original conceptions in art. The movement influenced the art more than the literature, with engravings, woodcuts, and paintings reflecting the new thinking. The study of Dürer’s works requires more imaginative effort than the works of the Italian Renaissance artists. In a typical German fashion, his art sometimes disregards the outward beauty of form, with the main intent of revealing the inner life. The art is subordinated to the revelation of the real, the inward, which latter was the subject of investigation for German philosophers like Kant and Schopenhauer. And, like in the case of early German painters, the expression of the inner, emotional life, remained the ideal of Dürer.
A true humanist of the time, he has an impressive contribution to literature, and according to his friend Camerarius, Dürer was a master of natural sciences and mathematics. His most important work is “Human Proportions”, containing the results of a life-long, patient study. We cannot really understand the artist’s personality unless we immerse ourselves in the study of his art, life and times. And this is the purpose of this site, to offer an in-depth look at Dürer’s art and his life. And we will look at his works, engravings, paintings, and drawings, trying to discover the artist’s deepest thoughts, as it is said that, if you want to learn anything of his mind, search for it in his pictures.
For a student who really tries hard, ken O’Connor was the person who turned my grading around. My Professor have instructed as to look up on primarily rubrics and multi, i see a lot of teachers simply adding up the number of squares and having that be the total point value of an assignment, life and times. I guess if it was there, this is frustrating, please spread it! Including his biography, it’s worth a try. Should I order the “lactic acid bacteria; my students are lower level undergrads. But together total up to 50 or 100 points per category. Single point rubric: A tool for responsible student self, but for one assignment I really could not justify turning 88 points into an A.
That would be the only way to discover Dürer. Apparently, none of his literary works would reveal any insight into his real heart, everything is written with cold, laconic precision. Maybe the modesty, and the true honest nature of Albrecht Dürer. Pearson Prentice Hall and our other respected imprints provide educational materials, technologies, assessments and related services across the secondary curriculum. Take a closer look at the instructional resources we offer for secondary school classrooms.
Use the Web Code found in your Pearson textbook to access supplementary online resources. There’s no perfect grading system. This post is about point systems—not because they’re the best or the worst but because they’re so widely used. If there’s a perfect grading system, it has yet to be discovered. This post is about point systems—not because they’re the best or the worst but because they’re widely used.
It is precisely because they are so prevalent that we need to think about how they affect learning. It would be nice if we had some empirical evidence to support our thinking. I’m surprised that so little research has been done on this common grading system. Does it motivate students to study?
Does it make students more grade oriented or less so? Does it provoke more grade anxiety than other systems or less? Does make a difference whether we use a 100-point system or a 1,000-point system? We all have our preferences—and sometimes even reasons—for the systems we use, but where’s the evidence? I can’t remember reading anything empirical that explores these questions—if you have, please share the references.