Friday, May 29, 2009
to get or lose..............
i think there are only 2 conditions to live with....before a situation and after a situation.....lets take this final exam case ....... .Thus, to what extent does our sense perception are limited in determining what is coming on exams..??????
Thursday, May 28, 2009
Monday, May 18, 2009
£3m Henry Moore sculpture 'sold as scrap for £1,500'
'The mysterious disappearance of a £3m Henry Moore sculpture appears to have been solved, with police believing it was melted down and sold for no more than £1,500. '
What might this tell us about the value of art? Personally, I think the value of art is extrinsic, as evidenced by this story, fluctuating art prices, and the fact the creator and history of a work of art is as important as its content when it comes to determining its value.
What might this tell us about the value of art? Personally, I think the value of art is extrinsic, as evidenced by this story, fluctuating art prices, and the fact the creator and history of a work of art is as important as its content when it comes to determining its value.
Tuesday, May 12, 2009
Tate Gallery Glossary
I found this useful glossary on the Tate website (the Tate is an organisation that runs several art galleries in England). It has definitions of various art-related terms.
Monday, May 11, 2009
knowledge, fascination and empowerment
Hi Everyone,
It's been a bit quiet around here for a week or two. Maybe the internet downtime has had a role in this.
Anyway, thanks to the 33 of you who contributed to our poll on the TOK aims. I'm particularly interested in the 5/33 score for the first one (I suspect that we would have got a higher score for the last one on responsibilities if we had already spent time on ethics). Actually, what we put up there as the aims was a compressed version of what the actual aims are, so here is the first one in its full glory:
To develop a fascination with the richness of knowledge as a human endeavour, and an understanding of the empowerment that follows from reflecting upon it.
Doesn't that sound grand? I think some discussion on this aim would be great - what you think it means, whether where and when you have become fascinated or felt the force of this empowerment, why you perhaps don't always feel fascinated or empowered, whether it is worth promoting this aim and if so how...
I know - exams, extended essay, CAS evaluation - but that's the lot of the IB student, you need to be a juggler, keep all those plates spinning, don't let the TOK plate fall...
It's been a bit quiet around here for a week or two. Maybe the internet downtime has had a role in this.
Anyway, thanks to the 33 of you who contributed to our poll on the TOK aims. I'm particularly interested in the 5/33 score for the first one (I suspect that we would have got a higher score for the last one on responsibilities if we had already spent time on ethics). Actually, what we put up there as the aims was a compressed version of what the actual aims are, so here is the first one in its full glory:
To develop a fascination with the richness of knowledge as a human endeavour, and an understanding of the empowerment that follows from reflecting upon it.
Doesn't that sound grand? I think some discussion on this aim would be great - what you think it means, whether where and when you have become fascinated or felt the force of this empowerment, why you perhaps don't always feel fascinated or empowered, whether it is worth promoting this aim and if so how...
I know - exams, extended essay, CAS evaluation - but that's the lot of the IB student, you need to be a juggler, keep all those plates spinning, don't let the TOK plate fall...
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