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Legends of the Fabricated Wild: An Experimental Representation of Natural Landscapes through the Utilization of Analog Film Techniques
Title
Legends of the Fabricated Wild: An Experimental Representation of Natural Landscapes through the Utilization of Analog Film Techniques.
Creator
Twardus, Nicholas, Danker, Elizabeth, Shults, Katherine, Mills, Lisa, Peterson, Lisa, Watson, Keri, Dierdorff, Brooks, University of Central Florida
Abstract / Description
Legends of the Fabricated Wild is a feature-length body of work of landscape films. Voice-Destroy, Self-Portrait: Impermanence and the titular Legends of the Fabricated Wild are the experimental films that comprise my body of work. Keep your Distance, a single-channel installation, is a supplemental piece.Legends of the Fabricated Wild frames the complex interaction between a filmmaker and the collective unconsciousness of the natural environment, a theory outlined by Carl Jung, considering...
Show moreLegends of the Fabricated Wild is a feature-length body of work of landscape films. Voice-Destroy, Self-Portrait: Impermanence and the titular Legends of the Fabricated Wild are the experimental films that comprise my body of work. Keep your Distance, a single-channel installation, is a supplemental piece.Legends of the Fabricated Wild frames the complex interaction between a filmmaker and the collective unconsciousness of the natural environment, a theory outlined by Carl Jung, considering the implications and discoveries along the way. Subtle movement and precise compositions provide a transcendental perspective on the natural Florida landscape. Images of landscapes devoid of human figures are structured together in my work to meditate on the environment and the way humanity has shaped the landscape. Super 8mm and 16mm analog film frames expansive landscapes in a square image and challenges modern cinematic representations by applying the texture of celluloid. High definition digital video contrasts analog film. I foreground artificiality and the ways humanity has utilized the landscape through this medium.While searching for places to document (")pure(") or untouched landscapes, I discovered that modern landscapes are always influenced by the exchange between humanity and the natural environment. I wanted to foreground my own interaction with the natural Florida environment and challenge my interests and dominant ways of viewing landscapes. Through the assembly of a cinematic essay of landscape images with subtle motion, I foster an appreciation for the natural environment in an age of hyper-activity and exploitation of the landscape.
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Date Issued
2019
Identifier
CFE0007546, ucf:52617
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007546
The Impact of Elementary Mathematics Workshops on Mathematics Knowledge for Parenting (MKP) and Beliefs About Learning Mathematics
Title
The Impact of Elementary Mathematics Workshops on Mathematics Knowledge for Parenting (MKP) and Beliefs About Learning Mathematics.
Creator
Eisenreich, Heidi, Dixon, Juli, Ortiz, Enrique, Andreasen, Janet, Brooks, Lisa, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the extent to which parents of first, second, and third grade students who attended a two-day workshop on mathematics strategies differed on average and over time, as compared to parents who did not attend the workshops. The following areas were measured: mathematics content knowledge, beliefs about learning mathematics, ability to identify correct student responses regarding mathematics, ability to identify student errors in solving mathematics...
Show moreThe purpose of this study was to investigate the extent to which parents of first, second, and third grade students who attended a two-day workshop on mathematics strategies differed on average and over time, as compared to parents who did not attend the workshops. The following areas were measured: mathematics content knowledge, beliefs about learning mathematics, ability to identify correct student responses regarding mathematics, ability to identify student errors in solving mathematics problems, methods used to solve problems, and comfort level with manipulatives.
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Date Issued
2016
Identifier
CFE0006101, ucf:52877
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006101
Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom
Title
Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom.
Creator
Brooks, Lisa, Dixon, Juli, Andreasen, Janet, Ortiz, Enrique, University of Central Florida
Abstract / Description
This qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with...
Show moreThis qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with the teacher and students, field notes, and video-recorded lessons over the course of 23 days. An online survey tool was utilized to share selected video of the teacher's instruction. Initial professional development topics were chosen from research in mathematics education related to the social construction of understanding. Ongoing professional development was responsive to what occurred during instruction. The literature suggests that teachers often utilize traditional teaching methods and struggle to deviate from established patterns regardless of their desire to implement change. The teacher in this study learned that allowing students to talk openly provided him with insight into their mathematical conceptions and misconceptions. The students initially viewed mathematics as a set of rules to follow and exhibited the role of passive recipients of information. This changed as students were provided opportunities to participate in discussions and in doing so developed a new understanding of their role during mathematics lessons. Mathematical errors became a catalyst for communication and were viewed by students as opportunities for assisting their peers.
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Date Issued
2014
Identifier
CFE0005308, ucf:50517
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005308