Mirrors reflections of style download pdf

Barbara O'Neill. A short summary of this paper. Download Download PDF. Translate PDF. With a culture far removed in time and space from our own, why are aspects of Egyptian art both unexpectedly familiar and yet strangely exotic? Tomb scenes depict idealised individuals surrounded by personal belongings, often including mirrors and small items such as cosmetic containers.

Why are mirrors and other cosmetic items so often depicted in the narrative imagery of tomb scenes? In the following pages I will explore the significance of mirrors in tomb art, and their possible function in the afterlife of the deceased. One of the earliest known mirrors, hand crafted from obsidian is estimated to be around years old. Small conical pieces of obsidian are known from prehistoric Turkey, fashioned into small dark receptacles designed to hold water, thereby providing reasonable reflection.

Highly polished and worked into a slightly convex form, these early mirrors were designed to sit upright on a small stand. Similar items made from polished stone may have been used in Predynastic Egypt, although no examples have yet been identified.

In early Egypt most people would have viewed their reflection in water. However, a highly polished selenite flake set into a wooden frame has been dated to the Badarian era c. The fact that such early mirrors exist, is an interesting indication that a desire to view the self is evident from an early stage in Egyptian culture.

Today, it is hard to avoid images of oneself, caught in mirrors and in reflections from the modern world which surrounds us. In antiquity however, concepts of the self developed gradually through the prehistoric period until the Bronze Age, when implements including mirrors, tweezers and razors appeared almost at the same point in prehistory.

These items were related to increasing individualism, self ornamentation and associated with changing aesthetics of the body. Petrie suggested that smoothly polished pieces of stone may have been wetted and used for reflection from the Early Dynastic era. Flattened stone palettes with a bore hole allowing suspension may have been used as mirrors at this time. Cosmetic palette, with bore-hole, Nagada II. Experiments have shown that when the stone was washed and wetted, it would have acted as a good reflective surface.

The water evaporated rapidly however, providing just a fleeting reflection. It is possible that oil rubbed on to the stone palette would have provided a more lasting reflection than water although this method would have made the polished stone difficult to handle. Anatomy of the Mirror From the First Dynasty through to the New Kingdom and beyond, Egyptian mirrors usually consisted of three main parts.

Diagram of a mirror Mirror parts were joined by wooden pegs wedged or cemented into place with the slit at the top of the umbel filled with adhesive securing the tang of the mirror disk.

On later mirrors, metal rivets were soldered into place, connecting the handle to the disk. Male deities represented on umbels include Khonsu and Bes, although they are less commonly found on mirrors than female deities. New Kingdom Bronze mirror, Cairo The main features in the design of the ancient Egyptian mirror were in place by the end of the Middle Kingdom c. By the New Kingdom, more mirrors, made entirely of metal appeared.

Many mirrors in the past were dated by excavators to the cemetery from which they were recovered. This was problematic, as it is difficult to extrapolate accurate chronological data from Egyptian burials where treasured possessions may already have been ancient at the time of interment.

By the First Dynasty c. Most early metal mirrors were bronze alloy, with copper disks known but less common. Some early disks are curved, which may be due to deliberate design or an unintended consequence of warping during production. It is likely that such shaping was deliberate. Cordiform or heart-shaped disks and both ivory and wooden mirror handles have been recovered from mastabas at Saqqara, Helwan and Sedment, all dated to the First and Second Dynasties.

This problem reminds me of…. When introducing this routine, it is best done with the whole group, so that the types of thinking used are visible. This routine can be used with many different audiences including students at the end of a unit of study, students after they have had been taught a new concept, students at the end of an art project, ESOL students at the middle and end of a school year, faculties at meetings reflecting on a reform agenda, scorers at the end of a scoring session, during pre- and post-conferences with individual teachers, and when looking at student data.

The possibilities are endless, and the routine always promotes deep reflection. Student Self-Assessment In this age of standards-based instruction and reporting, student self-assessment has the potential to increase motivation, ownership, responsibility, and engagement.

When our students think critically about their work, they are more motivated and invested in their success. When students assess themselves on their performance or understanding, they are empowered to lead their own learning and are better able to judge their success. Self-assessment is a process where students monitor and evaluate their learning and identify what will improve their understanding, skills, and performance.

If we always tell them how they are doing, they do not learn to think critically, to self-assess, or to reflect. In order to judge their own work, students need to have a clear picture of the desired performance. When the criteria for assessment clearly communicates the expected outcomes, students can assess their progress, performance, and understanding in a variety of ways including, but not limited to, rating themselves using a rubric, continuum, or checklist.

Using a continuum, a third grader assesses his understanding of several different math concepts. Educators and parents across the country have spent a great deal of time just learning the standards and unpacking the demands for learners, and as a result there has been little time to think of anything else. While you take a collective breath after the year has come to a close, give yourself permission and the time to reflect on your year. Even though a longer line has been cast for ourselves and our students with the Common Core , there is comfort in knowing that with the proper structures in place, including ample time for reflection, we and they can be successful.

Costa, Arthur L. Learning and Leading with Habits of Mind. Chapter Danielson, Charlotte. Rutherford, Paula. Instruction for All Students. Permission is granted for reprinting and distribution of this newsletter for non-commercial use only.

Please include the following citation on all copies: Clayton, Heather. Volume II, Issue V, A reflective teahing statement is useful for teachers to review and assess their teaching style and practice over time. This article will guide teachers on how to write a reflective teaching statement, Reflective statements are an academic.

The iconic PDF: a digital document file format developed by Adobe in the early s. PDFs are very useful on their own, but sometimes it's desirable to convert them into another type of document file. This is easy to do with the right soft. Doing problems involving plane mirrors is actually pretty easy since we only have to remember a few things: 1.

The image will be the same size as the original object. The image will appear as far behind the mirror as the object is in front of the mirror. The Law of Reflection. Any light beam that hits the mirror will bounce off at exactly.