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Crem
- Rate R331
- Response 1h
R331/h
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- Drawing
- Painting
- Illustration
- Acrylic painting
- Watercolour painting
- Cartooning
Illustration graduate student from the University of Lincoln, offering amazing ideas and techniques for other artist's willing to learn and master the ancient arts of illustration.
- Drawing
- Painting
- Illustration
- Acrylic painting
- Watercolour painting
- Cartooning
Lesson location
About Crem
I have recently founded a small art group called Bon A Tier, which involves several different artists from around Norwich in which we come together and learn different skills from one another. We have done two exhibitions and are planning to expand. I enjoy learning new techniques and expanding my knowledge about design and art and would love the opportunity to work in an environment that I can truly thrive in.
• In my spare time I enjoy pursuing my passion for art, creativity and design. By visiting galleries such as The Tate Modern, National Portrait Gallery, the institute of Contemporary arts and most recently the Yayoi Kusama Exhibition at the Victoria Miro Gallery. I have created Full portfolios of my own drawings done in my free time to widen my creative imagination and improve my range of skills.
• Was part of the University Badminton and Basketball teams.
• Great interest in Technology and gadgetry after having completed My Engineering level 2.
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About the lesson
- All levels
- English
Languages in which the lesson is available :
English
1. Brainstorming — various techniques
Interactive brainstorming is typically performed in group sessions. The process is useful for generating creative thoughts and ideas. Brainstorming helps students learn to pull together. Types of interactive brainstorming include:
Structured and unstructured
Reverse or negative thinking
Nominal group relationships
Online interaction such as chat, forums and email
Team-idea mapping
Group passing
Individual brainstorming
2. Think, pair, and share
Establish a problem or a question, then pair your students. Give each pair sufficient time to form a conclusion, and permit each participant to define the conclusion in his or her personal voice. You can also request that one student explain a concept while the other student evaluates what is being learned. Apply different variations of the process—your students will be engaged, communicating, and retaining more information before your eyes.
3. Buzz session
Participants come together in session groups that focus on a single topic. Within each group, every student contributes thoughts and ideas. Encourage discussion and collaboration among the students within each group; everyone should learn from one another’s input and experiences.
4. Incident process
This teaching style involves a case study format, but the process is not so rigid as a full case study training session. The focus is on learning how to solve real problems that involve real people—preparing your students for life beyond your classroom. Provide small groups of students with details from actual incidents and then ask them to develop a workable solution.
5. Q&A sessions
On the heels of every topic introduction, but prior to formal lecturing, ask your students to jot down questions pertaining to the subject matter on 3×5 index cards. After you collect the cards, mix them up and read and answer the student-generated questions.
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Rates
Rate
- R331
Package rates
- 5h: R1655
- 10h: R3310
travel
- + R6
online
- R221/h
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