CHIT CHAT in VOLTVILLE
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Breathtaking!! And, I snagged it for a jigsaw puzzle.
I didn't know that you were moving, Lis. Hope you enjoy your new home.
Wellll, I've got a storm headed my way today that could dump another 3 - 5" on me. It seems like you get my weather a couple of days after me. So ....
Good morning Voltville!
neither do I,
it was on my mind but I never made my mind until a few days ago
Hey Voltville,
Here is the drawing that I've been working on for days with lots of help from Rave. We decided it would be best not to show the original photo since the only thing I copied was the bear. I changed a lot of the features to kinda make it my own and didn't want you all critiquing something that was meant to be like it is. Feel free to point out anything that doesn't look right that Rave or I missed.
Here is the drawing that I've been working on for days with lots of help from Rave. We decided it would be best not to show the original photo since the only thing I copied was the bear. I changed a lot of the features to kinda make it my own and didn't want you all critiquing something that was meant to be like it is. Feel free to point out anything that doesn't look right that Rave or I missed.
Hey Voltville,
Here is the drawing that I've been working on for days with lots of help from Rave. We decided it would be best not to show the original photo since the only thing I copied was the bear. I changed a lot of the features to kinda make it my own and didn't want you all critiquing something that was meant to be like it is. Feel free to point out anything that doesn't look right that Rave or I missed.
That's incredibly well done, Terry! I'm really impressed. The only thing that bothered me was the clouds. They have outlines that seem too well-defined. Aren't clouds usually more wispy around the edges? The bear looks perfect to me, and I love the way you handled the icy ground in front of him.
I did go tutor the kids today.
First, the girl. We went over her word list from last time and then a spelling list from school. There were 3 spelling words she had trouble with, and we worked on them. One is tricky: "there." I explained the meaning of that spelling as opposed to "their," though I didn't confuse the issue by showing her the spelling of "their." We spent so much time on this, and her writing a sentence (voluntarily!) for each of her vocab words from last time that we didn't have time for reading a story, though she read one poem from The Child's Garden of Verses, but I gave her more words from last time that I hadn't assigned before, since I thought there were too many.
Then the boy. He only had a few words from last time, but they were complicated, like ESP = extrasensory perception. He had to pronounce the words and know their meaning, and somehow, we got on a discussion of aliens and whether they exist, so ET = extraterrestrial got added to the list. He has a hard time with unknowns, like whether there's life somewhere else in the universe. I think he wants to know for sure. I discussed some UFO sightings, like Betty and Barney Hill. When I was a teenager, I read up on this kind of thing extensively. I explained that some people believed their story, and some didn't, and what arguments those who didn't used to deny it. I said we'll never know for sure what happened. More discussion about aliens, and the boy wondered if they could bomb us. What would we do if they tried? I said we'd probably fight back and try to kill them. Then he asked what if they bombed us from way out in space. I said the bombs would probably burn up in the atmosphere, so they might have to get close enough that we'd have a chance to fight them. I'm not sure if this is scientifically accurate, but I figured a bomb would burn up like meteors do, all except the biggest ones. So then we discussed them and the craters they made, and I told him about the craters on the moon. Then we discussed why they'd burn up. Friction with the air. I explained friction by getting the kids to rub their hands together vigorously and seeing how they felt warmer. I said when things rub against each other, it causes heat, and the air rubs against things entering the atmosphere and usually burns them up before they can hit the earth. We talked about shooting stars. Yes, we did a lot of talking, but I think this is good practice of English, too, and the boy is so curious about so many things that just pop up like that. Last, before we left the subject of aliens, I suggested he watch the movie, ET. I thought it was a wonderful movie, and I bet he and his sister would enjoy it, too. And watching movies in English will be good for their language skills, too.
Last, the boy chose a book to read. It was a little hard, and we came up with a long vocab list from it. I told him to do what he could about learning the words. I won't hold him to so many by Monday. I bet that was an invitation to not even look at them, but c'est la vie. Just a few pages before the end, he wanted to stop and have me read the rest, but I asked him to go on, and he plugged through to the end of the story.
Last, as usual, we did a Mad Libs. They both still have trouble with the concept of plural nouns. If I ask for a noun, they know it, but the word "plural" eludes them. I think today, they finally understood.
BTW, all through the boy's lesson, the girl was listening in, so she was getting at least some of the info, too.
The kids behaved very well today. I was very pleased with their level of cooperation and reminded them again how far they've come in their skills.
First, the girl. We went over her word list from last time and then a spelling list from school. There were 3 spelling words she had trouble with, and we worked on them. One is tricky: "there." I explained the meaning of that spelling as opposed to "their," though I didn't confuse the issue by showing her the spelling of "their." We spent so much time on this, and her writing a sentence (voluntarily!) for each of her vocab words from last time that we didn't have time for reading a story, though she read one poem from The Child's Garden of Verses, but I gave her more words from last time that I hadn't assigned before, since I thought there were too many.
Then the boy. He only had a few words from last time, but they were complicated, like ESP = extrasensory perception. He had to pronounce the words and know their meaning, and somehow, we got on a discussion of aliens and whether they exist, so ET = extraterrestrial got added to the list. He has a hard time with unknowns, like whether there's life somewhere else in the universe. I think he wants to know for sure. I discussed some UFO sightings, like Betty and Barney Hill. When I was a teenager, I read up on this kind of thing extensively. I explained that some people believed their story, and some didn't, and what arguments those who didn't used to deny it. I said we'll never know for sure what happened. More discussion about aliens, and the boy wondered if they could bomb us. What would we do if they tried? I said we'd probably fight back and try to kill them. Then he asked what if they bombed us from way out in space. I said the bombs would probably burn up in the atmosphere, so they might have to get close enough that we'd have a chance to fight them. I'm not sure if this is scientifically accurate, but I figured a bomb would burn up like meteors do, all except the biggest ones. So then we discussed them and the craters they made, and I told him about the craters on the moon. Then we discussed why they'd burn up. Friction with the air. I explained friction by getting the kids to rub their hands together vigorously and seeing how they felt warmer. I said when things rub against each other, it causes heat, and the air rubs against things entering the atmosphere and usually burns them up before they can hit the earth. We talked about shooting stars. Yes, we did a lot of talking, but I think this is good practice of English, too, and the boy is so curious about so many things that just pop up like that. Last, before we left the subject of aliens, I suggested he watch the movie, ET. I thought it was a wonderful movie, and I bet he and his sister would enjoy it, too. And watching movies in English will be good for their language skills, too.
Last, the boy chose a book to read. It was a little hard, and we came up with a long vocab list from it. I told him to do what he could about learning the words. I won't hold him to so many by Monday. I bet that was an invitation to not even look at them, but c'est la vie. Just a few pages before the end, he wanted to stop and have me read the rest, but I asked him to go on, and he plugged through to the end of the story.
Last, as usual, we did a Mad Libs. They both still have trouble with the concept of plural nouns. If I ask for a noun, they know it, but the word "plural" eludes them. I think today, they finally understood.
BTW, all through the boy's lesson, the girl was listening in, so she was getting at least some of the info, too.
The kids behaved very well today. I was very pleased with their level of cooperation and reminded them again how far they've come in their skills.
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Thank you very much. I thought this would be easy but I was wrong again.
Rave said the same thing about the clouds and I thought I had toned them down but I guess not enough. I'll have to work on that some more.
Thank you very much. I thought this would be easy but I was wrong again.
Rave said the same thing about the clouds and I thought I had toned them down but I guess not enough. I'll have to work on that some more.
It doesn't look like it would have been easy to me. The angle of the bear would be hard to get right -- and you did it. And getting that ice looking icy must have been a challenge, too.
I'm gratified that Rave (the expert) and I focused on the same thing. It shows that I'm not totally off in la-la land.
That didn't bother me at all! I think the bear is looking at the person observing him. Maybe his head looks sort of low, but animals do that -- raise and lower their head -- when they see something they are trying to figure out. I see the bear's mood as faintly aggressive, like he is trying to decide whether to attack the intruder.
To be very honest - I do think "You" missed something very important . . .
Now how in the hell did Rave miss that?
Yep, the angle of the bear gave me fits. I didn't think about that before I started. I couldn't have done it without Rave's help though. The ice was a stink too. I had to erase most of it and start over.
The clouds....I must be the one in la-la land because I thought they were ok and paid the least attention too.
They were my first clouds though so I don't feel too bad. I'll get them right. Well he just climbed out of the water so he may just be checking out the ice flow or berg to see if it's safe but it was a photo so he could be looking at the photographer.
Yep, the angle of the bear gave me fits. I didn't think about that before I started. I couldn't have done it without Rave's help though. The ice was a stink too. I had to erase most of it and start over.
The clouds....I must be the one in la-la land because I thought they were ok and paid the least attention too.
I do the same thing. When a drawing is really difficult, I focus on the hard parts and forget all about some other detail, which then the folks here point out, and I hit my head with my hand and say, "How could I have missed that?" At some point, maybe I'll become practiced enough that I will be able to identify all those details by myself. For now, I really appreciate other sets of eyes pointing out flaws to me.
I got the impression he was climbing out of the water, his front paw is not even touching the ground yet. So, to me, it would seem in the next few seconds he will start shaking the water off, maybe his head is already turning to start the process.
Either that, or he is looking at the ground and thinking, "Hey! Who took my Coke?"
Either that, or he is looking at the ground and thinking, "Hey! Who took my Coke?"
Look at his eyes. He seems to be looking right at me. You don't need to see the tilt of his head, you need to look at the eyes to see the mood of an animal. The other body language tells you something, too, of course, and the lowered head makes me think "undecided aggression." I don't know any more about polar bears than the average zoo-goer, so maybe Rave can confirm or shoot holes in my assessment of the bear's mood. She obviously knows more about bears than the rest of us put together!
Yep, that's what I did with this one. I was so focused on that dang bear. Rave's critiquing has helped a lot. She sees little details that I never would have seen but they are stored away in my brain and I'll be watching for for those details in the future. Now I just hope I didn't just tell a lie.
Things don't stay in my head very long. I got the impression he was climbing out of the water, his front paw is not even touching the ground yet. So, to me, it would seem in the next few seconds he will start shaking the water off, maybe his head is already turning to start the process.
Either that, or he is looking at the ground and thinking, "Hey! Who took my Coke?"
That is a good perception. That could be exactly what he's about to do. Not the Coke thing but the shaking thing.
Yep, that's what I did with this one. I was so focused on that dang bear. Rave's critiquing has helped a lot. She sees little details that I never would have seen but they are stored away in my brain and I'll be watching for for those details in the future. Now I just hope I didn't just tell a lie.
I do the same thing. I learn from what people point out. Maybe it all didn't stay in my head, but lots of it did, and what didn't will pop up in another picture, be pointed out again, and sooner or later, the idea will be implanted. I think the easiest for me to retain are very simple, direct things like when I made the gleam in Starman's eye too big. I didn't do that again. That was straightforward and easy to fix, and it was easy to remember not to let it happen again.
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