Here is one last batch of entries in the GEOGRAPHY PHOTO CONTEST! Three classes were competing for the prize this Spring Semester. Click on any image to view larger, and start the slide show.
I think that this Online Assignment worked out well. I enjoy my students’ creativity.
Good news: This was the last assignment this semester!
Continuing on with photos from another class of participants in this semester’s GEOGRAPHY PHOTO CONTEST. These are again the students in an introductory Geography course. Click any photo to start the slide show in full size.
If you want to see the original assignment you can read it LINKED HERE.
Students were assigned to take a photo and describe the geography. This time I said it was OK to use a photo they had taken previously. (Students were not otherwise doing a lot of traveling this semester).
Students love this assignment! … I think.
It is a fun way to end the term with an assignment which boosts their participation score.
Please enjoy … and please leave a comment! Vote for your favorite!
Here are a few more participants to this semester’s GEOGRAPHY PHOTO CONTEST by the students of my Intro Geography course. Click any photo to start the slide show.
You can read the original assignment LINKED HERE.
Students were assigned to take a photo and describe the geography.
Please enjoy … and please leave a comment!
Welcome QR Code readers! If you have scanned the QR Code on my poster or conference presentation, it has brought you here. I am still compiling my full presentation for the SouthEastern Division of the American Association of Geographers Conference, to be held November 24-25, 2019. This post is just a placeholder for the presentation and reference list TBA. In the meantime, enjoy this preview.
I will be continuing my “Meteorology and Myth” Weather-and-Climate Education series this fall with another project on weather lore, this time titled “Meteorology and Myth – Part II: A Fair Candlemas”
BACKGROUND AND PURPOSE: I teach an introductory course in “Weather and Climate”. Whenever February 2nd rolls around, a student will ask if the “Groundhog Day” predictions are true. I used to always answer “NO!” The presence or absence of sunshine on any one particular day can not be used to determine either a shortened or a prolonged winter. Punxsutawney Phil’s predictions are just folksy nonsense.
However, I got to thinking about it … and began to hypothesize that there may be a teaching opportunity in this legend. Although the Groundhog’s prediction does not make meteorological sense in the short term, perhaps there are long-term climatological averages about prolonged-winters and early-springs, which may have allowed the folklore to survive and diffuse.
The purpose of the overall project is to develop general education teaching modules which bridge topics in geography, atmospheric science, history, art, culture and folklore. Students in the arts and humanities often struggle with physical science. Equally, students in Geoscience and other STEM fields often need a greater appreciation for the arts and humanities. The intent is not to have students “prove” whether or not Groundhog Day predictions are true. Instead, the goal is for students to have a better understanding of atmospheric circulations, global teleconnections and weather patterns. Secondarily, students should have a better appreciation for folklore, history, culture and environment.
SEE THIS REFERENCE LINK BELOW FOR IMAGES, ARTWORK AND OTHER EDUCATIONAL INFO:
REFERENCES FOR ALL GRAPHICS, IMAGES AND ARTWORK
Look for more updates and embellishments later in November!
Welcome QR Code readers! This post is just a placeholder for another project in my Meteorology and Myth Science Education Series. This new project is titled “The Elusive and Ephemeral Sprites”.
Look for more updates and a re-post when I finish the poster presentation.
In the meantime, if you want to see a good introduction to Lightning Sprite research, please see the YouTube playlist below!
… what a sprite idea!
10-21-2019: This is an update and repost from May of this year. Please check out the YouTube video above. If you go to YouTube, put a “like” or comment if you have a question or compliment! I will be presenting more about my investigation into the sky deities of Japan at the Applied Geography Conference in October. This presentation grew out of my “Meteorology and Myth” research. The abstract for my presentation: “Art, Allegory and Geographic Education: Cultural and Meteorological Lessons from the Sky Deities of Japan” has been accepted for a special session on Physical Geography. Here is a sample slide:
The following is a slideshow of some of the artwork to be discussed, TBD
Credit goes to the original artists. No copyright infringement is intended. See the full presentation for all credits and references, TBD.
This year’s AGC will be held in Charlotte, NC October 23-25. See the link here for more information about the conference,
LINKS AND REFERENCES FOR ART AND IMAGES PDF HERE:
SUGGESTED REFERENCES AND LINKS FOR ART AND IMAGES
and more art …
Welcome QR Code readers!
This post is a placeholder for REFERENCES and LINKS for a student research poster to be presented at the North Carolina Geographical Society annual meeting in Greensboro, NC on November 1, 2019. See these PDF files to download all weblinks:
SUGGESTED REFERENCES AND LINKS FOR ART AND IMAGES
ABSTRACT: Lightning is a short-lived, but powerful part of nature. Although lightning photographs are often published, lightning flashes have seldom been painted by landscape artists. Colorful skies are common in art history, but painted lightning is rare. Most lightning storms in western landscape art have depicted the flashes as either white, or yellowish. An interesting part of art history is the red lightning bolts depicted in the classic paintings of Japan’s Edo Period (1603 – 1868). Edo’s Ukiyo-e artists almost always depicted lightning as red in color. Furthermore, the bolts are often painted in a nearly abstract, linear fashion, and not in lightning’s true dendritic shape. Is the red lightning of this famous period “artistic license”, or can the deep red colors be explained as something else? Are there some logical reasons why these artists painted lightning as red? Could the style reflect mythology rather than realism? Importantly, are there atmospheric science lessons to be learned, and teaching moments to be made in this discussion? The purpose of this educational project is to advance that dialog.
https://libmma.contentdm.oclc.org/digital/collection/p15324coll10/id/90981
https://waraie.com/en/thunder-god-raijin
https://www.fujiarts.com/japanese-prints/k355/186k355f.jpg
https://www.metmuseum.org/art/collection/search/75299
https://www.theartstory.org/movement/ukiyo-e-japanese-woodblock-prints/
https://www.thingsjapanese.com/osaka-school-after-hokuei-kabuki-scene-lightning-dragon-demon.html
For more Japan weather deities artwork, please see the presentation linked here.
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