Sentence examples for teach perspective from inspiring English sources

Ms. Johnson, the visual arts teacher, has found not only mannequins there, but also Styrofoam heads she has used to teach perspective to her students, as well as a wicker house, fake flowers and other trinkets her class uses for the six displays it creates each year for the school's big windows overlooking West 24th Street.

And it is an opportunity to teach perspective.

He settled in London c. 1790, and his trade card gave his address as Wardour Street, Soho, where he "teaches perspective, architecture and ornaments, makes designs for cabinet-makers, sells all kinds of drawing-books".

Bosse, who taught perspective constructions based on Desargues's method at the Royal Academy of Painting and Sculpture in Paris, published a more accessible presentation of this method in Manière universelle de Mr. Desargues pour pratiquer la perspective (1648; "Mr. Desargues's Universal Method of Practising Perspective").

Galileo also studied disegno, a term encompassing fine art, and in 1588 obtained the position of instructor in the Accademia delle Arti del Disegno in Florence, teaching perspective and chiaroscuro.

"The codification of the idea that prior history is irrelevant caused us to stop talking about the goals -- that it's about autonomy and freedom and the right to engage in sexual behavior without fear," said Wendy J. Murphy, a former prosecutor who teaches perspectives in sexual violence at the New England School of Law, and who believes that rape protection laws have largely failed.

In 2012, we conducted focus groups of residents and faculty to assess learning preferences, teaching perspectives within the noon conference, and perceived barriers to active teaching [ 12].

From a teaching perspective, it was very encouraging and satisfying to see the students develop throughout the term.

Such studies can provide a useful insight for LO and WBLT developers, but the implication from a teaching perspective is somewhat limited unless the teacher is likely to use that very specific tool in their teaching.

It may be more beneficial from a teaching perspective to understand the benefits of more generic TELTs, which staff can have more control over, implemented over a longer period of time.

Finally, Novella (2008) provides a discussion of the vision problems found in humans that represent "scars of evolutionary history," while Petto and Mead (2008) and Thanukos (2008) discuss some concepts and misconceptions about complex organ evolution that are important from a teaching perspective.