I am a selftought illustrator based in Germany. I like to draw funny and cute figures and animals for childrens books or childrens related stuff. I would like to get a contract for a childrensbook or toys and games.
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This practical book looks at the fundamental principles that underpin the process of architectural illustration: to represent architectural design and the built environment in a way that the general public can understand. Focusing particularly on watercolour, it explains the full process from site sketching to finished rendering. Case studies follow the process of an illustration, using demonstrations specially selected from the author's own work and profiles of leading practitioners. Detailed diagrams show how to set up a perspective drawing by hand and using 3D modelling. Illustrated with over 200 colour images, it is a unique guide to the work of the architectural illustrator and will be invaluable for artists, illustrators, architects, builders and planners.
Although more people speak Chinese than any other language on Earth, proficiency in Chinese is largely confined to the people who live in or adjacent to the Chinese Mainland and Taiwan, and to the ethnic Chinese inhabitants of the various “Chinatowns” in countries around the world. Despite its allure, many people find Chinese a hard language to learn, including a considerable number of children who learn it as mother tongue. The basic units of written Chinese are ideographic symbols called characters; and the meaning and pronunciation of each character is determined by the tone attached to it by the speaker. Facing the very large number of Chinese characters and words, it seems impossible for learners, regardless of their native language, to master the language other than via rote memorization. The attempt to facilitate the route to proficiency in Chinese has understandably attracted the attention of numerous psycholinguistic researchers and educators. Using the Theory of Variation as the primary learning framework, the authors of this book conducted a number of large-scale and robustly-designed studies to investigate the relationship between the learning and teaching of Chinese, mostly among native speakers However we believe that the results are applicable to the learning of Chinese as a second language. Studies into ways of understanding the phonological and orthographical acquisition of characters are reported; ways of helping learners come to terms with reading Chinese, a textual language that does not always correspond word-for word with the spoken discourse, are explained; and the implications of the evidence for Chinese curriculum and syllabus design are pointedly addressed by the contributors. The authors believe that there are effective ways to become skilled in Chinese and that learning Chinese can be pleasurable and interesting. They provide empirical evidence for educators, parents, policymakers and readers interested in Chinese language education. They also illuminate the path to the mastery of Chinese in schools and how Chinese should be taught in today’s world.
Discover all about how students learn to read! This teacher resource explores current research on the science of reading and discusses what it means for classrooms today. From detailed background information to helpful classroom tips, authors Jennifer Jump and Kathy Kopp provide everything teachers need to improve students’ reading comprehension and content knowledge skills. Perfect for professional development, this book includes key words for teacher understanding, teaching checklists, top must-dos, and other features to help teachers bring these research-based strategies into their classrooms.
What a strange idea to call a child Charlemagne! Without this strange name, Charly is sure that he would be a child like any other... except for a few adjectives. He is said to be too distracted, dissipated, dispersed... to the great displeasure of the adults around him. And that often makes him the mockery of his classmates. Charlemagne is dyslexic, dysorthographic and dyspraxic. But who said that multi-dys children were good for nothing? Maybe it's a chance to be different!
