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How does this photograph feel different and/or the same as the previous one? Sometimes a “straight-on” point of view can create an effective photograph. Shooting a photograph from the wrong angle can create the impression that the subject has an object sticking out of his/her head.Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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Background elements elaborate this “looking up” perspective. The point of view chosen by the photographer influences the aesthetics and mood of the photograph. Both point of view and framing are at work in this photograph. Moving around the subject, the photographer is able to capture different...Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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The balance of people or elements in a photo can create different feelings. The angle and placement of the members of this family make the youth look more dominant than her parents. How does this arrangement achieve or not achieve balance?...Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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The viewer’s eye moves easily from the track shoes in the foreground into the photo, creating a sense of balance. Meaningful props in a photo help tell a story. The emphasis on the track shoes suggests this youth is a runner. What makes this photograph feel balanced? In this photograph, the left...Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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The diagonal and vertical white lines in this photograph frame the family. Is the framing effective?Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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The greenery and shadows in the background frame the family and increase the sense of forward motion in this photograph. Here framing works. It is visually appealing and communicates a feeling of fun. In this photograph the participants look constrained by the setting, not framed.Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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Moving around the subject while looking through the viewfinder of the camera, the photographer determines the most appealing and effective perspective. Here the photographer is shooting from the side, creating an interesting perspective....Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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Balance is created by an arrangement of elements (including space) that is visually satisfying. Symmetrical and asymmetrical designs can work. Sometimes a lack of balance is easier to notice. Some photographers use “a rule of thirds” to create balance in a photograph. Visualize the frame as...Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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These materials are designed to support Workshop 4 of Families. All photographs are the property of the Unitarian Universalist Association and may only be used in conjunction with the Families Program. Photography Supplement Framing Photography is the property of the Unitarian Universalist...Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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Youth enrolled in our congregation's lifespan faith development program are participating in a program called Families. The program looks at families through the lens of our UU Principles and aims to broaden and deepen respect, appreciation, and care for different kinds of families....Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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Each small group needs one set of "How" statements that has been cut into strips, as well as three or four blank strips....Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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Are the following groups families or not? You decide. Snow White and the Seven Dwarfs An eighteen-year-old living alone One youth, two households: one with a mother, stepfather, and sister; and another with a father A foster child living with two children and a dad A woman and her two children...Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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Please review this with your family and return during the next session. Dear Youth and Parents/Caregivers, We are starting our program, Families, which explores the diversity of families through activities and a creative project. As part of the program, youth will work together on a...Handout | October 27, 2011 | For High School | From FamiliesCurriculum page
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Unitarian Universalist Seventh Principle We can do many things to show love for the earth. Printing This Handout Download a high-resolution copy of this Handout (PDF) for printing.Handout | October 27, 2011 | For Children, Grades K-1 | From Love Surrounds UsCurriculum page
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Unitarian Universalist Sixth Principle We believe in working for a peaceful, fair, and free world. Printing This Handout Download a high-resolution copy of this Handout (PDF) for printing.Handout | October 27, 2011 | For Children, Grades K-1 | From Love Surrounds UsCurriculum page
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Printing This Handout Download a high-resolution copy of this Handout (PDF) for printing.Handout | October 27, 2011 | For Children, Grades K-1 | From Love Surrounds UsCurriculum page
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Unitarian Universalist Fifth Principle We believe everyone deserves a say about the things that concern them. Printing This Handout Download a high-resolution copy of this Handout (PDF) for printing.Handout | October 27, 2011 | For Children, Grades K-1 | From Love Surrounds UsCurriculum page
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Unitarian Universalist Fourth Principle Each person is free to search for what is true and right in life. Printing This Handout Download a high-resolution copy of this Handout (PDF) for printing.Handout | October 27, 2011 | For Children, Grades K-1 | From Love Surrounds UsCurriculum page
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Printing This Handout Download a high-resolution copy of this Handout (PDF) for printing.Handout | October 27, 2011 | For Children, Grades K-1 | From Love Surrounds UsCurriculum page
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Unitarian Universalist Third Principle In our congregations, we accept all people and we learn together. Printing This Handout Download a high-resolution copy of this Handout (PDF) for printing.Handout | October 27, 2011 | For Children, Grades K-1 | From Love Surrounds UsCurriculum page