BUDAYA BERPIKIR POSITIF

Setiap manusia tentu dikaruniai akal untuk berpikir,tapi kadang seseorang tidak dapat memanfaatkan akalnya untuk dapat digunakan berpikir secara positif,hal itu tentu dipengaruhi oleh beberapa hal.berpikir merupakan kegiatan akal budi yang sangat aktif mengajukan berbagai pertanyaan dan kemudian meresponnya dengan jawaban jawaban,yang berupa penjelasan,pertimbangan,analisis,kesimpulan,bahkan bisa sebuah keputusan.secara harfiah berpikir positif adalah kegiatan akal budi yang bermanfaat,yang mewujudkan suatu tindakan keputusan atau karya yang berguna tidak untuk diri sendiri,tetapi jugauntuk orang lain.berpikir positif bukanlah suatu yang bekerja secara parsial dalam diri manusia karena berpikir positif hanya tercetus dari budi pekerti yang luhur.melatih diri untuk berprilaku luhur adalah pekerjaan pertama yang harus dilakukan sebagai wadah dari berpikir positif.seseorang yang berbudi luhur adalah juga seseorang yang berpikir positif,artinya seseorang yang senantiasa mempertimbangkan dan memandang setiap hal dari sisi positif,dari sisi baiknya,dari sisi manfaatnya yang lebih banyak dibanding sisi negatifnya.
Sebagai seorang yang baik,seseorang dituntut melakukan sesuatu yang berguna dan bermanfaat tidak hanya untuk dirinya sendiri tetapi juga untuk orang lain,sebagai tanggung jawab moral dalam kehidupan bermasyarakat.pendidikan formal dan informal memegang peranan yang sangat penting dalam pembentukan kepribadiaan seseorang.melalui pendidikan formal seseorang dapat menumbuhkan benih benih positif yang ada dalam dirinya.pendidikan juga member etika dan bekal moralitas kepada seseorang,keduanya menjadi medium dan unsur yang sangat penting untuk melahirkan kegiatan berfikir positif.pendidikan merupakan factor utama bagi pewarisan nilai nilai luhur bangsa. ( dikutip dari tulisan Ir.Jero wajik,SE )

COLOUR THEORY

Bambang Sapto Cahyono
Tunas bangsa secondary school
Grade Level:
Middle Year Program, grades 7 and 8

Guiding question:
How can the Elements and principles of Design help me to express myself through the medium of visual art?

Objectives:
· Criteria A-Knowledge & Understanding:
Students acquire knowledge and terminology surrounding color and its significance in art, the art historical period of Fauvism and how it helped shape the arts, and decora naifistis painter widayat
· Criteria B-Application:
Students apply what they have learned and explore media while demonstrating their ability to make decisions and find solutions to open-ended exercises
· Criteria C-Evaluation and reflection:
Students reflect upon, evaluate, assess and appraise the work of decora naifistis painter widayat, their own work, and the work of their peers through individual thought, group discussion, and class critique
· Criteria D-Artistic Awareness and Personal Engagement:
Students accept and incorporate views and feedback from their peers during a class critique, show self-motivation in meeting deadlines, show creativity and problem-solving in their artistic processes, and support and encourage each other during studio and critique time

Areas of Interaction:
· Approaches to Learning—Note taking, listening, questioning, observation, discussion, group work, presenting, problem solving and subject-specific conceptual understanding are all employed in the lesson.
· Homo Faber—Looking at human contributions to the world through art, effective communication both verbally and visually, intentional thought, and the act of creating are all incorporated into this lesson.

Concepts:
·Color
· Primary, secondary, tertiary
· Tints and shades
· Warm and cool colors
Art History
· Naifisme
· decoratif
· widayat painting
Painting
· Color mixing
· Style
· Technique
· Care of materials

Materials and Resources:
Students
· Developmental Workbooks (DW)
· Pencils
· Poster colour
· Acrylic paint
· paper
Teacher
· Color Wheel handout
· Large image of widayat,seniman dekoranaifistis Indonesia (hard copy or digital with projector)
· Hard copies of the happy world of Faisal ( catalog exhibition )
· Acrylic paint
· Brushes (various sizes)
· Formative rubric

Procedure:
Introduction/Instruction (one half class period):
To begin the lesson, the class will discuss elementary color theory using as much questioning and deductive reasoning as possible. Students will take notes in their DWs:
Color wheel
· Primary colors (red, blue, yellow; cannot be made with any other colors)
· Secondary colors (green, orange, violet; made by mixing two primaries)
· Tertiary or Intermediate colors (red-violet, red-orange, yellow-orange, yellow-green, blue-green, blue-violet; made by mixing a primary and a secondary)
Color schemes
· Warm (red, orange, yellow and tertiaries)
· Cool (blue, green, violet and tertiaries)
· Complementary (colors opposite from one another on the color wheel, ex. yellow and violet)
· Analogous (colors next to each other on the color wheel, ex. Green, blue-green and yellow-green)
· Color Triad (colors forming a triangle on the color wheel, ex. red, blue and yellow or blue-green, yellow-orange and red-violet)
· Monochromatic (only one color and its tints and shades)
· Achromatic (black and white only—no colors used)
· Hue
· Value
· Intensity
· Tint
· Shade
· Purity/Strength

Application (three and one half class periods):
Color Wheel activity handout
Using acrylic paint, students will complete a color wheel in which they will mix and paint primary, secondary and tertiary colors, tints and shades into spaces on a pre-fabricated color wheel handout to be pasted into their DW. This will give them experience with color mixing for the next task. For homework or in the library/computer lab, students will research Fauvism and artist Andre Derain. They will put their findings (images, notes, information) in their DWs.

Widayat and faisal collaborative Painting
The next class will begin with a discussion about decoratif and naifistif widayat and faisal based upon the students’ findings. and students will make observations about style, color, subject matter, etc, relating their observations to their prior research. A copy of the painting will be divided into 21color sections (7 across and 3 down, 17x26cm each), and each student will be given a section to enlarge proportionally on poster or illustration board. Here, they will practice painting technique and demonstrate what they have learned about color mixing. When completed, the sections will be assembled to create an enlarged version of London Bridge. (See next page for divided image.)