...In writing my synthesis paper as well as the reflection done in week 9 discussion I have modified and refined my writing style as well as my approach to this essay to get a successful outcome. My goals for where this essay is going to go has definitely changed from what I want to present and argue. This mentality has come from the commentary given to me by the other students to push my ideas further, to develop the basic idea of my essay and maturing it into a more creative realm. For the drafting aspect of the paper I have begun constructing the bare bones of the paper, outlining what I want to discuss in the paper, how I want to present it, self-workshopping the body paragraphs and transitions, as well as composing a well thought out thesis that encapsulates all of my ideas into one argument. I have been going through my annotated...
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...Rogelio López Marín (Gory) was born in Havana, Cuba and he lives and works in Miami, FL. He has a Bachelor of Fine Arts in Painting from the National School of Art in Havana. He took a Photographic and Graphic Design course under the tutorial of the Cuban artist Raúl Martínez and has a Master of Art History from the University of Havana. Gory’s work can be found in public collections including the Metropolitan Museum of Art, 20th Century Art Permanent Collection, New York, NY (painting), LACMA (Los Angeles Museum of Art) permanent collection, CA (photography), The Corcoran Gallery of Art (Corcoran’s Permanent Collection of Photographs), Washington, DC, the Museum of Contemporary Photography, Columbia College, Chicago, IL, the Museum of Fine...
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...BUSINESS FACULTY Course Handbook 2015–16 BUSI1314 - Business Ethics Level 5: 15 Credits Contents 1. WELCOME .......................................................................................................... 3 2. INTRODUCTION TO THE COURSE ............................................................................... 4 1.1. AIMS .............................................................................................................. 4 1.2. LEARNING OUTCOMES ............................................................................................. 4 2.3 LEARNING AND TEACHING ACTIVITIES .............................................................................. 4 2.4 EXPECTED STUDY TIME ............................................................................................ 4 2.5 ADDITIONAL REQUIREMENTS....................................................................................... 4 3. CONTACT DETAILS................................................................................................ 5 3.1 EXTERNAL EXAMINING OF YOUR COURSE AND PROGRAMMES OF STUDY ............................................ 5 4. COURSE CONTENT AND DESIGN ................................................................................ 7 4.1 PLANNED TERM DATES: ........................................................................................... 7 4.2 SESSION PLAN................................................................
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...Since early childhood I was very much interested in mythology, particularly in Greek mythology. The images of ancient Greek Gods and Goddesses were not only simply aesthetically pleasant but contained mysterious and exciting myths behind them. When I first began studying Armenian history and visited National Museum of History, I discovered for myself amazing analogies with ancient Greece as well as realized one important matter, that on a large scale, my life today is in many ways determined by ancient Greek culture. In this essay I will try to explain the impact certain historical facts had on my belonging to Armenian culture. First of all, the importance of language in development of any culture cannot be overestimated, because the majority...
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...Contemporary art- art that is relative to our current society. Art of the present. Artist is usually alive and making art right now. Being a flux: constantly changing. There is no unified, crystallized interpretation or theory of it. Diverse nature of issues, styles, and forms. Part of our culture and visual culture. * see a lot of mediums and diverse. * no dominate style or medium * what is considered painting is becoming blurred * New art forms appear besides traditionally recognized art forms. ex: installation art, process art, video art, digital and experimental forms *diverse and eclectic. No single medium or ideology dominates *Medium categories are broadening, boundaries are getting blurred and redefined. *referencing and sampling from contemporary popular/consumer culture. * Art becomes interdisciplinary and cross-disciplinary (artist as scientists, cultural anthropologists, journalists, reports, etc.) continuation *Technologies -> new way of producing and conceptualizing art (digital culture, Internet, virtual reality) *New media potentials: video, robotics, transgenic art, etc. * new technologies create new paradigms *up until the late 1800s, what was the way to send a picture? <- painting. *what changed that? <- photography Art world goes global ( global production, reproduction, art market: global economy, dissemination) - Paris and NY ** *”About-ness” artist as social and cultural observer, critic *Artwork functions...
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...King, Jr. TEST OVERVIEW: Time: 65 minutes The test consists of fiction and nonfiction readings. • Fiction excerpts include readings from novels, short stories, folk tales, poetry, and plays. • Nonfiction excerpts include readings from reviews, essays, articles, speeches, biographies, business documents, and articles about the visual arts. The test consists of 40 multiple-choice questions. • 30 of the questions come from fiction readings. • 10 of the questions come from nonfiction readings. There are seven passages. • Three of the passages are from prose fiction (novels, short stories, and folk tales). • Poetry and plays have one passage each. • Nonfiction has two passages. There are three literary time periods. One passage comes from each of these periods: • Before 1920 • 1920-1960 • After 1960 The following reading skills are tested: • Comprehension—identifying the main idea, the purpose of a selection, supporting details, and using context clues to discover the meaning of unknown words 2 • • • Application—applying ideas to a new context Analysis—recognizing the way material is organized, including identifying inferences, figurative language, and knowing an author’s style or tone Synthesis—combining understanding of passage with extra information you bring to the passage, looking at an author’s style, tone, point of view, and purpose The number of questions you answer in each reading skill area is as follows: • Comprehension 8 questions...
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...Guernica, 1937 by Pablo Picasso, mural-size oil painting on canvas is (11ft and 5in) in height, and (25ft and 6in) wide. I was unable to view this art in real time at the museum, so I had to do a virtual tour of the artwork. Its location is at “Museo Nacional Centro de Arte Reina Sofia” (www.museoreinasofia.es) Madrid, Spain. What I hope to accomplish by completing this analysis? I hope to gain a better understanding of Pablo Picasso, and his artwork. For decades, I was curious about what made this painting so famous. Was it the theme, style, or form? I wish to know by the end of this analysis. Why did Picasso create Guernica? What is the best way to protest against war? In 1937, Picasso was demonstrating his resentment against war with Guernica; his mural-size painting was an exhibit to millions of people at the Paris World’s Fair. From the time it was an exhibit, it is now the 20th century’s most robust indictment against war. What did Picasso hope to accomplish from this painting? He wanted to create awareness of the war by raising funds for Spanish refugees. Reasons, he was terrified of the destruction and death. Guernica is his optical response, his memorial to the brutal...
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...These brief notes are not intended to replace existing style guides for essay writing. The bible of style guides, by the way, is generally held to be The Chicago Manual of Style, 14th edition (1993). But this is a large and daunting publication; few but professional editors navigate with confidence amid its complexities. So in an effort to produce a very abbreviated guide useful for art history students, I have assembled a few notes here that I hope will prove useful. I first assembled this information in typescript form in 1989 and circulated it to students who wanted some guidelines. In 1993, I issued the same material as a brochure. When that was exhausted, I decided in May 1996 not to reprint the brochure, but rather to put the information up on the Web. (That's a pretty good indication of the way that changes in technology have affected teaching in the past six years, at least in my courses.) I have to say that niceties of tabs and indents seem to elude me with this program that I am using, so on occasion the guidelines will suggest a format that I am not following here. We are all learning, still... Your thoughts on this compilation would be welcomed. Please send them to: Geoffrey Simmins Art Department, University of Calgary 2500 University Drive NW Calgary, AB, Canada T2N 1N4 (403) 220-6085 (phone) (403) 289-7333 (fax) simmins@acs.ucalgary.ca (e-mail) http://www.ucalgary.ca/~simmins/index.html Structure of an Art History Paper A typical art history paper...
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...The Peranakan Baba Nyonya Culture:(2008) 161 - or Disappearance? Sari 26 Resurgence 170 161 The Peranakan Baba Nyonya Culture: Resurgence or Disappearance? LEE SU KIM ABSTRAK Kacukan budaya boleh terjadi dalam banyak bentuk dan pilih atur, termasuk peminjaman kata-kata dan pengambilan amalan sosial dan kepercayaan dan juga penyesuaian pakaian dan makanan. Corak penghijrahan dan pengaliran kebudayaan di Asia Tenggara telah menjana perkembangan yang tersebut dan lain-lain pada masa dan di tempat yang berlainan. Di bawah keadaan yang tertentu, suatu kumpulan etnik yang baru atau yang dikesan sebagai yang berbeza daripada kumpulan etnik yang ada mungkin muncul. Kumpulan etnik yang dimaksudkan adalah Peranakan Baba Nyonya. Ia terjadi pada abad ke 15 ketika orang Cina tiba di Melaka dan berkahwin campur dengan wanita tempatan. Kebudayaan peranakan adalah gabungan unik antara kebudayaan Cina dan Melayu dengan campuran daripada penyintesisan unsur kebudayaan Java, Batak, Thai dan British, melambangkan faham pelbagai budaya dan pelakuran lama sebelum terciptanya istilah-istilah itu..Kini, dunia peranakan sudah menghilang. Kata kunci: Peranakan, Baba, Nyonya, kebangkitan semula, keunikan ABSTRACT Hybridity of cultures can take many forms and permutations, including the borrowing of words and the adoption of social practices and beliefs, and the adaptation of dress and food. Patterns of migration and cultural flows in Southeast Asia have generated at different times and...
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...Whitechapel London, also known as the East End, was the scene of at least five gruesome murders in 1988 that were committed by a killer now famously known as Jack the Ripper. These murders took place in the height of transition from feudalism to capitalism and fueled by this, the East End was plagued with gross overcrowding, unemployment, and was a place of severe poverty and prostitution. Marxist theories of alienation and dialectical materialism help to explain how the rise of capitalism formed the case setting and supported The Ripper’s murders of five women. In the mid-nineteenth century, an influx of Irish and Jewish immigrants hit England and swelled the population, including that of East London (Kershen 2008). Whitechapel suffered gross overcrowding and an urban proletariat started to emerge (Rumbelow 2001). Housing and working conditions became worse and poverty led many people to alcohol, crime and violence and women were driven into prostitution as work was hard to find (Vaughan 2008). Many people were dependent on lodging houses for a place to sleep, and would only be admitted if they had four pence as payment. Those who did not have the money were left outside on the streets (Rumbelow 2001). The first of the official Jack the Ripper murders occurred in the early hours of 31st August 1988 (Rumbelow 2001). A woman later identified as forty-two year old Polly Nichols was found with her throat cut from ear to ear and when taken to the morgue and undressed by morgue...
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...cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Coordinating Board Academic Approval Number: 54.0102.51 25 History 1301 Core Objectives: 1. Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information 2. Communication Skills - to include effective development, interpretation and expression of ideas through written, oral and visual communication 3. Social Responsibility - to include intercultural...
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...MODULE C – History and Memory Sample 1 How has your understanding of events, personalities or situations been shaped by their representations in the texts you have studied. Refer to your prescribed text and at least TWO other related texts of your own choosing. History can be defined as “the methodical record of public events” where memory is defined as “the faculty by which events are recalled or kept in mind”. Thus history and memory interrelate as history can be seen as the contextual justification for memory. “The Fiftieth Gate” is a poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This...
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...JOURNAL ON EDUCATIONAL MANAGEMENT JOURNAL ON EDUCATIONAL MANAGEMENT DR. ELSA E. GUMIRAN PROFESSOR DR. ELSA E. GUMIRAN PROFESSOR MELISSA F. PANAGA M.A ED. STUDENT MELISSA F. PANAGA M.A ED. STUDENT THEORIES OF EDUCATIONAL MANAGEMENT INTRODUCTION: Education is the key to change the traditional way of living and to open the gate of modern way of life. As a result, the management of educational organization is regarded as one of the most important management angles in the society. Educational management, according to researcher Tony Bush argues that education management has to be concerned with the purpose or aims of education. These objectives or aims serve to provide a crucial sense of direction in managing educational institutions. At the heart of education management is the process of deciding on the goals and objectives of the educational institution. In some schools, universities and colleges, it is the principal or the president, whichever is the title of the organization’s highest official that decides these goals and objectives. Often, this is done with the help of the principal or president’s senior colleagues and even the school board or its stakeholders, in the case of a private corporation. However, in many educational institutions, education management with respect to goal setting is a corporate activity done by formal bodies or informal groups or individuals. The other...
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...Fayette County Schools Research Paper Survival Guide June 2009 (revised November 2011) Compiled by: Jillian Bowen, Joanne Dirring, Monica Dorner, Greta Jackson, Shery Kearney, Ann Richardson, and Cheryll Thompson-Smith Based on the work of: Linda Brem, Kathy Franks, Cathy Nix, Ann Richardson, and Cynde Snider Table of Contents Plagiarism………………………………………………………………. Plagiarism Statement - Middle School……………………………..... Plagiarism Statement - High School……………………………….... English Research Requirements…………………………………….. Middle School Requirements…………………………………... 9th Grade Requirements………………………………………… 10th Grade Requirements………………………………………. 11th Grade Requirements………………………………………. 12th Grade Requirements………………………………………. Frequently Asked Questions…………………………………………. Annotated Bibliographies……………………………………….. Citation Formats…………………..……………………………... Common Mistakes………………………………………………. Documentation and Plagiarism…………..…………………….. Internet and Databases…………………………………………. MLA Manuscript Form…...……………………………………… Note Cards…..…………………………………………………… Outlines…………………………………………………………… Paraphrases and Quotations..…………………………………. Parenthetical Documentation……………………………...…... Quoting Poetry……………………………..……………………. Research Papers..………………………………………………. Research Process……………….……………………………… Research Projects……….……………………………………… Source Cards..…………………………………………………… Works Cited Page……………………………………………….. Research Glossary……………………………………………………. Online Resources……………………………………………………… Works Cited…………………………………………………………….....
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