...helps build the foundation for understanding historical traditions, contemporary issues, the interdependence of local, urban, national and global communities and the importance of psychological, artistic, religious and scientific inquiry. This program is designed to give the student the opportunity to interact with the multifaceted forces that are continually transforming and reshaping our world. The broad based, interdisciplinary scope of the area requirements is designed to help students acquire the knowledge, perspective, skill and professional acumen that is necessary to become thoughtful and responsible citizens and leaders in an increasingly complex world. The General Education curriculum is focused on fostering urban leadership by developing the cross-curricular emphases of writing effectively, thinking critically, managing information successfully, valuing diversity, practicing social justice, presenting orally and visually and learning to learn. Curricular Emphases: To accomplish these goals the general education curriculum, through its cross-disciplinary approach, provides exposure to a wide variety of disciplines while focusing on developing the essential, broad based, intellectual abilities of problem solving, decision making and leadership with a commitment to lifelong learning. The general education program emphasizes the development of oral and written communication skills; knowledge of the arts, sciences and technology; the effective use...
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...COURSE DESCRIPTION Surveys the arts, literature, belief systems, and major events in the development of cultures around the globe from the European Renaissance to the contemporary period. INSTRUCTIONAL MATERIALS Required Resources Sayre, H. M. (2012). The humanities: Culture, continuity and change, Volume 2 (2nd ed.). (2011 Custom Edition). Upper Saddle River, NJ: Pearson Education. Supplemental Resources Harmon, D. E. (2002). Explorers of the South Pacific: A thousand years of exploration, from Polynesians to Captain Cook and beyond. Broomall, PA: Mason Crest Publishers. McKenzie, L. (2000). Non-western art: A brief guide (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Tuchman, B. W. (1996).The proud tower: A portrait of the world before the war, 1890-1914. New York, NY: Ballantine Books. Ward, G. C., & Burns, K. (2002). Jazz: A history of America’s music. New York, NY: Knopf. Doubleday Publishing Group. COURSE LEARNING OUTCOMES 1. Explain how key social, cultural, and artistic contributions contribute to historical changes. 2. Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 3. Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. 4. Identify and describe key artistic styles in the visual arts of world cultures from the Renaissance to the contemporary period. 5. Identify and describe key...
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...“ultimate” graduate profile. Following program chairs’ agreement, the material will go to the full faculty for discussion and vote. I will also gather input from Student Affairs so that we understand their contribution to the success of our students. Readings about assessment and what it is are attached.* As I mentioned earlier, we will be working our way through this process together, and developing our assessment program in relationship to the goals and values unique (and/or integral) to this institution. Additional readings are on reserve in the library, and an enormous amount of information is available on the web. *Distributed at the Program Chairs meeting on 9.9.2008 MISSION Maine College of Art delivers a demanding and enlivening education in visual art and design within an intimate learning community. We teach each student how to transform aspirations and values into a creative practice that serves as the foundation for a lifelong pursuit of personal and professional goals. VALUES o Maine College of Art’s educational philosophy is built on the premise that focused individual attention and meaningful collective inquiry produce the conditions in which students’ voices can find strength, clarity, and purpose. o Our faculty of practicing professional artists, designers, writers, and scholars are committed and passionate educators who consider their classrooms to be extensions of their creative work. o We give our students the tools they need to take risks...
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...All rights reserved. Course Description This course provides a survey of the major historical developments, structural cosmolo gy, symbolic interpretation, and values of the Judaic, Christian, and Islamic religious traditions. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Molloy, M. (2010). Experiencing the world’s religions: Tradition, challenge, and change (5th ed.). New York, NY: McGraw-Hill. All electronic materials are available on the student website. Week One: The Nature of Religion Details Objectives 1.1 Describe the common elements of religion. 1.2 Identify issues in the study of religion. 1.3 Describe the sacred in indigenous traditions. Reading Read Ch. 1 of Experiencing the World’s Religions. Reading Read Ch. 2 of Experiencing the World’s Religions. Reading Read the Contemporary Paganism: Wicca and Druidism section in Ch. 11 of Experiencing the...
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...Art history From Wikipedia, the free encyclopedia Jump to: navigation, search This article is about the academic discipline of art history. For an overview of the history of art worldwide, see History of art. For other uses, see Art history (disambiguation). This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (November 2011) Venus de Milo on display at the Louvre Art history has historically been understood as the academic study of objects of art in their historical development and stylistic contexts, i.e. genre, design, format, and style.[1] This includes the "major" arts of painting, sculpture, and architecture as well as the "minor" arts of ceramics, furniture, and other decorative objects. As a term, art history (also history of art) encompasses several methods of studying the visual arts; in common usage referring to works of art and architecture. Aspects of the discipline worms. As the art historian Ernst Gombrich once observed, "the field of art history [is] much like Caesar's Gaul, divided in three parts inhabited by three different, though not necessarily hostile tribes: (i) the connoisseurs, (ii) the critics, and (iii) the academic art historians".[2] As a discipline, art history is distinguished from art criticism, which is concerned with establishing a relative artistic value upon individual works with respect to others of...
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...Perceptions of Third Year Fine Arts Students In Far Eastern University on the Use Of Nude Models in Art In Partial Fulfillment of The Subject Requirements In English 8 (Technical Writing) Submitted to: Mr. Rogelio Ramos Guce English Department Institute of Arts and Sciences by Alimorong, Aislin Nika Alterado, Charles Caga-anan, Mark Nathaniel Elpedes, Jhune-Marx Nuñez, Domnilourd Pangilinan, Shem Salvador, Mikaela Valdez, Judah Yatco, Ma. Barbara FT0933 First Semester S.Y. 2011 - 2012 CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction In the early days, great masters like da Vinci, Michaelangelo and Botticelli had been using nude models as references in their artworks for religious purposes. Up until now, this idea is still being implemented by artists but it is now more about aesthetics. Nude art generally refers to the artists’ depiction of artistic elements of nudity instead of actually showing the naked form of humans. Different cultures react differently on the use of nude models in art. It is through the aesthetic view of nude art that most countries accept this kind of art (Changing Depictions of Art Nudes, 2011). Art schools including Far Eastern University also accept the use of nude models in art such as paintings, sculpture, photography, and the like. In the curriculum of the Fine Arts Department, there are subjects like Anatomy, Life Drawing and Life Painting wherein nude models are used as references in...
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...BUSINESS MISSION Grimsby town hall has gone from a highly recognized and significant art and functional center to a place that is hardly recognized and referred to as a ‘’best kept secret” The situation of the hall is in a declining state in terms of functionality and the maintenance is hard to keep up and there is a highly significant reduction in the inflow of cash while the outflow continues to rise whereby putting the financial status of the hall at risk. The factors responsible for the decline of the state of the hall are both Internal and external, this paper seeks to identify, analyze and provide possible solutions to these problems as the hall holds a potential for growth. Rebranding itself to be functional with the changes of its target market in terms of their needs and preferences, the hall would be seen in a different light communicated through the new experience it would offer and its high service quality. With the implementation of a new marketing strategy, the hall also seeks to expand in terms of popularity, customer base and sales. SITUATION ANALYSIS ORGANISATIONAL ANALYSIS Lincolnshire’s best kept secret, the Grimsby central hall was not always filled with silent halls as it is now, the center for art and events was an historical and cultural heritage for the people of Grimsby back in the early 80’s where it earned its popularity from the influx of people that visited the sea port close to it. Located in a rundown area, it has become very difficult...
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...The Classical Chinese Art Fund The Classical Chinese Art Fund FR3208 Arts and Antiques Market: Coursework 2 The Classical Chinese Art Fund Content Page 1. The Classical Chinese Art Fund 1.1. What is the Classical Chinese Art Fund? 1.2. Investment Profile of the Fund 1.3. Rationale: The China Factor 1.4. Investment Approach and Strategies 1.4.1. Growth Strategies 1.4.2. Risk Management Strategies 2. Market Analysis 2.1. Art Segmentation 2.1.1. Chinese Calligraphy 2.1.2. Chinese Paintings 2.2. Major Players 2.3. Demand and Supply Analysis 3. Role of Public Institutions and Regulatory Policies 4. The External Competitive Environment 4.1. Correlation between Chosen Sector and other forms of Investment 4.1.1. General Outlook of the Art Fund 4.1.2. Comparative Analysis of the Fund and Other Art Investment Funds 5. Prospective Investment Portfolio of Art Works 6. Conclusion • Appendix The Classical Chinese Art Fund FR3208 Arts and Antiques Market: Coursework 3 The Classical Chinese Art Fund 1. The Classical Chinese Art Fund 1.1. What is the Classical Chinese Art Fund? The Classical Chinese Art Fund is an investment fund approach that capitalizes on the valuable asset class of Classical Chinese Art, specifically Chinese paintings and calligraphy art pieces. Chinese paintings and calligraphy art works are considered ...
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...culture movement that began around 1920s. Before it was called the Harlem renaissance it was known as the "New Negro Movement", that was named after the anthology edited by Alain Locke in 1925. The Harlem Renaissance grew out of the changes that had taken place in the black community since the abolition of slavery, and which had been accelerated as a consequence of the First World War. It can also be seen as specifically African-American response to an expression of the great social and cultural change taking place in America in the early 20th century under the influence of industrialization and the emergence of a new mass culture. This movement impacted urban centers throughout the United States. Across the cultural spectrum (literature, drama, music, art, dance) and also in social thought (sociology, philosophy), artists and intellectuals found new ways to explore the historical experiences of black America and the contemporary experiences of black life in the urban North. Challenging white superiority and racism, African-American artists and intellectuals rejected merely imitating the styles of Europeans and white Americans and instead celebrated black dignity and creativity. Asserting their freedom to express themselves on their own terms as artists, they explored their identities as black Americans, celebrating the black culture that had emerged out of slavery and their cultural ties to Africa. According to Marshall Bialosk, Although both Alain Locke and W.E.B Dubois wrote about...
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...but the years have no effect on him; he looks as young and beautiful as ever. Then one evening he meets the artist once more and, after he has shown him the evil-looking portrait, Dorian kills him in a fit of hatred. Dorian tries to carry on with his immoral life but he is tormented by feelings of guilt and decides that the only way he can make up for what he has done is to destroy the painting. In the climax of the story Dorian tries to kill the man in the portrait, but kills himself in the process. Aestheticism was inspired by the principle of 'art for art's sake (art for the love for art) ...it had to simply create beauty. The Aesthete believed that Form was the essence of Beauty and Beauty was the highest perfection of human. The Aesthetic writers broke away from the confining conventions of their time and led very unconventional lives, pursuing pleasure and new sensation sand devoting themselves to the cult of beauty and art. The novel that we chose for analyzing is The Picture of Dorian Gray . It is an 1891 philosophical novel by writer...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...events.[3][4] Historians debate the nature of history and its usefulness. This includes discussing the study of the discipline as an end in itself and as a way of providing "perspective" on the problems of the present.[3][5][6][7] The stories common to a particular culture, but not supported by external sources (such as the legends surrounding King Arthur) are usually classified as cultural heritage rather than the "disinterested investigation" needed by the discipline of history.[8][9] Events of the past prior to written record are considered prehistory. Amongst scholars, the 5th-century BC Greek historian Herodotus is considered to be the "father of history", and, along with his contemporary Thucydides, forms the foundations for the modern study of history. Their influence, along with other historical traditions in other parts of their world, have spawned many different interpretations of the nature of history which has evolved over the centuries and are continuing to change. The modern study of history has many different fields including those that focus...
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...TRADE JURNAL Leisure Arts in Bookstore Push Milliot, Jim. Publishers Weekly255.41 (Oct 13, 2008): n/a. 1. ------------------------------------------------- Full text 2. ------------------------------------------------- Abstract/Details Turn on hit highlighting for speaking browsers by selecting the Enter button Hide highlighting Abstract TranslateAbstract Craft book publisher Leisure Arts has signed on with Midpoint Trade Books as part of its effort to expand its presence among booksellers. Throughout its history, Leisure Arts has focused its sales operation on crafts stores. Details Subject Book industry; Bookstores; Distributors; Agreements; Distribution channels Company / organization Name: Leisure Arts NAICS: 511120; Name: Midpoint Trade Books Inc NAICS: 422920, 511130 Title Leisure Arts in Bookstore Push Author Milliot, Jim Publication title Publishers Weekly Volume 255 Issue 41 Pages n/a Number of pages 1 Publication year 2008 Publication date Oct 13, 2008 Year 2008 Section Foreword; New Channel Publisher PWxyz, LLC Place of publication New York Country of publication United States Publication subject Publishing And Book Trade, Library And Information Sciences ISSN 00000019 CODEN PWEEAD Source type Trade Journals Language of publication English Document type News ProQuest document ID 197101688 Document URL http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/197101688?accountid=42518 ...
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...Design + Culture: New Directions for Interior Design Scholarship and Pedagogy Date: March 15-16, 2015 Fort Worth, Texas Guest Editor: Tasoulla Hadjiyanni Associate Professor, Interior Design University of Minnesota Title: Design as a malleable structure: Reframing the conceptual understanding of design and culture through George Kubler’s morphological approach to the history of things Author: Joori Suh, Assistant Professor, Interior Design Department, Iowa State University Under the banner of globalization and internationalization, what actually happens in design? Has today’s blended culture lost the identity unique to the context? What should be the interior design educator’s attitude toward teaching design and culture in the current age? We encounter dilemmas in global design, the results of which are sometimes almost identical regardless of unique settings because of our tendency to grasp design as a whole with respect to particular style or trend without fully apprehending the core and the deviation. Perceiving the entire design project as a mere symbolic expression also hinders our true understanding of design and culture. In this article, I attempt to answer fundamental questions regarding the complex, innate relationship between design and culture and suggest restructuring a conceptual framework applicable to related research and education that effectively reveals the multi faceted characteristics of design and culture in the present age. From the perspective of morphology...
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...Key to notes listed a = also approved for Analyzing the Natural World b = also approved for Understanding the Individual and Society c = also approved for Understanding the Past d = also approved for Understanding the Creative Arts e = also approved for Exploring World Cultures f = also approved for Understanding U.S. Society g = Indicated courses specifically designed for those majoring in areas other than science and mathematics h = LAS nonlaboratory courses Anthropology (ANTH) | 102 | Introduction to Archaeology | 4 hourscg | 105 | Human Evolution | 4 hourscg | 218 | Anthropology of Children and Childhood | 3 hoursbh | 238 | Biology of Women Same as GWS 238 | 3 hoursgh | | | | Biological Sciences (BIOS) | 100 | Biology of Cells and Organisms | 5 hours | 101 | Biology of Populations and Communities | 5 hours | 104 | Life Evolving | 5 hoursg | | | | Chemistry (CHEM) | 100 | Chemistry and Life | 5 hoursg | 112 | General College Chemistry I | 5 hours | 114 | General College Chemistry II | 5 hours | 116 | Honors General Chemistry I | 5 hours | 118 | Honors General Chemistry II | 5 hours | 130 | Survey of Organic and Biochemistry | 5 hours | | | | Computer Science (CS) | 100 | Discovering Computer Science | 3 hoursh | | | | Earth and Environmental Sciences (EAES) | 101 | Global Environmental Change | 4 hours | 111 | Earth, Energy, and the Environment | 4 hours | 200 | Field Work in Missouri | 2 hours...
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