Dissertationen zum Thema „Fralin Museum of Art“
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Brasier, Karen. „Living with Art: Framing the Everyday“. University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275659896.
Der volle Inhalt der QuelleFoy, Elizabeth. „Spectacle: Framing the Midwestern Art Community“. University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1283356889.
Der volle Inhalt der QuelleHolowczenko, Amy L. „Framing the culture wars : a content analysis of news media coverage of the Mapplethorpe and Brooklyn Museum art controversies /“. Online version of thesis, 2007. http://hdl.handle.net/1850/4890.
Der volle Inhalt der QuelleBradford, Shalen. „Children's Art Museum“. VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2175.
Der volle Inhalt der QuelleBingham, Glenn. „Mobile Museum of Art“. ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/aa_rpts/153.
Der volle Inhalt der QuelleWong, Ngai-leung Aman, und 黃毅樑. „Museum of Guangdong folk art“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3198552X.
Der volle Inhalt der QuelleSecleter, John Robert. „Duke University Museum of Art“. Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52237.
Der volle Inhalt der QuelleWong, Ngai-leung Aman. „Museum of Guangdong folk art“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594552x.
Der volle Inhalt der QuelleSödersten, Tove. „A Museum of Graphic art“. Thesis, KTH, Arkitektur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-175596.
Der volle Inhalt der QuelleProjektet undersöker relationen mellan ljus och form i ett museum för grafisk konst. Ljusets natur bestämmer samspelet mellan byggnad och himmel. Byggnadens form fördelar ljuset och underlättar besökarens mötte med konsten. I konsthallar är det kontrastfria, neutrala ljuset det bästa; skuggspel och ljusförändringar stör upplevelsen. I mina studier fann jag att en välvd form fördelade ljuset jämt, störande kontraster undviks. Den välvda formen fördelade ljuset på bästa sätt och uppfyllde kravet som konsten ställer inför mötet med betraktaren. Den välva formen med en kvadratisk bas i botten och raka neutrala väggar.Byggnaden blir ett spel där formerna framstår mot en grid-baserad bas (VAD ÄR GRID-BASERAD?). Det tydliga formspråket är anslående och vägleder besökaren. Byggnaden har en ”täthet” i norr, vid bilparkeringen, och omgivningen utanför samspelar med formerna ner mot södra sidan och skapar tillsammans en småskalighet. Byggnaden går från att ha en hög densitet i norr mot bilparkeringen, till att spela med ute och inne mot dess södra sida för att även passa in i den småskaliga omgivningen.
Conway, Chelsea. „Participatory Activities and the Art Museum: A Case Study of the Columbus Museum of Art“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493982670620671.
Der volle Inhalt der QuelleLange, Andreas. „The Surreal Museum: An Intervention for the Cincinnati Art Museum“. Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179159972.
Der volle Inhalt der QuelleTitle from electronic theses title page (viewed July 12, 2007). Includes abstract. Keywords: Cincinnati Art Museum; Addition; Intervention; Surrealism; unheimlich; museum; Architecture Includes bibliographic references.
Jalkanen, Dayna Marie. „Art Around Town“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1285100432.
Der volle Inhalt der QuelleLeathem, Kevin Wolhuter. „Locating the border the development of the framing device in Western art“. Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002204.
Der volle Inhalt der QuelleNg, Victor, und 伍達文. „Art ropolis: redefining the museum of (new) art, TST“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986717.
Der volle Inhalt der QuelleSledge, David C. (David Christopher) 1968. „The art of ambiguity : (experiencing the Kimbell Art Museum)“. Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/70346.
Der volle Inhalt der QuellePage 135 blank.
Includes bibliographical references (p. 131-133).
This thesis examines the Kimbell Art Museum in Fort Worth, Texas, designed and executed between 1966 and 1972 by the architect Louis I. Kahn. This study responds to a series of design related questions raised in the author's mind upon visiting the Kimbell museum on June 22, 2000. The work will evaluate the buildings' major design elements, beginning with the overall site and building organization, and end with the relationship between structure, space and natural light. The building is documented with numerous photographs taken during my visit to illustrate its experiential aspects. This study examines how the Kimbell Art Museum prompts 'readings and re-readings,' associations, symbolisms, and meanings that may initially appear elusive, contradictory or even obscure. My analysis suggests that Louis Kahn designed the Kimbell to generate obscure readings, or to be more precise, he utilized ambiguous design features capable of being understood in two or more possible senses. My analysis also raises questions such as, 'What types of ambiguity are employed in this museum, and why?', and 'How does the Kimbell Art Museum as both building and experience compare to Kahn's stated design goals?' The lens through which this examination takes place is my own experience of the building, tempered by an examination of the building's documentation compared to what Kahn wrote, sketched and built. This project aims to offer plausible insights into the building'S numerous, seemingly ambiguous design features. The process of reading and re-reading the Kimbell reveals elusive aspects of the building that to date, have not been adequately considered and articulated. The object of this study is twofold: first, enhance understanding and appreciation of Louis 1.
David C. Sledge.
S.M.
Ng, Victor. „Art ropolis : redefining the museum of (new) art, TST /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946080.
Der volle Inhalt der QuelleLam, Chi Hang. „Framing “contemporaneity” in public museums of art and visual culture in the 21st Century : A study of the impact of acquisition policies of the Moderna Museet and M+ through the lens of actor-network theories“. Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194885.
Der volle Inhalt der QuelleBalcerek, Katherine Emma. „The Whitney Museum of American Art gender, museum display, and modernism /“. NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-04012010-131832/.
Der volle Inhalt der QuelleKomarova, Maria. „Interactive technologies on art museum websites“. Kansas State University, 2015. http://hdl.handle.net/2097/18947.
Der volle Inhalt der QuelleDepartment of Communications Studies
Gregory Paul
This report investigates how American art museums have adopted interactive technologies on their websites. The use of such technologies brings to the forefront a tension regarding authority over visitors’ experience of and interpretation of art both in person and online. Interactive tools on 15 art museum websites were coded as enabling one of three types of interaction: human-to-computer, human-to-human and human-to-content. Human-to-computer interactive features were most prevalent on museum websites, followed by human-to-human and human-to-content interactive technologies respectively. The findings demonstrate a tension between the goals of art museums in wanting to engage visitors in co-creation of meaning about art on the one hand and wanting to maintain their traditional authority over that meaning on the other. The report concludes by offering recommendations for how museums can use interactive technologies more effectively in order to maintain their role as centers of social and cultural life.
Truxillo, Katherine. „The New Orleans Museum of Art“. ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/aa_rpts/110.
Der volle Inhalt der QuellePace, Christine R. „Art Museum Education and Well-Being“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469887811.
Der volle Inhalt der QuelleAddis-Gutierrez, Christy. „Museum Design: art, wonder & discovery“. VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2156.
Der volle Inhalt der QuelleEggemeyer, Valerie. „Art Museum Resources and Teacher Use“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5285/.
Der volle Inhalt der QuelleTolley, Rebecca. „Review of Art Museum Image Gallery“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/5631.
Der volle Inhalt der QuelleLiu, Wan-Chen. „An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaboration“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ38931.pdf.
Der volle Inhalt der QuelleZwegat, Zoe E. „Diversity, Inclusion, and the Visitor-Centered Art Museum: A Case Study of the Columbus Museum of Art“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562442682063359.
Der volle Inhalt der QuelleThomson, Katherine J. M. „The art museum at the end of art, Arthur C. Danto's Philosophy of art and its implications for the posthistorical museum“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0010/MQ31259.pdf.
Der volle Inhalt der QuelleWang, Yiyou. „The Loouvre from China a critial study of C. T. Loo and the framing of Chinese art in the United States, 1915-1950 /“. Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1195498748.
Der volle Inhalt der QuelleHoward, Courtney L. „Special Exhibitions, Media Outreach, and Press Coverage at the Metropolitan Museum of Art, the Chicago Art Institute, and the National Gallery of Art“. Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1276542794.
Der volle Inhalt der QuelleClinton, Sarah. „Denver Art Museum: Creating Interactive and Educational Experiences in the Museum Setting“. ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/aa_rpts/151.
Der volle Inhalt der QuelleAlhadi, Esameddin. „Transforming school museum partnership the case of the University of Flordia Harn Museum Teacher Institute /“. Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1214496613.
Der volle Inhalt der QuelleMatthews, Geoffrey Mark. „Museum, design, organisation : an exploration of spatialities and a project in modelling museum design activity“. Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:4596.
Der volle Inhalt der QuelleEinreinhofer, Nancy. „The paradox of the American art museum“. Thesis, University of Leicester, 1994. http://hdl.handle.net/2381/35302.
Der volle Inhalt der QuelleKaufmann, Shayla. „Marginalized students accessing museum art education programs“. Thesis, Boston University, 2014. https://hdl.handle.net/2144/21185.
Der volle Inhalt der QuelleFor many years as an art educator, this researcher, has observed, the positive impact an art education program can have on a variety of different student populations. All students deserve access to a meaningful art education. It has been shown that developing brain health and looking at art is beneficial for the human mind. Scientists in collaboration with artists have recently shown, through Computed Axial Tomography (CAT scans) something that we already knew (or suspected), from our own experiences; making and looking at art is positive for human cognition. According to Professor Semir Zeki, Chair of the Neurasthenics Department at University College London: (1999, p.187). Inner Vision: An exploration of art and the brain: "What we found is when you look at art – whether it is a landscape, a still life, an abstract or a portrait – there is strong activity in that part of the brain related to pleasure. We put people in a scanner and showed them a series of paintings every ten seconds. We then measured the change in blood flow in one part of the brain. The reaction was immediate. What we found was the increase in blood flow was in proportion to how much the painting was liked. The blood flow increased for a beautiful painting just as it increases when you look at somebody you love. It tells us art induces a feel-good sensation direct to the brain." This thesis will not be examining the positive impact art has on the brain; it is referred to in order to acknowledge the fact many artists and art appreciators already know: Looking at art is a valuable thing, and art education is important for developing minds. This thesis will examine the bridge between art museum programs and marginalized student populations. These are the students who have Individualized Education Programs (IEP’s), or those for whom English is a second language and who may live in low-income urban communities. It will also examine what museum-based art education programs can provide to this population of youth. In the Wall Street Journal, as cited by (Winner, Goldstein, and Vincent-Lancrin, 2013, p.18) the former chairman of the National Endowment for the Arts, Rocco Landesman offers pointed remarks when arts education comes up: "Some students don’t fit the No Child Left Behind regime and other subjects don’t inspire them. Talented but offbeat, they sulk through algebra, act up in the cafeteria, and drop out of school. The arts 'catch' them and pull them back, turning a sinking ego on the margins into a creative citizen with 'a place in society.'" Museums often provide a place for students to go and engage with art in a meaningful way that captures their imagination and engages them in learning. The emphasis of this research falls on the unusual student, the difficult learner, the student who has a learning style difference and who may never have encountered an original work of art. The purpose of this study is to report the ways in which students responded to art in a museum setting. Why art museums enjoy a reciprocal benefit from serving these students will also be examined. Art educators know that art is important for the development of creativity in students, and students’ benefit from engagement in studio art activities. Yet, most crucially, art programs are often marginalized in low-income urban communities. According to the Center on Budget and Policy Priorities, more than 95 percent of schoolaged children are attending schools that have cut art education since the recession. In low-income communities, many students have few studio art classes along their journeys through pre/K-12 public education. Those denied an art education often find themselves without the benefit of an education that includes studies about the value of culture, leaving those affected by poverty with little impetus to reach for higher educational goals. Art education programs at two museums are examined to show how their programs reach out to students from underserved communities. In particular, this study looks at the Cape Ann Museum in Gloucester and Peabody Essex Museum in Salem, both in, Massachusetts, to evaluate how to engage marginalized, urban students and retain these youth as enthusiastic lifetime museumgoers.
2031-01-01
Hollis, Alan D. „Implementing Best Practices of Museum Exhibition Planning: Case Studies from the Denver, Colorado Art Museum Community“. University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1279314066.
Der volle Inhalt der QuelleBarr, Mary J. Hobbs Jack A. „Functions of art museums as perceived by art museum educators and directors“. Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818707.
Der volle Inhalt der QuelleTitle from title page screen, viewed September 2, 2005. Dissertation Committee: Jack Hobbs (chair), Susan Amster, John McCarthy, William Talone. Includes bibliographical references (leaves 99-103) and abstract. Also available in print.
Elizondo, Kristina Kay. „The Museum is the Object: An Action Research Study in How Critical Theory Curriculum Influences Student Understanding of an Art Museum“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955032/.
Der volle Inhalt der QuelleSchroeder, Catherine Marie. „Artventures: a multiple-visit school-museum program“. The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392313198.
Der volle Inhalt der QuelleGray, Pamela Clelland, University of Western Sydney, of Arts Education and Social Sciences College und School of Humanities. „Public learning and the art museum : future directions“. THESIS_CAESS_HUM_Gray_P.xml, 2002. http://handle.uws.edu.au:8081/1959.7/354.
Der volle Inhalt der QuelleMaster of Arts (Hons.)
Rothermel, Barbara Ann. „The university art museum and interdisciplinary faculty collaboration“. Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28026.
Der volle Inhalt der QuellePate, James Christopher. „Internship report : Laguna Gloria Art Museum : a report“. ScholarWorks@UNO, 1989. http://scholarworks.uno.edu/aa_rpts/70.
Der volle Inhalt der QuelleDawkins, Jane Marie. „Ogden Museum of Southern Art: An Internship Report“. ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/aa_rpts/149.
Der volle Inhalt der QuelleLahav, Sylvia. „Interpretation in the art museum : authority and access“. Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019985/.
Der volle Inhalt der QuelleGray, Pamela Clelland. „Public learning and the art museum : future directions“. Thesis, View thesis View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/354.
Der volle Inhalt der QuelleGray, Pamela Clelland. „Public learning and the art museum : future directions /“. View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030407.154108/index.html.
Der volle Inhalt der QuelleKitagawa, Carolina Maki, und Carolina Maki Kitagawa. „Presente en el Museo | absent in the museum“. Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621840.
Der volle Inhalt der QuelleGenshaft, Carole Miller. „Symphonic poem a case study in museum education /“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196175987.
Der volle Inhalt der QuelleSwinney, Geoffrey Nigel. „Towards an historical geography of a 'National' Museum : the Industrial Museum of Scotland, the Edinburgh Museum of Science and Art and the Royal Scottish Museum, 1854-1939“. Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8109.
Der volle Inhalt der QuelleColdiron, Marly E. „Cultivating Creativity: The Columbus Museum of Art and the Influence of Education on Museum Operation“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429176568.
Der volle Inhalt der QuelleSuchy, Sherene, University of Western Sydney, of Arts Education and Social Sciences College und School of Contemporary Arts. „An international study on the director's role in art museum leadership“. THESIS_CAESS_CAR_Suchy_S.xml, 1998. http://handle.uws.edu.au:8081/1959.7/517.
Der volle Inhalt der QuelleDoctor of Philosophy (PhD)