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Academic literature on the topic 'Drawing 21st century Themes'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Drawing 21st century Themes"

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Dahl, Kari Kragh Blume. "Professional development lost in translation? ‘Organising themes’ in Danish teacher education and how it influences student-teachers’ stories in professional learning communities." Research in Comparative and International Education 14, no. 3 (September 2019): 357–75. http://dx.doi.org/10.1177/1745499919865141.

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Retaining the quality of teachers and improving teacher education and professional development through professional learning communities (PLCs) has long been on the policy agenda of, among others, the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Co-operation and Development (OECD), and the Framework for 21st Century Skills. This study explores and compares student-teachers’ use of PLCs in Danish teacher education institutions and how PLCs are shaped by institutional, organising themes. An ‘organising theme’ is conceptualised as a fundamental ‘idea’ of how – for instance institutional – everyday practices become organised; exploring how institutional organising themes are translated into educational practice in students’ PLCs makes it possible to understand how local moral worlds in teacher education institutions shape students’ communal work and professional development. Drawing on situated learning, social anthropology of institutions and the literature about PLCs, the professional narratives of three Danish student-teachers are compared. The findings suggest that professional development in PLCs takes place in the intersection between personal stories, situated learning in PLCs and institutional themes.
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Ali, Suraini Mohd, Haliza Harun, Norhaili Massari, Fariza Puteh-Behak, Ramiaida Darmi, Normazla Ahmad Mahir, Suzana Selamat, and Yurni Emilia Abd Hamid. "The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes." Mediterranean Journal of Social Sciences 8, no. 1 (January 26, 2017): 252–58. http://dx.doi.org/10.5901/mjss.2017.v8n1p252.

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Abstract There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.
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Rahayu, Puji, Turmudi Turmudi, Agus Muharram, Mamad Kasmad, and Nuur Wachid Abdul Majid. "Penguatan Karakter Kebangsaan dan Kompetensi Pedagogik Berorientasi Pada Keterampilan Abad 21." Madrasah 10, no. 2 (August 3, 2018): 83. http://dx.doi.org/10.18860/madrasah.v10i2.5381.

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<em>This research aims to reveal how the national character and pedagogic competence have oriented to 21st Century Skills for Students at Universitas Pendidikan Indonesia. This research used to qualitative that using case study approach. This research took place at UPI Campus Purwakarta. Informants at this time are: (1) leadership; (2) lecturers; and (3) students. Data analysis techniques using interactive models Miles and Huberman, namely: data collection, data condensation, display data, and concusion: drawing / verifying. The results of this research is the process of strengthening national character and mastery of pedagogic potential for PGSD UPI Students Purwakarta Campus is in accordance with the needs of 21st century skills. The learning process includes: (1) Project Based Learning; (2) Religious Tutorials; (3) Extracurricular Field Practices; and (4) Video Projects themed Local Wisdom. Through this method, they can help them to work in the world and be able to utilize pedagogic's teachers</em>
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Bompani, Barbara. "Religion and development: Tracing the trajectories of an evolving sub-discipline." Progress in Development Studies 19, no. 3 (April 3, 2019): 171–85. http://dx.doi.org/10.1177/1464993419829598.

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Religion and development (RaD) has emerged as a new academic sub-discipline since the turn of the 21st century, following decades of secular assumptions and attitudes dominating development studies, and international development more broadly. In 2019, there was a little doubt that religion has been incorporated into development studies and it is therefore timely to re-appraise RaD. Recent scholarship suggests that RaD increasingly informs, engages with and influences development studies and development practice—providing rich empirical material, broader disciplinary engagement and deeper analytical insight. Drawing on a survey of almost—mainly English language—700 publications, this article traces the emergence and establishment of RaD. The article traces the emergence of the field (2000–10) and then its subsequent more critical engagement with development studies (between 2011 and 2018). The article concludes by identifying five emerging contemporary research themes within RaD and future research opportunities.
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Hayes, Desha, and Gibbs. "Findings of Case-Study Analysis: System-Level Biomimicry in Built-Environment Design." Biomimetics 4, no. 4 (November 1, 2019): 73. http://dx.doi.org/10.3390/biomimetics4040073.

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Complex systems challenges like those facing 21st-century humanity, require system-level solutions that avoid siloed or unnecessarily narrow responses. System-level biomimicry aims to identify and adopt design approaches that have been developed and refined within ecosystems over 3.8 billion years of evolution. While not new, system-level biomimetic solutions have been less widely applied in urban design than the ‘form’ and ‘process’ level counterparts. This paper explores insights from a selection of system-level case studies in the built environment, using meta-analysis to investigate common challenges and priorities from these projects to support knowledge-sharing and continued development in the field. Using a grounded research approach, common themes are distilled, and findings presented regarding success and barriers to implementation and scaling. Considering the findings, and drawing on complex adaptive systems theory, the paper posits opportunities to facilitate broader implementation and mainstreaming of system-level biomimetic design approaches in the built environment.
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Alzahrani, Alaa Ahmed. "Exploring Depictions of Bedouins in Travels in Arabia Deserta by Charles Doughty." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 58. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.58.

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The discourse of Orientalism has often been explored from a Critical Discourse Analysis (CDA) perspective in fiction works and news media published in the 20th and 21st centuries. What remains a largely unexplored area is Oriental views in non-fiction Western writings of the 19th century. One of the key books describing the people of Arabia from this era is Charles Doughty’s (1888) Travels in Arabia Deserta. For this reason, this study analyzed one chapter from this book to explore Doughty’s representation of the Arabian Peninsula Bedouins. By drawing on CDA and the Appraisal framework, this study identified evaluative lexical items used by Doughty to describe the Bedouins and related these lexical choices to three Oriental themes identified in the literature: (1) Oriental inferiority, (2) Oriental barbarity, and (3) Oriental untrustworthiness. An examination of the Oriental themes in Doughty’s book highlights two characteristics of the discourse of Orientalism. One is the underlying cultural superiority of the West and the other is the interdependence of texts describing the people of Arabia. As such, this paper supports the idea that what is encompassed by the label “discourse of Orientalism” can include even seemingly neutral descriptions of people of Arabia, and that existing representations of Arabs are a product of an accumulated body of work rather than from one specific text.
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Fahey, Hannah. "Stylistic pluralism and the experiences of classically trained teachers of singing in the Republic of Ireland." International Journal of Music Education 39, no. 3 (February 2, 2021): 301–12. http://dx.doi.org/10.1177/0255761421991247.

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Throughout much of the 20th century, the Western classical vocal aesthetic dominated tertiary singing training in the Republic of Ireland. At the turn of the 21st century, and reflecting similar movements internationally, Irish institutions, examining boards and private teaching studios diversified to include musical theatre and popular styles of singing in degree programmes and syllabi. The purpose of this study was to further understand voice teacher perceptions of these shifts in pedagogical culture. This research questioned how classically trained teachers of singing negotiate teaching across styles in popular music genres, and also questioned if implicit, embodied cultural ideas about classical singing defined their educative approaches to popular music vocals. Data were collected through in-depth qualitative interviews with classically trained teachers of singing in the Republic of Ireland. Analysis of interview data revealed a number of themes which are discussed within a theoretical framework drawn from the work of Bourdieu, revealing that the participant teachers are involved in processes of negotiation and re-negotiation of personal and institutional habitus.
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Smardon, Dianne, Jennifer Charteris, and Emily Nelson. "Principals' and teachers' perceptions of Innovative Learning Environments." Teachers' Work 12, no. 2 (May 4, 2016): 149–71. http://dx.doi.org/10.24135/teacherswork.v12i2.181.

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Innovative Learning Environments (ILE) with their origins in OECD literature, propose to revolutionise Education as we know it. ILEs draw on a large body of literature: constructivist learning theory; distributed leadership; personalised 21st century learning; blended learning (digital); and, future focused Education. Despite an increasing body of research in the area, there appears to be confusion around the concept of ILEs in Aotearoa/New Zealand Schools. This article reports on survey research with 126 questionnaire respondents. These principals and teachers, drawn from a random sample of New Zealand schools, commented on the implications of ILEs for teaching and learning in their contexts. This article explores the theoretical framework that educators apply to this concept. Four themes emerged from the responses: lack of clarity; the significance of material spaces; pedagogical implications; and, the politics around ILEs. The authors pose the question: are ILEs just another neoliberal ambush on Education or opportunity to innovate the fundamentals of schooling?
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Fletcher, Amy Lynn. "Smart city visions: pathways to participatory planning in two American cities." foresight 22, no. 5/6 (October 23, 2020): 689–702. http://dx.doi.org/10.1108/fs-04-2020-0036.

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Purpose This paper aims to evaluate the use of community visioning in Montgomery, Alabama and Chattanooga, Tennessee, as each municipality seeks to become a globally competitive 21st century smart city while also fostering participatory and inclusive planning processes. Design/methodology/approach This research is qualitative, drawing upon discourse analysis of relevant mass media and public documents to map the consultation process and identify the key themes and challenges arising in the two visioning projects. Findings Montgomery and Chattanooga are committed to using participatory visioning to generate inclusive pathways to smart city status by 2040. Each used the local utility company as the key platform to enable a smart city because of each company’s inclusive demographic reach and historical status. The two cities are at different stages of the smart city trajectory and each faces ongoing challenges in ensuring that the benefits of smart city development reach beyond elites to include communities across racial and economic lines. To date, the planning process in each city is more accurately classified as a responsive community visioning rather than participatory. Research limitations/implications This is a pilot assessment of community visioning in Montgomery and Chattanooga. Implementation of each vision is ongoing and further research is needed to illuminate how each city meets ongoing challenges and opportunities, particularly in light of the Covid-19 pandemic and its flow-on economic and social shocks. Originality/value The value of this work lies in the comparison of community visioning across two mid-sized and diverse American cities in the Southern region that must compete with larger and more established technology-hubs in both the USA and globally for investment, amenities and human capital.
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Havranek, Erich. "Corroded by Globalisation: The Image of Japanese Literature in German Review Articles." Vienna Journal of East Asian Studies 6, no. 1 (December 1, 2015): 125–58. http://dx.doi.org/10.2478/vjeas-2014-0010.

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Abstract The end of the 1980s was marked by a general interest in Japan because of the country’s ongoing economic boom. Shortly after, in 1990, Japan was guest of honour at the Frankfurt Book Fair and, in 1994, Ōe Kenzaburō was awarded the Nobel Prize in Literature. All of this led to the establishment of a good number of Japanese literature series being published in German-speaking countries and a considerable increase in the translation of Japanese literature. Furthermore, the dispute over a novel by Murakami Haruki on the TV show Das Literarische Quartett (The Literary Quartet) in the year 2000 had a remarkable influence on these developments. This dispute triggered the tremendous popularity of the author in German-speaking countries and simultaneously led to a change of attitude towards the translation of Japanese works in publishing houses. Against this backdrop, this paper investigates the image of Japanese literature portrayed in review articles of German language newspapers at the beginning of the 21st century. The main themes of these review articles will be presented in 12 categories that constitute the image of Japanese literature in the German book market. These categories will be presented and described in detail before conclusions about the tendencies of reviewing Japanese literature and about what influence these tendencies have on the image of Japanese literature are drawn.
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Dissertations / Theses on the topic "Drawing 21st century Themes"

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Coffey, Shaun C. "The 21st Century Cancer Care Wellness Facility: A Study, Interpretation, and Application of 16th Century Japanese Tea-house Themes." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64515.

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Buildings which address space through all the senses, rather than being dominated by ocular centric considerations solely, have become the minority within the discipline of Architecture. This can create an imbalance, perceivable as feelings of estrangement and detachment for the inhabitant. Estrangement is particularly evident within health care architecture, which owes much of its current form to ideas developed during Modernism. In response to this imbalance, Architecture from the past may have lessons which can be applied. This thesis investigates the potential of applying spatial techniques and approaches learned from the 16th century Japanese tea-house. A health care building which benefits from the same kind of reflective and contemplative spaces inherent in the tea-house includes counseling facilities, and therefore an outpatient cancer care center was chosen to apply these lessons. Among the techniques researched and applied, the use of a sequential vision of spatial experience, which reveals the building in stages and facilitates spaces for pause and reflection, was particularly powerful. The result is a building with spaces that take on an almost sacred tone, where one can be at peace with the realities of their current situation, and begin thinking about the path forward.
Master of Architecture
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Fletcher, Lauren Jean. "Adaptive realities : effects of merging physical and virtual entities." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018557.

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In the worlds of virtual reality, whole objects and bodies are created in an immaterial manner from lines, ratios and light pixels. When objects are created in this form they can easily be manipulated, edited, multiplied and deleted. In addition, technological advances in virtual reality development result in an increased merging of physical and virtual elements, creating spaces of mixed reality. This leads to interesting consequences where the physical environment and body, in a similar vein to the virtual, also becomes increasingly easier to manipulate, distort and change. Mixed realities thus enhance possibilities of a world of constantly changing landscapes and adjustable, interchangeable bodies. The notions of virtual and real coincide within this thesis, reflecting on a new version of reality that is overlapped and ever-present in its mixing of virtual and physical. These concepts are explored within my exhibition Immaterial - a creation of simulated nature encompassing a mix of natural and artificial, tangible and intangible. Within the exhibition space, I have created a scene of mixed reality, by merging elements of both a virtual and physical forest. This generates a magical space of new experiences that comes to life through the manipulated, edited, morphed and re-awakened bodies of trees.
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Fernandes, Mirla 1969. "Diálogos em linha." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285256.

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Orientadores: Anna Paula Silva Gouveia, Ana Paula de Campos
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-08-24T11:24:27Z (GMT). No. of bitstreams: 1 Fernandes_Mirla_M.pdf: 111615006 bytes, checksum: 4dacb5c961d742397f77bff07ea4a1c6 (MD5) Previous issue date: 2013
Resumo: Esta dissertação teve como objetivo uma investigação sobre a linha enquanto elemento comum do desenho e da joia. Esta última, é aqui entendida como produto da arte-joalheria, campo que se apresenta como resultado de intercâmbios e contaminações com outras linguagens e práticas em arte contemporânea. A pesquisa envolveu três estratégias de investigação realizadas simultaneamente, e que se influenciaram mutuamente: uma pesquisa bibliográfica, o desenvolvimento de um trabalho plástico, e a realização de entrevistas com artistas-joalheiros, que trazem a linha como elemento em seus trabalho, indicando uma possível fonte de novas e diversas relações desenho/joia. A pesquisa bibliográfica levantou conteúdos pertinentes ao desenho e, sobretudo, à arte-joalheria, buscando trabalhos que se caracterizassem por um diálogo entre linguagens artísticas, configurando produções transversais que se afinam a conceitos levantados por Bourriaud, e a inscrevem no campo da arte contemporânea. A investigação plástica levou ao desenvolvimento ao conjunto de trabalhos Ensaios de Imprecisões, exibidos pela primeira vez em Agosto de 2013, na Galeria da Casa do Lago, Campinas. As entrevistas foram uma solução encontrada para suprir a ausência de literatura específica sobre o assunto, e elucidaram os processos criativos e entendimento das poéticas dos artistas entrevistados: Otto Künzli, Doris Betz e Dani Soter. As reflexões e resultados, levantados nas diferentes estratégias, corroboraram para um entendimento da linha, como elemento comum entre o desenho e a joia, que ultrapassa o sentido formal evidente, ampliando-se em jogos simbólicos e estratégias relacionais. A linha tece novas relações de aproximação entre desenho/joia, reiterando a prática da arte-joalheria, como produção de arte contemporânea
Abstract: This dissertation had as objective an investigation on the line as common element of drawing and jewelry. This last one is here understood as a product of art-jewelry, field that presents itself as a result of exchanges and contaminations with other languages and practices in contemporary art. The research involved three strategies undertaken simultaneously, and that influenced each other: a bibliographical research, the development of an artistic work, and interviews with jewelry-artists, who had the line as an element in their work, indicating so a possible source of new and diverse relationships drawing/jewel. The bibliographical research revealed relevant content about drawing and especially art-jewelry, looking for works that were characterized by a dialogue between artistic languages, configuring crossing over productions that are in tune with the concepts raised by Bourriaud, and are inscribed in the field of contemporary art. The artistic practices led to the development of the body of works Ensaios de Imprecisões, shown for the first time in August 2013 at Galeria Casa do Lago, Campinas. Interviews were a solution to overcome the absence of specific literature on the subject, and elucidated the creative processes and understanding of the poetics of the artists interviewed: Otto Künzli, Doris Betz, and Dani Soter. The ideas and results, raised in the different strategies, corroborated to an understanding of the line, the common element between drawing and jewelry, that exceeds the formal evident sense, extending it into symbolic games and relational strategies. The line weaves new relations of proximity between design / jewelry, reiterating the practice of art-jewelry such as contemporary art production
Mestrado
Artes Visuais
Mestra em Artes Visuais
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Goulimaris, Rigas. "Perceptions of television news production and consumption : 'super-themes' in the Greek media landscape at the dawn of the 21st century." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589929.

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The thesis analyses perceptions of news in relation to everyday life as articulated by Greek news audiences and journalists. The model proposed here offers a testing and reconfiguration of an extant theoretical model ('super-themes') (Jensen, 1998b) which connects consumption of news to perceptions of everyday life. The thesis locates the schemes of perception of the Greek audience upon the axes of time, power, space and a threatened identity as they were articulated by the news audience and the newsmakers. A mixed-method approach is used primarily consisting of interviews and analysis of the news text, examining the creation of meaning as a negotiated dynamic process among news audience, news texts and newsmakers. Through thick description, the 'super-themes' of the Greek media landscape surface as underlying explanatory schemes encompassing the reception of television news. The analysis indicates that the Greek audiences perceive the news text and the news media in general as disempowering the individual and it also indicates an intention to apply critical and negotiated readings to the news texts. The 'super-themes' that surface on the basis of this research indicate that Greek news audiences and newsmakers oscillate between perceptions of an 'underdeveloped' and 'developed' self and nation which, however, is disempowered by widespread corruption. At the same time, the contributions of .. _---_._----.- - participants indicate perceptions of Greece as a small and threatened country in the periphery of Europe. The research was carried out in the aftermath of specific events that took place in 2004 and were presented as national successesl!2Jhe Greek media and the thesis analyses them as 'media events' potentially instigating changes in the self-perception of the Greeks at the dawn of the new millennium.
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Robins, Amanda School of Arts UNSW. "Slow art : meditative process in painting and drawing." Awarded by:University of New South Wales. School of Arts, 2006. http://handle.unsw.edu.au/1959.4/31214.

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This exegesis is an exploration of meditative process in painting and drawing and accompanies an exhibition of paintings and large drawings called What Lies Beneath. The text contains several passages, called "meditations," which accompany the themes approached in the chapters and give insight into the thoughts and practices of the artist. The methodology involves the examination of the evidence of the work produced by selected artists, looking at the words of artists in notebooks, diaries and interviews and surveying a small number of local contemporary artists. The text opens up the possibilities of drapery and garments and of still life as paths to meditative practice in painting and drawing. The qualities that characterize meditative process/practice, derived from my observations, are categorized. Some of the strengths of these processes are revealed through the examination of the work of artists, both contemporary and historical. The work of Vermeer, Sanchez Cotan, Francisco Zurbaran and contemporary artists Anne Judell, Simon Cooper, Jude Rae, Alison Watt and Eva Hesse highlight different aspects of the meditative process in painting and drawing. The art works in the exhibition are documented and bring out the meditative processes that have contributed to their creation, including the use and meaning of the subject (drapery and the garment as a form of still life).
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Dawson, Louisa Art College of Fine Arts UNSW. "Moving house: the renovation of the everyday." Awarded by:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/43084.

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This paper describes my research project and body of work, which investigates social inequalities through the different language and functions of everyday objects. The research moves on from my previous Honours research project on the dou ble nature of caravan parks in NSW and looked at the changing demographics of these locations. I noted the increase of semi-permanent, residential 'homes' for low income earners and the unemployed, in these holiday locations. This paper examines broader social issues of homelessness and social inequalities within our society. I look at the complexities in the definitions of homelessness and the ways in which people find themselves in the position where they rely on welfare agencies and government support. I also investigate different representations of homelessness by artists and other social commentators, ranging from the hopeless victim to the vagrant. This section locates my social concerns with the context of theoretical debate and artistic representation. I have used everyday and mundane objects in my artworks to discuss these social concerns. Everyday objects posses a language and commonality that is familiar to all members of society. This language is developed from the different historical, cultural and functional qualities that everyday objects possess. I discus this in relation to the development of the everyday object in artistic practices from the early 20th century to today. Of specifically importance to my practice is the influence of contemporary German artists and their manipulation of objects to make works with political and social content. Throughout this paper I have discussed individual art works which illustrate my social concerns and the practicalities of the everyday. Revealing how I juxtapose certain objects to question the uneven nature of travel and home, with regards to possessions and mobility. Additionally I challenge the normal functions of objects to reveal new absurd possibilities of use.
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Wasserman, Minke. "'Becoming animal': motifs of hybridity and liminality in fairy tales and selected contemporary artworks." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019759.

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‘Becoming Animal’: Motifs of Hybridity and Liminality in Fairy Tales and Selected Contemporary Artworks serves as a theoretical examination of the concept of the hybrid. My research unpacks the liminal aspect of hybridity, locating the hybrid in the imaginative world of popular fairy tales, folk lore and mythology. In my accompanying MFA exhibition, Becoming(s), I explore these motifs through an installation of mixed-media sculptures which are based on the hybrid creatures that populated the fantasy world of my childhood. The written component of my MFA submission will relate directly to my professional art practise, developing it further and situating it within a relevant context. In my mini-thesis I will consider the liminal in relation to the ‘animal turn’ in contemporary art, with a particular focus on relevant artists working with the motifs of hybridity, such as Nandipha Mntambo, Jane Alexander and Kiki Smith. The ‘animal turn’ is a term used by Kari Weil (2010: 3) to describe a contemporary interest in issues of the nonhuman, and in the ways that the relationship between humans and nonhumans is marked by “difference, otherness and power”. Of key concern to my research will be Giles Deleuze and Felix Guattari’s concept of ‘becoming animal’. Rather than describing a transition from one stable state to another, ‘becoming animal’ suggests a radical dissolution of boundaries – not just between species (such as ‘human’ and ‘animal’) but between any essentialising binaries. As such, ‘becoming animal’ suggests a conception of identity as being fluid and mutable, rather than stable and fixed.
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Behrens, Monika Art College of Fine Arts UNSW. "Silent bang." Publisher:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/42557.

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The research project uses still life as a means of exploring current events of violence and oppression. These events are represented through juxtaposing plastic toys with organic objects. The toys include a range of popular generic toys such as army men, cowboys and Indians and toy soldiers. The organic objects were selected for their relationship to the specific event being represented. The toys and organic objects were positioned to create interesting and logical compositions. Themes of the series include opposing objects and ideas pitched against each other such as plastic/organic, perpetrator/victim, violence/peacefulness and destruction/sustenance. Within each work the plastic toys take on the demeanor of the tyrant(s), whereas the organic objects adopt the role of the victim(s). The research project uses these themes to convey the message that violence is both a barbaric way of dealing with conflict and a senseless form of self-expression. I have used symbols and metaphors to build a visual language. For the language to be translated accurately a great deal of research has taken place into the appropriate still life objects for each work. Each work incorporates metaphors and or symbols for both the oppressor and victim within the event being represented. The studio outcome of this research project, Silent Bang, includes a series of highly detailed finished paintings of various scales. Silent Bang as a body of work is colourful and aims to be aesthetically pleasing in addition to conveying a powerful message that incites interpretation.
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Garisch, Margaret Isabel. "Consuming pasts : imaging food as Identity and (post)memory in post-apartheid South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018556.

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This mini-thesis interprets the convergence of food and memory and explores dialectical processes associating food, identity and (post)memory, particularly in the context of post-apartheid South Africa. Considering works by prominent South African Artists Berni Searle and Churchill Madikida as well as my own artistic practise and usage of food as conceptual medium, this study considers the converging effects of food, identity and memory, together with the materiality of food, from a fine arts perspective, as particularly rich and developing arena for memory work
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Lhote, Florence. "Poétique de la distance: la guerre d'Algérie et les lettres françaises, 1987-2010." Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209009.

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Notre thèse a pour enjeu la poétique de la distance dans les fictions de dix écrivains français et francophones de la seconde génération de la guerre d'Algérie (1954-1962), c'est à dire à distance de cet événement. Leurs fictions, publiées entre 1987 et 2010, interrogent la transmission et la filiation.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
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Books on the topic "Drawing 21st century Themes"

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Elizabeth, Goring, ed. Jewellery moves: Ornament for the 21st century. Edinburgh, Scotland: NMS Pub., 1998.

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1926-, Stewart Jack, ed. Jack Stewart: Drawings looking into the 21st century. Ocean Grove, NJ: R.S. Stewart, 2000.

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1940-, Finegan Edward, and Rickford John R. 1949-, eds. Language in the U.S.A.: Themes for the 21st century. New York: Cambridge University Press, 2004.

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Larson, Thomas D. Transportation strategies for the 21st century: New themes for highway safety. [Washington, D.C.?]: U.S. Dept. of the Transportation, Federal Highway Administration, 1991.

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Handbook of global contemporary Christianity: Themes and developments in culture, politics, and society. Leiden: Brill, 2015.

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Craig, McDaniel, ed. Themes of contemporary art: Visual art after 1980. 2nd ed. New York: Oxford University Press, 2010.

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Craig, McDaniel, ed. Themes of contemporary art: Visual art after 1980. New York: Oxford University Press, 2012.

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A guide to the themes from Prepare. Chicago: Moody Publishers, 2016.

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Kraus, Chris. Where art belongs. Los Angeles, Calif: Semiotext(e), 2011.

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Defining contemporary art: 25 years in 200 pivotal artworks. London: Phaidon, 2011.

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Book chapters on the topic "Drawing 21st century Themes"

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O’Flynn, John. "21st-century themes." In Music, the Moving Image and Ireland, 1897–2017, 212–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203710395-13.

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Richardson, Neil. "Marketing themes in the 21st century." In Sustainable Marketing Planning, 213–63. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429399114-5.

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Albary, Suzanne, and Richard Albary. "Drawing the Unknowable—Lovecraft's Cosmic Horror in Magic." In Lovecraft in the 21st Century, 103–17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367713065-8.

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Brown, Anthony H. D. "Evolving Research Themes in Plant Genetic Resources." In Plant Genetic Resources for the 21st Century, 9–22. New York: Apple Academic Press, 2022. http://dx.doi.org/10.1201/9781003302957-3.

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Hee, Limin. "Themes and Modes of Production of Singapore Public Space." In Advances in 21st Century Human Settlements, 161–95. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2387-3_4.

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Norcross, John C., and Bob G. Knight. "Psychotherapy and aging in the 21st century: Integrative themes." In Psychology and the aging revolution: How we adapt to longer life., 259–86. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10363-014.

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Simmons, Seymour. "Toward a Comprehensive 21st Century Philosophy of Drawing Education." In The Value of Drawing Instruction in the Visual Arts and Across Curricula, 323–47. New York, NY : Routledge, 2021. | Series: Routledge research in arts education: Routledge, 2021. http://dx.doi.org/10.4324/9781351064187-9-9.

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Newland, Chester, and Demetrios Argyriades. "Reclaiming Public Space: Drawing Lessons from the Past as We Confront the Future." In Public Service Excellence in the 21st Century, 1–30. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3215-9_1.

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Ackrill, Robert, and Adrian Kay. "Comparing Biofuels Policy Drivers — Common Themes, Differences and Issues for Analysis." In The Growth of Biofuels in the 21st Century, 94–108. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137307897_5.

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Barak, Miri. "Reflective Drawings as Means for Depicting ICTS Roles in Science and Engineering Learning in the 21st Century." In Drawing for Science Education, 31–40. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-875-4_3.

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Conference papers on the topic "Drawing 21st century Themes"

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Arlinwibowo, J., H. Retnawati, and B. Kartowagiran. "How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, Satbayev University, 2021. http://dx.doi.org/10.31643/2021.03.

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STEM education has received a lot of attention, including in Indonesia, because it is considered capable of preparing competitive students in the 21st century. However, the implementation of STEM learning is constrained because there are no standard guidelines according to the curriculum 2013 (education curriculum in Indonesia). Therefore, the aim of this study is to find an integration formula for STEM learning and the curriculum 2013 based on the synthesis of various literature to find a formula for implementing STEM learning in accordance with the curriculum 2013. This study is a systematic review. The data sources in this research are 46 selected literatures and relevant to the research objectives published between 1996 and 2020. The data sources are literature published in ISBN books, government documents, and journals. The data collected from the literature were analyzed with a thematic model starting with data introduction, initial coding, compiling code within a theme, analyzing themes, naming themes, and relating findings to research questions. The research resulted in a learning step that combines EDP in STEM, the scientific approach in the 2013 curriculum, and project learning steps. The merger produces a guideline for implementing STEM learning in the 2013 curriculum starting from problem identification, making problem-solving designs, design realization, testing and studying product deficiencies, improving products, drawing conclusions, and communicating the findings of the learning process.
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Zheng Jian. "Teaching of Engineering Drawing in the 21st century." In 2011 Second International Conference on Mechanic Automation and Control Engineering (MACE). IEEE, 2011. http://dx.doi.org/10.1109/mace.2011.5987287.

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Thomas, Joyce, and Megan Strickfaden. "Design for the Real World: a look back at Papanek from the 21st Century." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002010.

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This paper presents an overview of Victor Papanek’s book Design for the Real World (1971) from the perspective of current 3rd year industrial design students, members of GenZ, combined with the perspectives of the educators/authors who read the original edition of the book in the 70s and 80s. Students read individual chapters the 2019 edition of this book, wrote a critical review, and presented their overviews and findings in two lengthy class discussions that allowed them to ‘read’ the entire book. The perspectives of the students and educators (from very different generations) reveal an interesting story about the Austrian-born American designer and educator’s writings. In this paper we reveal the continued relevance and critically analyze Papanek’s writings by illustrating how his views on socially and environmentally responsible design live on.Taking his early design inspiration from Raymond Loewy, Papanek went on to study architecture with Frank Lloyd Wright. An early follower and ally of Buckminster Fuller, a designer and systems theorist, Papanek applied principles of socially responsible design, both in theory and practice ultimately working on collaborative projects with UNESCO and the World Health Organization. In Design for the Real World, Papanek professed his philosophy that objects or systems work as political tools for change. He became a controversial voice within that time frame as he declared that many consumer products were frivolous, excessive, and lacked basic functionality causing them to be recklessly dangerous to the users. His ideas seemed extreme, echoed by many other environmental philosophers at the time, at that point in history, but perhaps viewed from the 21st century seem prophetic. An advocate for responsible design, Papanek had visionary ideas on design theory. Papanek felt it was important to put the user first when designing. He spent time observing indigenous communities in developing countries, working directly with, and studying people of different cultures and backgrounds. Papanek designed for people with disabilities often in pursuit of a better world for all. He also addressed themes that have continue to be overlooked in design in the 21st century - inclusion, social justice, appropriate technology, and sustainability.Papanek ultimately earned the respect of many talented colleagues. He would go on to design, teach, and write for future generations. Opposing the ideals of planned obsolescence and the mass consumerism that fuels it, his work encompassed what would become the idea of sustainable design and decreasing overproduction for the consumer market. Themes from Design for the Real World remain relevant, and today it has become one of the most widely read books on design; resulting in Papanek’s voice continuing to push designers to uplift their morals and standards in practicing design.This paper highlights Papanek’s values of designing thoughtfully and for all, while revealing the details on the relevance of his writings five decades after the original publication.
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Smékalová, Lucie, Jiřina Sněhotová, and Barbora Jordánová. "Identification of Transferable Competencies and their Impact on the Paradigm Change in Higher Education in the 21st Century." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.034.

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The article presents the results of a qualitative research of an Erasmus+ KA201 project “CATCH 21st Skills – Changing the Approach to Teaching in Higher Education”. The main method used in the research was a semi-structured interview led with six human resources (HR) managers of six Czech private companies. The aim of the qualitative research was to find answers to the question: Which transferable competencies are the most important for the graduate's successfulness in the labour market? After completing the interviews, the research team was able to link the concrete 21st century skills with four competence areas (sub-themes), to identify the two most important clusters of competencies (communication and collaboration) which are the most important for the employers. Secondly, the research team members found out what changes in educational paradigm would bring benefits for actual demands of job market. The conclusion of the paper offers ways and tools for development competencies among university students and it brings the description of the thesis for transforming the educational paradigm.
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Griffy-Brown, Charla. "The changing discourse of Technology in Society in the 21st century: Identifying themes, broader questions and exploring the role of technocratic ideology." In 2015 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2015. http://dx.doi.org/10.1109/picmet.2015.7273235.

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Đorđević, Srđan. "SAVREMENI KONCEPT USLUŽNIH DELATNOSTI JEDINICA LOKALNE SAMOUPRAVE." In XVII majsko savetovanje. Pravni fakultet Univerziteta u Kragujevcu, 2021. http://dx.doi.org/10.46793/uvp21.699dj.

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The dynamism of the development of social relations during the 21st century in the modern state-legal order of Serbia reveals a new role of various organizational forms of public authority. Over time, there is an increasing need to innovate the classic position of local self-government in the system of providing public services, which is a challenge for scientific research. By considering the modern concept of service activity of local self-government units, a research basis will be created for drawing conclusions about the quality of existing normative solutions and their adequate application.
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Glogovac, Dragana, Marina Milošević, and Bojan Lazić. "Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.483g.

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Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.
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Laiton, Ignacio. "Thinking Skills in Problem Solving: Pre-Knowledges." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9342.

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The present article shows the results of a study aimed at evaluating the way in which physics students of first semesters use the thinking skills in problem solving. We speak of pre-knowledge in terms of prior theoretical knowledge of an area of ​​knowledge, in this case it is about identifying pre-knowledge in the case of thinking skills for students who have recently entered higher education. At present, the teaching of thinking skills is considered one of the main characteristics of education for the 21st century. An instrument of ten problems submitted to expert judgment was designed to be applied during the academic semester to the students of electrical physics of two Colombian universities during the years 2016 and 2018. Are evaluated the categories of description, representation, identification of relationships, use of the mathematical model and drawing conclusions for each of the problems. The results show statistically a very low starting point in the ability to use such skills, and is in turn a reflection element for the design of effective pedagogical strategies in solving problems in physics in higher education.
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Ingale, Sanchit, Anirudh Srinivasan, and Diana Bairaktarova. "CAD Platform Independent Software for Automatic Grading of Technical Drawings." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67612.

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Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.
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Schneider-Skalska, Grażyna, and Paweł Tor. "Residential areas in the structure of the city: case studies from west europe and Krakow." In Virtual City and Territory. Barcelona: Centre de Política de Sòl i Valoracions, 2016. http://dx.doi.org/10.5821/ctv.8079.

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Once they adopted the sedentary lifestyle, humans set to building settlements which were to protect groups of families and give them the sense of belonging to a material and social community. The settlement unit which could be called a housing complex goes back thousands of years BC. The scale of problems related to housing environment grew considerably with the emergence and development of cities, yet truly distinctive quantitative and qualitative changes occurred in the early 20th century. Implementation of the programmatic assumptions of the Athens Charter resulted in the emergence of spatial and functional structures based on hierarchic dependence of components. The initial projects reflected the pursuit of a human-scale environment and the structural division into neighbourhood units. Undoubtedly, the second part of the 20th century brought about a change in the trends of development in cities. Large housing estates were abandoned in favour of a much greater diversity of housing complex forms – the revived form of city street, urban block or the classic form of a residential complex with clearly delineated structure, services and – most frequently –some recreational areas. The 21st century draws from well-known patterns, complementing them with new elements and solutions imposed by the requirements of the principles of sustainable development. Due to the limited availability of land in highly urbanized central city parts, contemporary housing development occupies more peripheral areas, often at the border between urban and rural neighbourhoods. The development process involves numerous participants, often with opposing interests – public authorities, whose concern should be sustainable growth of the whole city, and developer firms and investors, whose motivation is to maximize profit. This situation has led in most Polish cities to the emergence of disconnected fenced-away residential ghettos with no spatial order. Meanwhile, housing development in Western Europe continues to be built as planned urban complexes drawing from the experience of the past and satisfying the needs of the contemporary city dwellers. The article presents several urban complexes with dominant housing development (Orestad in Copenhagen, Monte Laa and Nordbahnhof-Area in Vienna, Ijburg in Amsterdam and Riem in Munich) built relatively recently.It discusses their functional, spatial and social characteristics, which make them examples of good practice in contemporary urban planning. They demonstrate clearly that only comprehensive planning in a broader scale guarantees creation of high-quality urban spaces, where the welfare of resident communities is a priority.
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Reports on the topic "Drawing 21st century Themes"

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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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