Relevant bibliographies by topics / Rockhampton School of Arts History

Academic literature on the topic 'Rockhampton School of Arts History'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Rockhampton School of Arts History.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Rockhampton School of Arts History"

1

Arcilla, René V. "Liberal‐arts learning between school and the road." Journal of Philosophy of Education 55, no. 4-5 (August 2021): 714–20. http://dx.doi.org/10.1111/1467-9752.12603.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mayer, Anastasiya. "World Congress of School History Teachers." ISTORIYA 12, no. 12-2 (110) (2021): 0. http://dx.doi.org/10.18254/s207987840019438-0.

Full text
Abstract:
On October 4—7, 2021, the world's first World Congress of School History Teachers was held in Moscow. The initiative to hold the Congress came from the Academy of the Ministry of Education of Russia, the Institute of World History of the Russian Academy of Sciences, the All-Russian Public Organization “Association of Teachers of History and Social Studies” and the State Academic University for the Humanities. The European Association of History Teachers “Euroclio” acted as a co-organizer of the Congress. During the Plenary session of the Congress and 7 sections, Russian and foreign history teachers discussed the most pressing issues of pedagogical practice: the experience of creating concepts for teaching history at school in different countries, issues of the correlation of national and world history in school curricula, the feasibility of dividing the educational process into basic and advanced levels, problems and prospects of the distance form of teaching history in schools, the format and structure of modern school textbooks. Special attention was paid to the discussion of teaching the history of the Second World War in different countries of the world and the history of revolutions. Also during the work of the Congress, the IV Congress of Russian History Teachers was held. Within the framework of the congress, the participants discussed topical issues and problems of teaching history in Russian secondary schools: expanding ties and exchange of experience between teachers from different regions of Russia, experience and further prospects for the introduction of the Historical and Cultural Standard as part of the concept of teaching history at school, issues of synchronization of national and of general history in the school curriculum, improvement of evaluation procedures in history, methodological support and development of programs for teaching regional history as part of the course of national history.
APA, Harvard, Vancouver, ISO, and other styles
3

Kotin, Joshua. "Funding the Black Arts Repertory Theatre/School." American Literary History 34, no. 4 (November 18, 2022): 1358–88. http://dx.doi.org/10.1093/alh/ajac152.

Full text
Abstract:
Abstract The Black Arts Repertory Theatre/School (BARTS) opened in Harlem in May 1965 and closed less than a year later. During that year, it became a center for arts and activism, a target of government surveillance and infiltration, and a symbol in a national controversy about government spending and accountability, and Black nationalism and civil disobedience. Today, BARTS is recognized as the inspiration for the Black Arts Movement. This article presents a history of BARTS by detailing how it was funded. The article also intervenes in debates about government sponsorship of the arts, and complicity and cooption.Did federal funding lead to the destruction of BARTS? If so, was there any alternative?
APA, Harvard, Vancouver, ISO, and other styles
4

Bezemer, Jeff, and Gunther Kress. "Visualizing English: a social semiotic history of a school subject." Visual Communication 8, no. 3 (August 2009): 247–62. http://dx.doi.org/10.1177/1470357209106467.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

CHALMERS, F. G. "The Early History of the Philadelphia School of Design for Women." Journal of Design History 9, no. 4 (January 1, 1996): 237–52. http://dx.doi.org/10.1093/jdh/9.4.237.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jurek, Krzysztof, and Jacek Kozieł. "Byzantine Themes in Polish High School Liberal Arts Education." Studia Ceranea 9 (December 30, 2019): 251–58. http://dx.doi.org/10.18778/2084-140x.09.13.

Full text
Abstract:
The authors focus how Byzantine motifs are presented in the teaching of humanities subjects. The question of the presence of Byzantine motifs is essentially one about the presence of Byzantine heritage in Polish culture. With reference to two school subjects – Polish and History – the authors seek to establish what Polish school students are taught about the reach of Byzantine culture. Present-day teaching of both political and cultural history is underpinned by Occidentalism. Only occasionally is attention paid to the “Eastern” features of Poland’s past. A good example of this is the treatment of one of the most important Polish literary texts, the school perennial, Bogurodzica. This draws on Greek religious hymns, contain words originating in the Greek liturgy, and also alludes to a particular type of icon. Accordingly, the connections between the oldest Polish literary text and Byzantine culture are very clear. However, when classroom teachers discuss Bogurodzica with their pupils, detailing the above-mentioned features, are they aware that this text is an epitome of the presence of Byzantine motifs in Polish literature? Apparently not. With regard to the teaching of history, Byzantine motifs can be approached from at least three angles; in terms of imperial political events, in terms of religious (Eastern rite) aspects of Byzantine culture, and finally in terms of awareness of connections between Polish culture and Eastern rite Christianity, as well as Eastern nations and states viewed as heirs of Byzantine culture. In Polish history there has been a side-lining of the nation’s break with Eastern Christianity even though during certain periods this was the faith of half the Commonwealth’s inhabitants. The marginalisation of this topic does not simply impose a limit on knowledge but it prevents the understanding of particular aspects of our history.
APA, Harvard, Vancouver, ISO, and other styles
7

Seters, John Van, and Raymond F. Person. "The Deuteronomic School: History, Social Setting, and Literature." Journal of the American Oriental Society 123, no. 2 (April 2003): 388. http://dx.doi.org/10.2307/3217693.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rampley, Matthew. "Art History and the Politics of Empire: Rethinking the Vienna School." Art Bulletin 91, no. 4 (December 2009): 446–62. http://dx.doi.org/10.1080/00043079.2009.10786147.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Goto-Jones, C. "The Kyoto School, the Cambridge School, and the History of Political Philosophy in Wartime Japan." positions: east asia cultures critique 17, no. 1 (March 1, 2009): 13–42. http://dx.doi.org/10.1215/10679847-2008-024.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

FAGG, JOHN. "Seeing History/Showing Seeing in Ashcan School Painting." Journal of American Studies 43, no. 3 (November 2, 2009): 535–42. http://dx.doi.org/10.1017/s0021875809991307.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Rockhampton School of Arts History"

1

Huening, Michael. "Public School Desegregation in America: How School Desegregation Became the Most Important Medium for Advancing Social Justice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/171.

Full text
Abstract:
The purpose of this work is to identify the particular changes in the movement for social justice for African Americans. Great strides in the advancement of social justice began just after the Second World War. Issues of ideology, foreign policy, advancement in education, and growing activism led to what is known as the Civil Rights Movement. The Civil Rights Movement was a determined effort by African Americans and their supporters to eliminate legal and societal oppression. Measured by the passage of the Civil Rights Act of 1964, the Voting Act of 1965, and the equal opportunity employment section of Lyndon Johnson’s Executive Order 11246, the movement was considered a success. Those victories certainly helped African Americans experience greater equality and opportunities to better their lives. The fact remains, however, that there was more work to be done. This work will argue that social justice was advanced in large part because of the public school system. The public education system in America was and still is imperative to eradicating social injustice. Important new laws and policies regarding public schools such as affirmative action, the busing mandates, and the Elementary and Secondary Act of 1965 helped to bring social justice into the realm of possibility for African Americans. This work will show how the public education system was used in the struggle to secure social justice for African Americans in the years following the Civil Rights movement.
APA, Harvard, Vancouver, ISO, and other styles
2

Alban, Peris Wyn. "Fiorello H. LaGuardia High School of Music and Art and Performing Arts: a history." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10926.

Full text
Abstract:
Thesis (D.M.A.)--Boston University
The Fiorello H. LaGuardia High School of Music and Art and Performing Arts in New York City was formed through a merger of two existing arts high schools in 1961-- the High School of Music and Art and School of Performing Arts. Although the High School of Music and Art's history has been well documented, no studies have documented the histories of the School of Performing Arts and the Fiorello H. LaGuardia High School of Music and Art and Performing Arts. Therefore, this concise history of the development of the Fiorello H. LaGuardia High School of Music and Arts and Performing Arts in New York City fills a gap in current historical literature. Research questions focused on (1) the founding of the two independent performing arts high schools and their amalgamation into the Fiorello H. LaGuardia High School of Music and Art and Performing Arts; (2) key personnel and their role in facilitating the merger; (3) the shaping forces of the philosophies/missions/visions of the two independent high schools on the Fiorello H. LaGuardia High School of Music and Art and the Performing Arts; (4) how the music curriculum of the High School of Music and Art and School of Performing Arts helped shape the music curriculum of the Fiorello H. LaGuardia High School of Music and Art and Performing Arts, and (5) students' musical activities throughout the school's history. Research methodologies included consulting primary and secondary sources and interviewing former and current administrators, students, alumni, friends, and other key personnel from each of the three schools. I discuss music education challenges with implications for music educators and administrators, as well as political leaders and members of communities at large engaged in providing education at similar mis high schools. From the schools' rich independent beginnings to their turbulent transitional years, where the amalgamation and relocation took nearly a quarter century to complete, the school remains a model for subsequent specialized arts high schools in the nation.
APA, Harvard, Vancouver, ISO, and other styles
3

Measell, James Scott. "A provincial school of art and local industry : the Stourbridge School of Art and its relations with the glass industry of the Stourbridge district, 1850-1905." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7008/.

Full text
Abstract:
Founded in 1851, the Stourbridge School of Art offered instruction in drawing, art and design to students engaged in industries, especially glass. Using social history methodology and primary sources such as Government reports, local newspapers and school records, this thesis explores the school’s development from 1850 to 1905 and explicates its relationships with the local glass industry. Within the context of political, economic, social and cultural forces, the school contributed to the town’s civic culture and was supported by gentry, clergy and industrialists. The governing Council held public meetings and art exhibitions and dealt with management issues. Working class men attended evening classes. Women from wealthy families attended morning classes. This thesis argues that a fundamental disconnect existed between the school’s purpose (art instruction to train designers) and its instruction (basic drawing and fine art). The school enrolled men employed in glass decorating but few from glass manufacturing. Classes reflected the South Kensington curriculum, and the art masters were unaware of the design needs of industry. Glass manufacturing firms provided modest financial support but did not encourage employees to attend, creating frustration for the Council. In contrast, similar schools in Brierley Hill and Wordsley were well-supported by the glass industry.
APA, Harvard, Vancouver, ISO, and other styles
4

Gore, Elaine Clift. "Houston's High School for the Performing and Visual Arts : a history of the first 25 years, 1971-1997 /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Herr, Kerry Ellen. "Integrating the fine arts into a niddle school classroom." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1705.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cate, Whitney Elizabeth. "Forgotten Heroes: Lessons from School Integration in a Small Southern Community." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1512.

Full text
Abstract:
In the fall of 1956 Clinton High School in Clinton, Tennessee became the first public school in the south to desegregate. This paper examines how the quiet southern town handled the difficult task of forced integration while maintaining a commitment to the preservation of law and order. As the strength of a community was being tested, ordinary citizens in extraordinary circumstances met the challenges of integration with exceptional courage.
APA, Harvard, Vancouver, ISO, and other styles
7

Hood, Rachel Rebecca. ""Reclaiming the Child": Mountain Mission School as a Successful Appalachian Home Mission." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2146.

Full text
Abstract:
Mountain Mission School of Grundy, Virginia, founded by Samuel Robinson Hurley in 1921, is an anomaly of the mission school era of 1880 to 1940. Unlike other mission schools, Mountain Mission School was independent from its inception and was founded by a self-taught, self-made millionaire from southwest Virginia. The school's purpose to "reclaim" the child from material and spiritual poverty lay in Hurley's desire to develop a child's mind, body, and soul through a Christian, industrial education. Through personal commitment to the school and tireless fund-raising efforts for the school, he inspired others to continue the mission he began. Primary sources from Radford University, Milligan College, and Mountain Mission School, plus contemporary articles published in the Christian Standard, defend these claims.
APA, Harvard, Vancouver, ISO, and other styles
8

Maccabee, Claire R. "The Moral and Racial Socialization of Children: The Image of Wu Feng in Taiwan School Readers." Connect to this title, 2008. http://scholarworks.umass.edu/theses/171/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sower, Derek Wayne. "The Willis White Era of Salem High School Football." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2108.

Full text
Abstract:
From 1978-1982 Salem High School suffered from a series of losing seasons from its football program. In wanting to regain its former tradition the Salem City Council hired Willis White to rebuild the program from the ground up. This thesis investigates the history of the Salem program prior to and through the Willis White years. The research for this thesis came from personal interviews with present and former coaches as well as members of the community. Several different newspaper companies in the Roanoke Valley contributed to the history of Spartans' games. It also comes from a collection of secondary sources that contribute to background history of the city and program.
APA, Harvard, Vancouver, ISO, and other styles
10

Haveric, Dzavid. "History of the Bosnian Muslim Community in Australia: Settlement Experience in Victoria." full-text, 2009. http://eprints.vu.edu.au/2006/1/Dzavid_Haveric.pdf.

Full text
Abstract:
This thesis examines the settlement experience of the Bosnian Muslims in Victoria. Overall this research exploration takes places against background of the history of the immigration to Australia. The study covers migration patterns of Bosnian Muslims from post World War 2 periods to more recent settlement. The thesis provides contemporary insights on Bosnian Muslims living in a Western society such as Australia. The thesis excavates key issues about Islam and the Muslim communities in Western nations and argues that successful settlement is possible, as demonstrated by the Bosnian Muslim community. By adopting a socio-historical framework about settlement, the thesis reveals the significant, interconnected and complex aspects of the settlement process. Settlement of immigrants takes place within global, historical, economic, political, social and cultural elements of both the sending and receiving countries. Thus any study of settlement must examine theories and concepts on migration, settlement, religion, culture, integration and identity. The purpose for migration, the conditions under which migration takes place, the conditions of immigrant reception are fundamental in the context of Australia. Furthermore, Australia since the 1970s has adopted a policy of multiculturalism which has changed settlement experiences of immigrants. These elements are strongly analysed in the thesis both through a critical conceptual appraisal of the relevant issues such as migration, multiculturalism and immigration and through an empirical application to the Bosnian Muslim community. The theoretical element of the study is strongly supported by the empirical research related to settlement issues, integration and multiculturalism in Victoria. Through a socio-historical framework and using a ‘grounded theory’ methodological approach, field research was undertaken with Bosnian Muslim communities, Bosnian organizations and multicultural service providers. In addition, historical data was analysed by chronology. The data provided rich evidence of the Bosnian Muslims’ settlement process under the various governmental policies since World War 2. The study concluded that the Bosnian community has successfully integrated and adapted to the way of life in Australia. Different cohorts of Bosnian Muslims had different settlement patterns, problems and issues which many were able to overcome. The findings revealed the contributions that the Bosnian Muslim community has made to broader social life in Australia such as contribution to the establishment of multi-ethnic Muslim communities, the Bosnian Muslim community development and building social infrastructure. The study also concluded that coming from multicultural backgrounds, the Bosnian Muslims understood the value of cultural diversity and contributed to the development of Australian multiculturalism and social harmony. Overall conclusion of this research is that the different generations of Bosnian Muslims are well-integrated and operate well within Australian multiculturalism.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Rockhampton School of Arts History"

1

Sproul, Adelaide. Cummington School of the Arts: A school of the imagination. Watertown, Mass: Windflower Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

McLaughlin, Kenneth. Doon School of Fine Arts (1948-1966): A history. Kitchener, Ont: Homer Watson House & Gallery, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gore, Elaine Clift. Talent knows no color: The history of an arts magnet high school. Charlotte, NC: Information Age Pub., 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jones, Carol A. A history of Nottingham School of Design. Nottingham: Nottingham Trent University, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

F, Cleary Thomas. Secrets of the Japanese art of warfare: From the school of certain victory. North Clarendon, VT: Tuttle Pub., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Banner, Leslie. A passionate preference: The story of the North Carolina School of the Arts : a history. Winston-Salem: North Carolina School of the Arts Foundation, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ziegert, Beate. The Debschitz School: A selectively annotated bibliography. Monticello, Ill: Vance Bibliographies, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

1947-, Hoodless Pat, ed. History and English in the primary school: Exploiting the links. London: Routledge, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lita, Talarico, ed. Design school confidential: Extraordinary class projects from international design schools. Beverly, Mass: Rockport Publishers, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Music and the arts in the community: The community music school in America. Metuchen, N.J: Scarecrow Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Rockhampton School of Arts History"

1

Madrid-Aranda, Sergio. "Teachers and North American Migrants' Oral Histories Concerning the “School for all” Arts-Based Project." In Oral History and Qualitative Methodologies, 169–82. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003127192-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shelley, Thomas J. "The Graduate School of Arts and Sciences." In Fordham, A History of the Jesuit University of New York, 259–80. Fordham University Press, 2016. http://dx.doi.org/10.5422/fordham/9780823271511.003.0012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kataoka, Kei. "Descriptive geometry in middle school mathematics teaching in Japan (1905-1946)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 57–72. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.05.

Full text
Abstract:
Teaching of descriptive geometry began in 18th-century France and became widespread in tertiary and secondary education worldwide throughout the 19th century. Until the 20th century, educators often described two aims of descriptive geometry – technical education and mathematics education. In Japan, descriptive geometry was introduced into engineering and artistic higher education after the Meiji Restoration of 1868. Descriptive geometry became part of the general secondary school curriculum in the 1880s, but it had been taught under the auspices of arts and crafts education rather than mathematics. In the early 20th century, Japanese mathematics educators began to focus on descriptive geometry as a way to reform solid geometry. When Japan’s secondary school curriculum was revised in 1942, descriptive geometry was included in solid geometry and mathematics for the first time. Although this curriculum lasted only until 1946, it was the fruit of many educators’ labors and is worthy of examination. This paper examines several books and documents from the early 20th-century Japan and shows that there was a technical, mathematics-oriented debate about the aim of descriptive geometry teaching as seen in Europe. Keywords: descriptive geometry, solid geometry, secondary school, middle school, Nobutaro Nabeshima, Minoru Kuroda
APA, Harvard, Vancouver, ISO, and other styles
4

Baird, Bruce. "Tanaka Min." In A History of Butô, 209–27. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197630273.003.0013.

Full text
Abstract:
This chapter describes the dances and choreography of Tanaka, a dancer who did not originally belong to the world of butô, but come to be associated with it. He eventually studied with Hijikata and adopted the butô label for part of his career. This chapter includes his solo works of the 70’s (as part of the series Subject, Dance State, Hyperdance, Drive, and Emotion), his collaborations with improvisational musicians such as Derek Bailey and Milford Graves, his experiments with farming as dance training at Body Weather Farm, his involvement with Hijikata, the changes he made to Hijikata’s methods as he adjusted to choreographing for his two groups, Maijuku and Tokason, and finally his later solo dances in the Hijikata mode. Dances considered include Subject (1974), Dance State: Tokyo Arts University Performance (Sept. 28, 1975), Hyperdance (1977), Emotion (1982), Extremely Quick Respiratory Bromide (1983), Form of the Sky (1984), Performance to Commemorate the 1501st Solo Dance of Tanaka Min: The Foundation of the Pure Love-Dance School (1984), Moon at Noon (1985), Dislocated Child’s Body (2002), and Passing through the Body and Sloughing It Off (2005).
APA, Harvard, Vancouver, ISO, and other styles
5

Keller, Morton, and Phyllis Keller. "The Faculty of Arts and Sciences." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0024.

Full text
Abstract:
The changes of style and sensibility in Harvard’s governance during the last third of the twentieth century had close parallels in the academic realm. The faculty, like the bureaucracy, became more professional, more specialized, more worldly. Nevertheless, in most respects Harvard’s academic fundamentals in the magic year 2000 were pretty much what they had been half a century before. Faculty autonomy, the disciplinary pecking order, the tension between teaching and research, the sheer intellectual quality, range, and vigor of the place: these remained alive and well. Harvard changed more between 1940 and 1970 than it did between 1970 and 2000. The Faculty of Arts and Sciences traditionally was Harvard’s academic core. Medical School administrator Henry Meadow spoke in 1974 of the “religious” feeling that the FAS departments were the heart of the University, their faculty the real Harvard professors. By the end of the century that was a less self-evident proposition. The crisis of the late 1960s, the intellectual and career problems afflicting the humanities and the social sciences, and Derek Bok’s ideal of a more socially engaged and useful University eroded FAS’s privileged place. Yet the College and the Arts and Sciences departments still made the largest claim on the University’s assets and on its public reputation. The FAS deanships of Paul Buck in the 1940s and McGeorge Bundy in the 1950s gave their office a place in Harvard affairs second only to the president. John Dunlop, appointed to stanch the flow of institutional blood after the events of 1969, made way in 1973 for fellow economist Henry Rosovsky, who held the post until 1984 and then came back for a fill-in year in 1990. Rosovsky’s was one of the notable deanships in Harvard’s history, and he played a major role in the University’s glissade from meritocracy to worldliness. Like his predecessors Buck, Bundy, Ford, and Dunlop, Rosovsky had not gone to Harvard College. Unlike them he was Harvard’s first Jewish, and foreign-born, dean. He came to the United States in 1940, a thirteen- year-old refugee from Hitler’s Europe, and went to college at William and Mary.
APA, Harvard, Vancouver, ISO, and other styles
6

Harrison, Andrew. "Historiography and Life Writing." In The Edinburgh Companion to D. H. Lawrence and the Arts, 103–15. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474456623.003.0009.

Full text
Abstract:
This chapter opens by situating Lawrence’s engagement with historiography in relation to early twentieth-century debates about the status of history as an art or a science. It examines Lawrence’s school textbook Movements in European History, showing how he incorporated the contemporary graphic and scientific approaches in his narrative to articulate a distinctive epochal approach to history. It then explores Lawrence’s innovative engagement with life writing as an historiographical form, demonstrating Lawrence’s contribution to the issues raised by the modernist ‘New Biography’. It traces his reflections on, and experiments in, fictional autobiography, autobiography (taking account of his late essays and the poem ‘A Life History in Harmonies and Discords’), biography (the ‘Memoir of Maurice Magnus’) and auto/biografiction.
APA, Harvard, Vancouver, ISO, and other styles
7

Marinaccio, Philomena S., Kevin Leichtman, and Rohan Hanslip. "Expanding the Discourse of Identity in the English Language Arts Curriculum." In Andragogical and Pedagogical Methods for Curriculum and Program Development, 382–418. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5872-1.ch019.

Full text
Abstract:
The English Language Arts (ELA) curriculum in United States (US) schools is failing students from ethnically and economically diverse communities. Standards for ELA have been accused of perpetuating inequality and causing a spiral of marginalization to continue for diverse learners. The current conceptualization of ELA and literacy does not reflect the complex set of diverse social, cultural, and linguistic dynamics inside and outside the classroom that influence the curriculum. Changes in the literacy curriculum need to be made that mirror changes in the world. The present chapter proposes an ELA curriculum that is flexible enough to respond to the socio-cultural synergy between language, identity, and power to combat diverse learner school resistance, misevaluation, and barriers to higher levels of literacy knowledge. There is an urgent need for a curriculum based on a universal and dynamic curriculum that acknowledges the identity and needs of each student. Our theoretical framework is based on the classic works of Piaget and Vygotsky and traces the history of ELA research from the deficit-based theories regarding the oral-literate continuum to the inclusive research design and pedagogy of “new literacies.” Being cognizant of myriad reading and cognitive development theories is needed to guide ELA educators in teaching reading and literacy. We need to go beyond blaming students to transforming and expanding the ELA curriculum through critique and reflection. The ELA curriculum must itself be potentially transformative in that it will embrace diverse learner discourses and identities by integrating rather than assimilating diverse learners into the classroom.
APA, Harvard, Vancouver, ISO, and other styles
8

Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0017.

Full text
Abstract:
Meritocracy flourished most luxuriantly in Harvard’s professional schools. The Big Four—the Graduate School of Arts and Sciences and the Schools of Law, Medicine, and Business—threw off the constraints of lack of money and student cutbacks imposed by World War II. The smaller professional schools—Public Health and Dentistry, Education, Divinity, Design—shared in the good times, though their old problems of scarce resources and conflicted missions continued to bedevil them. The major alteration in the Harvard postgraduate scene was the establishment of the Kennedy School of Government. By the time Derek Bok—as well disposed to the Kennedy School as Conant was to Education and Pusey to Divinity—became president in 1971, this new boy on the Harvard professional school block was well situated to capitalize on his good favor. The Graduate School of Arts and Sciences remained, as in the past, rich in renown, poor in fund-raising and administrative autonomy. Between 1952 and 1962, fewer than 5 percent of GSAS alumni donated a total of about $60,000; during the early sixties giving went down to $3,000 a year. Its dean had little or no budgetary or curricular control; its faculty, curriculum, and student admissions were in the hands of the departments. In 1954 Overseer/Judge Charles Wyzanski grandly proposed that admissions to the Graduate School be sharply cut back. The reduction, he thought, would free up the faculty for more creative thought, improve undergraduate education, and upgrade the level of the graduate student body. But the post–Korean War expansion of American higher education led to boom years for the Graduate School. In 1961, 190 male and 60 female Woodrow Wilson Foundation Fellows, more than a quarter of the national total, chose to go to Harvard or Radcliffe; 80 of 172 National Science Foundation grantees wanted to go to Harvard. A 1969 rating of the nation’s graduate programs gave Harvard Chemistry a perfect 5, Mathematics 4.9, Physics, Biochemistry, Molecular Biology, History, and Classics 4.8, Art History and Sociology 4.7, English and Spanish 4.6, Philosophy and Government 4.5. Impressive enough, all in all, to sustain the faculty’s elevated impression of itself. But in the late sixties the Graduate School bubble deflated. Government aid, foundation fellowships, and college jobs declined; student disaffection grew.
APA, Harvard, Vancouver, ISO, and other styles
9

Santos, Carina Pino. "The Brilliant Poverty of Vigía." In Handmade in Cuba, translated by David Frye, 111–24. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401520.003.0009.

Full text
Abstract:
There was a radical change in cultural policy following the Cuban Revolution. The founding of Imprenta Nacional and the National School of Art were attempts to make the arts accessible to as many people as possible, not for profit but for political and cultural purposes. Ediciones Vigía inherited this revolutionary agenda when the press was established a quarter of a century later, along with the aspirations of global, hemispheric, and national movements—including notably Arte Povera, publishing collectives, and the New Art. The chapter examines three hallmarks of Vigía publications—their synthesis of literary and visual arts, graphic style, and expression of literary symbolism through natural and/or found materials—to explore the history of artists’ books in Cuba and develop a critical discourse for its continued study.
APA, Harvard, Vancouver, ISO, and other styles
10

Taylor, Pamela G. "What Does Learning Look Like?" In Big Data, 1896–916. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9840-6.ch087.

Full text
Abstract:
Drawing upon the data visualization work of Lev Manovich and Manuel Lima, in this chapter the author discusses ways for envisioning and representing the complex teaching and learning that is associated with the visual arts. Experiences and examples are shared that use new and old technologies to create and make connections among critically reflective collections of student learning artifacts such as research, journals, preliminary sketches, work in other classes, and realms of experience outside of school. Instead of relying on one final art product, the author explores embedded data mining and visualization as a viable approach to gauging student learning. Following the lead education notables Elliot Eisner (2002, 2004), John Dewey (1934), and Howard Gardner (1985), this research positions the visual arts as a common thread throughout disciplines. Such inherent and fundamental visual arts practices as portfolios, project-based instruction, and exhibition continue to expand instruction and learning in such classes as English, math, science, and history. The implications include the possibility that art education will lead the way to implementing authentic embedded assessment processes across education disciplines and grade levels.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Rockhampton School of Arts History"

1

Goncharova, Anna. "History of Formation of the Russian School of Design." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.123.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dzhalilovich, Magomedov Amirbek. "FORMATION OF ETHNO-PEDAGOGICAL TRADITIONS IN SCHOOL EDUCATION OF DAGESTAN (FROM THE HISTORY OF SCHOOL S. KUBACHI)." In Folk arts and crafts of the Russian Federation. ALEF, 2019. http://dx.doi.org/10.33580/978-5-00128-340-9-2019-150-156.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gao, Feng, and Qingling Qiu. "The study of Physics History Teaching in High School Physic." In 4th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemaess-17.2017.85.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ambrozy, Marian. "THE RELATIONSHIP BETWEEN PHILOSOPHY AND HISTORY IN THE CONTEXT OF GRAMMAR SCHOOL TUITION." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb21/s06.049.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jiang, Yang. "Main Functions and Realization Paths of First Hand Historical Materials in History Teaching of High School." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.192.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Quintella, Ivvy Pedrosa Cavalcante Pessôa. "A concepção da forma urbana na escola francesa de urbanismo: rupturas e continuidades." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Curso de Arquitetura e Urbanismo. Universidade do Vale do Itajaí, 2016. http://dx.doi.org/10.5821/siiu.6252.

Full text
Abstract:
Até recentemente, a historiografia do urbanismo dedicada ao século XX privilegiou seu enfoque no relato do modernismo funcionalista propagado pelos C.I.A.M. Obscureceu-se a contribuição da “Escola francesa de urbanismo”, malgrado sua posição de destaque na constituição do campo disciplinar. Essa escola irá perpetuar a maior parte dos princípios compositivos da arte urbana, mas diante de novos desafios: conjugálos às demandas da modernidade e à cientificidade disciplinar. Este estudo propõe-se a observar as estratégias de concepção da forma nos planos urbanísticos dessa escola, buscando identificar as rupturas e continuidades com a tradição. Na presente comunicação, buscou-se discutir o salto que marcou a projeção dos atores da Escola Francesa para além da École des Beaux-arts, consolidando-os como urbanistas de renome internacional. Foram apresentados e discutidos os três projetos que inauguraram o sucesso dessa escola em concursos internacionais de urbanismo: Barcelona, por Léon Jaussey; Anvers, por Henri Prost; Camberra, por Alfred Agache. Until recently, the history of urbanism devoted to the nineteenth century focused on functionalist modernism propagated by C.I.A.M. These contributions darkened the "French school of urban planning", despite its prominent position in the constitution of the disciplinary field. This school will perpetuate most of the compositional principles of urban art, but facing new challenges: conjugating them to the demands of modernity and disciplinary scientific. This study aims to observe the design strategies on the urban plans of this school, seeking to identify the ruptures and continuities with the tradition. In this communication, we attempted to discuss the moment that marked the projection of the actors of the French School in addition to the École des Beaux Arts, consolidating them as internationally renowned urban planners. They were presented and discussed three projects that inaugurated the success of this school in international urban planning competitions: Barcelona, by Léon Jaussey; Anvers, by Henri Prost; Canberra by Alfred Agache.
APA, Harvard, Vancouver, ISO, and other styles
7

Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.

Full text
Abstract:
constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding of creative practice and research.One of us being a professor in Studio Art with a background in Photography and the other in Architecture and EnvironmentalDesign, our collective experience and shared interests in interdisciplinary engagements motivated us to design and co-teach a new, graduate-level course focusing on collaboration and the creative process. Following preparations and planning for about a year, we taught the course titled “ Collaboration and Creativity” three times since its first iteration in the fall of 2017. Each semester varied widely in terms of the number of students enrolled, background and expectations both on the part of the students as well as us, as instructors. So far the cohort has included students from architecture, photography, ceramics, glass, painting, printmaking, sculpture and film and media programs.To facilitate research-based collaborative work, we considered place-based topics, allowing for various modes of research, which would generate connections with the local environment. Since students from diverse disciplinary backgrounds and with different skill-sets enroll in the course, we deliberately selected a neutral topic of study, a locally sourced stone, in order to encourage a shared experience of discovery. Taking its name from the creek that defines the northwestern arm of the city of Philadelphia, the Wissahickon schist stone—a metamorphic rock—is widely used in historical construction in the area and well-recognized for its distinct specks of shiny mica and multi-toned layers of gray, blue, brown, and black. We decided to work with this stone as a departure point for diverse lines of inquiry into physical, historical, cultural, and social domains.
APA, Harvard, Vancouver, ISO, and other styles
8

Turaga, Vasanta Sobha. "Fading urban memories: status of conservation of historic Samsthan/Zamindari Palaces in Small and medium town master plans in Telangana, India." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/wzuc7012.

Full text
Abstract:
‘Public memores’ are an imporant aspect in preserving a place’s culture and heritage. Actions of the government and society many times define/redefine identities of places, impacting collective memory of people in perceiving places. Conscious efforts are required to make and keep public memories alive. Insensitive and uninformed Urban Planning can lead to erasing history and heritage not just physically but from public memories as well. This Paper discusses the issues of Fading Urban Memories by taking case studies of two historic towns in the South Indian State of Telangana. Most of the Small & Medium Towns in Telangana, India, developed over the last two centuries from their historic core areas of the Capitals of erstwhile Samsthans/Zamindaris, land revenue admistration units/sub-regional authorities under the British and the Princely States’ Rulesin India till Independence in 1947. These Samsthans/Zamindars/ Jagirdars were ‘Chieftains’ of their own territories and ruled from ‘Palaces’ located in their Capital city/town. The palaces and historic areas of old Samsthan/Zamindari settlements represent local histories whose significance, memory, heritage needs to be preserved for posterity. Gadwa and Wanaparthy were two such towns, which developed mid-17 Century onwards becoming present day Municipalities of different Grades. The Department of Town and Country Planning, Govt. Of Telangana, prepares Master Plans for development of Municipalities. The surviving Fort/Palaces is marked by their present land use in the development plans, unrecognized for thier heritage status, thus posing threat to heritage being erased from collective Urban memory. The case studies presented in this paper are from the ongoing doctoral research work being done by the author at School of Planning and Architecture, Jawaharlal Nehru Architecture and Fine Arts University, Hyderabad, on the topic of ‘Planning for Conservation of Samshtan/Zamindari Palaces of Telangana and Andhra Pradesh’.
APA, Harvard, Vancouver, ISO, and other styles
9

Dan Paich, Slobodan. "Conciliation: Culture Making Byproduct." In 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.002.

Full text
Abstract:
Abstract Reclaiming public space at Oakland's Arroyo Public Park, a nexus of crime and illegal activities. A coalition of neighbors invited local performing artists to help animate city agencies, inspire repair of the amphitheater and create daytime performances in the summer, mostly by children. It gave voice to and represented many people. Reclaiming space for community was the impetus, structured curriculum activates were means. Safe public space and learning were two inseparable goals. Conciliation learning through specific responses, example: Crisis Of Perseverance acute among children and youth lacking role models or witnessing success through perseverance. Artists of all types are the embodiment of achievable mastery and completion. Taking place on redefined historic 1940 passenger-cargo/military ship for public peacetime use and as a cultural space. Mixt generations after and outside school programs: Children and Architecture project’s intention was to integrate children’s internal wisdom of playing with learning about the world of architecture (environment and co-habitability) as starting point was an intergenerational setting: 5-12 olds + parents and volunteers, twice weekly from 1989 to 1995 at the Museum of Children’s Art in Oakland, California. Concluding Examples Public celebration and engagements as inadvertent conciliations if prepared for before hand. Biographical sketch: Slobodan Dan Paich native of former Yugoslavia was born 1945. He lived in England from 1967 to 1985. Slobodan taught the History of Art and Ideas, Design and Art Studio from 1969 through 1985 at various institutions in London, including North-East London Polytechnic, Thames Polytechnic and Richmond College-American University in London. Between 1986 to1992, he taught at the University of California at Berkeley. With a number of scholars, artists, and community leaders, he founded the Artship Foundation in 1992, and has been its Executive Director ever since. He also served as a board member of the Society of Founders of the International Peace University in Berlin/Vienna from 1996 to 2002, where he lectured annually and chaired its Committee on Arts and Culture. community@artship.org
APA, Harvard, Vancouver, ISO, and other styles
10

Rutsinskaya, Irina, and Galina Smirnova. "VISUALIZATION OF EVERYDAY SOCIAL AND CULTURAL PRACTICES: VICTORIAN PAINTING AS A MIRROR OF THE ENGLISH TEA PARTY TRADITION." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/37.

Full text
Abstract:
"Throughout the second half of the seventeen and the eighteenth centuries, tea remained an expensive exotic drink for Britain that “preserved” its overseas nature. It was only in the Victorian era (1837-1903) that tea became the English national drink. The process attracts the attention of academics from various humanities. Despite an impressive amount of research in the UK, in Russia for a long time (in the Soviet years) the English tradition of tea drinking was considered a philistine curiosity unworthy of academic analysis. Accordingly, the English tea party in Russia has become a leader in the number of stereotypes. The issue became important for academics only at the turn of the twentieth and twenty-first centuries. Currently, we can observe significant growth of interest in this area in Russia and an expansion of research into tea drinking with regard to the history of society, philosophy and culture. Despite this fact, there are still serious lacunas in the research of English tea parties in the Victorian era. One of them is related to the analysis of visualization of this practice in Victorian painting. It is a proven fact that tea parties are one of the most popular topics in English arts of the nineteenth and the twentieth centuries. No other art school in the world referred to the topic so frequently: painting formed the visual image of the English tea party, consolidated, propagandized and spread ideas of the national tea tradition. However, this aspect has been reflected neither in British nor Russian studies. Being descriptive and analytical, the present research refers to the principles of historicism, academic reliability and objectivity, helping to determine the principal trends and social and cultural features and models in Britain during the period. The present research is based on the analysis of more than one hundred genre paintings by British artists of the period. The paintings reflect the process of creating a special “truly English” material and visual context of tea drinking, which displaced all “oriental allusions” from this ceremony, to create a specific entourage and etiquette of tea consumption, and set nationally determined patterns of behavior at the tea table. The analysis shows the presence of English traditions of tea drinking visualization. The canvases of British artists, unlike the Russian ones, never reflect social problems: tea parties take place against the background of either well-furnished interiors or beautiful landscapes, being a visual embodiment of Great Britain as a “paradise of the prosperous bourgeoisie”, manifesting the bourgeois virtues. Special attention is paid to the role of the women in this ritual, the theme of the relationship between mothers and children. A unique English painting theme, which has not been manifested in any other art school in the world, is a children’s tea party. Victorian paintings reflect the processes of democratization of society: representatives of the lower classes appear on canvases. Paintings do not only reflect the norms and ideals that existed in the society, but also provide the set patterns for it."
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Rockhampton School of Arts History"

1

CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

Full text
Abstract:
The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Rockhampton School of Arts History' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography