Relevant bibliographies by topics / School of Art History

Academic literature on the topic 'School of Art History'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School of Art History"

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Galbraith, Lynn, and Marvin J. Spomer. "Does Art History Go to School?" Art Education 39, no. 5 (September 1986): 10. http://dx.doi.org/10.2307/3192918.

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Sokolyuk, L. "Kharkiv Art History School (1900s – early 2020s)." Vìsnik Harkìvsʹkoi deržavnoi akademìi dizajnu ì mistectv 2021, no. 02 (October 2021): 55–70. http://dx.doi.org/10.33625/visnik2021.02.055.

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The article attempts to outline the activity of Kharkiv art history school from the time of its formation in the 1900s to the present day. The author reveals the main directions of research of university art history in Kharkiv, as well as figures of museum institutions who were engaged in the study of topical problems of art before the outbreak of Stalinist terror, when Kharkiv art history school was completely destroyed, and its representatives were either shot (F. Shmit, P. Fomin, K. Slipko-Moskaltsiv) or sent into exile (S. Taranushenko, P. Zholtovsky, D. Gordeiev, O. Berladina). It is emphasized that none of them ever returned to Kharkiv. This became a serious obstacle in the restoration of the scientific art history school in the city. This process lasted for a very long time in comparison with other artistic centers, Kyiv and Lviv in particular. The article reveals the traditions of art history science in Kharkiv, laid down in the first third of the 20th century before its destruction in the Stalinist period. The author also shows the changes in the organization of research activities in modern conditions, when university art history has become a thing of the past, and the scientific center has moved to the higher art institution of the city, which became the Kharkiv Institute of Art and Industry (the Kharkiv State Academy of Design and Arts from 2001).The main directions of the development of art history in this higher educational institution of art in Kharkiv are revealed. It is shown that, first of all, Ukrainian studios were resumed as a separate direction and such an outstanding phenomenon of Ukrainian national art as M. Boichuk’s school, destroyed during the Stalinist repressions, was reconstructed. Separate pages about some figures of the glorious cohort of Ukrainian masters who, with their work, personified the bright and tragic era for the Ukrainian creative intelligentsia of the 1920s, namely artist-writer M. Zhuk as well as representatives of the avant-garde phenomenon in the artistic culture of the 20th century in Kharkiv (V. Yermilov, B. Kosarev, A. Petrytsky), were also revealed. Not only was the range of Oriental studies restored, but to some extent expanded, the study of Far and Middle Eastern art was introduced, and the study of Ukrainian art Judaica and Jewish art was brought to the wider modern world. In the Soviet period this was impossible due to the policy of the Soviet power. Ukrainian theater decoration art, Ukrainian school of art photography, contemporary art became new directions. The development of established traditions and deepening of the study of the sacred art and modern art forms are among the prospects for further directions.
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Schmidt, Leoni. "Embedding Drawing, Art History & Theory in an Art School Curriculum." International Journal of the Arts in Society: Annual Review 5, no. 5 (2011): 95–104. http://dx.doi.org/10.18848/1833-1866/cgp/v05i05/35913.

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Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (January 7, 2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.

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The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and fi nancial competition on the textbook market. Its intention is also to clarify the idea of didactic transformation of the art history contents from the challenging scientifi c texts to a form suitable for secondary school students who are textbooks’ main target audience.
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Arutynyan, A. A. "German history of art of 19th century and problems of Armenian Medieval heritage." Vestnik of Saint Petersburg State University of Culture, no. 2 (31) (June 2017): 147–50. http://dx.doi.org/10.30725/2619-0303-2017-2-147-150.

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The science of art in Germany is based on the classical tradition, associated with a focus on ancient heritage, and a romantic perception of Gothic as a manifestation of the national school. In the mid-nineteenth century the first General history of art appeared, which, along with the national art and culture examined regional schools. Armenian medieval art is systematized and concisely described in the work of Kugler, in Schnaase’s book analysis becomes more comprehensive, detailed and consistent.
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AKIMOV, SERGEY. "MASTERY OF ART HISTORY METHODOLOGY AS A PROFESSIONAL COMPETENCE OF A TEACHER OF ART HISTORY AT A CHILDREN'S ART SCHOOL." Культурный код, no. 2022-3 (2022): 69–86. http://dx.doi.org/10.36945/2658-3852-2022-3-69-86.

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Methodological heritage of classical art studies is considered in this article as a basis for systematization and conceptual understanding of educational material in teaching art history in children's art school. The necessity for a teacher to know the ideas and principles of cultural-historical and formal approaches, iconology, spiritual-historical method of M. Dvořak and his followers is emphasized; an attempt is made to show their significance for pedagogical practice. The works of modern Russian art historians are considered, in which interesting methodological problems are solved and familiarization with which will be useful to teachers in theoretical and practical aspects.
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Garoian, Charles R. "Teaching Critical Thinking through Art History in High School." Design For Arts in Education 90, no. 1 (October 1988): 34–39. http://dx.doi.org/10.1080/07320973.1988.9935541.

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Stankiewicz, Mary Ann, and Foster Wygant. "School Art in American Culture, 1820-1970." History of Education Quarterly 34, no. 4 (1994): 491. http://dx.doi.org/10.2307/369284.

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Walton, Neil. "The Journal Block and Its Art School Context." Arts 7, no. 4 (November 5, 2018): 74. http://dx.doi.org/10.3390/arts7040074.

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This paper examines an important moment in the recent history of UK art education by examining the magazine Block, a radical and interdisciplinary publication produced from within the art history department of an art school in the late 1970s and 1980s. Block was created and edited by a small group of lecturers at Middlesex Polytechnic, most of whom were art school educated; it was formed by, and in turn influenced, the milieu of studio-based art education in the UK. Despite the small scale of its operation, the magazine had a wide distribution in art colleges and was avidly read by lecturers looking for ways to incorporate new theoretical, often Marxist, feminist, poststructuralist, perspectives into their teaching.
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Proshchenko, Anastasia. "“Dostoevsky Schools” in the Russian Press." Неизвестный Достоевский 8, no. 1 (March 2021): 206–41. http://dx.doi.org/10.15393/j10.art.2021.5282.

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The article analyzes newspaper and magazine materials about schools named after F. M. Dostoevsky (1881‒1917). Most of the publications concern the history of the parish school in Staraya Russa, but the authors found out that at the turn of the 20th century several more attempts were made to open an educational institution in memory of the writer, namely in Kiev and Kazan provinces. The article provides a brief overview of the history of other schools that ever bore the name of F. M. Dostoevsky (Shkid in Petrograd, a gymnasium in Harbin, a school in Dostoevo, school No. 2 in Staraya Russa, school No. 1148 in Moscow). During this period, the press began a broad discussion of the idea of perpetuating the writer’s memory by opening public schools named in his honor; thanks to the initiative of “Novoe Vremya” newspaper, a fundraising campaign was initiated to establish the first school in Staraya Russa. The accents and assessments of the Russian press are of particular value: they are an expression of both the public attitude towards F. M. Dostoevsky, and a means of preserving the nation's memory of him. The press materials allow to track the attitude of people to the heritage of F. M. Dostoevsky and to establish the motives that inspired representatives of various social strata to donate funds for the construction of schools in memory of the writer. The following sources are used as a foundation: chronicles, reports and other texts from the newspapers “Novoe Vremya,” “Moskovskie Vedomosti,” “Kazansky Telegraph,” “Nedelya,” “Volzhsky Vestnik,” “Starorusskaya Pravda,” “Volkhovsky Listok,” “Kazanskie Gubernskie Vedomosti”; articles from the magazines “Istorichesky Vestnik,” “Novgorodskiye eparhialnye Vedomosti,” and others.
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Dissertations / Theses on the topic "School of Art History"

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Bergh, Amy. "TO THE AGES OF AGES: RECONCEPTUALIZING HIGH SCHOOL ART HISTORY CURRICULUM." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2434.

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Through this curriculum study, I explored the application of ideas found within contemporary art education to a course of traditional secondary art history. These contemporary art education ideas included: visual culture instruction, interdisciplinary instruction, contemporary art instruction, curriculum development, the use of enduring ideas, and the inclusion of a variety of perspectives based on gender and ethnicity. Through these art education ideas, a new curriculum was formed, that pushed both the students and the teacher toward a more inclusive art history course that made real connections for students and allowed students to be active members in their own learning. Instruction shifted away from lecture and became more dialogue and discussion oriented. Unit examples are included for Romanticism, Dadaism, and American Social Realism.
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Pitfield, Worsley Laura. "Art history in an infant primary school : an intervention in the curriculum." Thesis, University of Roehampton, 2011. https://pure.roehampton.ac.uk/portal/en/studentthesis/art-history-in-an-infant-primary-school(ff60bf64-c39c-4ff0-bbd2-4279f3e4c6da).html.

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This research set out to introduce art history in the art curriculum in an infant primary school in England. The intention was to broaden the curriculum to include interpreting art alongside making it. At the time the research began the National Art and Design Curriculum (2005) for Key Stage One included an art historical strand of learning known as Attainment Target Two (AT2) which included learning about art and artists from different times and cultures. Previous research indicated this strand of the art curriculum was overlooked by generalist classroom teachers for various reasons. A whole school action research project was undertaken lasting a full academic year. The participants were five teachers including the headteacher, three classroom teaching assistants, eighty four pupils, aged between four and seven years, and the researcher. The research tested out and evaluated a strategy for interpreting artworks. This was designed by the researcher and taught by the teachers in the classroom. The interpretive strategy for engaging and enquiring about art (known as the ISEE) included information about the art and artist in the final step of interpretation. The action research consisted of three cycles: i) preparation, planning and teacher training; ii) teachers implementing the ISEE and iii) teacher-designed lessons and research evaluation. Systematic reflection and evaluation of actions was carried out on two levels by the action team and the lead researcher and final reflective and thematic analyses were carried out by the latter in order to answer the research questions. The main finding was that the ISEE facilitated art interpretation in the classroom. Other significant findings were that i) interpreting paintings was inclusive of all pupils across the age groups and learning ability spectra; ii) the pupils’ affective response (Iser, 2006) often drove their cognition and this challenged the theory underpinning the research that art is interpreted through symbol references in meaning making; iii) when pupils used their imagination and affective response they were able to accommodate the factual information they were given about the paintings and artists; iv) despite struggling to include this information in their teaching at times, the teachers recognised that it added value to the art curriculum and the pupils expressed great interest in it and iv) the teachers preferred to combine art interpretation with other subjects such as literacy, citizenship and PSHE.
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Walker, Virginia. "The concept of a 'Newlyn school' : its context and history." Thesis, Birkbeck (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539900.

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The thesis explores the phenomenon of a `Newlyn school'; it contextualizes its origins in the later 1880s focussing on the artistic and cultural values associated with it and examines subsequent developments. The thesis looks at the settlement of artists in Newlyn in the 1880s, and the connections between developments there and the impact of the work of Bastien- Lepage as well as making links to the contemporary Nature Movement in England. It considers the painting of rural imagery `on the spot' and the concern to achieve `open-air effects'. The latter did not necessarily imply painting out of doors indeed it could include interiors. Artists working in Newlyn attracted patronage from philanthropic industrialists desirous of effecting beneficial influence on the urban poor. This appears to account for the early interest in Newlyn-based artists in Birmingham. It is argued that there was nothing unique about the interests of artists who settled in Newlyn nor any interest in developing a special `school' in the early 1880s. However, after the work of Frank Bramley and Stanhope Forbes began to interest critics in London matters changed. While Braniley's A Hopeless Dawn (RA 1888) stimulated the notion that there was something special about Newlyn art, it was the highly ambitious Forbes who , profited most from the concept. In the following decade he successfully promoted himself as the guiding light of Newlyn art. The thesis also considers how the promotion of a `Newlyn school' in 1889 coincided with the concerns at the Royal Academy to promote a national form of art to counter the threat of Whistlerian internationalism and other types of modernism. However, subsequent coverage was unenthusiastic and short-lived. The thesis concludes with exploring how Forbes subsequently mythologized Newlyn, identifying the `school' with his own artistic persona.
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Crawford, Jennifer Marie. "Edinburgh Art School." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74870.

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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.

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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.
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Schuster, Paul David. "Archaeology Goes to School: A Cooperative Approach to Teaching History Through Archaeology." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626036.

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Lawrence, Ranald Andrew Robert. "Cultural climates : the municipal art school and the reformulation of civic identity in Victorian Britain." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709252.

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Fleming, Margaret Jean 1954. "DISCIPLINE-BASED ART EDUCATION AS AN ALTERNATE APPROACH TO THE PROBLEMS ASSOCIATED WITH LEARNING ART HISTORY AT THE HIGH SCHOOL LEVEL." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276432.

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The definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day description of art history learning activities covering a period of 10 days, or two regular school weeks. Also included is a description of the order in which the art history, art criticism and production activities occur for each lesson. Specifics regarding media, materials, artists to be studied, styles, reproductions and the vocabulary terms and images to be used for each day are also included. (Abstract shortened with permission of author.)
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Bushnell, Taissa. "Thronis meis binis : validation through history in the court art of Charles IV." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31093.

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Bohemian art of the second half of the fourteenth century is closely associated with the personality of Charles IV, Emperor of the Romans and King of Bohemia (1316--1378). In an effort to legitimize his reign as ruler of the Holy Roman Empire and to raise the profile of his ancestral Bohemian lands, he leaned on the power of history to reveal his heritage as stemming, on one side, from an illustrious line of emperors including Charlemagne, and on the other, from the dynasty of Bohemian sovereigns. He recognized that art could display this legitimization and so implemented a programme of historicism in his artistic commissions. His impact on Bohemian art was indirect as well: his ideas influenced the art patronage of his closest court advisers, as seen in this paper through the examples of two illuminated manuscripts, the Evangeliary of John of Opava and the Liber viaticus.
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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/.

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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.
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Books on the topic "School of Art History"

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Saccardi, Marianne. Art in story: Teaching art history to elementary school children. 2nd ed. Westport, Conn: Teacher Ideas Press, 2007.

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Art in story: Teaching art history to elementary school children. North Haven, Conn: Linnet Professional Publications, 1997.

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School art in American culture. Cincinnati, Ohio: Interwood Press, 1997.

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

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Beaumont, Lys De. The history of Leicester School of Art: 1869-1939. Leicester: Leicester Polytechnic, 1987.

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Wygant, Foster. School art in American culture, 1820-1970. Cincinnati, Ohio: Interwood Press, 1993.

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F, Krause Martin, Berry S. L, and Herron School of Art, eds. The Herron chronicle. Bloomington: Herron School of Art, IUPUI, in association with Indiana University Press, 2003.

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Chaltain, Sam. American schools: The art of creating a democratic learning community. Lanham, Md: Rowman & Littlefield, 2009.

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Chaltain, Sam. American schools: The art of creating a democratic learning community. Lanham, Md: Rowman & Littlefield, 2010.

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Eliëns, Titus M. Het Art Nouveau Art Deco boek: Nieuwe kunst, Amsterdamse School, Haagse School en het nieuwe wonen. Zwolle: Waanders, 2003.

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Book chapters on the topic "School of Art History"

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Sanyal, Sunanda K. "Teaching Art History at an Art School: Making Sense from the Margin." In Transforming Classroom Culture, 127–39. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230370319_8.

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Gil-Glazer, Ya’ara. "Visual Critical Pedagogy in High School: Students Offer an Alternative to the Official Art Curriculum." In Socially Engaged Art History and Beyond, 65–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-43609-4_6.

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Horton, Ian, and Maggie Gray. "Establishing Canons, Styles and Schools at the Dawn of Comics Studies." In Art History for Comics, 13–20. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07353-3_2.

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Stiffler, Meghan C., and Bridget V. Dever. "History of Screening Practices, Mental Health Assessment, and Classification in the USA." In Mental Health Screening at School, 5–26. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19171-3_2.

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"READINGS OF MODERN ART:." In The Vienna School of Art History, 141–65. Penn State University Press, 2015. http://dx.doi.org/10.5325/j.ctt32b9tg.12.

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"BAROQUE ART AND ARCHITECTURE:." In The Vienna School of Art History, 96–115. Penn State University Press, 2015. http://dx.doi.org/10.5325/j.ctt32b9tg.10.

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"AN ART HISTORY OF AUSTRIA-HUNGARY?" In The Vienna School of Art History, 74–95. Penn State University Press, 2015. http://dx.doi.org/10.5325/j.ctt32b9tg.9.

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Wade, Tracey. "Recent history of Flinders School of Psychology." In A History of the Psychology Schools at Adelaide’s Universities, 155–82. University of Adelaide Press, 2016. http://dx.doi.org/10.20851/history-psychology-06.

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Marsden, Bill. "Linking Geography with History and Art: a Focused Topic Work Approach." In Primary School Geography, 107–20. Routledge, 2019. http://dx.doi.org/10.4324/9781351028783-9.

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"The University of Oklahoma School of Art and Art History." In The Grants Register 2018, 852. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_1193.

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Conference papers on the topic "School of Art History"

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Tagiltseva, N. G., I. R. Russkikh, and A. V. Polushkin. "Information and Educational Environment at the Children’s Art School." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.087.

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Nekrasova, O. G. "Ethno-artistic education in Krasnochikoy Elementary Art School in Transbaikalia. Experience and persuits." In Old Belief: History and Modernity, Local Traditions, Relations in Russia and Abroad. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0771-8-360-367.

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Pan, Lin. "Study on the Connection of Chinese Literature History Course and Chinese Teaching in Middle School." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.309.

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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.

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FUJITA, Haruhiko. "Academies of Art and schools of Design: a comparative study of Art and Design education." In Design frontiers: territories, concepts, technologies [=ICDHS 2012 - 8th Conference of the International Committee for Design History & Design Studies]. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/design-icdhs-004.

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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.

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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.

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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.

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Tatu (Boscodeala), Felicia Elena. "Rethinking Teaching in the Third Millennium. Possible Suggestions for History Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/35.

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Our research starts from the idea that evaluating the quality of the educational process in history, in the conditions of the educational process in history, in the conditions of 21st century education, is an attempt as difficult as it is interesting and instructive. In recent years, Romanian educations has undergone numerous transformations, both in terms of curricular aspects, respectively the curriculum, study programs and textbooks, as well as those related to the managerial component. In this process, operations of request and response, analysis and synthesis, evaluation and application have intervened and continue to intervene, all built on the basis of strategies in which all educational factors are involved.
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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.

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Reports on the topic "School of Art History"

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Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4620.

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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Klevan, Sarah, Julia Daniel, Kendra Fehrer, and Anna Maier. Creating the conditions for kids to learn: Oakland’s districtwide community schools initiative. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/784.361.

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With historic investments in the community school approach at the federal and state levels, educational leaders must understand how to build, implement, and sustain high-quality community schools in policy and practice. This study builds this understanding by examining the relationship between district support, community schools, and whole child educational practices within the Oakland Unified School District. This report describes how the district supports three community schools—one elementary, one middle, and one high school—by providing a centralized infrastructure that enables them to function as community schools while also prioritizing whole child educational practices.
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Orenstein, Harold S. Selected Readings in the History of Soviet Operational Art. Fort Belvoir, VA: Defense Technical Information Center, May 1990. http://dx.doi.org/10.21236/ada231842.

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Lindert, Peter. Revealing Failures in the History of School Finance. Cambridge, MA: National Bureau of Economic Research, November 2009. http://dx.doi.org/10.3386/w15491.

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Finney, Robert T. History of the Air Corps Tactical School 1920-1940. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada432954.

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Ashdown, Susan P., and Kimberly A. Phoenix. Half Scale, Full Engagement: Uniting Art, History and Technology to Teach Patternmaking. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1342.

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Carlin, P. W., A. S. Laxson, and E. B. Muljadi. The History and State of the Art of Variable-Speed Wind Turbine Technology. Office of Scientific and Technical Information (OSTI), March 2001. http://dx.doi.org/10.2172/776935.

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Galenson, David. Anticipating Artistic Success (or, How to Beat the Art Market): Lessons from History. Cambridge, MA: National Bureau of Economic Research, February 2005. http://dx.doi.org/10.3386/w11152.

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Galenson, David. The New York School vs. the School of Paris: Who Really Made the Most Important Art After World War II? Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9149.

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