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.
Full textPitfield, 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.
Full textWalker, 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.
Full textCrawford, Jennifer Marie. "Edinburgh Art School." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74870.
Full textAlban, 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 textThe 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.
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.
Full textLawrence, 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.
Full textFleming, 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.
Full textBushnell, 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.
Full textMeasell, 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 textGore, 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 textEscott, Anthony James. "Alan Cuthbert : colour theory and practice [1957 -79] English art school change in the early 1960s." Thesis, Kingston University, 2005. http://eprints.kingston.ac.uk/20219/.
Full textEdis, Jonathan David. "The Totternhoe School of Masons, c.1567-c.1618 : a Midland stone-carving workshop producing funerary monuments in the Dutch style." Thesis, De Montfort University, 2000. http://hdl.handle.net/2086/5848.
Full textPitchford, Anita. "Historic Sites in Texas: the Use of Local History in Texas Public Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331623/.
Full textDirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.
Full textWang, Yang. "Regionalizing National Art in Maoist China: The Chang’an School of Ink Painting, 1942–1976." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429839382.
Full textLarkou, Fotini A. "Can I use Mary Erickson's approach to improve my teaching of art history in a Cypriot primary school classroom?" Thesis, University of Roehampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529598.
Full textCARDASSILARIS, NICOLE RUTH. "Bringing Cultures Together: Elma Pratt, Her International School of Art, and Her Collection of International Folk Art at the Miami University Art Museum." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204738152.
Full textEvans, Lin Jiang. "A history of art education in the elementary and middle schools of The People's Republic of China 1949-1989 : political currents and influences in visual-arts education." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1232543619.
Full textZelonish, Holly Anne. "The Effects of Assessment and Grading on Students' Attitudes Towards and Participation in the Visual Arts." Youngstown State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1302134904.
Full textHerr, Kerry Ellen. "Integrating the fine arts into a niddle school classroom." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1705.
Full textJewison, Deborah. "Policy and practice : design education in England from 1837-1992, with particular reference to furniture courses at Birmingham, Leicester and the Royal College of Art." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11390.
Full textJohnston, Glenn T. "Teenager's doing history out-of-school: An intrinsic case study of situated learning in history." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6090/.
Full textCao, Maggie M. "Episodes at the End of Landscape: Hudson River School to American Modernism." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11535.
Full textHistory of Art and Architecture
Eklund, Chica. "The Art Subject in Thailand : A study about the role of the art subject in some schools in Thailand." Thesis, Växjö University, School of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1463.
Full textHistorically the art subject has never had a main role in the school education.
The main subjects in Sweden have been mathematics, Swedish and English, even if the other
subjects also have been important. Unfortunately the subject of art has been considered less
important. For a long time the art subject has been a subject that only teaches the students how to
paint in different ways, but lately it has been noticed that the art subject has more qualities, for
example concerning personal expressions. Now we can confirm that the art subject does have an
important role in the school world, but how big a role?
With the help from interviews and literature studies, this essay wants to show if this ideology
and knowledge already has been used in other countries, in this case Thailand. Through my
interviews and examinations I could confirm that the responders consider the art subject important
for the students’ creative thoughts and personal development. The question is: is this only an
opinion or is it something that has already been used? My practise in the Thai schools has therefore
been useful for me in this essay, since I could closely study the art subject, and see everything with
my own eyes.
_____________
Miller, Shelby E. ""The Cult of Cézanne:" Marcel Duchamp, Clyfford Still, and Banksy." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149471175808765.
Full textCalhoun, Robert D. "Dynamism, Creativeness, and Evolutionary Progress in the work of Alexander Archipenko." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460755467.
Full textRowbottom, Andrea. "The fine art of advertising and education, how is a deaf secondary school student's interpretation and understanding of the works of the masters, in advertising a reflection of his/her art history experience?"." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ28157.pdf.
Full textGarner, Linda F. (Linda Faye). "The History of the Baylor University School of Nursing, 1909-1950." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330639/.
Full textGALVAO, MARIA CRISTINA DA SILVA. "WE ARE HISTORY S EDUCATION: INSTITUCIONAL IDENTITY AND SCHOOL EXCELLENCE IN COLÉGIO PEDRO II." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15118@1.
Full textPROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta pesquisa situa-se no centro das indagações sobre os objetivos da educação institucionalizada e sobre o cumprimento, por parte da escola, daquilo que oficialmente ela promete – a democratização do conhecimento escolar. Foram investigadas as condições de produção do ensino considerado de qualidade em nosso sistema escolar público, através do estudo de caso da Unidade Humaitá II, que integra a rede de 13 Unidades Escolares do Colégio Pedro II, instituição considerada um marco na educação brasileira porque sua história se origina na própria história social, política e cultural do país, sendo uma escola percebida como lócus de produção de elites escolares na perspectiva do imaginário social. Para investigar a identidade institucional dessa escola pública de prestígio, assumiu-se a hipótese de que o rendimento dos alunos é diretamente influenciado pelo clima do estabelecimento, recorrendo-se a aspectos atribuídos ao clima escolar e que foram destacados como fatores que outorgam diferenciação de qualidade às escolas. A noção de clima se mostra como um fator primordial para o estudo da identidade dos estabelecimentos de ensino. Concebidas como organizações sociais, as escolas distinguem-se entre si, com seus modos próprios de funcionamento e seus sistemas sociais de relações. O trabalho de campo foi realizado ao longo de 2007 e 2008 e os dados foram coletados através dos seguintes procedimentos: observação nos espaços coletivos, observação em salas de aula, entrevistas semi-estruturadas (formais e informais) com professores, alunos e funcionários e pesquisa em documentos. Para operacionalização do conceito de clima escolar e análise das investigações, foram tomados como referência teórico metodológica os autores Antonio Nóvoa, Leila Mafra, Luc Brunet, Olivier Cousin, Pascal Bressoux , Teixeira Lopes e Manuel Jacinto Sarmento. A partir da análise do material empírico foi possível identificar, no contexto institucional da escola investigada, a configuração singular do conjunto de características que constituem sua imagem de excelência. O sentimento de pertencimento e a identificação dos integrantes da escola com o universo identitário do Colégio Pedro II, a diversidade na origem social dos estudantes, bem como a formação e o comprometimento dos docentes são as singularidades institucionais que distinguem a Unidade Escolar Humaitá II, possibilitando à maior escola pública brasileira fornecer um bom atendimento de Ensinos Fundamental e Médio e ser detentora de desfechos escolares socialmente valorizados.
This study is inserted in current investigations about the goals of formal education and about the fulfillment of the promise schools make: social rise to all students. Focusing on our public school system, we investigated the conditions under which quality teaching is produced. This investigation consisted of a case study referring to Humaitá II, one of the thirteen branches of Colégio Pedro II, a teaching institution which is considered a landmark in Brazilian education, as the history of this school is closely related to the very history of the country, in social, political and cultural terms. Also, this school is seen by Brazilian population as a producer of social elites. We started with the hypothesis that students` proficiency is directly influenced by the atmosphere surrounding the school they attend. We focused on some of the aspects related to this atmosphere – the ones that were highlighted as capable of making a difference in terms of quality teaching. The notion of school atmosphere appears as a crucial factor to the study of school identity. As a social organization, each school has its own way of operating and its own social relation system. The field work was conducted in the years of 2007 and 2008 and data was collected in the following ways: observation of classrooms and other collective spaces, documental research and semi-structured interviews, both formal and informal, with teachers, students and other school workers. In order to use the concept of school atmosphere properly and analyze the data, we took the works of Antonio Nóvoa, Leila Mafra, Luc Brunet, Olivier Cousin, Pascal Bressoux, Teixeira Lopes and Manuel Jacinto Sarmento our theoretical and methodological reference. Through the analysis of the empirical data it was possible to identify the singular configuration that the Humaitá branch has, that is, the set of characteristics that account for its public image of excellence. These characteristics are: the identification of the members of the school with the identitary universe of Colégio Pedro II, the feeling of belonging to this universe, the variety of social origins of its students and the qualification and commitment of its teachers. All of these constitute the institutional singularity of the Humaitá branch and make it possible for Colégio Pedro II, the biggest Brazilian public school of elementary and secondary levels, to provide quality teaching and socially valued school results.
Panbehchi, Michael J. "The Triumphs of Alexander Farnese: A Contextual Analysis of the Series of Paintings in Santiago, Chile." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3628.
Full textHarmon, Larry G. "The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5273/.
Full textParker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Full textFigueiredo, da Silva Melo Jose Manuel. "An historical study of the impact of political power and ideology on art education in Portuguese elementary and secondary schools from 1761 to 1974." Thesis, University of the West of England, Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244292.
Full textHaigh, Colleen, and n/a. "A history of the School Library Association in Canberra and District : the first decade 1971-1981." University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.
Full textAiley, Gabriele Elisabeth. "Understanding images : a study of the use of materials designed to include the teaching of art history and art criticism together with related studio exploration in B.C. secondary schools." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28570.
Full textEducation, Faculty of
Graduate
Kim, Sangah. "Western-style Painting in Pan-Asian Context: The Art and Historical Legacies of Kuroda Seiki, Li Shutong, and Go Hui-dong, 1889-1916." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20672.
Full textBanacki, Amanda C. "Spiritual seascapes : finding God in the waters of John Frederick Kensett." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1237.
Full textBachelors
Arts and Humanities
Art History
McTurner, Bobbie. "An Analysis of Hani Motoko’s Hall for Tomorrow (1921): A Frank Lloyd Wright Design." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148152737.
Full textMorais, Fabíola Arantes de. "Lugares do desenho na história sintomal da Escola de Artes e Arquitetura (UCG), transformações disciplinares e institucionais e a arte como recalque." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/8308.
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The thesis presented here defends the existence of a Visual Art course in the subsoil of the School of Arts and Architecture and explores the idea of a repression of this content, which returns to the surface in the form of symptoms. The structure in notebooks seeks to solve the singularities of from each approach of this phenomenon. This research stitches memories that oat within a the School of Art and Architecture of Pontifícia Universidade Católica de Goiás. It gives special attention to the fragments relative to the practice of drawing in itself and the factors that surround it. Freud, Rüssen, Didi Huberman and Ricouer bless and get along in these chapters that describe the Arts and Architecture School of UCG (Escola de Artes e Arquitetura da UCG): Freud, opening the rst notebook, inspires every remark in the text that show how psique, inevitable path to the historic content, changes it. Lacan grounds the drawing of a map named the Interpretation of the Freudian psychic system, while Rüssen orients the conceptualization of the sources. In the second notebook, Didi Huberman brings to the text the idea of collage as an instrument of an assembly that carries meaning within itself. This concept was used both to organize the complexity that lies around the beings drawing, architecture, teaching methodology, arts and artists, and also strongly inspired the assembly of this very thesis, organized in notebooks, built by blocks of text that keep between them the gaps of collage. Still on notebook 2, the text makes an exercise with Paul Ricoeur, countering the relativization of any past with the statement that it only exists through the mediation of the present, with a positivist stream of historiographical praxis, both in classes previous to graduation, as in graduation courses, such as Architecture and Urbanism. In the third notebook, this problematization, applied to the very school’s contingencies, is better felt, through the exposing of documents: images with syllabi, programs, drawings and illustrations. In notebook IV, the bid is of a discourse in images, which not only illustrate the propositions in other notebooks, but also propose a visual narrative of free collage. To achieve this e ect we made two versions, one online and one printed. In the rst, the diagramming takes care that the images and phrases have white space of reverberation around each other. In the printed version, we use detached blades so that the reader can examine them separately. Furthermore, the images speak for itself. Literally.
A tese aqui apresentada, defende a existência de um curso de Artes Visuais no subsolo da Escola de Artes e Arquitetura, e explora a ideia de ter havido uma operação de recalque desse conteúdo, que retorna `a superfície em forma de sintomas. A estruturação em cadernos busca solucionar a singularidades de cada aproximação desse fenômeno. Essa pesquisa costura retalhos das memórias que utuam dentro da Escola de Artes e Arquitetura da PUC Goiás. Dá atenção especial aos fragmentos relacionados `a prática de desenho em si e os fatores que a envolvem. Apoia-se numa constelação de autores para construir um pensamento teórico em forma de cadernos que aponta para a historiogra a como o corte possível dado sobre o que de fato é a vida, um uxo de impermanências. Freud, Rüssen, Didi Huberman e Ricouer apadrinham e convivem em capítulos que apresentam a Escola de Artes e Arquitetura da UCG: Freud abrindo o primeiro caderno, inspira todas as pontuações do texto que mostram como a psiquê, caminho inevitável do conteúdo histórico, o altera. Lacan fundamenta o desenho de um mapa denominado a Interpretação do Sistema Psíquico Freudiano enquanto Rüssen orienta na conceituação das fontes. No segundo caderno, Didi Huberman leva ao texto a ideia de colagem como instrumento de uma montagem que porta signi cado em si. Esse conceito foi usado tanto para organizar a complexidade que há em torno dos entes desenho, escola, arquitetura, metodologias de ensino, arte e artistas, quanto inspirou fortemente a montagem da própria tese, organizada em cadernos, compostos de blocos de texto que mantém entre si as lacunas típicas da collage. Ainda no caderno 2, o texto faz um exercício com Paul Ricoeur contrapondo a relativização de qualquer passado pela a rmação de que esse só existe através da mediação do presente, com uma prática historiográ ca positivadora corrente, tanto nas aulas anteriores a uma graduação, quanto dentro dos cursos de graduação como arquitetura e urbanismo. No terceiro caderno sentimos melhor essa problematização aplicada `as próprias contingências da Escola através da exposição dos documentos: imagens com ementas, programas, desenhos e ilustrações. No caderno IV, a proposta é de um discurso em imagens, que não só ilustram as proposições presentes nos outros cadernos quanto também propõem uma narrativa visual de montagem aberta. Para alcançar esse efeito zemos duas versões, uma on line e outra impressa. Na primeira, a diagramação cuida para que as imagens e frases tenham espaço branco de reverberação em torno de si. Na versão impressa, utilizamos lâminas desprendidas para que o leitor possa examiná-las separadamente. Ademais, as imagens falam por si. Literalmente.
Abbe, Gabrielle. "Le Service des arts cambodgiens mis en place par George Groslier : genèse, histoire et postérité (1917-1945)." Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H002.
Full textWhen in 1917 the painter George Groslier (1887-1945) responds to the wish of the colonial authorities to create a school of art in Phnom Penh, he proposes a vast program of ''restoration of the Cambodian arts". If he defines those as “universal”, being practised by all, from the peasant to the artist of the Palace, the arts he intends to "renovate" are however those that have always been the prerogative of the Palace. The "Service des arts cambodgiens" that he directs by 1919 preserves, reformulates and exalts an art of palatial origin that no ideological provision intended him to promote. This study attempts to understand the terms of the resumption of a royal prerogative to the benefit of the French colonial initiative and intends to demonstrate that if Groslier's action seems marked with the imprint of his “doctrine”, it is part of a set of initiatives both French and Cambodian that invite us to relativize its singularity. The study of the history of the Service des arts, observatory of the colonial action of France in Cambodia, reveals the central place of the Khmer heritage in the relations between the colonial administration and the Cambodian elites, before as well as after independence. In Groslier’s definition, the system of legitimation of the aristocracy based on the return of the Angkorian golden age converges with the French civilizing mission, which lives as a protector of Khmer people, fading away since the fall of Angkor. This convergence, empirically seized by the first colonial administrator born in Cambodia mainly clarifies the scope of its cultural action and its posterity
Gurrola, Moisés A. "Creating Community in Isolation: the History of Corpus Christi’s Molina Addition, 1954-1970." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822818/.
Full textLumetta, Stefania Carola. "L’art de Giulio Benso : figure génoise entre maniérisme et baroque." Thesis, Université Paris sciences et lettres, 2020. https://tel.archives-ouvertes.fr/tel-02929317.
Full textThe research project we are presenting focuses on the study and the reconstruction of the personality and artworks of Giulio Benso, a Genoese painter, draftsman and architect between Mannerism and Baroque, a specialist in illusionist decoration. The dispersion of a third of his works, in particular altar paintings and some fresco decorations, combined with the large number of graphic projects of different quality which have been attributed to him in recent decades have generated a bad reputation for his work, too often considered as a second-rate one compared to his contemporaries. In this study, his artistic activity will therefore be analyzed and contextualized using archival documents and ancient sources, from his training at the Academy of Giovanni Battista Paggi, a Genoese cultural environment, to the numerous Ligurian and foreign orders - German and French - assigned to him during his life, in order to highlight the contacts, the relationships with certain artists such as Giovanni Andrea Ansaldo and Giovanni Battista Carlone, the inspirations according to the Lombard, Venetian, Bolognese and Roman schools. The experiences he had and that allowed him to evolve in his work and to communicate his style to the successive generations of painters will also be taken into account. This analysis has been conducted in a precise and rigorous manner, by highlighting the existing documents on the artist, on his life and his works. The in-depth study of all the modern contributions published so far on him, on Genoa and on the Genoese school of the 16th and 17th centuries, has been enriched by documentary research in the various archives establishments of the Liguria region and by the examination of ancient sources, such as guides and manuscripts on the artistic production of the territory, with the aim of establishing the complete artistic activity of the painter, including destroyed paintings and frescoes, in order to highlight its evolution and the relationships with its contemporaries. This work thus presents an introductory part concerning the critical fortune lived by the painter during his life and after his death. This is followed by the second, which is focused on the study of his training at the Paggi Academy and on commissions for paintings and trompe l'oeil decorations received in Liguria. Then, a third chapter is devoted to missions abroad: in Germany, in Weingarten, described through the epistolary relationship between the artist and the sponsor Gabriele Bucellino, thanks to the old documents that were found and the letters transcribed by the heir of Benso, father Lorenzo Sertorio, and in France, in Cagnes-sur-Mer, in Provence, for which the vast iconographic and iconological program of the decor, chosen by the family, with a strong political reference has been studied. This study then presents two catalogs. One devoted to painting and the other to graphic production. The first follows a chronological order by mission, including lost or destroyed orders, thereby seeking to offer a reading of the painter’s artistic investment in the social and cultural framework of Liguria, Germany and France. Long-term orders such as those from the Annunziata del Guastato in Genoa from 1638 to 1647 or those for Weingarten from 1627 to 1667 are processed in their unit to facilitate the analysis of their development. This is followed by the catalog of drawings presented chronologically. The study of Giulio Benso's graphic production requires a rigorous and scientific analysis based on stylistic as well as technical and documentary checks. Studies conducted in the past on the artist's drawings have revealed many attribution problems, which involve reordering. It is therefore proposed to try to establish the complete corpus of his graphic work by re-examining all the sheets attributed to him and those of the Genoese school kept in public and private collections
Jolivet, Anna. "Représentations de l'école vénitienne en France au XIXe siècle : une écriture de l'histoire de l'art entre enjeux artistiques, scientifiques et idéologiques." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2012. http://tel.archives-ouvertes.fr/tel-00779462.
Full textLai, David Andrew. "UP IN THE BALCONY: WHITE RELIGIOUS LEADERS AND SCHOOL DESEGREGATION IN ARKANSAS, 1954-1960." UKnowledge, 2012. http://uknowledge.uky.edu/history_etds/5.
Full textTurner, Krystle Vivienne. "The augmented rural reality: How rural high school students' decisions to pursue university study in digital media are 'augmented' by the role of life history and cultural capital." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/123240/2/Krystle%20Turner%20Thesis.pdf.
Full textSantos, Carla Maria de Albuquerque. "Estudando raça nos anos iniciais do Ensino Fundamental I: contribuições de obras do pintor Candido Portinari." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2050.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research is characterized by being a descriptive-analytical study of qualitative nature. It is, more specifically, a research intervention through which we analyze contributions of works by painter Candido Portinari to discuss the theme "black" with students of the 2nd. Series B, the elementary school I of a municipal school in São Paulo. The intervention was performed by an interdisciplinary project which, from some works of art of the painter Candido Portinari, allowed to treat the issue of "black", admiring the Law No. 10639/2003, which seeks to include in the official curriculum of compulsory teaching of the theme "History and Afro-Brazilian Culture." According to the law, 10,639 of 09 January 2003, the president of the republic Luiz Inacio Lula da Silva, 9394 changed the law of 20 December 1996 laying down the guidelines and bases for national education, to include in the official curriculum Network of education the compulsory subject "History and Afro-Brazilian Culture." It is based on theoretically works by painter Candido Portinari. The data sources were searched on the site www.portinari.org.br/crucible/abertura.htm. Whereas citizenship as axis, seeking knowledge through activities that make sense for students was chosen as the site of Candinho Travel the World "that gave support for the intervention of this research project. The results show high student involvement with the works and the theme. There are indications that there was recovery of the black race and interest in knowing the African culture, after the black race feel valued and depicted in works by Candido Portinari.
Esta pesquisa caracteriza-se por ser um estudo analítico-descritivo de natureza qualitativa. Trata-se, mais especificamente, de uma pesquisa intervenção por meio da qual se analisa contribuições de obras do pintor Candido Portinari para a discussão do tema raça negra com alunos da 2ª.série B, do ensino fundamental I de uma Escola Municipal em São Paulo. A intervenção foi realizada por meio de um projeto interdisciplinar o qual, a partir de algumas obras de arte do pintor Candido Portinari, possibilitou tratar do tema raça negra , contemplando assim a Lei n 10639/2003, que visa incluir no currículo oficial de ensino a obrigatoriedade da temática História e Cultura Afro-Brasileira . De acordo com a lei, 10.639 de 9 de janeiro de 2003, o presidente da república Luiz Inácio lula da Silva, alterou a lei 9394 de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, para incluir no currículo oficial da Rede de ensino a obrigatoriedade da temática História e Cultura Afro-Brasileira . Apóia-se teoricamente em obras do pintor Candido Portinari. As fontes de dados foram pesquisadas no site www.portinari.org.br/candinho/abertura.htm. Considerando a cidadania como eixo, buscando o conhecimento através de atividades que fizessem sentido para os alunos foi escolhido o site Viagem ao Mundo de Candinho que serviu de suporte para a intervenção deste projeto de pesquisa. Os resultados evidenciam alto envolvimento dos alunos com as obras e com a temática. Há indicadores de que houve valorização da raça negra e interesse por conhecer a Cultura Africana, após sentirem a raça negra valorizada e retratada nas obras de Candido Portinari.
Macelloni, Alfredo Henrique. "Arte/Educação na aula de História: um espaço na construção da consciência ambiental." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2047.
Full textPromoting the sensitization and the construction of the environmental consciousness in the History classes was the goal of this study; it was trying to go deeper into the knowledge that already exists in the relations among History, Landscape, Landscape Painting and Environment. This paper approached the knowledge about environmental history [defended by Worster] to the historical scholar knowledge, with the intention of propitiating learning opportunities for a study inserted in the everyday coastal life. This approximation was done through artistic works from the historical, social, cultural and environmental point of view. It tried to verify the understanding about the environment coming from the students of the first year in high-school, with ages between 14 to 15 years old in the city of Bertioga-SP. Passing by a process of intervention in the History classes, where the researcher was also the teacher who is guided by the principles of the art / education proposed by Ana Mae Barbosa, some reproductions of paintings from the artist Benedito Calixto were used. What interested in Benedito Calixto‟s works was the thematic linked to the paintings of landscapes (natural and marine), in special the creations of the beginning of the twentieth century. After the intervention adjusted to the teaching of research-action expressed by Thiollent, the students dedicated themselves to the development of their artistic skills when they created visual poetic forms, based on photographs, for, this way, show in an artistic way the interaction between the man ant the environment. Some of these photographs served as a disclosure to the process of environmental degradation and the decrease in quality of life, other photographs were used as a way to value the natural beauty that are still preserved. With this, it was verified through questionnaires that appeared new comprehension in what was understood about the environment. For the analysis of the investigation in a qualitative order, the method Bardin was used, that, when classified categories using unities of register, it permitted a safer interpretation and made it easier the decisions during the intervention. This way, it was possible to find out that the experiences of art / education developed with the students made it possible the enrichment of the history classes and offered conditions that helped the construction of the environmental consciousness of the students involved.
Promover a sensibilização e a construção da consciência ambiental nas aulas de História foi a finalidade deste estudo, procurando aprofundar o conhecimento do que já existe nas relações entre História, Paisagem, Pintura de Paisagem e Meio Ambiente. Aproximou os conhecimentos da história ambiental [defendidos por Worster] ao saber histórico escolar, com a intenção de propiciar oportunidades de aprendizagem para um estudo inserido no cotidiano da vida litorânea. Essa aproximação se deu por meio de obras artísticas do ponto de vista histórico, social, cultural e ambiental. Procurou verificar o entendimento sobre meio ambiente por parte dos alunos do 1º ano do ensino médio, com idades entre 14 e 15 anos, de uma escola pública estadual da cidade de Bertioga-SP. Passando por um processo de intervenção nas aulas de História, onde o pesquisador é também o professor e norteado pelos princípios da arte/educação propostos por Ana Mae Barbosa, foram utilizadas algumas reproduções de pinturas do artista Benedito Calixto. O que interessou das suas obras foi as temáticas ligadas à pintura de paisagens (natural e marinhas), em especial as criações do começo do século XX. Depois da intervenção, ajustada aos ensinamentos da pesquisa-ação explicitados por Thiollent, os alunos se dedicaram ao desenvolvimento de suas habilidades artísticas ao criarem formas poéticas visuais, a partir de fotografias, para, então, revelar de forma artística as interações do homem com seu meio. Umas serviram como denúncia dos processos de degradação ambiental e diminuição da qualidade de vida, outras como formas de valorizar as belezas naturais que ainda estão conservadas. Com isso, verificou-se, através de questionários, que surgiram novas compreensões do que se entendia por meio ambiente. Para a análise das investigações, de ordem qualitativa, utilizou-se o método de Bardin, que, ao classificar categorias utilizando unidades de registro, permitiu uma interpretação mais segura e facilitou as decisões durante a intervenção. Desse modo, foi possível constatar que as experiências de arte/educação desenvolvidas com os alunos possibilitaram o enriquecimento das aulas de História e ofereceram condições que auxiliaram a construção da consciência ambiental dos educandos envolvidos.
Jucker, Jean-Luc. "Ambiguous artefacts : towards a cognitive anthropology of art." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:0c90f23e-7f20-45b7-b9fd-f66dbdfaa3ab.
Full textBower, Matthew S. "Catastrophe in Permanence: Benjamin's Natural History of Environmental Crisis." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984263/.
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