1. Final Project (need 5pages)For your Final Project, you wi
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1. Final Project (need 5pages) For your Final Project, you will apply your knowledge of Chinese art to fulfill the following Course Learning Outcomes: Identify and demonstrate an understanding of the technical procedures and creator’s role in art throughout the history of cultural production. Demonstrate and effectively communicate an understanding of the impact of religious, philosophical, and political beliefs on cultural production and communities. Interpret and apply their understanding of the use and meaning of symbols and iconography throughout history to current issues, culture or history. Compose written or visual material to effectively communicate knowledge and demonstrate comprehension of art historical periods, styles, terminology, iconography, theory and artworks. Choose THREE works of CHINESE art: ONE example of Chinese architecture (gardens will also be accepted) ONE example of three-dimensional art (i.e. ceramics, sculptures, statues, etc.) ONE example of two-dimensional art (i.e. painting, calligraphy, printmaking, etc.) Your works of art MUST be from THREE DIFFERENT HISTORICAL PERIODS/DYNASTIES : Yangshao culture (c. 5000-3000 BCE) Longshan culture (c. 3000-1900 BCE) Xia Dynasty (c. 2070-1600 BCE) [may be fictional] Shang Dynasty (c. 1600-1046 BCE) Zhou Dynasty (c. 1046-256 BCE) Qin Dynasty (221-206 BCE) Han Dynasty (206 BCE-220 CE) Period of Northern and Southern Dynasties (386-589 CE) Sui Dynasty (581-618 CE) Tang Dynasty (618-906 CE) Northern Song Dynasty (960-1127 CE) Southern Song Dynasty (1127-1279 CE) Yuan Dynasty (1271-1368 CE) Ming Dynasty (1368-1644 CE) Qing Dynasty (1644-1911 CE) Early Modern China (c. 1911-1977 CE) [years are flexible] Contemporary China (c. 1977-present CE) [years are flexible] Write a Case Study on EACH of the THREE works of art (three Case Studies total). Your THREE Case Studies MUST include: Complete artwork information (Artist. Title. Period/dynasty. Date/date range. Materials. Location/museum.) A Formal Analysis of EACH work of art (using the Elements of Art and Principles of Design) A Historical Analysis of the period in which EACH work of art was made A Contextual Analysis of EACH work of art within their respective periods ...
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![ONE
example of three-dimensional art (i.e. ceramics, sculptures,
statues, etc.)
ONE
example of two-dimensional art (i.e. painting, calligraphy,
printmaking, etc.)
Your works of art
MUST
be from
THREE DIFFERENT HISTORICAL PERIODS/DYNASTIES
:
Yangshao culture (c. 5000-3000 BCE)
Longshan culture (c. 3000-1900 BCE)
Xia Dynasty (c. 2070-1600 BCE) [may be fictional]
Shang Dynasty (c. 1600-1046 BCE)
Zhou Dynasty (c. 1046-256 BCE)
Qin Dynasty (221-206 BCE)
Han Dynasty (206 BCE-220 CE)
Period of Northern and Southern Dynasties (386-589 CE)
Sui Dynasty (581-618 CE)
Tang Dynasty (618-906 CE)](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
A Brief History of Chinese Painting 3.0
A brief history of chinese paintings - 中國美術史
Two approaches to painting arts.
The development of Chinese painting took a different path to that of the West. In this very brief on the Chinese painting, we can see how culture, politics and society had shaped its development. In the West, religion and commissioning system have played a very important part in the history of western painting. Buddhism and Daoism in Chinese had the same kind of influence on Chinese paintings as its Western counterpart. But instead the imperial court and the intelligentsia were more important to the development of Chinese painting.
The two approaches were played to two different audiences. In the West it mainly aimed to the public and hang on palaces. In China paintings were appreciated in private, by individual and more likely to be found in library or private studies.
17 Aug 2016.
Text and Image Assignment10 gradeClass Power Point Presen.docx
Text and Image Assignment
10% grade
Class Power Point Presentation:
Throughout the centuries, epic stories, themes, and persons were portrayed in visual and material forms across India and Southeast Asia. Such visual forms included paintings on paper and on stone-walls, sculpture on temple walls and palaces, and finally statues of different styles prominently placed in secular and sacred spaces. Into the modern period, such visual forms have been preserved in temples, museums, palaces, archives, museums, and private collections in India and the world. The finest of such visual forms are now available to view on the worldwide web.
Please identify images of visual and material representations of classical epic narratives and create a power point presentation. Search the internet for high quality images of stories, persons, characters, events, and themes drawn from the classical texts you read this semester. Our texts include Mahabharata, Ramayana, Sakuntala and the Buddhist and Hindu stories.
Here are some guidelines to follow:
1. Your images must be from before 1850 A. D.
2. Your images should belong to the same art form (manuscript illustration, sculpture, wall painting, temple statues etc)
3. Your images should be accompanied by approximate place and date of production.
4. Please describe the genre (painting, sculpture, statuary, etc) and style of the visual form. A genre can also be of a place or period.
5. Include a minimum of 5 images and no more than 10 images in your presentation.
6. Each slide may include two images at most.
7. Each power point slide must contain a title and descriptive information (name, theme, place, date, genre etc.)
8. Images chosen must be of a high quality (poor quality images do not project well). Museums have high quality images as to libraries.
9. If possible, provide information on where the visual form is being held or displayed.
10. Do not mix images, places, periods, genres in your presentation. To the extent possible, draw all of your images from a single source (place, period, style, genre, temple, etc) from the past. A given museum might have images from many different places and periods; therefore, be extra careful not to include images from disparate locations, periods, and genres.
.
Recommended
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A brief history of chinese paintings - 中國美術史
Two approaches to painting arts.
The development of Chinese painting took a different path to that of the West. In this very brief on the Chinese painting, we can see how culture, politics and society had shaped its development. In the West, religion and commissioning system have played a very important part in the history of western painting. Buddhism and Daoism in Chinese had the same kind of influence on Chinese paintings as its Western counterpart. But instead the imperial court and the intelligentsia were more important to the development of Chinese painting.
The two approaches were played to two different audiences. In the West it mainly aimed to the public and hang on palaces. In China paintings were appreciated in private, by individual and more likely to be found in library or private studies.
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Text and Image Assignment10 gradeClass Power Point Presen.docx
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10% grade
Class Power Point Presentation:
Throughout the centuries, epic stories, themes, and persons were portrayed in visual and material forms across India and Southeast Asia. Such visual forms included paintings on paper and on stone-walls, sculpture on temple walls and palaces, and finally statues of different styles prominently placed in secular and sacred spaces. Into the modern period, such visual forms have been preserved in temples, museums, palaces, archives, museums, and private collections in India and the world. The finest of such visual forms are now available to view on the worldwide web.
Please identify images of visual and material representations of classical epic narratives and create a power point presentation. Search the internet for high quality images of stories, persons, characters, events, and themes drawn from the classical texts you read this semester. Our texts include Mahabharata, Ramayana, Sakuntala and the Buddhist and Hindu stories.
Here are some guidelines to follow:
1. Your images must be from before 1850 A. D.
2. Your images should belong to the same art form (manuscript illustration, sculpture, wall painting, temple statues etc)
3. Your images should be accompanied by approximate place and date of production.
4. Please describe the genre (painting, sculpture, statuary, etc) and style of the visual form. A genre can also be of a place or period.
5. Include a minimum of 5 images and no more than 10 images in your presentation.
6. Each slide may include two images at most.
7. Each power point slide must contain a title and descriptive information (name, theme, place, date, genre etc.)
8. Images chosen must be of a high quality (poor quality images do not project well). Museums have high quality images as to libraries.
9. If possible, provide information on where the visual form is being held or displayed.
10. Do not mix images, places, periods, genres in your presentation. To the extent possible, draw all of your images from a single source (place, period, style, genre, temple, etc) from the past. A given museum might have images from many different places and periods; therefore, be extra careful not to include images from disparate locations, periods, and genres.
.
Compilation of Learning Modules in Grade 9 (K to 12 Education System of the P...
This is a Compilation of Learning Modules in Grade 9 (K to 12 Education System of the Philippines).
Content from DepEd. Compiled by me for easier reference and download.
This is free!
Enjoy!
For this assignment you are going to look at the art and architectur.docx
For this assignment you are going to look at the art and architecture created by the people we are studying this semester. Art is not just fun to look at, it tells us something significant about the people that created it. This is a chance for you to look at the objects people created in the past and to use those objects to discover more about history.
Assignment Instructions:
This assignment will require you to use your knowledge of the different civilizations we have discussed and apply them to understanding the art created in the places and times covered by this class. Choose one of the following pieces of art or architecture:
The Cave Paintings at Lascoux
,
KV62, the Tomb of King Tutankamun
,
Doryphorus
,
Emperor Qin's Terracotta Army
Sutton Hoo Burial Site
Augustus of Prima Porta
Temple Statuary from Mesopotamia,
The Book of Kells
The Blue Mosque
The Virgin of the Rocks
T
okugawa Popular Art
Aztec Stone Sculpture
Artifacts from the Mississippian Mound culture
Rock Hewn Churches of Lalibela
You will write a two to three page paper on the art or architecture you chose. Your paper should answer the following:
-What civilization does this art represent?
-What is the title of the piece?
-Who is the artist (if possible)?
-Why did you choose this piece?
-How was the piece created? What is the medium?
-Why was the piece created?
-What does this work tell you about the civilization that created it?
Purpose of the Assignment:
This assignment is designed to give you an interdisciplinary approach to understanding history. People produced much more than written documents throughout history. Humans have long created art, even before they developed into civilizations. Artistic representations reflect the beliefs, customs, norms, mores, and social structures of people, though sometimes it takes time to understand what is being conveyed by a piece of art. By looking closely, we get a visual representation of the people and societies that existed in the past. By studying the visual remnants of the past, it also gives students the opportunity to tap into different learning styles and concepts.
What to Include in Your Submission
Coversheet and bibliography.
Three academic sources not including the textbook and provided website.
Citations for all facts and information from your research, not just the direct quotes.
File name saved as LastNameFirstNameClassNumberAssignmentName.
.
Basic design & visual arts (Elements of design)
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look at some of the issues and debates that make up the disciple of Art History
offer some reconsiderations of art history
consider the importance of the gallery and museum
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The Front Cover Show a Thousand year old drawing of a Money Growing Tree .
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Chapter 4 Describing ArtFormal Analysis, Types, and Styles of
Chapter 4: Describing Art
Formal Analysis, Types, and Styles of Art
LEARNING OUTCOMES
• Employ a vocabulary of art specific terms and critical approaches to conduct a formal analysis of works of art.
• Identify different types of art based on the degree of representation or nonrepresentation a work displays.
• Distinguish between variations of representational qualities within a work of art.
• Identify characteristics that relate an individual or group of works to a cultural style, stylistic movement or period, or an individual artist’s style.
Elements and Principles of Design
Line – expressive, implied
Shape – organic, geometric, hard- or soft-edged
Volume has three dimensions: length, width, and height
Mass is the quantity of matter, often meaning its weight
Texture – actual or implied
Color – saturation, brightness, primary, secondary, scheme
(complementary, analogous, monochromatic)
Perspective – linear, atmospheric
Unity/Variety
Balance – symmetrical, asymmetrical
Emphasis/movement
Rhythm/repetition
Formal or critical analysis
A formal of critical analysis an examination of …
the elements and principles of design
present in an artwork and
the process of deriving meaning from
how those elements and principles are used
the ways the visual artist attempts to communicate a
concept,
idea, or
emotion
Representational or Non-representational
Representational art is a visual reference to the experiential world. The range of representational art is labeled as
naturalistic,
idealized, or
abstract
Non-representational or Non-objective is art that does not attempt to present an aspect of the recognizable world. Instead of suggesting a narrative by depicting objects meaning in non-objective art is communicated through shapes, colors, textures, and other elements and principles of design.
Style
can refer to the general appearance of a work or a group of works that were created in accordance with a specific set of principles about form or appearance.
can refer to the art as a whole that was made during a particular era and within a certain culture.
does the artwork belong to a more specific stylistic movement? Italian Renaissance? Realism? Abstract Expressionism?
can also refer to how elements and principles of design are employed by an individual artist: the visual features of that artist’s work and their characteristics when using a given medium.
Four Aspects of a Formal Analysis
Description – describe the use of visual elements.
Analysis – how are the elements arranged, describe the artist’s use of the principles of design.
Interpretation – the combination of what an object symbolizes to the artist and what it means to the viewer.
Evaluation – judging whether a work of art is successful given what you have understood from your description, analysis, and interpretation. Using steps 1-3 above can you justify your emotionally response (joyful, disturbing, calm, energeti ...
Due by 9 pm today!Assignment 3 Changes in the Human Figure in A.docx
Due by 9 pm today!
Assignment 3: Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences), describe how the artist had depicted the human figure, supporting your observation using vocabulary from this week's reading.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
Submit your effort by
Tuesday, April 4, 2017
, to the
W1: Assignment 3 Dropbox
. Name your document as follows: LastnameFirstInitial_W1_A3.doc
Assignment 3 Grading Criteria
Maximum Points
Chose one Early Renaissance, one Northern European Renaissance, and one Italian Renaissance image (painting or sculpture) and supplied the images’ artists, titles, dates, media, and current locations. (3 images x 6 points)
18
Identified one or two important historical facts about each piece that makes each piece important to the history of art. (3 images x 6 points)
18
Described and analyzed how the artist of each piece depicted the human figure, supporting your observation using vocabulary from this week's reading. (3 images x 9 points)
27
Compared and contrasted how the depiction of the human figure has changed, noting such things as general appearance of the figures, their body types, have the figures been stylize.
Kazaam Company, a merchandiser, recently completed its calendar-year.docx
Kazaam Company, a merchandiser, recently completed its calendar-year 2011 operations. For the year, (1) all sales are credit sales, (2) all credits to Accounts Receivable reflect cash receipts from customers, (3) all purchases of inventory are on credit, (4) all debits to Accounts Payable reflect cash payments for inventory, and (5) Other Expenses are paid in advance and are initially debited to Prepaid Expenses. The company’s balance sheets and income statement follow.
KAZAAM COMPANY
Comparative Balance Sheets
December 31, 2011 and 2010
2011
2010
Assets
Cash
$
49,800
$
74,000
Accounts receivable
65,810
51,000
Merchandise inventory
278,000
251,500
Prepaid expenses
1,000
1,900
Equipment
158,000
106,000
Accum. depreciation—Equipment
(41,750)
(52,000)
Total assets
$
510,860
$
432,400
Liabilities and Equity
Accounts payable
$
69,735
$
115,000
Short-term notes payable
12,000
7,000
Long-term notes payable
60,000
48,750
Common stock, $5 par value
162,000
150,250
Paid-in capital in excess of par, common stock
35,250
0
Retained earnings
171,875
111,400
Total liabilities and equity
$
510,860
$
432,400
KAZAAM COMPANY
Income Statement
For Year Ended December 31, 2011
Sales
$
583,500
Cost of goods sold
286,000
Gross profit
297,500
Operating expenses
Depreciation expense
$
20,000
Other expenses
132,400
152,400
Other gains (losses)
Loss on sale of equipment
5,125
Income before taxes
139,975
Income taxes expense
23,000
Net income
$
116,975
Additional Information on Year 2011 Transactions
a.
The loss on the cash sale of equipment was $5,125 (details in
b
).
b.
Sold equipment costing $46,875, with accumulated depreciation of $30,250, for $11,500 cash.
c.
Purchased equipment costing $98,875 by paying $25,000 cash and signing a long-term note payable for the balance.
d.
Borrowed $5,000 cash by signing a short-term note payable.
e.
Paid $62,625 cash to reduce the long-term notes payable.
f.
Issued 2,350 shares of common stock for $20 cash per share.
g.
Declared and paid cash dividends of $56,500.
Required:
Prepare a complete statement of cash flows using a spreadsheet report its operating activities using the indirect method.
(Leave no cells blank - be certain to enter "0" wherever required. Omit the "$" sign in your response.)
a.
Net income was $116,975.
b.
Accounts receivable increased.
c.
Merchandise inventory increased.
d.
Prepaid expenses decreased.
e.
Accounts payable decreased.
f.
Depreciation expense was $20,000.
g.
Sold equipment costing $46,875, with accumulated depreciation of $30,250, for $11,500 cash. This yielded a loss of $5,125.
h.
Purchased equipment costing $98,875 by paying $25,000 cash and
(i.)
by signing a long-term note payable for the balance.
j..
Katharine Hepburn, Harvey Milk, and Fred Karomatsu all contrib.docx
Katharine Hepburn, Harvey Milk,
and
Fred Karomatsu
all contributed to social change in America in the areas of gender or “race”.
Explain who each person was, what issues they were dealing with, and what method or methods they used to try to create social change. Be clear on what role the media of the times played (or did not play) in their actions. Was there a method (or methods) that you feel were more effective than others? Why?
Essays should be about two to three pages double-spaced, about 600-800 words.
.
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Compilation of Learning Modules in Grade 9 (K to 12 Education System of the P...
This is a Compilation of Learning Modules in Grade 9 (K to 12 Education System of the Philippines).
Content from DepEd. Compiled by me for easier reference and download.
This is free!
Enjoy!
For this assignment you are going to look at the art and architectur.docx
For this assignment you are going to look at the art and architecture created by the people we are studying this semester. Art is not just fun to look at, it tells us something significant about the people that created it. This is a chance for you to look at the objects people created in the past and to use those objects to discover more about history.
Assignment Instructions:
This assignment will require you to use your knowledge of the different civilizations we have discussed and apply them to understanding the art created in the places and times covered by this class. Choose one of the following pieces of art or architecture:
The Cave Paintings at Lascoux
,
KV62, the Tomb of King Tutankamun
,
Doryphorus
,
Emperor Qin's Terracotta Army
Sutton Hoo Burial Site
Augustus of Prima Porta
Temple Statuary from Mesopotamia,
The Book of Kells
The Blue Mosque
The Virgin of the Rocks
T
okugawa Popular Art
Aztec Stone Sculpture
Artifacts from the Mississippian Mound culture
Rock Hewn Churches of Lalibela
You will write a two to three page paper on the art or architecture you chose. Your paper should answer the following:
-What civilization does this art represent?
-What is the title of the piece?
-Who is the artist (if possible)?
-Why did you choose this piece?
-How was the piece created? What is the medium?
-Why was the piece created?
-What does this work tell you about the civilization that created it?
Purpose of the Assignment:
This assignment is designed to give you an interdisciplinary approach to understanding history. People produced much more than written documents throughout history. Humans have long created art, even before they developed into civilizations. Artistic representations reflect the beliefs, customs, norms, mores, and social structures of people, though sometimes it takes time to understand what is being conveyed by a piece of art. By looking closely, we get a visual representation of the people and societies that existed in the past. By studying the visual remnants of the past, it also gives students the opportunity to tap into different learning styles and concepts.
What to Include in Your Submission
Coversheet and bibliography.
Three academic sources not including the textbook and provided website.
Citations for all facts and information from your research, not just the direct quotes.
File name saved as LastNameFirstNameClassNumberAssignmentName.
.
Basic design & visual arts (Elements of design)
Lecture and presentation on Elements of Design for students of architecture, fine art and photography. semester - I (2015), Sri Sri University, Odisha. 7+1 Elements of design explained (Point, Line, Shapes, Space, Form, Texture, Value, Colour) in details with examples for better understanding. Content compiled from books and internet.
Chinese ceramics 1
FA 210 Art of the World
So many technological and stylistic innovations in ceramics were made by the Chinese - a short history.
How Art Works: Week 1 The ‘unruly discipline’
This lecture will:
introduce ways to think about art and its history and help you to understand how art historians go about their practice
look at some of the issues and debates that make up the disciple of Art History
offer some reconsiderations of art history
consider the importance of the gallery and museum
Amblem of Wealth Generating Wealth Abundance
The Front Cover Show a Thousand year old drawing of a Money Growing Tree .
The Symbolize Good Wealth Growth towards the Coming Chinese NEW Year 2015
Odyssey of China's Imperial Art Treasures
Concerning a civilization, five thousand years of continuous existence speak for themselves. “Splendors of ImperialChina,” and the catalogue volumes issued to commemorate it, should generate a true sense of admiration and respect for a culture and civilization little known in the West, but from which there is a great deal to be learned. China is becoming the World First Economy in very near future...
https://www.facebook.com/pages/Ancient-China-Mystic-Symbol-Wealth-Luck/274742932699052
Chapter 4 Describing ArtFormal Analysis, Types, and Styles of
Chapter 4: Describing Art
Formal Analysis, Types, and Styles of Art
LEARNING OUTCOMES
• Employ a vocabulary of art specific terms and critical approaches to conduct a formal analysis of works of art.
• Identify different types of art based on the degree of representation or nonrepresentation a work displays.
• Distinguish between variations of representational qualities within a work of art.
• Identify characteristics that relate an individual or group of works to a cultural style, stylistic movement or period, or an individual artist’s style.
Elements and Principles of Design
Line – expressive, implied
Shape – organic, geometric, hard- or soft-edged
Volume has three dimensions: length, width, and height
Mass is the quantity of matter, often meaning its weight
Texture – actual or implied
Color – saturation, brightness, primary, secondary, scheme
(complementary, analogous, monochromatic)
Perspective – linear, atmospheric
Unity/Variety
Balance – symmetrical, asymmetrical
Emphasis/movement
Rhythm/repetition
Formal or critical analysis
A formal of critical analysis an examination of …
the elements and principles of design
present in an artwork and
the process of deriving meaning from
how those elements and principles are used
the ways the visual artist attempts to communicate a
concept,
idea, or
emotion
Representational or Non-representational
Representational art is a visual reference to the experiential world. The range of representational art is labeled as
naturalistic,
idealized, or
abstract
Non-representational or Non-objective is art that does not attempt to present an aspect of the recognizable world. Instead of suggesting a narrative by depicting objects meaning in non-objective art is communicated through shapes, colors, textures, and other elements and principles of design.
Style
can refer to the general appearance of a work or a group of works that were created in accordance with a specific set of principles about form or appearance.
can refer to the art as a whole that was made during a particular era and within a certain culture.
does the artwork belong to a more specific stylistic movement? Italian Renaissance? Realism? Abstract Expressionism?
can also refer to how elements and principles of design are employed by an individual artist: the visual features of that artist’s work and their characteristics when using a given medium.
Four Aspects of a Formal Analysis
Description – describe the use of visual elements.
Analysis – how are the elements arranged, describe the artist’s use of the principles of design.
Interpretation – the combination of what an object symbolizes to the artist and what it means to the viewer.
Evaluation – judging whether a work of art is successful given what you have understood from your description, analysis, and interpretation. Using steps 1-3 above can you justify your emotionally response (joyful, disturbing, calm, energeti ...
Due by 9 pm today!Assignment 3 Changes in the Human Figure in A.docx
Due by 9 pm today!
Assignment 3: Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences), describe how the artist had depicted the human figure, supporting your observation using vocabulary from this week's reading.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
Submit your effort by
Tuesday, April 4, 2017
, to the
W1: Assignment 3 Dropbox
. Name your document as follows: LastnameFirstInitial_W1_A3.doc
Assignment 3 Grading Criteria
Maximum Points
Chose one Early Renaissance, one Northern European Renaissance, and one Italian Renaissance image (painting or sculpture) and supplied the images’ artists, titles, dates, media, and current locations. (3 images x 6 points)
18
Identified one or two important historical facts about each piece that makes each piece important to the history of art. (3 images x 6 points)
18
Described and analyzed how the artist of each piece depicted the human figure, supporting your observation using vocabulary from this week's reading. (3 images x 9 points)
27
Compared and contrasted how the depiction of the human figure has changed, noting such things as general appearance of the figures, their body types, have the figures been stylize.
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Compilation of Learning Modules in Grade 9 (K to 12 Education System of the P...
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For this assignment you are going to look at the art and architectur.docx
For this assignment you are going to look at the art and architectur.docx
Chinese And Korean Art After 1279 Emily Andrew Sam
Chinese And Korean Art After 1279 Emily Andrew Sam
Chapter 4 Describing ArtFormal Analysis, Types, and Styles of
Chapter 4 Describing ArtFormal Analysis, Types, and Styles of
Due by 9 pm today!Assignment 3 Changes in the Human Figure in A.docx
Due by 9 pm today!Assignment 3 Changes in the Human Figure in A.docx
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Kazaam Company, a merchandiser, recently completed its calendar-year.docx
Kazaam Company, a merchandiser, recently completed its calendar-year 2011 operations. For the year, (1) all sales are credit sales, (2) all credits to Accounts Receivable reflect cash receipts from customers, (3) all purchases of inventory are on credit, (4) all debits to Accounts Payable reflect cash payments for inventory, and (5) Other Expenses are paid in advance and are initially debited to Prepaid Expenses. The company’s balance sheets and income statement follow.
KAZAAM COMPANY
Comparative Balance Sheets
December 31, 2011 and 2010
2011
2010
Assets
Cash
$
49,800
$
74,000
Accounts receivable
65,810
51,000
Merchandise inventory
278,000
251,500
Prepaid expenses
1,000
1,900
Equipment
158,000
106,000
Accum. depreciation—Equipment
(41,750)
(52,000)
Total assets
$
510,860
$
432,400
Liabilities and Equity
Accounts payable
$
69,735
$
115,000
Short-term notes payable
12,000
7,000
Long-term notes payable
60,000
48,750
Common stock, $5 par value
162,000
150,250
Paid-in capital in excess of par, common stock
35,250
0
Retained earnings
171,875
111,400
Total liabilities and equity
$
510,860
$
432,400
KAZAAM COMPANY
Income Statement
For Year Ended December 31, 2011
Sales
$
583,500
Cost of goods sold
286,000
Gross profit
297,500
Operating expenses
Depreciation expense
$
20,000
Other expenses
132,400
152,400
Other gains (losses)
Loss on sale of equipment
5,125
Income before taxes
139,975
Income taxes expense
23,000
Net income
$
116,975
Additional Information on Year 2011 Transactions
a.
The loss on the cash sale of equipment was $5,125 (details in
b
).
b.
Sold equipment costing $46,875, with accumulated depreciation of $30,250, for $11,500 cash.
c.
Purchased equipment costing $98,875 by paying $25,000 cash and signing a long-term note payable for the balance.
d.
Borrowed $5,000 cash by signing a short-term note payable.
e.
Paid $62,625 cash to reduce the long-term notes payable.
f.
Issued 2,350 shares of common stock for $20 cash per share.
g.
Declared and paid cash dividends of $56,500.
Required:
Prepare a complete statement of cash flows using a spreadsheet report its operating activities using the indirect method.
(Leave no cells blank - be certain to enter "0" wherever required. Omit the "$" sign in your response.)
a.
Net income was $116,975.
b.
Accounts receivable increased.
c.
Merchandise inventory increased.
d.
Prepaid expenses decreased.
e.
Accounts payable decreased.
f.
Depreciation expense was $20,000.
g.
Sold equipment costing $46,875, with accumulated depreciation of $30,250, for $11,500 cash. This yielded a loss of $5,125.
h.
Purchased equipment costing $98,875 by paying $25,000 cash and
(i.)
by signing a long-term note payable for the balance.
j..
Katharine Hepburn, Harvey Milk, and Fred Karomatsu all contrib.docx
Katharine Hepburn, Harvey Milk,
and
Fred Karomatsu
all contributed to social change in America in the areas of gender or “race”.
Explain who each person was, what issues they were dealing with, and what method or methods they used to try to create social change. Be clear on what role the media of the times played (or did not play) in their actions. Was there a method (or methods) that you feel were more effective than others? Why?
Essays should be about two to three pages double-spaced, about 600-800 words.
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Juvenile JusticeClassify the developmental stages and cycles of ad.docx
Juvenile Justice
Classify the developmental stages and cycles of adolescent growth, and peer pressure.
One of the critical principles of social reaction to crime is that the law is applied differently in many areas and depending on social, economic, gender, and age issues.
For this week's Class Discussion, please write your main post on the following:
Discuss the unequal application of delinquency labels and how they apply to adolescent offenders.
Share your opinion with your peers.
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Katetotur...Deliverable Length 4-6 slides (excluding Title a.docx
Katetotur...
Deliverable Length:
4-6 slides (excluding Title and Reference slides)
Assignment Objectives
Explain the role of a manager
Define the dimensions of an organization's culture
Describe the techniques of managing change
Assignment Description
Leaders face many hurdles when leading in multiple countries. There are several examples of disastrous public relations fallout that have occurred when companies have outsourced work to other nations. When determining where to move offshore as a company, the leaders of the organization must make several decisions.
Using course theories and current multinational organizations that have locations in several countries, convey your own thoughts on the subject and address the following:
What leadership considerations must an organization weigh in selecting another country to open a location such as a manufacturing plant?
How might leaders need to change leadership styles to manage multinational locations?
What public relations issues might arise from such a decision?
How would you recommend such a company to demonstrate their social responsibility to their headquarters country as well as any offshore locations
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Katy is opposed to the government in Sri Lanka and attends a march i.docx
Katy is opposed to the government in Sri Lanka and attends a march in Manchester protesting against the Sri Lankan Government’s human rights record. She is giving out leaflets to passers-by, urging them to support the protest and attend future demonstrations. She is also urging them to boycott Sri Lankan goods and write to their local MP to request the UK Government speak out more against the human rights abuses.
The march has been infiltrated by pro Sri Lankan Government supporters who are intent on causing violence to disrupt the march and clashes with the Police break out. Some demonstrators begin throwing things at the Police and chant anti police slogans. Katy is targeted by the police, arrested and taken to the police station. The reason for her arrest being given as ‘to prevent a breach of the peace’. She maintains she has been peacefully protesting throughout the march. When the demonstration is over she is released without charge.
That night Katy sees herself on television. She later finds out that the Police have asked broadcasters to show images of the demonstration on TV with a request for people to phone in with the names of demonstrators causing the trouble. Katy’s face is clearly visible and she is worried that she may lose her job if she is identified on the march.
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Kari Martinsen Philosophy of CaringDescribe the historical backgr.docx
Kari Martinsen: Philosophy of Caring
Describe the historical background of the development of the model or framework.
Identify the concepts in the model.
Describe the relationship between the model and concepts in nursing’s metaparadigm.
Create an example of the model applied to clinical practice.
Identify strengths and weaknesses of the model for clinical practice
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JUVENILE JUSTICE NO MORE THAN ONE PARAGRAPH AND A HALFResearch.docx
JUVENILE JUSTICE
NO MORE THAN ONE PARAGRAPH AND A HALF
Research and discuss the process by which Twenty-sixth Amendment was passed. For this week's class discussion, respond to each of the following:
How long after initial proposal was the Twenty-sixty Amendment ratified?
What do you think was the primary reason the voting age was changed at this point in our history?
Do you feel it important for juveniles to have meaningful participation in the affairs of society?
Why do you feel this way? Please explain/defend your answers.
.
JUVENILE JUSTICE 2NO MORE THAN ONE PARAGRAPH AND A HALFThis term.docx
JUVENILE JUSTICE 2
NO MORE THAN ONE PARAGRAPH AND A HALF
This term you have explored the history and major aspects and influences on the Juvenile justice System. You also learned about rehabilitation, social pressures and prevention. For this week's class discussion, please respond to the following:
Should there be a juvenile justice system or should juveniles who commit serious crimes be treated as adults?
Explain your position in detail.
.
JUVENILE JUSTICE 2NO MORE THAN ONE PARAGRAPH AND A HALFSumma.docx
JUVENILE JUSTICE 2
NO MORE THAN ONE PARAGRAPH AND A HALF
Summarize jurisdictional hearings and options.
Vante supports to fight for justice and what is deemed "right." On the other hand, criminality can threaten the system of "law and order" which he or she claims to serve. For this week's class discussion, please respond to the following:
After reviewing early American vigilantism, compare and contrast it with contemporary vigilantism.
.
JUVENILE JUSTICEOutline disposition of juveniles.One of the .docx
JUVENILE JUSTICE
Outline disposition of juveniles.
One of the most significant historical reforms used in dealing with the juvenile offender was the opening of the New York House of Refuge in 1825. Research this classic institution and define the social and judicial consequences of this reform movement on the Juvenile Justice System. Share your assessment of the ground breaking work that took place and how it compares to our current child saving movement.
For citation guidelines, please refer to the table in the APA Style section of the syllabus.
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JUVENILE JUSTICE 1 NO MORE THAN ONE PARAGRAPHThe same crime ca.docx
JUVENILE JUSTICE 1
NO MORE THAN ONE PARAGRAPH
The same crime can be committed by a career criminal as well as a first time adolescent offender. The difference in how we look at and deal with each of these situations is critical for both justice and fairness.
Discuss the differences and similarities between the adult criminal court system and the juvenile justice system.
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JUVENILE JUSTICE Research different types of early prevention with.docx
JUVENILE JUSTICE
Research different types of early prevention with regards to delinquency programs nationwide.
Select two programs that you feel are effective. Summarize what makes them successful, discuss their cost effectiveness, and explain their ability to curtail juvenile delinquency.
For citation guidelines, please refer to the table in the APA Style section of the syllabus.
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Kansai International AirportOpened on 4 September 1994, the airp.docx
Kansai International Airport
Opened on 4 September 1994, the airport serves as a hub for several airlines such as All Nippon Airways, Japan Airlines, and Nippon Cargo Airlines. It is the international gateway for Japan's
Kansai region
, which contains the major cities of
Kyoto
, Kobe, and Osaka. Other Kansai
DOMESTIC FLIGHTS
fly from the older but more conveniently located Osaka International Airport in
Itami
, or from the newer Kobe Airport.
The airport had been deeply in debt, losing $560 million in interest every year. Airlines had been kept away by high landing fees (about $7,500 for a
Boeing 747
), the second most expensive in the world after Narita's. In the early years of the airport's operation, excessive terminal rent and
UTILITY BILLS
for on-site concessions also drove up operating costs: some estimates before opening held that a cup of coffee would have to cost US$10.
[19]
Osaka business owners pressed the government to take a greater burden of the construction cost to keep the airport attractive to passengers and airlines.
[20]
On 17 February 2005,
Chubu Centrair International Airport
opened in
Nagoya
, just east of Osaka. The opening of the airport was expected to increase competition between Japan's international airports. Despite this, passenger totals were up 11% in 2005 over 2004, and international passengers increased to 3.06 million in 2006, up 10% over 2005. Adding to the competition was the opening of Kobe Airport, less than 25 km (16 mi) away, in 2006 and the lengthening of the runway at
Tokushima Airport
in
Shikoku
in 2007. The main rationale behind the expansions was to compete with
Incheon International Airport
and
Hong Kong International Airport
as a gateway to Asia, as Tokyo area airports were severely congested. Kansai saw an 5% year-on-year increase in international traffic in summer 2013, largely supported by
low-cost carrier
traffic to
Taiwan
and Southeast Asia overcoming a decrease in traffic to China and
South Korea
.
[21]
The airport authority was allotted 4 billion yen in government support for fiscal year 2013, and the Ministry of Land, Infrastructure and Transport and Ministry of Finance have agreed to reduce this amount in stages through fiscal year 2015, although local governments in the Kansai region have pressed for
CONTINUED
subsidies.
[22]
Kansai has been marketed as an alternative to Narita Airport for international travelers from the
Greater Tokyo Area
. By flying to Kansai from
Haneda Airport
and connecting to
INTERNATIONAL FLIGHTS
there, travelers can save the additional time required to get to Narita: up to one and a half hours for many residents of
Kanagawa Prefecture
and southern Tokyo.
.
Juvenile JusticeInstructional Objectives for this activityExplo.docx
Juvenile Justice
Instructional Objectives for this activity:
Explore results of environment and SES issues.
This week you read about Social Reaction Theory, AKA Labeling Theory and Social Conflict Theory. For this week's class discussion, please consider this theory as you complete the discussion below.
Pick one popular television program or historical criminal event involving youth violence.
Review, research or observe the show or criminal media reports to determine if criminals or youth are portrayed as having negative physical characteristics, and police officers are portrayed as having positive physical characteristics.
Each student is to report her/his findings as a clearly labeled main post.
.
Juvenile Facing Life in Prison, we’re doing pros and cons.I a.docx
Juvenile Facing Life in Prison, we’re doing pros and cons.
I agree with Life in Prison without parole, and I have to cover the following:
When: Comparing crime, what states has juveniles committing more crimes, and rates through the years.
Why: Causes of the crimes (Felonies that deserve a sentence of life)
How: How it affects juveniles in the community.
If it;s done before 3/29/2015 better
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JUVENILE JUSTICE 2 ONLY ONE PARAGRAPHIdentify the critical need fo.docx
JUVENILE JUSTICE 2 ONLY ONE PARAGRAPH
Identify the critical need for confidentiality.
According to Siegel and Welsh (2012), the presence of gangs as a threatening force began in the 1950s and 1960s. Since then gang activity has become increasingly organized and connected to larger networks. For this week's class discussion, please complete the following:
Discuss the various forms of gang control used by law enforcement and community leaders today.
Share your suggestions on how these can be improved.
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Journal Entry 3 Prepare a one to two (1-2) paragraph journal en.docx
Journal Entry 3:
Prepare a one to two (1-2) paragraph journal entry in which you make your recommendation to Jeff Passmore concerning the hospital’s liability in Mr. Davis’s case, as discussed within Learnscape 4: Failure to Obtain Consent. Include details from your conversation within the scenario to support your position. Give your opinion on whether or not the consent given by Mr. Davis was sufficient, prior to surgery.
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Journal Positive Social Change—An Evolving PerspectiveAs explor.docx
Journal: Positive Social Change—An Evolving Perspective
As explored in the first week of this course, there is not one single definition for terms like social responsibility and social change. They are complex concepts determined by multiple factors. You may now recognize some of the key contributing factors that lead to social responsibility in action. Has your initial understanding of social responsibility and social change evolved through your work in this course?
In this last Journal Assignment, you reflect on how this course influences your overall understanding and approach to positive social change.
To prepare for this Assignment:
Review Walden University’s General Education Learning Outcome: “Change” in the Syllabus
.
Consider how the General Education DEEP-C model contributed to your ability to discover and evaluate ideas from different perspectives, and is instrumental in your progress toward achieving personal goals and effecting positive social change.
Revisit definitions of
social responsibility
shared in the Week 1 Discussion in light of all the information you have considered throughout this course.
Read Chapters 11 and 12 in the Loeb (2010) course text.
Reflect on the exercise in collective action represented by the Group Project. Think about the benefits collective action offers for accomplishing the goals of the Group Project.
The Assignment:
Writea 3- to 4-paragraph journal entry in which you briefly analyze the value of collective action in working toward social change.
Describe how your perspective has evolved or changed through this course and how you believe it will continue to evolve after the course.
How has this experience influenced your ability to create positive social change beyond the term of this course?
.
Journal Evaluating ResourcesPersonal experience and perception le.docx
Journal: Evaluating Resources
Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work.
In this Journal Assignment, you explore the concept
Discovery
as it relates your group's research on a social topic.
To prepare for this Assignment:
Consider the assigned readings from the first 3 weeks of this course.
Review the explanation of DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus.
Consider
“
Discovery” as it relates to the work you are doing in this course.
Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics.
The Assignment:
Write
a 2- to 3-paragraph journal entry in which you address the following questions:
What appropriate sources of information will be used to support your group's claims about your topic?
At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic?
In what ways does the ability to conduct research strengthen your group's approach?
General Education Learning Outcomes (The DEEP-C Model)
Discovery
:
Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research.
Evaluation:
Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics.
Expression:
Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes.
Perspective
: Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture.
Change
: Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change.
.
Journal Entry 3 Prepare a one to two (1-2) paragraph journal entr.docx
Journal Entry 3:
Prepare a one to two (1-2) paragraph journal entry in which you make your recommendation to Jeff Passmore concerning the hospital’s liability in Mr. Davis’s case, as discussed within Learnscape 4: Failure to Obtain Consent. Include details from your conversation within the scenario to support your position. Give your opinion on whether or not the consent given by Mr. Davis was sufficient, prior to surgery.
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1. Final Project (need 5pages)For your Final Project, you wi
- 1. 1. Final Project (need 5pages) For your Final Project, you will apply your knowledge of Chinese art to fulfill the following Course Learning Outcomes: Identify and demonstrate an understanding of the technical procedures and creator’s role in art throughout the history of cultural production. Demonstrate and effectively communicate an understanding of the impact of religious, philosophical, and political beliefs on cultural production and communities. Interpret and apply their understanding of the use and meaning of symbols and iconography throughout history to current issues, culture or history. Compose written or visual material to effectively communicate knowledge and demonstrate comprehension of art historical periods, styles, terminology, iconography, theory and artworks. Choose THREE works of CHINESE art: ONE example of Chinese architecture (gardens will also be accepted)
- 2. ONE example of three-dimensional art (i.e. ceramics, sculptures, statues, etc.) ONE example of two-dimensional art (i.e. painting, calligraphy, printmaking, etc.) Your works of art MUST be from THREE DIFFERENT HISTORICAL PERIODS/DYNASTIES : Yangshao culture (c. 5000-3000 BCE) Longshan culture (c. 3000-1900 BCE) Xia Dynasty (c. 2070-1600 BCE) [may be fictional] Shang Dynasty (c. 1600-1046 BCE) Zhou Dynasty (c. 1046-256 BCE) Qin Dynasty (221-206 BCE) Han Dynasty (206 BCE-220 CE) Period of Northern and Southern Dynasties (386-589 CE) Sui Dynasty (581-618 CE) Tang Dynasty (618-906 CE)
- 3. Northern Song Dynasty (960-1127 CE) Southern Song Dynasty (1127-1279 CE) Yuan Dynasty (1271-1368 CE) Ming Dynasty (1368-1644 CE) Qing Dynasty (1644-1911 CE) Early Modern China (c. 1911-1977 CE) [years are flexible] Contemporary China (c. 1977-present CE) [years are flexible] Write a Case Study on EACH of the THREE works of art (three Case Studies total). Your THREE Case Studies MUST include: Complete artwork information (Artist. Title. Period/dynasty. Date/date range. Materials. Location/museum.) A Formal Analysis of EACH work of art (using the Elements of Art and Principles of Design) A Historical Analysis of the period in which EACH work of art was made A Contextual Analysis of EACH work of art within their