12VA Theory - Fiona Foley Part 1 of 3
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Fiona Foley is an acclaimed Aboriginal Australian artist known for using her art to raise awareness about Aboriginal histories and cultures. As an artist from the Batdjala people, who are the original inhabitants of Fraser Island, Foley feels a responsibility to advocate for her people and land through her work. Her art addresses the colonization of Australia and its devastating impacts on Aboriginal communities, such as the massacres and forced removals that destroyed Batdjala society. Foley aims to educate non-Indigenous audiences about concealed or whitewashed aspects of Australian history through challenging and attacking ignorance. She is considered a "cultural warrior" for using her platform and art to defend Aboriginal culture and further important political causes.
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The document outlines four frames for analyzing artworks: subjective, structural, cultural, and postmodern. The subjective frame focuses on personal emotional responses and communication through the senses. The structural frame examines design elements, principles, and artistic mediums. The cultural frame considers the social and historical context of when and where the artwork was created. The postmodern frame looks at how the artwork challenges conventions through appropriation, unconventional materials, and demanding new interpretations from the audience.
I Shop Therefore I Am
The document discusses reflections on speed and compactness in the era of online shopping. It analyzes how shopping centers have shifted from places that advertise brands and sell products to spaces that focus on entertainment, spectacle, and sensory experiences. The architecture of shopping centers now follows new technologies and economic flows, and aims to be generic and flexible to attract restless customers in this new retail environment.
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11VA Theory - Klippel HSC Short Response Question (Practice)
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Here, just a little explanation of the Foundation of Education, I made this for a presentation of MA class.
Hope that can be useful for all learners.
All the best.
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The document provides information on Native American Indians under several topics. It notes that Native Americans make up 1.5% of the US population, with the Cherokee and Navajo being the largest tribes. Most tribes are located in western regions and have their own reservations with distinct laws. Native Americans traditionally lived in hunter-gatherer societies and respected nature. Their governments are organized democratically, while still following overarching US laws. Education for Native American students emphasizes hands-on learning and respecting elders.
Ch 9 sec 134 ppt education jim crow and women in progressive era
This document summarizes education, discrimination, and women's roles in the Progressive Era. It describes the expansion of education for both children and immigrants during this period, though schools remained segregated by race. After the Civil War, discrimination against black Americans increased through Jim Crow laws mandating segregation and restricting voting rights. Meanwhile, the women's movement grew as more women gained access to education and entered the workforce, advocating for women's suffrage and control over their lives.
John silva presentation davao march 25, 2011
The document discusses integrating arts and culture into teaching. It argues that arts and culture are underutilized in education in Mindanao despite their potential to raise educational achievement. Studies show students who receive arts education perform better in other subjects like math and science. The Dana Foundation has conducted extensive research on the relationship between arts education and cognition. Their research found positive connections between activities like music, dance, visual arts and improved skills in areas like math, memory, coordination and literacy. An arts-educated child is said to be well-rounded, insightful, inquisitive and a model citizen. The document provides examples of incorporating arts such as using storytelling techniques to make history engaging for students.
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Chapter 1 lecture
This document provides information about Aboriginal societies before European contact, including their social and economic structures. It discusses several key aspects of Aboriginal cultures, such as their core values, worldviews, oral traditions, decision-making processes, gender roles, and relationships with the natural world. Specific details are provided about the Mi'kmaq, Haudenosaunee, and Anishinabe groups, including their locations, clan/family structures, food sources, and other cultural practices. The document emphasizes that Aboriginal groups had diverse cultures uniquely suited to their environments and shared core values like respect, spirituality, equality, and living in balance with nature.
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This document discusses cultural competence in nursing. It defines culture and discusses concepts like subcultures, cultural assimilation, and culture shock. It also outlines Campinha-Bacote's model of cultural competence, which involves developing cultural desire, awareness, knowledge, skills, and having cultural encounters. To be culturally competent, nurses must strive to understand patients' cultural values and beliefs in order to provide culturally appropriate care. They should seek to increase cultural knowledge and have interactions with diverse populations.
Culture, norms and values 1
This document discusses culture, norms and values. It defines culture and identifies its five main elements: language, symbols, values, norms, and material objects. It provides examples for each element, such as describing how jeans have taken on different symbolic meanings over time. The document also discusses key concepts like ethnocentricity vs cultural relativism, and theories of culture, such as the Frankfurt School's view of the tyranny of mass consumption in modern culture.
PRE-TEST understanding culture society and politics.pptx
1. The document is a pre-test for an Understanding, Culture, Society, and Politics (UCSP) course. It contains 10 multiple choice questions testing knowledge of key concepts from the course.
2. The questions cover topics like the definition of mores, the significance of studying society, aspects of cultural identity, the origins of the term "culture," examples of ethnocentrism and how culture is learned and adaptive.
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Social Conflict and the Indigenous Population
This document discusses social conflict theories and their application to issues facing Indigenous peoples in Canada. It outlines how government policies like the Potlatch law, residential schools, and Sixties Scoop disrupted Indigenous cultures and identities by asserting dominance and promoting assimilation. As a result, many communities have struggled with the loss of languages and traditions. While some are working to revive their cultures, the legacy of discrimination and cultural suppression remains for many Indigenous groups in Canada today.
Lesson 3 the filipino people
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Teleprompter: Where oral history and archival research meet.
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This document discusses a program that brought Egyptian art and cultural heritage workshops to prisons in the UK. It provided the following:
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- Educational resources and curriculum learning about African and Caribbean cultural heritage.
The aims were to encourage cultural ownership, provide education stimulation, and evaluate the impact of teaching cultural heritage in prisons. Evaluation methods included questionnaires, studies, diaries and focus groups. The program found a positive two-way impact as it trained staff and helped prisoners connect to their cultural roots.
culture of the USA and China
The document provides an overview of the cultures of the United States and China. It describes some key aspects of American culture such as its multicultural nature, predominant use of English, value of change and mobility in careers. Important elements of Chinese culture discussed include the focus on relationships and hierarchy, emphasis on education, Chinese language, and traditions such as festivals and holidays. The document also profiles common customs, religions, cuisines and arts of both countries.
Culture
This document defines culture and discusses its key characteristics and components. It begins by defining culture as the set of learned behaviors, beliefs, values and ideals characteristic of a society. Culture is reflected in various aspects of human life like language, science, cuisine, arts, social structures, and religion. Some key points made are:
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Native american lesson plan
Here are the answers to the evaluation questions:
- Beringia connected Asia and North America.
- Scientists believe the first inhabitants of North America arrived around 15,000 years ago.
- Early people followed herds of animals like bison, mammoths and mastodons across the Beringia land bridge into North America as a food source.
- Rising sea levels caused by melting glaciers covered the Beringia land bridge.
- Archaeologists believe people reached what is now known as Ohio 15,000 years ago.
- Bison, mastodons and mammoths crossed Beringia.
- Native people believe their ancestors have always been in North and South America.
- Three prehistoric tribes mentioned
Native american lesson plan with voice
Various groups of Native Americans lived in Ohio over time, including prehistoric tribes like the Fort Ancient people and Hopewell people. According to archaeological evidence, people first arrived in North America around 15,000 years ago by crossing a land bridge called Beringia that connected Asia and North America. As the climate warmed, sea levels rose and the land bridge disappeared, trapping the early migrants in North America. Prehistoric tribes in Ohio constructed earthworks like burial mounds and the famous Serpent Mound.
Native american lesson plan with voice
Various groups of Native Americans lived in Ohio over time, including prehistoric tribes like the Fort Ancient people and Hopewell people. According to archaeological evidence, people first arrived in North America around 15,000 years ago by crossing a land bridge called Beringia that connected Asia and North America. As the climate warmed, sea levels rose and the land bridge disappeared, trapping the early migrants in North America. Prehistoric tribes in Ohio constructed earthworks like burial mounds and the famous Serpent Mound.
African americans final presentation
This document provides an overview of key terms and history related to African Americans. It discusses the forced migration and enslavement of West Africans in America from 1600-1862. Following emancipation, legalized segregation and discrimination persisted until civil rights reforms in the 1950s-60s. The document also notes current disparities African American children face, such as higher rates of single parenthood and lower educational outcomes. It describes the importance of the black church community and degrees of cultural identification among African Americans.
Historical particularism
Franz Boas developed the theory of historical particularism, which rejects the idea that cultural traits follow single evolutionary paths. Through his research on immigrant populations in the US and indigenous groups in the Pacific Northwest, Boas demonstrated that human biology and culture are influenced by environmental and historical context rather than predetermined. Historical particularism stresses that cultural traits diffuse between societies but take on distinct histories as they are adapted locally. Comparisons of cultural traits across societies are not valid because their origins and meanings have been shaped by different historical processes.
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Ch 9 sec 134 ppt education jim crow and women in progressive era
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12VA Louise Bourgeois, 2016
Louise Bourgeois was a French sculptor born in 1911 who is considered a feminist artist. Her work often explored themes of femininity, betrayal, and family dynamics. She had a gifted artistic ability from a young age, but initially focused on other fields before dedicating herself to sculpture in the 1940s. Bourgeois' idiosyncratic style was not widely recognized until later in her career, but a 1982 MoMA retrospective brought her great success. She continued creating monumental sculptures and drawings until her death in 2010 at age 98, using her art to process personal trauma and maintain her mental health.
12VA Jenny Holzer, 2016
Jenny Holzer is an American conceptual artist known for her text-based works that explore political and social issues. She began her career as a painter but was inspired by conceptual art and changed her medium to words. Over several decades, she has projected provocative phrases onto buildings and in public spaces to stimulate discussion on topics like violence, injustice, and human rights. Her work draws from a variety of sources and she aims to confront viewers with challenging ideas in order to promote social change.
12VA Cindy Sherman, 2016
Cindy Sherman is an American photographer born in 1954 in New Jersey. She grew up in Long Island and was not particularly artistic as a child. She began studying painting in college but became frustrated with its limitations. She switched to photography, which she felt gave her more freedom to explore ideas. Sherman's career took off after she began photographing herself in various costumes and contexts in the late 1970s, allowing her to comment on issues like women's roles. She is renowned for challenging representations of women and the nature of artistic creation through her ambiguous, character-driven self-portraits.
12VA Barbara Kruger, 2016
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12VA Julie Rrap, 2016
Julie Rrap is an Australian artist born in 1950 in Lismore, NSW. She established herself as an artist by reversing her surname "Parr" to avoid associations with her brother, the controversial artist Mike Parr. Rrap is known for her body-centric artwork incorporating photography, painting, sculpture, video, and performance art. Between 1986-1994 she lived in France and Belgium where she exhibited widely and gained international recognition. Major retrospectives of her work have been held at the Australian Centre for Contemporary Art in 1995 and the Museum of Contemporary Art, Sydney in 2007.
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This document discusses the changing depictions of male and female nudes in art over time. It addresses how gender roles were traditionally divided in the art world, with different fields dominated by men or women. It provides links to visual timelines showing how the depiction of males and females in art progressed. It discusses how society and audiences can influence subject matter and how some artists rebelled against traditional norms. One example discussed is the work of the Guerrilla Girls addressing the lack of female artists represented at the Met Museum. The document also directs readers to videos of an art critic discussing gender perspectives in art.
Your BoW, 2016
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11 VA Linda Alterwitz
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Craig Walsh is an Australian artist born in 1966 who is renowned for site-specific digital artworks created through collaboration. He experiments with cutting-edge technologies and projects video and images onto landscapes and structures. His most well-known work is Humanature, begun in 1994, which projects enormous human faces onto trees and rock faces in natural environments, challenging notions of portraiture and place. Walsh seeks to provoke audiences into reconsidering their relationship to environments and incorporates local knowledge into each customized work.
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12VA Theory - Fiona Foley Part 1 of 3
- 2. Topic : Cultural Warriors • Week 1 – Fiona Foley Biography • Week 2 – Fiona Foley Art Practice • Week 3 – Fiona Foley Frames & Conceptual Framework • What is a Cultural Warrior?
- 3. Cultural Warrior : Definition • Warriors – what / whom are these cultural warriors fighting against? • The mainstream, the establishment, the uneducated, the uninformed. • These artist warriors are going on the attack as much as defending their culture. • They are attacking the ignorance of the general non-indigenous population – raise their awareness, bring them a knowledge of the concealed (deliberately or otherwise) forgotten and whitewashed histories.
- 4. Bibliography • Australian Aboriginal, born Maryborough, Queensland 1964 • Grew up in Hervey Bay and Sydney • Certificate of Arts at East Sydney Technical College in 1983 • Bachelor of Visual Arts at Sydney College of Arts in 1986 • Diploma of Education at the University of Sydney in 1987
- 5. Why Foley is a Cultural Warrior • My work today is driven by my custodial responsibilities to my land, Fraser Island and my political existence as an Indigenous person of Australia.
- 6. Aboriginal Background • Fiona Foley is one of Australia’s best known Aboriginal artists and as artist of international repute. • Her people, the Batdjala, are the original inhabitants of Fraser Island, north of Brisbane.
- 7. History of Fraser Island • The island of K’gari or Thoorgine, as it was known by its inhabitants, came to the attention of colonial Queenslanders with the shipwreck there in 1836 of the Stirling Castle. • The Captain’s wife, Eliza Fraser, survived and subsequently lied in captivity for six months with the Aboriginal inhabitants.
- 8. The Batdjala People’s History • Many Batdjala people were enslaved by colonial rule, physical violence, disease, and starvation. • Her traditional society is now in ruins as many of people were massacred or forcibly removed from their ancestral land. • In 2004, an Aboriginal man named Cameron Doomadgee died in police custody on Palm Island.
- 9. Foley Talks : Part One
- 10. The Gender Essay • Things that were done well • Over all good spelling and grammar. • Good essay structure. • Great observational skills. • Good interpretations. • Things that need improvement • Answering the question and staying on track, as well as linking back to the question. • Spelling of artist’s names. • Reliable resources. • Referencing artworks, artists and sources correctly. • Making informed and educated links with strong justifications.
- 11. Practice Essay • We’ll be writing an essay together in class, writing a paragraph or two each lesson. • Breaking down the process, and focusing on referencing and making justified arguments. • All answering the same question using the same resources.
- 12. New Rule for Essays • Exactly a week before it is due, you must have a draft copy Emailed to me as a .doc/.docx/.pdf file. • This will make sure no one leaves any written assessments to the last second and each of you gets some feedback to get the best possible score. • Eg. If the Assessment is due on Week 10, Wednesday, you must have a full draft of the essay emailed to me on Wednesday of Week 9.