1. The document discusses whether there are common backgrounds that all humanity draws reference from, such as shared emotions, historical biases against figures like Hitler, experiences of pain and oppression, and exposure to certain ideas.
2. Barriers that prevent humanity from relating to each other, like race, class, religion, and differences of political opinion, are also mentioned.
3. The concept of a shared "human culture" is debated, with suggestions including the emotions we all feel like pain and happiness, the seven deadly sins, and our need to interact and create things.
A brief overview of the architectural features of the Guggenheim in New York and artists who have made site specific work with the "void" as a location.
Hunting With Louis Sullivan: Metaphysics, Color Theory and LifeVicki Milewski
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Hunting with Louis Sullivan is an art collection that brings Sullivan into the 21st Century through combining his philosophies and the artwork of Vicki Milewski with a common inspiration of Sullivan's book: A System of Architectural Ornament According with the Powers of Man
A brief overview of the architectural features of the Guggenheim in New York and artists who have made site specific work with the "void" as a location.
Hunting With Louis Sullivan: Metaphysics, Color Theory and LifeVicki Milewski
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Hunting with Louis Sullivan is an art collection that brings Sullivan into the 21st Century through combining his philosophies and the artwork of Vicki Milewski with a common inspiration of Sullivan's book: A System of Architectural Ornament According with the Powers of Man
boris dubrov, dan, dan groover, dennis bacchus, ed grossman, eduard grossman, gendelman, groover, groover dan, illustration, israeli art, jewish artists, jewish gallery, jewish painters, jewish painting, josephus flavius, Joshua Neustein, Judaic Art, judaica art, judaica art michael rozenvain, michael rozenvain, michael rozenvein, noach lubin, noah lubin, religion, theology, travel
boris dubrov, dan, dan groover, dennis bacchus, ed grossman, eduard grossman, gendelman, groover, groover dan, illustration, israeli art, jewish artists, jewish gallery, jewish painters, jewish painting, josephus flavius, Joshua Neustein, Judaic Art, judaica art, judaica art michael rozenvain, michael rozenvain, michael rozenvein, noach lubin, noah lubin, religion, theology, travel
Understanding Human Expression: Art is a fundamental form of human expression, reflecting cultural, social, political, and religious values across time and geography. By studying art history, we gain insights into the ways different societies have communicated their ideas and emotions through visual media.
Preserving Cultural Heritage: Artworks are tangible embodiments of cultural heritage. Studying art history helps in preserving and interpreting these artworks, ensuring that they are not lost to time and that future generations can appreciate and learn from them.
Contextualizing Historical Events: Art often reflects the historical context in which it was created. By studying art history, we can gain a deeper understanding of historical events, movements, and ideologies, as well as the lives of people who lived during those times.
Appreciating Diversity: Art history encompasses a vast array of styles, techniques, and traditions from around the world. By studying diverse artworks, students gain an appreciation for different cultures, perspectives, and artistic innovations, fostering tolerance and empathy.
Enhancing Critical Thinking: Analyzing artworks involves critical thinking skills such as observation, interpretation, and evaluation. Studying art history encourages students to think critically about visual imagery, symbolism, and artistic techniques, thereby enhancing their analytical abilities.
Inspiring Creativity: Exposure to a wide range of artistic styles and movements can inspire creativity and innovation. Studying art history provides students with a rich visual vocabulary and historical precedents that can inform their own artistic practice and creative endeavors.
Career Opportunities: Knowledge of art history opens up various career opportunities in fields such as museums, galleries, education, publishing, conservation, and cultural heritage management. Many professions value the research, communication, and analytical skills developed through the study of art history.
In summary, studying art history is essential for understanding human culture, preserving heritage, contextualizing history, appreciating diversity, enhancing critical thinking, inspiring creativity, and pursuing various career paths related to the arts and humanities.
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Looking & Learning - telling stories originally posted in SchoolArts Magazine (November 2011)
Developed by the Kutztown University Looking and Learning Team, with Dr. Marilyn Stewart and graduate students Zoe Dehart, Amanda Deibert, Cassie langan, Ellen Pados, and Rhona Tomel.
Written by Marilyn Stewart, professor of art education, and zoe Dehart, art teacher in two sixthe-grade gateway school - Communication and Technology Gateway and Agriculture, Science & Ecology Gateway - Reading, PA.
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Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Are there common backgrounds that
all of humanity draws reference
from?
â Sums: EMOTION. We all experience emotion in similar ways. We can all connect to things
emotionally.
â Imani: Common knowledge, common things...like the majority of humanity hates Hitler.
(Common historical biases).
â Moh: Pain and Oppression that we feel from history, we remember it and try to avoid it.
â Elianny: Certain stuff that everyone is exposed to. We all know it, but everybody knows it.
â Rosandris: Pain and struggle, we need empathy to help us relate to each other more.
â Kozak: What keeps us from relating to each other?
â Sums: Race, background, profession (class), humans have created the barriers
from relating to each other.
â Elianny: segregation, religions, cultures.
â Imani: Difference of opinions about anything
â Presidential elections (45th at the moment)
â Race, borders, religion.
P2
Psst! Write DIANA AL-
HADID in big letters at the
top of a new page!
2. Are there common backgrounds that
all of humanity draws reference
from?
â Eric: Once a story has been broken down enough, thereâs one story that all
other stories follow (shakespeare, biblical stories).
â Miles: Thinkin âWhat if?â because other animals donât think that way.
(potential for hypotheticals)
â What is the common âhuman culture?â
â The emotions we all share?
â Pain?
â Happiness?
â The seven deadly sins? The need for something bigger than us.
â Interaction with one another. Creating things for the sake of creating
things.
P3
Psst! Write DIANA AL-
HADID in big letters at the
top of a new page!
3.
4. Title: Sinking and Scaffolding
Materials: mixed media
Date/Location: 2015, Ohwow Gallery
What is identifiable?
Where could this be?
5. Title: Sinking and Scaffolding
Materials: mixed media
Date/Location: 2015, Ohwow Gallery
The imagery of Diana Al-Hadid is often
highlighted with gold leaf and is abstract and
gestural but refers to Renaissance-era
subjects, sometimes it is aristocratic or
religious portraits, or in this case, a
rendering of St. Mark's Basilica in Venice,
Italy. With Al-Hadid's signature technique,
these images appear to decay before our
eyes, as if they are literally being eaten
away. The drip itself is a form of decay,
tracking time that has passed since the
touch of the painter's brush. (LA Times)
6. Title: Sinking and Scaffolding
Materials: mixed media
Date/Location: 2015, Ohwow Gallery
What significance might this location have
to the artist?
7. HW for MONDAY Take a photo of something in a
state of decay and email it to
kozakartclass@mhshs.org along with a short
description of what it is, where you found it, and
why it caught your attention.
All emails must be received by 11:59 on Sunday
9/16
8.
9. Title: Self Melt
Materials:polymer gypsum, steel, polystyrene, fiberglass, cardboard, wax, pigment
Date/Location: Created in 2008, has been touring.
10. Title: Self Melt
Materials:polymer gypsum, steel, polystyrene, fiberglass, cardboard, wax, pigment
Date/Location: Created in 2008, has been touring.
AlâHadidâs geometric forms attempt to bridge mystical and
scientific understandings of the world. As patterned and detailed
structures, her works draw from the traditions of Islamic art,
where abstract motifs are used to encourage contemplation of
Godâs infinite wisdom. ... In Self Melt, the top section of the
sculpture is based on Pieter Bruegel the Elderâs 1556 painting
The Tower of Babel. Presented upside down, the ziggurat
becomes an inverted form, like an hourglass turning back time,
suggesting a reversal of cultural diaspora. Through its rough
hewn appearance â reminiscent of a geological formation or
frozen asteroid - Self Melt points to a mythological point of
origin, where diversity and its consequences are
supernaturally preordained. (Saatchi Gallery)
11. Title: Self Melt
Materials:polymer gypsum, steel, polystyrene,
fiberglass, cardboard, wax, pigment
Date/Location: Created in 2008, has been
touring.
Title: Tower of Babel
Artist: Pieter Bruegel the Elder
Materials: oil on panel
Date/Location: 1556, Kunsthistorisches Museum,
Vienna
12. Title: Tower of Babel
Artist: Pieter Bruegel the Elder
Materials: oil on panel
Date/Location: 1556, Kunsthistorisches Museum,
Vienna
The Tower of Babel, in biblical literature, structure built in
the land of Shinar (Babylonia) some time after the Deluge.
The story of its construction, given in Genesis 11:1â9,
appears to be an attempt to explain the existence of
diverse human languages. According to Genesis, the
Babylonians wanted to make a name for themselves by
building a mighty city and a tower âwith its top in the
heavens.â God disrupted the work by so confusing the
language of the workers that they could no longer
understand one another. The city was never completed,
and the people were dispersed over the face of the earth.
The myth may have been inspired by the Babylonian tower
temple north of the Marduk temple, which in Babylonian
was called Bab-ilu (âGate of Godâ), Hebrew form Babel, or
Bavel. The similarity in pronunciation of Babel and balal
(âto confuseâ) led to the play on words in Genesis 11:9:
âTherefore its name was called Babel, because there the
Lord confused the language of all the earth.â
(ENCYCLOPĂDIA BRITANNICA)
13. âSometimes when people know the source material for my work theyâre like âAh, thatâs
what that means!â or âThat must have this, A+B equals significanceâ And I want to
slow down the interpretation a little bit. Not having grown up in a Christian home, I
donât know always know the biblical story about those paintings. It feels like theyâre so
generous and so they allow anyone to take from them. Itâs part of my history, itâs part
of everyoneâs history.â
14. With the knowledge that Diana Al Hadid did not grow
up in a Christian home, is it still acceptable for her to
draw on this imagery? Why or why not?
â Imani: She could draw whatever she wants.
We canât police what people can/cannot draw.
â Elianny: Maybe some people might find it
offensive? Especially if she doesnât know
much about it.
â Nate: Itâs acceptable for her to draw from
these sources. Everyoneâs entitled to their own
interpretation of these stories.
â Kozak: Totes! Thereâs different sects that
interpret differently...whoâs to say that an
artist canât do that too?
â Freddie: Itâs acceptable, maybe sheâs not
referring directly to Christianity, but the story
itself.
15. With the knowledge that Diana Al Hadid did not grow
up in a Christian home, is it still acceptable for her to
draw on this imagery? Why or why not?
â Jov: Is this cultural appropriation???
â When you USE someoneâs cultural
qualities (music, aesthetic, etc) and you
donât respect it or give it proper credit.
â Sara:Itâs acceptable for her to use this
imagery...itâs not disrespectfulâŚ.I donât think
this will offend anyoneâŚ.it doesnât show a
negative view of Christianity.
â Britt: Sheâs not bashing a religion, so itâs ok.
â Alex: Itâs acceptable, sheâs using a basic idea
from the culture.
â Daniel: Do her other works connect to
Christianity?
â Breanna: She shares her intention and
16. Visit to Bronx Museum!!! Itâs booked! Itâs lit!
â October 3rd, After School
â Leave at 2:30. Finish by 4:30.
â Self assignment: take a photo with a work of art that made an impact
on you. Email to Kozakartclass@mhshs.org by 11:30pm that night.
â Permish-Slips due on Tues 9/25, then Studio Art students are
invited.
17. What does this
artist seem like as
a person??
â Lauren: She seems restless, she doesnât wannt do the
same technique or piece twice.
â Brianna: Sheâs a risk taker, and creative. Figuring out
what she can do with the drips, she took the chance.
â Sara: She seems FREE in a way...not constricted.
â Eric: She seems ambiguous, and she doesnât want her
work to be immediately understood.
â Miles: She might daydream or doze off in her own world
thinking of stuff she may have read or heard.
â Jov: She thinks differently from everyone, she takes
expectations to a while new level.
â ARTISTIC PROCESS???
â Britt: She turns her disadvantages into advantages, like
with limited space and learning to work within it.
â Alex: Go big or go HOME.
â Araceli: ITâs TIME consuming!
18. What does this
artist seem like as
a person??
â Eli: She seems more creative than other artists, the way she uses
the drips as building.
â Sums: She looks really passionate about her work, the way she
talks about art, she has a wide range with everything.
â Freddie: She thinks out of the box, she doesnât just follow the
ordinary traditional methods for making art.
â Nate: Sheâs seems calm. Sheâs okay with the work being messy.
â Imani: Sheâs mysterious. She doesnât want to put out her
intention, she wants it to be totally up to the audience.
â Ros: Her work isnât âconventionalâ and sheâs very physical with
her art. âItâs not just an image, it becomes an object.â
â Elianny: Sheâs very laid back, messy, and she just like, goes for
it.
â ARTIST PROCESS
â Dom: (doesnât want to play videogames with her) She makes
things with a lot of support from people around her (art assistants)
â Elianny: She seems to have a lot of fun doing it. I usually think of
artists as so serious.
â Sam: She doesn't let the assistants control whatâs happening with
the art, but she lets them work independently.
â Nate: It takes time, itâs detailed.
19. Articles to check out
https://news.artnet.com/exhibitions/art21-watch-diana-al-hadid-1310702
https://www.interviewmagazine.com/art/diana-al-hadid-marianne-boesky