Historic Portfolio
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Historic portfolio comparing contemporary fashions to their influence from historic fashions. Ancient Egypt to Bustle Period
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Kris Hanssen Costume History
The document provides details about the rulers of three major fashion controlling countries from 1547 to the end of the Mid-Renaissance between 1558-1559. It begins by listing the rulers of France, Spain, and England from 1547 onwards. It then notes that just as the thrones of France, Spain, and England were left empty in 1547 with the deaths of their rulers, the same three countries will see a change in rulers at the end of the Mid-Renaissance period between 1558-1559. The document then moves on to provide descriptions of portraits and paintings, detailing the fashion and clothing depicted.
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Rei Kawakubo is a 71-year-old fashion designer from Tokyo who founded the avant-garde fashion label Comme des Garçons in 1973. She is known for her experimental, deconstructed, and asymmetrical designs that challenge conventions of fashion. Kawakubo strives to create collections that convey new ways of thinking and are serious challenges to societal taboos and restrictions on individual freedom of expression.
Postmodern Fashion
The document discusses postmodern fashion, describing it as emerging in the 1970s and characterized by eclecticism, pastiche, and irony. Postmodern fashion rejects traditional social hierarchies and encourages individual expression and contradiction. Key postmodern designers like Rei Kawakubo and Alexander McQueen are examined, with Kawakubo known for deconstructing traditional proportions and McQueen combining fragility and strength in his designs. The document concludes that fashion embodies postmodernism through approaches seen on international catwalks.
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Egyptian Art
The document summarizes Egyptian art from 5000 BC to 300 AD. It describes the major periods of Egyptian history and the main art forms produced during this time, including architecture, pottery, sculptures, hieroglyphs, literature, and paintings. Examples provided include the architecture of the Dendera Temple, paintings showing royalty and the Book of Dead written on papyrus, sculptures of the Great Sphinx of Giza and a head of Amenhotep III.
Tour of e,g,r
This document provides information on various works of art from Roman, Egyptian, and Greek antiquity. It includes the Colosseum and Aphrodite of Knidos from Roman times. From ancient Greece, it discusses the Kritios Boy sculpture. Works from ancient Egypt presented are the Egyptian Princess, Head of Nefertiti sculptures, and Aphrodite Venus de Milo. For each work, it provides the artist, date created, location, and a brief comment on a key aspect of the work like its shape, form, colors, or details. Websites with additional information are also listed.
Early medieval art upload
Early Christian art in Europe between 600-1100 CE developed among the Anglo-Saxons, Hiberno-Saxons, Norse, and Merovingians. Manuscripts from this period include gospel books and passages from Genesis and the Pentateuch illustrated with ornamental designs like carpet pages and illuminated letters. Famous manuscripts include the Book of Durrow, Lindisfarne Gospels, and Book of Kells created by Hiberno-Saxon monks in the British Isles.
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Kris Hanssen Costume History
The document provides details about the rulers of three major fashion controlling countries from 1547 to the end of the Mid-Renaissance between 1558-1559. It begins by listing the rulers of France, Spain, and England from 1547 onwards. It then notes that just as the thrones of France, Spain, and England were left empty in 1547 with the deaths of their rulers, the same three countries will see a change in rulers at the end of the Mid-Renaissance period between 1558-1559. The document then moves on to provide descriptions of portraits and paintings, detailing the fashion and clothing depicted.
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Kawakubo rei memo
Rei Kawakubo is a 71-year-old fashion designer from Tokyo who founded the avant-garde fashion label Comme des Garçons in 1973. She is known for her experimental, deconstructed, and asymmetrical designs that challenge conventions of fashion. Kawakubo strives to create collections that convey new ways of thinking and are serious challenges to societal taboos and restrictions on individual freedom of expression.
Postmodern Fashion
The document discusses postmodern fashion, describing it as emerging in the 1970s and characterized by eclecticism, pastiche, and irony. Postmodern fashion rejects traditional social hierarchies and encourages individual expression and contradiction. Key postmodern designers like Rei Kawakubo and Alexander McQueen are examined, with Kawakubo known for deconstructing traditional proportions and McQueen combining fragility and strength in his designs. The document concludes that fashion embodies postmodernism through approaches seen on international catwalks.
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Egyptian Art
The document summarizes Egyptian art from 5000 BC to 300 AD. It describes the major periods of Egyptian history and the main art forms produced during this time, including architecture, pottery, sculptures, hieroglyphs, literature, and paintings. Examples provided include the architecture of the Dendera Temple, paintings showing royalty and the Book of Dead written on papyrus, sculptures of the Great Sphinx of Giza and a head of Amenhotep III.
Tour of e,g,r
This document provides information on various works of art from Roman, Egyptian, and Greek antiquity. It includes the Colosseum and Aphrodite of Knidos from Roman times. From ancient Greece, it discusses the Kritios Boy sculpture. Works from ancient Egypt presented are the Egyptian Princess, Head of Nefertiti sculptures, and Aphrodite Venus de Milo. For each work, it provides the artist, date created, location, and a brief comment on a key aspect of the work like its shape, form, colors, or details. Websites with additional information are also listed.
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Early Christian art in Europe between 600-1100 CE developed among the Anglo-Saxons, Hiberno-Saxons, Norse, and Merovingians. Manuscripts from this period include gospel books and passages from Genesis and the Pentateuch illustrated with ornamental designs like carpet pages and illuminated letters. Famous manuscripts include the Book of Durrow, Lindisfarne Gospels, and Book of Kells created by Hiberno-Saxon monks in the British Isles.
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The Northern Renaissance differed from the Italian Renaissance in its focus on extreme emotions visible on people's surfaces rather than ideals of antiquity or human anatomy. It was influenced by the Protestant Reformation led by Martin Luther. Artists in Northern Europe and Spain developed their own styles by combining Italian influences with local traditions, as seen in the works of Bosch, Durer, Bruegel, El Greco and others. They focused on detailed realism, landscapes, religious scenes, and portraits of everyday life.
Egyptian art
Egyptian art developed between 5000 BC to 300 AD, centered along the lower Nile River Valley. Art forms included painting, sculpture, architecture, pottery, and hieroglyphs, with highly stylized symbolism. Tombs were more important structures than palaces, as the Pharaohs' afterlife homes were immense pyramid structures. Architects precisely cut and arranged stones like sandstone, limestone, and granite to build pyramids and temples. Sculpture evolved to represent gods, pharaohs, and royalty. Hieroglyphics were the written system using pictures and symbols for sounds and words. Color and symbolism held important meaning in Egyptian artwork.
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This document provides information about Neoclassicism painting from the 18th to early 19th century, which revived the order and harmony of Greek and Roman art. It discusses important works by Jacques Louis David and Antonio Canova that exemplified the Neoclassical style. The document also covers Romanticism as a reaction to Neoclassicism, emphasizing emotion, individualism, and nature. It summarizes paintings by Eugène Delacroix, Caspar David Friedrich, and John Constable that embodied Romantic ideals through their depictions of landscapes, emotions, and solitary figures.
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This document summarizes Renaissance painting from the 14th to 16th centuries. It describes key characteristics like realistic representations and use of techniques like perspective. It outlines the Early Renaissance, focused on dramatic perspective and idealized religious subjects. The High Renaissance was led by Leonardo da Vinci, Michelangelo, and Raphael, who created famous works like the Mona Lisa, The Creation of Adam, and The School of Athens. The document provides details on materials and techniques and insights on the influence of Renaissance art.
Egyptian Art
The document outlines an art curriculum for a Year 6 class focusing on Egyptian art over a term. It includes three topics: death masks, canopic jars, and Egyptian gods. For each topic, it lists learning objectives, main activities, support for less able students, extension activities, and assessment. The activities incorporate researching Egyptian art, designing pieces, and using materials like clay, cardboard and paint to make death masks, canopic jars and paintings of gods. Students will develop skills in communication, creative thinking, problem solving and evaluation.
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Leonardo Da Vinci
Leonardo da Vinci was born out of wedlock in 1452 in Vinci, Italy. He showed an early talent for drawing and was apprenticed to artist Andrea del Verrochio. Da Vinci is renowned for his paintings The Last Supper and the Mona Lisa, known for its mysterious smile and innovative techniques. Throughout his life, Da Vinci made detailed sketches and notes on science, invention, anatomy and more. He spent 30 years meticulously documenting his experiments, though he left many artistic works unfinished at his death in 1519.
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The document discusses Greek and Roman art, covering architecture, sculpture, and decorative arts from both periods. It mentions the Archaic Period architecture of the Temple of Artemis in Ephesus, Turkey. It also provides high-level overviews of sculpture and decorative arts in Greek and Roman cultures without going into detail.
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This document outlines an Italian Renaissance art lesson plan that introduces students to major works and artists from the period. It includes various apps and online resources for students to consolidate their understanding of Renaissance painting techniques, architecture, sculptures and different types of paintings. The lesson plan involves students identifying artworks, comparing artists, and carrying out activities related to works like the Sistine Chapel. It concludes with students working in groups to research and present projects on famous Renaissance artists.
Egyptian Art
The passage discusses several key aspects of ancient Egyptian art and beliefs:
1) Egyptians relied on the predictable flooding of the Nile for agriculture, and the flood cycle was a major theme in their art.
2) They believed the Nile flooded due to the goddess Isis's tears for her dead husband Osiris.
3) Art depicted important religious figures like Osiris and scenes from the afterlife journey, including weighing the heart against a feather to enter the realm of the dead.
4) Pharaohs unified Egypt and were seen as gods, wearing symbolic crowns and clothing that displayed their power and authority over society.
The Renaissance
The document discusses key aspects of the Renaissance period in Europe, including its meaning as "rebirth" and influence from ancient Rome, Greece, Islam, and other civilizations. It specifically references Raphael's painting "The School of Athens" and developments in Renaissance art including techniques like chiaroscuro, one-point perspective, atmospheric perspective, and monothematic themes. Key Renaissance figures discussed are Raphael, Marsilio Ficino, Michelangelo, Leonardo da Vinci, and Donato Bramante.
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This document outlines a 6-session art history course on the Italian Renaissance taught in English. The course aims to teach students about Renaissance art in Italy, famous artists, and painting techniques. Key topics covered include Renaissance architecture, sculpture and painting; types of paintings by theme and technique; Italian painting in the 15th and 16th centuries; and artists like Leonardo da Vinci, Michelangelo, and Raphael. Students will analyze works, complete comprehension activities, give presentations, and develop their English language skills through discussions and descriptions of art. Sessions incorporate videos, images and websites to engage students in analyzing major Renaissance artworks.
Review 6 christian
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The document provides descriptions of various artworks from the Etruscan period through Early Christian period in Italy. It describes Etruscan sculptures such as the Capitoline Wolf and the Apollo of Veii. It then covers Roman art including sculptures like the Augustus of Primaporta and the Column of Trajan, and architectural structures such as the Colosseum, Pantheon, and temples. Early Christian art from the time of Constantine is discussed, showing both classical elements and new forms developing. Mosaics in churches and sarcophagi are highlighted.
Leonardo Da Vinci (inglés)
Leonardo Da Vinci was born in 1452 in Vinci, Italy to a notary father and peasant mother. He apprenticed under the painter Verrocchio and became renowned as a painter, producing famous works like the Mona Lisa and The Last Supper. As an inventor, he conceived early designs for things like helicopters and musical instruments. He also made extensive contributions to science through his detailed anatomical drawings and studies based on dissecting human corpses.
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Leonardo Da Vinci teaches an important lesson: mentor ship can pave this way to independent success. The skills he obtained during his apprenticeship allowed Da Vinci to hone his talents.
The Renaissance
The document provides an overview of the Italian Renaissance, including:
1) Changes in society and the rise of wealthy city-states like Florence and Venice stimulated new ideas and interest in art and learning.
2) Ideas like humanism and secularism emerged, with a new focus on ancient Greek and Roman culture and individual achievement.
3) Renaissance artists pioneered new techniques like realistic perspective and used their skills to depict religious subjects and myths in a more humanistic style.
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This document provides a timeline and overview of the evolution of fashion from prehistory to the present day. It discusses ancient Egyptian, Etruscan, Roman, Greek, and Byzantine fashions. Key garments from these eras are described such as tunics, togas, and himations. The document then briefly summarizes fashion trends and styles from the Medieval period through 1980 and beyond. It also profiles influential fashion designers Yves Saint Laurent and Coco Chanel, describing some of their iconic designs.
Chapter 13 Crinoline Period
The document provides a detailed overview of women's and men's fashion during the Crinoline Period from 1850 to 1869. It includes:
1) A timeline of important events from 1850-1869 that influenced styles of the period.
2) Descriptions of the typical layers of women's undergarments and dresses, including the introduction of hoopskirts/crinolines in 1857 that made skirts wider.
3) Details on men's styles including shirts, trousers, vests, and outerwear.
4) Notes on changes to the fashionable silhouette over the decade, including a higher waistline and fullness moved more to the back by the late 1860s.
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Charles Frederick Worth, considered the father of haute couture, popularized the full skirt in the late 19th century through his fashion house in Paris. In the 1940s, Christian Dior furthered the trend with his iconic "New Look" featuring nipped waists and full skirts. Since then, full skirts have remained a staple silhouette in high fashion, bridal wear, and everyday styles due to their figure-flattering nature.
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The Northern Renaissance differed from the Italian Renaissance in its focus on extreme emotions visible on people's surfaces rather than ideals of antiquity or human anatomy. It was influenced by the Protestant Reformation led by Martin Luther. Artists in Northern Europe and Spain developed their own styles by combining Italian influences with local traditions, as seen in the works of Bosch, Durer, Bruegel, El Greco and others. They focused on detailed realism, landscapes, religious scenes, and portraits of everyday life.
Egyptian art
Egyptian art developed between 5000 BC to 300 AD, centered along the lower Nile River Valley. Art forms included painting, sculpture, architecture, pottery, and hieroglyphs, with highly stylized symbolism. Tombs were more important structures than palaces, as the Pharaohs' afterlife homes were immense pyramid structures. Architects precisely cut and arranged stones like sandstone, limestone, and granite to build pyramids and temples. Sculpture evolved to represent gods, pharaohs, and royalty. Hieroglyphics were the written system using pictures and symbols for sounds and words. Color and symbolism held important meaning in Egyptian artwork.
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This document provides information about Neoclassicism painting from the 18th to early 19th century, which revived the order and harmony of Greek and Roman art. It discusses important works by Jacques Louis David and Antonio Canova that exemplified the Neoclassical style. The document also covers Romanticism as a reaction to Neoclassicism, emphasizing emotion, individualism, and nature. It summarizes paintings by Eugène Delacroix, Caspar David Friedrich, and John Constable that embodied Romantic ideals through their depictions of landscapes, emotions, and solitary figures.
Hum 1
This document summarizes Renaissance painting from the 14th to 16th centuries. It describes key characteristics like realistic representations and use of techniques like perspective. It outlines the Early Renaissance, focused on dramatic perspective and idealized religious subjects. The High Renaissance was led by Leonardo da Vinci, Michelangelo, and Raphael, who created famous works like the Mona Lisa, The Creation of Adam, and The School of Athens. The document provides details on materials and techniques and insights on the influence of Renaissance art.
Egyptian Art
The document outlines an art curriculum for a Year 6 class focusing on Egyptian art over a term. It includes three topics: death masks, canopic jars, and Egyptian gods. For each topic, it lists learning objectives, main activities, support for less able students, extension activities, and assessment. The activities incorporate researching Egyptian art, designing pieces, and using materials like clay, cardboard and paint to make death masks, canopic jars and paintings of gods. Students will develop skills in communication, creative thinking, problem solving and evaluation.
Leonardo Da Vinci SIS Nicholas K
Leonardo da Vinci was born in 1452 in Vinci, Italy. He apprenticed under the artist Andrea di Cione, known as Verrocchio, at a young age. Throughout his career, da Vinci painted many famous works and was renowned for his skills in various fields including painting, sculpting, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, and writing. He spent his later years in France, where he died in 1519 at the age of 67.
Leonardo Da Vinci
Leonardo da Vinci was born out of wedlock in 1452 in Vinci, Italy. He showed an early talent for drawing and was apprenticed to artist Andrea del Verrochio. Da Vinci is renowned for his paintings The Last Supper and the Mona Lisa, known for its mysterious smile and innovative techniques. Throughout his life, Da Vinci made detailed sketches and notes on science, invention, anatomy and more. He spent 30 years meticulously documenting his experiments, though he left many artistic works unfinished at his death in 1519.
Greek and Roman Art
The document discusses Greek and Roman art, covering architecture, sculpture, and decorative arts from both periods. It mentions the Archaic Period architecture of the Temple of Artemis in Ephesus, Turkey. It also provides high-level overviews of sculpture and decorative arts in Greek and Roman cultures without going into detail.
Uso de los rea en las unidades aicle
This document outlines an Italian Renaissance art lesson plan that introduces students to major works and artists from the period. It includes various apps and online resources for students to consolidate their understanding of Renaissance painting techniques, architecture, sculptures and different types of paintings. The lesson plan involves students identifying artworks, comparing artists, and carrying out activities related to works like the Sistine Chapel. It concludes with students working in groups to research and present projects on famous Renaissance artists.
Egyptian Art
The passage discusses several key aspects of ancient Egyptian art and beliefs:
1) Egyptians relied on the predictable flooding of the Nile for agriculture, and the flood cycle was a major theme in their art.
2) They believed the Nile flooded due to the goddess Isis's tears for her dead husband Osiris.
3) Art depicted important religious figures like Osiris and scenes from the afterlife journey, including weighing the heart against a feather to enter the realm of the dead.
4) Pharaohs unified Egypt and were seen as gods, wearing symbolic crowns and clothing that displayed their power and authority over society.
The Renaissance
The document discusses key aspects of the Renaissance period in Europe, including its meaning as "rebirth" and influence from ancient Rome, Greece, Islam, and other civilizations. It specifically references Raphael's painting "The School of Athens" and developments in Renaissance art including techniques like chiaroscuro, one-point perspective, atmospheric perspective, and monothematic themes. Key Renaissance figures discussed are Raphael, Marsilio Ficino, Michelangelo, Leonardo da Vinci, and Donato Bramante.
Clic unit the italian renaissance painting
This document outlines a 6-session art history course on the Italian Renaissance taught in English. The course aims to teach students about Renaissance art in Italy, famous artists, and painting techniques. Key topics covered include Renaissance architecture, sculpture and painting; types of paintings by theme and technique; Italian painting in the 15th and 16th centuries; and artists like Leonardo da Vinci, Michelangelo, and Raphael. Students will analyze works, complete comprehension activities, give presentations, and develop their English language skills through discussions and descriptions of art. Sessions incorporate videos, images and websites to engage students in analyzing major Renaissance artworks.
Review 6 christian
The document provides background information on early Christian art found in catacombs and churches. It discusses how catacomb paintings depicted simple biblical scenes reflecting early Christian beliefs. As Christianity became the official religion of the Roman Empire, church architecture evolved from the basilica style to include central planned churches inspired by Byzantine designs such as Hagia Sophia in Constantinople. The document also covers the controversy around icons in the Byzantine Empire known as the Iconoclastic period where religious images were destroyed by imperial decree before ultimately being reaffirmed.
Etruscan to early christian
The document provides descriptions of various artworks from the Etruscan period through Early Christian period in Italy. It describes Etruscan sculptures such as the Capitoline Wolf and the Apollo of Veii. It then covers Roman art including sculptures like the Augustus of Primaporta and the Column of Trajan, and architectural structures such as the Colosseum, Pantheon, and temples. Early Christian art from the time of Constantine is discussed, showing both classical elements and new forms developing. Mosaics in churches and sarcophagi are highlighted.
Leonardo Da Vinci (inglés)
Leonardo Da Vinci was born in 1452 in Vinci, Italy to a notary father and peasant mother. He apprenticed under the painter Verrocchio and became renowned as a painter, producing famous works like the Mona Lisa and The Last Supper. As an inventor, he conceived early designs for things like helicopters and musical instruments. He also made extensive contributions to science through his detailed anatomical drawings and studies based on dissecting human corpses.
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Leonardo Da Vinci teaches an important lesson: mentor ship can pave this way to independent success. The skills he obtained during his apprenticeship allowed Da Vinci to hone his talents.
The Renaissance
The document provides an overview of the Italian Renaissance, including:
1) Changes in society and the rise of wealthy city-states like Florence and Venice stimulated new ideas and interest in art and learning.
2) Ideas like humanism and secularism emerged, with a new focus on ancient Greek and Roman culture and individual achievement.
3) Renaissance artists pioneered new techniques like realistic perspective and used their skills to depict religious subjects and myths in a more humanistic style.
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Designers Inspired
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This document provides a timeline and overview of the evolution of fashion from prehistory to the present day. It discusses ancient Egyptian, Etruscan, Roman, Greek, and Byzantine fashions. Key garments from these eras are described such as tunics, togas, and himations. The document then briefly summarizes fashion trends and styles from the Medieval period through 1980 and beyond. It also profiles influential fashion designers Yves Saint Laurent and Coco Chanel, describing some of their iconic designs.
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The document provides a detailed overview of women's and men's fashion during the Crinoline Period from 1850 to 1869. It includes:
1) A timeline of important events from 1850-1869 that influenced styles of the period.
2) Descriptions of the typical layers of women's undergarments and dresses, including the introduction of hoopskirts/crinolines in 1857 that made skirts wider.
3) Details on men's styles including shirts, trousers, vests, and outerwear.
4) Notes on changes to the fashionable silhouette over the decade, including a higher waistline and fullness moved more to the back by the late 1860s.
APPD 1115 FINAL PROJECT
Charles Frederick Worth, considered the father of haute couture, popularized the full skirt in the late 19th century through his fashion house in Paris. In the 1940s, Christian Dior furthered the trend with his iconic "New Look" featuring nipped waists and full skirts. Since then, full skirts have remained a staple silhouette in high fashion, bridal wear, and everyday styles due to their figure-flattering nature.
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The document provides a history of fashion from prehistoric times to the present day. It begins with ancient Egyptian, Roman, Greek, and Minoan fashions, describing the typical clothing such as linen dresses, loincloths, and tunics. It then covers the Medieval period and styles of the Byzantine Empire, including togas and surcoats. Fashions became more fitted and decorative during the Medieval romance and crusader periods. The document concludes with brief descriptions of 13th century voluminous clothing and headwear trends.
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The document is Kumkum's project report submitted to Dezyne E'cole College on her portfolio. It includes sections on fashion history, print development, and her collection. The fashion history section provides a brief overview of clothing styles in ancient Egypt, Minoan culture, classical Greece, the Roman era, and the Byzantine style to provide context for her collection design.
Fashion History
The document provides a history of fashion from prehistoric times to the present day. It begins with ancient Egyptian, Roman, Greek, and Minoan fashions. Clothing in these early civilizations was typically made from linen or wool and consisted of simple garments like tunics, loincloths, and capes. It then covers the Middle Ages, Renaissance, Baroque era, and modern times, noting changing silhouettes, fabrics, and styles for both men and women over the centuries. The timeline traces the evolution of fashion from 600 CE to present.
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The document provides a general overview and descriptions of ancient Egyptian costumes from different periods. It discusses four main types of costumes: tunics, robes, skirts with or without capes, and shawls or drapery. The costumes are decorated mainly through accessories like collars and girdles. Linen was the primary material used, and the earliest styles were tunics while later styles incorporated more draping. Specific plates and figures are referenced that depict different costumes and styles of men and women from ancient Egypt.
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The document discusses fashion trends in several ancient cultures including Rome, Mesopotamia, China, Greece, and Egypt. In Rome, men and boys wore tunics of linen or wool and sometimes jewelry. Women favored ornate necklaces, bracelets, and hair accessories. Mesopotamians were skilled sewers who decorated clothing with dyes, beads, and embroidery. Traditional Chinese clothing included one-piece and two-piece garments. Greeks made and sold wool and linen tunics and cloaks in bright colors. Both men and women in Egypt wore wraps or dresses made of linen. The document concludes with a brief section on modern Canadian fashion trends.
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Aksay Sharma,B.Sc-fashion Technology ,+ 2 years diploma
Aksay Sharma,B.Sc-fashion Technology ,+ 2 years diploma
Mamta Manwani. ,Fashion Design Second year Diploma Student of Dezyne E'cole C...
Mamta Manwani. ,Fashion Design Second year Diploma Student of Dezyne E'cole C...
Sangeeta Chouhan , Fashion Design Student NSQF Level -6
Sangeeta Chouhan , Fashion Design Student NSQF Level -6
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FASHION FOR WOMEN AND MEN IN REGENCY BY MICHA & BOULARI.pptx
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The Fascinating World of Bats: Unveiling the Secrets of the Night
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There are over 1,300 species of bats, ranging from the tiny Kitti's hog-nosed bat to the majestic flying foxes. These winged mammals are found in almost every corner of the globe, from the scorching deserts to the lush rainforests. Their diversity is a testament to their adaptability and resilience.
Bats are insectivores, feeding on a vast array of insects, from mosquitoes to beetles. A single bat can consume up to 1,200 insects in an hour, making them a crucial part of our pest control system. By preying on insects that damage crops, bats save the agricultural industry billions of dollars each year.
But bats are not just useful; they are also fascinating creatures. Their ability to fly in complete darkness, using echolocation to navigate and hunt, is a remarkable feat of evolution. They are also social animals, living in colonies and communicating with each other through a complex system of calls and body language.
Despite their importance, bats face numerous threats, from habitat destruction to climate change. Many species are endangered, and conservation efforts are necessary to protect these magnificent creatures.
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一比一原版(McGill毕业证书)麦吉尔大学毕业证如何办理
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Historic Portfolio
- 1. Historic Portfolio Rachel Greer CTE 3519
- 2. Ancient Egypt The figure in the middle of the Egyptian painting features a man wearing a schenti wrap skirt with a long, sheer fabric tunic layered on top. Recently, similarly styled skirts have been featured on the runway. Chloe, the designer, featured this piece in their Spring/Summer 2011 collection. A shorter skirt underneath sheer fabric emulates the Egyptian schenti’s style. http://www.chloe.com
- 3. Early Greek The figure on the left is Iris, Greek goddess of the rainbow. This painting from a Greek vase features the goddess wearing an Ionic chiton. The dress on the right is a bridal gown by Vera Wang. Like the ancient chiton, the modern dress is secured at the shoulder and features a large amount of fabric that gives it a similar draped look. http://www.bridalgownstore.net/2009_05_01_archive.html
- 4. Early Middle Ages Like the chasuble worn in the Early Middle Ages sculpture, the cloak, by designer Jen Awad, are a circular cut. They both have embellished necklines and slits as sleeves. http://www.wgsn.com
- 5. The Northern Renaissance Elizabeth I is wearing a garment embroidered with Spanish blackwork. The Alexander McQueen dress has a black lace design similar to the Renaissance style. It also has a stiff and rigid neckline similar to the Spanish styles that influenced England at that time. http://www.wgsn.com
- 6. Later Seventeenth Century Valentine Yudashkin’s garment looks similar to the 17th Century Men’s Justacorps coat. Both are long, knee-length with buttons up the front and straight, fitted sleeves turned up at the cuff. http://www.yudashkin.com/
- 7. Eighteenth Century This Alexander McQueen dress mimics the silhouette of the mid-18th century robe à la Française. A fitted front with a full back. Both garments give the notion of a pannier style skirt support holding the dress in the silhouette. Vogue Magazine, March 2011. Dress by Alexander McQueen
- 8. Empire Period Copying the empire silhouette, the designer garment’s waistline falls right below the bust. The skirt is long and tubular shape. Not only similar in design, the lighter weight and color are like garments from the empire period. http://www.yudashkin.com/
- 9. Romantic Period Like the dress from the Romantic period, the waist of Dolce and Gabbana dress is just above the natural waist line. It has the wide sleeves and full skirt of the period. Both have an allover print and are even similarly coloured. http://www.wgsn.com
- 10. Crinoline Period The design of the dress by Giles Deacon suggests a cage crinoline. The gold strips of fabric imitates the skirt support while the width of the skirt is similar to the silhouette of the crinoline period http://fashionismymuse.blogspot.com/2009/10/crinolines-in-contemporary-fashion.html
- 11. Bustle Era This designer dress is similar to the 18xx dress from the second phase of the Bustle Era. Both have a narrowed, fitten torso with fullness at the bottom of the back giving a waterfall effect train. http://www.yudashkin.com/