This document discusses the benefits and process of documenting textile collections. It provides examples of documentation sheets used by Jim and Connie Henderson to record information about items in their collection, including inventory numbers, descriptions, locations, photos, technical details, provenance, and notes. The examples show documentation for rugs, books, sweaters, and other textiles. Connie shared that when she asked other collectors about their documentation practices, most had not done systematic documentation and their collections lacked organization. Documenting collections has benefits like aiding identification, insurance, estate planning, and learning about the pieces.
Woven bed covers & their place in historical context. Design elements used, floral, geometric & overshot weave , Historic Coverlet design, Conner Prairie, coverlet, fishers, floral, geometric, historical content, history of bedcovers/ blankets found in Indiana.
Woven bed covers & their place in historical context. Design elements used, floral, geometric & overshot weave , Historic Coverlet design, Conner Prairie, coverlet, fishers, floral, geometric, historical content, history of bedcovers/ blankets found in Indiana.
Please pay attention to the details of what is required in order to .docxDIPESH30
Please pay attention to the details of what is required in order to accumulate as many points as possible. This is an exercise in using the information that has been provided to you in class and for me to see how much you have learned and understand about the material. As usual, this will stretch you just a little bit and ways that hopefully will surprise you. So now to the details:
The topics that you would have been tested on are as follows:
1.
Dancing
- This would included the various dances that were presented in class - Highland Fling, The Sword Dance, The Seann Triubhas, The Sailor's Hornpipe, Lessor known dances, National Dances, etc. Included would be the stories and histories of the dance, the costumes, the details and "nuggets" - such as the first American to win the adult championship, the first woman to be allowed to compete - anything that you know would be included. I trust you took notes.
2.
The Fiddle/Violin
- again, information that is relevant to the topic - who were the makers? Where did they live? How is it made? What material is used? What type of horse hair is used in the making of a bow (for example?), the Scottish composers, types of fiddling - West Coast, Shetland, the players, the most famous instruments, where they are today, who presented them? Whatever and anything that is in your notes is all fair game.
3.
The Harp
- Its history, its construction, the types of harps, the keys they are in, their limitations, why they lost their popularity with the masses, types of scales, famous harpers, the fellow who devoted his life to saving the music (Edward Bunting), the heroes, the villians (who executed the harpers and burned the harps) - there is a lot of information that I gave you that would be covered in the exam - bring it forth.
4.
Scottish contemporary musicians
. Draw on your knowledge of the musicians - especially the ones that were presented in class. Name some artists and talk about their contributions.
These are the 4 topics that are covered. There is an abundance of information that will propel you to a terrific grade. Don't by any means, limit yourselves to only the details listed above - these are just some of the facts - it is up to you to bring forth the rest of them as you would have done on the exam.
Now, there is the how...
Rather than you doing something dreary, dull and uninteresting, I have devised a plan to allow you some latitude and show some creativity. What I want you to do is to assume the role of a character in one of the topics and weave the information into your project. For example, you could be a highland dancer who lives in a clan - make up a name - describe your costume, write about the history of the dances that you have learned, include the details - perhaps tell about a dancer in your clan who accidentally stepped on the sword prior to a battle and what happened..., somehow weave into your story about a harper that you know and what you learned about the har.
1
Islamic Art History
Guideline
The 4-part analysis method
The 4-part analysis method that art historians use:
• physical properties
• formal or visual structure (also known simply as form)
• subject matter and symbolism (also known as content or meaning)
• cultural context
•
1-The first part of the four-part analysis considers physical properties.
Questions:
Here are some questions we ask when we examine physical properties:
• What type of artwork is it: painting, sculpture, architecture, textile, woodwork?
• What is the work made of: stone, crushed minerals, inlaid lapis lazuli?
• How is that material visible? Is it smooth and hard or textured and rough?
• How has the material been handled? What technique was used to manipulate the
material?
• How big is the work? How does it compare to the size of a human body? Hint: The
textbook provides scale comparisons for all illustrations.
Evidence:
When we answer those questions, we provide evidence as it appears in the work of art.
2- Form
Form refers to the appearance of the work of art. We also call it the visual structure or style of
the work of art.
Form consists of how the artist uses the materials to create visual expression. This expression
comes through the building blocks of the work of art known as the visual elements (color, line,
light, texture, shape, space) and composition (organization of shapes, balance, and proportion).
The choice of how to handle these building blocks of the work of art--known as formal elements
and principles of design--is sometimes dictated by how all artists of a particular time and place
work. We call this a period or cultural style. In other cases, especially in the modern era, the
choice of formal characteristics is individual and the artist has a personal style.
2
What about form in architecture? This refers to the building blocks of floor plan, structural
elements like columns and domes, and the decorative elements that adorn the building.
Artists of a particular period and culture typically share similar forms or style. Knowing the
formal characteristics of this style an essential part of art history.
Questions:
When you analyze form or visual structure, here are some questions to ask.
• Is the work naturalistic? Does it look like things do in nature or does it depart from
visible forms? How?
• How is space presented? Does it create an illusion of three dimensions or is it flatter?
• How is color handled? Do the colors look like they do in nature? Do they repeat
throughout the image?
• How is line handled? Are things outlined? Are there real lines (like a road) or implied
lines (like a line of sight)?
• How are light and shadow handled? Is everything bathed in an even light or are there
dramatic highlights and deep shadows? Does shading help make things look three-
dimensional?
• How is the work organized? Is everything lined up in a row or are they grouped in a
pyramid ...
Delivered by the Library to History of Art undergraduates.
If you require this information in a different format, please contact your Academic Liaison Librarian.
07050 Topic ArtNumber of Pages 3 (Double Spaced)Number o.docxsmithhedwards48727
07050 Topic: Art
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:High School
Category: Art
Language Style: English (U.S.)
Order Instructions: Attached
Transcript: Art Analysis PaperThis video is preparing you for one of your major grades this semester: an ar t analysis paper.Everything is under this week's content already that you need, and I'm giving you ample time to prepare for this. In this week's video, we're going through a step-by-step process of how to write this paper, and also how to encounter art more fully in general. The goal of a formal analysis is to explain the formal elements of a work of art, but also to consider the background and content of said work. In your paper, you'll be both interpreting a work of art and considering the formal elements. The frst step is a pretty obvious one. There's a topic list posted under the Analysis folder, labeled step 1. You'll choose one of these to write about. Also consider,do you want to write positive criticism or negative? Either is acceptable, and sometimes it's more fun to discuss why you dislike an artwork and why you think the worth of it is invalid. So once you've chosen your piece from the list, it's time to get started. This is all the information you'll need for your introduction. You ABSOLUTELY need to state the title, artist, date/period, and medium of the piece. This is also a good place to start discussing the artist or people who made the piece. If it's a work from an older period, you may not have an artist to discuss. That's fne. Instead you'll cover the people who made or commissioned the piece. You're giving it context. Art is never made in a vacuum. It's made in reaction to the world and values around it. This is also why it is important to consider why it was made, and who for. Was it created for a funeral? Was it commissioned by a cardinal or king? Is it meant to delight or intimidate? These are important questions to be able to answer. The example I chose to walk us through this process is Apollo and Daphne. I just gave you the title. Now I'll offer the rest of the basic information: It was created by Bernini, made between 1622-1625 out of marble. It stands 96 inches tall. Notice how I italicized the title of the piece? Unless it's a building, all work titles should be italicized. Always. I'm also going into a bit of Bernini's life here, talking about when he worked, where he was from, and why he made this piece. This piece was commissioned by the Cardinal Borghese of the Vatican during the Barque period. Think this is strange for a catholic cardinal to have a Greek myth in his home? The reasoning behind it can be found with this quote: “Those who love to pursue feeting forms of pleasure, in the end fnd only leaves and bitter berries in their hands.” The sculpture depicts the Greek myth of Apollo, the god of light, and Daphne, a wood nymph. Apollo fell in love with Daphne due to Cupid's a.
Historical inquiry for s1 workshop notes (anthropology, archaeology and accou...Lloyd Yeo
These are a set of notes form a workshop conducted for S1 History Teachers on how to interpret Singapore History in pre-modern times (14th century to 15th century) using the historical lenses of archaeology, anthropology and historical accounts.
Research Project Research Paper or Final Project6-8 pages, regu.docxdebishakespeare
Research Project: Research Paper or Final Project
6-8 pages, regular font, double-spaced, ~1500 words, MLA format for Works Cited section.
Schedule
– Hardcopy of short proposal due in class
– Attend the Research Workshop today with Jill Luedke—meet at Tuttleman Learning Center Room 08 (Lower Level)
- Hardcopy of Bibliography due in class
– Check your progress - do you need an extension? What other obligations do you have right now? Have you been or are you getting sick? Are you in some kind of wretched, suffering state of being? Don’t wait! Talk to Dr. Ho your very reasonable professor and deal with it TODAY!
- Research Paper or Final Project due in class
- You will select an object to research and investigate in depth. In your paper you will describe the object, situate the object in terms art history and in terms of issues of race, identity, and/or the American experience; and you will assesses significance of the object in terms of meaning and/or function within its socio-political and historical context. You will compile a bibliography of at least 10 sources. You will each be completing two peer-reviews and also have a draft of your paper reviewed by two other students before the due date. You may not turn in your paper until a draft has been reviewed by two of your peers and you have made the necessary edits and changes.
1. Proposal
a. Brainstorm and make a list of what has interested you this semester.
i. Go over your notes and readings.
ii. Think about your visits to art museums or galleries.(answer: Philadelphia art museum)
iii. What works of art did you look at for your group presentation?(answer: Africa American history)
iv. Which artists and filmmakers meant the most to you in this class?
b. Narrow down your list to a few works of art that address the issues that interest you the most. For some of you the ideas or issues will guide you, and for others, the work of art will take priority.
c. Ask yourself a question about the one work of art that interests you the most.
d. Submit a proposal for your research paper or art project that addresses a question about a specific work of art. You only need to write a few sentences, but you must state your question and identify a specific work of art according to artist, title, and date.
2. Bibliography - Submit a bibliography with at least 10 sources in Chicago or MLA format. This is perhaps twice as many of the sources you actually end up citing in your paper. You may use the articles from the course readings. Here are examples of sources I will accept:
a. The work of art
b. A book that talks about the object or artist at length
c. Articles and books on theory or analysis that have already been written.
d. Many essays are published as chapters in anthologies. Anthologies are frequently very good sources since you get a nice group of essays by different scholars all on the same topic.
e. Monographs, catalogues raisonnées, and art history reference books. The first two types of books focu ...
Please pay attention to the details of what is required in order to .docxDIPESH30
Please pay attention to the details of what is required in order to accumulate as many points as possible. This is an exercise in using the information that has been provided to you in class and for me to see how much you have learned and understand about the material. As usual, this will stretch you just a little bit and ways that hopefully will surprise you. So now to the details:
The topics that you would have been tested on are as follows:
1.
Dancing
- This would included the various dances that were presented in class - Highland Fling, The Sword Dance, The Seann Triubhas, The Sailor's Hornpipe, Lessor known dances, National Dances, etc. Included would be the stories and histories of the dance, the costumes, the details and "nuggets" - such as the first American to win the adult championship, the first woman to be allowed to compete - anything that you know would be included. I trust you took notes.
2.
The Fiddle/Violin
- again, information that is relevant to the topic - who were the makers? Where did they live? How is it made? What material is used? What type of horse hair is used in the making of a bow (for example?), the Scottish composers, types of fiddling - West Coast, Shetland, the players, the most famous instruments, where they are today, who presented them? Whatever and anything that is in your notes is all fair game.
3.
The Harp
- Its history, its construction, the types of harps, the keys they are in, their limitations, why they lost their popularity with the masses, types of scales, famous harpers, the fellow who devoted his life to saving the music (Edward Bunting), the heroes, the villians (who executed the harpers and burned the harps) - there is a lot of information that I gave you that would be covered in the exam - bring it forth.
4.
Scottish contemporary musicians
. Draw on your knowledge of the musicians - especially the ones that were presented in class. Name some artists and talk about their contributions.
These are the 4 topics that are covered. There is an abundance of information that will propel you to a terrific grade. Don't by any means, limit yourselves to only the details listed above - these are just some of the facts - it is up to you to bring forth the rest of them as you would have done on the exam.
Now, there is the how...
Rather than you doing something dreary, dull and uninteresting, I have devised a plan to allow you some latitude and show some creativity. What I want you to do is to assume the role of a character in one of the topics and weave the information into your project. For example, you could be a highland dancer who lives in a clan - make up a name - describe your costume, write about the history of the dances that you have learned, include the details - perhaps tell about a dancer in your clan who accidentally stepped on the sword prior to a battle and what happened..., somehow weave into your story about a harper that you know and what you learned about the har.
1
Islamic Art History
Guideline
The 4-part analysis method
The 4-part analysis method that art historians use:
• physical properties
• formal or visual structure (also known simply as form)
• subject matter and symbolism (also known as content or meaning)
• cultural context
•
1-The first part of the four-part analysis considers physical properties.
Questions:
Here are some questions we ask when we examine physical properties:
• What type of artwork is it: painting, sculpture, architecture, textile, woodwork?
• What is the work made of: stone, crushed minerals, inlaid lapis lazuli?
• How is that material visible? Is it smooth and hard or textured and rough?
• How has the material been handled? What technique was used to manipulate the
material?
• How big is the work? How does it compare to the size of a human body? Hint: The
textbook provides scale comparisons for all illustrations.
Evidence:
When we answer those questions, we provide evidence as it appears in the work of art.
2- Form
Form refers to the appearance of the work of art. We also call it the visual structure or style of
the work of art.
Form consists of how the artist uses the materials to create visual expression. This expression
comes through the building blocks of the work of art known as the visual elements (color, line,
light, texture, shape, space) and composition (organization of shapes, balance, and proportion).
The choice of how to handle these building blocks of the work of art--known as formal elements
and principles of design--is sometimes dictated by how all artists of a particular time and place
work. We call this a period or cultural style. In other cases, especially in the modern era, the
choice of formal characteristics is individual and the artist has a personal style.
2
What about form in architecture? This refers to the building blocks of floor plan, structural
elements like columns and domes, and the decorative elements that adorn the building.
Artists of a particular period and culture typically share similar forms or style. Knowing the
formal characteristics of this style an essential part of art history.
Questions:
When you analyze form or visual structure, here are some questions to ask.
• Is the work naturalistic? Does it look like things do in nature or does it depart from
visible forms? How?
• How is space presented? Does it create an illusion of three dimensions or is it flatter?
• How is color handled? Do the colors look like they do in nature? Do they repeat
throughout the image?
• How is line handled? Are things outlined? Are there real lines (like a road) or implied
lines (like a line of sight)?
• How are light and shadow handled? Is everything bathed in an even light or are there
dramatic highlights and deep shadows? Does shading help make things look three-
dimensional?
• How is the work organized? Is everything lined up in a row or are they grouped in a
pyramid ...
Delivered by the Library to History of Art undergraduates.
If you require this information in a different format, please contact your Academic Liaison Librarian.
07050 Topic ArtNumber of Pages 3 (Double Spaced)Number o.docxsmithhedwards48727
07050 Topic: Art
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:High School
Category: Art
Language Style: English (U.S.)
Order Instructions: Attached
Transcript: Art Analysis PaperThis video is preparing you for one of your major grades this semester: an ar t analysis paper.Everything is under this week's content already that you need, and I'm giving you ample time to prepare for this. In this week's video, we're going through a step-by-step process of how to write this paper, and also how to encounter art more fully in general. The goal of a formal analysis is to explain the formal elements of a work of art, but also to consider the background and content of said work. In your paper, you'll be both interpreting a work of art and considering the formal elements. The frst step is a pretty obvious one. There's a topic list posted under the Analysis folder, labeled step 1. You'll choose one of these to write about. Also consider,do you want to write positive criticism or negative? Either is acceptable, and sometimes it's more fun to discuss why you dislike an artwork and why you think the worth of it is invalid. So once you've chosen your piece from the list, it's time to get started. This is all the information you'll need for your introduction. You ABSOLUTELY need to state the title, artist, date/period, and medium of the piece. This is also a good place to start discussing the artist or people who made the piece. If it's a work from an older period, you may not have an artist to discuss. That's fne. Instead you'll cover the people who made or commissioned the piece. You're giving it context. Art is never made in a vacuum. It's made in reaction to the world and values around it. This is also why it is important to consider why it was made, and who for. Was it created for a funeral? Was it commissioned by a cardinal or king? Is it meant to delight or intimidate? These are important questions to be able to answer. The example I chose to walk us through this process is Apollo and Daphne. I just gave you the title. Now I'll offer the rest of the basic information: It was created by Bernini, made between 1622-1625 out of marble. It stands 96 inches tall. Notice how I italicized the title of the piece? Unless it's a building, all work titles should be italicized. Always. I'm also going into a bit of Bernini's life here, talking about when he worked, where he was from, and why he made this piece. This piece was commissioned by the Cardinal Borghese of the Vatican during the Barque period. Think this is strange for a catholic cardinal to have a Greek myth in his home? The reasoning behind it can be found with this quote: “Those who love to pursue feeting forms of pleasure, in the end fnd only leaves and bitter berries in their hands.” The sculpture depicts the Greek myth of Apollo, the god of light, and Daphne, a wood nymph. Apollo fell in love with Daphne due to Cupid's a.
Historical inquiry for s1 workshop notes (anthropology, archaeology and accou...Lloyd Yeo
These are a set of notes form a workshop conducted for S1 History Teachers on how to interpret Singapore History in pre-modern times (14th century to 15th century) using the historical lenses of archaeology, anthropology and historical accounts.
Research Project Research Paper or Final Project6-8 pages, regu.docxdebishakespeare
Research Project: Research Paper or Final Project
6-8 pages, regular font, double-spaced, ~1500 words, MLA format for Works Cited section.
Schedule
– Hardcopy of short proposal due in class
– Attend the Research Workshop today with Jill Luedke—meet at Tuttleman Learning Center Room 08 (Lower Level)
- Hardcopy of Bibliography due in class
– Check your progress - do you need an extension? What other obligations do you have right now? Have you been or are you getting sick? Are you in some kind of wretched, suffering state of being? Don’t wait! Talk to Dr. Ho your very reasonable professor and deal with it TODAY!
- Research Paper or Final Project due in class
- You will select an object to research and investigate in depth. In your paper you will describe the object, situate the object in terms art history and in terms of issues of race, identity, and/or the American experience; and you will assesses significance of the object in terms of meaning and/or function within its socio-political and historical context. You will compile a bibliography of at least 10 sources. You will each be completing two peer-reviews and also have a draft of your paper reviewed by two other students before the due date. You may not turn in your paper until a draft has been reviewed by two of your peers and you have made the necessary edits and changes.
1. Proposal
a. Brainstorm and make a list of what has interested you this semester.
i. Go over your notes and readings.
ii. Think about your visits to art museums or galleries.(answer: Philadelphia art museum)
iii. What works of art did you look at for your group presentation?(answer: Africa American history)
iv. Which artists and filmmakers meant the most to you in this class?
b. Narrow down your list to a few works of art that address the issues that interest you the most. For some of you the ideas or issues will guide you, and for others, the work of art will take priority.
c. Ask yourself a question about the one work of art that interests you the most.
d. Submit a proposal for your research paper or art project that addresses a question about a specific work of art. You only need to write a few sentences, but you must state your question and identify a specific work of art according to artist, title, and date.
2. Bibliography - Submit a bibliography with at least 10 sources in Chicago or MLA format. This is perhaps twice as many of the sources you actually end up citing in your paper. You may use the articles from the course readings. Here are examples of sources I will accept:
a. The work of art
b. A book that talks about the object or artist at length
c. Articles and books on theory or analysis that have already been written.
d. Many essays are published as chapters in anthologies. Anthologies are frequently very good sources since you get a nice group of essays by different scholars all on the same topic.
e. Monographs, catalogues raisonnées, and art history reference books. The first two types of books focu ...
1. This is the beginning of Part 2 of our virtual version of Jim and Connie’s presentation on how they
have gone about documenting their textiles and their textile books.
3. Collection Documentaton
Why ?
Russ Pickering's suggestion ~ 1983
"you don't know your pieces until you write about them“
- to LEARN and retain knowledge about yours and related pieces,
- for CORRESPONDENCE about specific pieces
- for INSURANCE
- for THEFT IDENTIFICATION
- for ESTATE plans, passing on information and estimated value
4. Collection Documentaton
Why - again ?
Russ Pickering, essay on STEWARDSHIP (1992)
“Treasure of the Caucasus”, NEARC 1992, Catalog for Exhibition at Norton Gallery and School of Art, WPBch
“… the three basic elements of a collectors world…”
- Search and Seizure
- Organization and Documentation < ------------
- Stewardship
5. Connie – anecdotes and survey -- typical practice
In preparation for their TM presentation, Connie surveyed a number of
collectors, asking what their documentation of their collections was like.
Connie began
by recounting her efforts to discover what kind of documentation of their
collections other collectors had undertaken and what sort of responses she got.
6. Here is the text of the email she used:
We are doing a program at the Textile Museum in March on documenting collections such as rugs & textiles.
We have our own system, but we would like to hear from other collectors and museum staff about how they document their collections to discover what others do.
There are several reasons to document – for insurance purposes, for estate planning so your children will know what you have, to learn about your own objects by
writing about them, etc.
How do you two document your collections?
· A list in Excel or WORD?
· Other software?
· Photos? Diagrams? Other ways?
What headings do you use?
For example:
1. name of an item,
2. its country of origin,
3. its provenance - where or from whom you got it, prior owners, where exhibited if in any shows or exhibits
4. date acquired,
5. price paid,
6. structural analysis: warp & weft color & material (eg wool, cotton etc; knot count & type of knot; color count; design description, borders; end finishes etc
7. reference to similar items in books or auction or museum catalogs? etc.
8. References to emails or correspondence about the piece
9. Do you give each item a number as well as a photo and description? If so do you use archival tape for numbering?
10. How often do you update your documentation?
If you can share your thoughts by email, that would be great or, If you are willing, we would love to call and talk with you about this if that is easier for you.
Thanks so much,
Connie Henderson
7. Connie said that, when she talked to collectors, asking what they did by way of documentation she often got
long pauses in response or sometimes an indication that they had done “something” about 10 years ago.
Only three collectors Connie contacted seemed to have done any systematic documentation of their
collections.
She said that she also picked up some anecdotes that are examples of why it is important to document, and of
the possible consequences of not doing so.
• The family of a deceased collector that threw a complete set of Hali Magazines in the trash
• The person who sent a rug to be washed and never saw it again
• The spouse of a collector-dealer with advancing dementia who had not documented the collection or kept
purchase prices
• The estate executor who knew nothing about rugs and textiles
Connie also said that only three of her respondents had documented their books, magazines and auction
catalogues in their reference library
8. Some said that they had made a beginning maybe a decade ago but had not continued the practice.
Connie said that she found only about three textile collectors who did systematic documentation of their collections
on a continuing basis.
I think my own response may be typical:
“I fear that I have not documented my own rug and textile collection at even the levels within my capabilities.
“I do have quite a number of rug and textile books, but, sadly, haven’t documented them either.
“Mostly, I have things sorted approximately on shelves here in front of me and in the living room. Both are within easy reach, but things are getting
out of hand here, too.
“I have perhaps three stacks of rug and textile books behind me, with a box of old ORR issues, around which they are stacked. I can usually find things,
here in the apartment, I want to consult, but sometimes it takes some searching, and I don’t know what’s really in those three stacks, unless I look.
“I was looking for Christopher Alexander’s book “A Foreshadowing of 21st Century Art,” and “George O’Bannon’s translation and comment on
Moshkova in his “Carpets of the Peoples of Central Asia,” and spent most of a day before finding them on a shelf in front of me.
“I have a nearly complete set of Hali’s in order on a shelf and some other issues of ORR and Ghereh.
“A librarian would (and should) be ashamed of me.”
John
That‘s maybe too much in the way of preliminaries. Let's look at the documentation system Jim and Connie employ.
9. BASIC WORKSHEET
Some begin with an OUTLINE – basic ESSENTIALS
- a guide for handwritten notes
- or directly into laptop or pad-device
MS WORD
MS EXCEL
other DOCUMENT software
PastPerfect
Bento (FileMaker)
other Museum Inventory software
10. PRIMARY – ESSENTIAL Basics
INVENTORY NUMBER
DESCRIPTION – Identification hierarchy
- What - Where - Who - When
- summary description
Overall SIZE – feet-inches [meters]
- Woven area – usually not counting fringe
- Or separate note on fringe length
Current location
Photo(s)
11. Spreadsheet Examples
RUG-TEXTILE INVENTORY
Item# DESCRIPTION Location
Est.
Date
Size
not fringe
Aq'n
Date
Aq'n
Cost Repair Cost
Est.
Whsl
The following examples show how these general formats are populated
12.
13. Jim showed the following example about a trade of books with a friend
who is a collector-dealer who went through their inventory to add his collection
The gray filled in boxes on the right show the Henderson book collection.
The horizontal hatched boxes show books of possible interest to the Hendersons
• Gray on the left and red text show books owned by both Hendersons and friend
• Gray on the left and black text show Henderson books not owned by the friend
• NO gray on the left with red text shows friend’s books not owned by Hendersons
24. The following examples were given
where a page from the inventory record,
compressed into a relatively small PDF file,
facilitated dialog by email to discuss attribution and comparison with others
27. Tunisia Gafsa “ferrãŝīya”
John Howe introduced us to
Bill & Sandra Bechhoeffer
We carried on a lively email dialog 2009-2013
He later captured this real-life discussion at the TM
Inventory Sheet as PDF
compressed small file size for email attachments
28. Here is an
image of this
piece during the
show-’n-tell after
the slide-show
29. Inventory Sheet as PDF
compressed small file size for email attachments
Jim recounted a lively email dialog about this piece, and how a similar one
was advertised in Hali in the early 1990s by a German dealer as “Navaho”
at an astonishing price; he insisted he was right despite our asking about
the visible fringe at each end of his piece
31. Provenance – connected to friends
S. Anatolia, Kilim, Saҫikara Yörük
Collected in field research by J. Powell & H. Böhmer
Owned with D.D. Moore and R. Dennis
41. Jim added the example of sweaters that he and Samy Rabinovic acquired in the late 1990s
from Michael Bischoff, after they saw the unique one that village weavers had made for
Michael a decade earlier.
Jim had asked “if you ever get another one I’d like to have it”.
Samy brought the two from Turkey. Later it was learned that others have been made, and Jim
began to collect photos and attributions to current owners, including one owned by John Howe
from his always fruitful visits to flea markets.
46. This is the end of Part 2, of this post.
The easiest way to get to Part 3 is to exit this post, return to the
announcing email, and use the link there to enter the Textiles and Text
site again.
Then select Part 3 in the red-lettered column on the right.