On being included color in art
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On Being Included. An antiracism toolkit project for Race and Resistance https://courses.newschool.edu/courses/LSOC3025?sec=7188
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This document outlines the schedule and requirements for Mount Zion School of Theology and Biblical Studies. It includes:
1) Key dates for the terms, with the first half of fees due by March 27th and the second half due by September 18th.
2) The subjects to be covered each term from March to November, including Old Testament Survey, New Testament Survey, Hermeneutics, Homiletics, Church History, and Christian Doctrine.
3) Assignments that must be completed, such as essays, exams, and book reviews, along with the due dates for submitting each assignment.
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“Disability studies introduces a disability reading to a range of subject matter. We prod people to examine how disability as a category was created to serve certain ends and how the category has been institutionalized in social practices and intellectual conventions.
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This document outlines the schedule and requirements for Mount Zion School of Theology and Biblical Studies. It includes:
1) Key dates for the terms, with the first half of fees due by March 27th and the second half due by September 18th.
2) The subjects to be covered each term from March to November, including Old Testament Survey, New Testament Survey, Hermeneutics, Homiletics, Church History, and Christian Doctrine.
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“Disability studies introduces a disability reading to a range of subject matter. We prod people to examine how disability as a category was created to serve certain ends and how the category has been institutionalized in social practices and intellectual conventions.
Disability studies' project is to weave disabled people back into the fabric of society, thread by thread, theory by theory. It aims to expose the ways that disability has been made exceptional and to work to naturalize disabled people - remake us as full citizens whose rights and privileges are intact, whose history and contributions are recorded, and whose often distorted representations in art, literature, film, theater, and other forms of artistic expression are fully analyzed.
Linton, Simi. (2005) What Is Disability Studies? PMLA.2, 120
In the 1990s, critics and theorists who engaged in discussions of concepts such "minority" and "majority," or "center" and "margin," began to ask us to broaden our perspectives. New areas of inquiry entered the field of "minority literature."
Today, those new areas of inquiry lead scholarship in the field. Along with studying so-called racial or ethnic "Others," scholars now focus on the construction of whiteness as part of the "whole picture." (See separate comments from Peggy McIntosh, a scholar at Wellesley College.) Queer studies programs at major universities question clear-cut readings of gender and sexuality. Deaf Studies and Dis/ability Studies question the notion of which bodies and realities we consider "normal," or "able," and which we marginalize as not quite "whole" or fully "able." Studies of mixed raced and multi-cultured lives and experiences challenge the earlier notions of race and ethnicity we relied on as we categorized ourselves and others. Studies focused on cultural representations of age and aging question our culture's persistent focus on youth and youthful bodies/minds as the most desirable or attractive.
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Art is the expression, application, or depiction of creative ability and creativity via
visual media such as painting and sculpture. The artists have made significant contributions
to society via their work, which has resulted in a sea shift in how people see real-world
events. Nonetheless, art brings silent ideas to life and allows them to be interpreted by the rest
of the world present artists art with a purpose in mind. Various individuals perceive their
intentions and meanings differently based on their prior exposure to art, their known history,
and the historical period in which the art is exhibited. In this context, I will use chapter two of
our textbook to discuss the influence of arts on society while critically analyzing the author's
use of rhetorical devices and comparing them with " Dr. Larry Brewster and California
Arts-in-Corrections: A Case Study in Correctional Arts Research." This chapter of the book
is written by Checker and Fishman and focuses on many issues, but I will point out her
arguments on the impact of art in New York and why art had been disregarded in many
places.
The author uses rhetorical devices to appeal to us on the causes of art underestimation
in New York. Using pathos, the author appeals to our emotions by stating the ways art has
been underscoring in modern America. The author appeals to our feelings when passing
through her arguments on the importance of art in people's lives, specifically in politics. She
wants us to feel how she thinks about how art has lost its value in a modernized society. Here,
the author paints a vivid picture of how she dwelled into teaching, she needed people to "be
impacted by the theatre" (Checker and Fishman, 57). She constantly reminds us of why art
should still be embraced even after the evolution of museums and the gallery system. "This
work has underscored the many contradictions between our artistic ideas and how they have
been institutionalized since the modern era, brilliantly accounting for the art world I
experienced, with all its dissatisfactions" (Checker and Fishman, 53). Artists raised concerns
about funding organizations' propensity to quantify economic outcomes rather than recognize
aesthetic and social worth when evaluating creative initiatives piqued the author's attention.
The author uses pathos and introduces a fair share of life examples and writings to
appeal to us on how art is influential and impacts our daily lives. Also, through pathos,
Fishman points out that "consequently, the arts no longer serve as a source of inspiration or a
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This assignment will require you to use your knowledge of the different civilizations we have discussed and apply them to understanding the art created in the places and times covered by this class. Choose one of the following pieces of art or architecture:
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-Who is the artist (if possible)?
-Why did you choose this piece?
-How was the piece created? What is the medium?
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-What does this work tell you about the civilization that created it?
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Coversheet and bibliography.
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Art is the expression, application, or depiction of creative ability and creativity via
visual media such as painting and sculpture. The artists have made significant contributions
to society via their work, which has resulted in a sea shift in how people see real-world
events. Nonetheless, art brings silent ideas to life and allows them to be interpreted by the rest
of the world present artists art with a purpose in mind. Various individuals perceive their
intentions and meanings differently based on their prior exposure to art, their known history,
and the historical period in which the art is exhibited. In this context, I will use chapter two of
our textbook to discuss the influence of arts on society while critically analyzing the author's
use of rhetorical devices and comparing them with " Dr. Larry Brewster and California
Arts-in-Corrections: A Case Study in Correctional Arts Research." This chapter of the book
is written by Checker and Fishman and focuses on many issues, but I will point out her
arguments on the impact of art in New York and why art had been disregarded in many
places.
The author uses rhetorical devices to appeal to us on the causes of art underestimation
in New York. Using pathos, the author appeals to our emotions by stating the ways art has
been underscoring in modern America. The author appeals to our feelings when passing
through her arguments on the importance of art in people's lives, specifically in politics. She
wants us to feel how she thinks about how art has lost its value in a modernized society. Here,
the author paints a vivid picture of how she dwelled into teaching, she needed people to "be
impacted by the theatre" (Checker and Fishman, 57). She constantly reminds us of why art
should still be embraced even after the evolution of museums and the gallery system. "This
work has underscored the many contradictions between our artistic ideas and how they have
been institutionalized since the modern era, brilliantly accounting for the art world I
experienced, with all its dissatisfactions" (Checker and Fishman, 53). Artists raised concerns
about funding organizations' propensity to quantify economic outcomes rather than recognize
aesthetic and social worth when evaluating creative initiatives piqued the author's attention.
The author uses pathos and introduces a fair share of life examples and writings to
appeal to us on how art is influential and impacts our daily lives. Also, through pathos,
Fishman points out that "consequently, the arts no longer serve as a source of inspiration or a
means of expressing concern for most people (Checker and Fishman, 53). It's not uncommon
for the author to talk about art's significance and its favorable reactions. Throughout the
chapter, she successfully uses pathos to build a sympathetic picture via emot ...
ART CRITICISM (vs2)
The document discusses the concept of liberal arts education and how it aims to produce well-rounded citizens who think critically and form their own opinions rather than defer to authority. It contrasts this with dogma and ideology, noting that a liberal education teaches people to be skeptical of their own traditions. The document advocates for the importance of critical thinking in making reflective judgments about what to believe or do.
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The document discusses the concept of liberal arts education and how it aims to produce well-rounded citizens able to think critically and form their own opinions rather than defer to authority. It also examines different approaches to art criticism including formal analysis of visual elements, analyzing the socio-cultural context and values of a work, and interpreting the intentions and psychology of the artist. The document emphasizes that art has the power to both challenge and reinforce cultural values.
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The document discusses how archivists are becoming increasingly invisible as they make resources available online, reaching larger audiences. It argues that as long as users can easily find and understand information, and stakeholders understand the value of archives, then having a low public profile does not matter. The document advocates for archivists to transform from experts behind institutional walls to mentors in the community. It suggests engaging community members in archives and lowering standards for inclusion to involve more people.
Humanities 101 Art Appreciation
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From: Caslib, B. N., Garing, D., and Casaul, J. A. (2018). Art Appreciation. Manila: REX Printing Company, Inc.
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This document discusses functions and philosophical perspectives on art. It begins by outlining the key learning outcomes which include distinguishing different types of art based on function, explaining philosophical perspectives, understanding how art functions in daily life, and applying concepts of beauty and aesthetics. The document then examines various perspectives on the functions and purposes of art including Aristotle's view of art's telos or purpose, directly and indirectly functional art forms, personal, social, and physical functions of art. It also explores philosophical views including Plato's view of art as imitation, Aristotle's view of art as representation, Kant's view of disinterested judgment, and Tolstoy's view of art as communication of emotion.
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1. The document discusses accountability and responsibility in nursing. Accountability refers to being liable for one's own actions and those delegated to others, while responsibility belongs to the individual performing a task.
2. Nurses are both accountable and responsible - they are legally liable for patient outcomes and tasks assigned. When delegating tasks, nurses must ensure the person is qualified and understands how to perform the task competently.
3. Failure to properly delegate or ensure tasks are completed correctly can result in nurses being held legally accountable for poor patient outcomes or mistakes. Accountability promotes patient safety and quality of care.
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How philosophers have said it…Classical theories of Aesthetics.
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For this assignment you are going to look at the art and architectur.docx
For this assignment you are going to look at the art and architecture created by the people we are studying this semester. Art is not just fun to look at, it tells us something significant about the people that created it. This is a chance for you to look at the objects people created in the past and to use those objects to discover more about history.
Assignment Instructions:
This assignment will require you to use your knowledge of the different civilizations we have discussed and apply them to understanding the art created in the places and times covered by this class. Choose one of the following pieces of art or architecture:
The Cave Paintings at Lascoux
,
KV62, the Tomb of King Tutankamun
,
Doryphorus
,
Emperor Qin's Terracotta Army
Sutton Hoo Burial Site
Augustus of Prima Porta
Temple Statuary from Mesopotamia,
The Book of Kells
The Blue Mosque
The Virgin of the Rocks
T
okugawa Popular Art
Aztec Stone Sculpture
Artifacts from the Mississippian Mound culture
Rock Hewn Churches of Lalibela
You will write a two to three page paper on the art or architecture you chose. Your paper should answer the following:
-What civilization does this art represent?
-What is the title of the piece?
-Who is the artist (if possible)?
-Why did you choose this piece?
-How was the piece created? What is the medium?
-Why was the piece created?
-What does this work tell you about the civilization that created it?
Purpose of the Assignment:
This assignment is designed to give you an interdisciplinary approach to understanding history. People produced much more than written documents throughout history. Humans have long created art, even before they developed into civilizations. Artistic representations reflect the beliefs, customs, norms, mores, and social structures of people, though sometimes it takes time to understand what is being conveyed by a piece of art. By looking closely, we get a visual representation of the people and societies that existed in the past. By studying the visual remnants of the past, it also gives students the opportunity to tap into different learning styles and concepts.
What to Include in Your Submission
Coversheet and bibliography.
Three academic sources not including the textbook and provided website.
Citations for all facts and information from your research, not just the direct quotes.
File name saved as LastNameFirstNameClassNumberAssignmentName.
.
Does art matter? What can you do about it?
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On being included color in art
- 1. On Being included: Color in Art Althea and Anna
- 2. On Being Included: Institutional Life • The chapter considers "why institutions matter for diversity practitioners and explores how an explicit attention to institutions teaches us about their implicit significance and meaning." • Institutions have been "increasingly used to designate what I and others before me have called the instituted, the established order, the already existing norms, the state of fact thereby being confounded with the state of right." • On college campuses, "An appointment of a diversity officer can represent the absence of wider support for diversity." • Many diversity practitioners on college campuses described their experiences trying to bring more attention to diversity issues on campus as "banging your head against a brick wall." "This experience of the brick wall was often described as an intrinsic part of diversity work." Diversity workers described working within institutions as "the feeling of coming up against something that does not move, something solid and tangible."
- 7. People of color within Art history: Figures and portraits
- 8. Hans Baldung Grien Three Kings Altarpiece 1507
- 10. Govern Flinck Head of Black Man 1640
- 12. Tahitian Women on the Beach Paul Gauguin 1891
- 13. Artist of color work: Portraits and figures
- 14. Ángel Botello Portrait of a woman 1945
- 15. Kerry James Marshall Better homes, better gardens 1994
- 19. Lesson Plan • Participants are to engage with the art from the past and present, comparing and contrasting the art with people of color vs the work made by people of color. • The kids will then be encouraged to make a work of their own inspired by the work they see. • All participating can display their work and will be added the the evolving portrait wall.