The document summarizes the Rococo art style that developed in Europe and America between 1700-1800. It explores the luxurious decorative interiors and salon culture of Rococo, as well as the transition to a neoclassical style influenced by Enlightenment ideals and interest in science/nature. Key elements included elaborate ornamentation, light colors, and an emphasis on pleasure. Artists like Watteau, Boucher, and Fragonard captured the Rococo spirit, while later works by Reynolds and Copley reflected the developing "natural" taste for more restrained classical and realistic styles.
Slideshow complements Gardner's Art Through the Ages (Global) textbooks. Prepared for ART 102 - Montgomery County Community College - Jean Thobaben - Adjunct Instructor.
Slideshow complements Gardner's Art Through the Ages (Global) textbooks. Prepared for ART 102 - Montgomery County Community College - Jean Thobaben - Adjunct Instructor.
Slideshow complements Gardner's Art Through the Ages (Global) textbooks. Prepared for ART 102 - Montgomery County Community College - Jean Thobaben - Adjunct Instructor.
Slideshow complements Gardner's Art Through the Ages (Global) textbooks. Prepared for ART 102 - Montgomery County Community College - Jean Thobaben - Adjunct Instructor.
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This presentation covers artwork from the Neo-Classic, Romantic, and Realist periods. In Neo-Classic work we see a return of characteristics from the Greek Classic and Renaissance periods, and a return of Greek Hellenistic and Baroque in Romantic, both with new interpretation and worldview. The Realist movement takes a whole new approach, of "art for art's sake," rather than to represent the world around us. Works by Ingres, David, Gericault, Delacroix, Turner, Millet, Courbet, Manet, and others are featured.
Class notes and audio are available at http://dicknelsoncolor.com/2015/art-is-us-2015-week-6/
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This presentation covers artwork from the Baroque, Northern Renaissance, and Rococo periods. The Baroque has many characteristics in common with Hellenistic Greek. Works by Caravaggio, Velázquz, Van Eyck, Rembrandt, Holbein, and others are featured.
Class notes and audio are available at http://dicknelsoncolor.com/2015/art-is-us-2015-week-5/
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
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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.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Rococo art
1. Rococo Art
Europe and America, 1700 to 1800
Gardner‟s Art Through the Ages
13th ed., Chapter 29
1
2. Goals
• Understand the origins and spread of the luxurious and
decorative style known as Rococo.
• Discuss the change in European and American tastes in art in
the mid-18th century
2
3. Rococo Interiors
• Examine the development of the Rococo style, its materials,
colors, and design elements.
3
4. FRANÇOIS DE CUVILLIÉS, Hall of Mirrors, the Amalienburg, Nymphenburg Palace park,
Munich, Germany, early 18th century.
4
5. BALTHASAR NEUMANN, interior (top) and plan (bottom) of the pilgrimage church of Vierzehnheiligen,
near Staffelstein, Germany, 1743-1772. 5
6. Art of the French Salons
• Examine the artistic expressions of salon cultural style known
as Rococo.
6
13. Scientific Art of the Enlightenment
• Understand the motivation of the Enlightenment and the
interest in science and the natural world and its effect on
artistic expression.
• Understand the philosophical concepts of Voltaire as they
relate to artistic expression.
• Examine the early applications of technology and scientific
advancements to art.
13
14. Science and Art
• Understand the expression of scientific ideas in art and art as
recording observations in the natural world.
14
15. JOSEPH WRIGHT OF DERBY, A Philosopher Giving a Lecture at the Orrery, ca. 1763–1765. Oil on canvas, 4‟ 10” x 6‟ 8”.
Derby Museums and Art Gallery, Derby.
15
16. The Taste for the Natural
• Examine the philosophy of Jean-Jacques Rousseau, in
contrast to Voltaire, his interest in the „natural‟ as opposed to
the „artificial,‟ and artistic expression of these ideas.
• Understand the different styles of the “natural” in France,
England, the United States, and in Italy.
• Examine choices of „ordinary‟ life, the natural world, and
sentimentality as subjects in art.
16
21. The Natural Taste in England
• Examine the issues of morality, satire, and narration in visual
art in England.
21
22. WILLIAM HOGARTH, Breakfast Scene, from Marriage à la Mode, ca. 1745. Oil on canvas, 2‟ 4” x 3‟.
National Gallery, London.
22
23. The English Grand Manner Portrait
• Examine the English Grand Manner portrait as an expression
of the natural taste in Rococo form.
23
24. THOMAS GAINSBOROUGH, Mrs. Richard Brinsley
Sheridan, 1787. Oil on canvas, 7‟ 2 5/8” x 5‟ 5/8”.
National Gallery of Art, Washington, D.C. (Andrew
W. Mellon Collection).
24
25. SIR JOSHUA REYNOLDS, Lord
Heathfield, 1787. Oil on canvas, 4‟ 8” x 3‟
9”. National Gallery, London.
25
26. Natural Taste in the United States
• Examine the American taste for “downrightness” and
plainness in art.
26
27. BENJAMIN WEST, Death of General Wolfe, 1771. Oil on canvas, approx. 4‟ 11” x 7‟ National Gallery of Canada, Ottawa
(gift of the Duke of Westminster, 1918).
27
28. JOHN SINGLETON COPLEY,
Portrait of Paul Revere, ca. 1768–1770.
Oil on canvas, 2‟ 11 1/8” x 2‟ 4”.
Museum of Fine Arts, Boston (gift of
Joseph W., William B., and Edward H. R.
Revere).
28