This document discusses how analyzing historical paintings can help solve mysteries of the past by applying principles of economic thinking. It provides examples of how paintings from different time periods and cultures can offer insights into choices, costs/benefits, incentives, economic systems, trade, and consequences. While paintings capture aspects of the time, they also have limitations as an artist's perspective. The document encourages asking "Economic Questions" about paintings to investigate history through this lens.
Beyond the visual: The Body in Contemporary ArtDeborahJ
When we think of the Body in Contemporary Art we could consider a number of different and relevant aspects. For instance, the body - the human form - is central in art, traditionally the body was often used to explore allegory, beauty and sexuality and so on. But in the twentieth century there was a significant shift in both how the body was perceived, and how it was used to create art across a range of media, from painting and sculpture to installation, photography, video art, performance and participatory art. By considering the different roles played by the body in art, we can identify that there has been a shift from being the subject, for example, in a portraiture, to becoming an active presence in live and participatory events. Alongside this there has also been a significant transformation of the role of the audience, broadly speaking, from passive viewer to active participant.
Beyond the visual: The Body in Contemporary ArtDeborahJ
When we think of the Body in Contemporary Art we could consider a number of different and relevant aspects. For instance, the body - the human form - is central in art, traditionally the body was often used to explore allegory, beauty and sexuality and so on. But in the twentieth century there was a significant shift in both how the body was perceived, and how it was used to create art across a range of media, from painting and sculpture to installation, photography, video art, performance and participatory art. By considering the different roles played by the body in art, we can identify that there has been a shift from being the subject, for example, in a portraiture, to becoming an active presence in live and participatory events. Alongside this there has also been a significant transformation of the role of the audience, broadly speaking, from passive viewer to active participant.
Type Individual ProjectUnit Offender Treatment PlansDue Dat.docxmarilucorr
Type: Individual Project
Unit: Offender Treatment Plans
Due Date: Sun, 9/4/16
Deliverable Length: Completed matrix; 1-page summary
When looking at various assessment and diagnostic techniques, an individual must know how to accurately classify offenders. The best way to get this experience is by completing the Adult Offender Matrix. The purpose of the matrix is to assess both the types of crime and offender.
Complete the Adult Offender Matrix linked below by placing an x in the appropriate cells. Write a 1-page summary explaining why you made the decisions for your offense classifications.
Complete the Adult Offenders Classification Matrix by categorizing the characteristics of status, non-violent, violent, chronic, and serious offenses.
Note: Some actions may fall under multiple classifications.
Action
Status Offense
Non-violent Offense
Violent
Offense
Serious Offense
Simple Battery
Shoplifting
Credit card fraud
Rape
Drug dealing
Speeding
Homicide
Auto theft
Aggravated assault
Larceny
Drive-by shooting
Truancy
Graffiti
Robbery
Assignment Guidelines:
· Complete the Adult Offender Matrix linked above.
· In a 1-page Word document, explain how you came to your decisions for offender classification.
· Were there any classifications of which you were unsure?
· What other problems did you come across?
· Place your completed matrix and Word document in a .ZIP file, and submit it to your instructor.
WK3 ART ASSIGNMENT PART ONE of TWO
Homework for Week Three
Week Three: A Dialog With Europe________________________________
• Read Chapter 3: A Dialog with Europe
Homework assignment:
Please annotate one artwork you like from Chapter Three: A Dialog with Europe in your textbook. My CHOICE Willem de Kooning, Woman and Bicycle, 1953
Whenever I am writing for research presentation or publication, this is how I begin. The point is to make sure you’re not missing anything in terms of basic data or interpretive frameworks.
When I take notes on a lecture at a conference, this is the way I like to organize my notes, as well.
Structure outline to follow
Identify the artwork
Identify Period Style
Identify Subject Matter:
Discuss Historical Context:
Discuss Visual Elements (Line, Color, Texture, Composition etc.)
Discuss It’s Place in Ideas of Time:
EXAMPLE of mine from another class I taught:
1.)See the artwork here: http://www.moma.org/collection/object.php?object_id=78699
Jackson Pollock. Untitled No.1A. Oil and enamel on unprimed canvas. 1948. PLEASE include HYPERLINK ON LINE 1.
2.) Identify Period Style: Abstract Expressionism
3.)Identify Subject: The painting is non-representational. It is designed not
to have an explicit subject. Pollock was asked why he didn’t paint the external, natural world. He sharply replied: “I am nature”
.
The painting is himself, and he is his action. The style of the painting emphasizes a moving, acting person, operating in the context ...
How Art Works: Week 1 The ‘unruly discipline’ DeborahJ
This lecture will:
introduce ways to think about art and its history and help you to understand how art historians go about their practice
look at some of the issues and debates that make up the disciple of Art History
offer some reconsiderations of art history
consider the importance of the gallery and museum
Similar to Using Paintings to Solve History's Mysteries Through Economic Thinking (20)
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
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
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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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Using Paintings to Solve History's Mysteries Through Economic Thinking
1. Using Paintings to Solve History’s
Mysteries Through Economic
Thinking
Deborah Kozdras, Ph.D.
University of South Florida
Stavros.coedu.usf.edu
dkozdras@usf.edu
3. Historical Thinking About Art
Study
• historical thinking as: the
ability to place a piece of
artwork in a larger
historical context, and to
make an argument about
the artwork’s place in a
particular time period, just
as historians do (Barton,
2001; Desai, Hamlin, &
Mattson, 2010).
Findings
• students do not
automatically comprehend
the meanings and
significances of primary and
secondary sources within a
larger historical context
• sources alone do not teach
students nor do they equip
students to think historically
http://www.socstrpr.org/wp-content/uploads/2013/09/MS_06372_Spring2013.pdf
6. Historical
Paintings
• Genre emerged in 1700s
to describe paintings with
subject matter from
classical history and
mythology, and the Bible
• During the first half of 19th
century history painting
was one of the few ways
that the British public
could experience its
overseas Empire. In this
context, history painting
became a form of
documentation.
http://www.tate.org.uk/learn/online-resources/glossary/h/history-painting
http://www.metmuseum.org/metmedia/interactives/art-trek/george-washington-crossing-the-delaware
7. American Colonies:
Portraits of Elites
• Portraits of the young society’s elites,
colonists who descended from important
European families.
• Wife of the prominent Dutch settler. Her
left hand, which bends in an unnatural
and distorted manner, holds a delicate
flower meant to accentuate the sitter’s
feminine grace.
• Awkwardness in portraits because they
were not academically trained.
• What are the economic implications?
8. Economic Ideology . . .
This portrait of leading Philadelphia
businessman and inventor Patrick Lyon is
unusual for its era because of its depiction
of a subject engaged in manual labor. John
Neagle was only twenty-nine when he
received the commission for this work.
Patrick Lyon was a wealthy, successful man
when he commissioned Neagle to paint
him, but he asked the artist to depict him
as a blacksmith, the vocation in which he
had begun his career. In the early
nineteenth century, people who could
afford such large-scale, heroic images of
themselves usually preferred to be
depicted in formal dress and surrounded
by expensive objects, implying their
aristocratic status. In contrast, Lyon
explicitly told Neagle that he did “not wish
to be represented as what I am not—a
gentleman.”[1] because he viewed the
working class as honest and upper class as
a source of injustice.
9. Paintings: Primary or
Secondary Sources?
The phrase “created at the
time under study” provided a
focus for their discussion and
decision. The page about the
item identifies this as a
chromolithograph published
in 1893, and Columbus is
thought to have visited San
Salvador in October of 1492.
With those dates in mind,
would this be a primary
source for studying Columbus’
first encounter with land in
the New World? It was
created 400 years after the
event, definitely not “at the
time under study.”
https://blogs.loc.gov/teachers/2011/10/what-makes-a-primary-source-a-primary-source/
10. Paintings: Primary or
Secondary Sources?
How would the answer
change if the picture were
being used to study late
nineteenth-century attitudes
about the event? Most of the
institute participants agreed
that this picture would be a
primary source in that
context. They added that it
would also be a primary
source for the study of
nineteenth century painting.
At one point, I overheard a
teacher remark “This is
exactly the type of
conversation you want in your
classroom!”
https://blogs.loc.gov/teachers/2011/10/what-makes-a-primary-source-a-primary-source/
13. A Picture Says a Thousand Words
http://www.history.org/Foundation/journal/Winter11/painting.cfm?showSite=mobile
Interactive painting http://www.history.org/foundation/journal/Winter11/painting/
14. Timeline of Civil War Paintings
http://americanart.si.edu/exhibitions/online/civilwar_timeline/
15. What is wrong with this picture?
http://www.civilwarinart.org/items/show/43
16. Paintings as Sources: Values
• Can effectively capture the spirit, opinions and
sentiments generally characterizing that time.
• Contain evidence about a culture at specific moments
in history- customs, styles, preferences, atmosphere,
architecture, manner of dress, appearance.
• Provide a visually stimulating piece of historical
evidence.
• Examples of art styles of the time.
• Comment on features of regime.
• Can show how people viewed a time.
17. Paintings as Sources: Limitations
• Produced by an artist with a definite point of view, and
therefore inevitably biased, being influenced by the
opinions and prejudices of its creator.
• Limited scope- generally highlights one specific aspect
of a period of history.
• Artist not generally concerned with providing a factual
account of a historical event or circumstance, but
rather with producing a creative piece of work or
expressing own opinions and emotional reactions.
18. Choices, Changes, and Consequences: Investigate
History’s Mysteries Using the Economic Way of Thinking
Principles of Economic Thinking
1. People choose.
2. All choices involve costs
and benefits.
3. People respond to
incentives.
4. People create economic
systems that influence
choices and incentives.
5. People gain when they
trade voluntarily.
6. Decisions have future
consequences.
Questions Based on Principles
1. What did they choose to do?
2. What were the benefits and
costs of their choices?
3. What incentives existed or
were introduced?
4. How did the system
influence choice? How did
changes influence choice?
5. How did trade work? What
were the gains from trade?
6. What were the future
consequences of decisions?
19.
20. Florida Activity: What is Your EQ?
• Use the Economic Way of Thinking to ask
Economic Questions (EQ’s) about Florida
based on Christopher Still’s paintings.
23. ART
• Art communicates identity.
• Art communicates history.
• Art communicates culture.
• Art communicates humanity.
• Art communicates technology.
• Art communicates wonder.
http://nieonline.com/tbtimes/downloads/supplements/2013_mofa.pdf
24. Paintings Activity
• What questions could you ask about the
painting based on your standards?
• What other questions would you ask when
you consider historical thinking and critical
media literacy?
• What EQ’s would you ask?
Editor's Notes
The paintings deal with family, community, patriotism, the economy’s shift from agrarian to industrial, and burning social questions of the day like environmentalism and slavery. Throughout the whole progression, painting styles evolve and blossom, becoming mature in the 19th century as painters solidified basic skills and imbued their works with a sense of American character. Por
Westward Movement
Americans have always looked westward. As the coastal plains filled, colonists arriving from Europe sought unclaimed land in the backcountry of each colony. After the French and Indian War, settlers crossed the Appalachians and entered the Tennessee and Ohio River Basins. After the American Revolution, settlers began to fill the Ohio Valley and moved out into western Georgia and Alabama. The conclusion of the Louisiana Purchase in 1803 doubled the size of America’s land holdings and brought new opportunities to move westward into the Mississippi River Valley. Florida, the last piece of foreign held territory in the east was acquired in 1819 from Spain. By 1850, Americans had settled California, Oregon and Washington. The process of settlement took 150 years to reach the Appalachians, 50 years to reach the Mississippi and another 30 years to settle the Pacific states. In 230 years, Americans had come to dominate the continent. Americans believed such rapid expansion must have been a result of divine favor referred to as Manifest Destiny.
Manifest Destiny was a phrase coined to describe the belief that America was to expand and settle the entire continent of North America. The phrase originated in 1845 when John L. O’Sullivan, a newspaper editor, wrote that it was America’s "Manifest Destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions."
The center of population growth in the years after the War of 1812 was in future states of Ohio, Indiana, Illinois, and northern Kentucky. In this region three factors encouraged families in the eastern states to move into the Midwest. First, Native Americans were removed from the region. Second, land speculators had acquired large tracts of land and were eager to sell. Third, as the national infrastructure moved westward it was easier to migrate west. Although interest rates on land were high, so were grain prices throughout the 1830’s and 1840’s. Fertile soil and the development of better plows and harvesters allowing farmers large crops yields and increasing the allure of westward expansion.
use this image early on in my western history classes for several reasons. First, even students with little experience in talking about visual images find it easy to talk about what they see here. Second, students quickly grasp that although the painting does not convey a realistic representation of actual events, it nonetheless expresses a powerful historical idea about the meaning of America’s westward expansion. This sparks a discussion about the ways in which ideas—whether grounded in material fact or not—can both reflect and shape human actions. Finally, after a discussion of the larger cultural ideas embodied in this image, we move to a discussion of Frederick Jackson Turner’s celebrated 1893 essay, “The Significance of the Frontier in American History.” Students quickly perceive that while Turner had a way with words, his argument was not wholly original. He distilled ideas already present in American popular thought and many of them are present in this painting, painted some two decades earlier.
As students begin to describe what they see, they quickly realize that they’re looking at a kind of historical encyclopedia of transportation technologies. The simple Indian travois precedes the covered wagon and the pony express, the overland stage and the three railroad lines. The static painting thus conveys a vivid sense of the passage of time as well as of the inevitability of technological progress. The groups of human figures, read from left to right, convey much the same idea. Indians precede Euro-American prospectors, who in turn come before the farmers and settlers. The idea of progress coming from the East to the West, and the notion that the frontier would be developed by sequential waves of people (here and in Turner’s configuration, always men) was deeply rooted in American thought.
Then, of course, there is that “beautiful and charming female,” as Crofutt described her, whose diaphanous gown somehow remains attached to her body without the aid of velcro or safety pins. On her head she bears what Crofutt called “the Star of Empire.” And lest viewers still not understand her role in this vision of American destiny, he explains: “In her right hand she carries a book—common school—the emblem of education and the testimonial of our national enlightenment, while with the left hand she unfolds and stretches the slender wires of the telegraph, that are to flash intelligence throughout the land.” The Indians flee from progress, unable to adjust to the shifting tides of history. The painting hints at the past, lays out a fantastic version of an evolving present, and finally lays out a vision of the future. A static picture conveys a dynamic story.
The ideas embodied in this painting not only suggest the broad sources for Turner’s essay about the importance of the frontier in American life, they suggest that his essay reached an audience for whom these ideas were already familiar. Students often imagine the issues raised by visual images to be peripheral to the more central questions raised by literary sources. The Gast painting, however, allows one to demonstrate the ways in which painters, too, could engage large historical questions, cultural stereotypes and political ideas, by using a visual vocabulary that viewers found both familiar and persuasive.