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How to Make an Egyptian Diorama
How to Make an Egyptian Diorama http://www.wikihow.com/Make‐a‐Diorama A diorama is a small model of a real‐life scene that has lifelike details and a realistic background. Since we are reading, “The Curse of the Pharaohs”, you will be creating an Egyptian themed tomb as though you were an ancient Egyptian King or Queen. Steps for creating your Egyptian Tomb 1. Choose a tomb scene to re‐create in a shoebox. 2. Make sketches of how you want your diorama to look. Plan the front, back, sides, and top. Make the inside of the diorama look as deep and 3 dimensional as you can. Make a list of the things you will need to make your diorama. Use a variety of materials. 3. Make a base for the model out of a shoebox. Make sure your box is sturdy. 4. Find small figures to go along with your scene or make them out of clay, printouts, pipe cleaners, plasticine or other materials. Use your imagination. 5. Be creative. Anything you can find (cotton balls, leaves, twigs, etc.) will work. 6. Hang flying objects with clear string such as monofilament used for fishing line, if you have it. 7. Write a caption for your diorama. In your caption include the book you read and author. 8. You will also put an Egyptian‐styled Curse to warn others not to disturb your tomb. Tips • Put bigger items in the back, leaving the scene easy to see. • The most important object of your diorama should be centered or just a bit off center to draw the viewers attention to it first. -
Temples and Tombs Treasures of Egyptian Art from the British Museum
Temples and Tombs Treasures of Egyptian Art from The British Museum Resource for Educators this is max size of image at 200 dpi; the sil is low res and for the comp only. if approved, needs to be redone carefully American Federation of Arts Temples and Tombs Treasures of Egyptian Art from The British Museum Resource for Educators American Federation of Arts © 2006 American Federation of Arts Temples and Tombs: Treasures of Egyptian Art from the British Museum is organized by the American Federation of Arts and The British Museum. All materials included in this resource may be reproduced for educational American Federation of Arts purposes. 212.988.7700 800.232.0270 The AFA is a nonprofit institution that organizes art exhibitions for presen- www.afaweb.org tation in museums around the world, publishes exhibition catalogues, and interim address: develops education programs. 122 East 42nd Street, Suite 1514 New York, NY 10168 after April 1, 2007: 305 East 47th Street New York, NY 10017 Please direct questions about this resource to: Suzanne Elder Burke Director of Education American Federation of Arts 212.988.7700 x26 [email protected] Exhibition Itinerary to Date Oklahoma City Museum of Art Oklahoma City, Oklahoma September 7–November 26, 2006 The Cummer Museum of Art and Gardens Jacksonville, Florida December 22, 2006–March 18, 2007 North Carolina Museum of Art Raleigh, North Carolina April 15–July 8, 2007 Albuquerque Museum of Art and History Albuquerque, New Mexico November 16, 2007–February 10, 2008 Fresno Metropolitan Museum of Art, History and Science Fresno, California March 7–June 1, 2008 Design/Production: Susan E. -
Uncovering Egypt
Pre- and Post-Program Activities Uncovering Egypt Grade Level: 4 - 8 Time: 60 minutes Program objectives: Students will learn basic components and procedures of an archaeological excavation and its lab work. Students will explore the time period and lifestyles of ancient Egypt. Students will identify and classify findings and form a hypothesis from the site evidence. Program description: Archaeology is a science that allows us to unlock the secrets of past civilizations. Participate in a hands-on demonstration of archaeological techniques as students explore a mock excavation site from Egypt and learn to identify a culture based on the artifacts discovered. Major vocabulary and concepts: Amulet Ankh Archaeology Artifact Cartouche Classify Crook and Flail Djed Pillar Egypt Excavate Hieroglyphs Hypothesis Mummification Papyrus Pharaoh Pyramid Sarcophagus Scarab Scribe Symbol Wedjat Suggested pre-visit activities: The ancient Egyptians believed that their Gods and Goddesses were responsible for everything that occurred in their daily lives. Imagine that you were one of the ancient Egyptian Gods or Goddesses. What God or Goddess would you prefer to be and what special abilities would you have? Pretend that you are an archeologist making an exciting new discovery of an artifact that was believed to be lost to history. Write a journal entry describing the artifact and its discovery. Make sure to record a clear description of the artifact itself for your research notes! Make a 3-dimensional model of a pyramid. Introduce the math topics of how to make a triangle and square to construct the pyramid. Draw or cut out pictures to represent examples of your favorite food, sport, TV show, clothing, pet, books, recreational activity, etc. -
Alfred Kidder II in the Development of American Archaeology: a Biographical and Contextual View Karen L
Andean Past Volume 7 Article 14 2005 Alfred Kidder II in the Development of American Archaeology: A Biographical and Contextual View Karen L. Mohr Chavez deceased Follow this and additional works at: https://digitalcommons.library.umaine.edu/andean_past Part of the Archaeological Anthropology Commons Recommended Citation Mohr Chavez, Karen L. (2005) "Alfred Kidder II in the Development of American Archaeology: A Biographical and Contextual View," Andean Past: Vol. 7 , Article 14. Available at: https://digitalcommons.library.umaine.edu/andean_past/vol7/iss1/14 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Andean Past by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. ALFRED KIDDER II IN THE DEVELOPMENT OF AMERICAN ARCHAEOLOGY: A BIOGRAPHICAL AND CONTEXTUAL VIEW KAREN L. MOHR CHÁVEZ late of Central Michigan University (died August 25, 2001) Dedicated with love to my parents, Clifford F. L. Mohr and Grace R. Mohr, and to my mother-in-law, Martha Farfán de Chávez, and to the memory of my father-in-law, Manuel Chávez Ballón. INTRODUCTORY NOTE BY SERGIO J. CHÁVEZ1 corroborate crucial information with Karen’s notes and Kidder’s archive. Karen’s initial motivation to write this biography stemmed from the fact that she was one of Alfred INTRODUCTION Kidder II’s closest students at the University of Pennsylvania. He served as her main M.A. thesis This article is a biography of archaeologist Alfred and Ph.D. dissertation advisor and provided all Kidder II (1911-1984; Figure 1), a prominent necessary assistance, support, and guidance. -
Ancient Egyptians Believed in an Afterlife
Note To the Teacher This kit is designed to help your students learn more about Ancient Egypt by viewing images from the Walters Art Museum collection. The scope ranges from the Middle Kingdom (Dynasties ca. 2061-1640 BCE) through the Ptolemaic Period (332-30 BCE). You will find ten images of objects from Ancient Egypt. In addition to the images, there is a timeline, essays about the museum objects; lesson plans for elementary, middle grades and high school, and bibliographies with resources to assist you in your class presentation. Resources include: a vocabulary list, books for you and your students, websites, videos and other art tools. TRK Borrowing Policy Please… 1. Return this kit in person or by mail on or by its due date. A valid credit card number is required to borrow Teacher Resource Kits. A $25.00 fee will be charged for kits that are returned up to one month late. Borrowers will be assessed the pur- chase cost of kits borrowed if materials are returned more than one month late. The box the TRK was sent in can be reused for its return. 2. Keep your TRK intact and in working order. You are responsible for the contents of this kit while it is in your possession. If any item is miss- ing or damaged, please contact the Department of School Programs at 410.547.9000, ext. 298, as soon as possible. 3. Fill out the TRK Evaluation so that kits can be improved with your input and student feedback. Please return the Teacher Resource Kit to: Department of School Programs Division of Education and Public Programs The Walters Art Museum 600 North Charles Street Baltimore, MD 21201-5185 Copyright Statement Materials contained in this Education kit are not to be reproduced or transmitted in any format, other than for educational use, without specific advance written permission from the Walters Art Museum. -
A Spatial Analysis of Ceramics in Northwestern Alaska: Studying Pre-Contact Gendered Use of Space
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Winter 3-14-2018 A Spatial Analysis of Ceramics in Northwestern Alaska: Studying Pre-Contact Gendered Use of Space Katelyn Elizabeth Braymer-Hayes Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Anthropology Commons Let us know how access to this document benefits ou.y Recommended Citation Braymer-Hayes, Katelyn Elizabeth, "A Spatial Analysis of Ceramics in Northwestern Alaska: Studying Pre- Contact Gendered Use of Space" (2018). Dissertations and Theses. Paper 4357. https://doi.org/10.15760/etd.6250 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. A Spatial Analysis of Ceramics in Northwestern Alaska: Studying Pre-Contact Gendered Use of Space by Katelyn Elizabeth Braymer-Hayes A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Anthropology Thesis Committee: Shelby L. Anderson, Chair Virginia L. Butler Douglas C. Wilson Portland State University 2018 Abstract Activities and production among ethnographic Arctic peoples were primarily divided by gender. This gendered division of labor also extended to a spatial segregated pattern of the household in some Arctic cultures. Other cultures had a more gender-integrated spatial pattern of the household. There have been very few archaeological studies of gender in the Arctic, and even fewer studies of gendered use of space. In this thesis, I evaluated the existence of this gendered use of space in pre-contact Northwest Alaska. -
The Cinchona Program (1940-1945): Science and Imperialism in the Exploitation of a Medicinal Plant
The Cinchona Program (1940-1945): science and imperialism in the exploitation of a medicinal plant Nicolás Cuvi (*) (*) Facultad Latinoamericana de Ciencias Sociales, FLACSO-Ecuador; Centre d’Història de la Ciència, Universitat Autònoma de Barcelona. [email protected] Dynamis Fecha de recepción: 25 de enero de 2010 [0211-9536] 2011; 31 (1): 183-206 Fecha de aceptación: 27 de julio de 2010 SUMARIO: 1.—Introduction. 2.—Cinchona and its alkaloids. 3.—The War and the need for raw materials. 4.—The quest for Cinchona in the Andes. 5.—Extraction and sale of Cinchona. 6.—Nur- series, plantations and alkaloids factories. 7.—The end of the Cinchona Program. 8.—Epilogue. ABSTRACT: During World War II, the United States implemented programs to exploit hundreds of raw materials in Latin America, many of them botanical. This required the participation of the country’s scientific community and marked the beginning of intervention in Latin Ame- rican countries characterized by the active participation of the United States in negotiations (and not only by private firms supported by the United States). Many federal institutions and companies were created, others were adapted, and universities, research centers and pharma- ceutical companies were contracted. The programs undertaken by this coalition of institutions served to build and consolidate the dependence of Latin American countries on United States technology, to focus their economies on the extraction and development of resources that the United States could not obtain at home (known as «complementary») and to impede the development of competition. Latin American republics had been historically dependant on raw material exports (minerals and plants). -
The Allure of Ancient Egyptian Jewelry
Aegyptiaca. Journal of the History of Reception of Ancient Egypt The Allure of Ancient Egyptian Jewelry Yvonne J. Markowitz Rita J. Kaplan and Susan B. Kaplan Curator Emerita of Jewelry, Museum of Fine Arts, Boston For centuries, the West has been attracted to the exotic lands of the East and the cultures of the ancient world. One of the most intriguing is ancient Egypt, an African civilization that flourished during the third through the first millennium BC. In its prime, it was respected, revered, and sometimes feared. Neighboring lands were in awe of its powerful leadership, majestic architectural wonders, imposing statuary, and sophisticated decorative arts with its curious iconography and even stranger hieroglyphics. For many, Egypt held the key to understanding the world’s deepest mysteries. It was the Phoenicians (ca. 1500-300 BC), a seafaring people who lived along the Mediterranean coast in city-states now part of Lebanon, Syria, and northern Israel, who first capitalized on the fascination with all things Egyptian, especially those small objects that were easily shipped and traded. Early entrepreneurs, they served as middlemen stopping at ports in North Africa, Cyprus, Crete, the Cyclades, mainland Greece, and parts of Mesopotamia. Among the goods they bartered were raw materials, Phoenician-made glass, and an array of Egyptian adornments composed of beads and amulets fabricated from metal, stone, faience, and glass. Amuletic forms that especially resonated with Phoenician trading partners were representations of household gods, the healing (sacred) eye of Horus, and the scarab. The latter was a potent symbol of rebirth and rejuvenation based on the life-cycle of the dung beetle (scarabaeus sacer) whose activities the Egyptians associated with the life-giving sun. -
January 1968
Luce, Harris Named Faculty, Administration Give University Professors Two faculty members were named $3 Million to University Professors by the Board of Capital Campaign Trustees during their meeting last A total of 1,630 faculty and staff the country couldn't ask for a more month. They are Dr. Robert Duncan members of the University of Pennsyl- heartwarming vote of encouragement." Luce, professor of psychology, and Dr. vania have given $3,288,682 anony- It is hoped that by the May Trustees Zellig Harris, professor of linguistics. mously to its Development Program, meeting, at least 75 percent of the faculty University professorships were estab- Wilfred D. Gillen, chairman of the and staff will have participated. lished at Pennsylvania in 1961 to honor University's trustees, announced in Leading the appeal among the aca- those faculty members who are particu- December. demic faculties is Dr. George 'W. Taylor, larly distinguished in scholarship and It is believed that this is the larg- Harnwell Professor of Industry and whose contributions to knowledge have est amount ever contributed by any noted labor mediator; among the medical been made in more than one discipline, faculty and administration to a campaign faculties, Dr. Richard H. Chamberlain, rather than in a narrow field of speciali- of this kind. Over 50 percent have con- chairman of the Radiology Department zation. Dr. Luce and Dr. Harris are the tributed to the campaign. in the School of Medicine; and among eighth and ninth scholars to be named Gillen said the faculty-staff gifts had the administrative staff, Dr. Donald S. -
CARLETON STEVENS COON June 23, 1904-June 3, 1981
NATIONAL ACADEMY OF SCIENCES C ARLETON STEVENS C OON 1904—1981 A Biographical Memoir by W . W . H O W ELLS Any opinions expressed in this memoir are those of the author(s) and do not necessarily reflect the views of the National Academy of Sciences. Biographical Memoir COPYRIGHT 1989 NATIONAL ACADEMY OF SCIENCES WASHINGTON D.C. ,.• . V->.*>v "": •• •"• CARLETON STEVENS COON June 23, 1904-June 3, 1981 BY W. W. HOWELLS ARL COON was born June 23, 1904, in Wakefield, Mas- C sachusetts, a typical melange of Yankee stock, though the Coons were originally Cornish. At least two of Carl's forebears were Civil War veterans. His grandfather Coon—blind by Carl's time—was a great teller of tales, all calculated to make Carl very American in- deed. The old man talked not only about the war, but also about his travels in the Middle East and his readings on Af- rica. With his cotton broker father, the young Carl made a number of trips abroad, especially to Egypt. His mother was solicitous of his education, and the family maid (also Yankee) taught him to read before he went to school. When he was young, Carl's only apparent awareness of ethnicity came through fracases with Irish boys of the neighborhood. Pugnacious as well as scholarly, he managed throughout his early school years to avoid both distinction and opprobrium. But not entirely. His days at Wakefield High were numbered when, made fractious by boredom, he descended into the school's basement and swung from over- head pipes until they broke and flooded the place. -
Glossary Ancient Egyptian Art and Culture
Ancient Egyptian Art and Culture Glossary Africa Africa is the world's second-largest and second most-populous continent, after Asia. At about 12 million square miles it covers 20% of the Earth's total land area. Egypt is located on the Northeast corner of the African continent. Amphora A large pottery or stone vessel, usually with one or more handles and used as storage or transport container for liquids or solids. Amulet A small token, such as a hieroglyphic symbol or figurine of a god, believed to provide magical protection or other benefits to its wearer. Ankh The ankh is a hieroglyphic symbol meaning “life” and “to live.” lt was worn by many ancient Egyptians as an amulet, and is frequently depicted in art being extended by the gods. Apis Bull The Apis bull was a sacred oracle housed in the temple of Ptah at Memphis. The bulls were well treated throughout their lifetimes, given divine status as the embodiment of the god Ptah, and were mummified upon death. The Apis bulls, and later the mothers of the Apis bulls (sacred to Isis) were buried at Saqqara. Artistic perspective Egyptians used variations in size to indicate importance in their art. Viewpoints also changed within images to show the strongest characteristics of objects and people. Faces were always shown in profile, eyes were large, and legs were often shown in exaggerated poses. Artifact An artifact is something that was made by a person in the distant past. Clothing, pottery, furniture, tools, and art are all artifacts. Atef The atef is a crown with an ostrich plume on each side and horizontal ram’s horns underneath. -
Archaeology, Decolonization and the Cold War in Egypt
[A] Grounding Ideologies: Archaeology, Decolonization and the Cold War in Egypt William Carruthers Discussions of Egypt’s political place in the world tend to come attached to fairly standard narratives. For example, scholars working in the field of international relations have often described the period connected to Egyptian decolonization in terms of a particular chain of events. The story goes that, in the years following the Free Officers’ coup of July 1952, the British occupation of Egypt finally ended, and the United States jostled for influence in the country at the same time as the Cold War grew in resonance. Meanwhile, after Gamal Abdel Nasser had usurped Muhammad Nagib as the Free Officers’ leader in 1954, the coup started to become constructed as a revolution. Eventually—and particularly after the Bandung conference in 1955, the cataclysm of Suez in 1956 and the creation of the United Arab Republic in 1958— Soviet planners moved in, the Egyptian state became massively centralized and Third World and Pan-Arab identities increased in importance. Simultaneously, in addition to histories of his eventual undoing after the Arab-Israeli War of 1967, studies of the increasing consolidation of Nasser’s political power abound.1 However, as Laura Bier has noted, there are alternatives to this (fairly linear) decolonization narrative. Discussing the set of practices that she terms Egyptian state feminism, Bier asserts that ‘what such studies leave out are the countless struggles to define the content and meaning of the [Nasserist] project that occurred in other arenas.’2 This chapter deals with one such arena. Archaeological practice—and the representation of archaeological remains more generally—helped to define Egyptian state projects during the post-1952 period and also forged connections between Egypt and wider political processes: the spread of the Cold War, for example.