November 2017 - January 2018 Preview-Art.Com VIRIDIAN GALLERY
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Art of the Peace Symposium ‘07 the Prairie Art Gallery: 7 8 13 25 Contents 14 20 16 Steve Mills
A Publication for the Visual Arts Fall/Winter 2007 Issue 9 of the Peace www.artofthepeace.ca Brian Jungen: A DEEPER WELL Symposium ‘07 Deryk Houston: Cultivating a Place of Peace Open to Interpretation: Three Peace River Artists ollege C O NCE RT SER IES Mark O’Connor’s For further information hot swing please call GPRC Fine Arts at 780-539-2443 November 21, 2007 All performances at DJ Cardinal Performing Arts Centre Chatham Baroque January 11, 2008 Robert Silverman February 14, 2008 Ensemble Caprice baroque turbulence February 24, 2008 Camerata Nordica sweden March 16, 2008 Rising Again? Deryk Houston Workshops in Progress Art of the Peace Symposium ‘07 The Prairie Art Gallery: 7 8 13 25 contents 14 20 16 Steve Mills Brian Jungen Open to Interpretation art out there... 4 the BUSINESS of art 10 Art Books in Review 12 Artists with Issues 19 education & opportunities 22 The Last Word 26 Editor: Wendy Stefansson ©All rights reserved Art of the Peace Editorial Committee: Dale Syrota, Carrie Klukas 2007 Design, Layout & Advertising: imageDESIGN Art of the Peace Visual Arts Association Contributors: Jody Farrell, Wendy Stefansson, Ellen Corea acknowledges the financial assistance of: Reproduction in whole or in part is Publisher: Art of the Peace Visual Arts Association, strictly prohibited. c/o The Prairie Art Gallery, The Alberta Foundation for the Arts Suite #103, 9856 - 97 Street, Grande Prairie, AB T8V 7K2 Art of the Peace makes every effort to Ph: (780) 532-8111; [email protected] ensure the accuracy of the information Printing: Menzies Printers it publishes, but cannot be held respon- Cover: Prototype for New Understanding #5, 1999, Nike Air Jordans, City of Grande Prairie Arts Development Fund sible for any consequences arising from human hair. -
AP Lit 2019 Summer Reading
AP Literature and Composition Summer Reading List 2019-2020 Drama Ayad Akhtar- The Who & The What Suzan-Lori Parks- Topdog/Underdog Samuel Beckett- Waiting for Godot Yasmina Reza- God of Carnage Euripides- The Bacchae Peter Shaffer- Equus Edward Albee- Who’s Afraid of Virginia Woolf? William Shakespeare- King Lear Anton Chekhov- Three Sisters William Shakespeare- Henry V Kristoffer Diaz- The Elaborate Entrance of Chad Deity Sophocles- Antigone T.S. Eliot- Murder in the Cathedral Sophocles- Oedipus Rex David Henry Hwang- M. Butterfly Tennessee Williams- The Glass Menagerie Tony Kushner- Angels in America August Wilson- Gem of the Ocean Eugene O’Neill- Long Day’s Journey Into Night George C. Wolfe- The Colored Museum Literature Chimamanda Adichie - Americanah Thomas Hardy- Tess of the d’Urbervilles Chimamanda Adichie - Half of a Yellow Sun Ernest Hemingway- The Sun Also Rises Rudolfo Anaya- Bless Me Ultima James Joyce- A Portrait of the Artist as a Young Man Jane Austen- Northanger Abbey James Joyce- Ulysses Jane Austen- Pride and Prejudice Joy Kogawa- Obasan James Baldwin- Go Tell it on the Mountain Chang-Rae Lee- Native Speaker Charlotte Brontë- Jane Eyre Gabriel García Márquez- One Hundred Years of Solitude Emily Brontë- Wuthering Heights Gabriel García Márquez- Love in the Time of Cholera Kate Chopin- The Awakening Herman Melville- Billy Budd Sandra Cisneros- Woman Hollering Creek Herman Melville- Moby Dick Joseph Conrad- Heart of Darkness Toni Morrison- Sula Edwidge Danticat- Breath, Eyes, Memory Flannery O’Connor- Wise Blood Junot Diaz- The Brief Wondrous Life of Oscar Wao Alan Paton- Cry, the Beloved Country Charles Dickens- Bleak House Leslie Marmon Silko- Ceremony Charles Dickens- Great Expectations Upton Sinclair- The Jungle Fyodor Dostoevsky- Crime and Punishment Leo Tolstoy- Anna Karenina William Faulkner- The Sound and the Fury Edith Wharton- Ethan Frome George Eliot- The Mill on the Floss Virginia Woolf- Mrs. -
The Alberta Foundation for the Arts Travelling Exhibition Program Now Is the Winter
Interpretive Guide & Hands-on Activities The Alberta Foundation for the Arts Travelling Exhibition Program Now is the winter... The Alberta Foundation for the Arts Travelling Exhibition Program The Interpretive Guide The Art Gallery of Alberta is pleased to present your community with a selection from its Travelling Exhibition Program. This is one of several exhibitions distributed by the Art Gallery of Alberta as part of the Alberta Foundation for the Arts Travelling Exhibition Program. This Interpretive Guide has been specifically designed to complement the exhibition you are now hosting. The suggested topics for discussion and accompanying activities can act as a guide to increase your viewers’ enjoyment and to assist you in developing programs to complement the exhibition. Questions and activities have been included at both elementary and advanced levels for younger and older visitors. At the Elementary School Level the Alberta Art Curriculum includes four components to provide students with a variety of experiences. These are: Reflection: Responses to visual forms in nature, designed objects and artworks Depiction: Development of imagery based on notions of realism Composition: Organization of images and their qualities in the creation of visual art Expression: Use of art materials as a vehicle for expressing statements The Secondary Level focuses on three major components of visual learning. These are: Drawings: Examining the ways we record visual information and discoveries Encounters: Meeting and responding to visual imagery Composition: Analyzing the ways images are put together to create meaning The activities in the Interpretive Guide address one or more of the above components and are generally suited for adaptation to a range of grade levels. -
Joy Kogawa's Obasan: Incarnational Theology and Shinto Materiality
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Nagoya Gakuin University Repository Joy Kogawa's Obasan: Incarnational Theology and Shinto Materiality 著者 マグラス ポール D. journal or THE NAGOYA GAKUIN DAIGAKU RONSHU; Journal of publication title Nagoya Gakuin University; LANGUAGE and CULTURE volume 26 number 2 page range 33-44 year 2015-03-31 URL http://doi.org/10.15012/00000431 Copylight (c) 2015 Paul D. MCGRATH 名古屋学院大学論集 言語・文化篇 第 26 巻 第 2 号 pp. 33―44 〔Article〕 Joy Kogawa’s Obasan: Incarnational Theology and Shinto Materiality Paul D. MCGRATH Faculty of Foreign Studies Nagoya Gakuin University Abstract Critics agree that Joy Kogawa’s Obasan is a work charged with a powerful spirituality. This paper attempts to analyze that spirituality by identifying elements of Christian Incarnational theology as well as Shinto materiality. An understanding of Kogawa’s unique blending of these elements helps the reader to understand the protagonist Naomi’s moments of enlightenment in the final pages of the novel. Keywords: Kogawa, Obasan, Incarnational theology, Shintoism, materiality, Japanese Canadian history Joy KogawaのObasanにおける Anglican Incarnationalismと神道の物象主義 ポール D. マグラス 名古屋学院大学外国語学部 発行日 2015年3月31日 ― 33 ― 名古屋学院大学論集 Joy Kogawa’s first novel, Obasan (1981), deals with the painful dispersal of the Japanese Canadian population of British Columbia into the interior of Canada during World War II. It sets the story of one young girl, Naomi, against the larger picture of the community’s dispersal. Naomi’s story is particularly painful because it involves her permanent separation from her mother, who had traveled to Japan just before the evacuation emergency brought on by Pearl Harbor. -
All In-Coming 9 Th Graders Are Required to Read JRR Tolkien's the Hobbit
CARROLLWOOD DAY SCHOOL PREP Summer 2009 Reading List & Instructions All Students entering Grades 9, 10, and 11 in August 2009 MANDATORY SUMMER READING CREDIT ASSIGNMENTS • All in-coming 9th graders are required to read J. R. R. Tolkien’s The Hobbit for Mr. Garavuso • All rising 10th graders are required to read J. R. R. Tolkien’s Fellowship of the Ring for Mr. Garavuso o NOTE: Neither of the two additional summer books for tenth graders from the attached reading list may be a continuation of the Lord of the Rings series (per Mr. G). • All rising 11th graders must read & own copies to bring to class in August of the following TWO BOOKS 1. Metaphors We Live By - by George Lakoff and Mark Johnson [ISBN 0-226-46801-1 • University of Chicago Press] 2. Labyrinths: Selected Stories & Other Other Writings by Jorge Luis Bores [New Directions Press (May 30, 2007) ISBN 10: 0811216993 OR 13: 978-0811216999/Paperback] Third book is free choice from the list with Criteria Responses General Comments You are requested to read a minimum of three (3) books over the summer months. Of course, you may read more than three books and all others of your choice that are not on this list. However, you must read the above book noted as “required” for your grade level plus two (2) additional books from the attached list. Please do not ask permission to substitute any book for one from this list. For each of the three books that you read for Summer Reading Credit, please respond in essay format to the nine (9) writing prompts listed on the next page (Bloggers may post responses in separate messages). -
FEVER DREAMS / / Interview with Andy Fabo
FEVER DREAMS / / Interview with Andy Fabo In a 1981 essay published in October, Benjamin Buchloh described contemporary artists engaged in figuration as “ciphers of regression,” artists whose practices represented a step backwards in the forward march of artistic progress. This prominent art historian, born in Germany and working now as a professor at Harvard, was employed at the Nova Scotia College of Art and Design (NSCAD) when he wrote this essay, appointed head of the university press between 1978 and 1983.i Buchloh was in part reacting to the extreme heat of the neo-Expressionist market of the late 1970s and ‘80s, which in many ways mirrored the excesses of Wall Street at the time; New York Times critic Roberta Smith reflects that “The Neo-Expressionists were an instant hit. The phrases ‘art star’ ‘sellout show’ and ‘waiting list’ gained wide usage, sometimes linked to artists you’d barely heard of.”ii Buchloh, like Clement Greenberg had for the modernist generation before him, played an outsized role in the nascent post-modern scene in Canada. However, unlike Greenberg, the rapidly expanding field of artistic production in Canada prevented him from playing the singular role that Greenberg had during his time. Simply put, the proliferation of university studio programs and the coalescing of artistic communities in various urban centres allowed for a multiplicity of practices that had not existed in Canada prior to the 1970s. Fever Dreams, which presents figurative works drawn from the Permanent Collection of the MacLaren Art Centre and dating from 1978 to 2000, highlights a seismic shift from a virtually monolithic focus on abstraction at mid-century to the more pluralistic artistic practices of the latter quarter of the twentieth century. -
Recommended Reading for AP Literature & Composition
Recommended Reading for AP Literature & Composition Titles from Free Response Questions* Adapted from an original list by Norma J. Wilkerson. Works referred to on the AP Literature exams since 1971 (specific years in parentheses). A Absalom, Absalom by William Faulkner (76, 00) Adam Bede by George Eliot (06) The Adventures of Huckleberry Finn by Mark Twain (80, 82, 85, 91, 92, 94, 95, 96, 99, 05, 06, 07, 08) The Aeneid by Virgil (06) Agnes of God by John Pielmeier (00) The Age of Innocence by Edith Wharton (97, 02, 03, 08) Alias Grace by Margaret Atwood (00, 04, 08) All the King's Men by Robert Penn Warren (00, 02, 04, 07, 08) All My Sons by Arthur Miller (85, 90) All the Pretty Horses by Cormac McCarthy (95, 96, 06, 07, 08) America is in the Heart by Carlos Bulosan (95) An American Tragedy by Theodore Dreiser (81, 82, 95, 03) The American by Henry James (05, 07) Anna Karenina by Leo Tolstoy (80, 91, 99, 03, 04, 06, 08) Another Country by James Baldwin (95) Antigone by Sophocles (79, 80, 90, 94, 99, 03, 05) Anthony and Cleopatra by William Shakespeare (80, 91) Apprenticeship of Duddy Kravitz by Mordecai Richler (94) Armies of the Night by Norman Mailer (76) As I Lay Dying by William Faulkner (78, 89, 90, 94, 01, 04, 06, 07) As You Like It by William Shakespeare (92 05. 06) Atonement by Ian McEwan (07) Autobiography of an Ex-Colored Man by James Weldon Johnson (02, 05) The Awakening by Kate Chopin (87, 88, 91, 92, 95, 97, 99, 02, 04, 07) B "The Bear" by William Faulkner (94, 06) Beloved by Toni Morrison (90, 99, 01, 03, 05, 07) A Bend in the River by V. -
Special Issue: Early Career Researchers II
Issue 2014 50 Special Issue: Early Career Researchers II Edited by Prof. Dr. Beate Neumeier ISSN 1613-1878 About Editor Prof. Dr. Beate Neumeier Gender forum is an online, peer reviewed academic University of Cologne journal dedicated to the discussion of gender issues. As English Department an electronic journal, gender forum offers a free-of- Albertus-Magnus-Platz charge platform for the discussion of gender-related D-50923 Köln/Cologne topics in the fields of literary and cultural production, Germany media and the arts as well as politics, the natural sciences, medicine, the law, religion and philosophy. Tel +49-(0)221-470 2284 Inaugurated by Prof. Dr. Beate Neumeier in 2002, the Fax +49-(0)221-470 6725 quarterly issues of the journal have focused on a email: [email protected] multitude of questions from different theoretical perspectives of feminist criticism, queer theory, and masculinity studies. gender forum also includes reviews Editorial Office and occasionally interviews, fictional pieces and poetry Laura-Marie Schnitzler, MA with a gender studies angle. Sarah Youssef, MA Christian Zeitz (General Assistant, Reviews) Opinions expressed in articles published in gender forum are those of individual authors and not necessarily Tel.: +49-(0)221-470 3030/3035 endorsed by the editors of gender forum. email: [email protected] Submissions Editorial Board Target articles should conform to current MLA Style (8th Prof. Dr. Mita Banerjee, edition) and should be between 5,000 and 8,000 words in Johannes Gutenberg University Mainz (Germany) length. Please make sure to number your paragraphs Prof. Dr. Nilufer E. -
Indigenous History: Indigenous Art Practices from Contemporary Australia and Canada
Sydney College of the Arts The University of Sydney Doctor of Philosophy 2018 Thesis Towards an Indigenous History: Indigenous Art Practices from Contemporary Australia and Canada Rolande Souliere A thesis submitted in partial fulfilment of requirements for the degree of Doctor of Philosophy at Sydney College of the Arts, University of Sydney This is to certify that to the best of my knowledge, the content of this thesis is my own work. This thesis has not been submitted for any degree or other purposes. I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged. Rolande Souliere i ACKNOWLEDGEMENTS I would like to thank Dr. Lynette Riley for her assistance in the final process of writing this thesis. I would also like to thank and acknowledge Professor Valerie Harwood and Dr. Tom Loveday. Photographer Peter Endersbee (1949-2016) is most appreciated for the photographic documentation over my visual arts career. Many people have supported me during the research, the writing and thesis preparation. First, I would like to thank Sydney College of the Arts, University of Sydney for providing me with this wonderful opportunity, and Michipicoten First Nation, Canada, especially Linda Petersen, for their support and encouragement over the years. I would like to thank my family - children Chloe, Sam and Rohan, my sister Rita, and Kristi Arnold. A special thank you to my beloved mother Carolyn Souliere (deceased) for encouraging me to enrol in a visual arts degree. I dedicate this paper to her. -
GPISD High School Summer Reading Choice List 2017
GPISD High School Summer Reading Choice List 2017 In addition to the course-specific required text, students in Pre-AP English I, Pre-AP English II, AP Language, and AP Literature classes are required to read one book of choice and be prepared to do an assignment over the reading when they return to class in the Fall. The students may use this list as a guide for choosing an appropriate title or they may choose to read a book written by an author not on this list. The summer reading book of choice should be something that the student wants to read. The selection can be from any genre if the content and reading level are appropriate to the age and ability of the student. The titles on this list encompass a variety of genres and content, so it is the responsibility of the student and parent to make an appropriate selection. To help you pick a selection, you can: read reviews and a synopsis at http://www.goodreads.com or www.commonsensemedia.org read a synopsis on the Young Adults’ Choices Reading List | International Literacy Association (ILA) at https://www.literacyworldwide.org/get-resources/reading- lists/young-adults-choices-reading-list ask family, friends, neighbors, or teachers for their recommendations *Indicates titles suggested for incoming 9th and 10th graders Drama Arcadia by Tom Stoppard Cat on a Hot Tin Roof by Tennessee Williams The Cherry Orchard by Anton Checkhov The Children's Hour by Lillian Hellman Death of a Salesman by Arthur Miller A Doll's House by Henrik Ibsen Dutchman by Amiri Baraka Fences by August Wilson The Glass Menagerie by Tennessee Williams Hamlet by William Shakespeare The Harvest Festival by Sean O'Casey Hedda Gabler by Henrik Ibsen Homecoming by Harold Pinter The Iceman Cometh by Eugene O'Neill The Importance of Being Earnest by Oscar Wilde King Lear by William Shakespeare The Little Foxes by Lillian Hellman Long Day's Journey into Night by Eugene O'Neill M. -
American Book Awards 2004
BEFORE COLUMBUS FOUNDATION PRESENTS THE AMERICAN BOOK AWARDS 2004 America was intended to be a place where freedom from discrimination was the means by which equality was achieved. Today, American culture THE is the most diverse ever on the face of this earth. Recognizing literary excel- lence demands a panoramic perspective. A narrow view strictly to the mainstream ignores all the tributaries that feed it. American literature is AMERICAN not one tradition but all traditions. From those who have been here for thousands of years to the most recent immigrants, we are all contributing to American culture. We are all being translated into a new language. BOOK Everyone should know by now that Columbus did not “discover” America. Rather, we are all still discovering America—and we must continue to do AWARDS so. The Before Columbus Foundation was founded in 1976 as a nonprofit educational and service organization dedicated to the promotion and dissemination of contemporary American multicultural literature. The goals of BCF are to provide recognition and a wider audience for the wealth of cultural and ethnic diversity that constitutes American writing. BCF has always employed the term “multicultural” not as a description of an aspect of American literature, but as a definition of all American litera- ture. BCF believes that the ingredients of America’s so-called “melting pot” are not only distinct, but integral to the unique constitution of American Culture—the whole comprises the parts. In 1978, the Board of Directors of BCF (authors, editors, and publishers representing the multicultural diversity of American Literature) decided that one of its programs should be a book award that would, for the first time, respect and honor excellence in American literature without restric- tion or bias with regard to race, sex, creed, cultural origin, size of press or ad budget, or even genre. -
Counterfeit Cultures
COUNTERFEIT CULTURES CULTURAL APPROPFUATION, ART BY NATIVE ARTISTS AND CANADIAN ART GALLERIES Pamela Krueger A thesis submitted in partial fiilfiUment of the requirements for the degree of Interdisciplinary M. A. in Humanities: Interpretation and Values Laurentian University, Sudbury, Ontario O Copyright by Pamela Knicga 1998 Acquisions and Acquisitions et Bibliographie Services senrices bibliographiques The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, disûicbuer ou copies of this thesis m microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or othemise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. COUNTERFEIT CULTURES CULTURAL APPROPRIATION, ART BY NATIVE ARTISTS AND CANADIAN ART GALLERIES Cbairpasoa of tht Supavisory Coomiinet: Dr. Carouc GagInm This thesis examines cuitural appropriation, its importance, and the role played by Canadian art galleries in cultural appropnation relative to the exhibition and collection of art by Native artists. After estabiishing a common ground conceming terminology and concepts, a definition for cultural appropnation is developed according to its specificity and importance for Native and Western cultures.