DOCSLIB.ORG

Cleveland Institute of Art 2016–17 Catalog 2 3 Table of Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cleveland Institute of Art 2016–17 Catalog 2 3 Table of Contents Cleveland Institute of Art 2016–17 Catalog 2 3 Table of Contents 4 Accreditation 5 Message from the President 6 About CIA 7 History 9 Section 1: 2016–17 Academic Calendar 13 Section 2: Undergraduate Degree Majors and Programs 23 Section 3: Admissions + Financial Aid 31 Section 4: Financial Matters 35 Section 5: Academic Policies, Procedures, and Services 49 Section 6: Support Services 55 Section 7: Student Life 59 Section 8: Degree Requirements 77 Section 9: Course Catalog 149 Section 10: Faculty Listing 153 Section 11: Administration and Board of Directors Every effort is made to ensure the accuracy of the information contained in this Cleveland Institute of Art Catalog; however, the Catalog is not a contract but rather a guide for the convenience of students. The Cleveland Institute of Art reserves the right to change or withdraw courses; to change the fees, rules, and calendar for admission, registration, instruction and graduation; and to change any of its policies or other provisions listed in the Catalog at any time. 3 Accreditation Cleveland Institute of Art is an independent college of art and design committed to leadership and vision in all forms of visual arts education. Since 1882, we have been an educational cornerstone in Cleveland, Ohio, and have won widespread acclaim for the quality of our programs and achievements of our alumni. Students are encouraged to explore their vision and develop their skills through an interdisciplinary curriculum. Accreditation Cleveland Institute of Art is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools, the National Association of Schools of Art and Design (NASAD), and the State of Ohio. CIA is a member of the Association of Independent Colleges of Art and Design (AICAD), a consortium of America’s specialized art and design colleges. Table of Contents 4 Message from the President Dear Students: You bring the artistic talent, the passion and the commitment to learning and growing. CIA provides accomplished faculty members, excellent facilities, well-designed courses, a whole menu of services, and good-sense policies designed to ensure that you receive the best possible education. In this catalog you’ll learn about the resources that are here for you. Please read through it now and keep it as a reference. It is the product of countless hours of labor by many dedicated faculty and staff members whose focus is your success. Take time also to look through our website, at cia.edu, and learn even more about our people and our programs. As you discover the richness CIA has to offer, I will appreciate the creative, innovative, courageous, and ambitious artists and designers that you are becoming. Best, Grafton J. Nunes President + CEO, Cleveland Institute of Art Table of Contents 5 About CIA Institutional Statement The Cleveland Institute of Art strives to nurture the intellectual, artistic, and professional development of students and community members through rigorous visual arts and design education, and in so doing to advance culture, community, and global quality of life. Our success is derived from a pursuit of excellence, the fostering of community, a holistic approach to education, a culture of accountability, and freedom of inquiry. Vision To advance culture, community, and global quality of life. Mission To nurture the intellectual, artistic, and professional development of students and community members through rigorous visual arts and design education. Values Excellence: To pursue academic rigor and leadership. Community: To foster internal and external collaboration, cooperation, and communication. Holism: To offer a comprehensive personal academic experience. Accountability: To follow best practices in the management of human, financial, and the earth’s resources. Table of Contents 6 History Cleveland Institute of Art continues to build on an internationally recognized heritage of excellence and innovation that dates back to 1882. That year the school was chartered as the Western Reserve School of Design for Women. The school’s original name reflects the forward-thinking views of founder Sarah Kimball, who opened her home for the first class meetings, attended by just one teacher and one student. Five years after its opening, there was already a young man attending. By 1891, the co-educational school was renamed the Cleveland School of Art and blossomed under the influence of a dedicated and talented faculty, whose prize- winning art and award-winning commercial designs are known collectively, even today, as the “Cleveland School.” Over time the school’s success prompted changes in facilities—from Mrs. Kimball’s sitting room to the attic of the Cleveland City Hall Annex, to the Horace Kelley mansion on present-day E. 55th Street. In 1905 the Cleveland School of Art built a brick Italianate building in University Circle (razed as part of a 1960s site redevelopment), which boasted a grand exhibition gallery predating the Cleveland Museum of Art by a decade. In 1946, the state of Ohio authorized the college to confer the Bachelor of Fine Arts degree. In 1948 the college became officially known as the Cleveland Institute of Art, and in 1956, classes moved into a new building on East Boulevard, named for George Gund, who served as CIA Board President for 24 years. The college purchased a former Ford Model T automobile assembly plant in 1981 and renovated it for classroom and studio space. The building, which had been added to the National Register of Historic Places in 1976, was named the Joseph McCullough Center for the Visual Arts (JMC), after CIA’s former president of 33 years. The JMC went through another renovation in 2010 and in late 2014, the college finished construction of a new George Gund Building, adjoined to the JMC, and a block away from CIA’s new Table of Contents Uptown Residence Hall. 7 8 Section 1: 2016–17 Academic Calendar Table of Contents 9 Fall 2016 August 22–26 In-person ruition payment/eegistration for Fall semester. 22–Sep 2 Course drop-add period. Schedule changes. 24 New atudent move-in. 25–27 New atudent orientation. 29 Fall semester begins. 29–Sep 2 Late eegistration: $350 late fee assessed. September 5 Labor Day. Institute holiday. No classes. Buildings closed. 23 Course proposals for new courses due to Curriculum Committee. 23 Spring 2016 incomplete grade revisions due to Registrar’s Office. October 18 Major Application Presentations for first-year students. 21 Mid-term grades due. 21–25 CWRU dining halls closed after lunch Fri Oct 21. Reopen for dinner Tue Oct 25. November 4 Last day to withdraw from a course, Fall 2016. 7–11 Advising for Spring 2017 course prescheduling 14 Online scheduling opens to seniors for Spring 2017 course prescheduling. 19 Contingency make-up day for school closings. 23 No classes. Offices open. 24–25 Thanksgiving recess. Institute holiday. No classes. Buildings closed. December 5–9 Liberal Arts exams/mid-year crits for BFA candidates. Schedule to be determined. 12–16 Final studio critiques. 16 Final grades for weekday classes due by 5pm in Registrar’s Office. 17 Fall semester ends. Residence hall closes. Holiday recess begins. 23–Jan 2 Institute Winter Break. Buildings closed. 10 Spring 2017 January 9–13 In-person tuition payment/registration for Spring semester. 9–20 Course drop-add period. Schedule changes. 15 Returning students move into residence hall. 16 Martin Luther King Day. Institute holiday. Buildings closed. 17 Spring semester begins. 17–20 Late registration: $350 late fee assessed. February 10 Fall 2016 incomplete grade revisions due to Registrar’s Office 10 Proposals for new courses due to Curriculum Committee March 10 Mid-term grades due. 11 Residence hall closes for spring break. 13–17 Spring recess. No classes. Offices open. 19 Residence hall opens at noon. 20–24 Portfolio Review Week for Major Application. 31 Last day to withdraw from a course, Spring 2017 April 1 Contingency make-up day for school closings. 3–7 Advising for Fall 2017 course prescheduling. 10 Online scheduling opens to seniors for fall 2017 course prescheduling. 22 Contingency make-up day for school closings. 28 Last day of regular classes, studio and liberal arts. May 1-5 Academic Exam/Studio Critique Week. Schedule to be determined. 8–12 BFA Reviews + Exhibitions. 13 Spring semester ends. Residence hall closes for summer. 15 Final grades for graduating students due. 19 Final grades for all students due. 19 Commencement rehearsal. 20 Commencement, noon, at The Cleveland Museum of Art. 22 Final studio clean out. 29 Memorial Day. Institute holiday. Buildings closed. July 4 Independence Day. Institute holiday. Buildings closed. 11 Table of Contents 12 Section 2: Overview: Undergraduate Curriculum Cores + Connections: The Academic Mission Bird’s Eye View of the Curriculum Engaged Practice Foundation Studio Liberal Arts Studies Professional Practices Major Programs Table of Contents 13 I. Cores + Connections: II. Bird’s Eye View of III. Engaged Practice The Academic Mission the Curriculum What may best set CIA apart from other What sets the Cleveland Institute of Art (CIA) The BFA Degree art schools across the country is its apart from other colleges is our academic The Cleveland Institute of Art grants the commitment to Engaged Practice (EP). mission, Cores + Connections, in which Bachelor of Fine Arts (BFA) degree. A BFA Activating the intersection between Cores + core values, faculty, curriculum and other degree is the standard undergraduate Connections, the school’s academic learning resources all power extensive degree for students seeking a professional mission, Engaged Practice is an area of connections for all students to enter into education in art. The BFA degree differs study in which students have an opportunity professionally engaged practices in the real from a Bachelor of Arts degree in that a to learn through experience by working on world—and in so doing, develop skills and much higher proportion of the program real projects with external partners or personal attributes such as collaboration, consists of a practical studio component.
Load more

Recommended publications
  • CHECKLIST for the MINOR in NEW MEDIA and DIGITAL DESIGN 6 TOTAL COURSES
    CHECKLIST for THE MINOR IN NEW MEDIA AND DIGITAL DESIGN 6 TOTAL COURSES CORE COURSES (MUST TAKE BOTH COURSES): _____ NMDD 1001: EXPLORATIONS IN DIGITAL DESIGN ______CISC 2500: INFORMATION AND DATA MANAGEMENT COURSEWORK: MUST TAKE 4 COURSES (THESE MAY BE IN A SINGLE CONCENTRATION, OR IN ANY COMBINATION FROM ACROSS CONCENTRATIONS) THE FOLLOWING COURSES COUNT IN ALL CONCENTRATIONS: ______CISC 2530: Computer GraphiCs ______CMBU 4471: The Business of New Media ______DTEM 3476: SoCial Media ______DTEM 2421: Digital ProduCtion for New Media ______NMDD 3880: Designing Smart Cities (ServiCe Learning Course) ______VART 2003: GraphiC Design and Digital Tools ______VART 2400: Fundamentals of Web Design A. New Media and Information ______DTEM 1401: IntroduCtion to Digital TeChnology and Emerging Media ______CISC 2350: Information and Web Programming ______CISC 2530: Digital Video and Multimedia ______CISC 2850: Computer and Data Analysis or INSY 4431: Web AnalytiCs ______CISC 3850: Information Retrieval Systems ______CISC 4001: Computers and Robots in Film (ICC) ______DTEM 1402: Digital Cultures ______DTEM 2417: Data Visualization ______DTEM: 3463: CiviC Media ______DTEM 2427: Digital Audio ProduCtion ______FITV 2621: Digital Video Design ______COMC 3340: Freedom of Expression ______COMC 3380 International CommuniCation (Globalism) ______COMC 3374: Media EffeCts ______COMC3350 or BLBU 4451: New Media and CommuniCation Law ______DTEM 2775: Writing for Online Media ______INSY 4431: Web AnalytiCs or CISC 2850: Computer and Data Analysis ______INSY 3442:
    [Show full text]
  • Arts, Audio Video Technology, and Communications Graphic Design and Multimedia Arts
    ',*,7$/ &20081,&$7,216 ARTS, AUDIO VIDEO TECHNOLOGY, AND COMMUNICATIONS GRAPHIC DESIGN AND MULTIMEDIA ARTS Local Implementation Considerations: Students completing two or more courses for two or more credits within a program of study earn concentrator status for Perkins V federal accountability reporting. Proposed Indicator: Students finishing three or more courses for four or more credits with one course from level 3 or 4 within a program of study earn completer status for federal accountability reporting. Texas Education Agency® COURSES Principles of Arts,A/V Technology, and Communications Professional Communications LEVEL 1 Web Communications Digital Communications in the 21st Century NS IO AT IC N U Audio/Video Production/Lab M Digital Audio Technology M O LEVEL 2 C D N A DIGITAL Y Y G COMMUNICATIONS Audio Video Production II/Lab O L Digital Audio Technology II O N LEVEL 3 H C E T V / A , S T Practicum of Audio/Video Production R A Practicum of Digital Audio (TBD) Practicum of Entrepreneurship (TBD) LEVEL 4 MASTERhS/ MEDIAN ANNUAL % HIGH SCHOOL/ OCCUPATIONS CERTIFICATE/ ASSOCIATEhS BACHELORhS DOCTORAL WAGE OPENINGS GROWTH INDUSTRY LICENSE* DEGREE DEGREE PROFESSIONAL CERTIFICATION DEGREE Sound Engineering $39,562 79 27% Technicians Apple Final Cut Certified Video Recording Arts Communications Camera Operators, $50,024 129 9% Pro X Engineer Technology/Technician Technology/ Television, Video Technician and Motion Picture Audio and Video $40,581 757 Apple Logic Commercial Cinematography and Film/ 29% Equipment Pro X Audio Technician
    [Show full text]
  • Using Video Game Design to Motivate Students
    Using Video Game Design to Motivate Students Michael A. Evans, Brett D. Jones, and Sehmuz Akalin Because video games are so popular with young people, (Reiber, 2005) can be particularly useful in fostering in- formal science learning. researchers have explored ways to use game play to en- To add to the knowledge base, we studied how stu- dents used level-based video game development in an gage students in school subjects (Peppler & Kafai, 2007; out-of-school time (OST) setting to learn science con- tent. Building on prior efforts (Evans & Biedler, 2012; Rockwell & Kee, 2011; Small, 2011). Motivating students Evans, Norton, Chang, Deater-Deckard, & Balci, 2013; Evans, Pruett, Chang, & Nino, 2014), we explored how in science is especially important because of declines the project incorporated the video game to support learn- ers’ science motivation. This work with a commercial both in the number of young people who choose science careers and in the number of adults who have a sufficient MICHAEL A. EVANS is an associate professor in the Department of Teacher Education and Learning Sciences at NC State University. He grasp of science to make thoughtful decisions (Bell, Lew- researches the effects of video games and other popular digital me- dia on youth learning and engagement, with a focus on academic enstein, Shouse, & Feder, 2009). relevance. BRETT D. JONES is a professor in the Educational Psychology pro- gram in the School of Education at Virginia Tech. He researches stu- To counter these trends, informal science educators have dent motivation and examines strategies teachers can use to design adopted video games and simulations as teaching tools instruction to support students’ motivation and learning.
    [Show full text]
  • Audience Feedback As an Influence on Graphic Design Problem Solving
    Rochester Institute of Technology RIT Scholar Works Theses 2011 Audience feedback as an influence on graphic design problem solving Christopher Petrides Follow this and additional works at: https://scholarworks.rit.edu/theses Recommended Citation Petrides, Christopher, "Audience feedback as an influence on graphic design problem solving" (2011). Thesis. Rochester Institute of Technology. Accessed from This Thesis is brought to you for free and open access by RIT Scholar Works. It has been accepted for inclusion in Theses by an authorized administrator of RIT Scholar Works. For more information, please contact [email protected]. Audience Feedback as an Influence on Graphic Design Problem Solving Christopher Petrides Graphic Design MFA Program School of Design College of Imaging Arts and Sciences Rochester Institute of Technology Rochester, New York Fall 2011 1 Abstract User-generated feedback is arguably the most efficient tool to evaluate a specific product or service. Even though it is widely used to evaluate and subsequently improve video game design, it is not commonly used for graphic design applications. The aim of this thesis is to demonstrate how user-generated feedback can be utilized to improve existing graphic design applications. Specifically, three types of feedback collection vehicles were selected for use in graphic design: personal observation, evaluation polls, and existing video game design feedback. In order to demonstrate the advantage of using user- generated feedback, information collected through the feedback collection
    [Show full text]
  • Video Games and Architecture
    Video games and architecture An extensive account on video game theory and the possible application of this theory in architectural design Graduation thesis - Master in Architecture, Urbanism and Building Sciences - TU Delft By Simon A. Tiemersma Bsc January 2014 Explorelab, Mentors: Leontien de Wit, Ype Cuperus and Arno Kamphuis 2 Abstract This research explores video game design elements that differ from the architectural design elements and could improve upon the latter due to new perspectives and digital possibilities. The research is based on an extensive literature review, a workshop and some interviews. The game design elements in this thesis are subdivided in the themes narrative, gameplay and level design and are selected to their potential relevance to architecture. As part of this thesis, they are compared with similar architectural topics on their relevance and novelty. The result of this research is a shortlist of methods, divided in several elements and techniques that describe how they could be of positive influence to architectural designs and the architectural design process. The methods are based on the conflicting nature of video game elements, which are either based on precreated experiences which offer some interaction, or based on free structures that provide improvisational play. Another method is based on playtesting, which offers architecture a new way of testing designs. This thesis offers new approaches to architectural design practices and could be a starting point for more in depth research in game design elements for architecture. 3 Foreword Video games are an hobby, but one I have larger aspirations with. That is why I wanted to combine my graduation in Architecture with video game theory.
    [Show full text]
  • Frank Zappa, Captain Beefheart and the Secret History of Maximalism
    Frank Zappa, Captain Beefheart and the Secret History of Maximalism Michel Delville is a writer and musician living in Liège, Belgium. He is the author of several books including J.G. Ballard and The American Prose Poem, which won the 1998 SAMLA Studies Book Award. He teaches English and American literatures, as well as comparative literatures, at the University of Liège, where he directs the Interdisciplinary Center for Applied Poetics. He has been playing and composing music since the mid-eighties. His most recently formed rock-jazz band, the Wrong Object, plays the music of Frank Zappa and a few tunes of their own (http://www.wrongobject.be.tf). Andrew Norris is a writer and musician resident in Brussels. He has worked with a number of groups as vocalist and guitarist and has a special weakness for the interface between avant garde poetry and the blues. He teaches English and translation studies in Brussels and is currently writing a book on post-epiphanic style in James Joyce. Frank Zappa, Captain Beefheart and the Secret History of Maximalism Michel Delville and Andrew Norris Cambridge published by salt publishing PO Box 937, Great Wilbraham PDO, Cambridge cb1 5jx United Kingdom All rights reserved © Michel Delville and Andrew Norris, 2005 The right of Michel Delville and Andrew Norris to be identified as the authors of this work has been asserted by them in accordance with Section 77 of the Copyright, Designs and Patents Act 1988. This book is in copyright. Subject to statutory exception and to provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Salt Publishing.
    [Show full text]
  • Practical Game Design Tool: State Explorer
    Practical Game Design Tool: State Explorer Rokas Volkovas Michael Fairbank John R. Woodward Simon Lucas QMUL University of Essex QMUL QMUL London, UK Colchester, UK London, UK London, UK [email protected] [email protected] [email protected] [email protected] Abstract—This paper introduces a computer-game design tool B. Problem Scope which enables game designers to explore and develop game mechanics for arbitrary game systems. The tool is implemented To approach solving the problem of shortening the iteration as a plugin for the Godot game engine. It allows the designer to cycle of designing and building systems for games, we first view an abstraction of a game’s states while in active development narrow down its domain and define the scope of the problem and to quickly view and explore which states are navigable from in question. which other states. This information is used to rapidly explore, Our idealized set of features to address the problem of slow validate and improve the design of the game. The tool is most practical for game systems which are computer-explorable within video-game design iteration speed were identified. Conceptu- roughly 2000 states. The tool is demonstrated by presenting how ally, these were the ability to: it was used to create a small, yet complete, commercial game. • navigate game states manually • navigate game states automatically I. INTRODUCTION • to identify states of interest A. Video Game Design is Tedious • examine the explored states At their very core, games are systems built for human Given a tool with these features, a video game designer can interaction.
    [Show full text]
  • Get Smart with Art Is Made Possible with Support from the William K
    From the Headlines About the Artist From the Artist Based on the critics’ comments, what aspects of Albert Bierstadt (1830–1902) is Germany in 1830, Albert Bierstadt Bierstadt’s paintings defined his popularity? best known for capturing majestic moved to Massachusetts when he western landscapes with his was a year old. He demonstrated an paintings of awe-inspiring mountain early interest in art and at the age The striking merit of Bierstadt in his treatment of ranges, vast canyons, and tumbling of twenty-one had his first exhibit Yosemite, as of other western landscapes, lies in his waterfalls. The sheer physical at the New England Art Union in power of grasping distances, handling wide spaces, beauty of the newly explored West Boston. After spending several years truthfully massing huge objects, and realizing splendid is evident in his paintings. Born in studying in Germany at the German atmospheric effects. The success with which he does Art Academy in Düsseldorf, Bierstadt this, and so reproduces the noblest aspects of grand returned to the United States. ALBERT BIERSTADT scenery, filling the mind of the spectator with the very (1830–1902) sentiment of the original, is the proof of his genius. A great adventurer with a pioneering California Spring, 1875 Oil on canvas, 54¼ x 84¼ in. There are others who are more literal, who realize details spirit, Bierstadt joined Frederick W. Lander’s Military Expeditionary Presented to the City and County of more carefully, who paint figures and animals better, San Francisco by Gordon Blanding force, traveling west on the overland who finish more smoothly; but none except Church, and 1941.6 he in a different manner, is so happy as Bierstadt in the wagon route from Saint Joseph, Watkins Yosemite Art Gallery, San Francisco.
    [Show full text]
  • Video Games and Costume Art -Digitalizing Analogue Methods of Costume Design
    Video Games and Costume Art -digitalizing analogue methods of costume design Heli Salomaa MA thesis 30 credits Department of Film, Television and Scenography Master’s Degree Programme in Design for Theatre, Film and Television Major in Costume Design Aalto University School of Arts, Design and Architecture Supervisor: Sofia Pantouvaki Advisors: Petri Lankoski, Maarit Kalmakurki 2018 Aalto University, P.O. BOX 11000, 00076 AALTO www.aalto.fi Master of Arts thesis abstract ! Author Heli Salomaa Title of thesis Video Games and Costume Art - digitalizing analogue methods of costume design Department Department of Film, Television and Scenography Year 2018 Number of pages 100 Language English Degree programme Master's Degree Programme in Design for Theatre, Film and Television, Major in Costume Design Abstract This thesis explores ways of integrating a costume professional to the character art team in the game industry. The research suggests, that integrating costume knowledge into the character design pipeline increases the storytelling value of the characters and provides tools for the narrative. The exploration of integrating a costume professional into game character creation as a process is still rare and little information of costume in games and experiences in transferring an analogue character building skillset into a digital one can be found, therefore this research was generated to provide knowledge on the subject. The research's main emphasis is on immersion-driven AAA-games that employ 3D-graphics and human characters and are either photorealistic or represent stylized realism. Technology for depicting reality is advancing and digital industries have become aware of the extensive skills required to depict increasingly realistic worlds.
    [Show full text]
  • Kansas City, Missouri
    Forty-Fourth Annual Conference Hosted by University of Missouri-Kansas City InterContinental Kansas City at the Plaza 28 February–4 March 2018 Kansas City, Missouri Mission of the Society for American Music he mission of the Society for American Music Tis to stimulate the appreciation, performance, creation, and study of American musics of all eras and in all their diversity, including the full range of activities and institutions associated with these musics throughout the world. ounded and first named in honor of Oscar Sonneck (1873–1928), the early Chief of the Library of Congress Music Division and the F pioneer scholar of American music, the Society for American Music is a constituent member of the American Council of Learned Societies. It is designated as a tax-exempt organization, 501(c)(3), by the Internal Revenue Service. Conferences held each year in the early spring give members the opportunity to share information and ideas, to hear performances, and to enjoy the company of others with similar interests. The Society publishes three periodicals. The Journal of the Society for American Music, a quarterly journal, is published for the Society by Cambridge University Press. Contents are chosen through review by a distinguished editorial advisory board representing the many subjects and professions within the field of American music.The Society for American Music Bulletin is published three times yearly and provides a timely and informal means by which members communicate with each other. The annual Directory provides a list of members, their postal and email addresses, and telephone and fax numbers. Each member lists current topics or projects that are then indexed, providing a useful means of contact for those with shared interests.
    [Show full text]
  • Concrete Poetry : the Influence of Design and Marketing on Aesthetics
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1985 Concrete poetry : the influence of design and marketing on aesthetics Tineke Bierma Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the German Literature Commons, and the Poetry Commons Let us know how access to this document benefits ou.y Recommended Citation Bierma, Tineke, "Concrete poetry : the influence of design and marketing on aesthetics" (1985). Dissertations and Theses. Paper 3438. https://doi.org/10.15760/etd.5321 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]. AN ABSTRACT OF THE THESIS OF Tineke Bierma for the Master of Arts in German presented November 21, 1985. Title: Concrete Poetry: The Influence of Design and Marketing on Aesthetics. APPROVED BY MEMBERS OF THE THESIS COMMITTEE: Linda B. Parshall Thomas Buell This thesis exp lores the past and present of concrete poetry with the purpose of finding out whether concrete poetry is stm being produced in its original form, or whether it has changed. Concrete poets were not the first ones to create picture poems and similar texts. In chapter I an overview of earlier picture poetry is given. It and other precursors of concrete poetry are discussed and their possible contributions evaluated. Chapters 11 and 111 dea1 with the definition of concrete poetry of the mid-fifties and sixties ( pure, classic c.p.).
    [Show full text]
  • A Group Psychoeducational/Art
    ATHABASCA UNIVERSITY UNIVERSITY OF CALGARY UNIVERSITY OF LETHBRIDGE THE ART OF BEING SPIRITED: A GROUP PSYCHOEDUCATIONAL/ART THERAPY GUIDE FOR USE WITH ADOLESCENTS WITH EATING DISORDERS BY ELIZABETH MAY YOUNG MCKENNA A Final Project submitted to the Campus Alberta Applied Psychology: Counseling Initiative in partial fulfillment of the requirements for the degree of MASTER OF COUNSELING Alberta (November) (2005) All rights reserved. This work may not be reproduced in whole or part by photocopy or other means without permission of the author. ii iii ABSTRACT This project is a guide that combines spiritual, cognitive, creative, expressive and experiential elements into a group process to help health care professionals support adolescents with an eating disorder. The process embraces a holistic approach towards therapeutic interventions that incorporates Eastern and Western philosophies towards healing and art history with cross cultural links to develop the critical being through mindfulness practice, consciousness raising and communal experiential processes. Literature reviews on spirituality, eating disorders, art therapy, creativity, critical thinking, self and group process identify themes, topics and strategies which form the foundation for interventions. Theoretical underpinnings, ethic of care, suggested topics, format for sessions, psychoeducational material for facilitators and participants, and ways to evaluate the product, process and facilitator are included. iv DEDICATION To my husband for his love, fidelity, acerbic wit, sense of humour and unwavering support and encouragement. To my children Nairn, Noel and Kirsty who have taught me the most of what I know about adolescents, and forced me to embrace change. To my siblings for providing a good model for what it means to be a family.
    [Show full text]