59 San Bartolo, Petén: Late Preclassic Techniques Of
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Visual Arts – Specific Rules/Guidelines
Visual Arts – Specific Rules/Guidelines VISUAL ARTS include many art forms that are visual in nature. The artist (student submitting entry) is a person who captures their own thoughts and ideas to create a visual piece of art. Accepted forms of visual art include: Collages, photographic collages (multiple photos cut/pasted), computer-generated image, design, drawing, painting, and printmaking. Non-accepted forms of visual art include: 3D artwork (artwork that is not flat on the surface). Reproductions or enlargements of another artwork. Reflect on the 2020-2021 Theme: I Matter Because… An explanation of the art form might be a useful addition to the artist statement. Whether an entry displays use of formal technique or a simple approach, it will be judged primarily on how well the student uses his or her artistic vision to portray the theme, originality and creativity. Copyright: Use of copyrighted material, including any copyrighted cartoon characters or likeness thereof, is not acceptable in any visual arts submission, with the following exceptions: • Visual artwork may include public places, well-known products, trademarks or certain other copyrighted material as long as that copyrighted material is incidental to the subject matter of the piece and/or is a smaller element of a whole. The resulting work cannot try to establish an association between the student and the trademark/business/material, or influence the purchase/non-purchase of the trademarked good. • Visual arts collages may include portions of existing copyrighted works, such as photographs, magazine clippings, internet images and type cut out of a newspaper, as long as those portions of copyrighted works are used to create a completely new and different work of art. -
4 Year Degree Schedule – Painting/Drawing/Printmaking
SUU Department of Art & Design 2020 – 2021 Catalog Minimum University Requirements Total Credits 120 Art History Credits 9 General Education Core Credits 30 – 35 Art Foundation Credits 28 Art Area Credits 54 University Electives 3 - 14 4 Year Degree Schedule – Painting/Drawing/Printmaking First Year Fall Semester Credits Notes Spring Semester Credits Notes Foundation Foundation ART 1110: Drawing I 3 ART 1130: 3-D Design 3 Course Course Foundation Foundation ART 1120: 2-D Design 3 ART 2110: Drawing II 3 Course Course ART 1050: Intro to Foundation Foundation 3 ART 2210: Digital Tools 3 Photography Course Course Foundation ARTH 2710: Art History Foundation ART 3000: Art Insights .5 3 Course Survey I Course Foundation Gen Ed Core Requirement 3 Gen Ed Course ART 3000: Art Insights .5 Course Gen Ed Knowledge 3 Gen Ed Course Gen Ed Core Requirement 3 Gen Ed Course Requirement Total Credits: 15.5 Total Credits: 15.5 Second Year Fall Semester Credits Notes Spring Semester Credits Notes Art Area ART 3450: Portrait & ART 2410: Painting I 3 3 Art Area Course Course Figure Painting ART 3310: Art Area 3 ART 4410: Painting II 3 Art Area Course Intaglio/Lithography Course ART 3110: Life Drawing & Art Area ART 4310: Advanced 3 3 Art Area Course Anatomy Course Printmaking Foundation ARTH 2720: Art History Foundation ART 3000: Art Insights .5 3 Course Survey II Course Foundation Gen Ed Core Requirement 3 Gen Ed Course Art 3000: Art Insights .5 Course Gen Ed Knowledge 3 Gen Ed Course Gen Ed Core Requirement 3 Gen Ed Course Requirement Total Credits: 15.5 -
Mural Installation Guide City of Frankfort, Kentucky
Mural Installation Guide City of Frankfort, Kentucky This guide is intended to provide answers to basic questions anyone must answer about creating a mural, from how to prepare a wall surface, to what kind of approvals you will need, to appropriate materials to use. The information here has been culled from best practices that have been documented by artists and mural organizations throughout the country. While this guide provides a roadmap, every project will have its own unique circumstances. Anyone taking on a mural project should look for guidance from artists, curators, arts organizations or others who are experienced with the details of mural production. At the end of this publication there is a Resource Guide that provides additional information and tips about where to find help. In This Guide… Part One – Evaluating a Wall I Page 2 Part Two – Approvals and Permissions I Page 4 Part Three – Creating a Design I Page 5 Part Four – Prep Work I Page 6 Part Five – Paint and Supplies I Page 9 Part Six – Maintenance, Repair, Conservation I Page 11 Part Seven – Checklist of Commonly Used Items I Page 12 Part Eight – Resource Guide I Page 13 Part One – Evaluating a Wall The best type of surface to receive paint is one that is a raw, unpainted brick, concrete or stone material that is free of the defects described below. However, keep in mind that the unpainted masonry requires special approval from the Architectural Review Board. Painting unpainted masonry in the historic district is generally not permitted. Wood, metal and other materials that are in new or good condition can also be satisfactory if properly prepared and sealed. -
Universidad De San Carlos De Guatemala Escuela De Historia Carrera De Arqueología
UNIVERSIDAD DE SAN CARLOS DE GUATEMALA ESCUELA DE HISTORIA CARRERA DE ARQUEOLOGÍA “Hunahpu, un complejo conmemorativo del Preclásico Medio del sitio arqueológico San Bartolo, Flores, Petén” BORIS FERNANDO BELTRÁN MORÁN Nueva Guatemala de la Asunción, Guatemala, C.A. Septiembre de 2015 UNIVERSIDAD DE SAN CARLOS DE GUATEMALA ESCUELA DE HISTORIA CARRERA DE ARQUEOLOGÍA “Hunahpu, un complejo conmemorativo del Preclásico Medio del sitio arqueológico San Bartolo, Flores, Petén” T E S I S Presentada por: BORIS FERNANDO BELTRÁN MORÁN Previo a conferírsele el título de ARQUEÓLOGO En el grado académico de: LICENCIADO Nueva Guatemala de la Asunción, Guatemala, C.A. Septiembre de 2015 UNIVERSIDAD DE SAN CARLOS DE GUATEMALA ESCUELA DE HISTORIA AUTORIDADES UNIVERSITARIAS RECTOR: Dr. Carlos Guillermo Alvarado Cerezo SECRETARIO: Dr. Carlos Camey AUTORIDADES DE LA ESCUELA DE HISTORIA DIRECTOR: Dra. Artemis Torres Valenzuela SECRETARIO: Licda. Olga Pérez CONSEJO DIRECTIVO DIRECTOR: Dra. Artemis Torres Valenzuela SECRETARIO: Licda. Olga Pérez VOCAL I: Dra. Tania Sagastume VOCAL II: Licda. María Laura Jiménez Chacón VOCAL III: Licda. Zoila Rodríguez Girón VOCAL IV: Amalia Judith Tzunux Sanic VOCAL V: Byron Anderson Chivalán ASESORA DE TESIS Licda. Mónica Claudina Urquizú Sánchez COMITÉ DE TESIS Dr. Héctor Escobedo Lic. Héctor Mejía “Los autores serán responsables de las opiniones o criterios expresados en su obra”. Capítulo V, Arto. 11 del Reglamento del Consejo Editorial de la Universidad de San Carlos de Guatemala. Dedicatoria A mis Padres Fernando Beltrán y Reginalda Morán (+) por guiarme en la vida, enseñarme a dar sin esperar recibir, de hacer cosas buenas porque a la postre vendrán cosas buenas y a disfrutar de lo maravilloso que es compartir la vida sin importar la situación. -
Drawing and Painting Course Syllabus CHS Art Department Contact Information
Drawing and Painting Course Syllabus CHS Art Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Lori Dana Email Address: [email protected] or [email protected] Phone Number: (740) 702-2287 ext. 16241 Online: http://www.ccsd.us/1/Home CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: This is a second level art course focusing on 2 dimensional media. Students will continue to explore the elements and principles of art, current and past practicing artists, technique, and concept as it pertains to art making. A variety of 2 dimensional media will be explored including but not limited to, pencil, charcoal, pastels, acrylics, watercolors, etc. There is a $20 fee for this course. Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at http://www.corestandards.org/the-standards. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. -
Architecture at San Bartolo, El Peten, Guatemala: Object and Subject
Originalni nauni rad UDK: 72.031.2(=821.173)(728.1) 1 Sanja Savki& Belgrade, Serbia ARCHITECTURE AT SAN BARTOLO, EL PETEN, GUATEMALA: OBJECT AND SUBJECT Abstract: Certain ancient Maya architectural patterns had multiple meanings and symbolic functions. They were designed not simply as static monuments to demon- strate the power of their patrons, but as places for the performance of transcendent events that linked those rulers to their constituencies – ancestors and gods likewise. Moreover, when ritually activated, they could acquire existential status, by providing the object with agency, meaning, and its own point of view, thus annulling the su- bject-object dichotomy, which is in accordance with the magical-mythic beliefs of their makers. At San Bartolo, located in the north-east of the Guatemalan state El Pe- ten, around the year 100 BC there was an architectural complex that incarnated some Maya ideas regarding the universe, its cosmogony, and the role of the human beings. Key words: San Bartolo, Maya architecture, existential status of images, mountain- cave complex, quatrefoil motif. The objective of this paper2 is to substantiate that the sixth architectural pha- se3 (of eight in total) of Las Pinturas Pyramid4 or Structure 1 (ca. 100 BC) at San Bartolo, located in Guatemalan state of El Peten, can be interpreted as a co- smogram which displays the ancient Maya conceptualization of space materiali- zed in a particular architectural pattern. This cosmogram refers to the spatial or- dering of the universe in three levels (as seen vertically), perceived as the under- world, the Earth’s surface, and the upper or celestial world. -
Historical Painting Techniques, Materials, and Studio Practice
Historical Painting Techniques, Materials, and Studio Practice PUBLICATIONS COORDINATION: Dinah Berland EDITING & PRODUCTION COORDINATION: Corinne Lightweaver EDITORIAL CONSULTATION: Jo Hill COVER DESIGN: Jackie Gallagher-Lange PRODUCTION & PRINTING: Allen Press, Inc., Lawrence, Kansas SYMPOSIUM ORGANIZERS: Erma Hermens, Art History Institute of the University of Leiden Marja Peek, Central Research Laboratory for Objects of Art and Science, Amsterdam © 1995 by The J. Paul Getty Trust All rights reserved Printed in the United States of America ISBN 0-89236-322-3 The Getty Conservation Institute is committed to the preservation of cultural heritage worldwide. The Institute seeks to advance scientiRc knowledge and professional practice and to raise public awareness of conservation. Through research, training, documentation, exchange of information, and ReId projects, the Institute addresses issues related to the conservation of museum objects and archival collections, archaeological monuments and sites, and historic bUildings and cities. The Institute is an operating program of the J. Paul Getty Trust. COVER ILLUSTRATION Gherardo Cibo, "Colchico," folio 17r of Herbarium, ca. 1570. Courtesy of the British Library. FRONTISPIECE Detail from Jan Baptiste Collaert, Color Olivi, 1566-1628. After Johannes Stradanus. Courtesy of the Rijksmuseum-Stichting, Amsterdam. Library of Congress Cataloguing-in-Publication Data Historical painting techniques, materials, and studio practice : preprints of a symposium [held at] University of Leiden, the Netherlands, 26-29 June 1995/ edited by Arie Wallert, Erma Hermens, and Marja Peek. p. cm. Includes bibliographical references. ISBN 0-89236-322-3 (pbk.) 1. Painting-Techniques-Congresses. 2. Artists' materials- -Congresses. 3. Polychromy-Congresses. I. Wallert, Arie, 1950- II. Hermens, Erma, 1958- . III. Peek, Marja, 1961- ND1500.H57 1995 751' .09-dc20 95-9805 CIP Second printing 1996 iv Contents vii Foreword viii Preface 1 Leslie A. -
Runggaldier Curriculum Vitae August 2019
ASTRID M. RUNGGALDIER Department of Art and Art History, University of Texas at Austin 2301 San Jacinto Blvd., STOP D1300, ART 1.412C, Austin, TX 78712 Tel: 617-780-7826, [email protected] EDUCATION AND DEGREES Boston University, Department of Archaeology Boston MA • Ph.D. in Mesoamerican Archaeology, May 2009. Dissertation: Memory and Materiality in Monumental Architecture: Construction and Reuse of a Late Preclassic Maya Palace at San Bartolo, Guatemala (published by ProQuest/UMI, Ann Arbor, 2009. Publication No. AAT 3363637) • M.A. in Archaeology, Sept. 2002. Thesis: The Louisville Stuccoes: Recontextualizing Maya Architectural Sculptures from Northern Belize (published by BAR, Oxford, 2004) • B.A. in Archaeological Studies, Department of Archaeology; Minor in Geology, Department of Earth and Environment, January 1997 PROFESSIONAL RECORD HIGHER EDUCATION APPOINTMENTS: UNIVERSITY OF TEXAS AT AUSTIN, AUSTIN, TX 2012–PRESENT • Assistant Director of The Mesoamerica Center, Department of Art and Art History http://www.utmesoamerica.org/. Oversee current initiatives and develop new Center programming and special projects (including organizing yearly conferences and speaker series; updating website, social media and publications; collaborating with non-profit organizations; designing public outreach programs; and creating and implementing new digital initiatives for both campus Center and Casa Herrera in Guatemala); oversee budgets and financial procedures; manage all aspects of Casa Herrera including contracts, personnel, maintenance, -
Undergraduate Survey Project
PROYECTO ARQUEOLÓGICO REGIONAL SAN BARTOLO Proposal Acceptance Letter The undersigned, appointed by the Guatemalan Department of Archaeology, have examined a project proposal entitled “Xultun Tree, Mapping, and Excavation Project” presented by Alex Kara and hereby certify that it is worthy of acceptance. Signature______________________ Co-director William Saturno Signature______________________ Co-director Patricia Castillo Xultun Tree, Mapping, and Excavation Project an archaeological survey proposal by Alex Kara Boston University Boston, Massachusetts December 17th, 2012 Introduction The ancient Maya emerged from a dense tropical forest to establish a civilization that has long captivated the modern imagination. The Maya lowlands featured a population that numbed in the millions during its Classic Period fluorescence, which is impressive considering the seasonal droughts and lack of permanent, natural water sources that characterize the region. Prolific excavations of their urban centers have revealed much about ancient Maya culture, including their cosmological, artistic, political, and scientific institutions. On the other hand, comparatively little is known about larger Maya population dynamics or land use. The dense vegetation that characterizes this region prevents the kind of intensive archaeological survey that has revolutionized landscape archaeology in more arid regions during the late twentieth century. To further complicate studies of ancient demography, the soil in the Peten is usually very acidic; most organic matter, such as human and plant remains, does not appear the archaeological record. Despite these obstacles to studying the material remains of past societies at a large spatial scale, these broader questions cannot be ignored. Archaeology needs to dissect evidence of human behavior as completely as possible in any given environmental context, and local emphases on geographically convenient data types will skew holistic analyses of how things work. -
Mural Creation Best Practices
Mural Creation Best Practices Since 2006, Heritage Preservation’s Rescue Public Murals (RPM) initiative has confronted the risks that community murals face by being located in outdoor, public spaces. Murals have been, and are an increasingly, popular public art form that adds vibrancy and vitality to the built landscape. Many communities in the United States, large and small, have mural programs or are actively commissioning murals. Unfortunately, almost every community is also aware of the negative image that a faded, flaking, or vandalized mural creates or the misfortune of an artist’s work that has been unjustly removed or destroyed. While working to ensure the protection and preservation of existing murals, RPM recognizes that many common issues that murals face could have been mitigated with careful planning and preparation. RPM has held conversations and brainstorming sessions with muralists, conservators, art historians, arts administrators, materials scientists, and engineers to document best practices for mural creation. We present these recommendations on this website. Recommendations are not meant to be prescriptive but instead to pose questions and raise issues that should be considered at each stage of creating a mural: planning, wall selection, wall and surface preparation, painting, coating, and maintenance. Each recommendation has been considered both for mural commissioning organizations/agencies and for artists to address their particular needs and concerns. Each section includes links to further reading on the topic. The recommendations on this website assume that a mural that is painted with careful planning and consideration to technique and materials and that receives regular maintenance could have a lifespan of 20-30 years. -
Collapse of the Maya: Could Deforestation Have Contributed? Robert J
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers in the Earth and Atmospheric Sciences Earth and Atmospheric Sciences, Department of 2010 Collapse of the Maya: Could deforestation have contributed? Robert J. Oglesby University of Nebraska-Lincoln, [email protected] Thomas L. Sever University of Alabama, Huntsville William Saturno Boston University David J. Erickson III Computational Earth Sciences Group Jayanthi Srikishen Universities Space Research Association/Marshall Space Flight Center Follow this and additional works at: http://digitalcommons.unl.edu/geosciencefacpub Part of the Earth Sciences Commons Oglesby, Robert J.; Sever, Thomas L.; Saturno, William; Erickson, David J. III; and Srikishen, Jayanthi, "Collapse of the Maya: Could deforestation have contributed?" (2010). Papers in the Earth and Atmospheric Sciences. 469. http://digitalcommons.unl.edu/geosciencefacpub/469 This Article is brought to you for free and open access by the Earth and Atmospheric Sciences, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers in the Earth and Atmospheric Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. JOURNAL OF GEOPHYSICAL RESEARCH, VOL. 115, D12106, doi:10.1029/2009JD011942, 2010 Click Here for Full Article Collapse of the Maya: Could deforestation have contributed? Robert J. Oglesby,1 Thomas L. Sever,2 William Saturno,3 David J. Erickson III,4 and Jayanthi Srikishen5 Received 25 February 2009; revised 25 October 2009; accepted 22 February 2010; published 17 June 2010. [1] The collapse of the Maya civilization during the ninth century A.D. is a major conundrum in the history of mankind. This civilization reached a spectacular peak but then almost completely collapsed in the space of a few decades. -
High-Precision Radiocarbon Dating of Political Collapse and Dynastic Origins at the Maya Site of Ceibal, Guatemala
High-precision radiocarbon dating of political collapse and dynastic origins at the Maya site of Ceibal, Guatemala Takeshi Inomata (猪俣 健)a,1, Daniela Triadana, Jessica MacLellana, Melissa Burhama, Kazuo Aoyama (青山 和夫)b, Juan Manuel Palomoa, Hitoshi Yonenobu (米延 仁志)c, Flory Pinzónd, and Hiroo Nasu (那須 浩郎)e aSchool of Anthropology, University of Arizona, Tucson, AZ 85721-0030; bFaculty of Humanities, Ibaraki University, Mito, 310-8512, Japan; cGraduate School of Education, Naruto University of Education, Naruto, 772-8502, Japan; dCeibal-Petexbatun Archaeological Project, Guatemala City, 01005, Guatemala; and eSchool of Advanced Sciences, Graduate University for Advanced Studies, Hayama, 240-0193, Japan Edited by Jeremy A. Sabloff, Santa Fe Institute, Santa Fe, NM, and approved December 19, 2016 (received for review October 30, 2016) The lowland Maya site of Ceibal, Guatemala, had a long history of resolution chronology may reveal a sequence of rapid transformations occupation, spanning from the Middle Preclassic period through that are comprised within what appears to be a slow, gradual transi- the Terminal Classic (1000 BC to AD 950). The Ceibal-Petexbatun tion. Such a detailed understanding can provide critical insights into Archaeological Project has been conducting archaeological inves- the nature of the social changes. Our intensive archaeological inves- tigations at this site since 2005 and has obtained 154 radiocarbon tigations at the center of Ceibal, Guatemala, have produced 154 ra- dates, which represent the largest collection of radiocarbon assays diocarbon dates, which represent the largest set of radiocarbon assays from a single Maya site. The Bayesian analysis of these dates, ever collected at a Maya site.