Medieval & Early Modern Manuscripts: Bookbinding Terms, Materials, Methods, and Models
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Special Catalogue 21
Special Catalogue 21 Marbling OAK KNOLL BOOKS www.oakknoll.com 310 Delaware Street, New Castle, DE 19720 Special Catalogue 21 includes 54 items covering the history, traditions, methods, and extraordinary variety of the art of marbling. From its early origins in China and Japan to its migration to Turkey in the 15th century and Europe in the late 16th and early 17th centuries, marbling is the most colorful and fanciful aspect of book design. It is usually created without regard to the content of the book it decorates, but sometimes, as in the glorious work of Nedim Sönmez (items 39-44), it IS the book. I invite you to luxuriate in the wonderful examples and fascinating writings about marbling contained in these pages. As always, please feel free to browse our inventory online at www.oakknoll.com. Oak Knoll Books was founded in 1976 by Bob Fleck, a chemical engineer by training, who let his hobby get the best of him. Somehow, making oil refineries more efficient using mathematics and computers paled in comparison to the joy of handling books. Oak Knoll Press, the second part of the business, was established in 1978 as a logical extension of Oak Knoll Books. Today, Oak Knoll Books is a thriving company that maintains an inventory of about 25,000 titles. Our main specialties continue to be books about bibliography, book collecting, book design, book illustration, book selling, bookbinding, bookplates, children’s books, Delaware books, fine press books, forgery, graphic arts, libraries, literary criticism, marbling, papermaking, printing history, publishing, typography & type specimens, and writing & calligraphy — plus books about the history of all of these fields. -
The Bookbinding Workshop: Making As Collaborative Pedagogical Practice
International Journal of Art and Design Education Conference, 2014 Elizabeth Kealy-Morris Collaborative Practices in Arts Education University of Chester Liverpool Tate, 24 & 25 October, 2014 [email protected] The Bookbinding Workshop: making as collaborative pedagogical practice “The value of Engagement is no longer questioned” (Trowler & Trowler, 2010, p.9) “Art education is a dynamic expression of eagerness, total intellectual energy, and inquisitiveness…” (Buckley & Conomos, 2009) “The difficult and the incomplete should be positive events in our understanding; they should stimulate us as simulation and facile manipulation of complete objects cannot” (Sennett, 2008:44). “(C)raft’s inferiority might be the most productive thing about it” (Adamson, 2007, p.4). Introduction Trowler & Trowler, in their 2010 report for the HEA’s Student Engagement Project, note that studies have consistently shown associations between student engagement and improvements in identified desired outcomes, including cognitive development, critical thinking skills, practical competence, and skills transferability. They also note that there are specific features of engagement which improve outcomes, including student-staff contact, active learning, and cooperation amongst students such as group work and peer support. Trowler & Trowler found that interacting with staff has been shown to have a powerful impact on learning, especially when it takes place outside the classroom and responds to individual student needs. The NUS 2012 Student Experience Survey supports Trowler & Trowler’s findings. The purpose of the study was to understand student expectations of a university experience. Teaching quality was cited as the most important factor in what makes a good learning experience. Students want more engaging teaching styles that are interactive, use technology & props to make the subject more accessible and interesting. -
Viola Frey……………………………………………...6
Dear Educator, We are delighted that you have scheduled a visit to Bigger, Better, More: The Art of Vila Frey. When you and your students visit the Museum of Arts and Design, you will be given an informative tour of the exhibition with a museum educator, followed by an inspiring hands-on project, which students can then take home with them. To make your museum experience more enriching and meaningful, we strongly encourage you to use this packet as a resource, and work with your students in the classroom before and after your museum visit. This packet includes topics for discussion and activities intended to introduce the key themes and concepts of the exhibition. Writing, storytelling and art projects have been suggested so that you can explore ideas from the exhibition in ways that relate directly to students’ lives and experiences. Please feel free to adapt and build on these materials and to use this packet in any way that you wish. We look forward to welcoming you and your students to the Museum of Arts and Design. Sincerely, Cathleen Lewis Molly MacFadden Manager of School, Youth School Visit Coordinator And Family Programs Kate Fauvell, Dess Kelley, Petra Pankow, Catherine Rosamond Artist Educators 2 COLUMBUS CIRCLE NEW YORK, NEW YORK 10019 P 212.299.7777 F 212.299.7701 MADMUSEUM.ORG Table of Contents Introduction The Museum of Arts and Design………………………………………………..............3 Helpful Hints for your Museum Visit………………………………………….................4 Bigger, Better, More: The Art of Viola Frey……………………………………………...6 Featured Works • Group Series: Questioning Woman I……………………………………………………1 • Family Portrait……………………………………………………………………………..8 • Double Self ……………………………………………………………………...............11 • Western Civilization Fountain…………………………………………………………..13 • Studio View – Man In Doorway ………………………………………………………. -
Historic Costuming Presented by Jill Harrison
Historic Southern Indiana Interpretation Workshop, March 2-4, 1998 Historic Costuming Presented By Jill Harrison IMPRESSIONS Each of us makes an impression before ever saying a word. We size up visitors all the time, anticipating behavior from their age, clothing, and demeanor. What do they think of interpreters, disguised as we are in the threads of another time? While stressing the importance of historically accurate costuming (outfits) and accoutrements for first- person interpreters, there are many reasons compromises are made - perhaps a tight budget or lack of skilled construction personnel. Items such as shoes and eyeglasses are usually a sticking point when assembling a truly accurate outfit. It has been suggested that when visitors spot inaccurate details, interpreter credibility is downgraded and visitors launch into a frame of mind to find other inaccuracies. This may be true of visitors who are historical reenactors, buffs, or other interpreters. Most visitors, though, lack the heightened awareness to recognize the difference between authentic period detailing and the less-than-perfect substitutions. But everyone will notice a wristwatch, sunglasses, or tennis shoes. We have a responsibility to the public not to misrepresent the past; otherwise we are not preserving history but instead creating our own fiction and calling it the truth. Realistically, the appearance of the interpreter, our information base, our techniques, and our environment all affect the first-person experience. Historically accurate costuming perfection is laudable and reinforces academic credence. The minute details can be a springboard to important educational concepts; but the outfit is not the linchpin on which successful interpretation hangs. -
Chapter 12 Tables of Contents, Indexes, and Bibliographies
Writer Guide Chapter 12 Tables of Contents, Indexes, and Bibliographies This PDF is designed to be read onscreen, two pages at a time. If you want to print a copy, your PDF viewer should have an option for printing two pages on one sheet of paper, but you may need to start with page 2 to get it to print facing pages correctly. (Print this cover page separately.) Copyright This document is Copyright © 2005–2010 by its contributors as listed in the section titled Authors. You may distribute it and/or modify it under the terms of either the GNU General Public License, version 3 or later, or the Creative Commons Attribution License, version 3.0 or later. All trademarks within this guide belong to their legitimate owners. Authors Martin Fox John Kane Sigrid Kronenberger Peter Kupfer Paul Miller Iain Roberts Gary Schnabl Rob Scott Janet Swisher Catherine Waterman Jean Hollis Weber Michele Zarri Feedback Please direct any comments or suggestions about this document to: [email protected] Acknowledgments Thanks to Sophie Gautier, author of the French native-language document, Comment insérer une Table des Matières, which was used as a reference. Publication date and software version Published 25 March 2010. Based on OpenOffice.org 3.2. You can download an editable version of this document from http://oooauthors.org/english/userguide3/published/ Contents Copyright...............................................................................................2 Introduction...........................................................................................6 -
Design Binding Today
OPEN • SET 2020 Design Binding Today OPEN • SET is a competition and exhibition, a triennial event featuring finely crafted design bindings. The title reflects the two categories in which the bookbinders compete—the Open Category, wherein the binder chooses which textblock to bind, and the Set Category, in which participants bind the same textblock. The Open Category titles are books in French, German, Spanish and English, a variety that echoes the number of foreign entries in the show. The Set Category book was conceived and printed by fine press printer Russell Maret; he selected the text of a letter by William Blake entitled Happy Abstract. There are notable highlights in this show, as there are First, Second and Third Prize awards in each category, as well as twenty Highly Commendable designations. These were awarded by a jury of the well-known American binders Monique Lallier, Mark Esser and Patricia Owen. Each juror has a binding on display. And there is so much more! Take note of the variety of structures and different materials used. When a binder first sits with a textblock, they spend time reading and absorbing the meaning of the content, examining the typography, the layout and page margins, taking note of the mood and color of the illustrations. Ideas form. A binding requires that the design come from deep within, and is then executed into visual play that exemplifies the interpretation. This is with all respect to the author, illustrator, and publisher. The result is an invitation into the text, the words and their meaning. The result is unique, a work of art in the form of a book. -
How to Page a Document in Microsoft Word
1 HOW TO PAGE A DOCUMENT IN MICROSOFT WORD 1– PAGING A WHOLE DOCUMENT FROM 1 TO …Z (Including the first page) 1.1 – Arabic Numbers (a) Click the “Insert” tab. (b) Go to the “Header & Footer” Section and click on “Page Number” drop down menu (c) Choose the location on the page where you want the page to appear (i.e. top page, bottom page, etc.) (d) Once you have clicked on the “box” of your preference, the pages will be inserted automatically on each page, starting from page 1 on. 1.2 – Other Formats (Romans, letters, etc) (a) Repeat steps (a) to (c) from 1.1 above (b) At the “Header & Footer” Section, click on “Page Number” drop down menu. (C) Choose… “Format Page Numbers” (d) At the top of the box, “Number format”, click the drop down menu and choose your preference (i, ii, iii; OR a, b, c, OR A, B, C,…and etc.) an click OK. (e) You can also set it to start with any of the intermediate numbers if you want at the “Page Numbering”, “Start at” option within that box. 2 – TITLE PAGE WITHOUT A PAGE NUMBER…….. Option A – …And second page being page number 2 (a) Click the “Insert” tab. (b) Go to the “Header & Footer” Section and click on “Page Number” drop down menu (c) Choose the location on the page where you want the page to appear (i.e. top page, bottom page, etc.) (d) Once you have clicked on the “box” of your preference, the pages will be inserted automatically on each page, starting from page 1 on. -
Using a Radical-Derived Character E-Learning Platform to Increase Learner Knowledge of Chinese Characters
Language Learning & Technology February 2013, Volume 17, Number 1 http://llt.msu.edu/issues/february2013/chenetal.pdf pp. 89–106 USING A RADICAL-DERIVED CHARACTER E-LEARNING PLATFORM TO INCREASE LEARNER KNOWLEDGE OF CHINESE CHARACTERS Hsueh-Chih Chen, National Taiwan Normal University Chih-Chun Hsu, National Defense University Li-Yun Chang, University of Pittsburgh Yu-Chi Lin, National Taiwan Normal University Kuo-En Chang, National Taiwan Normal University Yao-Ting Sung, National Taiwan Normal University The present study is aimed at investigating the effect of a radical-derived Chinese character teaching strategy on enhancing Chinese as a Foreign Language (CFL) learners’ Chinese orthographic awareness. An e-learning teaching platform, based on statistical data from the Chinese Orthography Database Explorer (Chen, Chang, L.Y., Chou, Sung, & Chang, K.E., 2011), was established and used as an auxiliary teaching tool. A nonequivalent pretest-posttest quasi-experiment was conducted, with 129 Chinese- American CFL learners as participants (69 people in the experimental group and 60 people in the comparison group), to examine the effectiveness of the e-learning platform. After a three-week course—involving instruction on Chinese orthographic knowledge and at least seven phonetic/semantic radicals and their derivative characters per week—the experimental group performed significantly better than the comparison group on a phonetic radical awareness test, a semantic radical awareness test, as well as an orthography knowledge test. Keywords: Chinese as a Foreign Language (CFL), Chinese Orthographic Awareness, Radical-Derived Character Instructional Method, Phonetic/Semantic Radicals INTRODUCTION The rise of China to international prominence in recent years has made learning Chinese extremely popular, and increasing numbers of non-native Chinese students have begun to choose Chinese as their second language of study. -
Resurrecting the Art of China's Dragon Scale Bookbinding
AiA Art News-service Resurrecting the art of China's dragon scale bookbinding Updated 2nd April 2018 Resurrecting the art of China's dragon scale bookbinding Written by Stella Ko, CNN ContributorsNanlin Fang, CNN, Justin Robertson, CNN At his studio in Beijing, artist Zhang Xiaodong layers hundreds of sheets of thin paper on top of one another until they form a complete and impeccable image. When the chapters of his elaborate books are unfolded, the pages move like the bellows of an accordion. This ancient Chinese art, known as dragon scale bookbinding, stretches back more than 1,000 years to the Tang dynasty. Passed down between generations of royals and literate upper class families, the finished works were thought to resemble dragons, each page appearing like a "scale." Content by Rado Rado True Designers' Series - Sam Amoia With few of the books surviving to the present day, the bookbinding technique was at risk of becoming obsolete before Zhang decided to research and revive it. Using the Forbidden City Palace Museum's one existing dragon scale book for reference, he spent four years printing and binding his latest work, which was exhibited at the recent Art Central fair in Hong Kong. 1/7 – "Dream of The Red Chamber" (2017) Beijing-based artist Zhang Xiaodong practices the art of dragon scale bookbinding that stretches back more than 1,000 years to the Tang dynasty. Credit: Courtesy of Sin Sin Fine Art Zhang is the first artist to practice this forgotten art in the modern age, according to the exhibition's curator, Ying Kwok. -
On the Pictorial Structure of Chinese Characters
National Bur'SaU 01 Jiwiuuiuu Library, N.W. Bldg Reference book not to be FEB 1 1965 taken from the library. ^ecltnlcai v|ete 254 ON THE PICTORIAL STRUCTURE OF CHINESE CHARACTERS B. KIRK RANKIN, III, WALTER A. SILLARS, AND ROBERT W. HSU U. S. DEPARTMENT OF COMMERCE NATIONAL BUREAU OF STANDARDS THE NATIONAL BUREAU OF STANDARDS The National Bureau of Standards is a principal focal point in the Federal Government for assuring maximum application of the physical and engineering sciences to the advancement of technology in industry and commerce. Its responsibilities include development and maintenance of the national stand- ards of measurement, and the provisions of means for making measurements consistent with those standards; determination of physical constants and properties of materials; development of methods for testing materials, mechanisms, and structures, and making such tests as may be necessary, particu- larly for government agencies; cooperation in the establishment of standard practices for incorpora- tion in codes and specifications; advisory service to government agencies on scientific and technical problems; invention and development of devices to serve special needs of the Government; assistance to industry, business, and consumers in the development and acceptance of commercial standards and simplified trade practice recommendations; administration of programs in cooperation with United States business groups and standards organizations for the development of international standards of practice; and maintenance of a clearinghouse for the collection and dissemination of scientific, tech- nical, and engineering information. The scope of the Bureau's activities is suggested in the following listing of its four Institutes and their organizational units. Institute for Basic Standards. -
The Shape of Women: Corsets, Crinolines & Bustles
The Shape of Women: Corsets, Crinolines & Bustles – c. 1790-1900 1790-1809 – Neoclassicism In the late 18th century, the latest fashions were influenced by the Rococo and Neo-classical tastes of the French royal courts. Elaborate striped silk gowns gave way to plain white ones made from printed cotton, calico or muslin. The dresses were typically high-waisted (empire line) narrow tubular shifts, unboned and unfitted, but their minimalist style and tight silhouette would have made them extremely unforgiving! Underneath these dresses, the wearer would have worn a cotton shift, under-slip and half-stays (similar to a corset) stiffened with strips of whalebone to support the bust, but it would have been impossible for them to have worn the multiple layers of foundation garments that they had done previously. (Left) Fashion plate showing the neoclassical style of dresses popular in the late 18th century (Right) a similar style ball- gown in the museum’s collections, reputedly worn at the Duchess of Richmond’s ball (1815) There was public outcry about these “naked fashions,” but by modern standards, the quantity of underclothes worn was far from alarming. What was so shocking to the Regency sense of prudery was the novelty of a dress made of such transparent material as to allow a “liberal revelation of the human shape” compared to what had gone before, when the aim had been to conceal the figure. Women adopted split-leg drawers, which had previously been the preserve of men, and subsequently pantalettes (pantaloons), where the lower section of the leg was intended to be seen, which was deemed even more shocking! On a practical note, wearing a short sleeved thin muslin shift dress in the cold British climate would have been far from ideal, which gave way to a growing trend for wearing stoles, capes and pelisses to provide additional warmth. -
Instructions for How to Build a Table of Contents and Table of Authorities So the Page Numbers Automatically 1 Update in Microsoft® Word
INSTRUCTIONS FOR HOW TO BUILD A TABLE OF CONTENTS AND TABLE OF AUTHORITIES SO THE PAGE NUMBERS AUTOMATICALLY 1 UPDATE IN MICROSOFT® WORD Table of Contents Introduction ......................................................................................................................... 2 Step 1: Insert Page Numbers in the Brief ............................................................................ 2 Step 2: Mark the Headings for the Table of Contents ......................................................... 3 Step 3: Generate the Table of Contents ............................................................................... 3 Step 4: Mark Your Citations for the Table of Authorities ................................................ 12 Step 5: Generate the Table of Authorities ......................................................................... 12 Step 6: Update the Page Numbers in Your Table of Authorities ..................................... 13 Step 7: Regenerate the Table of Contents ........................................................................ 13 1 Microsoft, Encarta, MSN, and Windows are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. 1 INTRODUCTION The Fifth DCA now requires that all document pages “be consecutively numbered beginning from the cover page of the document and using only the Arabic numbering system, as in 1, 2, 3.” (Fifth Dist., Local Rule, rule 8(b).) The cover page (including the cover page of a brief) should always show number