Graduate Programs in Art History
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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
Master of Arts in History 1
Master of Arts in History 1 4. Satisfied the Graduate Writing Requirement with completion of Master of Arts in History at least one paper in the program that satisfies the program- specific Graduate Writing Requirement (GWR) rubric at the "meets expectations" or "exceeds expectations" level (see Graduate The MA in History at California State University, San Bernardino Coordinator for more information). offers students the opportunity to further their study of history in 5. Filed a graduate program plan approved by the student's advisor and an innovative, active, and rigorous program. It is intended to train the coordinator of the program; future historians and promote the professional, career, and personal 6. Students who choose the thesis or project option must have filed a goals of its student population. It is designed to provide students a thesis or project proposal approved by all members of the student's comprehensive understanding of the historical origins of the contemporary graduate advisory committee. and increasingly globalized world. Aspiring historians, current social studies teachers, and professionals that want to immerse themselves in Requirements for Graduation the study of history will acquire a sophisticated understanding of current historical practice. The MA in History offers students the opportunity to go 1. Completion of a minimum of 30 semester units of acceptable substantially beyond their undergraduate coursework, obtain advanced graduate-level course work, with at least 23 units completed in research, critical analysis, and writing skills, and gain a comprehensive residence at this university, at least 21 units must be at the 5000-6000 and global understanding of the history profession. -
Requirements for the Master of Arts Degree
REQUIREMENTS FOR THE MASTER OF ARTS DEGREE For students admitted to the School of Educational Policy & Leadership Between Autumn 2005 and Summer 2008 Pollead://Degree Information/MA/Ed Studies Semester Documents/bet AU05 and SP08 College of Education and Human Ecology Department of Educational Studies [email protected] Phone: 614-688-4007 Fax: 614-292-7900 Rev. 3/29/2014 REQUIREMENTS FOR THE MASTER OF ARTS DEGREE For students admitted to the School of Educational Policy & Leadership Between Autumn 2005 and Summer 2008 Master’s degree programs give students the opportunity to gain additional knowledge and necessary skills in a field in order to engage in research and other scholarly activities, to teach and to become practitioners. At Ohio State, Master’s degree programs consist of a coherent pattern of courses and other educational experiences, a Master’s examination and, in many cases, a thesis or its equivalent. I. Program of Study You are expected to select a program of study in consultation with your advisor. The program must include a reasonable concentration in a single area or in related academic areas, must be approved by your advisor, and must be within the rules of the Graduate Studies Committee. (ref. Graduate School Handbook, Section II.5.1). The Master of Arts Program Sheet must be completed and signed by you and your advisor. You should turn in your Program Sheet as soon as you work out a program with your advisor. At the latest it must be submitted at the same time you submit your Application to Graduate – Master’s Degree. -
Core Conservation Courses (Finh-Ga.2101-2109)
Conservation Course Descriptions—Full List Conservation Center, Institute of Fine Arts Page 1 of 38, 2/05/2020 CORE CONSERVATION COURSES (FINH-GA.2101-2109) MATERIAL SCIENCE OF ART & ARCHAEOLOGY I FINH-GA.2101.001 [#reg. code] (Lecture, 3 points) Instructor Hours to be arranged Location TBD The course extends over two terms and is related to Technology and Structure of Works of Art I and II. Emphasis during this term is on problems related to the study and conservation of organic materials found in art and archaeology from ancient to contemporary periods. The preparation, manufacture, and identification of the materials used in the construction and conservation of works of art are studied, as are mechanisms of degradation and the physicochemical aspects of conservation treatments. Enrollment is limited to conservation students and other qualified students with the permission of the faculty of the Conservation Center. This course is required for first-year conservation students. MATERIAL SCIENCE OF ART & ARCHAEOLOGY II FINH-GA.2102.001 [#reg. code] (Lecture, 3 points) Instructor Hours to be arranged Location TBD The course extends over two terms and is related to Technology and Structure of Works of Art I and II. Emphasis during this term is on the chemistry and physics of inorganic materials found in art and archaeological objects from ancient to contemporary periods. The preparation, manufacture, and identification of the materials used in the construction and conservation of works of art are studied, as are mechanisms of degradation and the physicochemical aspects of conservation treatments. Each student is required to complete a laboratory assignment with a related report and an oral presentation. -
2020-2021 Catalog Year Pathways Coming Soon
Art History for Transfer (AA-T) CAREER PATHS: Art, Drama, History and/or Music Teacher Art Therapist Art Director Museum Curator, Technician, or Conservator Fine Artist rt History Additional Career Paths and related data, including state-by-state wage info and growth in the A field, can be found at www.onetonline.org. Associate in Arts for Transfer This program map represents one possible pathway. See a counselor to create a GE Pattern: IGETC Program customized education plan. Map is for the 2019-2020 catalog year. Total Units: 60-65 For more information please contact: FIRST SECOND (707) 864-7114 1 SEMESTER 2 SEMESTER Total Recommended Units: 15 Total Recommended Units: 16-17 GET STARTED NOW! ART 001 3 units ART 002 3 units Art History Art History Get started on your Pathway now LIST B of the ADT 4 units with these recommended courses! ART 014 3 units Suggested: ART 006, 007, or 008 Then –See a counselor to create a CUSTOMIZED education plan ENGL 001 4 units IGETC 1B 4 units personalized to your career and College Composition (IGETC 1A) Suggested: ENGL 002 or 004 transfer goals! Required courses may change IGETC 1C 3 units LR 010 1 unit depending on a student's career and Introduction to Library Research and Suggested: COMM 001 or 002 or 006 Information Competency transfer goals, including requirements for cross-cultural and foreign language IGETC 2 3-4 units IGETC 4 3 units Suggested: MATH 011 or 012 courses, and/or specific requirements 2020-2021Suggested: PSYCH 001 catalogfor an individual CSU or UC. -
MASTER of ARTS in HISTORY ONLINE Web: Phone: 601-877-6414
MASTER OF ARTS IN HISTORY ONLINE Web: www.alcorn.edu/academics/graduate-studies Phone: 601-877-6414 Dickson Idusuyi, Department Chair Department of Social Sciences Graduate Faculty Professors: Dickson Idusuyi, PhD Associate Professors: Assistant Professors: Yulonda Sano, PhD, Sheren Sanders, PhD Degree: M.A. Length: 33 Credit Hours which can be completed over the duration of two years Enrollment: Fall, Spring, Summer Program Description The Department of Social Sciences offers the Master of Arts (MA) in History to provide both depth and breadth of study in history. The objective is to provide majors in graduate history programs with the tools and training necessary to produce literary scholarship of professional quality to participate in ongoing academic discussions of issues and research in the fields of history. It is designed to transform students of history into historians and broaden their study of the subject. The program is 100% available online and geared for flexibility to fit busy schedules. It is also very affordable to help professionals advance their careers. The primary objectives of the Master of Arts in History are to: a) Provide students the capacity to critically analyze and question knowledge claims in the discipline b) Provide students the application of knowledge through a conceptual understanding of the concentration c) To provide students the ability to adapt and innovate to solve work-place problems d) To provide a level of instruction for potential learners that will enable them to produce self-directed persons who are capable of making healthy life choices e) Provide student learners with a deeper level of History skills and understanding f) Provide students with an increased knowledge and skill in the area of History and research Application Process Applicants for the MA program in History must submit to the Graduate School: a completed online electronic application; applicants submitting a paper application must submit using email or U.S. -
The Development of Art Education in America 1900-1918
Eastern Illinois University The Keep Plan B Papers Student Theses & Publications 7-30-1964 The Development of Art Education in America 1900-1918 Jerry Josserand Follow this and additional works at: https://thekeep.eiu.edu/plan_b Recommended Citation Josserand, Jerry, "The Development of Art Education in America 1900-1918" (1964). Plan B Papers. 398. https://thekeep.eiu.edu/plan_b/398 This Dissertation/Thesis is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Plan B Papers by an authorized administrator of The Keep. For more information, please contact [email protected]. THE DEVELOPMENT OF ART EDUCATION IN AMERICA 1900-1918 (TITLE) BY Jerry Josserand PLAN B PAPER SUBMITIED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF SCIENCE IN EDUCATION AND PREPARED IN COURSE Art 591 IN THE GRADUATE SCHOOL, EASTERN ILLINOIS UNIVERSITY, CHARLESTON, ILLINOIS 1964 YEAR I HEREBY RECOMMEND THIS PLAN B PAPER BE ACCEPTED AS FULFILLING THIS PART OF THE DEGREE, M.S. IN ED. This paper was written for Art 591 the summer of 1961. It is the result of historical research in the field of art education. Each student in the class covered an assigned number of years in the development of art education in America. The paper was a section of a booklet composed by the class to cover this field from 1750 up to 1961. The outline form followed in the paper was develpped and required in its writing by the instructor. THE DEVELOPMENT OF ART EDUCATION IN AMERICA 1900-1918 Jerry Josserand I. -
World Cultures and Literature - Bachelor of Arts
Texas Common Course Numbering System (TCCNS) Transfer Course Equivalencies: 2020-2021 UH Catalog World Cultures and Literature - Bachelor of Arts College of Liberal Arts & Social Sciences I. CORE REQUIREMENTS (42 hours) Course Name Hours TCCNS UH Communication (6 hours) English Composition I 3 ENGL 1301 ENGL 1303 English Composition II 3 ENGL 1302 ENGL 1304 Mathematics (3 hours) Contemporary Mathematics OR College Algebra 3 MATH 1332 OR MATH 1314 MATH 1311 OR MATH 1310 Mathematics Reasoning (3 hours, UH Component Area Option) Choose one course from your current college’s core approved Component Area Option list. *EXCEPT Contemporary MATH (MATH 1332) Life & Physical Sciences (6 hours) Choose two additional courses from your current college’s core-approved list. Creative Arts (3 hours) Choose one additional course from your current college’s core-approved list. Language, Philosophy, & Culture (3 hours) Choose one additional course from your current college’s core-approved list. Social & Behavioral Sciences (3 hours) Choose one additional course from your current college’s core-approved list. American History (6 Hours) United States History I 3 HIST 1301 HIST 1377 United States History II 3 HIST 1302 HIST 1378 Government/Political Sciences (6 hours) Federal Government 3 GOVT 2305 POLS 1337 Texas Government 3 GOVT 2306 POLS 1336 Writing in the Disciplines (3 hours, UH Component Area Option) Choose one course from your current college’s core approved Component Area Option list. II. MAJOR REQUIREMENTS Students in this degree program will choose from four areas of concentrated study: Ancient Studies, German Studies, Global Cinema Studies, Francophone Culture Studies, Italian Studies, Middle Eastern Studies, or Studies in Global Modernity. -
The Racial Bias Built Into Photography - the New York Times
9/3/2019 The Racial Bias Built Into Photography - The New York Times LENS The Racial Bias Built Into Photography Sarah Lewis explores the relationship between racism and the camera. By Sarah Lewis April 25, 2019 This week, Harvard University’s Radcliffe Institute for Advanced Study is hosting Vision & Justice, a two-day conference on the role of the arts in relation to citizenship, race and justice. Organized by Sarah Lewis, a Harvard professor, participants include Ava DuVernay, Henry Louis Gates Jr., Wynton Marsalis and Carrie Mae Weems. Aperture Magazine has issued a free publication this year, titled “Vision & Justice: A Civic Curriculum” and edited by Ms. Lewis, from which we republish her essay on photography and racial bias. — James Estrin Can a photographic lens condition racial behavior? I wondered about this as I was preparing to speak about images and justice on a university campus. “We have a problem. Your jacket is lighter than your face,” the technician said from the back of the one-thousand-person amphitheater- style auditorium. “That’s going to be a problem for lighting.” She was handling the video recording and lighting for the event. It was an odd comment that reverberated through the auditorium, a statement of the obvious that sounded like an accusation of wrongdoing. Another technician standing next to me stopped adjusting my microphone and jolted in place. The phrase hung in the air, and I laughed to resolve the tension in the room then offered back just the facts: “Well, everything is lighter than my face. I’m black.” “Touché,” said the technician organizing the event. -
Spring 2017 | Volume 38 | Number 3 Library.Illinois.Edu/Friends
Newsletter for Friends of the University of Illinois Library at Urbana-Champaign Spring 2017 | Volume 38 | Number 3 LIBRARY.ILLINOIS.EDU/FRIENDS John Wilkin Becomes Interim Provost at Illinois n February, Chancellor Robert Jones named John Wilkin as interim vice chancellor for academic affairs and provost designate at Illinois. Wilkin, who has served as the Juanita J. Iand Robert E. Simpson Dean of Libraries and University Librarian since 2013, began his new role on February 18. Chancellor Jones said, “Dean Wilkin’s seamless combination of a thoughtful, balanced demeanor along with the practical experience and working knowledge of academic operations established him as the right person for the position at this critical time.” “I’ve been with our Library now for more than three years. I can’t say this enough—I’m extremely proud to be here. It is hard to be in this profession and not have a deep admiration for the Library at Illinois. Students and faculty, the community, and researchers around the world depend on our services and collections. I’ve always been grateful to work alongside you to advance the Library’s mission,” Wilkin expressed to staff. “I am honored to serve the campus in this temporary role, but I L. Brian Stauffer made it clear that I intend to return to the Library as soon as the search for a permanent provost is completed and the successful candidate can begin.” A national search for a permanent provost is underway. Chancellor Jones hopes to select a final candidate this fall. At that time, Wilkin will return to lead the Library. -
F a L L 2 0 0 6 Photo: Chris Brown He Museum Continues to Follow a Path of Successful Ventures, Both in Its Community Service and Its Educational Programming
F A L L 2 0 0 6 THEANNUALPUBLICATIONOFTHEWILLIAMR.ANDCLARICEV.SPURLOCKMUSEUM ATTHEUNIVERSITYOFILLINOISATURBANA-CHAMPAIGN Photo: Chris Brown SPURLOCKMUSEUMSTAFF SPURLOCKMUSEUMMAGAZINE Douglas J. Brewer, Director [email protected] PUBLISHER Dee Robbins, Assistant to the Director TheWilliam R. and ClariceV. Spurlock Museum [email protected] College of Liberal Arts & Sciences University of Illinois at Urbana-Champaign Karen Flesher, Program Coordinator [email protected] EDITOR Jenny Southlynn Brian Cudiamat, Special Events Coordinator [email protected] COPY EDITOR Edward Burch Christa Deacy-Quinn, Collections Manager [email protected] EDITORIALCOMMITTEE John Holton, Assistant Collections Manager Robin Fossum (chair),Yu (Ian)Wang, James Sinclair, [email protected] Brian Cudiamat JenniferWhite, Registrar CONTRIBUTINGWRITERS [email protected] Richard Pyatt,Yu (Ian)Wang, MichaelW. Conner, Jenny Southlynn Amy Heggemeyer, Assistant Registrar for Acquisitions [email protected] Carol Kussmann, Assistant Registrar for Collections [email protected] Tandy Lacy, Director of Education [email protected] Kim Sheahan, Assistant Director of Education [email protected] BethWatkins, Education andVolunteer Coordinator [email protected] BrookTaylor, Education Program Coordinator [email protected] Julia Robinson, Learning Center Coordinator [email protected] JackThomas, Director of InformationTechnology [email protected] Harold Bush, Head of Security [email protected] Produced for the Spurlock Museum by the College of Liberal Arts and Sciences Office of Communications -
Ibrahim Ismayilov
Curriculum Vitae IBRAHIM ISMAYILOV 8 mkr, Sh. Mamedova Str., Building 11, Apartment 108, Baku 370125, AZERBAIJAN Mobile: +99450 3466710 Email: [email protected] Web site: http://www.policy.hu/ismayilov RESEARCH: International Open Society Institute Policy Fellowship / Center for Policy Studies, Budapest, Hungary Research Fellowship: Children’s Services Policy 01/2002 – 03/2003 Project Title: The Impact of Non-Formal Education on Youth Participation in Civil Society EDUCATION: Central European University (CEU), Budapest, Hungary Master of Arts Degree in Political Science 09/2000 – 06/2001 Language of Academic Instruction: English Academy of Public Administration under The President Republic of Azerbaijan, Baku, Azerbaijan Magistr Degree 09/1998 – 06/2000 Graduation with Academic distinction Baku State Institute of Political Science and Public Administration, Baku, Azerbaijan Bachelor of Arts Degree in Political Science 09/1994 – 06/1998 Graduation with Academic Distinction SEMINARS / TRAININGS: Council of Europe Youth Directorate, EYC – Budapest, Hungary Seminar: Researching Violence – The Youth Dimension 24 – 26/10/2002 Council of Europe Youth Directorate, EYC – Strasbourg, France Training Course: Working in International Youth Structures 09/2002 Council of Europe Youth Directorate, EYC – Budapest, Hungary Training Course for Youth NGO Leaders and Civil Servants 10/2001 The Human Rights Students Initiative (HRSI) / CEU, Budapest, Hungary Training in Project Management 05/2001 Partners Hungary Foundation / HRSI, Budapest, Hungary Training