Folk Art” Reevaluating Bengali Scroll Paintings
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DOCUMENT RESUME UD 031 738 Cultural Expressions. a Cultural
DOCUMENT RESUME ED 408 385 UD 031 738 TITLE Cultural Expressions. A Cultural Arts Education Program Featuring Assembly Programs, Close-Up Workshops and Special Engagements with Culturally-Based Artists. INSTITUTION Crossover Project, Aurora, CO. PUB DATE 96 NOTE 24p.; Additional support provided by a number of cultural and social organizations. PUB TYPE Reference Materials Directories/Catalogs (132) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Cultural Awareness; Cultural Differences; Cultural Enrichment; *Curriculum Development; Dance; Elementary Secondary Education; Music; *Programs; Story Telling; Theater Arts; *Workshops IDENTIFIERS *Colorado (Denver) ABSTRACT The Crossover Project of the Aurora and Denver (Colorado) areas is a networking and resource nonprofit organization that delivers multicultural programs to attempt to create social transformation through the arts. The Project sets up an environment to support personal, group, neighborhood, community and social change through its educational, cultural, and neighborhood-organizing programs. This directory lists workshops and assembly programs offered through the Crossover Project to supplement or enhance a curriculum or occasion. The programs are grouped into the following categories:(1) dance;(2) music;(3) poetry;(4) storytelling; and (5) theater. A series of seven hands-on workshops called "Cultural Closeups" presented in one or two classes is also described. Each program description tells about the content and the artists performing. Three additional programs are described. The application form to arrange one of these programs is attached. (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** A CULTURAL ARTS EDUCATIONPROGRAM FEATURING ASSEMBLY PROGRAMS, CLOSE-UP WORKSHOPS,AND SPECIAL ENGAGEMENTS WITH CULTURALLY-BASED ARTISTS. PERMISSION TO REPRODUCE AND U.S. -
The Chitrakars in Naya: Emotion and the Ways of Remembrance
Words and Silences is the Digital Edition Journal of the International Oral History Association. It includes articles from a wide range of disciplines and is a means for the professional community to share projects and current trends of oral history from around the world. http://ioha.org Online ISSN 2222-4181 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA Words and Silences March 2018 “Oral History and Emotions” The Chitrakars in Naya: Emotion and the Ways of Remembrance Reeti Basu Centre for Historical Studies, Jawaharlal Nehru University, India [email protected] Introduction The Patuas are a community of painters living in the eastern part of India, West Bengal. Patuas or Chitrakars have been practicing patachitra or patashilpa for centuries. Patachitra or patashilpa is a form of scroll painting. Their diverse repertoire includes tales from Hindu mythology, tribal folklore, as well as Islamic tradition. They paint their stories on long scrolls and sing, as the scroll is unrolled frame by frame. The community of Patuas is spread over many districts of pre-partitioned Bengal: Mursidabad, Bankura, South Twenty-four-Parganas etc (including present-day Bangladesh). Today there are only a few practicing Patuas. Most of them live in the Indian districts of Medinipur and Birbhum (West Bengal). Even in Medinipur, the Patuas are giving up their art and taking to carpentry and farming. The market for pats has shrunk and the income has declined. -
Appellate Side DAILY CAUSELIST for Friday the 29Th January 2021
Appellate Jurisdiction Daily Supplementary List Of Cases For Hearing On Friday, 29th of January, 2021 CONTENT SL COURT PAGE BENCHES TIME NO. ROOM NO. NO. HON'BLE CHIEF JUSTICE THOTTATHIL B. 1 On 29-01-2021 1 RADHAKRISHNAN 1 DB -I At 10:45 AM HON'BLE JUSTICE ARIJIT BANERJEE HON'BLE JUSTICE I. P. MUKERJI 37 On 29-01-2021 2 12 HON'BLE JUSTICE MD. NIZAMUDDIN DB - III At 10:45 AM HON'BLE JUSTICE I. P. MUKERJI 3 On 29-01-2021 3 13 HON'BLE JUSTICE MD. NIZAMUDDIN DB - III At 10:45 AM HON'BLE JUSTICE HARISH TANDON 2 On 29-01-2021 4 15 HON'BLE JUSTICE BIBEK CHAUDHURI DB At 02:00 PM HON'BLE JUSTICE HARISH TANDON 2 On 29-01-2021 5 16 HON'BLE JUSTICE KAUSIK CHANDA DB- IV At 10:45 AM HON'BLE JUSTICE SOUMEN SEN 12 On 29-01-2021 6 27 HON'BLE JUSTICE RAVI KRISHAN KAPUR DB At 10:45 AM HON'BLE JUSTICE SOUMEN SEN 12 On 29-01-2021 7 28 HON'BLE JUSTICE ANIRUDDHA ROY DB - V At 10:45 AM HON'BLE JUSTICE SUBRATA TALUKDAR 11 On 29-01-2021 8 30 HON'BLE JUSTICE HIRANMAY BHATTACHARYYA DB - VI At 10:45 AM 11 On 29-01-2021 9 HON'BLE JUSTICE SUBRATA TALUKDAR 33 SB At 02:00 PM HON'BLE JUSTICE TAPABRATA CHAKRABORTY 28 On 29-01-2021 10 36 HON'BLE JUSTICE TIRTHANKAR GHOSH DB - VII At 10:45 AM 28 On 29-01-2021 11 HON'BLE JUSTICE TAPABRATA CHAKRABORTY 49 SB - I At 03:00 PM HON'BLE JUSTICE ARINDAM SINHA 4 On 29-01-2021 12 51 HON'BLE JUSTICE SUVRA GHOSH DB - VIII At 10:45 AM 4 On 29-01-2021 13 HON'BLE JUSTICE ARINDAM SINHA 54 SB - II At 03:00 PM 6 On 29-01-2021 14 HON'BLE JUSTICE ARIJIT BANERJEE 58 SB At 10:45 AM 38 On 29-01-2021 15 HON'BLE JUSTICE ASHIS KUMAR CHAKRABORTY 66 SB - II At 10:45 AM 9 On 29-01-2021 16 HON'BLE JUSTICE SHIVAKANT PRASAD 67 SB - III At 10:45 AM 13 On 29-01-2021 17 HON'BLE JUSTICE RAJASEKHAR MANTHA 70 SB - IV At 10:45 AM SL NO. -
Board of Intermediate and Secondary Education, Dinajpur ======S.S.C
BOARD OF INTERMEDIATE AND SECONDARY EDUCATION, DINAJPUR =============== S.S.C. EXAMINATION- 2018 ============== PROBLEM LIST ================================== PAGE NO: 1 ZILLA : 50 - RANGPUR THANA : 5001 - RANGPUR SADAR ============================================================================= SL. JSC ROL PASS YEAR NAME/SCHOOL | PROBLEM ============================================================================= 1 | 123027 | 2015 MD. SAKIB HOSSAIN | INVALID JSC INFORMATION | DIN | 1136-AL-MADINA INSTITUTE | ----------------------------------------------------------------------------- 2 | 386835 | 2015 SHAFAET HOSSAIN | INVALID JSC INFORMATION | DIN | 1136-AL-MADINA INSTITUTE | ----------------------------------------------------------------------------- 3 | 501068 | 2015 FARDOSHY AKTHER | Dup From SCH-8948 | DIN | 1136-AL-MADINA INSTITUTE | DR. AFTAB UDDIN GIRLS' H ----------------------------------------------------------------------------- 4 | 502226 | 2015 MOST. KHUSBO JAHAN AKTAR TINNI | Dup From SCH-5318 | DIN | 1136-AL-MADINA INSTITUTE | BIAM MODEL SCHOOL AND CO ----------------------------------------------------------------------------- 5 | 504877 | 2015 MD. MEHEDI HASSAN | Dup From SCH-5251 | DIN | 1136-AL-MADINA INSTITUTE | KERAMATIA HIGH SCHOOL ----------------------------------------------------------------------------- 6 | 158209 | 2015 ATIKA AKTER | Dup From SCH-5261 | DHK | 1147-BEGUM JOBEDA AZIZON GIRLS' HIGH | MARIUM NESSA GIRLS' HIGH ----------------------------------------------------------------------------- 7 -
Annotated Bibliography of Studies on Muslims in India
Studies on Muslims in India An Annotated Bibliography With Focus on Muslims in Andhra Pradesh (Volume: ) EMPLOYMENT AND RESERVATIONS FOR MUSLIMS By Dr.P.H.MOHAMMAD AND Dr. S. LAXMAN RAO Supervised by Dr.Masood Ali Khan and Dr.Mazher Hussain CONFEDERATION OF VOLUNTARY ASSOCIATIONS (COVA) Hyderabad (A. P.), India 2003 Index Foreword Preface Introduction Employment Status of Muslims: All India Level 1. Mushirul Hasan (2003) In Search of Integration and Identity – Indian Muslims Since Independence. Economic and Political Weekly (Special Number) Volume XXXVIII, Nos. 45, 46 and 47, November, 1988. 2. Saxena, N.C., “Public Employment and Educational Backwardness Among Muslims in India”, Man and Development, December 1983 (Vol. V, No 4). 3. “Employment: Statistics of Muslims under Central Government, 1981,” Muslim India, January, 1986 (Source: Gopal Singh Panel Report on Minorities, Vol. II). 4. “Government of India: Statistics Relating to Senior Officers up to Joint-Secretary Level,” Muslim India, November, 1992. 5. “Muslim Judges of High Courts (As on 01.01.1992),” Muslim India, July 1992. 6. “Government Scheme of Pre-Examination Coaching for Candidates for Various Examination/Courses,” Muslim India, February 1992. 7. National Sample Survey Organization (NSSO), Department of Statistics, Government of India, Employment and Unemployment Situation Among Religious Groups in India: 1993-94 (Fifth Quinquennial Survey, NSS 50th Round, July 1993-June 1994), Report No: 438, June 1998. 8. Employment and Unemployment Situation among Religious Groups in India 1999-2000. NSS 55th Round (July 1999-June 2000) Ministry of Statistics and Programme Implementation, Government of India, September 2001. Employment Status of Muslims in Andhra Pradesh 9. -
The 2021 Festival!
Welcome to the 2021 Festival! What’s happening: • 21 videos of stories recorded by our storytellers These can be watched on demand, anytime during the April 16-17 festival and for 30 days after. • Live (Zoom) workshops taught by our storytellers Come learn from the best! The workshops will occur at the times indicated in the schedule. Recordings will be posted afterward and can be viewed for up to 30 days after the festival, so if you miss something, you can catch up. • Live (Zoom) storytelling with our storytellers These performances will occur at the times indicated in the schedule. Recordings will be posted afterward and can be viewed for up to 30 days after the festival, so if you miss something, you can catch up. See the following pages for details. **************************************************************************** All of this is included with your festival ticket ($10 per household general admission; free for students and teachers) and can be viewed through the festival’s platform on ExpoPass. Registrants will be emailed a “magic link” to access the festival on April 16-17 and for 30 days afterward. To register, go to 2021 Georgia Mountain Storytelling Festival-new-format | RegForm.com. Questions? Email [email protected] Videos for Students Antonio Rocha: “Chicken and Crocodile” 15 minutes Adapted here by Antonio Rocha, this African animal tale is fun and full of antics and surprises. It teaches profound lessons that will help you turn your day into a beautiful living experience. This video is appropriate for all ages but is especially suited for younger viewers. Antonio Rocha: “Party in the Sky” 20 minutes Adapted by Antonio Rocha, this Brazilian animal tale is fun, sweet, and kind, and it teaches us the power of persevering while trying to overcome obstacles. -
Hindu Castes and Sects an Exposition of the Origin of the Hindu Caste
HINDU CASTES AND SECTS. PREF A.CE. IN the last edition of my" Commentaries on Hindu Law" I devoted a chapter to the Hindn Caste System which attracted the attention of the Publishers, and they suggested that the subject might well be expanded so as to be brought out as a separate volume. They suggested also that, in order to make the book complete, I should give an account not only of the Castes, but also of the important Hindu Sects, some of which are practically so many ""new Castes. As I had heen already engaged in writing a book about the hisfury and philosophy of religions, the prp posal, so far as the sects were concerned, was welcome indeed. About the Castes I felt very considerable diffidence; but it seemed to me that, in a town like Calcutta, where there are men from every part of India, it might not be quite impossible to collect the necessary information. When, however, I actually commenced my enquiries, then I fully realised the difficulty of my task. The original information contained in this work has been derived from a very large number of Hindn gentlemen hailing from different parts of India. I here iv PRBFACK. gratefully acknowledge the kindness that they have shown in according to me their assistance. I feel very ;trongly inclined to insert in this book a list of their names. But the publication of snch a list is not de sirable for more reasons than one. To begin with, such a list would be necessarily too long to be conveniently included. -
Introduction To
Introduction to EXPLORING ANCIENT MEXICO INSPIRED BY THE EXHIBIT CERAMICS OF WESTERN MEXICO 1 HOW MAKE PICO DE GALLO Background AGES 7 and up In the Pre-Columbian era as today, salsa was made by utilizing ingredients commonly found in the SKILL LEVEL environment. Pre-Columbian salsas were made from Beginner (may need help from parents) squash, fruits, tomatoes, tomatillos, onions and spices. The exact recipe would be different depending on DESCRIPTION community and region. Salsas transformed through the For this project you and your family will be making fresh salsa called years. One of the famous salsas from Mexico is called Pico de Gallo. We are going to give you a simple recipe that you can Pico de Gallo. It has become a staple in Mexican cuisine. customize for future salsa making. Pico de Gallo translates directly as “Rooster Beak.” MATERIALS Although the origins of this name are unknown, there 2 Large Bowls Cilantro (½ bunch) are many theories as to where it came from. Many Spoon Knife believe that the name came from the way people ate it. Serrano Peppers (0-3)* Tomatoes (2-5) Fingers were used rather than utensils. This might mimic Onion (1) Salt / Pepper (to taste) the way a bird pecks at food. Another theory is that Cutting Board Other Peppers (0-3)* the salsa is called Pico de Gallo because the pieces are Lime / Lemon* (1-3) chopped to the size of bird feed. Whatever the name may mean, this salsa is delicious, simple to make, and Materials with an (*) are optional, use only if available customizable! ALTERNATIVE MATERIALS Remember this recipe can be customized. -
Rethinking the Role of Folklore in Museums: Exploring New Directions for Folklore in Museum Policy and Practice
Rethinking the Role of Folklore in Museums: Exploring New Directions for Folklore in Museum Policy and Practice A White Paper prepared by the American Folklore Society Folklore and Public Policy Working Group on Folklore and Museums Prepared by: Marsha Bol, C. Kurt Dewhurst, Carrie Hertz, Jason Baird Jackson, Marsha MacDowell, Charlie Seemann, Suzy Seriff, and Daniel Sheehy February 2015 2 Introduction The American Folklore Society’s working group on Folklore and Museums Policy and Practice has taken its cue from the growing number of folklorists who are working in and with museums to foster a greater presence for folklore in museum theory, practice, and policy. This work emerges from formal and informal conversations already underway among museum-minded folklorists. The Folklore and Museums Policy and Programs working group has been committed to synthesizing and extending these discussions through its activities and publications. Building upon past contributions by folklorists, the working group has held a series of regular phone conferences; a convening in Santa Fe in the fall of 2013 and a second convening in conjunction with the 2014 American Alliance of Museum’s Annual Meeting in Seattle; initiated a series of professional activities; conducted a series of sessions and tours related to folklife and museums for the 2014 American Folklore Society Meetings in Santa Fe; created a new Folklore and Museums Section of the Society; developed a working e-list of folklorists interested in a listserv on folklore and museums; and initiated or completed reports/publications to examine arenas where folklore can contribute to public and museum practice policies. A series of articles will be forthcoming on folklife and museums in Museum Anthropology Review (ed. -
Mexican Folk Art and Culture
Mexican Folk Art Mexican Folk Art Written and Designed by Nicole Mullen Based in part by the exhibition Tesoros Escondidos: Hidden Treasures from the Mexican Collections curated by Ira Jacknis, Research Anthropologist, Phoebe A. Hearst Museum of Anthropology. Object Photography: Therese Babineau Intern assistance: Elizabeth Lesch Copyright © 2004. Phoebe A. Hearst Museum of Anthropology and the Regents of the University of California. All rights reserved. This publication was made possible in part by a generous grant from the William Randolph Hearst Foundation. PHOEBE A. HEARST MUSEUM OF ANTHROPOLOGY TABLE OF CONTENTS Mexico 4 Map 5 Ancient Mexico 6 The Spanish Conquest 8 The Mexican Revolution and Renaissance 10 Folk Art 11 Masks 13 Pottery 17 Laquerware 21 Clothing and Textiles 24 Baskets, Gourds and Glass 28 Female figurine. Made by Teodora Blanco; Toys and Miniatures 30 Santa María Atzompa, Oaxaca. Teodora Paper Arts 33 Blanco (1928-80) was a major Mexican folk artist. While in her late twenties she began Tin and Copper 35 to make her female figurines, for which she is best known. This pot-carrying figure wears Art of the Huichol 36 a Oaxacan shawl around her head. Oaxacan Woodcarving 38 Fireworks 39 Food 40 Day of the Dead 43 Vocabulary 47 Review Questions 48 Bibliography 50 3 MEXICAN FOLK ART PHOEBE A. HEARST MUSEUM OF ANTHROPOLOGY Mexico Mexico is very diverse geographically. It is made up of fertile valleys, tropical forests, high mountain peaks, deep canyons, and desert landscapes. Clockwise: Pacific coast, south of Puerto Vallarta, Jalisco, 1996. Lake Pátzcuaro, as seen from Tzintzuntzan, Michoacán, 1996. -
Folk Studies 561: Folk Art Fall Semester 2010, Monday 5:30-8:15
FOLK STUDIES 561: FOLK ART FALL SEMESTER 2010, MONDAY 5:30-8:15 Instructor: Timothy H. Evans Office: FAC 245 Office Hours: Monday 1-3, Tuesday 10-12, or by appointment Phone (207) 745-5897 (office) E-mail: [email protected] This graduate seminar is an interdisciplinary survey of the field of folk art studies. Drawing primarily on folk studies but also on anthropology, art history, literature, visual studies, cultural studies and other areas, the course will be an introduction to the study of visual arts within cultural context, while encouraging students to apply this knowledge in a variety of possible venues. The course is thematically organized but will also focus on matters of methodology, research and presentation of folk art. Lectures and discussions will be supplemented with films, field trips and other activities. COURSE REQUIREMENTS 1. Class participation (20% of final grade). In a graduate seminar, participation is the heart of the class. To participate, you will need to keep up with the readings. 2. Oral book review (10% of final grade). Not a detailed summary of the book, but a critical evaluation of the book’s purpose, scope, theoretical framework, and major arguments, using examples from the book. Approximately 15- 20 minutes. Reports may include handouts, slides, power point presentations, etc. 3. Semester project (40% of final grade: 10% for oral presentation, 30% for written paper). A research project involving fieldwork with folk art or artists. 1-2 page proposals are due 10/4, 20 minute oral presentations are 11/22 and 11/29, the final project is due 12/6. -
Korean Folk Art
Korean Folk Art Folk paintings are an invaluable part of Korea’s cultural heritage and convey the mythology, religion and views of the Korean people. They are the artistic expressions of individuals who drew paintings to decorate homes and to celebrate joyful family occasions, such as weddings and sixtieth birthdays. It has been said that the tradition of folk painting endured for so long because they “touched the soul of the people.” One is easily charmed by Korean folk art. The unknown artisans who created folk paintings had an optimistic outlook on life. In their agrarian society “they perceived a miraculous order of the universe that they attempted to express.” They used symbolism to convey their feelings of happiness, anger, love and delight in everyday life. Humor and satire are important elements of the paintings. In Korea, folk art has traditionally been viewed as a secondary art form despite its rich tradition and widespread popularity. Due to this misperception, minhwa (“folk painting”) has been devalued or misunderstood and compared unfavorably with the tradition of the aristocratic class known as muninhwa (“scholarly painting”). Recently, minhwa has begun to attract serious scholarly attention and is beginning to enjoy long overdue recognition as an important genre with its own distinctive aesthetic qualities and historical significance. Folk paintings are grouped into two major categories of folk belief: wishing for good luck and repelling evil spirits. Every folk painting contains people’s wish for happiness. Folk paintings have two underlying themes: longevity and blessings for all people. Wishing for longevity, artists displayed paintings of the sun, clouds, pine trees, bamboo, cranes, deer, turtles, water and rocks.