The Mask Motif in the Wall Paintings of Mistra. Cultural Implications of a Classical Feature in Late Byzantine Painting (Pl
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Analysis on Symbolism of Malang Mask Dance in Javanese Culture
ANALYSIS ON SYMBOLISM OF MALANG MASK DANCE IN JAVANESE CULTURE Dwi Malinda (Corresponing Author) Departement of Language and Letters, Kanjuruhan University of Malang Jl. S Supriyadi 48 Malang, East Java, Indonesia Phone: (+62) 813 365 182 51 E-mail: [email protected] Sujito Departement of Language and Letters, Kanjuruhan University of Malang Jl. S Supriyadi 48 Malang, East Java, Indonesia Phone: (+62) 817 965 77 89 E-mail: [email protected] Maria Cholifa English Educational Department, Kanjuruhan University of Malang Jl. S Supriyadi 48 Malang, East Java, Indonesia Phone: (+62) 813 345 040 04 E-mail: [email protected] ABSTRACT Malang Mask dance is an example of traditions in Java specially in Malang. It is interesting even to participate. This study has two significances for readers and students of language and literature faculty. Theoretically, the result of the study will give description about the meaning of symbols used in Malang Mask dance and useful information about cultural understanding, especially in Javanese culture. Key Terms: Study, Symbol, Term, Javanese, Malang Mask 82 In our every day life, we make a contact with culture. According to Soekanto (1990:188), culture is complex which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society. Culture are formed based on the local society and become a custom and tradition in the future. Culture is always related to language. This research is conducted in order to answer the following questions: What are the symbols of Malang Mask dance? What are meannings of those symbolism of Malang Mask dance? What causes of those symbolism used? What functions of those symbolism? REVIEW OF RELATED LITERATURE Language Language is defined as a means of communication in social life. -
Cultural Masks Project
Cultural Masks Project Working with plaster: a soft mixture of lime with sand or cement and water for spreading on walls, ceilings, or other structures to form a smooth hard surface when dried. Learning Goal Discuss how artworks reflect ideas, images and symbols from the culture within which they were made. Students will be able to develop plans for his or her own artwork (sketch). Students will be able to use the elements and principles of art in their own artwork (texture). Students will be able to explain the use of symbols and themes in their own artwork. How will we achieve these goals? PowerPoint (take notes) Complete mask research, artist statement Complete preliminary drawing of mask Complete mask project Reflection History of Masks Masks are a functional art form (artwork that serves a purpose) All masks incorporate some of the elements and principles of design History of masks Masks have been made for centuries. The oldest known mask is thought to be about 9,000 years old. Many ancient masks have not survived due to the materials from which they were made. This stone mask dates to 7000 BC and Every culture has some form is probably the oldest mask in the of mask. world (Musée Bible et Terre Sainte). History of masks Masks are made and worn for different reasons including: Ceremonial Ritual Protection Ornamental Theatrical History of masks Masks were/are made using local materials readily available in the environment. Materials include: Shells Beads Fibers (grasses, etc.) Human/animal hair and teeth History of masks Masks can be zoomorphic (having animal characteristics), anthropomorphic (having human characteristics), or a combination of the two. -
Paul MAGDALINO Domaines De Recherche Adresse Personnelle
Paul MAGDALINO Professeur émérite de l’Université de St Andrews (Ecosse) Distinguished Research Professor, Koç University, Istanbul Membre de l’Académie Britannique Domaines de recherche Culture littéraire et religieuse de Constantinople Mentalités et représentation du pouvoir Urbanisme métropolitain et provincial Adresse personnelle 2 route de Volage, 01420, Corbonod, France Tél. 04 57 05 10 54 Curriculum vitae Né le 10 mai 1948 Etudes à Oxford, 1967-1977 Doctorat (DPhil) 1977 Enseignant (Maître de conférences, professeur associé, professeur), University of Saint Andrews, 1977-2009 Professeur à l’Université Koç d’Istanbul, 2004-2008 et 2010-2014 Fellow à Dumbarton Oaks, 1974-1975, 1994, 2013, 2015 Andrew Mellon Fellow, Catholic University of America, 1976-1977 A. v. Humboldt- Stipendiat, Frankfurt (1980-1981), Munich (1983), Berlin (2013) Professeur invité, Harvard University, 1995-1996 Directeur d’études invité, EPHE (1997, 2007), EHESS (2005) Chercheur invité à Dumbarton Oaks, 2006 Membre de l’Académie britannique depuis 2002 Membre correspondant de l’Institut de recherches byzantines de l’Université de Thessalonique (depuis 2010) Comités scientifiques et éditoriaux 1992 –Collection 'The Medieval Mediterranean', Brill 1993– Committee for the British Academy project on the Prosopography of the Byzantine Empire. 2001–7 Senior Fellows Committee, Dumbarton Oaks, Program in Byzantine Studies 2002 – Collection ‘Oxford Studies in Byzantium', Oxford University Press. 2006- La Pomme d’or, Geneva, chief editor 2007 – Comoité editorial de la revue Byzantinische Zeitschrift 2013-2014 – Editorial board of Koç University Press Publications Ouvrages 1976 (en collaboration avec Clive Foss) Rome and Byzantium (Oxford, 1976) 1991 Tradition and Transformation in Medieval Byzantium (Aldershot 1992) 1993 The Empire of Manuel I Komnenos, 1143-1180 (Cambridge, 1993). -
TOWARDS the MACEDONIAN RENAISSANCE (Macedonian Textbooks of the Nineteenth Century)
INSTITUTE OF NATIONAL HISTORY TOWARDS THE MACEDONIAN RENAISSANCE (Macedonian Textbooks of the Nineteenth Century) by BLAZE KONESKI SKOPJE - 1961 CONTENTS Introduction Macedonian Text-books of the Nineteenth Century The Activities of Parteni Zografski Kuzman Sapkarev and other Followers of Parteni Zografski The Macedonist G'org'i (G'orgo) Pulevski Conclusion I INTRODUCTION 1 In this work the Macedonian Renaissance is viewed from one particular aspect - that of the appearance of Macedonian text-books in the course of the last century. This is in the foreground. The work is concerned with textbooks which were: 1) Compiled by Macedonians and published between1857 and 1880. 2) Written in Macedonian or with many elements of the language of our people. 3) Used in Macedonian schools or generally among the people (e.g. for self- education). We mention a total of sixteen such books by the following writers: Parteni Zografski, Kuzman Šapkarev, Dimitar V. Makedonski and Gjorgji Pulevski. The period of their publication is an especially important and interesting one for our new national history. It was the time when, though still in embryo, some of the basic historical factors which were later to influence our further national development were emerging. The publication of Macedonian text-books together with their use in schools, reflecting, as it does, the independent development of the Macedonian people, represents for us an important cultural and historical phenomenon. Interest in them is, therefore, not restricted solely to surveying them from the linguistic and pedagogical viewpoint. It is directed first of all to the question: what does the publication of these text-books reveal of our national development about the middle of the last century and later. -
A BRIEF HISTORY of MASKS Mask Is the Essence of Drama
BLM3 Teacher/Student Resource A BRIEF HISTORY OF MASKS Mask is the essence of drama. The act of putting on a false face and becoming someone (or something) else for a moment has not been changed by time. The history of masks predates the history of drama and dance. Face decoration is at least as old as music and has been a part of storytelling since language development began on earth. Masks are used by people to communicate with others. Primal humans don animal masks or ghost masks and express their world. The 16th-century nobleman revels in the commedia dell’arte with its masked characters mocking his lifestyle. A clown strolls down the street in a parade able to delight young and old, who accept him as a jovial friend because of his clown face. Mask triggers what Coleridge called “willing suspension of disbelief” in theatre better than any other device. Chinese audiences recognize immediately the characters of lords and warriors whose elaborate, painted-on masks convey a long history of cultural tradition. NON-REALISTIC THEATRE There are a number of cultural and psychological factors converging in the experience of the mask. When someone covers up their own identity with a mask they become an abstract animation. If the mask conveys a symbolic meaning that we can read, we may be instantly aware of complex layers of meaning, or we may respond emotionally to the signals in the mask even beyond our conscious reasoning. The mask makes the actor into someone else, and we immediately accept them in their new role. -
Mask Use in the Context of COVID-19 Interim Guidance 1 December 2020
Mask use in the context of COVID-19 Interim guidance 1 December 2020 This document, which is an update of the guidance published patients wear the following types of mask/respirator in on 5 June 2020, includes new scientific evidence relevant to addition to other personal protective equipment that are the use of masks for reducing the spread of SARS-CoV-2, the part of standard, droplet and contact precautions: virus that causes COVID-19, and practical considerations. It medical mask in the absence of aerosol contains updated evidence and guidance on the following: generating procedures (AGPs) • mask management; respirator, N95 or FFP2 or FFP3 standards, or • SARS-CoV-2 transmission; equivalent in care settings for COVID-19 • masking in health facilities in areas with community, patients where AGPs are performed; these may cluster and sporadic transmission; be used by health workers when providing care • mask use by the public in areas with community and to COVID-19 patients in other settings if they cluster transmission; are widely available and if costs is not an issue. • alternatives to non-medical masks for the public; • In areas of known or suspected community or cluster • exhalation valves on respirators and non-medical masks; SARS-CoV-2 transmission WHO advises the following: • mask use during vigorous intensity physical activity; universal masking for all persons (staff, patients, visitors, service providers and others) within the • essential parameters to be considered when health facility (including primary, secondary manufacturing non-medical masks (Annex). and tertiary care levels; outpatient care; and Key points long-term care facilities) wearing of masks by inpatients when physical • The World Health Organization (WHO) advises the use distancing of at least 1 metre cannot be of masks as part of a comprehensive package of maintained or when patients are outside of their prevention and control measures to limit the spread of care areas. -
Lesson Title: Exploring the Arts of African Masks by Sui Huang
Ed P&L 834 Prof. Gordon Final Project Sui Huang May, 2011 Lesson Title: Exploring the Arts of African Masks Grade level: 9th grade Subject: Social studies/Arts/History/Multicultural Duration: Three 45 Minute~1 hour class periods Resource needed: Computers with internet access Description In this class, students will research on one important form of African art, which also exerted greatly influence on arts all around the world. By knowing the background, social origin and functionality of African masks. Students will be able to identify characteristics of African masks, identify materials used to create an African mask and become aware of symbolic meanings of African Mask arts. Students will be asked to work as a group and to conduct research on one specific African tribal mask of interest and present their findings and interpretations of this mask in front of class. Understanding that African mask bears strong cultural meanings, at the end of the class, students will be asked to create their own ‘personal mask’ using self justified colors and patterns. Objectives The student(s) will: - View multiple examples of African Masks featuring different themes - Discuss the symbolism in African Masks and the patterns and shapes within this art form. - Examine the colors used in African Art that represent African cultural heritage: For Example: Red- Life & blood; Gold- Fortune; Blue- Innocence; Green- The earth and Africa as the mother country; Black- The Unity of the people of Africa -show their understandings of one selected African mask - Brainstorm ideas for creating their own personal masks. - Create their own African inspired art mask. -
Mask Work and Improvisations: a Classroom Adaptation Based on the French Tradition Marcia Berry Azusa Pacific Nu Iversity, [email protected]
Communication and Theater Association of Minnesota Journal Volume 36 Article 9 January 2009 Mask Work and Improvisations: A Classroom Adaptation Based on the French Tradition Marcia Berry Azusa Pacific nU iversity, [email protected] Follow this and additional works at: https://cornerstone.lib.mnsu.edu/ctamj Part of the Acting Commons, Performance Studies Commons, and the Theatre History Commons Recommended Citation Berry, M. (2009). Mask Work and Improvisations: A Classroom Adaptation Based on the French Tradition. Communication and Theater Association of Minnesota Journal, 36, 124-129. This Teacher's Workbook is brought to you for free and open access by Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in Communication and Theater Association of Minnesota Journal by an authorized editor of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Berry: Mask Work and Improvisations: A Classroom Adaptation Based on the 124 CTAMJ Summer 2009 Mask Work and Improvisations: A Classroom Adaptation Based on the French Tradition Marcia Berry Assistant Professor [email protected] Department of Communication Studies Azusa Pacific University Azusa, CA ABSTRACT Both historically and currently, mask work provides excellent body training for actors and mimes. This article offers a brief history of French mask work as well as step-by-step instructions for a mask workshop that moves students from simple to abstract mask improvisations. The mask workshop also functions as an icebreaker and builds class camaraderie. Mask work, long utilized for theatrical body training, in fact, has a rich tradition in French acting and mime. -
Face and Mask
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. For us the most entertaining surface in the world Is that of the human face. Georg Christoph Lichtenberg, Sudelbücher, F. 88 introDUction: Defining tHe sUbject 1 A history of the face? It is an audacious undertaking to tackle a subject that defies all categories and leads to the quintessential image with which all humans live. For what, actually, is “the face”? While it is the face that each of us has, it is also just one face among many. But it does not truly become a face until it interacts with other faces, seeing or being seen by them. This is evident in the expression “face to face,” which designates the immediate, perhaps inescapable, interaction of a reciprocal glance in a moment of truth between two human beings. But a face comes to life in the most literal sense only through gaze and voice, and so it is with the play of human facial expressions. To exaggerate a facial expression is to “make a face” in order to convey a feeling or address someone without using words. To put it differ- ently, it is to portray oneself using one’s own face while observing conventions that help us understand each other. Language provides many ready examples of figures of speech that derive from facial animation. The metaphors we all automatically use about facial expressions are particularly revealing. “To save face” or “to lose face” are typical of these. -
082:312 Byzantine Art Spring 2008
01:082:312 BYZANTINE ART SPRING 2019 Required Text: Robin Cormack Byzantine Art (Oxford 2018). Recommended Reading: (on the Reserve Reading shelf in the Art Library) Charles Barber Figure and Likeness: On the Limits of Representation in Byzantine Iconoclasm (Princeton 2002). Peter Brown The World of Late Antiquity (New York 1989). Jas Elsner Imperial Rome and Christian Triumph (Oxford 1998). John Haldon Byzantium in the Seventh Century: the Transformation of a Culture (Cambridge 1997). Romilly Jenkins Byzantium: The Imperial Centuries A.D. 610-1071 (New York 1969). Ernst Kitzinger Byzantine Art in the Making (London 1977). John Lowden Early Christian and Byzantine Art (London 1997). Henry Maguire Icons of Their Bodies (Princeton 2000). Thomas F. Mathews Byzantium from Antiquity to the Renaissance (Upper Saddle River 1998). Lyn Rodley Byzantine Art and Architecture (Cambridge 1994). Class Schedule: Jan. 24 Introduction and Roman Imperial Art – the Second Sophistic I Jan. 28 Roman Imperial Art – the Second Sophistic II Recommended reading: Brown 7-95. Jan. 31 Roman Imperial Art – the Second Sophistic III Recommended reading: Elsner 1-51. Feb. 4 Roman Art of the Third Century A.D. I Recommended reading: Elsner 53-87. Feb. 7 Roman Art of the Third Century A.D. II Recommended reading: Elsner 91-143. Feb. 11 Roman Art of the Tetrarchy I Recommended reading: Brown 96-135. Feb. 14 Roman Art of the Tetarchy II Recommended reading: Elsner 145-197. Feb. 18 Constantinian Art I Recommended reading: Elsner 197-235. Feb. 21 Constantinian Art II Recommended reading: Elsner 239-259. Feb. 25 Theodosian Art I Recommended reading: Cormack 1-35. -
African Masks Introduction Slide 1: Map of Africa
Art Appreciation, Spring 2013 African Masks Introduction Many of the ancient cultures have survived through a tradition of storytelling, or “oral history.” People keep their cultures and religions alive by passing down myths and folk tales from one generation to the next, over thousands of years. People bring these myths and folk tales to life through masquerades – masked performances of special customs and stories that bring together dance, music, singing and art. At the center of these rituals is the African mask. The African mask is not only a work of sculpture, but because of its function, it is also considered a performance art form. Despite development of big cities and access to TV and movies, the African mask continues to be a cultural tradition among many people. Today we are going to be discussing African masks from Western Africa, mainly the Ivory Coast and Burkina Faso. Slide 1: Map of Africa What do you know about Africa? (weather, animals, etc.) When you think about Africa, what comes to mind? Has anybody here ever been to Africa? What did you see? Africa is the world's second-largest and second-most-populous continent. Approximately 1 billion people live in Africa. There are approximately 2000 languages spoken in Africa and there are 55 countries. It is a very diverse continent in a variety of ways. Today many people in Africa live in modern houses and work in offices, while others live a more traditional way of life. In traditional cultures, many people work on small farms or produce goods for trade in the village marketplace. -
Executive Order No. 242
EXECUTIVE ORDER NO. 242 WHEREAS, in light of the dangers posed by Coronavirus disease 2019 (“COVID-19”), I issued Executive Order No. 103 on March 9, 2020, the facts and circumstances of which are adopted by reference herein, which declared both a Public Health Emergency and State of Emergency; and WHEREAS, through Executive Order Nos. 119, 138, 151, 162, 171, 180, 186, 191, 200, 210, 215, 222, 231, 235, and 240, issued on April 7, 2020, May 6, 2020, June 4, 2020, July 2, 2020, August 1, 2020, August 27, 2020, September 25, 2020, October 24, 2020, November 22, 2020, December 21, 2020, January 19, 2021, February 17, 2021, March 17, 2021, April 15, 2021, and May 14, 2021, respectively, the facts and circumstances of which are adopted by reference herein, I declared that the COVID-19 Public Health Emergency continued to exist and declared that all Executive Orders and Administrative Orders adopted in whole or in part in response to the COVID-19 Public Health Emergency remained in full force and effect; and WHEREAS, in accordance with N.J.S.A. App. A:9-34 and -51, I reserve the right to utilize and employ all available resources of State government to protect against the emergency created by COVID-19; and WHEREAS, as COVID-19 continued to spread across New Jersey, I have issued a series of Executive Orders pursuant to my authority under the New Jersey Civilian Defense and Disaster Control Act and the Emergency Health Powers Act (“EHPA”), to protect the public health, safety, and welfare against the emergency created by COVID-19, including Executive Order Nos.