Fashion Between Inspiration and Appropriation
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Charitably Chic Lynn Willis
Philadelphia University Spring 2007 development of (PRODUCT) RED, a campaign significantly embraced by the fashion community. Companies working with Focus on . Alumni Focus on . Industry News (PRODUCT) RED donate a large percentage of their profits to the Global Fund to fight Lynn Willis Charitably Chic AIDS. For example, Emporio Armani’s line donates 40 percent of the gross profit By Sara Wetterlin and Chaisley Lussier By Kelsey Rose, Erin Satchell and Holly Ronan margin from its sales and the GAP donates Lynn Willis 50 percent. Additionally, American Express, Trends in fashion come and go, but graduated perhaps the first large company to join the fashions that promote important social from campaign, offers customers its RED card, causes are today’s “it” items. By working where one percent of a user’s purchases Philadelphia with charitable organizations, designers, University in goes toward funding AIDS research and companies and celebrities alike are jumping treatment. Motorola and Apple have also 1994 with on the bandwagon to help promote AIDS a Bachelor created red versions of their electronics and cancer awareness. that benefit the cause. The results from of Science In previous years, Ralph Lauren has the (PRODUCT) RED campaign have been in Fashion offered his time and millions of dollars to significant, with contributions totaling over Design. Willis breast cancer research and treatment, which $1.25 million in May 2006. is senior includes the establishment of health centers Despite the fashion industry’s focus on director for the disease. Now, Lauren has taken image, think about what you can do for of public his philanthropy further by lending his someone else when purchasing clothes relations Polo logo to the breast cancer cause with and other items. -
Cultural Heritage Education in UNESCO Cultural Conventions
sustainability Article Cultural Heritage Education in UNESCO Cultural Conventions Alicja Jagielska-Burduk * , Mateusz Pszczy ´nskiand Piotr Stec Institute of Law, University of Opole, 45-060 Opole, Poland; [email protected] (M.P.); [email protected] (P.S.) * Correspondence: [email protected] Abstract: The aim of the article is to analyse UNESCO conventions dealing with culture and assess the visibility and importance of cultural heritage education in these conventions and their implemen- tation. First, it briefly presents the role of UNESCO in the area of culture and education, together with the UN Agenda 2030 and the challenges faced currently. Next, it discusses the existing UNESCO cultural conventions and their educational dimension with reference to the conventions’ provisions and aims. Each convention refers to education in the activities undertaken by States Parties, provid- ing various tools and measures tailored to the scope of the convention. The article concludes that despite a lack of synergy and creation of education-related programs in convention-related siloes, UNESCO has managed to create a uniform and evolving system of educational measures aimed at various stakeholders and focus on various levels of awareness. Cultural heritage education is an imminent part of activities undertaken within States’ obligations and should involve various stakeholders, building networks and existing in synergy with other actions or campaigns based on different conventions. Citation: Jagielska-Burduk, A.; Pszczy´nski,M.; Stec, P. Cultural Heritage Education in UNESCO Keywords: cultural heritage; UNESCO; cultural conventions; education; awareness raising Cultural Conventions. Sustainability 2021, 13, 3548. https://doi.org/ 10.3390/su13063548 1. Introduction Academic Editors: Cosme UNESCO (the United Nations Educational, Scientific and Cultural Organization) is Jesús Gómez-Carrasco, an international organization with 193 Member States. -
The Legal Protection of Cultural Heritage in International Law and Its Implementation in Dutch Law
Design by Catharina Veder The legal protection of cultural heritage in international law And its implementation in Dutch Law Lucky Belder The legal protection of cultural heritage in international law And its implementation in Dutch Law De juridische bescherming van cultureel erfgoed in internationaal recht en de implementatie in Nederlands recht (met een samenvatting in het Nederlands). Proefschrift Ter verkrijging van de graad van doctor aan de Universiteit Utrecht op gezag van de rector magnificus, prof.dr. G.J. van der Zwaan, ingevolge het besluit van het college voor promoties in het openbaar te verdedigen op vrijdag 27 september 2013 des middags te 2.30 uur. door Lucretia Philippine Christine Belder geboren op 9 juli 1959 te ‘s Gravenhage Promotoren Prof. dr. M. de Cock Buning Prof. dr. H.E.G.S. Schneider Leescommissie Prof. T.J.C.A. van Engelen Prof. E.H. Hondius Prof. C. Flinterman Prof. I.C. van der Vlies Prof. S.A. de Vries Table of Contents 07 Preface 14 I. Introduction 16 1.1. Introduction 17 1.2. The background of the research project: the networked society 19 1.3. The research task and its delineation 25 1.4. Methodology 28 1.5. Terminology 29 II. Developments in thinking on the protection of cultural heritage 32 2.1. Introduction 33 2.2.1. Approaches to culture and cultural heritage 35 2.2.2. Essentialist approach 35 2.2.3.1. Instrumental approach, introduction 38 2.2.3.2. Cultural heritage as a resource of economic value 38 2.2.3.3. Cultural heritage as instrumental in the construction of identity and social cohesion 39 2.2.4. -
1 UCL INSTITUTE of ARCHAEOLOGY ARCL0199: Heritage Ethics and Archaeological Practice in the Middle East and Mediterranean 2019
UCL INSTITUTE OF ARCHAEOLOGY ARCL0199: Heritage Ethics and Archaeological Practice in the Middle East and Mediterranean 2019–20 MA Module (15 credits) Turnitin Class ID: 3885721 Turnitin Password IoA1819 Deadlines for coursework for this module: Essay 1: Monday 17th February (returned by 2 March) Essay 2: Friday 3 April (returned by 1 May) Co-ordinator: Corisande Fenwick/ Alice Stevenson Email: [email protected] / [email protected] Tel: 0207-679-4746 Room 502 Office hours: Corisande Fenwick (Fri 11:30am—1:30pm) Alice Stevenson (Wed 10am-12pm). Please see the last page of this document for important information about submission and marking procedures, or links to the relevant webpages. 1 1. OVERVIEW This module provides a comparative overview of key debates, as well as the frameworks of practice, policy and ethical issues in cultural heritage as they are played out in the Middle East and Mediterranean today. Key themes include the history of archaeology in the region, museum practice, archaeology in conflict zones, disaster recovery, illicit trade in antiquities, UNESCO politics, legislation, fieldwork ethics, site management, stakeholders and audience. Throughout the emphasis is on comparative, critical analysis of contemporary practices in heritage, grounded in real-world case-studies from the region. Week-by-week summary (SG = Seminar Group) Date Topic 2-3pm 3-4pm 4-5pm 1 16 Jan Introduction: Archaeology and the Lecture Scramble for the Past 2 23 Jan Who owns the past? From national to Lecture SG 1 SG 2 universal heritage. -
Runway Shows and Fashion Films As a Means of Communicating the Design Concept
RUNWAY SHOWS AND FASHION FILMS AS A MEANS OF COMMUNICATING THE DESIGN CONCEPT A thesis submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Master of Arts By Xiaohan Lin July 2016 2 Thesis written by Xiaohan Lin B.S, Kent State University, 2014 M.A., Kent State University, 2016 Approved by ______________________________________________ Name, Thesis Supervisor ______________________________________________ Name, Thesis Supervisor or Committee Member ______________________________________________ Name, Committee Member ______________________________________________ Dr. Catherine Amoroso Leslie, Graduate Studies Coordinator, The Fashion School ______________________________________________ Dr. Linda Hoeptner Poling, Graduate Studies Coordinator, The School of Art ______________________________________________ Mr. J.R. Campbell, Director, The Fashion School ______________________________________________ Dr. Christine Havice, Director, The School of Art ______________________________________________ Dr. John Crawford-Spinelli, Dean, College of the Arts 3 REPORT OF THESIS FINAL EXAMINATION DATE OF EXAM________________________ Student Number_________________________________ Name of Candidate_______________________________________ Local Address_______________________________________ Degree for which examination is given_______________________________________ Department or School (and area of concentration, if any)_________________________ Exact title of Thesis_______________________________________ -
Telling Other Peoples' Stories in a Multicultural Society
Telling Other Peoples’ Stories in a Multicultural Society Jo Henwood Because 98% of the Australian people are from immigrant stock the Storytelling revival of the 1970s-80s was not a matter of Storytellers remembering lost stories and traditions but of going to the library. We learnt our stories in books that had collected folktales from all around the world and these were the stories we told in a multicultural society where our people, our stories, our festivals come from all over the world. But how much right does someone outside a culture have to tell that culture‟s stories? If we tell, how should it be done? The most contentious negotiation for most Australian Storyteller s is the rights and wrongs of telling Aboriginal Dreaming stories so that will be my focus today, but it is my hope that this will illuminate the path to take in any cross cultural storytelling. Why we shouldn’t tell Much has been taken from indigenous Australians: land, citizenship, health, family. Practices of successful invaders include the abolition of language, and thus of story and cultural identity. Colonialism extends from appropriating not only the material but the intangible: taking their paintings and putting them on tea towels, taking their stories and telling them in ways never intended by the communities, then consigning the culture holders to invisibility. (Maddern, 2011; Langrish, 2010; Rose, 2011;Brian Attebery in Finch, 2012) For Indigenous cultures, drama and performance are central to identity, place and belonging and are an expression of a unique and continuing tradition (Australia Council, Performing arts, 2007). -
Fashion Show Essentials Overview
Fashion Show Essentials Overview. The 4-H Fashion Show allows members to exhibit their skills in wardrobe selection; clothing construction or comparison shopping; fashion interpretation and understanding of style; good grooming and poise; and modeling and presentation of themselves and their garments, at the county, district and state levels. The state 4-H Fashion Show is held during Texas 4-H Roundup. Fashion Show basics. 4-H Fashion Show at the county level is an optional activity open to all 4-H members who have completed a clothing project. Senior 4-H members who have won at the district Fashion Show competition can compete at the Fashion Show at State Roundup. Each district may send one contestant from each of the four categories (casual, dressy, formal and specialty) in the construction and buying divisions, and one contestant from each of the two divisions (cotton and wool/mohair) in Natural Fiber. There are four categories within each division (construction and buying) of the Fashion Show. 4-H members must select a category to compete in at the county level and compete in that same category throughout the levels of competi- tion. The categories are: casual, dressy, formal and specialty. • Construction: A 4-H member applies knowledge and skills in garment construction to make a garment to exhibit in the Fashion Show. Garments may be constructed by sewing, knitting or crocheting using new or recycled materials. • Buying: A 4-H member applies knowledge and skills in comparison shopping to select a garment to exhibit in the Fashion Show. Three different comparison shopping sources must be used and documented. -
The Indian Culture By: Rachita Vinoth
The Indian Culture By: Rachita Vinoth Red, pink, yellow, green, purple, orange, blue, white. Colors float and wave around me. They are in front of me, beside me, behind me, everywhere! There are so many colors that it feels like I am in the sun where all the colors are combined. But to tell you the truth, I am in India. India is a place full of colors, and everywhere you look, everything is so lively and beautiful. There are so many varieties of everything here. India is even called “The Land of Diversity” because of the varieties of food, entertainment, traditions, festivals, clothing, religions, languages, and so much more. Every direction you look, from food to religion, you will see so many unique things. It helps you, it gives you energy, it is the thing that keeps you moving and working - it’s food. There are so many famous foods in India that it is called the land of spices. People from Northern India desire foods like Mughlaifood. Famous foods in Southern India are dosa, idli, and more rice-based dishes. Some foods that people across the country like are chole bhature, all kinds of bread like roti and naan, and of course the all time favorite biryani! Some Indian desserts that are famous are kheer, rasgulla, gulab jamun, and more different varieties. Indians like to play a musical game called antakshari. They also like to watch movies, and the movies are mostly musical, including many types of songs and dances. The movie industry, Bollywood, is almost as big as Hollywood now. -
A Midsummer Night's Bollywood Dream by © 2009
A MIDSUMMER NIGHT’S BOLLYWOOD DREAM BY © 2009 Madison Elizabeth Spencer Submitted to the graduate degree program in Design and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements of the degree of Master of Fine Arts ________________________ Chairperson ________________________ ________________________ ________________________ Date defended: ________04/06/2009______ The Thesis Committee for Madison Elizabeth Spencer certifies that this is the approved Version of the following thesis: A MIDSUMMER NIGHT’S BOLLYWOOD DREAM Committee: ________________________ Chairperson ________________________ ________________________ ________________________ Date approved: _________04/24/2009_____ ii TABLE OF CONTENTS INTRODUCTION 1 HINDU DEITIES AND THE CASTE SYSTEM 4 DESIGN CONCEPT 8 COSTUME DESIGN 11 MAKE-UP 17 SET DESIGN 19 LIGHTING DESIGN 22 CONCLUSION 23 CLOTHING GLOSSARY 25 BIBLIOGRAPHY 27 NOTES 29 IMAGE INDEX 30 DOCUMENT INDEX 34 iii INTRODUCTION “Bollywood” is the colloquial term used to describe the Hindi film industry in India. It describes that part of the film industry with colorful, exaggerated, overly dramatic, music-and-dance-filled characteristics rather than this nation’s entire film making. In contrast to Hollywood, from which it takes its tongue-in-cheek name, Bollywood is no actual place; rather, it is the term that best describes a style of film making. Bollywood style in its broadest meaning is the mass media vehicle for entertainment that feeds some of the amusement needs of a population with a variety of languages and ethnic/caste backgrounds. Themes are simple and predictable for the most part, with a great degree of flexibility in the telling of even the most well known story in order to make a relevant point on a particular issue or current event. -
Sampling Real Life: Creative Appropriation in Public Spaces
Sampling Real Life: Creative Appropriation in Public Spaces Elsa M. Lankford Electronic Media & Film (EMF) Towson University [email protected] I. Introduction Enter an art museum or a library and you will find numerous examples of appropriation, all or most of which were most likely legal at the time. From the birth of copyright and the idea that an author, encompassed as a writer, artist, composer, or musician, is the creator of a completely original work, our legal and moral perceptions of appropriation have changed. Merriam-Webster defines appropriation in multiple ways, two of which apply to the discussion of art and appropriation. The first, “to take exclusive possession of” and the second “to take or make use of without authority or right.”1 The battle over rights and appropriation is not one that is only fought in the courtroom and gallery, it also concerns our own lives. Many aspects of our lives involve appropriation, from pagan holidays appropriated into the Christian calendar to the music we listen to, even to the words we speak or write appropriated from other countries and cultures. As artists, appropriation in many forms makes its way into works of any media. The topic of appropriation leads to a discussion of where our creative ideas come from. They, in some sense, have been appropriated as well. Whether we overhear a snippet of a conversation that ends up woven into a creative work or we take a picture of somebody, unknowingly, as they walk down a tree-shadowed street, we are appropriating life. For centuries, artists have been inspired by public life, and the stories and images of others have been appropriated into their work. -
Double-Edged Imitation
Double-Edged Imitation Theories and Practices of Pastiche in Literature Sanna Nyqvist University of Helsinki 2010 © Sanna Nyqvist 2010 ISBN 978-952-92-6970-9 Nord Print Oy Helsinki 2010 Acknowledgements Among the great pleasures of bringing a project like this to com- pletion is the opportunity to declare my gratitude to the many people who have made it possible and, moreover, enjoyable and instructive. My supervisor, Professor H.K. Riikonen has accorded me generous academic freedom, as well as unfailing support when- ever I have needed it. His belief in the merits of this book has been a source of inspiration and motivation. Professor Steven Connor and Professor Suzanne Keen were as thorough and care- ful pre-examiners as I could wish for and I am very grateful for their suggestions and advice. I have been privileged to conduct my work for four years in the Finnish Graduate School of Literary Studies under the direc- torship of Professor Bo Pettersson. He and the Graduate School’s Post-Doctoral Researcher Harri Veivo not only offered insightful and careful comments on my papers, but equally importantly cre- ated a friendly and encouraging atmosphere in the Graduate School seminars. I thank my fellow post-graduate students – Dr. Juuso Aarnio, Dr. Ulrika Gustafsson, Dr. Mari Hatavara, Dr. Saija Isomaa, Mikko Kallionsivu, Toni Lahtinen, Hanna Meretoja, Dr. Outi Oja, Dr. Merja Polvinen, Dr. Riikka Rossi, Dr. Hanna Ruutu, Juho-Antti Tuhkanen and Jussi Willman – for their feed- back and collegial support. The rush to meet the seminar deadline was always amply compensated by the discussions in the seminar itself, and afterwards over a glass of wine. -
Weaving Traditions Along the "Wool Road" in India
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Textile Society of America Symposium Proceedings Textile Society of America 2002 Weaving Traditions along the "Wool Road" in India Suzette R. Copley Patterson San Francisco State University Follow this and additional works at: https://digitalcommons.unl.edu/tsaconf Part of the Art and Design Commons Copley Patterson, Suzette R., "Weaving Traditions along the "Wool Road" in India" (2002). Textile Society of America Symposium Proceedings. 537. https://digitalcommons.unl.edu/tsaconf/537 This Article is brought to you for free and open access by the Textile Society of America at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Textile Society of America Symposium Proceedings by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Weaving Traditions along the "Wool Road" in India bySuzetteR.. Copley Patterson Introduction Although the "Silk Road"' is by far the most famous network of trade routes connecting China, Central Asia, and India, there are other significant, ancient trade routes between these regions of which many may not be aware. One such trade route, known informally as the "wool road", connected the plains of the Punjab in India to Tibet, Central Asia and China1. This route, and several others, passed through the Kullu and Kinnaur regions of the northern Indian state known as Himachal Pradesh. The "wool road", which was really merely a donkey trail, was the traditional main trade route in the region, and was so important that it was later widened to motorable width to boost trade in the region and came to be known as the Hindus tan-Tibet road".