School of Art 2020–2021
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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. -
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. -
Ellen Priest
ELLEN PRIEST www.ellenpriest.com www.eyeballitart4kids.org The sheer joy and energy of visual experience and of the creative process itself are at the core of my work as an artist and educator. They fuel my belief that that same joy and the possibility to create meaningful visual expression should belong to every human being, es- pecially youth. ART EDUCATION/TEACHING 2013-Present and 1992-1999 Created Eyeball It!™ studio art education program for 7-12 year-old children. Online free to users beginning June 2014 funded by Ellen Priest Projects at Fractured Atlas. Originally written/ devel- oped 1992-1999. Series of discreet art projects for children to do at home with a parent. Adaptable for use by groups (e.g. after-school and summer programs, public libraries). www.eyeballitart4kid- s.org 2009 New York University, New York, New York, Department of Music Colloquium with Edward Si- mon, “Composing the Venezuelan Suite – the Music and the Paintings,” February. 2007-2010 Delaware Center for the Contemporary Arts, Education Committee. 2002-2008 University of the Arts, Philadelphia, Pennsylvania, Professional Institute for Educators. 2002 Pennsylvania Academy of Fine Arts, Philadelphia, Pennsylvania, Adjunct Faculty, Fall. 1979-1999 Taught studio art in schools (primary and secondary) and community arts centers including: Ocean City Arts Center, Ocean City, New Jersey. 1996-99. Choate-Rosemary Hall, Wallingford, Connecticut. 1979, 1995-96. Saint Thomas’s Day School, New Haven, Connecticut. 1992-93. Educational Center for the Arts, New Haven, Connecticut. 1982-83. (All-arts public high school.) Concord Academy, Concord, Massachusetts. Art Department Chairperson, 1979-80. EDUCATION 1977 Master of Divinity, Yale University Divinity School, New Haven, Connecticut. -
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. -
Defining and Understanding Street Art As It Relates to Racial Justice In
Décor-racial: Defining and Understanding Street Art as it Relates to Racial Justice in Baltimore, Maryland A thesis presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfilment of the requirements for the degree Master of Arts Meredith K. Stone August 2017 © 2017 Meredith K. Stone All Rights Reserved 2 This thesis titled Décor-racial: Defining and Understanding Street Art as it Relates to Racial Justice in Baltimore, Maryland by MEREDITH K. STONE has been approved for the Department of Geography and the College of Arts and Sciences by Geoffrey L. Buckley Professor of Geography Robert Frank Dean, College of Arts and Sciences 3 ABSTRACT STONE, MEREDITH K., M.A., August 2017, Geography Décor-racial: Defining and Understanding Street Art as it Relates to Racial Justice in Baltimore, Maryland Director of Thesis: Geoffrey L. Buckley Baltimore gained national attention in the spring of 2015 after Freddie Gray, a young black man, died while in police custody. This event sparked protests in Baltimore and other cities in the U.S. and soon became associated with the Black Lives Matter movement. One way to bring communities together, give voice to disenfranchised residents, and broadcast political and social justice messages is through street art. While it is difficult to define street art, let alone assess its impact, it is clear that many of the messages it communicates resonate with host communities. This paper investigates how street art is defined and promoted in Baltimore, how street art is used in Baltimore neighborhoods to resist oppression, and how Black Lives Matter is influencing street art in Baltimore. -
A Beginner's Guide to Acrylics & the WILL KEMP ART SCHOOL
SIMPLE STEPS TO GET PAINTING • A N I N T R O D U C T I O N T O A C R Y L I C S & T H E W I L L K E M P A R T S C H O O L A Beginner's Guide to Acrylics & THE WILL KEMP ART SCHOOL WILL KEMP WILL KEMP ART SCHOOL CONTENTS contents 1 WELCOME - An introduction to 19 COLOUR PALETTE - My suggested Will Kemp & The Online Art School basic acrylic colour palette to get you 8 WORKING WITH ACRYLICS - The started importance of flow 25 FREE TUTORIALS - Free step-by- 10 PAINT COVERAGE - Opacity vs step video and written lessons transparency 28 THE TEACHING METHOD - Where 12 PALETTES - Tear off & stay-wet to start on the website? 13 SUPPORTS - Canvas, paper 33 7 PAINTING PRINCIPLES - or board? Principles that will give you a solid 15 BRUSHES - The difference foundation for any subject between a flat and a filbert 38 PAID COURSES - Which 17 ADDITIONAL MATERIALS - Jam paid course is right for you. Drawing, jars, paper towel & easels Painting, Still Life or Portraits? PAGE 1 WILL KEMP ART SCHOOL WELCOME hello A N I N T R O D U C T O R Y G U I D E T O A C R Y L I C S & T H E W I L L K E M P A R T S C H O O L Morning class! I’m Will Kemp, founder of Will Kemp Art School & I’d like to welcome you to my website! If this is the first time you’re visiting, you may be wondering where to start, so I've put together this beginners guide to show you how the different areas of the Will Kemp Art School fit together and answer some of the most frequently asked questions. -
Faculty Handbook
YALE UNIVERSITY Faculty Handbook August 22, 2019 CONTENTS Introduction .....................................................................................................................................1 I. University Organization .......................................................................................................2 A. History............................................................................................................................2 B. The Yale Corporation .....................................................................................................2 C. Officers of the University ..............................................................................................3 D. Schools and Faculties of the University.........................................................................3 II. Academic Freedom and Faculty Standards of Conduct ......................................................5 III. Faculty Ranks, Appointments, and Policies: University-wide................................ ..............8 A. Equal Opportunity and Affirmative Action .....................................................................8 B. Faculty Ranks..................................................................................................................8 C. Recruitment and Approval Process for Faculty Appointments .......................................9 D. Authority to Appoint .......................................................................................................9 E. Appointments and -
The Native American Fine Art Movement: a Resource Guide by Margaret Archuleta Michelle Meyers Susan Shaffer Nahmias Jo Ann Woodsum Jonathan Yorba
2301 North Central Avenue, Phoenix, Arizona 85004-1323 www.heard.org The Native American Fine Art Movement: A Resource Guide By Margaret Archuleta Michelle Meyers Susan Shaffer Nahmias Jo Ann Woodsum Jonathan Yorba HEARD MUSEUM PHOENIX, ARIZONA ©1994 Development of this resource guide was funded by the Nathan Cummings Foundation. This resource guide focuses on painting and sculpture produced by Native Americans in the continental United States since 1900. The emphasis on artists from the Southwest and Oklahoma is an indication of the importance of those regions to the on-going development of Native American art in this century and the reality of academic study. TABLE OF CONTENTS ● Acknowledgements and Credits ● A Note to Educators ● Introduction ● Chapter One: Early Narrative Genre Painting ● Chapter Two: San Ildefonso Watercolor Movement ● Chapter Three: Painting in the Southwest: "The Studio" ● Chapter Four: Native American Art in Oklahoma: The Kiowa and Bacone Artists ● Chapter Five: Five Civilized Tribes ● Chapter Six: Recent Narrative Genre Painting ● Chapter Seven: New Indian Painting ● Chapter Eight: Recent Native American Art ● Conclusion ● Native American History Timeline ● Key Points ● Review and Study Questions ● Discussion Questions and Activities ● Glossary of Art History Terms ● Annotated Suggested Reading ● Illustrations ● Looking at the Artworks: Points to Highlight or Recall Acknowledgements and Credits Authors: Margaret Archuleta Michelle Meyers Susan Shaffer Nahmias Jo Ann Woodsum Jonathan Yorba Special thanks to: Ann Marshall, Director of Research Lisa MacCollum, Exhibits and Graphics Coordinator Angelina Holmes, Curatorial Administrative Assistant Tatiana Slock, Intern Carrie Heinonen, Research Associate Funding for development provided by the Nathan Cummings Foundation. Copyright Notice All artworks reproduced with permission. -
Yale Law School 2019–2020
BULLETIN OF YALE UNIVERSITY BULLETIN OF YALE BULLETIN OF YALE UNIVERSITY Periodicals postage paid New Haven ct 06520-8227 New Haven, Connecticut Yale Law School 2019–2020 Yale Law School Yale 2019–2020 BULLETIN OF YALE UNIVERSITY Series 115 Number 11 August 10, 2019 BULLETIN OF YALE UNIVERSITY Series 115 Number 11 August 10, 2019 (USPS 078-500) The University is committed to basing judgments concerning the admission, education, is published seventeen times a year (one time in May and October; three times in June and employment of individuals upon their qualifications and abilities and a∞rmatively and September; four times in July; five times in August) by Yale University, 2 Whitney seeks to attract to its faculty, sta≠, and student body qualified persons of diverse Avenue, New Haven CT 06510. Periodicals postage paid at New Haven, Connecticut. backgrounds. In accordance with this policy and as delineated by federal and Connecticut law, Yale does not discriminate in admissions, educational programs, or employment Postmaster: Send address changes to Bulletin of Yale University, against any individual on account of that individual’s sex, race, color, religion, age, PO Box 208227, New Haven CT 06520-8227 disability, status as a protected veteran, or national or ethnic origin; nor does Yale discriminate on the basis of sexual orientation or gender identity or expression. Managing Editor: Kimberly M. Go≠-Crews University policy is committed to a∞rmative action under law in employment of Editor: Lesley K. Baier women, minority group members, individuals with disabilities, and protected veterans. PO Box 208230, New Haven CT 06520-8230 Inquiries concerning these policies may be referred to Valarie Stanley, Director of the O∞ce for Equal Opportunity Programs, 221 Whitney Avenue, 4th Floor, 203.432.0849. -
May 7Th Edition
Yale Class of 1965 What’s New this Week? Weekly Highlights in the Run-up to our 50th Reunion May 7 Edition Class Book Shipped May 6, To Arrive in 2-8 Business Days Almost 900 copies of “Our Stories” were shipped on May 6, so all classmates should have them in hand well before the reunion. We all owe huge thanks to editors Protsik, Schenck, and Woodward for spearheading this amazing effort. As a reminder, our first class panel discussion at 1:30pm on Thursday, May 28 will focus on what our personal essays and survey answers tell us about ourselves. Reunion Badges To Have Graduation Yearbook Pictures We look different today than we did fifty years ago, and a helluva lot younger! To get a badge with your graduation picture on it, you must officially register prior to May 15—another excellent reason to quit procrastinating and get your buns in gear. Registration Momentum Continues to Build Last week was our biggest sign-up week, with 23 registrations. Davenport clings still clings to the lead in the friendly race to determine which College will be honored to dine with President Salovey at our Class Dinner on May 29. NB: only officially registered classmates are calculated in the percentages, so sign up soon! April 29 Edition Pre-reunion Activities: What Will You Do? Active classmates and their spouses have four ways to get the reunion off to a fast start on Wednesday and Thursday: a 50-mile Bike Ride along the beautiful Connecticut shore line, a Reunion Row on Yale’s famed Housatonic, a round of golf on the fabulous Seth Raynor-designed Yale golf course, or a few sets of informal tennis nearby the Yale campus. -
A Yale Book of Numbers, 1976 – 2000
A Yale Book of Numbers, 1976 – 2000 Update of George Pierson’s original book A Yale Book of Numbers, Historical Statistics of the College and University 1701 – 1976 Prepared by Beverly Waters Office of Institutional Research For the Tercentennial’s Yale Reference Series August, 2001 Table of Contents A Yale Book of Numbers - 1976-2000 Update Section A: Student Enrollments/Degrees Conferred -- Total University 1. Student Enrollment, 1976-1999 2. (figure) Student Enrollment, 1875-1999 3. (figure) Student Enrollment (Headcounts), Fall 1999 4. Student Enrollments in the Ivy League and MIT, 1986-1999 5. Degrees Conferred, 1977-1999 6. Honorary Degree Honorands, 1977-2000 7. Number of Women Enrolled, University-Wide, 1871-1999 8. (figure) Number of Women Enrolled University-Wide, 1871-1999 9. Milestones in the Education of Women at Yale 10. Minority and International Student Enrollment by School, 1984-1999 Section B: International Students at Yale University 1. International Students by Country and World Region of Citizenship, Fall 1999 2. (figure) International Graduate and Professional Students and Yale College Students by World Region, Fall 1999 3. (figure) International Student Enrollment, 1899-1999 4. (figure) International Students by Yale School, Fall 1999 5. International Student Enrollment, 1987-1999 6. Admissions Statistics for International Students, 1981-1999 Section C: Students Residing in Yale University Housing 1. Number of Students in University Housing, 1982-1999 2. Yale College Students Housed in Undergraduate Dormitories, 1950-1999 3. (figure) Percentage of Yale College Students Housed in the Residential Colleges, 1950-1999 Section D: Yale Undergraduate Admissions and Information on Yale College Freshmen 1. -
School of Art 2016–2017
BULLETIN OF YALE UNIVERSITY BULLETIN OF YALE BULLETIN OF YALE UNIVERSITY Periodicals postage paid New Haven ct 06520-8227 New Haven, Connecticut School of Art 2016–2017 School of Art 2016–2017 BULLETIN OF YALE UNIVERSITY Series 112 Number 1 May 15, 2016 BULLETIN OF YALE UNIVERSITY Series 112 Number 1 May 15, 2016 (USPS 078-500) The University is committed to basing judgments concerning the admission, education, is published seventeen times a year (one time in May and October; three times in June and employment of individuals upon their qualifications and abilities and a∞rmatively and September; four times in July; five times in August) by Yale University, 2 Whitney seeks to attract to its faculty, sta≠, and student body qualified persons of diverse back- Avenue, New Haven CT 0651o. Periodicals postage paid at New Haven, Connecticut. grounds. In accordance with this policy and as delineated by federal and Connecticut law, Yale does not discriminate in admissions, educational programs, or employment against Postmaster: Send address changes to Bulletin of Yale University, any individual on account of that individual’s sex, race, color, religion, age, disability, PO Box 208227, New Haven CT 06520-8227 status as a protected veteran, or national or ethnic origin; nor does Yale discriminate on the basis of sexual orientation or gender identity or expression. Managing Editor: Kimberly M. Go≠-Crews University policy is committed to a∞rmative action under law in employment of Editor: Lesley K. Baier women, minority group members, individuals with disabilities, and protected veterans. PO Box 208230, New Haven CT 06520-8230 Inquiries concerning these policies may be referred to Valarie Stanley, Director of the O∞ce for Equal Opportunity Programs, 221 Whitney Avenue, 3rd Floor, 203.432.0849.