EXHIBITION FACT SHEET Overview the Jim Henson Exhibition
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This Year's Carnival for a Cure Page 1 of 1
This Year's Carnival For A Cure Page 1 of 1 Click to Print 0 Like Daily Scoop FEB THIS YEAR'S CARNIVAL FOR A CURE 29 Support Diabetes Research While Having An Afternoon Adventure On Sunday, March 11 Posted By: Kat Harrison Family days that pack a well-to-do punch are always our favorite—which is why we're big supporters of the 7th Annual Carnival for a Cure which benefits the Diabetes Research Institute Foundation. Taking place on Sunday, March 11 from 12-3pm at the Metropolitan Pavilion (125 West 18th Street), kids and parents alike can delight in music, jousting, crafts and more. Learn more about the cause and the family-friendly festivities below! What is the mission of the Diabetes Research Institute Foundation (DRI)? As the largest and most comprehensive research center dedicated to curing diabetes, the DRI is aggressively working to shrink the timeline toward the discovery of a biological cure for this disease. Having already shown that diabetes can be reversed through islet transplantation, the DRI is building upon these promising outcomes by bridging cell-based therapies with emerging technologies. The Diabetes Research Institute was created for one reason—to cure diabetes—which is and will continue to be its singular focus until that goal is reached. For the millions of people affected by diabetes, the DRI is the best hope for a cure. For more information, call 1-800-321- 3437 or visit DiabetesResearch.org. This will be the 7th Carnival for a Cure. What kind of fun can families look forward to? The Carnival for a Cure is the city's largest indoor carnival for kids (and fun for parents, too!). -
Heather Henson Presents
RI INTERNATIONAL FILM FESTIVAL NEWS P.O. Box 162, Newport, RI 02840 • 96 Second St., Newport, RI 02840 PHONE 401/861-4445 • FAX 401/490-6735 E-mail: [email protected] • Web: www.RIFilmFest.org FOR IMMEDIATE RELEASE Written by: Marya Errin Jones Rogue Press 401.323.2615 Contact: Adam Short 401/861-4445 [email protected] SMALL SCALE HITS THE BIG TIME Heather Henson presents Handmade Puppet Dreams, along with a rare, vintage Jim Henson's Muppet film at the Rhode Island International Film Festival SATURDAY, AUGUST 12 @ 12:30 Columbus Theatre Arts Center, Providence Providence, Rhode Island, August 3, 2006—Heather Henson presents Handmade Puppet Dreams-- independent puppet films, along with a rare Jim Henson film to be screened and presented by Heather Henson at screened at The Rhode Island International Film Festival on Saturday, August 12th at 12:30pm, at the Cinematheque—located in the historic Columbus Theatre Arts Center, 270 Broadway, Providence. Cost: Film Screening (Adult) - $10.00 Film Screening (Flickers Member) - $7.00. For more information contact the Rhode Island Film Festival @ 401. 861.4445 or visit their web site at www.film-festival.org. Fresh from showings at the Cannes Marche' du Film 2006, and the 30th Annual Atlanta Film Festival, Heather Henson presents Handmade Puppet Dreams, a touring festival of independent artists' films exploring the art of handmade craft especially for cinema. Even the Westside hipsters will love Handmade Puppet Dreams; a provocative, challenging, and savvy collection of puppet shorts created by the next generation of small-scale artists. In the spirit of handmade craft and unique puppetry, Heather Henson, daughter of Jim Henson visionary creator of the Muppets, is a graduate of Rhode Island School of Design. -
Lamb Chop Award
Second Annu for Excellence in i n's I g Honoring the founders of Children's Television Workshop (now Sesame Workshop) and the creators of Sesame Street Joan Ganz Cooney, Lloyd Morrisett and Jim Henson KIDSNET Celebrates the life and legacy of Shari Lewis ]dcome to the 2nd Annual Lamb Chop Award Last year we inaugurated the KIDSNET Lamb Chop percentages of minority children 79-85% of classes are Award. It also marked our 15th year of providing linked to the Internet. Of course, this statistic illustrates programming information on children's media to parents another fact that Lloyd has identified (he actually coined and professionals in the U.S. and abroad. This award, the phrase "digital divide") that there is still more work to named for founding KIDSNET Board member Shari be done to bring technological equity to our nation's Lewis, who died in 1998, reflects her genius, creativity, schools. and intellect that embodied everything we could hope to Shortly after the Kennedy Center seminar in '84 we inspire and celebrate in children's electronic media. received our first grant from the Markle Foundation to Shari was in the vanguard of new technology. She seed the KIDSNET information service. Markle funds started with a sock puppet named Lamb Chop and over were also matched by the Ford Foundation, the the course of a 40 year career created material for Corporation for Public Broadcasting, and the Carnegie children in virtually all media, from books, audio, and Corporation. These were the same funders that in the videotapes to broadcast television, CD-ROM and the mid-1960's (with the U.S. -
Playing Every Day on Sesame Street Global Learnings from a Play-Based Pilot Intervention in India, Mexico, and South Africa • Kim Foulds and Abby Bucuvalas
Playing Every Day on Sesame Street Global Learnings from a Play-Based Pilot Intervention in India, Mexico, and South Africa • Kim Foulds and Abby Bucuvalas Research has shown that playful learning helps foster the development of young children. Adult guidance of this play in meaningful ways can unlock the transformative power of education. Lack of knowledge about guided play, however, often leads to children growing up without opportunities to learn through play. Considering this, the authors analyze findings from the pilot phases of Play Every Day, an intervention based in urban communities in India, Mexico, and South Africa. This program is designed to shift the perceptions of care givers about play and its relationship to child development and to allow them to guide children in learning through play. The authors describe the program’s intent to contribute to global knowledge of best practices for promoting playful learning. They discuss developing a global framework and contextualizing its delivery to empower care givers as ambassadors of learning through play in young children’s lives. Key words: guided play; Play Every Day project; play in India; play in Mexico; play in South Africa; scaffolding play; Sesame Workshop It is well established that play is an integral component of early- childhood development . Research has shown that playful learning helps foster the development of young children and lay the foundations for them to become creative, engaged, lifelong learners. Thus, play constitutes an important part of a child’s daily routine, an often underused space in which valuable teaching and learning can take place (Brooker 2013, Kelly-Vance 2008). -
Leveled Reading- -Resources- -Activities
BIO Sphere -Leveled Reading- ATI RE VE C -Resources- K R A A A A L L L L C C C -Activities- C D L R W O Editable Presentation hosted on Google Slides. Click to Download. Early Life Early Life Jim ● James Maury Henson was born on ● As a teenager, Henson wanted to work in Henson September 24, 1936, in Greenville, Mississippi. television. He was inspired by TV puppeteer Burr Tillstrom. While in high school, he began Visionary Entertainer ● When he was young, he was interested in working for WTOP-TV. the arts. ● He made puppets for a Saturday morning ● His grandmother was a painter and quilter. children’s show. She supported his creativity. As a child, Henson began putting on puppet shows. ● He was the first person to have the puppet performer working where they couldn’t be Photo of young seen by the camera. Photo of young Jim Henson Jim Henson Personality & Characteristics Life Story Life Story ● Henson was a creative person who loved ● Henson went to the University of Maryland. ● In 1963, Henson and his wife moved to many different art forms. New York City where they set up Muppets, ● While he was at school he worked on the Inc. ● As well as being a great puppeteer, he show Sam and Friends. The show became also loved drawing and writing about a big hit. ● His wife stopped working with him to raise fantasy worlds. their children. ● After college, he went to Europe to study ● Henson knew how to think outside of the puppetry for a few months. -
Consummate Coach Tim Murphy’S Formidable Game S:7”
Daniel Aaron • Max Beckmann’s Modernity • Sexual Assault November-December 2015 • $4.95 Consummate Coach Tim Murphy’s formidable game S:7” Invest In What Lasts How do you pass down what you’ve spent your life building up? A Morgan Stanley Financial Advisor can help you create a legacy plan based on the values you live by. So future generations can benefit from not just your money, but also your example. Let’s have that conversation. morganstanley.com/legacy S:9.25” © 2015 Morgan Stanley Smith Barney LLC. Member SIPC. CRC 1134840 04/15 151112_MorganStanley_Ivy.indd 1 9/21/15 1:59 PM NOVEMBER-DECEMBER 2015 VOLUME 118, NUMBER 2 FEATURES 35 Murphy Time | by Dick Friedman The recruiter, tactician, and educator who has become one of the best coaches in football 44 Making Modernity | by Joseph Koerner On the meanings and history of Max Beckmann’s iconic self-portrait p. 33 48 Vita: Joseph T. Walker | by Thomas W. Walker Brief life of a scientific sleuth: 1908-1952 50 Chronicler of Two Americas | by Christoph Irmscher An appreciation of Daniel Aaron, with excerpts from his new Commonplace Book JOHN HARVard’s JournAL 41.37. 41.37. R 17 Smith Campus Center under wraps, disturbing sexual-assault ULL IMAGE F findings, a law professor plumbs social problems, the campaign OR F NIVERSITY crosses $6 billion, cutting class for Christmas, lesser gains U and new directions for the endowment, fall themes and a SSOCIATION FUND, B A ARVARD H brain-drain of economists, Allston science complex, the Under- USEUM, RARY, RARY, B M graduate on newfangled reading, early-season football, and I L a three-point shooter recovers her stroke after surgery DETAIL, PLEASE 44 SEE PAGE EISINGER R OUGHTON H p. -
Table of Contents
Table of Contents PART I. Introduction 5 A. Overview 5 B. Historical Background 6 PART II. The Study 16 A. Background 16 B. Independence 18 C. The Scope of the Monitoring 19 D. Methodology 23 1. Rationale and Definitions of Violence 23 2. The Monitoring Process 25 3. The Weekly Meetings 26 4. Criteria 27 E. Operating Premises and Stipulations 32 PART III. Findings in Broadcast Network Television 39 A. Prime Time Series 40 1. Programs with Frequent Issues 41 2. Programs with Occasional Issues 49 3. Interesting Violence Issues in Prime Time Series 54 4. Programs that Deal with Violence Well 58 B. Made for Television Movies and Mini-Series 61 1. Leading Examples of MOWs and Mini-Series that Raised Concerns 62 2. Other Titles Raising Concerns about Violence 67 3. Issues Raised by Made-for-Television Movies and Mini-Series 68 C. Theatrical Motion Pictures on Broadcast Network Television 71 1. Theatrical Films that Raise Concerns 74 2. Additional Theatrical Films that Raise Concerns 80 3. Issues Arising out of Theatrical Films on Television 81 D. On-Air Promotions, Previews, Recaps, Teasers and Advertisements 84 E. Children’s Television on the Broadcast Networks 94 PART IV. Findings in Other Television Media 102 A. Local Independent Television Programming and Syndication 104 B. Public Television 111 C. Cable Television 114 1. Home Box Office (HBO) 116 2. Showtime 119 3. The Disney Channel 123 4. Nickelodeon 124 5. Music Television (MTV) 125 6. TBS (The Atlanta Superstation) 126 7. The USA Network 129 8. Turner Network Television (TNT) 130 D. -
Television Cartoons: Do Children Notice It's a Boy's World?
'A', DOCUMENT RESUME ED 376 539 CS 508 750 AUTHOR Thompson, Teresa L.; Zerbinos, Eugenia TITLE Television Cartoons: Do Children Notice It's a Boy's World? PUB DATE Aug 94 NOTE 33p.; Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication (77th, Atlanta, GA, August 10-13, 1994). PUB TYPE Speeches/Conference Papers (150) Reports Research /Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Attitude Measures; *Cartoons; *Childhood Attitudes; Early Childhood Education; Higher Education; *Sex Role; *Sex Stereotypes; Television Research; *Television Viewing ABSTRACT This study, a part of a larger project, investigated what children learn about gender roles from cartoons and how these cartoons might color the children's view of the world. A total of 89 children ranging in age from four to nine were sampled from three different locations (a university-affiliated day-care center and two parochial schools near the university). Interviewers were eight trained senior-level university students in a Women and Communication class. Interviews with the children lasted from 4 to 10 minutes. Results indicated that:(1) children watched more "chase-and-pratfall" cartoons than any other type, but the favorite cartoon type for neavly half of the children was continuing adventure; (2) a strong correlation existed between continuing adventure cartoons and more stereotypically male behaviors; (3) children attributed more of all behaviors to boy characters than to girl characters;(4) both boys and girls -
*P Ocket Sizes May Vary. W E Recommend Using Really, Really Big Ones
*Pocket sizes may vary. We recommend using really, really big ones. Table of Contents Welcome to Dragon*Con! .............................................3 Live Performances—Concourse (CONC) .................38 Film Festival Schedule ...............................................56 Vital Information .........................................................4 Online Gaming (MMO) .........................................91 Walk of Fame ...........................................................58 Important Notes ....................................................4 Paranormal Track (PN) .........................................92 Dealers Tables ..........................................................60 Courtesy Buses .....................................................4 Podcasting (POD) ................................................93 Exhibitors Booths ......................................................62 MARTA Schedule ..................................................5 Puppetry (PT) <NEW> .......................................94 Comics Artists Alley ...................................................64 Hours of Operation ................................................5 Reading Sessions (READ) .....................................96 Art Show: Participating Artists ....................................66 Special Events ......................................................6 Robert Jordan’s Wheel of Time (RJWOT) ................96 Hyatt Atlanta Fan Tracks Information and Room Locations ...................6 Robotics and Maker Track -
"You Remind Me of the Babe with the Power": How Jim Henson Redefined the Portrayal of Young Girls in Fanastial Movies in His Film, Labyrinth
First Class: A Journal of First-Year Composition Volume 2015 Article 7 Spring 2015 "You Remind Me of the Babe With the Power": How Jim Henson Redefined the orP trayal of Young Girls in Fanastial Movies in His Film, Labyrinth Casey Reiland Follow this and additional works at: https://dsc.duq.edu/first-class Recommended Citation Reiland, C. (2015). "You Remind Me of the Babe With the Power": How Jim Henson Redefined the Portrayal of Young Girls in Fanastial Movies in His Film, Labyrinth. First Class: A Journal of First-Year Composition, 2015 (1). Retrieved from https://dsc.duq.edu/ first-class/vol2015/iss1/7 This Article is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in First Class: A Journal of First-Year Composition by an authorized editor of Duquesne Scholarship Collection. “YOU REMIND ME OF THE BABE WITH THE POWER”: HOW JIM HENSON REDEFINED THE PORTRAYAL OF YOUNG GIRLS IN FANTASTICAL MOVIES IN HIS FILM, LABYRINTH By Casey Reiland, McAnulty College of Liberal Arts Instructor: Dr. Jessica McCort When I was fourteen, I was very surprised when one day my mom picked me up from school and plopped a DVD of David Bowie in tights posing with a Muppet into my hands. “Remember this?!” She asked excitedly. I stared quizzically at the cover and noticed it was titled, Labyrinth. For a moment I was confused as to why my mother would bother buying me some strange, fantasy movie from the eighties, but suddenly, it clicked. I had grown up watching this film; in fact I had been so obsessed with it that every time we went to our local movie rental store I would beg my mom to rent it for a couple of nights. -
Jim Henson's Fantastic World
Jim Henson’s Fantastic World A Teacher’s Guide James A. Michener Art Museum Education Department Produced in conjunction with Jim Henson’s Fantastic World, an exhibition organized by The Jim Henson Legacy and the Smithsonian Institution Traveling Exhibition Service. The exhibition was made possible by The Biography Channel with additional support from The Jane Henson Foundation and Cheryl Henson. Jim Henson’s Fantastic World Teacher’s Guide James A. Michener Art Museum Education Department, 2009 1 Table of Contents Introduction to Teachers ............................................................................................... 3 Jim Henson: A Biography ............................................................................................... 4 Text Panels from Exhibition ........................................................................................... 7 Key Characters and Project Descriptions ........................................................................ 15 Pre Visit Activities:.......................................................................................................... 32 Elementary Middle High School Museum Activities: ........................................................................................................ 37 Elementary Middle/High School Post Visit Activities: ....................................................................................................... 68 Elementary Middle/High School Jim Henson: A Chronology ............................................................................................ -
The Muppets Take the Mcu
THE MUPPETS TAKE THE MCU by Nathan Alderman 100% unauthorized. Written for fun, not money. Please don't sue. 1. THE MUPPET STUDIOS LOGO A parody of Marvel Studios' intro. As the fanfare -- whistled, as if by Walter -- crescendos, we hear STATLER (V.O.) Well, we can go home now. WALDORF (V.O.) But the movie's just starting! STATLER (V.O.) Yeah, but we've already seen the best part! WALDORF (V.O.) I thought the best part was the end credits! They CHORTLE as the credits FADE TO BLACK A familiar voice -- one we've heard many times before, and will hear again later in the movie... MR. EXCELSIOR (V.O.) And lo, there came a day like no other, when the unlikeliest of heroes united to face a challenge greater than they could possibly imagine... STATLER (V.O.) Being entertaining? WALDORF (V.O.) Keeping us awake? MR. EXCELSIOR (V.O.) Look, do you guys mind? I'm foreshadowing here. Ahem. Greater than they could possibly imagine... CUT TO: 2. THE MUPPET SHOW COMIC BOOK By Roger Langridge. WALTER reads it, whistling the Marvel Studios theme to himself, until KERMIT All right, is everybody ready for the big pitch meeting? INT. MUPPET STUDIOS The shout startles Walter, who tips over backwards in his chair out of frame, revealing KERMIT THE FROG, emerging from his office into the central space of Muppet Studios. The offices are dated, a little shabby, but they've been thoroughly Muppetized into a wacky, cozy, creative space. SCOOTER appears at Kermit's side, and we follow them through the office.