If you have a painting on the wall of your home today, it may be because of the influence of a group of painters known as the Hudson River artists. While not as individually famous as many other American painters of the 19th century, as a group they had an important contribution to make.
Search Results (190)
Like the American economy, American art and literature flourished during the Gilded Age. The new millionaires desired greatly to furnish their mansions with beautiful things. Consequently, patronage for the American arts was at a higher level than any previous era. Painters depicted a realistic look at the glories and hardships of this new age. Writers used their pens to illustrate life at its best and its worst. The net result was an American Renaissance of arts and letters.
They were called the Lost Generation. America's most talented writers of the 1920s were completely disillusioned by the world and alienated by the changes in modern America. The ghastly horrors of trench warfare were a testament to human inhumanity. The ability of the human race to destroy itself had never been more evident. The materialism sparked by the Roaring Twenties left many intellectuals empty. Surely there was more to life than middle-class conformity, they pined.
This OER explores the basic organization of the Pythagorean Solids. It contains both an activity as well as resources for further exploration. It is a product of the OU Academy of the Lynx, developed in conjunction with the Galileo's World Exhibition at the University of Oklahoma.
The arts reflect the society that creates them. Nowhere is this truer than in the case of the ancient Greeks. Through their temples, sculpture, and pottery, the Greeks incorporated a fundamental principle of their culture: arete. To the Greeks, arete meant excellence and reaching one's full potential.
Powerful kingdoms, beautiful sculpture, complex trade, tremendous wealth, centers for advanced learning all are hallmarks of African civilization on the eve of the age of exploration. Hardly living up to the "dark continent" label given by European adventurers, Africa's cultural heritage runs deep. The empires of Ghana, Mali, and Songhay are some of the greatest the world has ever known. Timbuktu, arguably the world's oldest university, was the intellectual center of its age.
Making art together is one of the most important ways students can engage in a collaborative process, and talk about the messages and methods they believe in. Art takes time and process. Once children have had a chance to look at different symbols and think about the importance of technique, colors, shapes, and styles, it is time with each other and their art materials that will really allow them to express themselves, finding their voices as artists and activists simultaneously.
As students move forward with work on their activist murals, it will be important for them to think about managing their time and materials. It will also be important for them to remind themselves and each other of their messages and ultimate goals. Continuing work on an ongoing project can be challenging for some children, but it is an important part of developing an identity as someone who does good and important work. Make sure you show respect for the challenging aspects of this activity as your students move ahead with their mural.
This lesson explores the implications of developing a musical from a literary text or an historical event, and includes suggestions for immersing students into the creative process of building a musical.
This course will introduce the student to the art and architecture of Africa from a Western art historical perspective. This course will emphasize the role of art as manifested in the lifestyles, spiritualities, and philosophies of particular African societies, while also broaching aesthetic principles and the study and display of African art. Upon successful completion of this course, the student will be able to: demonstrate an understanding of transitions in the national geography of the African continent from the 17th century to the present; demonstrate an understanding of the ethnic diversity and distinct cultural traditions among people of Africa; identify and discuss materials and techniques employed in the creation of a range of African artistic and architectural works; discuss the functions and meanings of a range of African art forms; identify traditional styles and forms strongly associated with particular cultural groups. (Art History 304)
This SALT Interpretation Pack has been designed as a resource for educators and students as they explore the themes of the Ahmet Öğüt "Across the Slope" exhibition at SALT Beyoğlu in Istanbul, Turkey. Designed for use in high school classrooms, its contents include activities, multimedia resources, terminology and opportunities for discussion. Educators are encouraged to adapt, shape and build upon these materials to best meet the needs of their students and teaching curricula.
"Across the Slope" was first exhibited at Centre d’Art Santa Mònica, Barcelona, in 2008. An installation of a modified Seat 131 (the Fiat 131 Mirafiori model produced in Spain) hovering over a man-made slope, "Across the Slope" responds to the dream of an emerging working class. When, in the 1970s, Fiat began licensing automobile production to manufacturers in Turkey, Spain and Morocco, car prices in these countries dropped. Cars were no longer luxury items. They became affordable consumer products—and symbols of a “modern,” Western lifestyle. Though modification of the Fiat was common, as Öğüt demonstrates, no matter how advanced or decorative the modifications, a car’s capacity remains the same: “A slope is always a slope, and it is always possible for a car to get stuck on one.”
SALT Beyoğlu’nda düzenlenen “Yokuş Boyunca” sergisindeki temaları açıklayan bu Yorumlama Rehberi, eğitimciler ve lise öğrencileri için bir kaynakça olarak hazırlanmıştır. Eğitimcilerin, rehberin içeriğindeki aktiviteler, multimedya kaynakları, terminoloji ve tartışma olanaklarını öğrencilerinin ihtiyaçlarına en iyi cevap verecek şekilde düzenleyerek müfredatlarına uyarlamalarını öneririz.
“Yokuş Boyunca” ilk olarak 2008 yılında, Barselona’daki Centre d’Art Santa Mònica’da [Santa Mònica Sanat Merkezi] sergilenmiştir. Sergi alanında oluşturulmuş bir yokuşta kalmış modifiye bir Seat 131 (İspanya’da üretilmiş Fiat 131 Mirafiori modeli) enstalasyonu olan “Yokuş Boyunca,” gelişmekte olan orta sınıfın mütevazı hayallerine gönderme yapmaktadır.
Fiat’ın 1970’lerde Türkiye, İspanya ve Fas’taki imalatçılara otomobil üretim ruhsatı vermeye başlamasıyla bu ülkelerdeki araba fiyatları düşer. Araba artık bir lüks olmaktan çıkar; bütçeye uygun bir tüketim ürünü ve “modern”, Batılı yaşam tarzının bir simgesi haline gelir. Fiat’ın modifikasyonu yaygındır; ancak Öğüt’ün “Yokuş Boyunca”’da gösterdiği gibi, modifikasyonlar ne denli gelişmiş ya da dekoratif olursa olsun, bir arabanın kapasitesi hep aynı kalır: “Yokuş hep yokuştur ve bir arabanın bir yokuşta kalakalması her zaman mümkündür.”
Al-Bab is a portal website designed to introduce non-Arabs to Arab culture by providing links to news sources, country profiles, articles, and a blog on Middle East current events. There are also specific links related to learning Arabic: dictionaries, language classes, textbooks, and other information pertaining to the study of Arabic. A free e-book, The Birth of Modern Yemen, is available for download.
This course surveys art of America from the colonial era through the post-war 20th century. The student will consider broad stylistic tendencies in various regions and periods and examine specific artists and works of art in historical and social contexts, with emphasis on the congruent evolution of contemporary American multi-cultural identity. Overarching issues that have interested major scholars of American art and its purview include the landscape (wilderness, Manifest Destiny, rural settlement, and urban development); the family and gender roles; the founding rhetoric of freedom and antebellum slavery; and notions of artistic modernism through the 20th century. Upon successful completion of this course, the student will be able to: Understand the historical (geographic, political) formation of the present United States of America; Be familiar with renowned influential American artists from the 18th through the 20th century; Be conversant in common stylistic designations used in Western art of the 17th through 20th centuries; Recognize subjects and forms in American art through history that mark its distinction; Be able to engage specific images, objects, and structures from different critical perspectives to consider their functions and meanings. (Art History 210)
Throughout this lesson, students will examine works of art and learn tools to analyze and discuss photography.
Pre-readers are introduced to animal habitats through story, song, and dramatic play using children's books
Arab Culture through Literature and Film is a five unit high school curriculum that provides students with knowledge and tools toanalyze and understand the Arab world. The materials utilize a student-centered pedagogical approach that promotes critical thinking and respect and encourages engaged global citizenship. Through this curriculum, students will recognize shared themes across the region and gain a sense of the rich diversity inherent to the multidimensional cultures of the Arab world. Students will study life and culture in the Arab world and engage with primary sources including films, short stories, and poems. Exposing students to Arab voices and putting human faces on the Arab world will increase understanding and tolerance in the American classroom.
This website offers resources for those who are studying or teaching about the Arab world and Islam in general. Its language section contains information in English about the Arabic language including readings about the history of Arabic, the development of MSA and Arabic's importance in Islam. The website also has a series of video lectures by the well-known Arabic scholars Mahmoud Al-Batal, Kristen Brustad, and Said Badawi about the language.
- World Cultures
- Material Type:
- National Institute for Technology and Liberal Education (NITLE)
- Date Added:
The main objective of this lesson is to illustrate an important application of mathematics in practical life -- namely in art. Most of the pictures selected for this lesson are visible on the walls of Al-Hambra – Granada (Spain), which is one of the most important landmarks in the Islamic civilization. There are three educational goals for this lesson: (1) establishing the concept of isometries; (2) giving real-life examples of groups; (3) demonstrating the importance of matrices and their applications. As background for this lesson, students just need some familiarity with the concept of a group and a limited knowledge about matrices and the inverse of a non-singular matrix.