Drawings from a Play-Based Intervention: Windows to the Soul of Rural Ugandan Preschool Children’s Artistic Development

2021 ◽  
pp. 101876
Author(s):  
Geoff Goodman ◽  
Valeda F. Dent ◽  
Donna Tuman ◽  
Seung Yeon Lee
Keyword(s):  
2019 ◽  
Vol 37 (1) ◽  
pp. 18-34
Author(s):  
Edward C. Warburton

This essay considers metonymy in dance from the perspective of cognitive science. My goal is to unpack the roles of metaphor and metonymy in dance thought and action: how do they arise, how are they understood, how are they to be explained, and in what ways do they determine a person's doing of dance? The premise of this essay is that language matters at the cultural level and can be determinative at the individual level. I contend that some figures of speech, especially metonymic labels like ‘bunhead’, can not only discourage but dehumanize young dancers, treating them not as subjects who dance but as objects to be danced. The use of metonymy to sort young dancers may undermine the development of healthy self-image, impede strong identity formation, and retard creative-artistic development. The paper concludes with a discussion of the influence of metonymy in dance and implications for dance educators.


1970 ◽  
Vol 19 (1) ◽  
pp. 1-20
Author(s):  
Fathul Aminudin Aziz

Tulisan ini disusun sebagai panduan bagi kepala madrasah untuk mempraktikkan gaya kepemimpinan transformasional agar guru dan karyawan di madrasah memiliki kesiapan dalam implementasi kurikulum 2013. Ada enam peran yang dimainkan oleh kepala madrasah dalam praktik kepemimpinan transformasionalnya. Pertama, melakukan sosialisasi kurikulum 2013. Kedua, membina pribadi guru dan karyawan dengan melakukan pembinaan mental, pembinaan moral, pembinaan fisik, dan pembinaan artistik. Ketiga, membina pribadi peserta didik. Keempat, mengubah paradigma guru. Kelima, memenuhi berbagai fasilitas dan sumber belajar yang mendukung dalam implementasi kurikulum 2013. Keenam, menciptakan lingkungan madrasah yang kondusif-akademik, baik secara fisik maupun nonfisik. This paper is organized as a guide for the headmaster to practice transformational leadership style so that the teachers and staff at the school ready to apply the 2013 curriculum. There are six roles that play by the headmaster in the practice of transformational leadership. First role is to disseminate the curriculum of 2013. Second role is fostering teachers and employees personality to perform mental, moral, physical, and artistic development. Third role is fostering the learners’ personality. Fourth role is changing the paradigm of teachers. Fifth role is fulfilling a variety of facilities and learning resources that support the implementation of the 2013 curriculum. Sixth role is creating an academic-supported environment in madrasah both physical and nonphysical.


Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 299-301
Author(s):  
Charlotte A. Stanford

Cathedrals are buildings of cultural weight. They have frequently drawn attention from architectural historians, especially in the medieval era, as examples of Great Churches: leaders in artistic development or pioneers in engineering technology. When one thinks of Gothic buildings in <?page nr="300"?>particular, it is the cathedral that comes foremost to mind as example. Salisbury, Canterbury, York, and their fellows continue to draw both scholarly attention and popular attraction.


2020 ◽  
Vol 50 (1) ◽  
pp. 66-82
Author(s):  
Rasmus Vangshardt

AbstractTom Kristensen’s travel book En Kavaler i Spanien (1926) was the result of a stay at the Danish explorer Knud Rasmussen’s house, where Kristensen not only met his physical and psychological superior, he also began his artistic development and personal breakdown towards the novel Hærværk (1930). The article argues that with a departure from this context, En Kavaler i Spanien can be read as an original and complex subgenre of the sentimental novel and it suggests that the work might best be categorized as ‘hard sentimentalism’. This subgenre of the travel novel can be identified in the intertwinement of the core thematic of the book — eroticism, medieval Spain and identity loss — with style and form. The paradoxical generic notion of ‘hard sentimentalism’ is used to connect medieval Spain with the erotic, but in an increasingly dangerous way, which threatens the traveler’s identity by increasing homosexual attraction and opening an abyss of degeneration and distorted emptiness behind the flirt.


2019 ◽  
Vol 4 (4) ◽  
pp. 1-63
Author(s):  
Robert A. Stebbins

AbstractAn association is “a relatively formally structured nonprofit group that depends mainly on volunteer members for participation and activity and that primarily seeks member benefits, even if it may also seek some public benefits” (Smith, Stebbins, & Dover, 2006, p. 23). The arts that give birth to these organizations can be classified as either fine art or entertainment art. Every art association is embedded each in its own art world and its own social world. Members of these association are mostly amateurs or hobbyists in their art.Publications on arts-related amateur, hobbyist, professional, and mixed-member associations are reviewed. Their prime mission is to foster, present, and sometimes chronicle the art that its members prize. Many of these works report on the structure of the associations as well as on the recruitment, artistic development, deployment of artists, dissemination of their art, and retention of their members. Also reviewed is a selection of publications bearing on what could be called “arts consumption clubs,” or groups such as book clubs, dance clubs, and jazz clubs established to generate interest in a given art. Some of the publications reviewed center on associational management, use of volunteers, and financial base of the group.


1996 ◽  
Vol 13 (1) ◽  
pp. 45
Author(s):  
Ruth M. Alvarez ◽  
Robert H. Brinkmeyer
Keyword(s):  

Author(s):  
NADYA A. KAMAL

Persediaan kanak-kanak pra-sekolah dalam lingkungan 2 hingga 6 tahun untuk menjalani pengalaman dunia sebenar amat kritikal. Sebelum memulakan persekolahan arus perdana, kanak-kanak ini sebenarnya memperlihatkan kesediaan serta perkembangan fizikal dan intelek mereka dalam pelbagai ekspresi yang boleh diukur, seperti lukisan. Objektif kajian ini adalah untuk mengenalpasti karektor lukisan kanak-kanak mengikut 4 fasa penting dalam Teori Perkembangan Artistik Lowenfeld iaitu Scribbling, Pre-Schematic, Schematic dan Realistic. 50 kanak-kanak di Bachok, Kelantan telah mengambil bahagian dalam ujian melukis berstruktur, dan lukisan mereka seterusnya dibandingkan dengan pencapaian perkembangan perseptual dan analitikal, khususnya dari segi kebolehan kanak-kanak dalam pemerhatian, menganalisa, memahami dan menzahirkan. Hasil kajian ini dijangka dapat menghubungkan perkaitan antara aktiviti artistik dengan pencapaian-pencapaian penting dalam perkembangan kamak-kanak.   Children under the age of 2 to 6 years old have a critical time preparing themselves to comprehend the world around them. Before they start their formal education in the primary school, these children actually state their physical and intellectual development in many forms of assessable expression, including drawing. The objective of this study is to identify the drawing characteristics of 2 to 6 years old children to specific phases of Lowenfeld Artistic Development namely Scribbling, Pre-Schematic, Schematic and Realism. 50 children in Bachok, Kelantan were gathered to participate a structured drawing test, and the results were compared to analytical and perceptual ability especially in observation, analysing, understanding and expressing. The finding may be useful to bridge artistic activities with critical achievements of children’s development.


1954 ◽  
Vol 9 (1) ◽  
pp. 174-200 ◽  

Otto Meyerhof was born on 12 April 1884 in Berlin and died in Philadelphia on 6 October 1951 at the age of 67; he was the son of Felix Meyerhof, who was born in 1849 at Hildesheim, and Bettina Meyerhof, nee May, born in 1862 in Hamburg; both his father and grandfather had been in business. An elder sister and two younger brothers died long before him. In 1923 he shared the Nobel prize for Physiology (for 1922) with A. V. Hill. He received an Hon. D.C.L. in 1926 from the University of Edinburgh, was a Foreign Member (1937) of the Royal Society of London, an Hon. Member of the Harvey Society and of Sigma XI. In 1944 he was elected a member of the National Academy of Sciences, U.S.A. Otto Meyerhof went through his school life up to the age of 14 without delay, but there is no record that he was then brilliant. When he was 16 he developed some kidney trouble, which caused a long period of rest in bed. This period of seclusion seems to have been responsible for a great mental and artistic development. Reading constantly he matured perceptibly, and in the autumn of 1900 was sent to Egypt on the doctor’s advice for recuperation.


This edition presents and contextualizes an archive of letters -- belonging to the Wordsworth Trust -- that reveal the creative and personal significance of the friendship between William Wordsworth and Sir George Beaumont. Beaumont is a key figure in the history of British Art. As well as being a respected amateur landscape painter, he was a prominent patron, collector, and co-founder of the National Gallery. Wordsworth described Beaumont’s friendship as one of the chief blessings of his life, and the letters reveal that the two men became collaborators as well as companions. In addition to documenting unique perspectives on social, political, and cultural events of the early nineteenth century (providing new contexts for reading Wordsworth’s mature poetry) the letters chart the progress of an increasingly intimate inter-familial relationship that included Lady Beaumont and Dorothy and Mary Wordsworth. The picture that emerges is of a coterie that—in influence, creativity, and affection—rivals Wordsworth’s more famous exchange with Coleridge in the 1790s. The edition includes an extended critical study of how Wordsworth and Beaumont helped shape one another’s work, tracing processes of mutual artistic development that involved not only a meeting of aristocratic refinement and rural simplicity, of a socialite and a lover of retirement, of a painter and a poet, but also an aesthetic rapprochement between neoclassical and romantic values, between the impulse to idealize and the desire to particularize.


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