Innovative Costume of the 21st Century: The Next Generation, Dmitry Rodionov, curated by A.A. Bakhrushin Museum

2021 ◽  
Vol 6 (1) ◽  
pp. 123-129
Author(s):  
Julie Lynch
Keyword(s):  
Contemporary Art ◽  
21St Century ◽  
Next Generation

Innovative Costume of the 21st Century: The Next Generation, Dmitry Rodionov, curated by A.A. Bakhrushin Museum State Historical Museum, A.A. Bakhrushin State Central Theatre Museum, Center for Contemporary Art MARS Moscow, Russia, 17 June–2 October 2019

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

Designing Curricular Games

2018 ◽  
pp. 213-232
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Critical Thinking ◽  
Video Games ◽  
21St Century ◽  
Video Game ◽  
Game Design ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Next Generation ◽  
Video Game Design ◽  
Teaching Video

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.

The Zidane Film

Post-cinema ◽  
2020 ◽  
Author(s):  
Richard Conte
Keyword(s):  
Contemporary Art ◽  
21St Century ◽  
Football Player ◽  
Social Aspect ◽  
Depth Analysis ◽  
The World

Post-cinema in the post-art era can also arise from the collaboration of two artists, as in the case of Zidane: A 21st Century Portrait (2006), a film by Douglas Gordon and Philippe Parreno: 17 cameras placed around the Bernabéu stadium in Madrid where a match is taking place follow the well-known football player, Zinédine Zidane, from the beginning of the game until his dismissal. Richard Conte examines this special portrait, paying particular attention to how the film focuses primarily on Zidane and on details that could only be captured by the artistic filmic device. This in-depth analysis of such an approach and its astonishing filmic result also concern a social aspect of post-cinema that deserves to be highlighted: here, “the elitist contemporary art meets the most popular sport of the world and one of its most emblematic figures.”

James Dean

2014 ◽  
Author(s):  
Kurt Hemmer
Keyword(s):  
New York ◽  
21St Century ◽  
Cultural Landscape ◽  
Next Generation ◽  
Cultural Icon ◽  
Short Lifetime ◽  
The World ◽  
Lee Strasberg ◽  
Initial Work ◽  
Car Accident

James Dean (b. 1931–d. 1955), along with the actors Montgomery Clift and Marlon Brando, ushered onto the American silver screen a type of acting often called the “Method,” which was inspired by the teachings of the Russian director Constantin Stanislavsky. Although a great deal of debate exists over what the Method actually is, it can generally be described as “reacting” rather than “acting,” in order to create a more naturalistic and internally derived style. To what extent Dean absorbed the Method through classes he took with James Whitmore in California and Lee Strasberg in New York, or whether his style of acting was simply “natural,” is a matter of debate. What is indisputable is that his name and reputation are connected to this technique that had a tremendous influence on the New York stage via the Actors Studio before coming in front of Hollywood cameras. Although Dean starred in only three films—East of Eden (1955), Rebel Without a Cause (1955), and Giant (1956)—he is still considered one of the major influences on contemporary acting with actors from his own generation (Paul Newman, Steve McQueen, and Dennis Hopper) to the next generation (Jack Nicholson, Al Pacino, and Robert De Niro) and the following generation (Sean Penn, River Phoenix, Brad Pitt, Leonardo DiCaprio, and Johnny Depp) being inevitably compared to him. Many biographies, journalism, and documentaries have accumulated over the years since Dean’s death, in forms often exploitive and sensational, dealing with his sexuality and psychology. Much vigorous scholarship on the true worth of his acting skills and his place in the cultural landscape of his time and in the 21st century can still be done. Unlike Clift and Brando, Dean did not spend much time refining his craft on the stage and did much of his initial work on television. What makes Dean unique is his position as a cultural icon, largely the result of his tragic death in a car accident on 30 September 1955. His image is recognized throughout the world as a signifier readily filled by several types of, often contradictory, iconography: teenager, rebel, all-American, cowboy, biker, punk, homosexual, among others. Born in Marion, Indiana, and later raised in Fairmount, Indiana, by his aunt and uncle after his mother died when he was nine, Dean achieved in his short lifetime what he claimed was most important to him—immortality.

scholarly journals Historyczne mury dla nowych muzeów. Muzealna moda na początku XXI wieku

2011 ◽  
Vol 55 (4) ◽  
pp. 171-190
Author(s):  
Katarzyna Jagodzińska
Keyword(s):  
Contemporary Art ◽  
21St Century ◽  
Public Life ◽  
Important Goal ◽  
The West ◽  
Good Image ◽  
Historical Museums ◽  
Current Trends ◽  
The Times ◽  
Post Industrial

The Author considers a trend, which comes from the west, to use post-industrial developments for museums. The article includes issues concerning adaptation of post-industrial developments for museum functions, references to history and identity of the building concerned, as well as relations of an institution — which is hosted within the historical construction — with the surroundings. The museums which have been selected for the analysis are representative for a boom observed in Poland since the beginning of the 21st century — the majority of newly-established museums are located in adapted old buildings, the museums representing almost exclusively only two categories: historical museums and contemporary art museums. The Author seeks an answer to a question whether museums must follow current trends. She concludes that a quest for success translating to a good image and high attendance is and certainly shall remain an important goal of a museum. She warns, however, of dangers related with a museum trying to be a “trendy” place to attend, especially in the times of public life commercialization, which is more and more common.

scholarly journals Art of the second half of XX — early XXI centuries as visual philosophy

2021 ◽  
Vol 4 ◽  
pp. 95-106
Author(s):  
Natalia Dyadyk ◽  
Keyword(s):  
20Th Century ◽  
Contemporary Art ◽  
21St Century ◽  
Visual Art ◽  
Conceptual Art ◽  
Early 21St Century ◽  
The World ◽  
Analysis And Synthesis ◽  
Death Of The Author ◽  
Contemporary Artists

Introduction. The article is focused on studying the area of intersection of contemporary art and philosophy, it is a continuation of the research project on conceptual art and its intersection with philosophy, which we started earlier. By conceptual art, we mean art aimed at intellectual comprehension of what has been seen, art that appeals to thinking and generates philosophical meanings. But if earlier we explored conceptual cinema and mainly visual art of the early 20th century, then in this article we want to turn to the visual art of the second half of the 20th century — the beginning of the 21st century, which is also called contemporary art by art critics. The empirical material of the study was the works of such contemporary artists as E. Warhol, D. Koons, D. Hirst, J. Ono, F. Bacon, I. Kabakov, D. Kossuth, the movement of “new realists” and photorealists, the movement of Moscow conceptualists and etc. Contemporary art is one of the ways of understanding the world, visual philosophy, which is of interest for philosophical understanding. The purpose of the article is to conduct a philosophical analysis of visual art of the second half of the 20th — early 21st I centuries in order to identify its philosophical sources and content. Methods. The author uses the following general scientific methods: analysis and synthesis, induction, deduction, abstraction. When analyzing works of conceptual art, we use hermeneutic and phenomenological methods, a semiotic approach. We also use the symbolic-contextual method of analyzing exhibition concepts, which is based on identifying the philosophical meanings and ideas of exhibitions of contemporary art. Scientific novelty of the study. We regard contemporary art as a visual philosophy. Philosophizing, in our opinion, can exist in various forms and forms from everyday practical (the so-called naive philosophizing) to artistic-figurative, that is, visual. Philosophical ideas or concepts are born not only from professional thinkers, but also from artists. The artistic concepts of contemporary artists are similar to the concepts of philosophers, since the goal of both is to cognize the world and grasp being. We find and describe the area of intersection of modern philosophy and contemporary art, each of which is in a situation of crisis separately and continuous dialogue together. Results. In the course of our research, we identify and describe the philosophical origins of visual art in the second half of the twentieth century - early twenty-first century: postmodern philosophical consciousness, conceptualism, the idea of “death of the author” and “death of art”, simulacrum, kitsch and camp, the method of deconstruction and its application in modern art. Conclusions. Visual art of the second half of the 20th century — early 21st century is a visual form of philosophical questioning about the essence of art itself, about the existence of a person and being in general. The works of contemporary artists are based on philosophical problems: meaning, speech and meaning, the ratio of the rational and the irrational, the problem of abandonment and loneliness of a person, the problem of the “death of the author” and the alienation of the creator from his work, the idea of the impossibility of objective knowledge of reality.

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