scholarly journals "Ko Wai te Ingoa o Tenei Whare?" Architecture and Māori Identity

2021 ◽  
Author(s):  
◽  
Simon Te Ari Prendergast
Keyword(s):  
Cultural History ◽  
Sense Of Belonging ◽  
Arts And Crafts ◽  
Structural Elements ◽  
The World ◽  
Wood Carving ◽  
Cultural Features ◽  
Building Elements

<p>The whare whakairo or traditional Māori meeting house plays an important part in Māori society and identity. These whare tell the tale of their origin, and in so doing, the origins of their people. The analysis of the meeting house, the histories expressed in its decorative carvings and structural elements are inextricably linked with and dependent upon the structure of the world created by myth and the Māori worldview. However, due to the deleterious effects of colonisation, the art of wood carving and associated architectural practices - central to Māori identity, suffered decline in many parts of the country, leading to the decline of Māori culture and identity. Sir Apirana Ngata instigated the National Institute of Māori Arts and Crafts to resurrect the dying art of Māori carving and carved houses would be a catalyst for the restoration of Māori culture throughout the country. Ngata saw these whare whakairo as being the heart of Māori communities by establishing a renewed sense of belonging and identification with space for Māori, through the telling of tribal histories and emphasising key geographical features. New threats in the form of global hegemony and urbanisation have further impacted on Māori notions of identity, creating a generation of displaced urban Māori youth. This research proposes to establish an architectural response to capture displaced Māori youth through the resurrection of the Māori carving school and return to them the lost stories of their cultural history and identity. This program will be developed within the complex challenges that exist within post-earthquake Ōtautahi/Christchurch, where many have lost homes and livelihoods, especially Māori youth in the Eastern Suburbs. The building elements of the proposed Māori carving school give reference to the historio-cultural features of the original Ōtautahi/Christchurch landscape that are situated in tribal song and myth. It is envisioned that the development of a Māori carving school will help restore Māori identity and a renewed sense of belonging, and allow for the telling of this generations stories through traditional narratives.</p>

scholarly journals "Ko Wai te Ingoa o Tenei Whare?" Architecture and Māori Identity

2021 ◽  
Author(s):  
◽  
Simon Te Ari Prendergast
Keyword(s):  
Cultural History ◽  
Sense Of Belonging ◽  
Arts And Crafts ◽  
Structural Elements ◽  
The World ◽  
Wood Carving ◽  
Cultural Features ◽  
Building Elements

<p>The whare whakairo or traditional Māori meeting house plays an important part in Māori society and identity. These whare tell the tale of their origin, and in so doing, the origins of their people. The analysis of the meeting house, the histories expressed in its decorative carvings and structural elements are inextricably linked with and dependent upon the structure of the world created by myth and the Māori worldview. However, due to the deleterious effects of colonisation, the art of wood carving and associated architectural practices - central to Māori identity, suffered decline in many parts of the country, leading to the decline of Māori culture and identity. Sir Apirana Ngata instigated the National Institute of Māori Arts and Crafts to resurrect the dying art of Māori carving and carved houses would be a catalyst for the restoration of Māori culture throughout the country. Ngata saw these whare whakairo as being the heart of Māori communities by establishing a renewed sense of belonging and identification with space for Māori, through the telling of tribal histories and emphasising key geographical features. New threats in the form of global hegemony and urbanisation have further impacted on Māori notions of identity, creating a generation of displaced urban Māori youth. This research proposes to establish an architectural response to capture displaced Māori youth through the resurrection of the Māori carving school and return to them the lost stories of their cultural history and identity. This program will be developed within the complex challenges that exist within post-earthquake Ōtautahi/Christchurch, where many have lost homes and livelihoods, especially Māori youth in the Eastern Suburbs. The building elements of the proposed Māori carving school give reference to the historio-cultural features of the original Ōtautahi/Christchurch landscape that are situated in tribal song and myth. It is envisioned that the development of a Māori carving school will help restore Māori identity and a renewed sense of belonging, and allow for the telling of this generations stories through traditional narratives.</p>

scholarly journals The Scythian Stag in Contemporary Arts and Craft: Tuva and Abroad

2021 ◽  
pp. 91-106
Author(s):  
Кэтрин З. Лунг
Keyword(s):  
First Century ◽  
Arts And Crafts ◽  
Main Subject ◽  
Burial Site ◽  
The Past ◽  
The World ◽  
Wood Carving ◽  
English Speaking ◽  
Fashion Designers ◽  
Archival Work

The article examines the interest in Scythian imagery and motifs in contemporary arts and crafts, both in Tuva and outside Russia, on a surge after the excavation of Arzhan II burial site. As proved by numerous references, the most popular of the Arzhan II finds was the stylized image of the Scythian stag on a golden hair pin. It has since appeared on the photo taken by Russian photographer Andrei Bronnikov, whose main subject is jewelry. Tattoo artists in English-speaking regions have seen an uptick in customers requesting Scythian stag tattoo designs, due in large part to the discovery of the popularly dubbed “Ukok Princess” and increase in interest in prehistoric fantasy media. Russian-speaking fashion designers redefine textile and ornament in the twenty-first century, influenced by the golden accents of the looped stag in their work, at times inventing an embellished narrative of the past. Folk crafters have created costume and jewelry designs for a different world they wish to inhabit, even creating alter-egos and stories that accompany Scythian-inspired pieces. Finally, within Tuva, wood carving continues thanks to trailblazers that promote folk handicrafts through education and archival work. Artists around the world are fascinated by this unique relic of the past and employ the symbol in romantic imaginings of their past and present.

Administrasi sarana dan prasarana

2020 ◽  
Author(s):  
Hikmah Ibnu Husni
Keyword(s):  
Sense Of Belonging ◽  
School Community ◽  
Educational Process ◽  
The Other ◽  
Learning Activities ◽  
Educational Facilities ◽  
Learning Goal ◽  
The World ◽  
Teachers And Students ◽  
Personal Education

The world of education is a world where there are learning activities between teachers and students, these two components cannot be eliminated in an educational process because if one of them is lost there will never be a learning goal. However, on the other hand there are components that also play a role as supporting learning activities both directly and indirectly. No less important components are facilities and infrastructure. Administration of educational facilities and infrastructure is very supportive of achieving a goal of education, as a personal education we are required to master and understand the administration of facilities and infrastructure, to improve work power effectively and efficiently and be able to respect the work ethics of personal education, so harmony, comfort can create pride and a sense of belonging both from the school community and the residents of the surrounding community.

Time, Money, and the Weather: Ming China and the “Great Depression” of the Mid-Fifteenth Century

2002 ◽  
Vol 61 (1) ◽  
pp. 83-113 ◽  
Author(s):  
William S. Atwell
Keyword(s):  
Fifteenth Century ◽  
Western Hemisphere ◽  
Arts And Crafts ◽  
Absolute Level ◽  
The Great Depression ◽  
The Arts ◽  
The World ◽  
Handicraft Production ◽  
Almost All ◽  
Deep Recession

During the fifteenth century, especially during its middle decades, “almost all parts of the then-known world [i.e., Europe, the Middle East, and the economically advanced regions of Asia] experienced a deep recession. By then, the ‘state of the world’ was at a much lower level than it had reached in the early fourteenth century. During the depression of the fifteenth century, the absolute level of inter-societal trade dropped, currencies were universally debased (a sure sign of decreased wealth and overall productivity), and the arts and crafts were degraded” (Abu-Lughod 1993, 85; see also Lopez and Miskimin 1962; Lopez, Miskimin, and Udovitch 1970; Postan 1973, 41–48; Wallerstein 1974, 21–38; Munro 1998, 38–39). In much of Eurasia, the worst years of this “depression” probably ended sometime during the 1460s or 1470s. Over the next six or seven decades, economic conditions in many parts of the world improved significantly, reflected in dramatic increases in agricultural and handicraft production; in the volume of interregional and international trade; and, except for the western hemisphere where Afro-Eurasian diseases decimated native populations during the early sixteenth century, in demographic growth.

Teachers as First Responders

2021 ◽  
pp. 81-89
Author(s):  
Judith Gouwens
Keyword(s):  
United States ◽  
Sense Of Belonging ◽  
First Responders ◽  
The United States ◽  
Migrant Children ◽  
Toxic Stress ◽  
The Press ◽  
The World

While there is much in the press about refugee and migrant children’s movements around the world and their status in the countries where they ultimately (or even temporarily) settle, how these children experience schooling and education is critical in mitigating the effects of the trauma they experience in their home countries, in the process of leaving their home communities or countries, in traveling to their new communities and countries and getting settled in those new communities and countries. This paper presents the stories of three teachers who work with migrant children in the United States Midwest. Interviews with these teachers show that they actively work to mitigate the trauma the migrant children have experienced by creating classrooms that welcome the children and their families, help them to have a sense of belonging in their schools and communities, and help the children develop feelings of confidence and competence, critical to overcoming toxic stress.

Puccini's La Bohème

2020 ◽  
Author(s):  
Alexandra Wilson
Keyword(s):  
Cultural History ◽  
Cultural Contexts ◽  
Music Drama ◽  
Political Debates ◽  
The World ◽  
History Of ◽  
La Boheme ◽  
The Aesthetic ◽  
The Many ◽  
The City

La bohème is one of the most frequently performed operas in the world. But how did it come to be so adored? Drawing on an extremely broad range of sources, Alexandra Wilson traces the opera’s rise to global fame. Although the work has been subjected to many hostile critiques, it swiftly achieved popular success through stage performances, recordings, and filmed versions. Wilson demonstrates how La bohème acquired even greater cultural influence as its music and dramatic themes began to be incorporated into pop songs, film soundtracks, musicals, and more. In this cultural history of Puccini’s opera, Wilson offers a fresh reading of a familiar work. La bohème was strikingly modern for the 1890s, she argues, in its approach to musical and dramatic realism and in flouting many of the conventions of the Italian operatic tradition. Considering the work within the context of the aesthetic, social, and political debates of its time, Wilson explores Puccini’s treatment of themes including gender, poverty, and nostalgia. She pays particular attention to La bohème’s representation of Paris, arguing that the opera was not only influenced by romantic mythologies surrounding the city but also helped shape them. Wilson concludes with a consideration of the many and varied approaches directors have taken to the staging of Puccini’s opera, including some that have reinvented the opera for a new age. This book is essential reading for anyone who has seen La bohème and wants to know more about its music, drama, and cultural contexts.

A Cultural History Of Color in the Renaissance

2020 ◽  
Keyword(s):  
Cultural History ◽  
Performing Arts ◽  
Material World ◽  
Color Terms ◽  
Global Circulation ◽  
The World ◽  
Color Technology ◽  
History Of ◽  
Psychology Literature

A Cultural History of Color in the Renaissance covers the period 1400 to 1650, a time of change, conflict, and transformation. Innovations in color production transformed the material world of the Renaissance, especially in ceramics, cloth, and paint. Collectors across Europe prized colorful objects such as feathers and gemstones as material illustrations of foreign lands. The advances in technology and the increasing global circulation of colors led to new color terms enriching language. Color shapes an individual’s experience of the world and also how society gives particular spaces, objects, and moments meaning. The 6 volume set of the Cultural History of Color examines how color has been created, traded, used, and interpreted over the last 5000 years. The themes covered in each volume are color philosophy and science; color technology and trade; power and identity; religion and ritual; body and clothing; language and psychology; literature and the performing arts; art; architecture and interiors; and artefacts. Volume 3 in the Cultural History of Color set. General Editors: Carole P. Biggam and Kirsten Wolf

‘CENTRUM VAN WELDADIGE KRACHT VOOR HET ONDERWIJS’ OF ‘KOOP-MANSZAAK’?

2018 ◽  
Vol 2 (1) ◽  
pp. 2-27
Author(s):  
Luca van Buren
Keyword(s):  
Cultural History ◽  
Art Museum ◽  
Arts And Crafts ◽  
Original Form ◽  
School Buildings ◽  
Local Authorities ◽  
Short Period ◽  
World Fairs ◽  
Commercial Enterprise ◽  
The City

‘CENTRE OF A BENEFICENT FORCE IN EDUCATION’ OR ‘ORDINARY MERCHANT BUSINESS’? THE MUSEUM OF EDUCATION AND ART IN ROTTERDAM, 1880-1886 For a short period of time, the city of Rotterdam housed a rather unique museum, the Museum of Education and Art (Museum voor Onderwijs en Kunst). It existed for six years and only for less than a year in its original form. In 1880 it was unlike other educational or – as they were usually called – school museums. Other than today’s cultural history school museums, these museums were integrated in education and functioned as a means to support mass education by the state. They did so by exhibiting the whole range of school materials to enable headmasters and teachers to make informed choices. School materials were also displayed at educational exhibitions at world fairs. The Museum in Rotterdam was exceptional because it was a private, commercial enterprise, unlike other school museums which were established by schoolboards, local authorities, or by a state. In addition, it was the first and probably the only case with a purpose-built housing, where others generally used existing (school)buildings or were part of an arts and crafts museum.

scholarly journals Designed to deter: Barriers to facilities at secondary schools in Ghana

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Anthony K. Danso ◽  
Frances E. Owusu-Ansah ◽  
Divine Alorwu
Keyword(s):  
Built Environment ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Present Situation ◽  
International Standards ◽  
The World ◽  
Research Outcome ◽  
Building Standards ◽  
Urgent Action ◽  
Building Elements

Background: There are varied and complex problems associated with the admission of students with disabilities into secondary (senior high) schools all over the world. This situation is further complicated by difficulties encountered in the built environment of these institutions and, in this, Ghana is no exception. Objectives: This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana.Method: In total, 705 building elements in 264 facilities were surveyed using international standards, building codes, regulations and guidelines. These facilities included car parks, classrooms, dormitories, assembly halls, telephone booths and administration blocks.Results: Our findings revealed that most of the building elements were barring and not disability-friendly. Just to name a few: there were obstructions on access routes to and around buildings, absence of designated car parks, unfriendly vertical and horizontal means of circulation in buildings and lack of accessible sanitary accommodations. In addition, the general lighting and signage were poor. As a result, very few students with disabilities are admitted and retained in these schools.Conclusion: Mainstreaming of people with disabilities into the Ghanaian educational system remains impossible unless urgent action is taken to alter the facilities at secondary schools. Based on this research outcome, recommendations have been made to the Ghanaian government and the Ghana Education Service, as well as non-governmental organisations and relevant professional bodies for the amelioration of the present situation in our secondary schools.

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