Author: Publisher: Genealogical Publishing Com ISBN: 9780806308319 Category : Reference Languages : en Pages : 952
Book Description
"According to tradition the Lewis family of 'Warner Hall' is descended from the emigrant Robert Lewis, who came [from England] to Virginia in 1635." Descendants lived throughout the United States.
Author: Valerie Dorge Publisher: Getty Publications ISBN: 0892365013 Category : Art Languages : en Pages : 549
Book Description
The function of the painted wooden object ranges from the practical to the profound. These objects may perform utilitarian tasks, convey artistic whimsy, connote noble aspirations, and embody the highest spiritual expressions. This volume, illustrated in color throughout, presents the proceedings of a conference organized by the Wooden Artifacts Group of the American Institute for Conservation of Historic and Artistic Works (AIC) and held in November 1994 at the Colonial Williamsburg Foundation in Williamsburg, Virginia. The book includes 40 articles that explore the history and conservation of a wide range of painted wooden objects, from polychrome sculpture and altarpieces to carousel horses, tobacconist figures, Native American totems, Victorian garden furniture, French cabinets, architectural elements, and horse-drawn carriages. Contributors include Ian C. Bristow, an architect and historic-building consultant in London; Myriam Serck-Dewaide, head of the Sculpture Workshop, Institut Royal du Patrimoine Artistique, Brussels; and Frances Gruber Safford, associate curator of American decorative arts at the Metropolitan Museum of Art in New York. A broad range of professionals—including art historians, curators, scientists, and conservators—will be interested in this volume and in the multidisciplinary nature of its articles.
Author: Etta R. Hollins Publisher: Routledge ISBN: 1135638632 Category : Education Languages : en Pages : 222
Book Description
In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation. Pedagogical Features Focus Questions at the beginning of each chapter assist the reader in identifying complex issues to be examined. Chapter Summaries provide a quick review of the main topics presented. Suggested Learning Experiences have been selected for their value in expanding preservice teachers' understanding of specific questions and issues raised in the chapter. Critical Readings lists extend the text to treat important issues in greater depth. New in the Second Edition New emphasis is placed on the power of social ideology in framing teachers’ thinking and school practices. The relationship of core values and other important social values common in the United States to school practices is explicitly discussed. Discussion of racism includes an explanation of the relationship between institutionalized racism and personal beliefs and actions. Approaches to understanding and evaluating curriculum have been expanded to include different genres and dimensions of multicultural education. A framework for understanding cultural diversity in the classroom is presented. New emphasis is placed on participating in a community of practice. This book is primarily designed for preservice teachers in courses on multicultural education, social foundations of education, principles of education, and introduction to teaching. Inservice teachers and graduate students will find it equally useful.
Author: The J. Paul Getty Museum Publisher: Getty Publications ISBN: 0892362286 Category : Art Languages : en Pages : 214
Book Description
The J. Paul Getty Museum Journal has been published annually since 1974. It contains scholarly articles and shorter notes pertaining to objects in the Museum’s seven curatorial departments: Antiquities, Manuscripts, Paintings, Drawings, Decorative Arts, Sculpture and Works of Art, and Photographs. The Journal includes an illustrated checklist of the Museum’s acquisitions for the precious year, a staff listing, and a statement by the Museum’s director outlining the year’s most important activities. Volume 20 of the J. Paul Getty Museum Journal contains an index to volumes 1 to 20 and includes articles by John Walsh, Carl Brandon Strehlke, Barbara Bohen, Kelly Pask, Suzanne Lewis, Elizabeth Pilliod, Anne Ratzki-Kraatz, Sharon K. Shore, Linda A. Strauss, Brian Considine, Arie Wallert, Richard Rand, And Jacky De Veer-Langezaal.
Author: Patrick Delaforce
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Author: Gilbert Cope
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Author: Lewin Dwinell McPherson
Author: Valerie Dorge
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Author: Etta R. Hollins
Author: The J. Paul Getty Museum
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