Author: John Adams WalterPublisher:
ISBN:
Category : Art
Languages : en
Pages :
Book Description
The Development of a Cross-cultural Instructional Model Comparing the Chinese and Western Landscape Painting Traditions
Author: John Adams WalterThe Development of a Cross-cultural Instructional Model Comparing the Chinese and Western Landscape Painting
Author: John Adams WalterPublisher:
ISBN:
Category : Landscape painting, Chinese
Languages : en
Pages : 424
Book Description
The Development of a Cross-cultural Instructional Model Comparing the Chinese and Western Landscape Painting Traditions
Author: John Adams WalterPublisher:
ISBN:
Category : Landscape painting, Chinese
Languages : en
Pages : 1382
Book Description
Chinese Landscape Painting as Western Art History
Author: James ElkinsPublisher: Hong Kong University Press
ISBN: 9622090001
Category : Art
Languages : en
Pages : 208
Book Description
This is a provocative essay of reflections on traditional mainstream scholarship on Chinese art as done by towering figures in the field such as James Cahill and Wen Fong. James Elkins offers an engaging and accessible survey of his personal journey encountering and interpreting Chinese art through Western scholars' writings. He argues that the search for optimal comparisons is itself a modern, Western interest, and that art history as a discipline is inherently Western in several identifiable senses. Although he concentrates on art history in this book, and on Chinese painting in particular, these issues bear implications for Sinology in general, and for wider questions about humanistic inquiry and historical writing. Jennifer Purtle's Foreword provides a useful counterpoint from the perspective of a Chinese art specialist, anticipating and responding to other specialists’ likely reactions to Elkins's hypotheses.
Semiotics for Art History
Author: Lian DuanPublisher: Cambridge Scholars Publishing
ISBN: 1527522784
Category : Architecture
Languages : en
Pages : 304
Book Description
Reading art from a semiotic perspective, this book offers a new interpretation of the development of Chinese landscape painting and outlines a new framework for contemporary semiotics and critical theory. It will appeal to those interested in visual art, Chinese studies, critical theory, semiotics, and other relevant fields, and will allow the reader to learn how to put theory into the practice of studying art, how to give new life to an important theory, and how to acquire a new point of view in appreciating and enjoying art with a certain critical theory.
Newsletter, East Asian Art and Archaeology
Author: Publisher: UM Libraries
ISBN:
Category : Art, East Asian
Languages : en
Pages : 166
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 746
Book Description
Comprehensive Dissertation Index
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 994
Book Description
Doctoral Dissertations on China and on Inner Asia, 1976-1990
Author: Patricia PolanskyPublisher: Greenwood
ISBN:
Category : Education
Languages : en
Pages : 1096
Book Description
A guide to the thesis literature on China and Inner Asia written between 1976 and 1990. Includes more than 10,000 entries for dissertations in the arts and sciences, law, medicine, theology, engineering and other disciplines. Entries are grouped in topical chapters and each entry includes bibliographic information and an abstract.
Teaching Globalization Through Contemporary Chinese Art
Author: Elizabeth D. HoffmanPublisher:
ISBN:
Category : Art
Languages : en
Pages : 266
Book Description
This study investigates whether it is possible for the education department of a museum to provide materials, including lesson plans and audio-visual materials, to art and social science teachers so that they may be able to teach high school students about Globalization through contemporary Chinese art. The central focus of the thesis is to advocate for the inclusion of a non-Western history of art and culture into the curriculum, so that U.S. students can better understand multicultural global dynamics. My main research question is: By integrating a curriculum on Chinese art and culture into a high school, can students broaden their understanding of global culture and their place in the process of globalization? Additionally, my action research was guided by many sub-questions. Through teaching a curriculum based on Chinese contemporary art and globalization, I was curious how students could develop, firstly, a perspectives consciousness; that is, the recognition or awareness that one's view of the world is not universally shared; and that others have views of the world profoundly different from one's own. China is experiencing nine to ten percent growth rates since the loosening of controls on their economy by the Central Communist Committee. By incorporating information about some of the changes that have occurred into the curriculum, how can students better understand emergent global trends? By learning about traditional and contemporary Chinese art and culture, how can the students gain a cross-cultural awareness (i.e. of the diversity of ideas and practices to be found in other countries)? How can the curriculum teach about contact and borrowing among cultures and societies (specifically between the U.S. and China), origins and development of cultures and values, historical antecedents to problems and issues? This study began as an action research project as part of my student teaching at Walter Payton College Prep in Chicago, IL in the spring of 2007. I developed a curriculum that included teaching the students about contemporary Chinese artists and about the many changes that are occurring in Chinese culture and society, and which also contained lessons about three dimensional design, and a studio lesson based on the Chinese artist Lin Tianmiao. Since then, I have broadened the project to be a curriculum package that could exist in the educational department of a museum which could be borrowed by high school art and social science teachers to be used in their classrooms. The curriculum package now includes not only the original curriculum which I used in my action research at Payton and a guide to accompany three PowerPoint presentations, but also includes: two DVDs from PBS (one about Globalization and the other about a Chinese artist, which are available to be borrowed at the School of the Art Institute's Flaxman Library), along with the lesson plans which accompany these DVDs, books for reading, and suggestions for three alternative studio projects. The action research portion of this project consisted of administering a quiz to the students at Payton on the first day in order to get a baseline assessment of how much the students knew about China. Then after several weeks of teaching them the curriculum, I administered another quiz to ascertain how much they then knew. The results of the two quizzes were compared to discern whether or not they had learned about China. I found that indeed it is possible by teaching the curriculum which I had put together about globalization and Chinese contemporary art to teach high school students about another culture. For their answers on the final quiz were not just quantitatively better than the initial quiz, they were qualitatively better and more substantive. Which leads me to conclude that they were able to gain a perspectives consciousness. My recommendations for the field are that teachers, especially art teachers, should use contemporary cultural artifacts to examine contemporary issues such as globalization. My research shows that it is possible to convey complex ideas through art and by visual means. Moreover, through learning about another country's culture, students can gain awareness that one's view of the world is not universally shared.