A conversation with Jason Guberman-Pfeffer, Executive Director, Digital Heritage Mapping, Inc. and Coordinator, Diarna Geo-Museum and Beth Harris. An ARCHES video.
Diego Rivera, Calla Lilly Vendor (Vendedora de Alcatraces), 1942, oil on masonite, (Banco Nacional de Mexico, Mexico City) Speakers: Dr. Beth Harris and Dr. Steven Zucker.
Diego Rivera’s “Detroit Industry Murals” is a monumental 27-panel mural at the Detroit Institute of Arts that portrays the geological, technological, and human history of Detroit. Rivera was a great admirer of American innovation and both celebrates and questions its impact on society. He depicts the enormity and complexity of an automotive factory and presents those who work there as heroes who work with integrity and nobility. Watch Salvador Salort-Pons, Director at the Detroit Institute of Arts, explore what makes “Detroit Industry Murals” a masterpiece. Video by Bank of America. Created by Smarthistory.
What will technology bring us? Diego Rivera, Man Controller of the Universe (or Man in the Time Machine), 1934, fresco, 4.85 x 11.45 m in the Palacio de Bellas Artes, Mexico City Speakers: Dr. Beth Harris and Dr. Steven Zucker. Created by Beth Harris and Steven Zucker. Find learning related resources here: https://smarthistory.org/seeing-america-2/
Diego Rivera’s, “The History of Mexico: An Epic of the Mexican,” is one of his masterpieces. The fresco mural tells more than 2,000 years of Mexican History, but there’s an emphasis on the last 700 years of Mexican History. The mural discusses more than 230 historical figures and historical events within 554 meters at the north stairwell at the National Palace in Mexico City - Palacio Nacional.
Ficha análisis del cuadro de Diego de Velázquez: La Rendición de Breda (1634-35)
Short Description:
An open pedagogy project of student-authored essays to help readers develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past.
Long Description:
An open pedagogy project of student-authored essays to help readers, particularly high school and college students interested in movies and television, develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past. Authors are students in English 223: Difference, Power, and Discrimination in Film course at Linn-Benton Community College in Albany, Oregon taught by Dr. Stephen Rust.
Word Count: 150923
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description:
An open pedagogy project of student-authored essays to help readers develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past.
Long Description:
An open pedagogy project of student-authored essays to help readers, particularly high school and college students interested in movies and television, develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past. Authors are students in English 223: Difference, Power, and Discrimination in Film course at Linn-Benton Community College in Albany, Oregon taught by Dr. Stephen Rust.
Word Count: 165456
ISBN: 978-1-63635-079-0
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Bronze statue of a nude male figure, Greek or Roman, Hellenistic or Imperial, c. 200 B.C.E. - c. 200 C.E. (The Metropolitan Museum of Art). Speakers: Dr. Elizabeth Marlowe and Dr. Steven Zucker ARCHES: At Risk Cultural Heritage Education Series.
This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism.
Kodak engineer Steven Sasson invented the digital camera in 1975. Within 25 years the technology would overtake analog film materials and dominate the photographic industry and practice. This chapter features a timeline of digital camera technology starting with Steven Sasson’s first completely digital camera prototype and takes us all the way to the smart phones of today. This project is made possible by a grant from the U.S. Institute of Museum and Library Services, grant number MA-10-13-0194.
Dionysian Cult Cycle (?), Villa of Mysteries, before 79 C.E., fresco, Pompeii, Speakers: Dr. Beth Harris and Dr. Steven Zucker. Created by Beth Harris and Steven Zucker.
Dipylon Amphora, c. 755-750 B.C.E., ceramic, 160 cm (National Archaeological Museum, Athens) Speakers: Dr. Steven Zucker & Dr. Beth Harris. Created by Beth Harris and Steven Zucker.
Discover the diversity and richness of Hinduism, from the ancient oral tradition of the Vedic texts, the colourful stories of the Ramayana and Mahabharata, and the ways in which gods and goddesses are worshipped today. From the British Library.
These modules are designed to provide students with an understanding of local artist Annora Brown as a vessel to develop a process of creation for their own artworks.
The purpose of this unit is for students to develop their understanding of how to create art. This unit provides an opportunity to explore colour theory, Alberta-based artist Annora Brown and her connections to Indigenous cultures. Students will explore local art and wildlife, in addition to a brief dip into mindful awareness and how ultimately discover ways that we can connect the concepts of hands, images, and insights.
Art is the perfect tool for activists to get across their message and make people pay attention. In this episode of Crash Course Art History, we’ll learn about the centuries-long practice of iconoclasm, how art intersects with protest movements, and what happens to artists when the authorities aren’t thrilled by their acts of resistance.
Chapters:
Introduction: Gran Fury & ACT-UP
Performance Art
Jaune Quick-to-See Smith
Ai Weiwei
Iconoclasm
Review & Credits
Credits
Donald Judd, Untitled , 1969, ten copper units, each 9 x 40 x 31 inches with 9 inch intervals (Guggenheim Museum, New York).Speakers: Dr. Shana Gallagher-Lindsay, Dr. Beth Harris. Created by Beth Harris and Steven Zucker.
Donatello, David, bronze, late 1420s to the 1460s, likely the 1440s (Museo Nazionale del Bargello, Florence) . Created by Beth Harris and Steven Zucker.
Donatello, Equestrian Monument of Gattamelata (Erasmo da Narni), 1445-53, bronze, 12 feet, 2 inches high, Piazza del Santo, Padua Speakers: Dr. Beth Harris and Dr. Steven Zucker. Created by Beth Harris and Steven Zucker.