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Articles 1 - 4 of 4
Full-Text Articles in Art Practice
Layered Histories, Interpretive Desires, Rachelle Dang
Layered Histories, Interpretive Desires, Rachelle Dang
Theses and Dissertations
I aim to excavate source material from the past and reinterpret its significance in the present through art. I merge history with the contemporary through acts of appropriation and material exploration, creating conditions for the viewer to grapple with colonial legacies in an affective space of visual experience.
“After-Ozymandias”: The Colonization Of Symbols And The American Monument, H. R. Membreno-Canales
“After-Ozymandias”: The Colonization Of Symbols And The American Monument, H. R. Membreno-Canales
Theses and Dissertations
After-Ozymandias examines the visual rhetoric of American patriotism through its many symbols, including flags and monuments. My thesis project consists of photographs of empty plinths, objects, products and archival materials. Countless relics remain today memorializing leaders and empires that inevitably declined, from antiquity to modern times. Looking back at distant history feels like a luxury, though: the question for our time in America is whether we have the strength of mind as a society to scrutinize our history, warts and all.
Profanation, Tsahi Zac H. Hacmon
Profanation, Tsahi Zac H. Hacmon
Theses and Dissertations
This paper attempts to provoke an Israeli American dialogue that comes through profanity of conventional architecture. I am creating this dialogue by displaying two main subjects in proximity to each other: border architecture from Israel and institutional architecture or non-places in New York.
Bringing Students Into The Picture: Teaching With Tableaux Vivants, Ellery E. Foutch
Bringing Students Into The Picture: Teaching With Tableaux Vivants, Ellery E. Foutch
Art History Pedagogy & Practice
This article explores a recent experiment in implementing tableaux vivants as a college-level art history assignment, in which students researched works of art and also assumed the pose, posture, and attributes of the work; students were also invited to reconceptualize and think transformatively about these historical works. Drawing upon the principles of Universal Design for Learning, the assignment offers an impetus for close looking, research, critical thinking, interpretation and creativity, and an engagement in metacognitive and embodied experiences, as will be demonstrated by the resulting assignments and students’ written self-reflections. While the assignment was originally designed for a course focused …