Art Practice Commons^™

Technology And Change: The Incorporation Of Synthetic Dye Techniques In Abeokuta, Southwestern Nigeria, Judith Byfield

Textile Society of America: Symposium Proceedings

In the oriki (appellations) of an 18th-century oba (king) in Okuku, references to cloth and indigo were included in the verses that attested to the oba's wealth and greatness,

Abioye, my father, Olugbola, one who takes the image and all its children to dance

The beauty of cloth dyed in indigo does not fade

Adewale, the indigo is what gives the cloth its worth

The references suggestively point to the aesthetic as well as commercial value of indigo in Yoruba society. Scholars and travelers have long noted the importance of indigo dyed cloth in Yoruba society, and Yoruba women, the …

Akwete-Igbo Weavers As Entrepreneurs And Innovators At The Turn Of The Century, Lisa Aronson

Textile Society of America: Symposium Proceedings

In his discourse on trade commodities, Igor Kopytoff argues that commodities assume what he calls a "cultural biography" through which one sees "the social system and the collective understanding on which it rests" (Kopytoff, 1986:89). What Kopytoff means by this is that commodities take on a life of their own based on the social and economic factors that have come to affect them. This paper will address the "cultural biography" of cloth in Southeastern Nigeria from its origins through trade to its various levels of assimilation both in use and production.

The biography discussed in this paper reaches an important …

The Conversion Of Chinese Court Robes Into Japanese Festival Hangings, Gloria Granz Gonick

Textile Society of America: Symposium Proceedings

Decorated silken robes historically worn in China to garb the emperor and his family were disassembled and resewn in Japan into hangings for Kyoto's Gion Festival during the 16th to 18th centuries. The twenty robes, which were converted into coverings for festival carts called yama and hoko, include silk tapestry weaves (kesi), brocades, and embroidered examples. Eleven date from the Ming Dynasty (1368–1644) and nine from the early to mid Qing Dynasty (1644–1911). This distribution contrasts with other world collections of Chinese imperial robes, in which Qing Dynasty examples are far more numerous. In addition to the …

Raphael’S Acts Of The Apostles Tapestries: The Birth Of The Tapestry Reproduction System, Marjorie Durko Puryear

Textile Society of America: Symposium Proceedings

As a younger fiber artist at the beginning of my teaching career, I rarely found European tapestries of the 16th through 18th centuries to be more than copies of paintings in a woven mask. The weaver's hand and spirit were only apparent in finite details which were resplendent with meticulous hatching, shading, and delicate slit work, unchanged from the Medieval past. But it was against my art school training to separate art concept from process. I wasn't ready to accept that the weavers were not the artists, and that tapestry was in fact an industry.

More recently, my point of …

Ottoman Silks And Their Legacy, Diane Mott

Textile Society of America: Symposium Proceedings

During the late Middle Ages and the early Renaissance, luxury silks of Asia that had for centuries trickled into Europe began to enter in large numbers, fueling an appetite for the rich and exotic that was to have a lasting effect on Western textile design. In turn, expanded trade with the Levant carried Western designs and advances in weaving eastward. The Ottoman Empire, standing at the thresholds of Europe and Asia, was perfectly poised to transmit these East-West currents. Weavers in manufactories in the successive Ottoman capitals of Bursa and Istanbul, the western outposts of the Asiatic silk routes, absorbed …

Charmingly Quaint And Still Modern: The Paradox Of Colonial Revival Needlework In America, 1875–1940, Beverly Gordon

Textile Society of America: Symposium Proceedings

Despite the self-conscious modernism of the early 20th century, American needlework was filled with images of flower baskets, cozy cottages, spinning wheels, and women in hoopskirts. It was dominated by seemingly old-fashioned and "quaint" techniques, such as cross stitch, patchwork, crewel, and rug hooking. In an era with teeming cities, radio, and cars pouring off the assembly line, needlework came to stand for a romanticized, seemingly simpler and nobler American past. And in an era when women were winning the vote and re-entering the professional work force, needleworkers, in turn, became identified with the domestic homebody of the past. In …

Ancient Andean Headgear: Medium And Measure Of Cultural Identity, Niki R. Clark, Amy Oakland Rodman

Textile Society of America: Symposium Proceedings

From the earliest recorded periods of southern Andean history, distinctive clothing styles have served to identity specific socio-cultural groups and provide clues about cultural origins. Unique environmental conditions, especially present along the arid Pacific coast of South America, have allowed the preservation of a vast archive of usually perishable material. From the far south coast of Peru to the northern desert regions of Chile, textiles, and especially headgear forms were worn to distinguish between the diverse populations who established permanent settlements along the narrow river valleys linking highland regions and the coast.

The south central Andes region has always known …

(Re-)Fashioning Identity: Late Twentieth-Century Transformations In Dress And Society In Boliva, Elayne Zorn

Textile Society of America: Symposium Proceedings

The members of most of Bolivia's large indigenous ethnic groups, such as the nearly 22,000 people of ayllu Sakaka of northern Potosi, continue to wear a distinctive daily dress. Such dress nationally and internationally is emblematic of the Sakaka's separate, and to many inferior, identity as Indians. To the wearers also, or perhaps fundamentally, such dress marks a division between clothed indigenous humans (runa) and naked foreign outsiders (q'ara). This interpretation coincides with hegemonic non-Indian evaluations of Indian separateness, but reverses the hierarchy.

Yet most members of these large indigenous ethnic groups, whom I refer to …

Contact, Crossover, Continuity: Proceedings Of The Fourth Biennial Symposium Of The Textile Society Of America (1994) [Entire]

Textile Society of America: Symposium Proceedings

Preface 7

Contact, Crossover, Continuity: Fiber and Garment

Featured Paper: Ancient Near Eastern Fibers and the Reshaping of European Clothing Elizabeth J. W. Barber 9

Wreath and Cap to Veil and Apron: American Modification of a Slavic Ritual Patricia Williams 19

Panel: Textile Transformations and Cultural Continuities in West Africa

Akwete-Igbo Weavers as Entrepreneurs and Innovators at the Turn of the Century Lisa Aronson 31

What’s in a Name: The Domestication of Factory Produced Wax Textiles in Cote d’Ivoire Kathleen E. Bickford 39

Technology and Change: The Incorporation of Synthetic Dye Techniques in Abeokuta, Southwestern Nigeria Judith Byfield 45

The …

The Art Institute Of Boston Course Catalog (1973), The Art Institute Of Boston

Art Institute of Boston (AIB) Course Catalogs

The Art Institute of Boston maintains, and always has maintained throughout the course of its long history, that the artist holds a unique position of responsibility in his society. Because the weight of his contribution is so widely felt in this age of the expanded media, the artist is expected to be not only innovator, but also arbitrator. The decisions which affect his life and his work influence a wide body of people who look to him for illumination.

Art cannot be taught as a development of certain visual talents separate from a larger awareness of life. The Art Institute …

The Art Institute Of Boston Course Catalog (1971-1972), The Art Institute Of Boston

Art Institute of Boston (AIB) Course Catalogs

The Art Institute of Boston maintains, and always has maintained throughout the course of its long history, that the artist holds a unique position of responsibility in his society. Because the weight of his contribution is so widely felt in this age of the expanded media, the artist is expected to be not only innovator, but also arbitrator. The decisions which affect his life and his work influence a wide body of people who look to him for illumination.

Art cannot be taught as a development of certain visual talents separate from a larger awareness of life. The Art Institute …

The Art Institute Of Boston Course Catalog (1969-1971), The Art Institute Of Boston

Art Institute of Boston (AIB) Course Catalogs

In January of 1968 The School of Practical Art changed its name to The Art Institute of Boston as an outward sign of the diversity of ideas and interests that had generated during the past decade. The combined efforts of students, teachers, and administrators have produced a broad program which attracts students with a variety of goals, and affords an opportunity to study in several different disciplines.

The Art Institute of Boston seeks talented young people who wish to make art their lifetime career. The school offers a three-year program leading to diplomas in advertising design, illustration, photography, and fine …

The Art Institute Of Boston Course Catalog (1968-1969), The Art Institute Of Boston

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1967-1968), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1966-1967), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1963-1964), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1962-1963), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1960-1961), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1954-1955), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1952-1953), School Of Practical Arts

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1948-1949), School Of Practical Arts

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1947-1948), School Of Practical Arts

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1946-1947), School Of Practical Arts

Art Institute of Boston (AIB) Course Catalogs

It is the purpose of the School of Practical Art to train students so thoroughly in the various phases of commercial art, that they may upon completion of the course earn a good living in their chosen career. Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation …

School Of Practical Art Course Catalog (1945-1946), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

Earnest effort and thorough preparation are necessary if the student is to become successful professionally. Enthusiastic and excellent working habits must be developed early and maintained throughout the course. Deadlines must be given and met punctually. Good design, composition, color and technical skill must be evident in all finished work. In preparation for this high standard the beginner receives a thorough foundation of basic work in graphic analysis, principles of freehand drawing, constructive design, composition, perspective, lettering, color theory, anatomy and life drawing. This is followed by the practical application of fundamentals. Here problems are assigned which are in every …

School Of Practical Art Course Catalog (1944-1945), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson. For twenty-nine years it has regularly and consistently trained its students to engage in remunerative work in those branches of art which are necessary to business and industry. Today it occupies an important position in the training and placing of artists in this work.

The drawings and paintings reproduced in this catalog are all original, and were made by students who began their art school training with no more talent than you are familiar with in high school work. Unusual talent is not necessary and you should …

School Of Practical Art Course Catalog (1943-1944), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson. For twenty-nine years it has regularly and consistently trained its students to engage in remunerative work in those branches of art which are necessary to business and industry. Today it occupies an important position in the training and placing of artists in this work.

The drawings and paintings reproduced in this catalog are all original, and were made by students who began their art school training with no more talent than you are familiar with in high school work. Unusual talent is not necessary and you should …

School Of Practical Art Course Catalog (1941-1942), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson. For twenty-nine years it has regularly and consistently trained its students to engage in remunerative work in those branches of art which are necessary to business and industry. Today it occupies an important position in the training and placing of artists in this work.

The drawings and paintings reproduced in this catalog are all original, and were made by students who began their art school training with no more talent than you are familiar with in high school work. Unusual talent is not necessary and you should …

School Of Practical Art Course Catalog (1937-1938), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The drawings and paintings reproduced in this catalog are all original, and were made by students who began their art school training with no more talent than you are familiar with in high school work. Unusual talent is not necessary and you should not expect too much of your untrained efforts, for finished artists are not born any more fhan are finished doctors, lawyers, or followers of any other vocation. However, your early efforts, though they may appear weak to you, are definite indications of the field of endeavor which you should follow if future success is to be assured. …

School Of Practical Art Course Catalog (1933-1934), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson, who saw the great need of a school where young men and women could receive vocational training in practical art. The School is a pioneer in this line of work, and its twenty years of experience in teaching art that is practical has made its courses not only of permanent worth, but of immediate commercial value.

What can I do? This is a question that every high school boy and girl must answer sooner or later. Many have discovered during their high school years that they have …

The School Of Practical Art Course Catalog (1931-1932), School Of Practical Art

Art Institute of Boston (AIB) Course Catalogs

The School of Practical Art was established in 1912 by Roy Atherton Davidson because of the great need of a school where boys and girls could receive vocational training in practical art. The School is thus a pioneer in this line of work, and its sixteen years of experience in teaching only practical art has made its courses of real worth and commercial value. The School gives fundamental and practical instruction in all branches of commercial art, so that graduate of the School may be efficiently prepared to accept the varied opportunities open to trained men and women. The system …