Sentences with phrase «education in art history»

CV Example for academic professional, a research intern with international education in Art History.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

Not exact matches

Men respond to increases in the unemployment rates by shifting away from (in order of magnitude of the shift) education, liberal arts and history, literature and language, psychology and sociology.

Name: Chris Fowler, MA Title: President and Chief Executive Officer Areas of responsibility: Executive management, strategy Years with CWB Financial Group: 27 Career history: Has served at CWB in roles with increasing responsibility since 1991, including, commercial account management (1991 - 1995), credit risk (1995 - 2008), and joined the executive team in 2008 as Executive Vice President, Banking, and then President and Chief Operating Officer Education: Master of Arts Degree in Economics from the University of British Columbia Community involvement: Trustee for the University Hospital Foundation (University of Alberta), Member of the Canadian Bankers Association's Executive Council, director with the Art Gallery of Alberta's board of directors, and campaign cabinet member with the United Way of Alberta Capital Region

Whereas Australia has made Asia an important focus of its national curriculum, Canada, where education is a provincial matter, could follow the model practiced in the US, where a network of universities across the country acts as hubs for teachers to deepen their understanding of Asian geography, history, social studies and arts, so they can introduce that content into their classrooms.

I finished my degree with a fairly good liberal arts education (which means a dangerous smattering of familiarity with the art, the history, the literature, the science, and the religions of our world along with my own course of study in communications).

Liz holds a BA from Earlham College, where she double - majored in English and Spanish and minored in art history; an MA in education and a Waldorf certificate 1 - 8 from Antioch New England; and a certificate of curative education from Camphill Special Schools, Inc..

CHER is your Canadian source for Home Education materials including: All About Learning, Alpha Omega Publications, Apologia Educational Ministries, Essentials in Writing, Explode the Code, Handwriting Without Tears, Learning Language Arts through Literature, Life of Fred, Mystery of History, Master Books, Northwoods Press, Rosetta Stone, Saxon Math, Singapore Math, WriteShop, and so much more!

She holds a BA from Earlham College, where she double - majored in English and Spanish and minored in Art History; an MA in Education and Waldorf Certificate 1 - 8 from Antioch New England Graduate School; NH certification 1 - 6; and a Certificate of Curative Education from Camphill Special Schools, Inc..

Liz holds a BA from Earlham College, where she double - majored in English and Spanish and minored in Art History; an MA in Education and Waldorf Certificate 1 - 8 from Antioch New England Graduate School; NH certification 1 - 6; and a Certificate of Curative Education from Camphill Special Schools, Inc..

Mugabe continued his education at the University of Fort Hare in South Africa, graduating with a Bachelor of Arts degree in history and English in 1951.

Education in New York: Art Students League of New York • Bard College Conservatory of Music • Capital Region Independent Schools Association • New York State Education Department • Global History and Geography Regents Exam • Mathematics education in New York • New Visions for Public Schools • United Nations International School • White Plains PubliEducation in New York: Art Students League of New York • Bard College Conservatory of Music • Capital Region Independent Schools Association • New York State Education Department • Global History and Geography Regents Exam • Mathematics education in New York • New Visions for Public Schools • United Nations International School • White Plains PubliEducation Department • Global History and Geography Regents Exam • Mathematics education in New York • New Visions for Public Schools • United Nations International School • White Plains Publieducation in New York • New Visions for Public Schools • United Nations International School • White Plains Public Schools

Name: Francesca Falzone Age: 25 Occupation: Masterpiece Researcher at Christie's, Post War & Contemporary Department Education: BA in Art History, Boston College

2018-04-07 12:49 Insurance not covered in other forums For House, Life, & Motor Insurance Ask about travel insurance in the Travel Forum Ask about business insurance in the art & literature; beauty & fashion; business & finance; education; family; food; geography; government & politics; health; history; hobbies & games

«What I suggest is that we need to have an expanded schedule to allow schools to do everything — get all students to proficiency, give them a thorough education in other subjects like history, offer a well - rounded education that includes health and art, and create students that have the skills that employers want in the 21st century.»

By immersing students in arts education, you draw them into an incredibly complex and multifaceted endeavor that combines many subject matters (like mathematics, history, language, and science) while being uniquely tied to culture.

He had been a member of the faculty since 1960, teaching courses in the history of education, and heading the Master of Arts in Teaching Program.

Currently, the EBacc comprises english, maths, science, a language and a humanities subject, either history or geography, and in its current form, fails to recognise the need for creative subjects including art, drama and music, giving no acknowledgement to the significance of these to nurture the young more creatively - minded individuals through education in this country.

With a local offering of culture, sport, history and art, there is plenty of opportunity to expand education beyond the classroom in Birmingham.

With a local offering of culture, sport, history and art, there is plenty of opportunity to expand education beyond the classroom in Birmingham's schools.

The bottom line, as phrased by Education Next's Paul Peterson, Martin West, and Michael Henderson, is that «everyone wants more emphasis on just about everything in school, except athletics, though the general public is especially eager for more emphasis on reading and math, while teachers see greater needs in history and the arts.»

Many are not getting an education based on a coherent, content - rich curriculum in history, geography, the arts, science, foreign languages, and literature.

One group of teachers received copies of the national standards in the arts, civics, geography, history, mathematics, physical education, science, and social studies beforehand.

States need tougher guidelines for what students should know in subjects such as math, science, language arts, and history at specific points in their education.

I supported the idea of a national curriculum that defined core bodies of knowledge in English, mathematics, science, history, geography, art, music, physical education, information technology, design technology, and, in secondary schools, a modern foreign language.

A meaningful part of modern art history, and useful material in art education of modern art.

has become an indispensable figure in American education, and that the curriculum he has developed over the past 20 years — the Core Knowledge curriculum — restores the essential ingredients of a solid education, including history, literature, science, mathematics, art, and music.

Their reforms, in turn, have successfully steered most American students away from a liberal education, what Ravitch defines as «the systematic study of language and literature, science and mathematics, history, the arts and foreign languages.»

Together, you will explore topics as varied as school reform and design; arts and technology in the classroom; theories of teaching and learning; adult and adolescent development; race, class, and gender dynamics; as well as the history and future of education in America.

The Rural School and Community Trust, which emerged from the Annenberg initiative, defines place - based education as learning grounded in «the unique history, environment, culture, economy, literature, and art of a particular place.»

«The history of the CPS art collection is in many ways the history of the last century of the Chicago public school system,» says Robert Eskridge, executive director of museum education at the Art Institute of Chicago and one of the key players in the collection's revivart collection is in many ways the history of the last century of the Chicago public school system,» says Robert Eskridge, executive director of museum education at the Art Institute of Chicago and one of the key players in the collection's revivArt Institute of Chicago and one of the key players in the collection's revival.

Schools will be freer than today to specialize in, say, art / music, STEM, technical - vocational education or history and literature.

After 12 years teaching English Language Arts and history at an urban middle school, where he has inspired students with a love of Shakespeare and Tennessee Williams plays, Holt hopes to further what he sees as his mission in education giving «students access to learning situations that are as close to the real world as possible.»

The Education Department, along with other federal agencies and private funders, earlier this year awarded grants for the development of standards in science, history, and the arts.

The report findings suggest that opportunity to study different religious faiths and traditions help promote understanding among students of different religious groups, that «carrier» subjects such as history, second or foreign languages and the social sciences, as well as physical education and art are also critical to the fostering of LTLT competencies in these countries.

In his opinion, he continues, «this is one of biggest shortcomings of No Child Left Behind — schools have abandoned science, social studies, history, arts, and physical education, which is particularly disastrous in low - income communities.&raquIn his opinion, he continues, «this is one of biggest shortcomings of No Child Left Behind — schools have abandoned science, social studies, history, arts, and physical education, which is particularly disastrous in low - income communities.&raquin low - income communities.»

As Gardner's essay describes, the Arts in Education Program has a long history of close ties with Project Zero.

In the program, we both study and conduct our own research into the history, policies, practices, philosophies, conditions, and learning theories of the arts in educatioIn the program, we both study and conduct our own research into the history, policies, practices, philosophies, conditions, and learning theories of the arts in educatioin education.

The Secondary Teaching program uses an interdisciplinary approach by combining course work from Weinberg College of Arts and Sciences (WCAS) in a chosen field — such as English, history or math — with School of Education and Social Policy courses on such topics as child and adolescent development, educational philosophy, and methods of instruction.

The tests were only in math and reading, leading schools to focus on those subjects and giving short shrift to history, science, physical education and the arts.

In an effort to help school districts provide students with a well rounded education that includes the humanities and arts, the U.S. Department of Education sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts curriculuIn an effort to help school districts provide students with a well rounded education that includes the humanities and arts, the U.S. Department of Education sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts cueducation that includes the humanities and arts, the U.S. Department of Education sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts cuEducation sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts cueducation leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts cueducation programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts curriculuin conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts curriculuin the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts curriculuin the English / language arts curriculum.

Activism American Society Biography & Memoir Environment & Conservation Feminism & Gender History Literature & the Arts Politics & Current Events Progressive Education Queer Perspectives Race & Ethnicity in America Religion Science & Medicine Now More Than Ever

Erin holds a Master of Arts in Teaching in Museum Education from The George Washington University and a Bachelor of Arts in History from the University of Minnesota, Twin Cities.

Mr. Chautin received both a Bachelors of Arts in History and a Masters in Education, with a focus on English Language Arts, from the University of Massachusetts Amherst.

After graduating from high school, he completed a yearlong studied abroad program in French language and history in Paris, France and earned a Bachelor of Arts degree in political science with a minor in education at the University of California, Santa Barbara (UCSB.)

She received a Bachelor of Arts degree in history from California State University, Northridge and later received a Master of Science in Special Education from National University.

Enjoying our 6th year of operation, our students are partaking in a rigorous classical education that includes world & American history and geography, grammar and composition, poetry, French and Latin, art, music, physical education, penmanship, spelling, science, mathematics, and classical literature.

Through extensive study in the areas of next generation learning, social and emotional learning, wellness, urban planning, Hip - Hop culture, Chicago history, the opportunity gaps that exist among marginalized students, economic mobility, arts education, and the at - risk communities on Chicago's South Side, Art in Motion has a solid research foundation upon which to build an innovative middle and high school that has the potential to change the narrative for many Southside youth.

These one - week summer seminars, held at prestigious universities and historic sites around the United States are open to full - time K - 12 history, social studies, and English language arts teachers; community college faculty; school librarians; National Park Service interpreters and New Teacher Fellows (students about to graduate from college with a degree in history or education, who intend to pursue a teaching career).

BTSALP helps hundreds of thousands of Utah elementary students receive the arts - enriched education they deserve by placing arts teachers specialized in one of four disciplines — dance, music, theater or visual arts — in schools to work alongside classroom teachers and create arts - based lesson plans in the core subjects of reading, math, science, and history.