3 Simple Rules For Framing Art, Prints And Posters

The history of art can be traced back to cave paintings of about 15000 BC. Gotell, E., Brown, S., & Ekman, S.L. (2002). Caregiver singing and background music in dementia care. Western Journal of Nursing Research, 24(2), 195-216. My approach is based, in part, on the trailblazing article by Bettina Bergmann, The Roman House as Memory … Continue reading “3 Simple Rules For Framing Art, Prints And Posters”

The history of art can be traced back to cave paintings of about 15000 BC. Gotell, E., Brown, S., & Ekman, S.L. (2002). Caregiver singing and background music in dementia care. Western Journal of Nursing Research, 24(2), 195-216. My approach is based, in part, on the trailblazing article by Bettina Bergmann, The Roman House as Memory Theater.”B. Bergmann, The Roman House as Memory Theater: The House of the Tragic Poet in Pompeii,” ArtB 76, no. 2 (1994): 225-56. She presented the elite Roman’s decorated house as a frame for and an extension of his self, which, especially through ancestor portraits, signaled piety to divine protectors and social and genealogical status to the world. Bergmann considered various aspects of the visual construction of memory for viewers moving through the decorated house, arguing that memory played a vital role in the creation and reception of Roman pictorial ensembles in domestic situations.”Ibid., 225. As I explore the continued vitality of the household memory theater in painted programs of the sixth and seventh centuries in assembly rooms at the thriving monastery and pilgrimage site of Apa Apollo at Bawit, I consider similarities to the traditional display of ancestor portraits in reception rooms of the governing elite. Although drawing a direct line from the wall decoration of the domus in early imperial Pompeii to that of Apollo’s monastery in sixth-century Egypt is impossible, the lives of late antique Roman elites and Egyptian monks did intersect. Desert Fathers, their monks, and their visitors came from all walks of life and practiced asceticism with varying degrees of rigor. Certainly, an elite background did not preclude a monastic vocation, and some who came from the highest levels of society continued to use their education and social knowledge after renouncing life in the world to take up the monastic life in Egypt.Consider, for example, Jerome, who was educated in Rome, then ensconced in the highest levels of Church and society there. His later travels included study in Alexandria and in the nearby monastic desert of Nitria: see S. Rebenich, Jerome (London, 2002). Keep hard at work always practicing and learning from any source. Promote your art as much as you can but keep watch on time spent on it. There are so many promoting a lot and creating less and so coming to a point when there is nothing new to promote. Be more artist than advertiser. Keep watching for artists you think make art better than yours. Don’t strive for a “personal touch.” Strive for a better technique first then that thing which makes your art unique, that cognoscible personal touch will appear naturally.

Treasures of the Museum of Fine Arts, Boston. Introduction by Malcolm Rogers; chapter introductions by Gilian Wohlauer. New York: Abbeville Press, 1996. Today modern and abstract art paintings are the best way to decorate and complement ones house and apartments. Individuals have their full liberty to regard them as no return investments, valuable assets, priceless possessions or just regard it as a piece of decorative item, but possessing one modern art or abstract art painting is a must. Displaying art painting on the walls of your bedroom or living room will be a significant step to enhance the room features or completely translate the tone of the room. But Surrealist artists were not confined to just one medium. Sculptures, painting, lithography, etching, film, photography, and other methods were all part of 1920s Surrealist art and continue to impact modern-day artists inspired by Surrealism. Rentfrow, P.J. (2012). The role of music in everyday life: Current directions in the social psychology of music. Social and Personality Psychology Compass, 6(5), 402-416. Hagood, Martha N., and Jefferson C. Harrison. American Art in the Chrysler Museum: Selected Paintings, Sculpture, and Drawings (includes artist’s statements). Entry Hans Hofmann” by Jefferson C. Harrison, p. 214. Norfolk, VA: Chrysler Museum of Art, 2005. Improvisational Theatre is the form of theatre, often comedy , in which most or all of what is performed is unplanned or unscripted: created spontaneously by the performers. In its purest form, the dialogue, action, story, and characters are created collaboratively by the players as the improvisation unfolds in present time, without use of an already prepared, written script. Teachout, Terry. For More Artists, a Fine Old Age.” New York Times, 2 April 2000. Guitar Tunings assign pitches to the open strings of guitars, including acoustic guitars, electric guitars, and classical guitars. Tunings are described by the particular pitches denoted by notes in Western music. By convention, the notes are ordered from lowest-pitched string (i.e., the deepest bass note) to highest-pitched (thickest string to thinnest). Standard tuning defines the string pitches as E, A, D, G, B, and E, from lowest (low E2) to highest (high E4). Standard tuning is used by most guitarists, and frequently used tunings can be understood as variations on standard tuning. The term guitar tunings may refer to pitch sets other than standard tuning, also called nonstandard, alternative, or alternate. Some tunings are used for particular songs, and might be referred to by the song’s title. There are hundreds of such tunings, often minor variants of established tunings. Communities of guitarists who share a musical tradition often use the same or similar tunings.

Ellsworth Kelly. Recent Painting & Sculpture. Exh. cat. New York: 65 Thompson Street, 1990. Thomas Nozkowski: New Drawings, 55 Mercer Gallery, New York, February 8-February 26, 1983. Rosa Bonheur was already an established and successful artist, when she first exhibited “The Horse Fair” at the Paris Salon of 1853. However, none of her earlier work was admired in quite the same way as this large-scale oil painting with its lively and characterful depiction of horses at a horse fair in France. It quickly became a very popular image, and was exhibited in Paris, Ghent, and Bordeaux, England and the United States. Since being acquired by MOMA in 1887 it has become one of the Metropolitan Museum’s best-known works of art. The purpose of this study was to determine the effectiveness of a music therapy internship distance course. The course was designed to increase communication and information dissemination between a music therapy academic program and its interns during internship, increase intern awareness of information aiding transition from intern to professional, and to allow internship in-depth information to be archived for viewing by future music therapy pre-internship students from the academic program. The course requirements included six Monthly Reports and four specific Assignments. Interns were pre-informed that the course Monthly Reports and Assignments would be archived for future pre-internship student viewing. For this study analysis, all Monthly Reports and Assignments were filtered to remove identifying information of the interns, the internship sites, and the internship supervisors. The filtered Monthly Reports and Assignments were from eight interns at eight different internship sites in 5 different states over the course of 9 months. Word count and content of the filtered Monthly Reports and Assignments were analyzed by the Linguistics Inquiry Word Count (LIWC2007) program (Pennebaker, Booth, & Francis, 2007). Results indicated that: (a) all Monthly Reports and Assignments were turned in within the required time frames, indicating a noteworthy increase in communications between the intern and the academic program; (b) One intern’s unique Monthly reporting style resulted in a significantly greater amount of information; (c) Linguistic inquiry revealed significant intern gains in Positive over Negative Emotions, Insight, Social Competency over Anxiety; and Achievement; (d) Information from the Monthly Reports and Assignments will leave a rich amount of information for future interns. Future course revisions as a result of the information learned from this study are discussed.

Schlez, A., Litmanovitz, I., Bauer, S., Dolfin, T., Regev, R., & Arnon, S. (2011). Combining kangaroo care and live harp music therapy in the neonatal intensive care unit setting. The Israel Medical Association Journal, 13(6), 354-358. Whitehead-Pleaux, A., Donnenwerth, A., Robinson, B., Hardy, S., Oswanski, L., Forinash, M., York, E. (2012). Lesbian, gay bisexual, transgender, and questioning: Best practices in music therapy. Music Therapy Perspectives, 30(2), 158-166. MFA: A Guide to the Collection of the Museum of Fine Arts, Boston. Contribution by Gilian Shallcross Wohlauer. Boston: Museum of Fine Arts, Boston, 1999. The Chase, the Capture: Collecting at the Metropolitan. Essays by Thomas Hoving and members of The Metropolitan Museum staff. New York: The Metropolitan Museum of Art, 1975. Learning music theory is much like learning a language. In the musical alphabet, the sounds that we make are called notes,” and each note is represented by a letter. In music there are specific pitches that make up standard notes. Most musicians use a standard called the chromatic scale. In the chromatic scale there are 7 main musical notes called A, B, C, D, E, F, and G. They each represent a different frequency or pitch. For example, the middle” A note has a frequency of 440 Hz and the middle” B note has a frequency of 494 Hz. There are only 7 letters – or notes – in the musical alphabet: A, B, C, D, E, F, and G. When you play the notes in that order, the note that comes after G will always be A again, but in a higher pitch. This higher A note belongs in a separate set (called an octave”) than the notes before it. As you move forward through the alphabet, ending with G and moving on to the next A, you will move through higher and higher octaves, like going from the bottom end of a piano keyboard to the top. These cartoons, neatly conjoining reproduced and hand-drawn line, pedagogically engage with exactly the problems Reinhardt was working out elsewhere and earlier on the sketchbook page and in actual lines of charcoal, ink, gouache, and glued paper. At the same time, they evince the artist’s impulse to both mine and undermine the burgeoning power of New York’s art institutions. (The Museum of Modern Art had opened in 1929, the Whitney Museum of American Art in 1931, and the Museum of Non-objective Painting—now the Guggenheim—in 1939.) The cartoons’ conflation of line and lineage, actual activity” and critical engagement of institution and context, mirrors the artist’s multifaceted praxis as a whole. Reinhardt was keenly aware of what was and was not on view about town”; he not only reviewed shows for publications including New Masses and PM but picketed museums and wrote pamphlets and letters to the editor about exhibition policies.