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Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.
"More Americans visit art museums annually than attend all major-league sporting events. Yet many come away dissatisfied, because art rarely yields itself to the few seconds most viewers spend on individual works. In a culture of distraction, Slow Art models ways to extend and enrich acts of looking. This study defines a new aesthetic field crossing centuries and mediums, including video, photography, land and installation art, painting, performance, sculpture, and fiction. Also tableaux vivants ("living pictures"), live restagings of artworks. Often dismissed as marginal, the practice is fundamental--poised between motion and stasis, life and art--witness its current flourishing. This history of looking includes Diderot, Emma Hamilton, Oscar Wilde, Jeff Wall, Sam Taylor-Johnson, Andy Warhol, Richard Serra. But rather than a set of objects, slow art names a dynamic relationship that transpires between objects and observers. Slow art enacts tacit contracts between works that have designs on us and beholders who invest in them. Slow art emerged in the 18th century, when cultural acceleration created the need to cushion the pace of social life. Simultaneously, however, secularization closed off traditional means to do so. Slow art offers secular viewers pleasures and consolations that engaging sacred images did in ages of faith. Slow art offers objects their due attention, and offers observers meaningful encounters. Such experiences are available to everybody by practicing the pleasures of lingering. Because such opportunities are not given, Slow Art proposes strategies for artists, artworks, and beholders"--Provided by publisher.
By dwelling on the need for the convergence of business, innovation and the arts, this book highlights the value of lowering the psychological, organizational and institutional barriers that keep them apart. For educators and practitioners, this is an in-depth discussion designed to stimulate awareness of the issues facing business education.
Keep Working. Keep Playing. Keep Creating. In his previous books Steal Like an Artist and Show Your Work!, both New York Times bestsellers, Austin Kleon gave readers the keys to unlock their creativity and showed them how to become known. Now he offers his most inspiring work yet, with ten simple rules for how to stay creative, focused, and true to yourself—for life. The creative life is not a linear journey to a finish line, it’s a loop—so find a daily routine, because today is the only day that matters. Disconnect from the world to connect with yourself—sometimes you just have to switch into airplane mode. Keep Going celebrates getting outdoors and taking a walk (as director Ingmar Bergman told his daughter, ”The demons hate fresh air”). Pay attention, and especially pay attention to what you pay attention to. Worry less about getting things done, and more about the worth of what you’re doing. Instead of focusing on making your mark, work to leave things better than you found them. Keep Going and its timeless, practical, and ethical principles are for anyone trying to sustain a meaningful and productive life.
Current teaching, learning and assessment practices can lead students to believe that courses within a programme are self-sufficient and separate. Integrative Learning explores this issue, and considers how intentional learning helps students become integrative thinkers who can see connections in seemingly disparate information, and draw on a wide range of knowledge to make decisions. Written by international contributors who engaged reflectively with their teaching and their students’ learning, the book seeks to develop a shared language of integrative learning, encouraging students to adapt skills learned in one situation to problems encountered in another, and make autonomous connections across courses, between experiences, and throughout their lives. More informed teachers can help students develop the necessary attributes for intentional learning, which include having a sense of purpose, fitting fragmentary information into a ‘learning framework’, understanding something of their own learning processes, asking probing questions, reflecting on their own choices, and knowing when to ask for help. Integrative Learning draws on international research and vast studies to provide the reader with the resources to ensure access to a unified learning experience. The book discusses conceptual and technical tools necessary for facilitating integrative learning across a range of disciplines as well as providing learning pedagogies and considers integrative learning in the context of the relevance of higher education in the complexity and uncertainty of the 21st century. It will appeal to academics and researchers in the field of higher education, as well as those generating higher education curriculums.
Brianna was your average 6-year-old girl, albeit more mature than you'd expect. She had family and friends that loved her, and a lovely home. But that all changed one night, when they were attacked... She, the only survivor, shell-shocked and numb from crying, wandering across the land without purpose. A chance encounter, and happening upon a city, would change her life forever. Over the years, she turned inward, and she learned to fend for herself. But what will happen when she comes full-circle to the concepts of friendship and family? Or even love? But dark forces seek to get in her way, at every turn. Security who abuse their position, unnatural creatures... and a mysterious figure who seems to be watching her every move. Which will Brianna choose? The light, or the dark?
The year was 1849. The wagon train moved slowly along the parched Oregon Trail in the empty desolation that was to become known as southern Wyoming. Martha Bradford was told she must discard either her cast-iron cook stove or her pianola to lighten the burden for the oxen. She has them both unloaded and then refuses to go on any further: She declared that if the only things that made her life worth living were being left behind, theyd just as well leave both the stove and the pianola, and her with them. This novel is based on the next six generations of her family and the first ranch settled in that part of the country. Here are real cowboys and cowgirls, Indians of the past and present, a faith-challenged evangelist, a militant suffragette, newspaper owner, and many others, linked together by their hard work, rowdy pleasures, their spiritual beliefs or non-beliefs, and stitched into a panoramic story-quilt representing the dream of the Morning Star and its hopeful annunciation of a new day rising in the Old West.

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