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"Art appreciation Juvenile literature."
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A history of art
\"This title examines Western art's original European roots, the ways and styles in which it has expanded and changed, and how it has grown into such an integral part of Western culture.\"--Publisher's website.
Book
Renaissance art
The Renaissance began at the end of the 14th century in Italy and had extended across the whole of Europe by the second half of the 16th century. The rediscovery of the splendour of ancient Greece and Rome marked the beginning of the rebirth of the arts following the break-down of the dogmatic certitude of the Middle Ages. A number of artists began to innovate in the domains of painting, sculpture, and architecture. Depicting the ideal and the actual, the sacred and the profane, the period provided a frame of reference which influenced European art over the next four centuries. Leonardo da Vinci, Michelangelo, Botticelli, Fra Angelico, Giorgione, Mantegna, Raphael, Dürer and Bruegel are among the artists who made considerable contributions to the art of the Renaissance.
eBook
Children's book of art
Including all of the important art movements from Renaissance to Rococo as well as the great artists from these eras, this book presents a whirlwind tour of the world's greatest art forms.
Book
“Oh, what beautiful books!” Captivated Reading in an Early Victorian Prison
Despite growing interest in “the reading experience,” most studies examine avid
and accomplished readers. We know little of the responses of working-class readers targeted by the
Religious Tract Society and other evangelical publishers in their crusade to purify popular
literature. Focusing on five barely literate boys taught at Yarmouth Gaol in 1840 by the Christian
prison visitor Sarah Martin, this article considers the experience of occasional, easily distracted,
or reluctant readers. Examining the titles they read and their behavior inside and outside lessons,
it explores the boys' reactions to didactic fiction and illustration. For these prison
readers, the pleasures of reading lay as much in the social and affective relationships surrounding
the reading experience as in the meanings of particular texts.
Journal Article
13 art movements children should know
Introduces major movements in art history, from Romanesque to pop art, and includes visual spreads, detailed descriptions, and a timeline that places key art works in their historical contexts.
Book
How to use your eyes
Bringing into striking focus the common artefacts of life that are often misunderstood or largely ignored, this book explores a range of complicated things, including mandalas, the periodic table and a hieroglyph.
eBook
Books for Struggling and Reluctant Readers
Offers brief descriptions of 25 books, both fiction and nonfiction, that are accessible to struggling readers, provide a high-quality reading experience, and may allow them to break through their difficulties to see reading as something of value to their lives. (SR)
Journal Article
Get into art
\"The book features nearly 50 artworks, superbly reproduced, with information about the work and the artist. Lift the flap to reveal an art project inspired by the work. Get into Art explores a fascinating array of pictures that bring to life animals, people, places, and stories. From artists as diverse as Michelangelo, Edward Munch, Leonardo da Vinci, Henri Matisse, and many more! Each artwork is paired with an art activity for children to do themselves. Art projects are varied, intriguing and clearly explained.\"--Publisher.
Book
Crawford a nurturing but strict place
[Crawford]'s staff, she adds, is \"the most dedicated staff I have ever worked with.\" Most members are young, and only one has a child; that helps, she says, because they have the time to do the job required. [Fowler], who is unmarried, notes she can put in extra hours because \"I don't have to juggle roles.\" Gang affiliation is \"a constant problem,\" says [Dora Phillips], estimating that 80 percent of Crawford students are gang members. \"We understand they need to be in a gang for protection,\" she says, but students are told, \"This is a safe zone, a neutral zone.\" Some will say, \"I'm not ready to stand against the tide,\" Phillips says. Others have said, \"My principal hated me.\" In these cases, Crawford will work with the board and another school to arrange a transfer. Sometimes it happens; sometimes it doesn't. \"No principal wants to take someone else's problem,\" Phillips remarks.
Magazine Article