[44823] in linux-announce channel archive
Harvard: Deadly Breakfast Habit Accelerates Dementia by 82%...
daemon@ATHENA.MIT.EDU (Dementia Trigger)
Mon Feb 12 03:05:34 2024
Date: Mon, 12 Feb 2024 09:04:33 +0100
From: "Dementia Trigger" <DementiaWarning@psoriasisrevolution.best>
Reply-To: "Dementia Warning" <DementiaTrigger@psoriasisrevolution.best>
To: <linuxch-announce.discuss@charon.mit.edu>
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Harvard: Deadly Breakfast Habit Accelerates Dementia by 82%...
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ughton identifies six definitive historical art-school curricula: "apprentice, academic, formalist, expressive, conceptual, and professional". Each of these curricula has aided not only the way that modern art-schools teach, but also how students learn about art.
Art schools began being perceived as legitimate universities in the 1980s.[need quotation to verify] Before this, any art programs were used purely as extracurricular activities,[citation needed] and there were no methods of grading works. After the 1980s, however, art programs were integrated into many different kinds of schools and universities as legitimate courses that could be evaluated. While some argue that this has weakened creativity among modern art-students, others see this as a way to treat fine arts equally in comparison with other subjects.
Apprentice curriculum
Apprentice paths teach art as a mixture of aesthetic and function. Typically, students would apprentice themselves to someone who was already skilled in some sort of trade in exchange for food and housing. Many of the Old Masters received training in this manner, copying or painting in the style of their teacher in order to learn the trade. Once the apprenticeship ended, the student would have to prove what they learned by creating what we know today as a "masterpiece". In modern schooling, this can be seen in practical art classes, including photography or printmaking.
Academic curriculum
Academic curricula began during the sixteenth-century Italian Renaissance, in which some of the earliest art academies were established. Up
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<span style="color:#FFFFFF;font-size:3px;">ughton identifies six definitive historical art-school curricula: "apprentice, academic, formalist, expressive, conceptual, and professional". Each of these curricula has aided not only the way that modern art-schools teach, but also how students learn about art. Art schools began being perceived as legitimate universities in the 1980s.[need quotation to verify] Before this, any art programs were used purely as extracurricular activities,[citation needed] and there were no methods of grading works. After the 1980s, however, art programs were integrated into many different kinds of schools and universities as legitimate courses that could be evaluated. While some argue that this has weakened creativity among modern art-students, others see this as a way to treat fine arts equally in comparison with other subjects. Apprentice curriculum Apprentice paths teach art as a mixture of aesthetic and function. Typically, students would apprentice themselves to someone who was already skilled in some sort of trade in exchange for food and housing. Many of the Old Masters received training in this manner, copying or painting in the style of their teacher in order to learn the trade. Once the apprenticeship ended, the student would have to prove what they learned by creating what we know today as a "masterpiece". In modern schooling, this can be seen in practical art classes, including photography or printmaking. Academic curriculum Academic curricula began during the sixteenth-century Italian Renaissance, in which some of the earliest art academies were established. Up</span><br />
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