This thesis surveys the ninth-century metallic threads decorating silks discovered at Famen temple in Shaanxi province, China. In this research, metallic threads decorating Famen silks have been studied and documented in detail in order to understand how they were produced and how they were applied. Samples of metallic threads were selected and optical microscope and SEM/EDS were used to determine their morphology and composition. Problems regarding the current terminology used to describe metallic threads are briefly considered, and a systematic renaming of different types of metallic threads is suggested. Analysis results show that most Famen metallic threads were made of gold strips without substrate wound around a fibrous core, and that very few are silver strips without substrate wound around a fibrous core. Silver strips with paper substrate wound around a fibrous core are found among Famen silks, providing very early examples of this type of metallic thread in the world. Technical evidence demonstrates that the Famen metallic strips were cut from hammered metallic foil. It was found that metallic threads of different metal composition with different physical characteristics were selected according to the decoration techniques used and the function of the silks. The use of metallic threads with different grades of evenness in dimension and morphology for different decoration techniques was also found. The gold contents of these gold threads are all very high, and the thicknesses of the gold strips are large. All these characteristics are probably related to the function of Famen silks as objects of Buddhist worship that had been donated to the temple by members of the Tang imperial family and other high-ranking people. Technical investigation into the manufacture of modern traditional Chinese metallic threads was carried out in this research. Combined with analysis of the morphological, structural, and material nature of Famen metallic threads, the key technical characteristics of modern traditional metallic threads were found, which provided important evidence for deducing the manufacturing techniques of Famen metallic threads. Successful reconstructive experiments that produced metallic threads similar to Famen metallic threads were carried out in the laboratory by the author. The use of other known related techniques to produce Famen metallic threads was eliminated on technical grounds. With the above evidence, the manufacturing of Famen metallic threads, especially how the metallic strips were wound around the fibrous core, are reasonably deduced here. By investigating a number of currently accessible Chinese historical metallic threads from other periods, the evolutionary principles of Chinese metallic threads are concluded. The special characteristics of Famen metallic threads, the reasons determining these characteristics are better understood, and their role in the development of Chinese metallic threads is assessed.

A continuing interest in the relationship between the 'decorative' and the 'technological' is a key area that underpins the author's artistic practice. This paper surveys the historical links between the production of applied and decorative art and the emergence of associated technologies as it relates to the author's Art practice. The focus is on Asia's influence on European applied and decorative arts as resulting from the trade relationship evolved over many centuries. Particular emphasis is placed on the period between 17th-19th centuries and with specific reference to textiles. This trade relationship affected European taste, the supply and demand of luxury goods, and introduced technological developments, which in turn had a marked effect on the European social and cultural environment. A brief comparison is made with contemporary trade and production relationships between the West and developng nations, particularly in the East-looking at parallels in trade patterns and systems, which were laid down during 17th-19th century period and are still present today. / Master of Arts (Hons) Contemporary Art

The field of education is constantly evolving, and digital technology in the classroom is commonplace and includes the utilization of films, internet, computer aided instruction, educational video games, presentation software, edutainment, digital photography, cinematography, and computer aided drafting. As technology has advanced, so have the opportunities for its use in the classroom. This is particularly the case with serious games.<p> Serious games are generally defined as games whose primary intent is training or learning with definable learning goals, instead of being primarily intended for entertainment (Hartz & Stern, 2008). Closely related to educational video games and often used synonymously, serious games commonly incorporate simulations and role play. The design and focus of serious games are being recognized by a widening array of audiences including educators of primary and secondary education.<p> Much of the past research on serious games has focused largely on supporting the use of digital games in education. Little research has been done not only on why and how the games are effective, but also on how to incorporate the games into the curriculum (Becker, 2007). As the availability of serious games increases, it is important to build studies around specific games, exposing their potential and usability for specific curricular areas.<p> This case study utilizes the serious game <i>Building Homes of Our Own</i>, which has been created to educate students on the processes of planning, building, and selling a house. The study involved 18 Grade eleven students who were enrolled in Practical and Applied Arts (P.A.A.) and were engaged in the construction portion of their course. Three methods of data collection were used to explore four basic research questions: 1) How well does the game teach curriculum objectives? 2) How well does the game facilitate higher-order thinking? 3) What kind of environment is created by serious gaming in teaching construction? and, 4) What do students think about using serious games in the classroom? Research methods included the administration and evaluation of pre- and post-tests, administration and evaluation of critical thinking questions, direct observation of the serious gaming learning environment, and the utilization of a focus group interview.<p> Findings in the study provide important information that serves to answer the main question addressed by this study, namely, what is the potential of serious games for teaching high-school construction technologies? The findings report how effectively the serious game <i>Building Homes of Our Own </i>supports Saskatchewans construction curriculum objectives. Findings also include relevant information on a variety of critical-thinking skills learned as a result of playing this particular serious game. The researcher and his assistant made significant observations of the learning environment created by this serious game, and, finally, the students provided important information regarding the strengths and weaknesses of using <i>Building Homes of Our Own</i> and serious games in general, for learning in the context of P.A.A.

The purpose of this thesis is to describe and explain the influence of the Practical and Applied Arts on randomly selected comprehensive high school students. The research examined the history of the Practical and Applied Arts, the reasons for students taking the courses, the state of Practical and Applied Arts in Saskatchewan,the future of Practical and Applied Arts, the need for more research, and the effect the courses had on graduates career and education choices (over the ten-year period immediately following high school graduation). <p>Data were collected by an online questionnaire and analyzed using descriptive statistics. The data were analyzed by the researcher. A seven member interpretation panel purposely chosen to represent four different profiles was used to interpret and provide meaning to the data.

The purpose of this thesis is to describe and explain the influence of the Practical and Applied Arts on randomly selected comprehensive high school students. The research examined the history of the Practical and Applied Arts, the reasons for students taking the courses, the state of Practical and Applied Arts in Saskatchewan,the future of Practical and Applied Arts, the need for more research, and the effect the courses had on graduates career and education choices (over the ten-year period immediately following high school graduation). <p>Data were collected by an online questionnaire and analyzed using descriptive statistics. The data were analyzed by the researcher. A seven member interpretation panel purposely chosen to represent four different profiles was used to interpret and provide meaning to the data.

The field of education is constantly evolving, and digital technology in the classroom is commonplace and includes the utilization of films, internet, computer aided instruction, educational video games, presentation software, edutainment, digital photography, cinematography, and computer aided drafting. As technology has advanced, so have the opportunities for its use in the classroom. This is particularly the case with serious games.<p> Serious games are generally defined as games whose primary intent is training or learning with definable learning goals, instead of being primarily intended for entertainment (Hartz & Stern, 2008). Closely related to educational video games and often used synonymously, serious games commonly incorporate simulations and role play. The design and focus of serious games are being recognized by a widening array of audiences including educators of primary and secondary education.<p> Much of the past research on serious games has focused largely on supporting the use of digital games in education. Little research has been done not only on why and how the games are effective, but also on how to incorporate the games into the curriculum (Becker, 2007). As the availability of serious games increases, it is important to build studies around specific games, exposing their potential and usability for specific curricular areas.<p> This case study utilizes the serious game <i>Building Homes of Our Own</i>, which has been created to educate students on the processes of planning, building, and selling a house. The study involved 18 Grade eleven students who were enrolled in Practical and Applied Arts (P.A.A.) and were engaged in the construction portion of their course. Three methods of data collection were used to explore four basic research questions: 1) How well does the game teach curriculum objectives? 2) How well does the game facilitate higher-order thinking? 3) What kind of environment is created by serious gaming in teaching construction? and, 4) What do students think about using serious games in the classroom? Research methods included the administration and evaluation of pre- and post-tests, administration and evaluation of critical thinking questions, direct observation of the serious gaming learning environment, and the utilization of a focus group interview.<p> Findings in the study provide important information that serves to answer the main question addressed by this study, namely, what is the potential of serious games for teaching high-school construction technologies? The findings report how effectively the serious game <i>Building Homes of Our Own </i>supports Saskatchewans construction curriculum objectives. Findings also include relevant information on a variety of critical-thinking skills learned as a result of playing this particular serious game. The researcher and his assistant made significant observations of the learning environment created by this serious game, and, finally, the students provided important information regarding the strengths and weaknesses of using <i>Building Homes of Our Own</i> and serious games in general, for learning in the context of P.A.A.

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Vessels made of precious materials such as gold, silver and hardstone once filled the treasuries of late medieval rulers and were counted among their most valuable and representative possessions. Only a minimal fraction survived until today; the large majority went to the melting pot. The Burgundian Court Goblet (Vienna, Kunsthistorisches Museum), a rock-crystal cup set in gold and adorned with gemstones, is one of the rare surviving examples of a precious vessel from a fifteenth-century secular context. It also happens to be the most elaborate crystal vessel listed in the Inventory of Philip the Good, duke of Burgundy (1419-1467). My dissertation provides the first in-depth study of the object, using the concept of the iconography of materials to elucidate the meaning conferred through the choice of materials and the exquisite level of workmanship. I argue that the Burgundian Court Goblet is a prime example for a group of artworks in the form of vessels, which were made for display and functioned as means of representation and status symbols. By combining evidence from the analysis of objects, written documents and visual sources, it is possible to reconstruct the use of precious vessels in the service of the table and as objects of display arranged on a tiered display buffet, the dressoir. My focus lies on the main types of vessels mentioned in the Inventory of Philip the Good. Based on the terminology used in the inventory, I reconstruct the different categories of precious vessels, their form, use and function. Detailed sources relating to the ceremonial of the Burgundian court dring the fifteenth century, such as the Honneurs de la Cour by Eleonore de Poitiers and the Estat de la maison de Bourgogne, written by the steward Olivier de la Marche, allow to trace the practical and symbolic use of vessels. By bringing together a large array of objects, visual sources and texts relating to the use and function of precious vessels in a secular context, my work provides a much needed study of a group of objects which enjoyed a highly privileged status in their time. / History of Art and Architecture

In this work applied art is the discussed integrational opportunities of the applied arts in 6-7th forms. There in the introduction the urgency of the theme is argued. As in nowadays culture the special role goes to the applied arts we collide with it not visiting neither exhibitions nor museums so it can be used as much as possible in the education as a subject with which students become acquainted in their own environment. In the introduction the problems of this work are formed, the hypothesis is raised and the methods adapted are indicated. In order to the integrational opportunities of the applied arts would be would be grounded theoretically, there in the work the survey of the history of the applied arts is presented, which shows how many areas- of ethics, customs, anatomy, geography etc. includes the applied arts. Here the most important stages of its development are reviewed in the Western Europe, and also the originalities of its development in Lithuania are described. Revealed that the very applied art was historically connected with very different sides of life and science progress, also the conditions to discuss its integrational development opportunities are formed. In the second part of this work the necessities of the integrated teaching are analyzed, the meaning of such teaching is revealed, grounding it with specific 6-7th forms students’ peculiarities. In this part it is grounded with more famous works of the psychology science representatives which let us... [to full text]

This is an attempt to understand the interaction of meanings of brand identity and &amp / #8216 / designed&amp / #8217 / product from the consumers&amp / #8217 / viewpoint. Brand Identity is taken as the &amp / #8216 / conceived&amp / #8217 / identity, which overlaps with concepts of brand image and brand associations. &amp / #8216 / Designed&amp / #8217 / product is analyzed via dimensions of function, form (aesthetic) and symbol. The aim of the thesis is to find patterns of interaction of functional, emotive and symbolic associations for brand identity and the functional, formal (aesthetic) and symbolic communication of the &amp / #8216 / designed&amp / #8217 / product. A qualitative research paradigm is followed in the thesis, given the emphasis on consumer-constructed meanings. Projective tasks based on dummy models and word associations are used as research tools. The product group included in the study is mobile phones because of high awareness levels and wide interest of the consumers. The context of the interaction is constrained by the nature of product group (fashion and high-tech item) as well as the properties of brands used in the study (Nokia, Motorola and Samsung).