The diploma thesis deals with the problematics of cooperation among pedagogical employees from the point of view of executives of an elementary art school. It is devided into a theoretical and empirical part. The theoretical part specifies the concept of cooperation, sets it in the conditions of the elementary art school and describes the possibilities of cooperation control as well as approaches of the executives. Further it deals with concepts which influence the cooperation process, competences of the executives, organization structure and gender of the school director. The empirical part refers to a quantitative research which principle is questionnaire investigation of an accidentally chosen sample of directors of elementary art schools. The results of this investigation are further confirmed by interviews with the school directors and consequently with teachers. The subject of research are two experiments verifying the application of cooperation forms on this type of schools and observation of the cooperation process at the school of researcher's operation. A part of the thesis is also the overview of the results of used research methods. These are further analysed based on given hypotheses. The thesis is closed with an abstract of recommendations for the management of the elementary art...

Abstract The nexus between Uganda’s contemporary art and politics forms the overarching theme of this thesis. The trajectory of Uganda’s contemporary art as a political expression has been retraced. The different political dispensations which have shaped Uganda’s political art have been analysed. The political postures and visual symbols Uganda’s contemporary artists have engaged have been analysed in the context of the wider socio-political discussions which have shaped, and been shaped by, the country. It has been contended that different political epochs have invited response from Uganda’s artists since the early- 1940s. Whereas this debate has been attempted by varied scholars, it has not been rigorously pursued. Formalist discourses seeking to prioritise formal aesthetics have been engaged; conclusions that after 1986 contemporary Ugandan art[ists] became apolitical have been made. With emphasis on two contemporary artists—Fred Kato Mutebi and Bruno Sserunkuuma—this formalist reading has been decentred; the socio-political relevance of Uganda’s contemporary art has been retraced and prioritised. It has been argued that although initially depoliticised through colonial modernity, Uganda’s contemporary artists have been sensitive to the socio-political conditions affecting their space and time; issues of governance and service delivery have preoccupied them albeit in different but often complementary ways.

The thesis deals with the theme of music schools in Příbram. Elementary Art School in Sedlčany, Elementary Art School in Dobříš and Antonín Dvořák Elementary Art School in Příbram. This work informs about the brief history of these important cities. Others focus on the emergence and historical development of individual schools. It describes the teaching staff and school activities in competitions and cultural events.

This thesis is dedicated to the primary art school of Jindřich Jindřich in Domažlice. It is divided to five chapters. Firstly, it speaks about the town of Domažlice, especially its history and progress. Secondly, there will be described musical life in Domažlice and its surrounding. Third chapter is focused on the life of the local ethnographer Jindřich Jindřich and his asset to the region of Chodsko. In the next chapter the history of monastic church and other monastic buildings, where the musical school is situated today is portrayed. Follows the description of the musical school in general as well as its particular fields of study.

A partir do estudo do fenômeno educational turn, que consistiu numa espécie de virada educacional nas práticas artísticas e curatoriais contemporâneas, o presente trabalho busca, com base em pesquisa histórica, empírica e documental, compreender e problematizar às relações construídas historicamente entre arte e educação no âmbito da arte, bem como discutir as relações e tensionamentos do referido fenômeno no que tange ao contexto de arte brasileiro, propondo, para isso, três estudos de caso: os Domingos da Criação, a experiência educativa da Bienal do Mercosul e a obra-intervenção Café Educativo. / Based on the study of the educational turn phenomenon, the present dissertation aims, based on historical, empirical and documental research, to understand and problematize the relations built historically between art and education in the "eld of art, as well as discussing the relations and tensioning of the before mentioned phenomenon regarding the Brazilian context of art, proposing, in order to do so, three case studies: the Domingos da Criação [Sundays of Creation], the educational experience of the Mercosul Biennial and the work-intervention Café Educativo [Educative Coffee].

A partir do estudo do fenômeno educational turn, que consistiu numa espécie de virada educacional nas práticas artísticas e curatoriais contemporâneas, o presente trabalho busca, com base em pesquisa histórica, empírica e documental, compreender e problematizar às relações construídas historicamente entre arte e educação no âmbito da arte, bem como discutir as relações e tensionamentos do referido fenômeno no que tange ao contexto de arte brasileiro, propondo, para isso, três estudos de caso: os Domingos da Criação, a experiência educativa da Bienal do Mercosul e a obra-intervenção Café Educativo. / Based on the study of the educational turn phenomenon, the present dissertation aims, based on historical, empirical and documental research, to understand and problematize the relations built historically between art and education in the "eld of art, as well as discussing the relations and tensioning of the before mentioned phenomenon regarding the Brazilian context of art, proposing, in order to do so, three case studies: the Domingos da Criação [Sundays of Creation], the educational experience of the Mercosul Biennial and the work-intervention Café Educativo [Educative Coffee].

A partir do estudo do fenômeno educational turn, que consistiu numa espécie de virada educacional nas práticas artísticas e curatoriais contemporâneas, o presente trabalho busca, com base em pesquisa histórica, empírica e documental, compreender e problematizar às relações construídas historicamente entre arte e educação no âmbito da arte, bem como discutir as relações e tensionamentos do referido fenômeno no que tange ao contexto de arte brasileiro, propondo, para isso, três estudos de caso: os Domingos da Criação, a experiência educativa da Bienal do Mercosul e a obra-intervenção Café Educativo. / Based on the study of the educational turn phenomenon, the present dissertation aims, based on historical, empirical and documental research, to understand and problematize the relations built historically between art and education in the "eld of art, as well as discussing the relations and tensioning of the before mentioned phenomenon regarding the Brazilian context of art, proposing, in order to do so, three case studies: the Domingos da Criação [Sundays of Creation], the educational experience of the Mercosul Biennial and the work-intervention Café Educativo [Educative Coffee].

An Art School in Old Town Edinburgh that has historically preserved facades along the Royal Mile, bridging old and new in a new city center. / Master of Architecture / For my thesis I wanted a site where I could combine old and new. A site that had a lot of history and some element of historical preservation, but not so old that there wasn't flexibility in what could be done with it. I began by focusing on sites in Britain, which has some truly wonderful ancient cities and structures, some of which have been continuously occupied for thousands of years. The site I chose has a unique development history for Edinburgh, a touch of historic preservation in the mandate to keep the exterior walls along the Royal Mile, but otherwise free to be developed as desired behind these walls. The nature of the site, along the North side of a slope downward away from the Royal Mile, and the height restrictions of Old Town, meant that the site itself receives even North lighting throughout the year, but not much else. This even lighting combined with translucent roofs and ceilings, was the original inspiration for an Art School here. The Art School is meant to explore how a place of learning can maximize its sources of natural lighting, how the school can serve the public by idsplaying student's artwork and hosting local events, how school support areas can be made both accessible and secure, and how the students who attend can be housed affordably.

This thesis is based on the belief that representations of women in contemporary Ugandan art serve cultural and political purposes. The premise is that the autonomous woman (seen as the new woman in this study), emerging in Uganda in the mid-1980s, agitated for the social, economic and political emancipation of women in Uganda. It has been demonstrated that the patriarchy attempted to subordinate, confine and regulate this new woman. The press, drama, music and film became powerful tools to force her into silence. This study posits that contemporary Ugandan art was part of this cultural discourse. Adopting a feminist art historical stance, it examines and assesses the gendered content of Uganda’s contemporary art masked as aesthetics. On the one hand, the study exposes the view that some men artists in Uganda use their works to construct men’s power and superiority as the necessary ingredients of gender difference. I demonstrate that some artists have engaged themes through which they have constructed women as being materialistic, gold-diggers, erotic and domesticated. I argue that this has been a strategy to tame Uganda’s new woman. On the other hand, the thesis attempts to show that some women artists have used visual discourse to challenge their marginalisation and to reclaim their ‘agency’ while revising some negative stereotypes about the new woman. This study makes an interdisciplinary contribution to Uganda’s art history, cultural studies and gender studies. / Art History, Visual Arts & Musicology / D. Litt. et Phil. (Art History)

This thesis is based on the belief that representations of women in contemporary Ugandan art serve cultural and political purposes. The premise is that the autonomous woman (seen as the new woman in this study), emerging in Uganda in the mid-1980s, agitated for the social, economic and political emancipation of women in Uganda. It has been demonstrated that the patriarchy attempted to subordinate, confine and regulate this new woman. The press, drama, music and film became powerful tools to force her into silence. This study posits that contemporary Ugandan art was part of this cultural discourse. Adopting a feminist art historical stance, it examines and assesses the gendered content of Uganda’s contemporary art masked as aesthetics. On the one hand, the study exposes the view that some men artists in Uganda use their works to construct men’s power and superiority as the necessary ingredients of gender difference. I demonstrate that some artists have engaged themes through which they have constructed women as being materialistic, gold-diggers, erotic and domesticated. I argue that this has been a strategy to tame Uganda’s new woman. On the other hand, the thesis attempts to show that some women artists have used visual discourse to challenge their marginalisation and to reclaim their ‘agency’ while revising some negative stereotypes about the new woman. This study makes an interdisciplinary contribution to Uganda’s art history, cultural studies and gender studies. / Art History, Visual Arts and Musicology / D. Litt. et Phil. (Art History)