Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed January 12, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 680-736).

This study was about language. Its purpose was to explore how a specific set of material culture ideas is represented in art education discussion through what is termed in this study “the three-function model.” The model states that all human-made objects, including images, perform multiple roles and/or serve multiple purposes, simultaneously, and without limit. These roles and functions of objects fall into three categories: technological (utilitarian); sociological (communicative); ideological (instructive). Discovering this model inspired two questions: (a) how might the three-function approach to the discussion of objects augment art education’s understanding and practice of Material Culture theory? (b) to what benefit might such an approach be integrated into art education practice? To answer these questions, I designed a two-stage analysis. First, the examination of literature written toward three audience groups (educator-oriented, practitioner-oriented, general audience) in order to identify three types of information (definitions, statements about objects, and statements about function) for the purpose of forming an overall understanding of how cohesive or disparate discussion appears to be within each audience group. Second, cross-analyzing the three information groups for the purpose of understanding the similarities of and differences between the discussions of the three audience groups. The results of this study suggest that the problem of multiple and contrary definitions for shared terminology may be restricted to only two important words: craft and art. Conceptual approaches employed by the writers included anthropological, philosophical, concrete, theoretical, advocate, and analytical. Although all 15 writers acknowledge the social nature of objects, and all employ the term function similarly, there are indeed gaps in art education discussion: social and ideological functions of craft and art objects that go unnoticed, and missed opportunities to explore those connections and their cultural relevance. The three-function model can provide names for the ideas we are talking around, but not quite about. / text

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

This thesis surveys the Akan collections in the Natal Museum, Pietennaritzburg. Chapter one of this thesis gives a historical overview of Akan cultural traditions. The second chapter introduces the main focus of the thesis by surveying two collections of Akan works accessioned into the Natal Museum during the first decade of the twentieth century. Chapter three analyses contextually the Akan collections on the basis of their social and symbolic functions at their African place of origin. The fourth chapter focuses on the Akan goldweights in the Natal Museum and discusses their historical traditions, methods of production, and contextual use. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1998.

This thesis explores the Churchill Weavers stereocards housed at the Kentucky Historical Society and Berea College based on visual analysis. By examining the stereocards as advertisements and comparing them to a series of short films created by the company, I will discuss how the Churchill Weavers created a brand that emphasized both an image of traditional American rural production and modern urban consumption. I will further discuss how the marketing strategies used by the Churchill Weavers exemplify a larger trend in American advertising in the years following World War Two.

The main purpose of the study is to investigate how children use picture books in the everyday practices in the Swedish pre-school. More specifically, I want to study the use of picture books based on the child's interaction with the book. How does the dialogic process between the child and the picture book proceed? How is the peer group used in book practices? What draws children to certain books - as favorites of the individual or of the group? How do they use the pictures in the books? What do they do when on their own with books and how does this usage differ from teacher-initiated activities with the books? By focusing on the 3- to 5-year-old children's book interactions, the study contributes to our understanding of how children use picture books for their identity work. A basic assumption is to see children as social agentswho influence and are influenced by the world they live in. The empirical data comprises over 35 hours video recorded interactions. Episodes of child initiated book practices were transcribed in detail, and the theory of subject positioning was applied for its analysis. The study shows that children in their picture book activities, in the every day peer-group interactions, use the books as a contact surface between them. In addition they use the book arenas for negotiations of subjectpositions, where they position themselves or are positioned as powerful or powerless persons. Children employ a rich repertoire of strategies (verbal and nonverbal) for excluding and including themselves and others in ongoing book activities. The empirical material show clearly that the pictures constitute an 'idea box' for children, from which they can take inspiration or use as tools in activities such as play, fantasy, and conversation. We can see that preschool children also produce and negotiate the meaning of the pictures. In some cases, the children use all of the pictures while in others they use only isolated pictures that are pulled out of their context and "take on a life of their own." The children use the pictures in several different ways: as a play arena for their games and activities; as props for play in progress; as markers of positions in their play; and as pictures for creating stories. Children actively use picture books in their day-to-day lives at the educational institution. Through this use, children create meaning for the cultural content of the books by testing subject positions that the pictures offer. In their use of picture books, it becomes apparent that children are competent to use and discover books on their own and sometimes need to share the experience with other children and with adults. Through the use of picture books, the children acquire experience of books and use them to create meaning; that is, they create a sort of children's cultural competence for themselves.

The Iron Curtain was seen as the divider between East and West in Cold War Europe. The term is closely connected to the Cold War and expressions such as ‘behind the Iron Curtain’ or ‘after the fall of the Iron Curtain’ are common within historical discussions in the second half of the twentieth century. Even if the term was used regularly as a metaphor there was also a material side with a series of highly militarised borders running throughout Europe. The metaphor and the material borders developed together and individually, sometimes intertwined and sometimes separate. In my research I have carried out two fieldwork studies at sites that can be considered part of the former Iron Curtain. The first study area is located between Italy and Slovenia (formerly Yugoslavia) in which the division between the two towns of Nova Gorica on the Slovenian side and Gorizia on the Italian side was investigated. The second study area is located on the border between Austria and Czech Republic (formerly Czechoslovakia) within two national parks. A smaller study was also carried out in Berlin as the Berlin Wall is considered of major importance in the context of the Iron Curtain. This research has resulted in large quantities of sources and information and a constant need to re-evaluate the methods used within an archaeology of a more recent past. This thesis falls within what is usually referred to as contemporary archaeology, a fairly young sub-discipline of archaeology. Few large research projects have so far been published, and methods have been described as still somewhat experimental. Through my fieldwork it has been possible to acknowledge and highlight the problems and opportunities within contemporary archaeology. It has become clear how the materials stretch both through time and place demonstrating the complex process of how the material that archaeologists investigate can be created. The material of the Iron Curtain, is also well worth studying in its own right.

Questa tesi si propone di offrire un contributo agli studi su un centro situato in una delle aree maggiormente sviluppate nell'Europa nel Tardo Medioevo. La ricerca si basa principalmente sull'analisi dei manufatti ceramici di uso comune (contenitori da dispensa, vasellame da cucina e per altre attività domestiche). In parte l'analisi riguarda il vasellame da mensa. Attraverso lo studio della produzione ceramica, si approfondiscono le fasi di sviluppo e di crisi di un centro urbano fino all' Età Moderna, chiarendone le dinamiche e i processi di trasformazione, nell'ambito dei manufatti di uso comune in correlazione con l'analisi delle fonti scritte e della documentazione archeologica nel suo complesso (in particolare l'archeologia degli elevati e la sintesi delle informazioni da essa derivata). Il centro di Prato costituisce quindi, grazie al un'abbondante documentazione scritta e materiale, un osservatorio privilegiato per lo studio delle dinamiche economico-sociali in Toscana e a un livello più ampio, in Europa tra XIV e XVI secolo. / This analysis aims to contribute to studies on a town situated in one of the most developed areas in Europe in the Late Middle Ages. The research is based primarily on analysis of pottery in common use (containers, cookware and other household activities). Part of the analysis concerns Maiolica Arcaica. Through the study of ceramic production, we will explore stages of development and crisis of an urban center until the 'Modern Age, clarifying the dynamics and transformation processes in the context of the artifacts commonly used in conjunction with analysis of written documentation and archaeological evidence as a whole (particularly the archeology of buildings and synthesis of information derived from it). The center of Prato is then, thanks to the extensive documentation, a privileged observatory for the study of socio-economic dynamics in Tuscany and a broader level, in Europe between the fourteenth and sixteenth century.

Thesis (Kandidatspeciale / MA)--Institute of Anthropology, University of Copenhagen. / Title from screen page; viewed 25 July 2005. Includes bibliographical references. Also available in print format.

Thesis (doctoral)--Universität, Leipzig, 2002. / Includes bibliographical references (p. 399-448) and index.