Curators

357 quotes found

"… Her aunt is an agnostic, an ardent advocate of women's rights, an internationalist who rests all her hopes on Esperanto, is devoted to Bernard Shaw, and spends her spare time in campaigns of anti-vivisection. Her elder brother, whom she admires exceedingly, has just spent two years at Oxford. He is an Anglo-Catholic, an enthusiast concerning all things medieval, writes mystical poetry, reads Chesterton, and means to devote his life to seeking for the lost secret of medieval stained glass. Her mother's younger brother is an engineer, a strict materialist, who never recovered from reading Haeckel in his youth; he scorns art, believes that science will save the world, scoffs at everything that was said and thought before the nineteenth century, and ruins his health by experiments in the scientific elimination of sleep. Her mother is of a quietistic frame of mind, very much interested in Indian philosophy, a pacifist, a strict non-participator in life, who in spite of her daughter's devotion to her will not make any move to enlist her enthusiasms. And this may be within the girl's own household. Add to it the groups represented, defended, advocated by her friends, her teachers, and the books which she reads by accident, and the list of possible enthusiasms, of suggested allegiances, incompatible with one another, becomes appalling."

- Margaret Mead

0 likesWomen academics from the United StatesAnthropologists from the United StatesCyberneticistsCuratorsScience authors from the United States
"Today, as we are coming to understand better the circular processes through which culture is developed and transmitted, we recognize that man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him. Learning, which is based on human dependency, is relatively simple. But human capacities for creating elaborate teachable systems, for understanding and utilizing the resources of the natural world, and for governing society and creating and creating imaginary worlds all these are very complex. In the past, men relied on the least elaborate part of the circular system, the dependent learning by children, for continuity of transmission and for the embodiment of the new. Now, with our greater understanding of the process, we must cultivate the most flexible and complex part of the system; the behavior of adults. We must, in fact, teach ourselves how to alter adult behavior so that we can give up postfigurative upbringing, with its tolerated configurative components, and discover prefigurative ways of teaching and learning. We must create new models for adults who can teach their children not what to learn but how to learn and not what they should be committed to, but the value of commitment."

- Margaret Mead

0 likesWomen academics from the United StatesAnthropologists from the United StatesCyberneticistsCuratorsScience authors from the United States
"Project "City" by Alexey Parygin and Timofey Markov is sure an example of livre d'artiste with all its classical characteristics from the form (portfolio with impressions) to the choice of participants who mostly see this work as a kind of experiment, just an episode in their artistic work. Inviting new authors to play with the idea of a book is a very positive decision that provides a lot of new ideas. The chosen subject — “urban theme” — connects the project with its prototype, because the city was one of the most popular and actual subjects for collections of printings. Some format restrictions are traditional for such a project: Their size of paper is defined. And the sheet doubled up. Actually, each participant of the project is invited to decorate a page-spread. The difference is in the absence of any literary text. Furthermore, the subject is given abstractedly: Just a city, without any personifications, details, geographical coordinates. It forms a huge field for reflection and gives every artist the maximal freedom to narrate about his personal connections to the city. Thirty-five voices, views, private stories about the city, thirty-five visions and arts to be in and with it. The visual part is completed with the words the artists tell about the city. These sentences are not always connected directly to the printed impressions but they give more volume and depth to them anyway."

- Ekaterina Klimova

0 likesArt criticsArt historiansWomen from RussiaCuratorsPeople from St. Petersburg
"With few exceptions, luminous insects throughout the world belong, broadly speaking, to one family of Beetles, the , or to give them their popular name, the Fireflies and Glow-worms. The most important exception to this statement is afforded by the Fireflies of the West Indies and Central America, locally known as " Cucujos," which, though still Beetles, belong to quite a different family, the or Skipjacks. ... Though usually present to a greater or lesser degree in both sexes, the luminous property is generally developed much more highly in one sex than in the other. When it is the male beetle that possesses it in the greater degree, the light is shown when the insect is on the wing, and is generally of an intermittent or flashing character, and gives to the insects their popular name of Fireflies. On the other hand, when the power of luminosity is the more highly developed in the female beetle, the character is usually associated with a more or less complete absence of wings, and the insect becomes merely a crawling, unpleasant-looking, worm-like creature, generally known in fact as a Glow-worm, which nobody who is not an entomologist would ever dream of calling a Beetle. The males of these insects are winged, in form closely resembling the Fireflies, and are totally unlike their spouses. The consequence of this utter dissimilarity between the two sexes of one species is, that it is not easy to co-relate them properly in our collections."

- Kenneth Blair

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"The great n poem, or series of legends, which narrates the , was termed by the Assyrians and s , “When in the height,” from the two opening words of the text. The poem consisted of some nine hundred and ninety-four lines, and was divided into seven sections, each of which was inscribed upon a separate . ... The poem embodies the beliefs of the Babylonians and Assyrians concerning the origin of the universe; it describes the coming forth of the gods from chaos, and tells the story of how the forces of disorder, represented by the primeval water-gods and , were overthrown by and respectively, and how Marduk, after completing the triumph of the gods over chaos, proceeded to create the world and man. The poem is known to us from portions of several Assyrian and late-Babylonian copies of the work, and from extracts from it written out upon the so-called “practice-tablets,” or students’ exercises, by pupils of the Babylonian scribes. The Assyrian copies of the work are from the great library which was founded at by , king of Assyria from 668 to about 626; the Babylonian copies and extracts were inscribed during the period of the kings of the Neo-Babylonian and Persian periods; and one copy of the Seventh Tablet may probably be assigned to as late a date as the . All the tablets and fragments, which have hitherto been identified as inscribed with portions of the text of the poem, are preserved in the . From the time of the first discovery of fragments considerable attention has been directed towards them, for not only are the legends themselves the principal source of our knowledge of the , but passages in them bear a striking resemblance to the cognate narratives in the Book of Genesis concerning the creation of the world."

- Leonard William King

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"In Des Moines, we live on a quiet street in a beautiful old wooded neighborhood. Our house is surrounded by a large yard with three century-old oak trees, bushes, and perennials. I have my own study with all my print history books. My printmaking studio is in the basement of our house. I have a 36 x 60" American French Tool etching press. From 1970, when we moved to Des Moines after graduate school, until 1997 I worked primarily as an artist and a teacher of printmaking, design, and art history. In 1974, I began to curate exhibitions on the history of prints for the DMAC, then was invited to do projects for other museums. In 1997, after I had been doing guest curatorial projects for 20 years, the DMAC finally created my part-time position as curator of prints (now prints and drawings). My responsibilities at the museum include organizing three or four exhibitions a year on prints and drawings, writing gallery guides and labels, gallery talks, doing research on works in the permanent collection, recommending acquisitions, advising on conservation, working as part of the curatorial team, cultivating collectors and donors, etc. We don't have a public print room, so there is no public access to the collection. I am staff liaison for the Des Moines Art Center Print Club, a very active group of print collectors, artists, and people interested in prints. They organize monthly programs, commission prints, and purchase works for the collection."

- Amy Namowitz Worthen

0 likesWomen from the United StatesPrintmakersCuratorsArt historiansWomen born in the 1940s