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Clothing and one’s constructed appearance form a tangible boundary between the self and the external world. It is, therefore, remarkable that psychodynamic theory appears to have little to say about fashion and the manner in which it is used by individuals to reconcile internal and external identities. Amongst the numerous scholarly works to have been written on fashion in the past twenty years, there is a paucity of theoretical work on fashion from a primarily psychodynamic perspective. Even texts that purport to provide a broad range of academic perspectives on the history, culture, and business of fashion fail to offer psychodynamic frameworks of any description. This prompts the question: is it fashion theorists who have ignored psychodynamic interpretations, or psychodynamic theorists who have dismissed fashion?
Despite the proliferation of academic writings on fashion over the past twenty years, yet there appears to be an implicit assumption that fashion benefits from sociological rather than psychological investigation, and much is made of the “social” components of fashion and dress. The clothed individual is often posited as “playing” to a social audience, and therefore it is the social aspect of dress that is emphasized. The academic field that currently dominates the study of fashion is cultural and historical studies, a polymorphous discipline that borrows theoretical models from sociology, anthropology, and gender theory, amongst others. However, it makes scant use of psychodynamic theory. Indeed, the only time that psychodynamic theory is mentioned in fashion texts is in reference to J. C. Flugel, but by and large, fashion theorists appear to have rejected most aspects of psychoanalytic theory as a tool for understanding fashion. That said, some academics allude to psychodynamic ideas without explicitly acknowledging them as such. Perhaps this arises out of the historic mistrust that cultural theorists have of psychoanalysis as a discipline, preferring instead to locate argument within more “visible” and less ambiguously coded theoretical disciplines.See more
|Thomas Crum||Berrett-Koehler Publishers||ePub|
Angus turned the car onto his home street. He drove slowly, trying to actually be present in his neighborhood rather than rushing through it. The heavy snow made the lights in the homes glow with a feeling of safety and warmth.
His eyes caught sight of the sign he had driven by every day for years:
SLOW: CHILDREN PLAYING
“There might be some wisdom in that for me!” chuckled Angus to himself.
He pulled into the driveway, and took a long look at his home. He took the first breath, the Centering Breath, and felt gratitude for his family. He took in the second breath, the Possibility Breath, and simply asked, “Let the highest level of me as parent and spouse show up.” Then he took out a pen and added the third breath to the card on the dashboard.
When he opened the door, Carly rushed past him to leave.
“Sierra’s eaten. She’s doing homework. I’ll be back around ten.”
Angus remembered that this was Carly’s weekly yoga class and dinner-with-the-girls night.
“See you then. Have fun.”
He watched her as she hurried out. He wanted to say much more, but he knew it wasn’t the right time.See more
|Jason Cole||O'Reilly Media||ePub|
This chapter covers the following MTC skills: 5.1 Assignments
After the complex and powerful quiz module, assignments are a refreshingly simple method for collecting student work. They are a simple and flexible catch-all for things you want to grade that dont fall into any of the other tool types.
The assignment module gives you an easy way to allow students to upload digital content for grading. You can ask them to submit essays, spreadsheets, presentations, web pages, photographs, or small audio or video clips. Anything they can store on their hard drives can be submitted in response to an assignment.
Assignments dont necessarily have to consist of file uploads. You can create offline assignments to remind students of real-world assignments they need to complete. Alternatively, you can ask students to input their answer directly into the assignment itself.
Assignments are a useful tool you can use in creative ways to collect more authentic responses from your students than is possible with the quiz engine.See more
|Eugène Müntz||Parkstone International|
The Unprecedented Sculptor
Michelangelo’s childhood and studious youth are perhaps the reasons behind the important place of sculpture in his works. As a child, his wet nurse was the wife of a stonecutter, so stone and chisel were handy, natural toys to him. And he enjoyed tracing his creativity back to the quarries. Another milestone was Michelangelo’s visit to the San
Marco gardens in the Medici Palace. Here he mixed with a wide range of Humanists and realized the artistic rewards of audacity, impetuosity and open-mindedness. Finally, he discovered the treasures of Antiquity that would nourish him with lifelong inspiration.
Michelangelo, on his own, advanced beyond the influence of his masters and developed his own clear ideas about what constituted a good sculptor. For example, he grasped that a mastery of human anatomy was an absolute prerequisite to fine sculpture and broke the taboo during that period on human dissection. From the prior of the Santo
Spirito hospital, he obtained permission to study unclaimed corpses. However illegal the experience and detrimental to his health at times, Michelangelo thought it essential and even took pride in it. He openly bragged of the precision it added to the lines he reproduced. However great his talents in drawing, painting and architecture, he was drawn to art because of sculpture, and sculpture established his fame.See more
|Marina Tsvetaeva||Carcanet Press Ltd.|
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