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How is it possible that civilization has a global understanding of the abstraction of the human form? At a subconscious level as humans we have the ability to find the form of the body in the most minimal of shapes, objects, landscape and even natural phenomena such as clouds, it is an ability inherent in human nature. This deep-rooted facility to recognise the human form at various levels of abstraction is also developed further by our life experiences, environment and total education; specifically in the fine and applied arts. For this research I have focused on the change between realistic representations of the human form to complete abstraction. I have broken it down to its most basic elements to explore at what point our visual language allows us to recognise and define a shape or object as being influenced by, or connected to, the human form. I have concentrated on extending my own visual language relating to the human form within my own practice. A series of practical research projects has been undertaken and has been supported by a new series of investigative works, drawings and written evidence of the ways in which the figure can be represented, documenting the process via the thesis and final works. As part of my research, I have investigated the way artists working with clay have abstracted the human form focusing in particular on work from the 1950s to the present day using clay, drawing and installation. I have looked at how, over this period, artists have developed their own visual signifiers of the human form within their abstract/representational creations. The aim of this research will be falls into two parts: • To investigate how far one can push the human form in clay before it moves into abstraction • To locate the vanishing point where viewers still identify the human within ceramic abstract sculpture

Principais dificuldades que os alunos de viola de arco apresentam quando ingressam no ensino superior português: relatório de estágio

A maioria dos instrumentistas de cordas friccionadas apresentam problemas ou dificuldades ao longo de toda a sua aprendizagem musical. Como professora e violetista, realizei este relatório de estágio com o intuito de pesquisar onde se focam a maioria desses problemas. Este relatório de estágio está dividido em duas diferentes secções, a primeira apresenta todo o trabalho pedagógico efectuado com três diferentes alunos, de diferentes níveis ao longo do ano lectivo de 2012/13 na Fundação Musical dos Amigos das Crianças (FMAC), e a segunda apresenta toda a investigação que realizei para concluir quais as principais dificuldades que os alunos de viola de arco apresentam quando ingressam no Ensino Superior. A investigação apresenta uma vasta pesquisa literária e o testemunho dos professores de várias instituições, como a Universidade do Minho, Escola Superior de Música e Artes de Espectáculo, Universidade de Aveiro, Escola Superior das Artes Aplicadas de Castelo Branco e Escola Superior de Música de Lisboa que ajudaram à profunda análise deste tema. Os resultados revelaram que os principais problemas apresentados nos estudantes de viola de arco são de origem técnica, ou seja, postura (posição do corpo, distribuição do peso correcto pelas pernas e escolha adequada do instrumento de acordo com a fisionomia do aluno); mão direita (pega correcta dos dedos no arco, distribuição de arco e contracção muscular); mão esquerda (posição do polegar, ombro e braço que afectam a afinação, flexibilidade, mudanças de posição e vibrato); influência da escolha do repertório por parte de um professor e autonomia do aluno.

Terry Discusses the Creative Process

In an article published in Applied Arts Quarterly Terry O'Malley discusses the creative process from concepts to materialization.

Desired learning outcomes for the curricula in financial services industry as perceived by professionals in the financial services industry located in the Greater Toronto Area /

This study sought to explore the changing nature of the financial services industry in Toronto, Canada and the impact that these changes will have on the vocational educational outcomes required by Ontario Colleges of Applied Arts and Technology (CAAT) graduates who wish to enter the financial services industry. The study was descriptive and exploratory, based on both quantitative and qualitative data. Triangulation of 3 data sources (a collection of newspaper articles from the Toronto Star between July 1999 and June 2000, the calendars of the 25 CAATs, and a survey questionnaire prepared by me and distributed to subject matter experts who are key practitioners in the financial services industry) was used. The study contains a discussion of how the financial services industry is changing. The first question to be answered was: What do current practitioners in financial services perceive to be the knowledge, skills, and attitudes that will be required of future graduates for employment within the financial services industry? The study found that Ontario CAAT's graduates entering the financial services field need both business and financial services vocational learning outcomes. Colleges should have 2 programs 1 in accounting and 1 in financial services. The report addresses which specific topics should be included in the financial services program. The second question to be answered was: How does this anticipated profile of knowledge, skills, and attitudes change depending on the degree of implementation of the new technologies by the survey respondent? The study found no pattern. The third question to be answered was: In what way do existing programs need to change in the area of accreditation as perceived by the respondents? The study found that for accreditation, 3 credentials should be addressed within the financial services program. These are the Canadian Securities, the Life Underwriters, and the Certified Financial Planner designations. The last question to be answered was: What new knowledge, skills, and attitudes need to be incorporated into college curricula to address changing needs in the employment sector? For each Ontario CAAT which has a financial services program (excluding accounting), their program was reviewed in light of the topics as perceived by professionals in the financial services industry.

Perceptions of some teachers about the similarities and/or differences in teaching online versus in a classroom environment /

The introduction of computer and communications technology, and particularly the internet, into education has opened up some new possibilities for teaching and learning. Courses designed and delivered in an online environment offer the possibility of highly interactive and individually focussed teaching and learning experiences. However, online courses also present new challenges for both teachers and students. A qualitative study was conducted to explore teachers' perceptions about the similarities and differences in teaching in the online and face-to-face (F2F) environments. Focus group discussions were held with 5 teachers; 2 teachers were interviewed in depth. The participants, 3 female and 2 male, were full-time teachers from a large College of Applied Arts & Technology in southern Ontario. Each of them had over 10 years of F2F teaching experience and each had been involved in the development and teaching of at least one online course. i - -; The study focussed on how teaching in the online environment compares with teaching in the F2F environment, what roles teachers and students adopt in each setting, what learning communities mean online and F2F and how they are developed, and how institutional policies, procedures, and infrastructure affect teaching and learning F2F and online. This study was emic in nature, that is the teachers' words determine the themes identified throughout the study. The factors identified as affecting teaching in an online environment included teacher issues such as course design, motivation to teach online, teaching style, role, characteristics or skills, and strategies. Student issues as perceived by the teachers included learning styles, role, and characteristics or skills. As well, technology issues such as a reliable infrastructure, clear role and responsibilities for maintaining the infrastructure, support, and multimedia capability affected teaching online. Finally, administrative policies and procedures, including teacher selection and training, registration and scheduling procedures, intellectual property and workload policies, and the development and communication of a comprehensive strategic plan were found to impact on teaching online. The teachers shared some of the benefits they perceived about teaching online as well as some of the challenges they had faced and challenges they perceived students had faced online. Overall, the teachers feh that there were more similarities than differences in teaching between the two environments, with the main differences being the change from F2F verbal interactions involving body language to online written interactions without body language cues, and the fundamental reliance on technology in the online environment. These findings support previous research in online teaching and learning, and add teachers' perspectives on the factors that stay the same and the factors that change when moving from a F2F environment to an online environment.

The motivation of vocational students in a college setting /

This qualitative study explores the motivation of College Vocational Program (CVP) students at one campus of a large College of Applied Arts and Technology (CAAT a) in urban southern Ontario. The study is in response to my close involvement with the CVP students as an instructor for five years, and my observation that a greater understanding of the motivational influences affecting the students' involvement in the program would strengthen teaching and learning, and enhance the CVP educational experience for students and instructors. This study was limited to one CVP program, and a small sample of convenience of 9 CVP male and female students and 6 instructors selected from two classes. The students were chosen based on their verbal abilities to communicate their thoughts, feelings, and experiences in regard to answering the research questions posed. Through interviews with students, instructors, and ajob coach, this study addressed four main questions relevant to college vocational students and motivation: defining student success, encouragement, discouragement, and perceptions about academic and vocationalleaming. The interview questions for both students and instructors were designed by me and were based on themes derived from the literature and from my experience in the program. The findings identify that the students and instructors see success in the program in a slightly different way, the importance of relationships and structure, the hindering effect of disabilities and the importance of accommodation, and the strong aspiration of the students wanting to learn in a supportive accepting environment. The study concludes with implications for further research and theory development.

Experience and the artist's body : resisting the Uber-artist construct in socially engaged performance

Looking back over the past 20 years of my practice, the vista is littered with ambiguities of process and form within socially engaged performance. Sifting through the debris, one question arises: what have I been doing?; another might be: what have I been making? What feels relevant to me is the aggregate of my experiences; the who I am. With the current sector creep towards instrumentalising arts for social agendas, the value and relevance of experience ebbs. Demands on artists extend well beyond aesthetic skill, process facilitation and project management. In this essay, I critique the risk within socially engaged practice of art becoming subservient to social agendas and consider how the shift towards an uber-artist construct renders the sector unsustainable.

Herbert M. Sussman presenting award

Herbert Sussman (left) is shown presenting the John P. Mullen award. Herbert M. Sussman was the College's fifth president. He was inaugurated on June 8, 1972 and the school's commencement ceremony. He served from 1972-1977. By this time, New York City Community College of Applied Arts and Sciences was part of the CUNY system and had merged with the Vorhees Technical Institute.

Herbert M. Sussman

Portrait of Herbert M. Sussman, president 1972-1977. Herbert M. Sussman was the College's fifth president. He was inaugurated on June 8, 1972 and the school's commencement ceremony. He served from 1972-1977. By this time, New York City Community College of Applied Arts and Sciences was part of the CUNY system and had merged with the Vorhees Technical Institute.

Otto Klitgord at 1952 Commencement

Otto Klitgord (second from left) is pictured with other guests at the Hotel St. George, site of the February 1952 commencement ceremony of the college. Otto Klitgord was the first president of the New York City College of Technology. He was named director of the New York State Institute of Applied Arts and Sciences when it was formed in the 1946 and became president in the 1950s when the administration was reorganized. Klitgord served until 1960, making his tenure as president the longest in City Tech's history.

Otto Klitgord and Andrew Clauson

Otto Klitogord (left) is depicted awarding the Hon. Andrew Clauson (right) with membership in TPS - June 26, 1952. Otto Klitgord was the first president of the New York City College of Technology. He was named director of the New York State Institute of Applied Arts and Sciences when it was formed in the 1946 and became president in the 1950s when the administration was reorganized. Klitgord served until 1960, making his tenure as president the longest in City Tech's history.