A Study of the Martyrdom Altarpiece

"This paper will explore an unstudied fifteenth-century English alabaster altarpiece referred to as the Martyrdom Altarpiece. Based on dated and current scholarship, this analysis postulates two scenarios of the object's history. The first scenario postulates the Martyrdom Altarpiece as being commissioned by the Carthusian order. This position is based on stylistic and iconographic readings of the object that correlate with Carthusian analogs. These interpretations are strengthened by documentation sold with the Martyrdom Altarpiece during its 1978 auction sale. Scenario two argues that the Martyrdom Altarpiece's origins are not Carthusian, furthermore suggesting that the object is a composite or truncated piece"

England and the English from an American point of view,

Mode of access: Internet.

England and the English from an American point of view,

Mode of access: Internet.

England,

Mode of access: Internet.

Illuminating faith : the Bute Book of Hours

"The Bute Book of Hours, an English manuscript dating to c. 1500 in The Berger Collection at the Denver Art Museum, has received cursory attention from scholars in the past. This paper is the first to conduct a comprehensive examination of the object, evaluating its style, iconography, content, religious significance, and patronage. Careful study has revealed that the Bute Book is greatly indebted to early engravings for its imagery, perhaps more than any other known manuscript. The suffrages to saints were selected based on their powers against the plague, Tudor religious preferences, and regional significance. Special attention has been given to more unusual insertions such as Sts. Armel and Ninian, and Henry VI. The Bute Book of Hours was created for a wealthy Englishman, most likely with Yorkshire connections, and it illustrates the tenor of a nation undergoing rapid political, social and religious changes"

Official catalogue & guide of the India and Ceylon exhibition : Earl's Court London, 1896 /

Mode of access: Internet.

English teachers in the digital age – a case study of policy and expert practice from England

This article is a case study of how English teachers in England have coped with the paradigm shift from print to digital literacy. It reviews a large scale national initiative that was intended to upskill all teachers, considers its weak impact and explores the author’s involvement in the evaluation of the project’s direct value to English teachers. It explores how this latter evaluation revealed how best practice in English using ICT was developing in a variable manner. It then reports on a recent small scale research project that investigated how very good teachers have adapted ICT successfully into their teaching. It focuses on how the English teachers studied in the project are developing a powerful new pedagogy situated in the life worlds of their students and suggests that this model may be of benefit to many teachers. The issues this article reports on have resonance in all English speaking countries. This article is also a personal story of the author’s close involvement with ICT and English over 20 years, and provides evidence for his conviction that digital technologies will eventually transform English teaching.

A framework for English? Or a vehicle for literacy? English teaching in England in the age of the Strategy

This article considers the evolution and impact on schools in England of the "Framework for English" since its introduction in 2001, a national initiative that follows on from the National Literacy Strategy, which focused on primary schools. Whilst acknowledging that the Framework is part of a whole school policy, "The Key Stage Three Strategy", I concentrate on its direct impact on the school subject "English" and on standards within that subject. Such a discussion must incorporate some consideration of the rise of "Literacy" as a dominant term and theme in England (and globally) and its challenge to a politically controversial and much contested curriculum area, i.e. "English". If the Framework is considered within the context of the Literacy drive since the mid-1990s then it can be see to be evolving within a much changed policy context and therefore likely to change substantially in the next few years. In a global context England has been regarded for some time as at the extreme edge of standards-driven policy and practice. It is hoped that the story of "English" in England may be salutary to educators from other countries.