Relevant bibliographies by topics / Visual arts integration

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Visual arts integration'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Visual arts integration"

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Gandini, Lella, and Carolyn Pope Edwards. "Early Childhood Integration of the Visual Arts." Gifted International 5, no. 2 (September 1988): 14–18. http://dx.doi.org/10.1080/07387849.1988.11674835.

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Brewer, Ernest Andrew, and Susannah Brown. "Perspectives on Social Studies and Visual Arts Integration." Kappa Delta Pi Record 45, no. 3 (April 2009): 135–39. http://dx.doi.org/10.1080/00228958.2009.10517304.

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Buck, Ralph, and Barbara Snook. "Reality bites: implementing arts integration." Research in Dance Education 21, no. 1 (January 2, 2020): 98–115. http://dx.doi.org/10.1080/14647893.2020.1727873.

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Mackin, Eileen, Robert Mackin, John Obremski, and Katherine McKie. "A districtwide commitment to arts integration." Phi Delta Kappan 98, no. 7 (March 22, 2017): 29–33. http://dx.doi.org/10.1177/0031721717702628.

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Like many school systems in economically stressed parts of the country, the Everett, Mass., school district had cut back on arts instruction over the years, to the point where most students were getting only a single art class per week. But since 2013, and thanks to a grant from the U.S. Department of Education, Everett has designed and implemented a new model of arts integration in its elementary and middle grades, providing teachers with intensive support and coaching to help them combine their regular instruction with serious lessons in theater, the visual arts, design, and more.
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Song, Young Imm Kang, Maureen Creegan-Quinquis, DongSun Min, and HuiKyeong Kang. "Tire Art: Environmental Education through Science, Visual and Language Arts." International Journal of Social Science Studies 5, no. 12 (November 8, 2017): 50. http://dx.doi.org/10.11114/ijsss.v5i12.2776.

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This international project examined the use of an arts-integrated approach to teaching and learning 8th grade science and language art. It involved two arts faculty collaborating with classroom teachers in the US and South Korea. In the context of the "Tire Art project”, students and teachers were guided through several 2D and 3D creative interactions emphasizing innovative uses for recycled car tires and bicycle wheels. In this paper, authors discuss the learning that happened through the arts, and the learning that happened (by teachers) of arts integration methods. It is to be noted that integration is not only about the arts. In fact, if teachers take advantage of this approach, they will discover more connections and bridges between various non-art subjects. When teachers are as affected by innovative approaches as the students, they often feel more confident and empowered in their professional competencies.
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Nawar, Haytham. "Multilingualism, visual integration and transculturalism." Technoetic Arts 10, no. 2 (December 1, 2012): 239–46. http://dx.doi.org/10.1386/tear.10.2-3.239_1.

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Van Duinen, Deborah Vriend, and Beth Mawdsley Sherwood. "Co-Equal Arts Integration: Lessons Learned in Using Visual Arts to Respond to Literature." Art Education 72, no. 3 (April 23, 2019): 20–27. http://dx.doi.org/10.1080/00043125.2019.1578019.

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Gill, Tony, and Catherine Grout. "Finding and preserving visual arts resources on the Internet." Art Libraries Journal 22, no. 3 (1997): 19–25. http://dx.doi.org/10.1017/s030747220001049x.

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Internet resources in any discipline are difficult to locate reliably, but the problem is exacerbated for the visual arts community by the intrinsic complexity of retrieving visual resources. After a brief examination of the problems associated with the discovery of networked resources, this paper outlines the development, integration and future objectives of two visual arts information services, the Art, Design, Architecture & Media Information Gateway (ADAM) and the Visual Arts Data Service (VADS), both funded for the benefit of the UK Higher Education community by the Joint Information Systems Committee.
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Grant, Ken W., John L. Clay, and Brian E. Walden. "Measures of auditory‐visual integration." Journal of the Acoustical Society of America 97, no. 5 (May 1995): 3308. http://dx.doi.org/10.1121/1.412930.

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Noelle, Louise. "Plastic Integration in Mexico: Confluence or Nostalgia." Art and Architecture, no. 42 (2010): 14–23. http://dx.doi.org/10.52200/42.a.nbpeb885.

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From the onset of contemporary architecture, the controversial presence of visual arts manifested itself as one of the approaches in its development. In the mid-twentieth century the use of the term “plastic integration” started to be widespread, exposing the confrontation between diverse stances and positions. Three of the pioneers in the forefront of this field were Carlos Obregón Santacilia, with his building for the Secretaría de Salubridad (1929), Mario Pani, with the Hotel Reforma (1936), and Enrique Yáñez, with the Sindicato Mexicano de Electricistas (1936-1940). The movement, headed by the leading architects of the time in collaboration with important artists, searched for an intersection between the visual arts and architecture.
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Dissertations / Theses on the topic "Visual arts integration"

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Herrera, Allison Kay. "Information Science & Visual Arts Integration." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/578933.

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While at the University of Arizona, I have learned a great deal about art education practices, such as: how to engage students and implement lesson plans. I have also had the opportunity to learn about information science topics and I have found that many of these relate directly to the typical student's life, yet there is no guarantee that students will ever study the theory behind these areas. The purpose of this thesis is to create and establish multidisciplinary and interdisciplinary lesson plans, which demonstrate how visual arts can be integrated with information science topics. Interdisciplinary approaches in art education can advance critical thinking, communication, resourcefulness, and other fundamental academic skills. I created a series of lesson plans that should be viewed as a comprehensive unit that combines art and information science topics. This paper elucidates on how visual arts have been constructively integrated into core curriculum in other subject areas and gives educators examples of how to explore the idea of integrating general education topics into art lessons. Educators will have concrete examples of lesson plans and may use these plans as finished works or as prototypes for developing their own plans that combine visual arts and information sciences.
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Newton, Keith Randolph. "Cross-Disciplinary Integration of Musical Works and Visual Arts through Computer Technology." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366381657.

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Hirsh, David E. "Photorealistic Rendering for LIve-Action Video Integration." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/399.

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Osmon, Amy L. "Investigation of visual fields and visually-mediated behavior in the bonnethead shark (Sphyrna tiburo)." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002795.

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White, Alisha M. "Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/98.

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This arts-based, qualitative investigation focused on high school English teachers of students with learning dis/abilities (Baglieri & Knopf, 2004) who used visual arts integration (Eisner, 2002) to find out how teachers experience using visual arts in English and what their experiences mean (Zoss & White, 2011) in order to understand why certain experiences stood out for the teachers as being important. I framed the study theoretically with complexity theories of teaching and learning (Davis, Sumara, & Luce-Kapler, 2008), while combining aspects of sociocultural theory (Smagorinsky, 2001; Vygotsky, 1978; Wertsch, 1991), cognitive pluralism (John-Steiner, 1997) and Dewey’s notion of experience (1934/1980). The teacher participants were three high school English teachers employed at an independent school for students with learning dis/abilities. A/r/tography (Irwin & Springgay, 2008; Springgay, Irwin, & Kind, 2005, 2008) influenced my methodology in that I created visual art to theorize the data and my experiences conducting the study. I collected data during spring and summer 2011. Data sources included participant observation and field notes (Dewalt & Dewalt, 2002), photography (Coover, 2004; Harper 2000, 2002), teachers’ visual texts (La Jevic & Springgay, 2008), artifacts (Prior, 2003), and interviews (Smagorinsky, 2008; Smagorinsky & Coppock, 1994). I used qualitative methods of coding analysis (Charmaz, 2006; Ezzy, 2002; Saldaña, 2009) and visual analysis (Riessman, 2008; Rose, 2001), as well as arts-based methods for educational research (Cahnmann-Taylor & Siegesmund, 2008). This study fills a gap in empirical research in both English education and special education by examining English teachers integrating art in classes for students with dis/abilities. Furthermore, understanding how teachers experience visual arts integration can inform methods courses for teaching secondary English educators.
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Smith, M. A. E. "Between poetry and painting : An exploration of visual and verbal integration and interaction in the arts of the twentieth century, with particular reference to France." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374959.

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Datar, Prashant P. "System integration and testing using object oriented programming based control." [Tampa, Fla.] : University of South Florida, 2002. http://purl.fcla.edu/fcla/etd/SFE0000595.

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Ash, Mary. "Integration in the teaching of the arts : a study of the role of metaphor across four forms - music, movement, poetry and visual art." Thesis, Institute of Education (University of London), 1986. http://eprints.ioe.ac.uk/6537/.

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Almodovar, Mayra. "Integrating music, drama and the visual arts in the early childhood curriculum a study of early childhood teachers in a metropolitan area of Puerto Rico /." Amherst, Mass. : University of Massachusetts Amherst, 2010. http://scholarworks.umass.edu/open_access_dissertations/195/.

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Theriault, Shelli. "Enhancing visual arts instruction through technology : how the integration of Discovery Education's United Streaming Videos and the interactive SMART Board is changing instruction in the art room /." Abstract Full Text (HTML) Full Text (PDF), 2007. http://eprints.ccsu.edu/archive/00000437/02/1933FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2007.
Thesis advisor: Cora Marshall. "... in partial fulfillment of the requirements for the degree of Master of Science in Art Education." Includes bibliographical references (leaves 77-80). Also available via the World Wide Web.
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Books on the topic "Visual arts integration"

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Envisioning writing: Toward an integration of drawing and writing. Portsmouth, NH: Heinemann, 1992.

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Learning, Alberta Alberta. Kindergarten to grade 3 (primary programs), early literacy, early numeracy, integration, diagnostic assessment: Alberta authorized resource list. [Edmonton], AB: Alberta Learning, 2004.

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Williams, Rick. Visual communication: Integrating media, art and science. New York: Lawrence Erlbaum Associates, 2006.

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Williams, Rick. Visual communication: Integrating media, art, and science. New York, NY: Lawrence Erlbaum Associates, 2007.

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Hubbard, Tom. The integrative vision: Poetry and the visual arts in Baudelaire, Rilke and MacDiarmid. Kirkcaldy: Akros, 1997.

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Longo, Shawna, and Zachary Gates. Integrating STEM with Music. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197546772.001.0001.

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This book explores how science, technology, engineering, and mathematics (or STEM) initiatives are becoming more common in our educational system while depicting what it means to teach not only the students of today, but the citizens of tomorrow. This resource will provide 15 fully-developed and classroom-vetted instructional plans with assessments that are aligned to articulate learning from kindergarten through grade 12. With these instructional lessons and adaptations for K-12 music and STEM classes, pre-service educators, in-service educators, and administrators can better understand and immediately use tools for planning, assessing, and the practical integrating of STEM with Music. The arts, which includes music, visual art, dance, theater, and digital/media arts, bring creativity and innovation to the forefront in STEM learning. STEM learning can move teachers of the arts in a positive direction, but there are mixed messages about what that means and looks like. Many natural connections can be made between science, technology, engineering, math, and music. Twenty-first century learning skills and career-ready practices are framed so that the creativity and innovation necessary to succeed in STEM content areas and careers can be directly addressed by the educational community. The connection that is made between STEM content areas and music stimulates inquiry, dialogue, and critical thinking.
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1923-, Roberts Mark, and Vancouver School Board. Program Services., eds. A Palette of possibilities: Integrating the visual and literary arts through picture books. Vancouver: Vancouver School Board, Program Services, 1992.

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Efland, Arthur D. Art and Cognition: Integrating the Visual Arts in the Curriculum (Language & Literacy Series). Teachers College Press, 2002.

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Art and Cognition: Integrating the Visual Arts in the Curriculum (Language & Literacy Series). Teachers College Press, 2002.

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Harney, Kristin. Integrating Music Across the Elementary Curriculum. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190085582.001.0001.

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This book is designed to support K–5 classroom teachers as they integrate music throughout the elementary curriculum. It contains detailed, practical ideas and examples, including full lesson plans and over a hundred teaching ideas and strategies for integrating music with visual art, language arts, social studies, science, and mathematics. Following an overview of the interdisciplinary approach, the remaining chapters explore connections between music and other areas of the elementary curriculum. Each chapter also includes a section addressing national standards with tables showing the specific standards that are included in each lesson and activity. This text utilizes the most recent National Core Arts Standards (2015) as well as the most recent standards in language arts, social studies, science, and mathematics. All the lessons in this book are designed to be fully taught by classroom teachers; the content is accessible to those who lack formal music training, yet is solidly rooted in research and best practices. While classroom teachers can teach these lessons on their own, this book may facilitate partnerships and collaboration between classroom teachers and music specialists. All the lessons and activities included in this text have been reviewed by practicing teachers, and most have been field-tested in elementary classrooms. Throughout the book, there is an emphasis on interdisciplinary lessons that demonstrate valid connections between disciplines while maintaining the integrity of each discipline involved. The text also includes a model that allows teachers to successfully create their own interdisciplinary lessons.
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Book chapters on the topic "Visual arts integration"

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Bhroin, Máire Ní, and Andrea Cleary. "Integrating visual arts with education for social justice and sustainability." In Teaching for Social Justice and Sustainable Development Across the Primary Curriculum, 87–105. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003003021-6.

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Nguyen, Valerie, and Mark Szymanski. "A State of the Art Cart." In Research Perspectives and Best Practices in Educational Technology Integration, 80–104. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2988-2.ch005.

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This chapter examines research that characterizes the complexity of teaching and integrating visual arts in K-12 education. Issues include teachers’ previous experience and backgrounds in art, their differing development of pedagogical and art content knowledge, and the existence of a variety of philosophical orientations for teaching art. The authors then describe how the complexity of visual arts education requires complex solutions for integrating technology and describe one art teacher educator’s first explorations into creating online solutions with Web 2.0 technology and her plans for further development. Finally, the authors describe a model of visual arts and technology integration that begins with a problem of practice and develops complex solutions through technology integration.
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Dimmitt, Eric J. "Arts Integration Techniques in the Adult Learning Environment." In Research Anthology on Adult Education and the Development of Lifelong Learners, 504–19. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch024.

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The visual and performance arts can play an important role in the success of the learning environment. For example, research on arts-based techniques in business management programs using such approaches as artistic reflection, critique, or creating artifacts have been conducted. These studies suggest the use of arts integration techniques in the learning environment changes participants' beliefs about their content and deepens understanding around the context of the learning. This chapter will share both the theories related to arts integration and instructional strategies that focus on arts-integrated instructional approaches in the adult learning environment.
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Hessels, Scott. "Sustainable Cinema." In Visual Approaches to Cognitive Education With Technology Integration, 82–100. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5332-8.ch006.

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Beyond mere inspiration, a subset of artists have given the natural world a more influential role in the outcome of their work. By harnessing the physics, biology, and ecology of the natural environment as artistic tools, they have used natural phenomena as a co-creator in their art-making practices. This use of natural force impacting the actual form of an artwork can also extend into moving image arts. Sustainable Cinema is a series of kinetic public sculptures that merge natural power sources with early optical illusions to create a moving image. The variations within this series now cover seven distinct image generating systems, multiple animation narratives, and several alternative energy sources. This chapter reviews each sculpture in form, content and site and discusses how collectively they create a case study for a larger perspective on culture's relationship with the forces of nature and the materiality of the moving image.
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Hsieh, Kevin, and Melanie Davenport. "Integrating the Arts into Early Childhood Teacher Education Through Technology." In Transforming K-12 Classrooms with Digital Technology, 208–18. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4538-7.ch011.

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Integrating the arts into the early childhood classroom is considered one of the effective pedagogies for children to learn different disciplines. However, most students in early childhood teacher education programs do not have experience in art, nor do they generally create art themselves. However, these future teachers and their students alike are surrounded with visual culture, immersed in technology, and grew up with television and other devices as indispensable parts of their lives, so these can provide portals for teaching them about the arts and interdisciplinary content integration. Teaching future Early Childhood Education (ECE) teachers creative pedagogies for integrating the arts into their classrooms through the use of technology is essential. The purpose is not just to help them understand the connections between the visual arts and what they see around them on television, tablet, and computer, but also, perhaps optimistically, to encourage them to be advocates for the arts in the lives of their students. In this chapter, the authors contemplate some of the challenges in building those connections for ECE students. They consider the questions: How can we build their confidence with this subject matter and guide them to integrate art forms through technology into their curricula? How can we foster in these future teachers a creative sensibility that recognizes the arts as a fundamental shared human means of expressing identity, understandings, beliefs, and ideas? How can we utilize very accessible community resources to encourage this transformation? This chapter describes a hands-on approach developed for guiding ECE majors who have little or no arts experience to understand, appreciate, and engage in the arts through technology and the interdisciplinary possibilities of Puppetry Arts. They describe the philosophy, process, resources, and outcomes of the course and offer recommendations for integrating the arts into early childhood education coursework through technology.
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Wright, Judson. "Triggering the Flotsam of Behavior." In Advances in Media, Entertainment, and the Arts, 264–85. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0016-2.ch011.

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As computer artists, we might ask: can the computer serve as the artist or a proxy thereof? There seems no possible conclusive answer to this. Rather, we approach this question from a different angle: Why do humans make artifacts/praxis, which might be experienced by conspecifics as art (e.g. visual art, music, dance)? To investigate this subtle issue, computer technology provides an important tool for artist-engineers, namely allowing programmatic integration of audio analysis and visual graphic animation. We initially discuss the history and problems of the role of an intuitive model of cognition, in the pursuit of an automated means of the synthesis of intelligence, versus what has been learned about organic brains. This comparison, while somewhat critical of empiricism, is meant to zero in on the cognitive function of art for humans, as an evolutionary adaptation. We are thus lead to an alternative programming paradigm regarding art's very particular but crucial role for our species.
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Cochrane, Thomas, and Isaac Flitta. "Mobile Web 2.0 Integration." In Cyber Behavior, 581–98. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5942-1.ch029.

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Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students' web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants' previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.
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Demyanchuk, Andriy. "AUTHOR’S TECHNOLOGY OF THE MAKING A MODERN ICON BASED ON THE EUROPEAN PAINTING TECHNIQUES." In Integration of traditional and innovative scientific researches: global trends and regional aspect. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-3-1.

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The purpose of the study pertains to the technology and techniques of ancient and modern icon painting. In particular, their principal processes that are presented on the basis of the author's experience and practical application tested by the well-known scientists-fine art experts. Methodology. The study was conducted using a complex of methods, such as historical, comparative, typological, analysis and generalizations, descriptive, visual, technological (chemical properties and physico-chemical processes); documentary (official and unofficial recorded information, books, manuscripts, etc.); artistic and stylistic (analysis of the manner of individual masters, their schools, separate fine arts periods); philosophical (metaphysical method: essence and phenomenon; substance and form); theological (church canons; divinity of the icon); method of artistic analysis. Research results. A unique author's technology of producing icons was developed and described on the basis of the study of the best methods of ancient and modern technological processes. This technology has been tested by the well-known students of the sacred art. Scientific novelty of the obtained results is that valuable materials dealing with the use of the ancient techniques and technological processes in modern sacred art have been contributed to the Ukrainian fine arts science, particularly, icon painting using the ancient egg-tempera techniques (taking into account the author's experience). Recommendations. The study of the ancient techniques and technological processes and their application in contemporary painting still require further theoretical research.
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Goncharova, Olena. "WOMEN ARTISTS OF THE RENAISSANCE AND BAROQUE PERIOD IN ITALY: CULTURAL STUDIES DISCOURSE." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-13.

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The purpose of the monograph section. On the basis of anthropocentric approach to the analysis of visual self-presentations of Italian women artists of the Renaissance and Baroque period fill in the gaps that exist in domestic art history regarding the works of Plautilla Nelli, Sofonisba Anguissola, Lavinia Fontana, Marietta Robusti, Artemisia Gentileschi, Arcangela Paladini, Giovanna Garzoni, Elisabetta Sirani and the sculptor Properzia de’ Rossi. Theoretical basis. The principles and methods of philosophical and anthropological research in combination with biographical, historical, comparative, iconographic and figurative and stylistic methods were used in writing the monograph. The scientific novelty lies in the author's method of analyzing works of visual art from the point of view of anthropocentric approach, as well as in considering the creativity of women artists of Renaissance and Baroque period in Italy as their self-objectifications, which give rise to a new cultural reality. Conclusions. Creativity by Italian women artists Plautilla Nelli, Sofonisba Anguissola, Lavinia Fontana, Marietta Robusti, Artemisia Gentileschi, Arcangela Paladini, Giovanna Garzoni, Elisabetta Sirani and the sculptor Properzia de’ Rossi in diachronic view can be expanded. During 16th–17th centuries, several talented female painters and one female sculptor worked in Italian fine arts. Against the background of the cultural realities of the time, this phenomenon can be considered an indicator of paradigmatic changes in the public consciousness in relation to the social significance of talented women.
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Lo Turco, Massimiliano, and Yoseph Bausola Pagliero. "Representation, Design, and Management of Generative Algorithms for Architecture." In Advances in Media, Entertainment, and the Arts, 243–62. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3993-3.ch012.

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This chapter critically analyses free-form generative parametric design techniques to evaluate the effectiveness of VPL (Visual Programming Language) systems, applied to existing high-geometric/formal complexity artefacts. The paneling of the South facade of the Institut du Monde Arabe (IMA) in Paris, designed by J. Nouvel, was chosen as a case history. This is to examine how through a complex kinematic modelling, the sunshine of indoor environments can be effectively controlled. The chapter focuses on reproduction, through reverse engineering techniques of the façade-type panel, through the most widely-used VPL platforms that determine algorithmic relationships. The generative parametric algorithms developed for the IMA Moucharabieh, indicate that identical rules can govern different geometries; in contrast, identical geometries can arise from completely different algorithmic formulae. Finally, the integration with the most widely-used BIM applications, is used to critically evaluate interoperable workflows.
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Conference papers on the topic "Visual arts integration"

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Olizko, Yuliia. "INTEGRATING VISUAL ARTS INTO ESP FOR CHEMISTS." In LE TENDENZE E MODELLI DI SVILUPPO DELLA RICERСHE SCIENTIFICI. European Scientific Platform, 2020. http://dx.doi.org/10.36074/13.03.2020.v2.20.

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Fontana, Maria Pia, and Miguel Mayorga. "Le Corbusier. Arquitectura urbana: Millowners Association Building y Carpenter Center." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.972.

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Resumen: La obra de Le Corbusier es una amplia exploración de soluciones urbanas y arquitectónicas que plantean relaciones de continuidad entre edificio y ciudad, arquitectura y entorno, espacio interior y espacio exterior: rampas, cuerpos bajos, entrantes y salientes, plantas libres y fachadas con espesor, son algunos de los elementos de integración y/o de mediación utilizados por el maestro suizo. El Millowners Association Building de 1954 ubicado en la ciudad de Almedabad en la India, y el Carpenter Center for Visual Arts de la Graduate School of Design of Harvard de 1961-1964 en la ciudad de Cambridge, en Estados Unidos, son dos edificios que presentan rasgos característicos en común: una volumetría básica, uso del hormigón armado visto, uso de similares elementos de fachada y una rampa que sobresale del edificio y que confiere a ambos un carácter reconocible y peculiar. Los dos edificios ya han sido puestos en relación por diferentes críticos como Giedion 1967, o Frampton 1975, e incluso se ha considerado uno como antecedente del otro. Sin embargo, un análisis comparativo permite verificar que aunque la rampa es el elemento común más evidente, éste juega un papel muy diferente en la definición de las relaciones urbanas de cada uno de los edificios con su entorno inmediato y con la ciudad. Y además que también, en la relación del edificio con la ciudad entran en juego otros elementos y soluciones arquitectónicas, que de manera solidaria, son determinantes definidores de su relación con el entorno y su carácter urbano. Abstract: The work of Le Corbusier is a comprehensive exploration of urban and architectural solutions which show continuity relationships between city and building, architecture and environment, interior and exterior space throughout elements of integration and / or mediation used by the Swiss master like ramps, lower volumes, incoming and outgoing, open floor plans and thick facades. The Association Millowners Building (1954) located in the city of Almedabad in India, and the Carpenter Center for Visual Arts at the Graduate School of Design of Harvard (1961 to 1964) located in the city of Cambridge, in the United States, are two buildings that have some characteristics in common, like a basic volume, use of reinforced concrete, using similar facade elements and a projected ramp gives a recognizable and distinctive character of both buildings. Different authors compared the two buildings as Giedion 1967 or 1975 Frampton, and have stated that one has been based on the other. However, a comparative analysis verifies that although the ramp is the most obvious common element, it plays a very different role in the definition of urban relationships of each of the buildings with their immediate environment and the city. Moreover other elements configure crucial aspects in the relationship between the buildings and the urban space creating architectural solutions and interesting relations that are crucial for the definition of the relationship with the environment and the urban character of every building. Palabras clave: Le Corbusier, Millowners Association Building, Carpenter Center for Visual Arts, Urban Architecture. Keywords: Le Corbusier, Millowners Association Building, Carpenter Center for Visual Arts, Arquitectura Urbana. DOI: http://dx.doi.org/10.4995/LC2015.2015.972
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Xu, Yicheng. "Feasibility of Integrating Huishan Clay Figurine into Brand Visual Design in Scenic Areas." In 7th International Conference on Arts, Design and Contemporary Education (ICADCE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210813.094.

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Li, Aishi, Ming Yang, and Wanqi Yang. "Feature Integration with Adaptive Importance Maps for Visual Tracking." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/108.

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Discriminative correlation filters have recently achieved excellent performance for visual object tracking. The key to success is to make full use of dense sampling and specific properties of circulant matrices in the Fourier domain. However, previous studies don't take into consideration the importance and complementary information of different features, simply concatenating them. This paper investigates an effective method of feature integration for correlation filters, which jointly learns filters, as well as importance maps in each frame. These importance maps borrow the advantages of different features, aiming to achieve complementary traits and improve robustness. Moreover, for each feature, an importance map is shared by its all channels to avoid overfitting. In addition, we introduce a regularization term for the importance maps and use the penalty factor to control the significance of features. Based on handcrafted and CNN features, we implement two trackers, which achieve a competitive performance compared with several state-of-the-art trackers.
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Azarbayejani, Ali, Alex Pentland, and Chris Perry. "Vision-based modeling for production-quality integration of photographic imagery and 3D graphics." In ACM SIGGRAPH 96 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '96. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/253607.253900.

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Hashtroodi, Pantea, and Masood Yazdani Moghaddam. "INVESTIGATING APPLICATION OF VISUAL THINKING STRATEGIES IN DEVELOPING AUDIO AND VISUAL ONLINE MATERIALS BY NON-NATIVE EFL TEACHERS: INTEGRATING ART ASSISTED LANGUAGE LEARNING (AALL) AND ARTS MARKETING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0832.

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Danirmala, Mutiara, Asrowi Asrowi, and Akhmad Musadad. "Integration of Environmental Issues in Electronic Module of Social Studies Learning in Junior High School." In Proceedings of the 1st Conference of Visual Art, Design, and Social Humanities by Faculty of Art and Design, CONVASH 2019, 2 November 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-11-2019.2294862.

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Maharani, Fitria, and Puji Fauziah. "Integrating The Value of Javanese Language Education to Build Characteristics of Kindergarten Student’s." In Proceedings of the 1st Conference of Visual Art, Design, and Social Humanities by Faculty of Art and Design, CONVASH 2019, 2 November 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-11-2019.2294861.

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Zhao, Sicheng, Guiguang Ding, Yue Gao, and Jungong Han. "Approximating Discrete Probability Distribution of Image Emotions by Multi-Modal Features Fusion." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/651.

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Existing works on image emotion recognition mainly assigned the dominant emotion category or average dimension values to an image based on the assumption that viewers can reach a consensus on the emotion of images. However, the image emotions perceived by viewers are subjective by nature and highly related to the personal and situational factors. On the other hand, image emotions can be conveyed by different features, such as semantics and aesthetics. In this paper, we propose a novel machine learning approach that formulates the categorical image emotions as a discrete probability distribution (DPD). To associate emotions with the extracted visual features, we present a weighted multi-modal shared sparse leaning to learn the combination coefficients, with which the DPD of an unseen image can be predicted by linearly integrating the DPDs of the training images. The representation abilities of different modalities are jointly explored and the optimal weight of each modality is automatically learned. Extensive experiments on three datasets verify the superiority of the proposed method, as compared to the state-of-the-art.
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Osinski, Dominik, Patrycja Bizon, Helene Midtfjord, Michał Wierzchon, and Dag Roar Hjelme. "Designing Auditory Color Space for Color Sonification Systems." In ICAD 2019: The 25th International Conference on Auditory Display. Newcastle upon Tyne, United Kingdom: Department of Computer and Information Sciences, Northumbria University, 2019. http://dx.doi.org/10.21785/icad2019.076.

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Designing of color sonification systems provides a possibility of contribution to various fields ranging from rehabilitation of visually impaired through color perception, multisensory art experience to consciousness studies. The design process itself requires understanding and integrating knowledge from many difficult and inherently different branches of science and the resulting sonification method will be highly dependent on the purpose of the system. We present work in progress on designing and experimental verification of color sonification method that will be implemented in Colorophone – a wearable assistive device for the visually impaired, which enables perception of the information about color through sound. Although our system shows promising results in color and object recognition, we would like to enhance the existing color sonification method by designing a framework for experimental verification of our color sonification algorithm. The goal of this paper is therefore to briefly describe our way of thinking in order to provide the basis for the discussion.
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