Distinguishing the Arts and Crafts in Books

Distinguishing the Arts and Crafts in Books OVERVIEW OF THE TOPIC This dissertation examines the craft of the book and its distinction between Art and Craft. Is it considered an art form†¦ a fine art if you will, or simply a traditional craft? The intended, original purpose of the book, was to be used as a means of recording information, but soon developed to become a piece of literature used for education or to contain novels of drama, fantasy, crime and other assorted genres, eventually developing further into aesthetically pleasing objects of art. In this digital era our daily lives have become disengaged from touch and so the craft of the book is taken for granted, with no thought taken into how books are made, whether it is by means of machine or by hand. REASONS FOR INVESTIGATION The tactile nature and this production method of books†¦ the traditional handmade method to be more precise is what drew me to this subject. I myself am an obsessive bookbinder, producing handcrafted books on a daily basis; there is a concrete sense of satisfaction felt in transforming sheets of paper or other media into a book. I am fascinated with this traditional craft and the aesthetic qualities the book possess, with the use of fine quality materials used and the traditional techniques and methods. However, more recently, there are now other uses for the traditionally bound book, one being the function as an artists medium, an art object known today as Artists Books. Having just recently discovered this art form, I feel more investigation is needed to distinguish what sets it apart from the traditionally crafted book. Is this genre of book art considered an art or craft? KEY AIMS AND OBJECTIVES There will be a number of key aims and objectives to this exploration of the craft of the book. However the primary objective of this study will be to determine the art and craft aspects of this handmade production of books, determining their distinctions. William Morris, a well-known figure in the Arts Crafts movement, will be a vital key thinker in studying the traditional craft aspect of the book. Morris, going back to the traditional methods of the 15th century, produces books â€Å"†¦with the hope of producing some which would have a definite claim to beauty†¦Ã¢â‚¬ [1] At the other end of the scale, Johanna Drucker, a scholarly writer in the book arts, will be a vital key thinker in exploring the art aspect of the book, more specifically the subject of Artists Books. Her book, The Century of Artists Books explores the Artists Book and its development in form and concept. She comments that Artists Books â€Å"†¦did not exist in their current form before the 20th century†.[2] That being the case, there is a possible transformation of the book from a traditional craft, to an expressive art form, which will be explored in the coming chapters, along with further exploration to discover the of moment of liberation for the book designer and the Artists Book. STRUCTURE The first chapter examines the historical significance of the book and its perceived appearance as a work of art. It will begin by reviewing the history of the book as a container of information, as a means of recording the past, touching on the various methods, techniques and technologies that were paramount in the craft of book production. Key thinkers involved will be Lucien Febvre and Henri-Jean Martin, in particular their highly credited book, The Coming of the Book. Along with other key thinkers in this field of study, they will assist in examining the development of the book and print culture, exploring the historical importance and emergence of the codex book that we are familiar with today. The first chapter will also consider the work of William Morris, a leader in the Arts Crafts Movement, and his interest in the craft of the book and the traditional methods of book production he used. Morriss greatest achievement, the influential Kelmscott Press, will set the scene to explore the growth of the private press of the twentieth century. Does the private press of today meet the standards of early traditional book production? Can the handmade qualities of the private press be compared to the machine made? As David Pye comments on his theories in workmanship, the effects of the finish and the aspects of the handmade, â€Å"Some materials promise far more than others but only the workman can bring out what they promise†.[3] The second chapter however, will be concerned with the book in relation to art, or to be more specific†¦ the Artists Book. Here the referencing of Johanna Drucker, a key thinker and scholarly writer on the subject, will be useful as it will introduce the early forms of the Artists Book, focusing more on the development of the book as an object of art. As well as a select few artists that were paramount in the development of the Artists Book, the work of William Blake, Ed Ruscha and Dieter Roth will be explored along with the relationship between text and image, artist and author. The third and final chapter offers a study of Fine Bindings being produced today, focusing on the work of Shepherds Bookbinders of London as great examples of contemporary bindings. The books in particular are a set of hand crafted, limited edition Ian Fleming novels†¦ the James Bond series to be more precise. They are of high quality craftsmanship, although with aesthetic qualities that would consider them to be works of art. Compared to their paperback counterparts, the study of these books will aid in understanding whether the handcrafted books of today are considered art or craft. The study will review numerous definitions of art and craft, which I shall discuss in the conclusion. Will a definitive distinction between art and craft be achieved? Will the craft of the book fit into either one of these categories, or even its own category yet to be named? The answers to these questions and more will be discovered in the coming chapters of this investigation. Sources [1] Ruari McLean, Modern Book Design: from William Morris to the present day, Faber Faber, London, 1958, p.11 [2] Johanna Drucker, The Century of Artists Books, Granary Books, New York, 2004, p.1 [3] David Pye, The Nature Art of Workmanship, University Press, Cambridge, 1968, p.2

School will Improve Education in America

School choice will improve education in America. Public schools are grossly inefficient, and are not educating many of America's youths adequately. Schools that are run independent from local government bureaucracy provide better education at lower cost. School choice would allow more students to attend better schools. School choice is a potent educational reform that is far more effective than increased spending. The fears of opponents of school choice are factually unfounded. School choice is necessary to improve American education. Through allowing more parental choice in education, school choice forces education into a free market environment. As it is now, parents send children to the nearest school, assigned to them by the school district. If a family is wealthy enough and chooses to do so, parents can send children to private schools. However, this family then pays twice for one education. They still pay their taxes, and they pay the tuition for the private school. Under a school choice plan, any parent who decides to send their child to a private school will receive a scholarship from the government, redeemable for tuition at scholarship accepting private schools. The scholarship dollar amount is far below that of the average cost per student per year at public schools, but would allow millions of parents who cannot presently afford private tuition to do so. If a school performed poorly, parents would choose to remove their children, and then send to them to better schools. If a school began losing all its students, and therefore all its funding, the school would desire to improve. Under the current system, government schools get your money whether they are doing a good job or not. Milton Friedman was one of the first people to propose a school choice plan. Since he did so over a quarter century ago, support has expanded rapidly. However, few plans for school choice have actually been enacted. The city of Milwaukee enacted a program designed by future choice icon Polly Williams. She asked the simple yet brilliant question, â€Å"Why not allow tax dollars to go to the schools that are working? † (Harmer, 162) The plan does not allow religious schools to participate, and allows only low-income children to take part. Schools that participate can have no more than 49% of their students are scholarship receiving students. The extremely limited scale demonstration has had little effect on Milwaukee public schools, but has enabled many students to attend better schools. The number of students in the choice program has grown every year, in 1990 there were 341, in 1994 there were 846. (McGroarty, 36) In California in 1993, the Parental Choice in Education Initiative was placed on the ballot. The initiative was defeated by more than 2 to 1. However, proponents were outspent by a factor of 4 to 1. Unions such as the AFL-CIO, Nation Education Association, and California Teachers association raised over $17 million. Proponents raised only $4. 1 million, and were left with only $2. 5 million once they got the initiative on the ballot. (Harmer, 147) Demonstrators attempted to physically prevent people from signing the petitions to get the initiative on the ballot. People deliberately signed the petition multiple times to hamper school choice efforts. One person signed 23 times. Principles and teachers sent home anti-school choice information with children. School boards, such as that of the Los Angeles Unified School District (LAUSD), illegally used public funds and forums to send an anti-choice message. From the standpoint of well to do Washington, D. C. suburbs, a school choice plan may seem unnecessary. Choice plans are not designed to help the upper-middle or upper class children. David Harmer wrote, â€Å"In my travels as president of the Excellence through Choice in Education League (ExCEL), I rarely met rich white suburban Republicans who were desperate for alternative schools. † (Harmer, 114) They already get a good education from government schools. However, rural poor and inner-city children do not have that luxury. For example, in the city of Milwaukee, only 40% of freshman will eventually graduate from high school, and the average GPA for students is a D+. (McGroarty, 30) School choice plans would help these students the most. The people most involved in the education system are the ones who most easily realize the problems of government schools. The Wall Street Journal wrote that, â€Å"The California State Census Data Center, after analyzing the 1990 Census, found that about 18. 2% of the state's public school teachers send their children to private schools. That's nearly twice the statewide average for all households, which is 9. 7%† (Harmer, 28) College entrance exam scores have been dropping across the board, and the US often ranks dead last in international comparisons among industrialized nations. From 1960 to 1992, the average SAT score dropped 76 points. If one were to include the reenterings of the SAT test, scores would drop even further. (Harmer, 19) The landmark study by the National Commission on Excellence in Education, A Nation at Risk, claimed, â€Å"Each generation of Americans has outstripped its parents in education, in literacy, and in economic attainment. For the first time in the history of our country, the educational skills of one generation will not surpass, will not equal, will not even approach, those of their parents. † (Harmer, 25) In addition academic failure, public schools are failing to produce good citizens. According to a Tulane study, 20% of suburban high schooler's condoned shooting someone who had stolen something of theirs. (Harmer, 29) The answer, contrary to what many education reformers claim, is not to throw more money into schools. Only one nation in the entire world spends more money per student, per year than the US, Switzerland. Japan, whose schools consistently outperform those of the US, spends only half as much money per student. Accounting for inflation, per student expenditure has increased 40 percent since 1982, and has tripled since 1960. (Harmer, 38) The image of the â€Å"criminally-underfunded† public school is false. Class size has also failed to improve education. The pupil teacher ratio declined from 25. 8:1 in 1960 to 17. 3:1 in 1991. Even in urban public schools, the ratio is as low as 17. 9:1. (McGroarty, 16) The image of the over crowded inner city school is also false. There is no relationship between spending and educational achievement in grade schools. A recent comparison of per student expenditure and scores on the National Assessment of Educational Progress tests by Forbes and Right Data Associates found the correlation coefficient for a linear relationship between spending and test scores to be 0. 12. (This value could range from -1 to 1, the closer the absolute value of the correlation coefficient is to 1, the stronger the relationship. ) (Brimelow, 52) Where does all the money go? In the LAUSD only 36 % of school funding is spent on teacher salaries, textbooks, and supplies. Thirty-one people are paid over $100,000 a year, only one of which is a teacher. Statewide in California, only 44 percent of the people employed by the school system are teachers. In the independent schools in California, 86 percent of school employees are teachers. (Harmer, 41-43) The situation is the same nationwide. Researcher Michael Fisher found that only 25. 7% of funds reach the classroom in Milwaukee schools. (McGroarty, 21) It is plain to see that throwing more money at schools and calling it reform won't help the situation. Leaders of the National Education Association and its statewide affiliates have done much of the campaigning against proposed school choice plans. They represent the only people who are set to lose because of school choice: the education bureaucrats. Their jobs will no longer be guaranteed by a government monopoly. Many people fear that schools supported by the new choice movements would be fly-by-night institutions that are out to make a profit, teach racial and religious discrimination, and condone violent behavior. However, legislative school choice efforts have placed regulations on independent schools. The Parental Choice in Education initiative in California contained the following items: (1) No school, which discriminates on the basis of race, ethnicity, color, or national origin, may redeem scholarships. (2) To the extent permitted by this Constitution and the Constitution of the United States. The State shall prevent from redeeming scholarships any school which advocates unlawful behavior; teaches hatred of any person or group on the basis of race, ethnicity, color, national origin, religion, or gender; or deliberately provides false or misleading information respecting the school. 3) No school with fewer than 25 students may redeem scholarships, unless the Legislature provides otherwise. These measures would prevent fraud and discrimination. School choice does not condone discrimination. Government already regulates private schools to some degree, and this would definitely not decrease with the use of vouchers. Too many people are under the opinion that private schools are all elite academies or preppy boarding schools, both of which charge admission the price of a college education. However, 95 percent of Catholic schools, and 88 percent of Protestant schools charge tuition under $2,500 a year. Robert Genetski said, â€Å"Average cost data for public and private education indicate that in 1990 the operating cost per student for kindergarten through grade 12 in public schools was $4,841, compared with private school costs of $1,902. † (Harmer, 76) The truth is that even the poorest of parents would be able to afford a private education with a school choice plan. In legislative efforts for choice in California, parents would receive a voucher for half the cost of public schools, which would completely cover the costs of many adequate private schools. It is true that the government would lose money by giving scholarships to students already attending private schools. However, the government gains money by losing new students to private schools, since only half of a students tax money follows the student. The students that leave after school choice is enacted would provide a pool of money that would more than cover current private school attendees. Furthermore, David Harmer, author of the Parental Choice in Education initiative and School Choice: Why You Need It, How You Get It, said that if he had to rewrite the initiative, he would include a measure that would phase in school choice. Each year one new grade would be allowed to participate, starting at Kindergarten, and ending with grade 12. No students currently in private schools would benefit from school choice. (Harmer, 178) Opponents of school choice fear that children with special needs would be left out in the cold, since private schools would deny them admission. However, special education is already dealt with by a voucher type system. Public schools cannot meet the needs of many children, so the government sends these children with special needs to private contractors, such as the local School for Contemporary Education. Children who have special needs are guaranteed an equivalent education by many state laws, and this would not change under a school choice plan. Edd Doerr wrote that, â€Å"Despite repeated and misleading claims to the contrary, vouchers are merely the latest in a long line of attempts by sectarian special interests to channel public money to church-related education institutions. (Doerr, et al, 37) He conjures up images of â€Å"government funded religious schools† that, horror of horrors, teach religion. However, the GI Bill is constitutional! If a student decides to spend money from the government on a religious education, it does not mean that the wall between church and state has come tumbling down. Today students use money from the GI Bill and Pell Grants at religious colleges without any problem. Voucher plans are the exact same thing, except with younger kids. George Bush even called his school choice plan the â€Å"GI Bill for Kids. To say that vouchers fund religious schools is to say that food stamps are government funding of supermarkets. As to cultural balkanization, school choice would not effect this at all. Religious or racial discrimination is not allowed. The claim that society is held together by a â€Å"common school experience† is a faulty argument. Schools exist to teach, not for the sake of existing. Americans respect diversity and freedom of opinion, but somehow a diversity of ideas in education seems anathema. Private schools send a higher percentage of students to college than do public schools. Their students perform better on standardized tests. They operate more cost efficiently. They are directly responsible to the parents of their students, while public schools pay more attention to school boards and administrators. Government schools have had a monopoly on children for far too long. Thanks to their efforts, one third of American seventeen-year-olds cannot locate France on a map of the world. Only one in ten can write a reasonable paragraph or do pre-college mathematics. Every citizen in America deserves a decent education. School choice can make it happen.

Personal Narrative The Lightning Of The Woods - 965 Words

June 17, 2012 was the date, and some storms were rolling into the area. I have storm chased many times in my life so this was not much different than other storms. The real difference was that this was in my neck of the woods. Radar indicated a particularly strong bow echo headed into the area, with straight line winds ranging from 50-70mph. I had decided to drive out just really to see the lightning storm from a distance, not terribly far from my home at the time, just south of Atwater, MN. I convinced my partner at the time to join me, as we both like watching lightning filled clouds. This being later in the evening we failed to take into account how rapidly the skies can darken. Nevertheless, we stayed out watching the approaching storms. We took our truck out to a high hill in the area to watch and enjoyed a pretty decent show, but we then decided to move further north to a more active cluster. We headed a few miles north highway 12 here in Kandiyohi County and parked, waiting an d watching, as we really didn’t expect this storm to be really serious. Mother Nature had other plans. As we sat there in the vehicle and listened to the radio, we heard the news. Funnel clouds spotted, radar indicating powerful winds. Just then we received a call from one of our friends who knew we were out watching. The message, get to safety. According to my friend, there were other spotters chatting on radio about other rotating clouds near our location. Just as I was going to ask for moreShow MoreRelatedThe Theme Of Fire And Ice In Frankenstein1243 Words   |  5 Pagesuse of fire† (Griffin 53), abandoning her past self. In the beginning of Frankenstein, Walton is literally traveling into polar regions. 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Effects Of Social Networking On Youth And Middle Age Adults

There are many effects on social networking. In my research paper, I will explain some of those effects, as well as providing examples. A few social media’s I will be going over will be Instagram, Facebook Twitter. What is social networking? It’s an easier and quick way of communication for the youth middle age adults. From my understanding, social media was built to help people connect outside their normal lives, stay connected with those they’ve met thru work, meetings etc. Also, to find people that were lost and no one had heard from them in over 20 years. How does this effect society? I chose this topic because; I’m a witness to the effect of social network. I wanted to research different people’s aspects of others on their view, due to the near future. I will be focusing on three main topics; cyber bullying, online abusers, academic achievement downfall. â€Å"According to various studies, scientists’ evaluation determines that social isolation can lead to a host of emotional, psychological, physical mental problems; which can include anxiety, depression somatic complaints among many others† (speech prosody, 2012). The first effect I will be discussing is cyber bullying. What is cyber bullying? Cyber bulling in so many words is internet harassment, but the true definition for this research paper is; â€Å"bullying that takes place using electronic technology† (stop bullying/cyber bulllying). 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