Gregory T. Clark, Made in Flanders: The Master of the Ghent Privileges and Manuscript Painting in the Southern Netherlands in the Time of Philip the Good. (Ars Nova: Studies in Late Medieval and Renaissance Northern Painting and Illumination.) Turnhout: Brepols, 2000. 24 color pls. + 234 b/w figs. + 104 b/w illus. + 499 pp. Euro 136. ISBN: 2-503-50878-2. - Barbara Butts and Lee Hendrix, Painting on Light: Drawings and Stained Glass in the Age of Dürer and Holbein. Los Angeles: J. Paul Getty Trust, 2000. xiii + 186 color illus. + 119 b/w illus. + 330 pp. $125. ISBN: 0-89236-578-1.

2001 ◽  
Vol 54 (4-Part2) ◽  
pp. 1631-1635
Author(s):  
Craig Harbison
Keyword(s):  
Los Angeles ◽  
Stained Glass ◽  
Late Medieval ◽  
Southern Netherlands ◽  
Manuscript Painting ◽  
Ars Nova ◽  
Made In

Mexican Migration and the Social Space of Postmodernism

1991 ◽  
Vol 1 (1) ◽  
pp. 8-23
Author(s):  
Roger Rouse
Keyword(s):  
United States ◽  
Los Angeles ◽  
Mexico City ◽  
Latin American ◽  
Social Space ◽  
The United States ◽  
Mexican Migration ◽  
Single Word ◽  
The Social ◽  
Made In

In a hidden sweatshop in downtown Los Angeles, Asian and Latino migrants produce automobile parts for a factory in Detroit. As the parts leave the production line, they are stamped “Made in Brazil.” In a small village in the heart of Mexico, a young woman at her father’s wake wears a black T-shirt sent to her by a brother in the United States. The shirt bears a legend that some of the mourners understand but she does not. It reads, “Let’s Have Fun Tonight!” And on the Tijuana-San Diego border, Guillermo Gómez-Peña, a writer originally from Mexico City, reflects on the time he has spent in what he calls “the gap between two worlds”: “Today, eight years after my departure, when they ask me for my nationality or ethnic identity, I cannot answer with a single word, for my ‘identity’ now possesses multiple repertoires: I am Mexican but I am also Chicano and Latin American. On the border they call me ‘chilango’ or ‘mexiquillo’; in the capital, ‘pocho’ or ‘norteno,’ and in Spain ‘sudaca.’… My companion Emily is Anglo-Italian but she speaks Spanish with an Argentinian accent. Together we wander through the ruined Babel that is our American postmodemity.”

An Art Historian Encounters a Hybrid Global History at Home: Alfredo Ramos Martinez’s Designs for Sacred Spaces

2014 ◽  
Vol 18 (1-2) ◽  
pp. 120-155
Author(s):  
Mary Goodwin
Keyword(s):  
Los Angeles ◽  
New World ◽  
The United States ◽  
Stained Glass ◽  
Global History ◽  
Santa Barbara ◽  
Sacred Spaces ◽  
Stations Of The Cross ◽  
Industrial Culture ◽  
Post War

‭Southern California’s hidden treasures include two church interiors containing elements designed by Alfredo Ramos Martinez (1871–1946). This Mexican-born artist trained in France, returned to take an activist role in Mexican revolutionary culture, and migrated to the United States in 1929. For sixteen years, his talents were in demand among members of the Hollywood elite. In 1934, he produced the fresco murals at the Santa Barbara Cemetery Chapel, a jewel of Spanish Revival architecture. His images crossed over traditional boundaries between the sacred and the profane. He created odes to human rights and suffering humanity, depicting Christ and his mother as indigenous peasants with dark-skinned New World ethnicity. A decade later in 1946, Ramos sketched designs for his final projects at St. John the Evangelist Church in Los Angeles: a series of stained glass windows representing fourteen multiethnic saints as well as incomplete oil painted Stations of the Cross that recall his earlier pictures of suffering humanity. The architectural setting—a modernist church with stripped-down forms and materials of concrete, steel, and neon—announces a radically transformed post-war industrial culture. The contrast of these two aesthetics, the Spanish Revival and the modernist, demonstrates an evolution in liturgical forms as Californians came to grips with global migrations and an evolving modernist identity.‬

scholarly journals Constructing and Representing Territory in Late Medieval and Early Modern Europe

2021 ◽  
Keyword(s):  
Early Modern ◽  
State Formation ◽  
Central Government ◽  
Geographical Area ◽  
Formation Processes ◽  
Constitutional History ◽  
Stained Glass ◽  
Early Modern Europe ◽  
Late Medieval ◽  
Modern Europe

In recent political and constitutional history, scholars seldom specify how and why they use the concept of territory. In research on state formation processes and nation building, for instance, the term mostly designates an enclosed geographical area ruled by a central government. Inspired by ideas from political geographers, this book explores the layered and constantly changing meanings of territory in late medieval and early modern Europe before cartography and state formation turned boundaries and territories into more fixed (but still changeable) geographical entities. Its central thesis is that analysing the notion of territory in a premodern setting involves analysing territorial practices: practices that relate people and power to space(s). The book not only examines the construction and spatial structure of premodern territories but also explores their perception and representation through the use of a broad range of sources: from administrative texts to maps, from stained glass windows to chronicles.

Test Results and What They Mean

1971 ◽  
Vol 6 (4) ◽  
pp. 429-431
Author(s):  
William J. Woolbright
Keyword(s):  
Academic Achievement ◽  
Los Angeles ◽  
Grade Level ◽  
School Administrators ◽  
Remedial Reading ◽  
School Personnel ◽  
Test Results ◽  
Local School ◽  
Learning Group ◽  
Made In

Part of the responsibility of a reading therapist is to report to the parents the results of specialized programs developed for their children. Whether the report is made in person or sent to the parents or teachers of the children, there can be confusion or misunderstanding when grade-level scores are used. Over a period of time, and after a review of numerous parent conferences and discussions with local school administrators and teachers, the following report was prepared by the Academic Achievement and Learning Group, Los Angeles, California, to better communicate with parents and school personnel who are concerned about students' work in remedial reading.

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