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Lives of Tintoretto (Paperback)
Giorgio Vasari, Pietro Aretino, Carlo Ridolfi, Andrea Calmo, Veronica Franco, …
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R315
R270
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The most exhilarating painter of the Renaissance and arguably of
the whole of western art, Tintoretto was known as Il Furioso
because of the attack and energy of his style. His vaunting
ambition is recorded in the inscription he placed in his studio: l
disegno di Michelangelo ed il colorito di Tiziano ("Michelangelo's
drawing and Titian's colour"). The Florentines Vasari and Borghini,
and the Venetians Ridolfi and Boschini wrote the earliest
biographies of the artist. The four accounts are related to each
other and form the backbone of the critical success of Tintoretto.
Borghini is the first one to give some information about Marietta
Tintoretto, also an artist, and Ridolfi is the richest in anecdotes
about the artist's life and personality - including the one about
the inscription which he may, however, have invented. Boschini, a
witty Venetian nationalist, wrote his account in dialect verse. El
Greco, whose marginal notes to Vasari are included for the first
time in English, Calmo and Franco knew Tintoretto personally and
their writings give a real flavour of this complicated man.
Unavailable in any form for many years, these biographies have been
newly edited for this edition. They are introduced by the scholar
Carlo Corsato, who places each in its artistic and literary
context. Approximately 50 pages of colour illustrations cover the
full range of Tintoretto's astonishing output.
Mentoring demonstrably increases the retention of undergraduate and
graduate students and is moreover invaluable in shaping and
nurturing academic careers. With the increasing diversification of
the student body and of faculty ranks, there's a clear need for
culturally responsive mentoring across these dimensions.
Recognizing the low priority that academia has generally given to
extending the practice of mentoring - let alone providing mentoring
for Black, indigenous, and people of color (BIPOC) and first
generation students - this book offers a proven and holistic model
of mentoring practice, developed in the field of psychology, that
not only helps mentees navigate their studies and the academy but
provides them with an understanding of the systemic and racist
barriers they will encounter, validates their cultural roots and
contributions, and attends to their personal development. Further
recognizing the demands that mentoring places on already busy
faculty, the model addresses ways of distributing the work,
inviting White and BIPOC faculty to participate, developing
mentees' capacities to mentor those that follow them, building a
network of mentoring across generations, and adopting group
mentoring. Intentionally planned and implemented, the model becomes
self-perpetuating, building an intergenerational cadre of mentors
who can meet the growing and continuing needs of the BIPOC
community. Opening with a review of the salient research on
effective mentoring, and chapters that offer minority students'
views on what has worked for them, as well as reflections by
faculty mentors, the core of the book describes the Freedom Train
model developed by the father of Black psychology, Dr. Joseph
White, setting out the principles and processes that inform the
Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that
evolved from it, and offers an example of group mentoring. While
addressed principally to faculty interested in undertaking
mentoring, and supporting minoritized students and faculty, the
book also addresses Deans and Chairs and how they can create
Freedom Train communities and networks by changing the cultural
climate of their institutions, providing support, and modifying
faculty evaluations and rewards that will in turn contribute to
student retention as well as creative and productive scholarship
and research. This is a timely and inspiring book for anyone in the
academy concerned with the success of BIPOC students and
invigorating their department's or school's scholarship.
Mentoring demonstrably increases the retention of undergraduate and
graduate students and is moreover invaluable in shaping and
nurturing academic careers. With the increasing diversification of
the student body and of faculty ranks, there's a clear need for
culturally responsive mentoring across these dimensions.
Recognizing the low priority that academia has generally given to
extending the practice of mentoring - let alone providing mentoring
for Black, indigenous, and people of color (BIPOC) and first
generation students - this book offers a proven and holistic model
of mentoring practice, developed in the field of psychology, that
not only helps mentees navigate their studies and the academy but
provides them with an understanding of the systemic and racist
barriers they will encounter, validates their cultural roots and
contributions, and attends to their personal development. Further
recognizing the demands that mentoring places on already busy
faculty, the model addresses ways of distributing the work,
inviting White and BIPOC faculty to participate, developing
mentees' capacities to mentor those that follow them, building a
network of mentoring across generations, and adopting group
mentoring. Intentionally planned and implemented, the model becomes
self-perpetuating, building an intergenerational cadre of mentors
who can meet the growing and continuing needs of the BIPOC
community. Opening with a review of the salient research on
effective mentoring, and chapters that offer minority students'
views on what has worked for them, as well as reflections by
faculty mentors, the core of the book describes the Freedom Train
model developed by the father of Black psychology, Dr. Joseph
White, setting out the principles and processes that inform the
Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that
evolved from it, and offers an example of group mentoring. While
addressed principally to faculty interested in undertaking
mentoring, and supporting minoritized students and faculty, the
book also addresses Deans and Chairs and how they can create
Freedom Train communities and networks by changing the cultural
climate of their institutions, providing support, and modifying
faculty evaluations and rewards that will in turn contribute to
student retention as well as creative and productive scholarship
and research. This is a timely and inspiring book for anyone in the
academy concerned with the success of BIPOC students and
invigorating their department's or school's scholarship.
Veronica Franco (whose life is featured in the motion picture
"Dangerous Beauty") was a sixteenth-century Venetian beauty, poet,
and protofeminist. This collection captures the frank eroticism and
impressive eloquence that set her apart from the chaste, silent
woman prescribed by Renaissance gender ideology.
As an "honored courtesan," Franco made her living by arranging to
have sexual relations, for a high fee, with the elite of Venice and
the many travelers--merchants, ambassadors, even kings--who passed
through the city. Courtesans needed to be beautiful, sophisticated
in their dress and manners, and elegant, cultivated
conversationalists. Exempt from many of the social and educational
restrictions placed on women of the Venetian patrician class,
Franco used her position to recast "virtue" as "intellectual
integrity," offering wit and refinement in return for patronage and
a place in public life.
Franco became a writer by allying herself with distinguished men at
the center of her city's culture, particularly in the informal
meetings of a literary salon at the home of Domenico Venier, the
oldest member of a noble family and a former Venetian senator.
Through Venier's protection and her own determination, Franco
published work in which she defended her fellow courtesans,
speaking out against their mistreatment by men and criticizing the
subordination of women in general. Venier also provided literary
counsel when she responded to insulting attacks written by the male
Venetian poet Maffio Venier.
Franco's insight into the power conflicts between men and women and
her awareness of the threat she posed to her male contemporaries
make her life and work pertinent today.
This is a reproduction of a book published before 1923. This book
may have occasional imperfections such as missing or blurred pages,
poor pictures, errant marks, etc. that were either part of the
original artifact, or were introduced by the scanning process. We
believe this work is culturally important, and despite the
imperfections, have elected to bring it back into print as part of
our continuing commitment to the preservation of printed works
worldwide. We appreciate your understanding of the imperfections in
the preservation process, and hope you enjoy this valuable book.
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