Contents
Displaying 1941-1950 of 28843 results.
Contentid:
2015
Content Type: 1
Title: Call for E-Proposals: NABE 2005 Dual Immersion SIG
Body: NABE 2005 Dual Immersion Pre-Conference Institute January 19, 2005 Henry B. González Convention Center San Antonio, Texas Call for E-Proposals Deadline for Submission: October 8, 2004 For more information about NABE 2005, visit: http://www.nabe.org/conferences.asp The NABE Dual Immersion Special Interest Group (SIG) invites educators and researchers to submit an electronic proposal (E-proposal) to present at the NABE 2005 Dual Immersion Pre-Conference Institute. All related communication and confirmations will be sent via e-mail to the address of the person submitting the proposal. It is the responsibility of the person submitting the proposal to relay all information to any additional presenters. E-proposals submitted should speak specifically to Dual (Two-Way/One-Way) Immersion programs. Invitational Priorities: * Research-based Effective Strategies to Develop the Goals of Dual Immersion: o Bilingualism and Biliteracy for all o Academic Proficiency in two languages o Multicultural Competence and Intercultural Understanding * Innovative uses of Technology in Dual Immersion Programs * Rich Descriptions of Program Planning and Implementation with Effectiveness for both Language Groups * A Variety of Target Language Programs * Consortia of Dual Immersion Networks and Advocates for Professional Development Support and Program Implementation Complete the application form and submit an outline of your presentation with this form. All presentations and workshops will be 90 minute sessions. Submit E-proposals to: Carla B. Herrera Email: Herrera_Carla@lacoe.edu
Source: National Association for Bilingual Education
Inputdate: 2004-09-09 23:27:00
Lastmodifieddate: 2004-09-09 23:27:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for E-Proposals: NABE 2005 Dual Immersion SIG
Body: NABE 2005 Dual Immersion Pre-Conference Institute January 19, 2005 Henry B. González Convention Center San Antonio, Texas Call for E-Proposals Deadline for Submission: October 8, 2004 For more information about NABE 2005, visit: http://www.nabe.org/conferences.asp The NABE Dual Immersion Special Interest Group (SIG) invites educators and researchers to submit an electronic proposal (E-proposal) to present at the NABE 2005 Dual Immersion Pre-Conference Institute. All related communication and confirmations will be sent via e-mail to the address of the person submitting the proposal. It is the responsibility of the person submitting the proposal to relay all information to any additional presenters. E-proposals submitted should speak specifically to Dual (Two-Way/One-Way) Immersion programs. Invitational Priorities: * Research-based Effective Strategies to Develop the Goals of Dual Immersion: o Bilingualism and Biliteracy for all o Academic Proficiency in two languages o Multicultural Competence and Intercultural Understanding * Innovative uses of Technology in Dual Immersion Programs * Rich Descriptions of Program Planning and Implementation with Effectiveness for both Language Groups * A Variety of Target Language Programs * Consortia of Dual Immersion Networks and Advocates for Professional Development Support and Program Implementation Complete the application form and submit an outline of your presentation with this form. All presentations and workshops will be 90 minute sessions. Submit E-proposals to: Carla B. Herrera Email: Herrera_Carla@lacoe.edu
Source: National Association for Bilingual Education
Inputdate: 2004-09-09 23:27:00
Lastmodifieddate: 2004-09-09 23:27:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2016
Content Type: 1
Title: Conference, Nov 18-19, AZ
Body: National Research Conference English Language Learners Struggling to Learn: Emergent Research on Linguistic Differences and Learning Disabilities National Center for Culturally Responsive Educational Systems (NCCRESt) November 18-19, 2004 Sunburst Resort Scottsdale , Arizona The conference will cover: * Original research with English language learner populations focused on differentiating between second language acquisition and learning disabilities * Analytical perspectives on ELL issues * Synthesis of the research on English language learners * Population, referral, assessment, and instructional issues For complete registration information, visit: http://www.nccrest.org/events.html#nov For more information about NCCRESt, visit: http://www.nccrest.org
Source: National Research Conference (NCCRESt)
Inputdate: 2004-09-09 23:31:00
Lastmodifieddate: 2004-09-09 23:31:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Conference, Nov 18-19, AZ
Body: National Research Conference English Language Learners Struggling to Learn: Emergent Research on Linguistic Differences and Learning Disabilities National Center for Culturally Responsive Educational Systems (NCCRESt) November 18-19, 2004 Sunburst Resort Scottsdale , Arizona The conference will cover: * Original research with English language learner populations focused on differentiating between second language acquisition and learning disabilities * Analytical perspectives on ELL issues * Synthesis of the research on English language learners * Population, referral, assessment, and instructional issues For complete registration information, visit: http://www.nccrest.org/events.html#nov For more information about NCCRESt, visit: http://www.nccrest.org
Source: National Research Conference (NCCRESt)
Inputdate: 2004-09-09 23:31:00
Lastmodifieddate: 2004-09-09 23:31:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2017
Content Type: 1
Title: MetLife Essay Contest: Immigrant Contributions to America
Body: MetLife is sponsoring the 2004 MetLife Scholars Program Essay Contest for students in Grades 6 to 12. The topic of this year's essay contest is "Immigrant Contributions to America." Twenty-six winners will receive scholarship awards worth $1,000 to $10,000 in U.S. savings bonds at maturity. Essays and entry forms must be postmarked by September 28, 2004. For more information, contact: MetLife Scholars Program 502 Schoolhouse Road Johnstown, PA 15904-9963 Tel: (888) MET-1947 Ext. 13 ( 8:00 AM - 5:00 PM Mon-Fri, Central Time) Email: scholar@metlife.com Or visit: http://www.metlife.com/Applications/Corporate/WPS/CDA/PageGenerator/ 0,1674,P311,00.html Source: OELA Newsline, September 7, 2004 edition.
Source: MetLife
Inputdate: 2004-09-09 23:35:00
Lastmodifieddate: 2004-09-09 23:35:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: MetLife Essay Contest: Immigrant Contributions to America
Body: MetLife is sponsoring the 2004 MetLife Scholars Program Essay Contest for students in Grades 6 to 12. The topic of this year's essay contest is "Immigrant Contributions to America." Twenty-six winners will receive scholarship awards worth $1,000 to $10,000 in U.S. savings bonds at maturity. Essays and entry forms must be postmarked by September 28, 2004. For more information, contact: MetLife Scholars Program 502 Schoolhouse Road Johnstown, PA 15904-9963 Tel: (888) MET-1947 Ext. 13 ( 8:00 AM - 5:00 PM Mon-Fri, Central Time) Email: scholar@metlife.com Or visit: http://www.metlife.com/Applications/Corporate/WPS/CDA/PageGenerator/ 0,1674,P311,00.html Source: OELA Newsline, September 7, 2004 edition.
Source: MetLife
Inputdate: 2004-09-09 23:35:00
Lastmodifieddate: 2004-09-09 23:35:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2018
Content Type: 1
Title: NABE Writing Contest: "Proud to Be Bilingual"
Body: NABE Writing Contest Deadline: October 27, 2004 The National Association for Bilingual Education (NABE) is sponsoring a "Proud to Be Bilingual" student writing contest in conjunction with their annual conference to be held in January 2005. To find out more information, visit: http://www.nabe.org/documents/conference/ 2005_Student_Essay_Contest.pdf Souce: OELA Newsline - September 7, 2004 edition
Source: NABE
Inputdate: 2004-09-09 23:37:00
Lastmodifieddate: 2004-09-09 23:37:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: NABE Writing Contest: "Proud to Be Bilingual"
Body: NABE Writing Contest Deadline: October 27, 2004 The National Association for Bilingual Education (NABE) is sponsoring a "Proud to Be Bilingual" student writing contest in conjunction with their annual conference to be held in January 2005. To find out more information, visit: http://www.nabe.org/documents/conference/ 2005_Student_Essay_Contest.pdf Souce: OELA Newsline - September 7, 2004 edition
Source: NABE
Inputdate: 2004-09-09 23:37:00
Lastmodifieddate: 2004-09-09 23:37:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2019
Content Type: 1
Title: Order Japanese photo collection: The Way We Are 2003
Body: The Japan Forum's The Way We Are 2003 is now available! Please contact twwa_photoessay@tjf.or.jp to request a copy of The Way We Are 2003. The Japanese edition of The Way We Are 2003 (A4 size, 64pages) will be mailed to the first 20 teachers who apply. Excluded from this offer, however, are those who have requested one through the Japan Forum (TJF) Newsletter and DEAI mail offer. Those interested in acquiring The Way We Are 2003 should write to TJF by e- mail or fax, giving the following information: 1. Name 2. E-mail address 3. Name of your school or institution 4. Delivery address (including country). Contact: E-mail: twwa_photoessay@tjf.or.jp Fax: 81-3-5322-5215 Deadline: September 30, 2004 **The Way We Are 2003** The Way We Are 2003 photo collection was compiled mainly from the prizewinning works of the seventh annual "Lives of Japanese High School Students: Photo and Message Contest." Held every year since 1997, this contest seeks to convey what today's Japanese high school students are thinking and what kind of lives they lead to their peers overseas, through entries that consist of five photographs taken by the students themselves along with short captions and messages. Please note that yomigana for the Japanese text and the insert providing an English translation of the text are no longer included. The Japanese edition will be sent to those who apply to receive the volume. Those who have received the photo collection as a donation in past years should apply again to receive the collection. For more information about the contest entries and texts, please see the new English website, entitled "The Way We Are: Photo Essays of High School Students in Japan" which features excerpts from the contents of The Way We Are photo collection. The URL is http://www.tjf.or.jp/thewayweare/ The completely new content of the English The Way We Are site, with photos and essays selected from among the nearly 2000 submitted to the seven contests held to date, is designed to introduce the rich personalities and diverse faces of Japanese high school students in a more accessible and understandable manner. Where necessary, footnotes and links to explanatory photos and in-depth explanations are appended to the English translation. For some photos, Web site visitors are able to listen to an audio recording. Two easy-to-understand rewrite versions of the Japanese captions and essays (one with and the other without yomigana readings) are provided for language learners. Harashima, Y. The Way We Are 2003: REVISION. SenseiOnline. Senseionline@yahoogroups.com (9 Sep. 2004).
Source: The Japan Forum
Inputdate: 2004-09-10 00:38:00
Lastmodifieddate: 2004-09-10 00:38:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Order Japanese photo collection: The Way We Are 2003
Body: The Japan Forum's The Way We Are 2003 is now available! Please contact twwa_photoessay@tjf.or.jp to request a copy of The Way We Are 2003. The Japanese edition of The Way We Are 2003 (A4 size, 64pages) will be mailed to the first 20 teachers who apply. Excluded from this offer, however, are those who have requested one through the Japan Forum (TJF) Newsletter and DEAI mail offer. Those interested in acquiring The Way We Are 2003 should write to TJF by e- mail or fax, giving the following information: 1. Name 2. E-mail address 3. Name of your school or institution 4. Delivery address (including country). Contact: E-mail: twwa_photoessay@tjf.or.jp Fax: 81-3-5322-5215 Deadline: September 30, 2004 **The Way We Are 2003** The Way We Are 2003 photo collection was compiled mainly from the prizewinning works of the seventh annual "Lives of Japanese High School Students: Photo and Message Contest." Held every year since 1997, this contest seeks to convey what today's Japanese high school students are thinking and what kind of lives they lead to their peers overseas, through entries that consist of five photographs taken by the students themselves along with short captions and messages. Please note that yomigana for the Japanese text and the insert providing an English translation of the text are no longer included. The Japanese edition will be sent to those who apply to receive the volume. Those who have received the photo collection as a donation in past years should apply again to receive the collection. For more information about the contest entries and texts, please see the new English website, entitled "The Way We Are: Photo Essays of High School Students in Japan" which features excerpts from the contents of The Way We Are photo collection. The URL is http://www.tjf.or.jp/thewayweare/ The completely new content of the English The Way We Are site, with photos and essays selected from among the nearly 2000 submitted to the seven contests held to date, is designed to introduce the rich personalities and diverse faces of Japanese high school students in a more accessible and understandable manner. Where necessary, footnotes and links to explanatory photos and in-depth explanations are appended to the English translation. For some photos, Web site visitors are able to listen to an audio recording. Two easy-to-understand rewrite versions of the Japanese captions and essays (one with and the other without yomigana readings) are provided for language learners. Harashima, Y. The Way We Are 2003: REVISION. SenseiOnline. Senseionline@yahoogroups.com (9 Sep. 2004).
Source: The Japan Forum
Inputdate: 2004-09-10 00:38:00
Lastmodifieddate: 2004-09-10 00:38:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2020
Content Type: 1
Title: Opinion: Teachers of Ambition
Body: The following is quoted from: http://www.edweek.org/ew/ewstory.cfm?slug=02banner.h24 Full text available with free registration. Does anyone worry these days about teachers aspirationstheir professional dreams and expectations for themselves? Ive come to do so because Ive recently read applications in the competition for Teaching American History grants, the federal program to improve teachers and students knowledge of the nations past. Because of a confidentiality pledge, I cant disclose anything specific about those proposals or the nature of discussions among my fellow panelists. I can say that the proposals I read were solid, intelligent, and earnest; some were exciting; many, if funded, would significantly help fortify the knowledge of some teachers and their students. But what troubles me is that inherent in them all were two assumptions now integral to the way outsiders view teachers and the way teachers view themselves. The first is the assumption of passivitythe premise that others, not teachers themselves, must provide teachers with the spur to learning. The applications contained no indication that the teachers who would benefit by funded projects were those who had already shown proven initiative to gain knowledge on their own or clear frustration with the existing limitations on their knowledge. No evidence was provided that the teachers were desirous of becoming better historians as well as better teachers. If the proposals were funded, participating teachers would be given many opportunities to learn. The trouble is, as far as I could tell, they werent actively seeking them. The second assumption, which confuses knowledge with assumed responsibility, is the belief that by becoming better teachers through knowing more of their subjects, teachers become closer to being full members of their disciplines, able to assume positions as independent thinkers with their colleagues. This assumption comports with the widely held view that teachers teach students, not subjects, and that because of this they dont have to be thinkers in their subjects, but simply conveyers of knowledge about it. Neither assumption is valid.... The author goes on to discuss possible explanations for these detrimental assumptions. Banner, J. Teachers of ambition. Education Week. http://www.edweek.org/ew/ ewstory.cfm?slug=02banner.h24 (8 Sep. 2004).
Source: James Banner, Education Week
Inputdate: 2004-09-10 01:00:00
Lastmodifieddate: 2004-09-10 01:00:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Opinion: Teachers of Ambition
Body: The following is quoted from: http://www.edweek.org/ew/ewstory.cfm?slug=02banner.h24 Full text available with free registration. Does anyone worry these days about teachers aspirationstheir professional dreams and expectations for themselves? Ive come to do so because Ive recently read applications in the competition for Teaching American History grants, the federal program to improve teachers and students knowledge of the nations past. Because of a confidentiality pledge, I cant disclose anything specific about those proposals or the nature of discussions among my fellow panelists. I can say that the proposals I read were solid, intelligent, and earnest; some were exciting; many, if funded, would significantly help fortify the knowledge of some teachers and their students. But what troubles me is that inherent in them all were two assumptions now integral to the way outsiders view teachers and the way teachers view themselves. The first is the assumption of passivitythe premise that others, not teachers themselves, must provide teachers with the spur to learning. The applications contained no indication that the teachers who would benefit by funded projects were those who had already shown proven initiative to gain knowledge on their own or clear frustration with the existing limitations on their knowledge. No evidence was provided that the teachers were desirous of becoming better historians as well as better teachers. If the proposals were funded, participating teachers would be given many opportunities to learn. The trouble is, as far as I could tell, they werent actively seeking them. The second assumption, which confuses knowledge with assumed responsibility, is the belief that by becoming better teachers through knowing more of their subjects, teachers become closer to being full members of their disciplines, able to assume positions as independent thinkers with their colleagues. This assumption comports with the widely held view that teachers teach students, not subjects, and that because of this they dont have to be thinkers in their subjects, but simply conveyers of knowledge about it. Neither assumption is valid.... The author goes on to discuss possible explanations for these detrimental assumptions. Banner, J. Teachers of ambition. Education Week. http://www.edweek.org/ew/ ewstory.cfm?slug=02banner.h24 (8 Sep. 2004).
Source: James Banner, Education Week
Inputdate: 2004-09-10 01:00:00
Lastmodifieddate: 2004-09-10 01:00:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2021
Content Type: 1
Title: Special Report: High-Stakes Testing
Body: ASCD SmartBrief's two-part special report on high-stakes testing offers a collection of articles and resources intended to help educators, policy-makers and community members understand better the issues associated with high stakes testing. Part I of the report explores the concepts of accountability and assessment, as well as the important role testing plays in the U.S.' No Child Left Behind Act. http://rdr.sbml.cc/Click?q=a8-02QZQQZyrZs8PNQDtce7stJWsdRR Part II covers the impact of testing on instruction and assessment strategies. http://rdr.sbml.cc/Click?q=bd-c0dUQ7pk5mNCntNpAjhVn_bAORRR Source: ASCD Smart Brief, September 9, 2004.
Source: ASCD SmartBrief
Inputdate: 2004-09-10 01:07:00
Lastmodifieddate: 2004-09-10 01:07:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Special Report: High-Stakes Testing
Body: ASCD SmartBrief's two-part special report on high-stakes testing offers a collection of articles and resources intended to help educators, policy-makers and community members understand better the issues associated with high stakes testing. Part I of the report explores the concepts of accountability and assessment, as well as the important role testing plays in the U.S.' No Child Left Behind Act. http://rdr.sbml.cc/Click?q=a8-02QZQQZyrZs8PNQDtce7stJWsdRR Part II covers the impact of testing on instruction and assessment strategies. http://rdr.sbml.cc/Click?q=bd-c0dUQ7pk5mNCntNpAjhVn_bAORRR Source: ASCD Smart Brief, September 9, 2004.
Source: ASCD SmartBrief
Inputdate: 2004-09-10 01:07:00
Lastmodifieddate: 2004-09-10 01:07:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2022
Content Type: 1
Title: The Tablet PC Takes Its Place in the Classroom
Body: Full article available at: http://www.nytimes.com/2004/09/09/technology/circuits/09jott.html Free registration required. The article begins: Tablet PC's have been around for almost two years now, and while they have not yet proved to be the revolutionary change agents that they were billed as in November 2002, they are starting to carve a niche for themselves in certain corners of the digital world. Industries like health care and insurance have embraced tablet PC's, which can speed the processing of records and forms. While tablets, which account for only about 1 percent of the market for notebook computers, are still generally more expensive than laptops with comparable specifications, prices have started to fall. The author goes on to explain classroom applications for the Tablet PCs. Fitzgerald, T. The Tablet PC Takes Its Place in the Classroom. NY Times. http://www.nytimes.com/2004/09/09/technology/circuits/09jott.html (9 Sep. 2004).
Source: Thomas Fitzgerald, NY Times
Inputdate: 2004-09-10 01:13:00
Lastmodifieddate: 2004-09-10 01:13:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: The Tablet PC Takes Its Place in the Classroom
Body: Full article available at: http://www.nytimes.com/2004/09/09/technology/circuits/09jott.html Free registration required. The article begins: Tablet PC's have been around for almost two years now, and while they have not yet proved to be the revolutionary change agents that they were billed as in November 2002, they are starting to carve a niche for themselves in certain corners of the digital world. Industries like health care and insurance have embraced tablet PC's, which can speed the processing of records and forms. While tablets, which account for only about 1 percent of the market for notebook computers, are still generally more expensive than laptops with comparable specifications, prices have started to fall. The author goes on to explain classroom applications for the Tablet PCs. Fitzgerald, T. The Tablet PC Takes Its Place in the Classroom. NY Times. http://www.nytimes.com/2004/09/09/technology/circuits/09jott.html (9 Sep. 2004).
Source: Thomas Fitzgerald, NY Times
Inputdate: 2004-09-10 01:13:00
Lastmodifieddate: 2004-09-10 01:13:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2023
Content Type: 1
Title: NCES Issue brief: English Language Learner Students in U.S. Public Schools: 1994 and 2000
Body: National Center for Education Statistics (NCES) has just released two new issue briefs: * The Summer after Kindergarten: Childrens Activities and Library Use by Socioeconomic Status * English Language Learner Students in U.S. Public Schools: 1994 and 2000 The second brief is described as follows: This Issue Brief examines growth in the population of English Language Learner (ELL) students in U.S. public schools between the 1994 and 2000 school years. Data are drawn from the Schools and Staffing Surveys (SASS) of 1993-94 and 1999-2000. Nationally, the number of ELL students in public schools increased from approximately two million students in 199394 to three million students in 19992000. Regionally, over half the national total of U.S. public school ELL students in 19992000 were in the West region. The Issue Brief also examined the extent to which ELL students were concentrated in schools in 19992000. Nationally in 19992000, 62 percent of public school students were in schools with an ELL student population of less than 1 percent of the school population. However, in the West, 19 percent of students were in schools with ELL populations comprising at least 25 percent of the school population; 7 percent of students in the West were in schools comprising over 50 percent ELL students. To download, view and print the report as a pdf file, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004035
Source: National Center for Education Statistics (NCES)
Inputdate: 2004-09-10 01:30:00
Lastmodifieddate: 2004-09-10 01:30:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: NCES Issue brief: English Language Learner Students in U.S. Public Schools: 1994 and 2000
Body: National Center for Education Statistics (NCES) has just released two new issue briefs: * The Summer after Kindergarten: Childrens Activities and Library Use by Socioeconomic Status * English Language Learner Students in U.S. Public Schools: 1994 and 2000 The second brief is described as follows: This Issue Brief examines growth in the population of English Language Learner (ELL) students in U.S. public schools between the 1994 and 2000 school years. Data are drawn from the Schools and Staffing Surveys (SASS) of 1993-94 and 1999-2000. Nationally, the number of ELL students in public schools increased from approximately two million students in 199394 to three million students in 19992000. Regionally, over half the national total of U.S. public school ELL students in 19992000 were in the West region. The Issue Brief also examined the extent to which ELL students were concentrated in schools in 19992000. Nationally in 19992000, 62 percent of public school students were in schools with an ELL student population of less than 1 percent of the school population. However, in the West, 19 percent of students were in schools with ELL populations comprising at least 25 percent of the school population; 7 percent of students in the West were in schools comprising over 50 percent ELL students. To download, view and print the report as a pdf file, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004035
Source: National Center for Education Statistics (NCES)
Inputdate: 2004-09-10 01:30:00
Lastmodifieddate: 2004-09-10 01:30:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
2024
Content Type: 1
Title: Art by Analee Fuentes and Hampton Rodriguez on exhibit in Hillsboro OR
Body: Art Exhibit entitled 'Cadence' September 7-28, 2004 The Glenn and Viola Walters Cultural Arts Center 527 East Main Street Hillsboro, OR Cadence presents the artwork of Analee Fuentes and Hampton Rodriguez. Both artists combine influences from Latin America and the Northwest in their artwork. Fuentes and Rodriguez demonstrate an enchantment with the world they observe, discern their world with a keen perception and convey in their art an expression of what they see in brilliant saturated color. The Art Center presents these two artists and allows the viewer to explore their works. The Glenn and Viola Walters Cultural Arts Center, at 527 East Main Street in Hillsboro, OR. For further information contact: Iliana Schoinas, Gallery Curator at 503.330.1252.
Source: Glenn and Viola Walters Cultural Arts Center
Inputdate: 2004-09-10 01:41:00
Lastmodifieddate: 2004-09-10 01:41:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Art by Analee Fuentes and Hampton Rodriguez on exhibit in Hillsboro OR
Body: Art Exhibit entitled 'Cadence' September 7-28, 2004 The Glenn and Viola Walters Cultural Arts Center 527 East Main Street Hillsboro, OR Cadence presents the artwork of Analee Fuentes and Hampton Rodriguez. Both artists combine influences from Latin America and the Northwest in their artwork. Fuentes and Rodriguez demonstrate an enchantment with the world they observe, discern their world with a keen perception and convey in their art an expression of what they see in brilliant saturated color. The Art Center presents these two artists and allows the viewer to explore their works. The Glenn and Viola Walters Cultural Arts Center, at 527 East Main Street in Hillsboro, OR. For further information contact: Iliana Schoinas, Gallery Curator at 503.330.1252.
Source: Glenn and Viola Walters Cultural Arts Center
Inputdate: 2004-09-10 01:41:00
Lastmodifieddate: 2004-09-10 01:41:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
