Examples of Antwerp School in the following topics:
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- The so-called Antwerp School for painting flourished during the 16th century when the city was the economic center of the Low Countries, and again during the 17th century when it became the artistic stronghold of the Flemish Baroque.
- The Antwerp School comprised many generations of artists and is known for portraiture, animal paintings, still lifes, and prints.
- The first school of artists to emerge in the city were the Antwerp Mannerists, a group of anonymous late Gothic painters active in the city from about 1500 to 1520.
- By the end of the 17th century, Antwerp was no longer a major artistic center.
- Jan Fyt, a member of the Antwerp School, was well known for the use of animal motifs in his paintings.
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- After the Siege of Antwerp (1584-1585), which ended the Eighty Years War, the Southern Provinces of the Netherlands (known as Flanders), remained under Spanish rule and were separated from the independent Northern Netherlands (known as the Dutch Republic).
- Antwerp was the undisputed capital of artistic production for Flanders in the 17th century despite its new Habsburg authority, and largely due to the presence of Rubens.
- However, Flemish painting still flourished, especially in the Antwerp school, during the 17th century when the artists who remained influenced the direction of Flemish art.
- The courtyard and portico of his own house in Antwerp (Rubenshuis) are good examples of his architectural aesthetic .
- Rubens was at the forefront during the time, and his presence in Antwerp caused it to be a nexus for art.
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- The second generation of Flemish painters refers to painters who worked in the tradition of the three great masters of the Flemish School.
- These three artists of the Flemish School were incredibly influential, and not only within the realm of Flanders and the Netherlands.
- Memling's paintings were highly influential in their own right, but very much carried on the stylistic torch of the Early Flemish School.
- David is known as the informal ending of the reign of the Flemish School in Bruges.
- By this time, Antwerp was becoming the leader in art as well as political and commercial importance.
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- These artists span from the Antwerp Mannerists, such as Hieronymus Bosch, at the start of the 16th century to the late Northern Mannerists, such as Hendrik Goltzius and Joachim Wtewael, at the end of the century.
- Antwerp was the most important artistic center in the region.
- The many innovations of Pieter Brueghel the Elder drew on the fertile artistic scene in Antwerp.
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- Early public schools in the United States took the form of "common schools," which were meant to serve individuals of all social classes and religions.
- The earliest public schools were developed in the nineteenth century and were known as "common schools," a term coined by American educational reformer Horace Mann that refers to the aim of these schools to serve individuals of all social classes and religions.
- Typically, with a small amount of state oversight, an elected local school board controlled each district, traditionally with a county school superintendent or regional director elected to supervise day-to-day activities of several common school districts.
- Because common schools were locally controlled and the United States was very rural in the nineteenth century, most common schools were small one-room centers.
- In the early 1900s, schools generally became more regional (as opposed to local), and control of schools moved away from elected school boards and toward professionals.
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- A "common school" was a public, often one-roomed school in the United States or Canada in the 1800s .
- In the early 1900s schools generally became more regional (as opposed to local), and control of schools moved away from elected school boards and towards professionals.
- From 1750–1870, parochial schools appeared as ad hoc efforts by parishes, and most Catholic children attended public schools.
- The school curriculum resembled that of schools in the north.
- School house.
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- Teachers who choose to work in private schools often crave a school culture that is unregulated by government education policies.
- In the United States, the term "private school" can be correctly applied to any school for which the facilities and funding are not provided by the federal, state or local government; as opposed to a "public school", which is operated by the government or in the case of charter schools, independently with government funding and regulation.
- Unlike public school teaching jobs, private school teaching jobs do not necessarily require a specific degree in education or a license by the state.
- Although hiring requirements may vary from school to school, most private schools do require that teachers have at least a four year degree and experience in the field that they plan to teach.
- Licensing prerequisites also depend on the school.
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- Unlike their elementary school counterparts, high school teachers usually teach multiple classes in a particular subject.
- In some private schools, such as Catholic schools, theology is required before a student graduates.
- Secondary school teachers are certified in one of two areas for secondary education: middle school or high school (and in some states, certification can be to teach grades 6-12).
- In Missouri, for example, middle school certification covers grades 6–8, elementary school certification covers up to grade 5, and high school certification covers grades 9–12.
- This reflects the wide range of grade combinations of middle schools, junior high schools, and elementary schools.
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- School violence is a serious problem in the United States.
- For example, school shootings account for less than 1% of violent crimes in public schools, yet nearly every school shooting makes national headlines.
- Finally, school violence tends to be higher in certain types of schools, the characteristics of which are listed below:
- School-wide strategies are designed to modify school characteristics associated with violence.
- Bullying is a common occurrence in most schools.
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- The term is also used to refer to some Late Gothic painters working in northern Europe from about 1500 to 1530, especially the Antwerp Mannerists, a group unrelated to the Italian movement.