Examples of Kanō school in the following topics:
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- The Kanō School, which had a naturalistic style, was the dominant style of the Edo period (1603 - 1868).
- The Kanō School (狩) was the dominant style of painting during the Edo period.
- Kanō Motonobu, a Japanese painter and member of the Kano School, is particularly known for expanding the school's repertoire through his bold artistic techniques and patronage.
- By the end of the Edo period and the beginning of the Meiji period (1868), the Kanō School had divided into many different branches.
- Tan'yū headed the Kajibashi branch of the Kanō School in Edo and painted in many castles, including the Imperial palace.
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- In the early years of the Edo period, some of Japan's finest expressions in painting were produced by the Rinpa School.
- Subject matter and style were often borrowed from Heian period traditions of Yamato-e, with elements from Muromachi ink paintings, Chinese Ming Dynasty flower-and-bird paintings, and Momoyama period Kanō School developments.
- Rinpa is one of the major historical schools of Japanese painting.
- The Rinpa school was revived in the Genroku era (元 1688–1704) by Ogata Kōrin and his younger brother Ogata Kenzan, sons of a prosperous Kyoto textile merchant.
- Rinpa was revived again in 19th century Edo by Sakai Hōitsu (1761–1828), a Kanō School artist whose family had been one of Ogata Kōrin's sponsors.
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- Upon returning to Japan, Sesshū built himself a studio and established a large following; these painters are now referred to as the Unkoku-rin school or School of Sesshū.
- Artists from the Kano School and the Ami School adopted the style and themes but introduced a more plastic and decorative effect that would continue into modern times.
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- Some of these artists felt more identified with the international school of art rather than anything specifically Japanese.
- Many other older schools of art were still practiced, most notably those of the Edo and pre-war periods.
- The realism of Maruyama Ōkyo's School and the calligraphic and spontaneous Japanese style of the gentlemen-scholars were both widely practiced in the 1980s.
- At times, all of these schools (along with older ones, such as the Kano School ink traditions) were drawn on by contemporary artists in the Japanese style and in the modern idiom.
- More and more, the international modern painters also drew on the Japanese schools as they turned away from Western styles in the 1980s.
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- An important art trend during the Edo period was the bunjinga or Nanga School, a kind of literati painting highly influenced by China literati.
- An important trend in the Edo period was the rise of the bunjinga genre, a kind of literati painting, also known as the Nanga School or Southern Painting school.
- As part of the Nanga School, the bunjinga style of Japanese painting flourished in the late Edo period among artists who considered themselves literati, or intellectuals.
- The form was, to a great extent, defined by its rejection of other major schools of art like the Kano and Tosa Schools.
- Unlike other schools of art that pass on their specific style to their students, every bunjinga artist displayed unique elements in their creations, and many diverged greatly from the stylistic elements employed by their forebears.
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- At its peak under his reign, the Songhai Empire encompassed the Hausa states as far as Kano (in present-day Nigeria) and much of the territory that had belonged to the Songhai empire in the west.
- His policies resulted in a rapid expansion of trade with Europe and Asia, the creation of many schools, and the establishment of Islam as an integral part of the empire.
- Askia opened religious schools, constructed mosques, and opened up his court to scholars and poets from throughout the Muslim world, but he was also tolerant of other religions and did not force Islam on his people.
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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.