Pivot Animator For Mac Os X. An overview of artifacts with cuneiform inscriptions from the Land of Israel shows that the use of cuneiform script in this regions falls into two neatly distinguishable periods, each having own characteristics. The cuneiform tradition of southern Canaan originated from contacts between Hazor and Mari. Writing was adopted in the Old Babylonian period and used for administration and epistolary exchange. From the beginning, cuneiform script was taught locally and transmitted in families, from one generation to another, as was the case with other professions. In the Late Bronze Age, the local practice of writing expanded and participated in a larger western peripheral stream of cuneiform tradition. Its demise was the result of political and cultural changes which occurred at the end of the Late Bronze Age. Cuneiform writing appeared again in the Land of Israel with Assyrian occupation at the end of the eight cent.

In contrast to the Late Bronze Age, in the Neo-Assyrian period cuneiform writing was not adopted by the indigenous population nor taught locally, as the lack of scholarly texts indicates. From this period, only two categories of documents survive: royal stele and administrative tablets. Several cuneiform artifacts from the Neo-Babylonian and Persian periods are difficult to interpret. Some of them had to be brought from abroad; others may testify to occasional use of cuneiform writing.

The main aim of the course is to present the worldwide diversity of writing systems and the possibilities offered by graphic forms of communication. Student will learn the principles of writing systems from different cultures, i.e. Cuneiform, Egyptian, Eagean, Greek and Latine, Chinese, Japanese, Corean, Mesoamerican (Maya and Aztec). Nevertheless, also systems which not fulfill the classic definition of writing system will be analysed (i.e.

Download: CBF Walker - Pismo klinowe (1998).pdf.

Andean kipu, Aztec divinatory system and one of the African systems). After this panoramic overview of different forms of graphic communications systems, the terms of ‘writing” and “semasiography” will be discussed, as well as the generally assumed tendency for writing systems to ultimately develop into alphabetic scripts.

Also, the implications of using the alphabetic scripts will be analysed adn compared with the implications of using semasiographic systems. The final discussion will undertake the position of writing systems versus visual art. The 1st and the 2nd part of the course (1st and 2nd semester) are one whole, because only in the 2nd semester more theoretical discussion is possible, after studying different writing systems of the world during the 1st and part of the 2nd semester. Program and organization of the work. Phonographic writing systems in the Middle East. 3.Egyptian writing system.

4.Chinese writing system and its art. 5.Writing systems of the Far East (Japanese and Korean) 6.Linear B and other Egeian writing systems.

7.Consonantic writing system (Arabic or Hebrew) 8.Alphabetic writing systems (Greek, runic, latin system vs. English and French language). 9.Writing systems in the Americas. 10.Maya writing system. 11.Aztec writing system.

12.Ancietn stories and art of divination in pre-Hispanic Mesoamerican books. 14.Non-graphic systems? Andean khipu and Braille’s system. 16.What is writing? 17.Alphabet and evolutionist model of writing: useful or not? 18.Writing and visual arts.

Type of course. To approve it is necessary: - to participate actively in the classes, in discussions regarding the writing systems being analysed (30% of the final note in both semesters) - to approve a test based on the bibliography read during the course (30% of the final note in both semesters) - to prepare a presentation about one chosen writing system (40% of the final note of the 1. Semester) - to write an essay about an undeciphered writing system or a critical analysis of one of the writing systems previously studied (40% of the final note of the 2. Semester) Attention: the course is divided in two part because of the formal reasons, but both semesters are planned as a conceptual whole.

The course is demanding regarding the preparation foor the class and reading the theoretical test (ca. 4 hours per week). Most of the biblliography is in Englosh or Spanish.