...The four roles of an artist are to keep a historical record, to give form to intangibles, to reveal the hidden, and to show the world in a new way. There was a time when much of the world was illiterate. So in order to keep a historical record of things, people painted objects , made sculptures, other crafts and also told stories. Some art shows emotions that aren’t exactly present to the outside world, so the painter gives form to the intangibles or feelings. In other paintings, the painter reveals the hidden things such as the suffering of the people from a war or massacre. Lastly some artists like to show the world in a new way or show it how they view it from their own eyes. The two paintings i have chosen for this assignment are “The Two Fridas” and “The Persistence of Memory”. They are two of my favorites and I learned a lot about them while I was taking a Spanish class in high school. I do not know as much about them as I would like to but I do intend to spend the time learning about them. “The Two Fridas” painted by Frida Kahlo in 1939. She painted this shortly after divorcing Diego Rivera. When Frida painted the Two Fridas, the role that she was portraying was giving form to the intangibles. I say this because it is portraying her feelings about her divorces. When she was one person, the woman in the European dress, her husband of the time rejected her and betrayed her. When she was the woman in traditional dress, the woman on the right, he loved her. What she...
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...The Activity and Art of Reading by Adler and Van Doren Abstract Adler and Van Doren argue that a teacher can help students but students must do the learning. We will never truly be done learning; there are things that are taught to us every day. We must be accepting in the fact that we will never know everything there is to know. Even with the best teachers in the world, it is up to the students to open their minds and do the learning. The Activity and Art of Reading by Adler and Van Doren The authors Adler and Van Doren argue that a teacher can help students but the student must do the learning. It’s very easy to understand their argument, a teacher can guide a student but it is up to the student to open their minds and learn. I believe anyone can learn, we listen to a song on the radio and sing along, we memorize the words and know it by heart. However, it takes something deeper to understand what the artist is trying to get across. Listening to a song and understanding the words is much different than simply singing along. For instance, a teacher is like a gardener, he or she can plant a flower but it’s up to the student to nurture the flower so it can grow and thrive. “Knowledge must grow in his mind if learning is to take place” (Adler and Van Doren; “The Activity and Art of Reading” page 8). I believe the authors are trying to help us understand that the work can be planted or started by a teacher, but must grow and expand by the student. I think this...
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...The Effect of Classical Music on the Reading Comprehension of Iranian Students Nasser Rashidi Shiraz University, Shiraz, Iran Email: Nrashidi@rose.shirazu.ac.ir Farman Faham Shiraz University, Iran Abstract—The influence of music on language learning and performance has been the subject of study for many years. The purpose of the present study was to investigate the effect of classical music (Mozart Sonata) on the reading comprehension performance of two groups of Iranian students in an English institute in Iran. To this end, the study compared two groups of Iranian English students (N=60) over a period of three months: one was taught reading comprehension with a music background and the other with no music background whatsoever. The results of the study showed a significant difference between the performance of the group exposed to music and the performance of the other group not exposed to music. The group taught reading comprehension with a music background outperformed the other taught it with no music background. Index Terms—reading comprehension, music, background music, classical music, Mozart sonata I. INTRODUCTION The use of music as a tool by language teachers to teach foreign languages has been the center of attention to researchers for many years. That is why in the literature we can see different, but mostly positive comments concerning the effectiveness of music in language learning and performance. It has been stated that music can contribute to...
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...Humanities Fall 2015 Professor Kim Codella PhD. Office Phone 916-691-7633 Office SOC #128 Office Hours MW 4:30PM-5:30PM TTH 4-5:30PM, online 11-12 pm Friday. codellk@crc.losrios.edu Required Text. The House made of Dawn by N. Scott Momaday. This book is available in the bookstore for you and there is also a copy in the library for your use. In addition there will be weekly online readings in D2L. You must do the required reading to pass the class. Students must attend lectures and take notes. Participation, i.e., your attention is required. Course description: This course examines the arts and ideas taken from the American experience in the 20th century and today. Material covered includes literature, art, music, philosophy and history of the twentieth century. The course draws upon the arts of African American, Native American, Asian American, Anglo and Latino cultures as avenues for understanding issues of ethnicity, class and gender as they intersect with mainstream American values. Course presentation: Lecture, discussion, audio-visual materials and readings from the text, online, and material to be supplied by the instructor. In addition an extra-credit will be offered. Attendance: Required, a student missing more than 5.4 class hours may be dropped from the course (this is four class sessions). Because of the recent budget situation instructors are encouraged to drop students who are not attending class. Basic Rules: Woody Allen once said...
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...Having The Arts in Elementary Schools A Review of the Literature Detra B. Bynum Capella University Author Note This paper was prepared for Education 5200, taught by Leonard Snyder Abstract My literature review will show a connection between cognition, social and emotional development and the arts. Some students in schools where the arts are an integral part of the academic program tend to do better in school than those students where that is not the case. It will also show why it is so important to have art and music classes in the elementary schools. It will also show how the teachers can help develop cognitive skills by using the arts in their lesson plan. They can intertwine the creative arts curriculum with other subject such as reading; math and science to develop better studying, concentration and listening skills. Studies will show that children need expressionism with the other subjects to complete their learning process. The review will show why the arts need to be implemented back in the curriculum of elementary schools. We have the opinions of others, that younger school children should be required to study math language; science and history are those people who think it may not be necessary to learn art and music. Contrary to those people's viewpoint, my strong opinion regarding that statement is that younger school children have to be required to study art and music. This literature review may point out that art and music...
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... |Course Syllabus | | |College of Humanities | | |ARTS/125 Version 2 | | |Pop Culture and the Arts | Copyright © 2010, 2007 by University of Phoenix. All rights reserved. Course Description This course explores the interactions between the arts, advertising, media, and lifestyle and cultural trends in contemporary American society. Familiarity will be gained with the various art forms and their relationship to mass media, personal and professional life, and in particular to how they contribute to the current conception of fine art and popular culture. Students are asked to examine current trends and cultural changes, assessing both the role the arts have played in creating them and the influence these cultural trends have on art itself. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted...
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...thinking skills to contemporary creative and scientific thought. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Ruggiero, V. R. (2009). The art of thinking: A guide to...
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...BackgroundoftheStudy | Title: READING COMPREHENSION LEVEL OF THE FRESHMEN BACHELOR OF ARTS OF QUIRINO STATE UNIVERSITY CABARROGUIS CAMPUS IN RELATION TO THEIR SPEED IN READNG, A.Y. 2013 – 2014 | | THE PROBLEM AND ITS BACKGROUNDIntroduction “Learning to read and understand what we are reading is one of the necessary steps towards literacy. It is utterly important to get the meaning of what we are reading otherwise it would be meaningless. It will be like staring at words without knowing what it is about. Reading without comprehension is also like listening to a person talking to you without understanding what he or she actually wants to convey”, Riley Johnson (2010). Reading is indispensable and one of the most important aspects of learning. It is also one of the most essential parts in student’s life. It is necessary to determine the possible problems that the students are facing in relation to their comprehension skills in reading, to come up with the most appropriate strategies in reading suitable for the leaner’s ability to understand the text. This reseach is intended to detect the reading comprehension level of the freshmen Bachelor of Arts major in English of Quirino State University in relation to their speed in reading as they engage themselves in the text. The concentration involved as they read may influence their performance in understanding the materials they are up to. Since reading is vital for Bachelor of Arts students and also to the...
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...Lara Abouhamad Essay #1: The Significance of the Arts “With their focus on history, culture, literature, language and other relevant areas of study, the humanities address all these issues in direct and positive ways, while also providing important, if less easily quantified, insights about the human condition.” -Cornell President David Skorton A friend of my father once took it upon himself to give me some gratuitous advice on the matter of applying to college. Himself a successful business man, he urged not that I got straight into business school or any other specialty school of the sort, but strongly advised me that I get a liberal arts degree first (or in the case of Cornell, apply to the College of Arts and Sciences). He insisted that having a liberal arts and humanities background would be the best resource not only career-wise, but simply put, it would allow me to have the freedom to explore different realms of study before finding what interests I truly want to pursue, because at the study of the arts and humanities rests at the core of every profession. Albeit unprompted, the advice he gave me that day profoundly stuck with me and ultimately solidified my decision to apply to the College of Arts and Sciences at Cornell. In many ways, what my father’s friend explained to me echoes closely what President Skorton said in his letter: “Perhaps most important, the humanities are the cornerstone of understanding what it means to be fully human – an understanding that we...
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...HUMANITIES: FINE ARTS Section D M/W/F 11:15 AM–12:10 PM Section classrooms: Art: Goodman 204 Music: PPAC135 Theatre: Elder 146 Prof Anne Greeley anne.greeley@indwes.edu Beard, Office 115 Office hours: M/W 1:00–5:00 PM T/TH by appointment Prof Davy Chinn davy.chinn@indwes.edu PPAC, Office 164 Office hours: M/W 1:00–3:00 PM T/TH 10:30 AM–12:30 PM All others by appointment COURSE DETAILS Description MUS180 is an integrated arts appreciation course. It is part of the Humanities Core Curriculum. Each week, you will rotate between classes in art, music, and theatre appreciation (see p. 11 for course rotation schedule). Classes will be structured around a common topic or theme, enabling you to make connections between the different art forms. Required Course Texts Erwin Raphael McManus, The Artisan Soul: Crafting Your Life Into a Work of Art, HarperOne, 2014. Other texts as assigned, available via Learning Studio. Required Course Fee Our class field trip to the BSU David Owsley Museum on Jan. 22 will cost $10, due by Jan. 20 to Amanda Dyer in the BAC office. Prof Katie Wampler katie.wampler@indwes.edu Elder, Office 140E Office hours: M/W/F 12:10–1:25 PM W 2:30–3:30 PM T/TH 11:00 AM–1:30 PM Syllabus Contents Course details Learning outcomes Policies & expectations Course evaluation Museum Artwork Analysis paper Museum Art & Music Integration paper Mix-tape project Concert reports Theatre critiques Mix-tape project Arts Integration ...
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...Syllabus ARH 4470/5482 Contemporary Art Spring 2013 Tuesday and Thursday 2:00-3:15pm Chemistry and Physics, Room 197 Instructor: Dr. Alpesh Kantilal Patel Assistant Professor, Department of Art + Art History Director, Master of Fine Arts Program in Visual Arts Contact information for instructor: Department of Art + Art History MM Campus, VH 235 Preferred mode of contact: alpesh.patel@fiu.edu Office hours: By appointment on Tuesdays and Thursdays (preferably after class). Course description: This course examines major artists, artworks, and movements after World War II; as well as broader visual culture—everything from music videos and print advertisements to propaganda and photojournalism—especially as the difference between ‘art’ and non-art increasingly becomes blurred and the objectivity of aesthetics is called into question. Movements studied include Abstract Expressionism, Pop, and Minimalism in the 1950s and 1960s; Post-Minimalism/Process Art, and Land art in the late 1960s and 1970s; Pastiche/Appropriation and rise of interest in “identity” in the 1980s; and the emergence of Post-Identity, Relational Art and Internet/New Media art in the 1990s/post-2000 period. We will focus primarily on artistic production in the US, but we will also be looking at art from Europe, South and East Asia, Africa, and the Middle East. Emphasis will be placed on examining artworks and broader visual culture through the lens of a variety of different contextual frameworks:...
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...involved in the arts have been found to experience gains in math, reading, cognitive ability, critical thinking, and verbal skill. New National Endowment for the Arts (NEA) research shows that low socioeconomic students who had art experiences in high school were ten percent more likely to complete a high school calculus course than low socioeconomic students with low arts exposure, which is 33 versus 23 percent. Students with access to the arts in high school were three times more likely than students who lacked those experiences to earn a bachelor's degree. When it comes to participating in extracurricular activities in high school, high-arts, low socioeconomic students are much more likely also to take part in intramural...
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... |SYLLABUS | | |College of Humanities | | |ARTS/125 Version 2 | | |Pop Culture and the Arts | Copyright © 2010, 2007 by University of Phoenix. All rights reserved. Course Description This course explores the interactions between the arts, advertising, media, and lifestyle and cultural trends in contemporary American society. Familiarity will be gained with the various art forms and their relationship to mass media, personal and professional life, and in particular to how they contribute to the current conception of fine art and popular culture. Students are asked to examine current trends and cultural changes, assessing both the role the arts have played in creating them and the influence these cultural trends have on art itself. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted...
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...ARTS 105 Art Appreciation Summer 2016 Session (15-55) May 30 , 2016 – July 23, 2016 Course Description Introduction to the place of visual art in modern society, to the vocabulary used in discussing a work of art, and the studio techniques artists use to produce two and three-dimensional works Prerequisite: None Proctored Exams: None Instructor Information Dr. Patricia Rooney, PhD American Studies-Visual Culture, St. Louis University M.A. Art History, Webster University parooney@cougars.ccis.edu Textbooks Frank, Patrick. Prebles’ Artforms 11th Edition. 2014. Upper Saddle River, NJ: Pearson, 2014. ISBN: 978-0-205-96811-4 Textbooks for the course may be ordered from MBS Direct. You can order * online at http://direct.mbsbooks.com/columbia.htm (be sure to select Online Education rather than your home campus before selecting your class) * by phone at 800-325-3252 For additional information about the bookstore, visit http://www.mbsbooks.com. Course Overview Art Appreciation is an introduction to the principles and concepts used in the study and analysis of the fine arts, in order to achieve a basic understanding of art and artistic concerns. Art Appreciation studies the major cultural achievements and significant artistic works that have shaped Western culture. The approach to this course is to study the arts in an historical context beginning with the earliest artistic expressions of ancient societies...
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...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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