...Queen Elizabeth I supposedly owned a wardrobe that was home to more than 2000 gowns! She also had a soft spot for rich fabrics and jewelry (CEE 1). The Elizabethan Age brought a big development of culture in sixteenth century England. The most memorable parts of the Elizabethan Era were makeup, fashion laws, and the advantages of being wealthy. There are many steps to the full makeup of the Elizabethan period. Firstly, woman greatly worried about their skincare. All the makeup women regularly used was to get a pale complexion, they would often develop all types of blemishes. To be-rid of their imperfections, Elizabethan woman used several methods. One of these methods was a mixture containing rosewater, lemon juice, alum, mercury, and honey....
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...Mrs. Kasarda English 9 Period 6 26 April 2016 Would the world be a better place if people stopped judging others based on the quality of their clothing? The Elizabethan Era, which lasted from the late 16th century to the early 17th century, took place during the reign of Queen Elizabeth. This time period was overwhelmed by a strict social hierarchy that controlled how citizens dressed. There were two main classes, the upper and lower. If a citizen was in the upper class he would have different rights than those in the lower class when it came to clothing styles. In the Elizabethan Era, the way people dressed was solely based off their social status. Females of the lower class wore clothes that were more affordable and comfortable...
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...clearly through many means. Towering Renaissance architecture and Victorian Palaces, different political systems and rulers, food and language and literature, each period consists its own uniqueness. Clothing is no exception. From the toga of the Romans to the gown of Elizabethans, clothing reflects on the taste and style of the people in that particular era. It is of relatively absolute truth to acknowledge that dress is more than an object of concealment. The physical body when dressed gave intimation about the personality of its wearer and the surrounding society as well. For example, Romans royals wore purple while its citizens garb in simple garments like tunic. In Renaissance era, men and women of noble births would wear satin, velvet decorative dresses, while the peasants would only drape in cheap clothes. The disparity in apparel between noble people and poor people is a quintessence of reflection on social orders. During these periods that segregate people according to their ranks, clothing is affected by the segregation as well. However, as we move into Colonial Period, the idea of ranks begin to dissolve. Instead, clothing is more synonymous with a person’s occupation and religious affiliation. Now in our contemporary society, a society of complete freedom and equality, clothing plays more a key role in expressing personality. From the roaring twenties with flapper’s pinafores and cloche hats to the hippie’s long beaded necklace and sandals, fashion now emphasizes the...
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...COSTUME AND FASHION SOURCE BOOKS Elizabethan England Kathy Elgin Copyright © 2009 Bailey Publishing Associates Ltd Produced for Chelsea House by Bailey Publishing Associates Ltd, 11a Woodlands, Hove BN3 6TJ, England Project Manager: Patience Coster Text Designer: Jane Hawkins Picture Research: Shelley Noronha Artist: Deirdre Clancy Steer All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For information contact: Chelsea House, an imprint of Infobase Publishers, 132 West 31st Street, New York, NY 10001. Library of Congress Cataloging-in-Publication Data Elgin, Kathy. Elizabethan England / Kathy Elgin. p. cm. — (Costume source books) Includes bibliographical references and index. ISBN 978-1-60413-379-0 1. Clothing and dress—England—History—16th century—Juvenile literature. 2. England—Social life and customs—16th century— Juvenile literature. I. Title. II. Series. GT734.E44 2009 391.00942'09031—dc22 2008047258 Chelsea House books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions, or sales promotions. Please call our Special Sales Department in New York on (212) 967-8800 or (800) 322-8755. You can find Chelsea House on the World Wide Web at: http://www.chelseahouse.com. Printed and bound in Hong Kong...
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...AGES Introduction; Great Empires; The Middle Ages; The Renaissance; The Industrial Revolution and Tourism Today. Objectives of this unit: Recognize the antiquity of human travel over vast distances on both sea and land; Understand how these journeys have evolved from trips that were difficult and often dangerous, to mass travel for millions today. Introduction: People have always traveled, in search of food or animal skins for clothing, or for territorial expansion. Travel in these early days was time-consuming and dangerous. Indeed, our word travel comes from the French word TRAVAIL, which means work, and that is what it was, hard work. Most early travel was on foot, but later donkeys begun to be used. Waterways and seaways also frequently become paths for trade and commerce. 1. EARLY BEGINNINGS (THE GREAT EMPIRES): Organized travel in the West probably began during the great empires of Persians, Assyrians, Greeks, Egyptians, and Romans. This period began several millennia B.C. and continued to several hundred years A.D.1 (or C.E./Common Era). During the empire period, travel developed for military, trade, and government reasons, as well as for communication from the central government to its distant territories. (i) Travel Methods: For overland travel, ordinary people used donkeys or camels, but for military and government purposes, horses were used, along with wagons and chariots. Goods also had to be transported. In Persia between 500 and 400 B.C., all the provinces were...
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...SHAKESPEARE COMPARISON PRESENTATION PLAY SYNOPSIS A Midsummer Night's Dream" deals with the universal theme of love and its complications: lust, disappointment, confusion, marriage. The plot focuses on three parallel stories: * The trials and experiences of two sets of lovers camping in a magical forest * The world of the Fairy King and Queen and their elves * And a group of amateur actors attempting to stage a production of "Pyramus and Thisby" for the wedding of the Duke of Athens. Hermia is in love with Lysander, but her father wants her to marry Demetrius (who is loved by Helena). Hermia has to choose between marrying Demetrius, death or becoming a nun. To escape the arranged marriage, she and Lysander elope into the woods followed by Demetrius and Helena. While there we have the two male characters in love with Hermia, while Helena is trying to win the heart of Demetrius back. With this going on in the ‘main plot’ we are re-introduced to the fairies who try to ‘help’ the situation by using a love potion. The whole thing goes completely wrong which adds to the comedic elements of this play and ends up with Lysander and Demetrius now loving Helena and they find themselves in the same situation that they were already in before. "The course of true love never did run smooth" comments Lysander, uttering one of A Midsummer Night’s Dream’s most important themes. The theme of love’s difficulty, which is explored through the motif of love out of balance. The...
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...Macbeth is a play written for James I after the death of Queen Elizabeth. James was intrigued with witchcraft and the love of Scotland. In order to understand Shakespeare's Macbeth you have to understand the time and historical period which it is set. This is the Elizabethan period which is the late sixteenth and early seventeenth century when there was an authoritarian government. In this era the monarchy ruled the governments, they needed to raise strong and loyal armies to protect and rule their counties. Shakespeare chose legends and events in Scottish history to dramatise Macbeth, which he uses from the "Holinshed's chronicles around 1050 AD", that he alters and manipulates these freely to portray Macbeth's loyalty and then his destruction...
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...HUS1011/30 22 May 2013 What is the Historical Background of Human, Maternal, and Child Services? Since the beginning of time there has been a basic need for human services. It has helped to make a big impact, and a difference, in our society now and then; and has helped to maintain a positive and long lasting difference in peoples’ lives, and it helps to improve our nation. How much do we know about the history of where it all began, and what challenges had to be faced in order for improvement to be made in the lives of the people? First, we must begin at the start of where it all began, a half a million years ago; the Stone Age. The first Human Service worker began assisting individuals with their needs was called a shaman, or medicine man; they did a surgical procedure where they would cut a hole (with a sharp stone) into the skull of an individual to help let the evil spirits that had possessed them out. They believed in the supernatural in those times, as well as, that everything bad was from something evil, and it must be eradicated immediately by rituals or rites. It was very hard to be able to find a place to live or get food because the environment was so hard, so the healthy had to assist the disable, sick, and elderly family members, if not they would not be able to get the basic necessities of survival. There were no agencies or programs for individuals who could not do for themselves to get assistance; the family was the main source of help. As time...
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...Meiji Japan. In 1867/68, the Tokugawa era found an end in the Meiji Restoration. The emperor Meiji was moved from Kyototo Tokyo which became the new capital; his imperial power was restored. The actual political power was transferred from the Tokugawa Bakufu into the hands of a small group of nobles and former samurai. Like other subjugated Asian nations, the Japanese were forced to sign unequal treaties with Western powers. These treaties granted the Westerners one-sided economical and legal advantages in Japan. In order to regain independence from the Europeans and Americans and establish herself as a respected nation in the world, Meiji Japan was determined to close the gap to the Western powers economically and militarily. Drastic reforms were carried out in practically all areas. The new government aimed to make Japan a democratic state with equality among all its people. The boundaries between the social classes of Tokugawa Japan were gradually broken down. Consequently, the samurai were the big losers of those social reforms since they lost all their privileges. The reforms also included the establishment of human rights such as religious freedom in 1873. In order to stabilize the new government, the former feudal lords (daimyo) had to return all their lands to the emperor. This was achieved already in 1870 and followed by the restructuring of the country in prefectures. The education system was reformed after the French and later after the German system. Among those...
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...The Tudors: A Very Short Introduction VERY SHORT INTRODUCTIONS are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in more than 25 languages worldwide. The series began in 1995, and now represents a wide variety of topics in history, philosophy, religion, science, and the humanities. Over the next few years it will grow to a library of around 200 volumes- a Very Short Introduction to everything from ancient Egypt and Indian philosophy to conceptual art and cosmology. Very Short Introductions available now: ANCIENT P H I L O S O P H Y Julia Annas THE ANGLO-SAXON AGE John Blair ANIMAL RIGHTS David DeGrazia ARCHAEOLOGY Paul Bahn ARCHITECTURE Andrew Ballantyne ARISTOTLE Jonathan Barnes ART HISTORY Dana Arnold ARTTHEORY Cynthia Freeland THE HISTORYOF ASTRONOMY Michael Hoskin ATHEISM Julian Baggini AUGUSTINE HenryChadwick BARTHES Jonathan Culler THE B I B L E John Riches BRITISH POLITICS Anthony Wright BUDDHA Michael Carrithers BUDDHISM DamienKeown CAPITALISM James Fulcher THE CELTS Barry Cunliffe CHOICETHEORY Michael Allingham CHRISTIAN ART Beth Williamson CLASSICS Mary Beard and John Henderson CLAUSEWITZ Michael Howard THE COLD WAR Robert McMahon CONTINENTAL PHILOSOPHY Simon Critchley COSMOLOGY Peter Coles CRYPTOGRAPHY Fred Piper and Sean Murphy DADAAND SURREALISM David Hopkins DARWIN Jonathan Howard DEMOCRACY Bernard Crick DESCARTES TomSorell DRUGS Leslie Iversen TH E EARTH Martin Redfern EGYPTIAN...
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...KING LEAR Act One The play opens at Lear’s court, where we meet the main characters. The opening scene is in itself shocking, as Lear forces his daughters to declare their love for him. The one who loves him the most will receive the largest part of his kingdom, which he intends to divide between the three. Lear himself wishes to hand over the ruling of the kingdom to his daughters, while retaining the ‘Pre-eminence, and all the large effects / That troop with majesty’ (Scene 1, Lines 131-2). Goneril and Regan acquit themselves well at this love test. Cordelia, however, dismayed by her sisters’ ponderous words, refuses to take part in the ‘contest’ and tells Lear that she loves him as her duty instructs her. When Cordelia refuses to speak again, Lear casts her off without a moment’s hesitation. Ken attempts to argue with the King, accusing him of ‘hideous rashness’ (Scene 1, Line 151). When Kent further warns Lear that his elder daughters are false flatterers, Kent too is banished. Lear invests Albany and Cornwall with power, and, after Burgundy refuses to take Cordelia as his wife, now that she is without dowry, France takes her for her virtues alone. Goneril and Regan complain, in private, about Lear’s harsh judgement and unpredictable behaviour and worry that they too may be treated unfairly. Edmund, Gloucester’s bastard son, soliloquises about his own situation, revealing his devious intentions towards his brother. When his father enters, Edmund’s...
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...Elements of Drama by: Christina Sheryl L. Sianghio Character Most simply a character is one of the persons who appears in the play, one of the dramatis personae (literally, the persons of the play). In another sense of the term, the treatment of the character is the basic part of the playwright's work. Conventions of the period and the author's personal vision will affect the treatment of character. Most plays contain major characters and minor characters. The delineation and development of major characters is essential to the play; the conflict between Hamlet and Claudius depends upon the character of each. A minor character like Marcellus serves a specific function, to inform Hamlet of the appearance of his father's ghost. Once, that is done, he can depart in peace, for we need not know what sort of person he is or what happens to him. The distinction between major and minor characters is one of degree, as the character of Horatio might illustrate. The distinction between heroes (or heroines) and villains, between good guys and bad guys, between virtue and vice is useful in dealing with certain types of plays, but in many modern plays (and some not so modern) it is difficult to make. Is Gregers Werle in The Wild Duck, for example, a hero or a villain? Another common term in drama is protagonist. Etymologically, it means the first contestant. In the Greek drama, where the term arose, all the parts were played by one, two, or three actors (the more actors, the later the...
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...History of Ireland From Wikipedia, the free encyclopedia Jump to: navigation, search History of Ireland Wenzel Hollar's historical map of Ireland This article is part of a series Chronology Prehistory Protohistory 400–800 800–1169 1169–1536 1536–1691 1691–1801 1801–1923 Timeline of Irish history Peoples and polities Gaelic Ireland Lordship of Ireland Kingdom of Ireland United Kingdom of Great Britain and Ireland Republic of Ireland · Northern Ireland Topics Battles · Clans · Kingdoms · States Gaelic monarchs · British monarchs Economic history · History of the Irish language Ireland Portal v · d · e The first known settlement in Ireland began around 8000 BC, when hunter-gatherers arrived from continental Europe, probably via a land bridge.[1] Few archaeological traces remain of this group, but their descendants and later Neolithic arrivals, particularly from the Iberian Peninsula, were responsible for major Neolithic sites such as Newgrange.[2][3] On the arrival of Saint Patrick and other Christian missionaries in the early to mid-5th century AD, Christianity began to subsume the indigenous Celtic religion, a process that was completed by the year 600. From around AD 800, more than a century of Viking invasions brought havoc upon the monastic culture and on the island's various regional dynasties, yet both of these institutions proved strong enough to survive and assimilate the invaders. The coming of Cambro-Norman mercenaries under Richard de...
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...Ben Jonson (1572–1637). The Alchemist. The Harvard Classics. 1909–14. | | | | |Introductory Note | | | | | |BEN JONSON was born of poor parents at Westminster in 1573. Through the influence of Camden, the antiquary, he got a good | 1| |education at Westminster School; but he does not seem to have gone to a University, though later both Oxford and Cambridge gave | | |him degrees. In his youth he practised for a time his stepfather’s trade of bricklaying, and he served as a soldier in Flanders. | | | It was probably about 1595 that he began to write for the stage, and within a few years he was recognized as a distinguished | 2| |playwright. His comedy of “Every Man in His Humour” was not only a great immediate success, but founded a school of satirical | | |drama in England. “Sejanus” and “Catiline” were less popular, but are impressive pictures of Roman life, less interesting but more| | |accurate than the Roman plays of Shakespeare. ...
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...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
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