...Art Test Review Chiaroscuro – Shading from light and dark Visual elements – Color, value, texture, shape, form, space & line Line – basic means for recording and symbolizing ideas, observations and feelings. Extension of a point. Shapes are also known as mass and form Space – the interval or measureable distance between points Value – or tone refers to the relative lightness and darkness of surfaces Hue and intensity – refers to a particular wavelength of spectral color to what we give name purity of a huge – intensity/saturation What we call “color” is the effect on our eyes of light waves of differing wavelengths and frequencies. White light is composed of all the colors in the spectrum When all of the wavelengths are absorbed it appears black Primary colors – red, yellow and blue Secondary colors – orange, green, violet (any mixture of 2 primaries) Intermediate colors are made mixing primary and secondary such as red-orange, yellow-orange, etc. Monochromatic – variations in the value and intensity of a single hue (usually black and white) Analogous – colors adjacent to one another on the color wheel Complementary – colors opposite each other on the color wheel Abstract – no reference at all or depict natural objects Form – what we see, color, shape, line and design Content – we get from what we see Iconography – symbolic meaning of signs, subjects and images. Principles of art – unity & variety, balance, emphasis, directional forces, contrast...
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...1. Lorenzo Bernini (1598-1680), a. Rome Apollo and Daphne, 1622-25 i. made for Cardinal Scipio Borghese, (Marble) ii. Palazzo Borghese in Rome. 1. She’s exhausted (looking back) 2. Shows fright in her face 3. In Mid action (run) 4. Detail is shown by the strands of the hair. 5. Smoothness of the flesh (soft polished marble) 6. Her head you can see the individual leaves 7. Pay attention to open & closed space. (where marble is cut out and where it touches) b. Ovid’s Metamorphoses written c. 8 CE c. David iii. (1623-24) 8. In contrast with michaelangelo’s, a. Bernini looks older b. Bernini looks more focused. c. d. Portrait Bust of Cardinal Scipio Borghese iv. 1625, Borghese Rome v. Statue of a man, facial hair mustache and goatee. e. Ecstasy of St. Theresa of Avila vi. (1515-82, canonized 1622) Cornaro Chapel, S Maria dell vittoria, Rome 2. Rembrandt f. Self Portrait vii. 1628-29 9. Can’t see his face due to lighting 10. Can’t read his expression g. Self Portrait with Saskia (Story of the Prodigal Son) viii. 1636 ix. She seems amused, not jovial x. Man looks happy h. Bathsheba xi. 1654 11. Nude Body ...
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...B) 1. Northern Renaissance: Portrait of a Man – Jan Van Eyck 2. Catholic Reformation: Madonna with the Long Neck - Parmigianino 3. Aristocratic: Laughing Cavalier – Frans Hal 4. Protestant Reformation: Noli me tangere - Hans Holbein the Younger 5. Catholic Reformation: Girl with the Pearl Earring – Jan Vermeer The period of Mannerism first came about in Europe during the 1500s. The works created during this period were often influenced by the harmonious ideals of artists such as da Vinci, Raphael and Michelangelo. Well known for its intellectual sophistication and preoccupation with artificiality and artiness, the works of this time were often formulaic, theatrical and over-stylized. The figures in Mannerist art often portrayed as graceful, with elongated limbs, small heads and stylized facial features. The poses used are difficult or deliberately created rather than arising naturally or spontaneously. Unlike Renaissance paintings, Mannerism works favored compositional tension rather than balance and clarity. These artists favored the unorthodoxy of something new and expected, perhaps making them the first modern artists. The majority of these works had a religious subject, as the Christian church had much influence during these years. A leading example of a Mannerism painting is Madonna of the Long Neck by Italian painter Parmigianino. The oil on wood painting is currently held in Uffizi, Florence. The image depicts the Virgin Mary and baby Jesus surrounded by six angels...
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...IR 3034: The Political theory of Peace and War. [pic] FIRST ESSAY: « For Machiavelli, the art of war is the supreme test of any polity, whether principality or republic ». Discuss Introduction: Quentin Skinner once argued that even if “Machiavelli died nearly 500 years ago, (…) his name lives on as a byword for cunning, duplicity, and the exercise of bad faith in political affairs”1. Indeed, there is no denying that Machiavelli stands probably as one of the most controversial thinker in the history of political theory. In fact, Skinner even argued that “the charge of being a Machiavellian remains a serious accusation in the political debate”2. As his biographers tell us, Machiavelli came from an Italian family which had been relatively important in the political life of Florence for a long time before his birth, in 1469. At 29 years old, he became second chancellor of the republic, without previous experience, a charge he will keep for more than fourteen years till the return of the Medici’s family. This experience as top official of the Florentine Republic had obviously a huge impact on the development of both his later life, characterized by a succession of disgraces and stroked of bad luck, and his thought. Indeed, as Maurizio Viroli asserts, “Machiavelli considered himself to be an expert on a special art which we call statecraft and he called “arte dello stato”3. There is no denying that, if we look at most of his writings, we will realize...
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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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...Research has shown that when the arts are included in the school curriculum the benefits to the students are many. Students who suffer from disorders such as autism, attention deficit disorder. And some from dysfunctional backgrounds shows increased self-esteem when participation in arts programs in their school. Success in various from of the arts helped these student feel more positive about themselves and their abilities to learn. Many students learn to work with others in a positive manner. Working with others teach valuable skills teamwork. They learn that teamwork is vital for the success of the group. It teaches each member of the team their worth, the importance communication and various social skills need for success of the team....
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...their ability to think creatively and on abstract level due to the lack of arts education in schools today. If children were provided with arts education they would have higher test scores, would be more likely to go to college, and less likely to participate in criminal activity. Students who graduate from high school are products of a very test-centered and narrowed curriculum based upon answering a multiple choice question accurately. Recent high school graduates are unable to compete in the post-secondary education realm due to their inability to think creatively and critically compared to their classmates from around the world. At the non-profit I volunteer at, the walls are lined with quotes by famous artists that students can identify with such as Jay-Z and Alicia Keys, these are people who have been subjected to arts education and they are now making millions of dollars of off art. Arts education can refer to either being educated in the arts or using art as a way to teach general education. Drama, music, visual art, and dance are the most general types of art that are integrated into schools. In the President’s committee on the Arts he states the importance of integrating arts into general subjects “Reading, math, and writing require students to understand and use symbols and so does assembling shapes and colors in a portrait or using musical notes to learn fractions. Experiences in the arts are valuable on their own, but they also enliven learning of other subjects...
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...standardized tests are not beneficial to students, teachers, or schools and should not have continued use in school districts throughout the country. Standardized tests cause teachers to have a certain curriculum which focuses mainly on materials on the test and takes away from other subjects. The tests also create unnecessary stress for both the students and the teachers and there is so much relying on the one test. In addition, test taking wastes class time that could be used for more beneficial things. For these reasons, I think that schools should stop having students take standardized tests. All teachers have a certain curriculum that provides guidelines for what they have to teach to their students that school year. While some people say having standardized testing shows teachers what their students should know to perform well on the test, I believe that standardized testing negatively affects these curriculums and focuses more time on classes that are being assessed on the tests and not on other classes. For example, here at JRG, we have 83-minute long core classes, which are language arts, math, science and social studies. We have language arts and math every day all year long, and we have social studies science and social studies every day for half of the year. Our other academy classes consist of...
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...Implicit Association Test Complete the Harvard-hosted Implicit Association Test (IAT) using the following instructions. Each test you choose to take should take about 10 minutes to complete. * Navigate to the Project Implicit® home page at https://implicit.harvard.edu/implicit/ and click Demonstration. * At the IAT home page, click on Go to the Demonstration Tests. * At the Preliminary Information page, read the disclaimer and click on I wish to proceed. You will be prompted to select a test. Take any of the IAT tests that interest you. Write a 150- to 300-word response to the following questions. * Do you agree with the results of your IAT. * If you are comfortable sharing, what was the result of your IAT? If you are not comfortable sharing, what was your impression of the IAT? * Do you agree or disagree with the result? * Do you think that the results are valid for you? Explain why or why not. * In your opinion, is prejudice easy or difficult to measure accurately? Why? Male with Science and Female with Liberal Arts compared to Female with Science and male with Liberal Arts is the Implicit Association Test (IAT) chosen for this assignment. The results acquired suggest a strong association of the topic, the ability to distinguish the association between the Male and Science and the Female with Liberal Arts. I would have to agree with the feedback received from the IAT; identifying the connection between Female and Liberal Arts, in my opinion...
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...taxed the same as similar domestic products. Japan and the US want this to be interpreted according to an “aim-and-effect” test. Japan also does not believe vodka is a similar product to shochu and the tax on the alcoholic beverages did not violate Art. III:2 because its the tax/price ratio was neutral. Procedure: World Trade Organization, Dispute Settlement Panel Issue: 1- Can the aim-and-effect test be applied to this situation? 2- Are vodka and shochu similar products? 3- Will a neutral tax/price ratio be sufficient enough to meet the Art. III:2 requirements? Holding: (1- No, 2- Yes, 3- No) Japan has to bring their taxes on alcoholic beverages into compliance with Art. III:2. Reasoning: (Lacarte-Muro, Bacchus, and El-Nagga) A. Rule: Art. III:2 has a requirement for all WTO members which states that all states should enforce the same internal taxes on products as they do on similar domestic products. Similar products have to follow the principles of paragraph 1. Art III:1, which states taxes cannot be enforced to protect a domestic production. Similar products are determined one case-by-case basis with familiar end-users and the same physical characteristics. B. Application: 1- Using the “aim-and effect” test would be too difficult to apply and to determine the real aims of limited legislation, which is based on the goals set out in Art. III:1. 2- Vodka and shochu will be bought and used by the same consumers and the filtration is different, however they have...
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...lost. Many schools either do not have enough funding for them, or it is the increasing testing demands by the school? These electives should be kept not only for the student’s wanting to be in them, but the electives that they wish to get rid of (music and arts) are actually beneficial to children academically and as a person. Many schools are wanting to get rid of electives as a way to meet the increase in passing the tests at the end of the year. They want the students to focus more on the classes and the test preparation courses for those tests. They think that getting rid of the music and arts electives will help this. They are actually wrong with this mindset. Students in the music and art classes actually learn better than those who are not. They also score better scores due to their better ability to learn. Therefore, they are not really helping the children do better on these tests....
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...What To Expect From This Class This class is delivered entirely online. That means that everything for the class (course content, course discussions, assignments, links, images, PPTS, study guides, pre-tests and exams) will be completed online. Each week is presented in its own learning module. Course Requirements Weekly Learning Modules will contain the following items: Reading Assignments and Lessons: A Chapter or chapters that are connected by period, culture or style of art. Each contains a summary of the chapter, key concepts, a list of images you should be able to identify and a PPT presentation of for each chapter again with images, key concepts, links, questions and important information within the note area. This will change once the lectures can be recorded. You should use these guides to help you focus your reading and note taking. You will be tested on this material as well as from the textbook and any extra videos or reading assignments given for each chapter. Note that artworks are influenced by the time and place in which they were created. Even though chapters might separate geographical areas, there were connections through travel and trade. There is a definite thread that connects art through time and through cultures. A Discussion Forum and /or Journal Entry: These will sometimes involve you having to answer questions compare images, watch a video, or visit a web site before completing the discussion or journal entry. For each discussion, you...
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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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...regular practice can increase IQ by as much as three points” (Hammond). Another study, described by Brown, by E. Glenn Schellenberg at the University of Toronto at Mississauga, found “a small increase in the IQs of six-year-olds who were given weekly voice and piano lessons” (Brown). Not only has it been proved that music education can help raise one’s base IQ, but it is proven that students who receive music education do better overall in school. A study published in 2007 by Christopher Johnson, professor of music education and therapy at the University of Kansas, discovered that students in elementary schools with strong music education programs scored 22 percent higher in English and 20 percent higher in math scores on standardized tests, than schools with low-quality music programs (Brown). There is ample evidence that music can positively affect children. But, why does music education have such positive effects on the brain? Locker describes how making music involves more skills than simply the playing of an instrument, it involves children learning how to tap into multiple skill...
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