Why Music Should Not Be Taken from Our School Day

Why Music is Important!!! Why were lullabies invented? They soothe children and calm their reactions to stress. This in turn reduces the stress in the entire family. Over time, children memorize lullabies and start to sing them. Music is often a huge part of childhood. A toy piano, drums, xylophones and guitars are favorite toys for children. Parents and grandparents should encourage children to experience music. A great way to do this is to provide toy instruments to the children. These don't have to be expensive. Children can play and enjoy their own music.While they may not develop professional talent, they will gain an understanding of music that will help them relax in the future. As they get older, consider music lessons. Qualified instructors can teach children how to play the piano, a skill that they can use for life. Your child's school may have a music or band program. Check out all of the available options that will give a musical education to children. There may be an old instrument in the family somewhere. Ask around. Do you have musicians as friends? They may have an unused instrument that they are will to part with.If you are creative, you'll find an appropriate instrument for you child. With it, they can truly expand their musical abilities. If they are lucky, their school may still have a vibrant musical program that they can join. It's a sad fact that in these days of budget pressures for schools, early funding victims are often music programs. This is usually due to the lack of perceived direct benefit from music. This is unfortunate because while music students don't earn sponsorship dollars from their activities, they bring calmness and civility to the school.This is a direct, positive influence on the music students and to those students exposed to the sounds. With the reality of budgets, it is more important than ever that parents advocate for music funding in schools, that they provide musical avenues to their children themselves and tha t they encourage and support more live performance music where ever it is available in their communities. Musical appreciation comes best through the playing of an instrument to a degree that far surpasses mere listening to iTunes. To give children a chance to calm down, it is important to instill musical appreciation from a young age.Your child doesn't have to be a musical prodigy, they just have to enjoy music for their own pleasure. Children who love music will often surprise you with their ability. Give them a chance to show what they can do. Keep emphasizing that music is fun. Obviously parents and grandparents support music for children. This lens has been liked over 200 times. It has also received dozens of fabulous comments in the sections below. This is great news. Make sure that you follow through with your support by getting the children involved in music. Talk to them about your passion for music.Find a nice instrument that they want to play. Encourage them to sing. Volu nteer to help school music programs. Music as a Career Many children find that they can translate their love of music into a career. This is obviously a difficult, and rare, undertaking. The book â€Å"Outliers† by Malcolm Gladstone says that 10,000 hours of practice are required to become an expert at something. The Beatles did it back in 1964. The â€Å"Fab 4† became rich with their music. Talent is required, but so is dedication. Without encouragement, however, your child is not likely going to work in the music industry.That and luck. If they want to try, beware of the difficulties, but help them. The Internet has completely changed the music industry, although the big publishing companies don't like to admit it. New artists can publish and promote their own work and be incredibly successful. There are funding opportunities for albums or concert tours. Publishing to the web offers various revenue streams. An incredible demand for new material always exists. Budding performers can get a piece of the action if they have the talent, drive and luck. Justin Bieber did it.There will be more young superstars discovered in the future. !!! Cutting arts programs would be a tremendous loss for every student. Whether you’re naturally more artistic or not, learning how to think creatively is a very important skill. Just focusing on certain subjects for too long can cause boredom and stress. I know that being involved with music helps me relieve the stress of preparing for state testing. But are these examinations really what we should be focusing all our time and energy on? One test can’t express your intelligence or creativity like art can. Music, as well as art, p. . , science, social studies, history, and geography are all important and should be taught to all children, no matter how poorly they are doing, or how poor their families are. For some, it may be the spark that ignites their desire to learn, for others it may set the foundation for them to understand higher thinking skills, for others it may be the reason they stay in school, for others†¦. . Several studies have reported positive associations between music education and increased abilities in non-musical (eg, linguistic, mathematical, and spatial) domains in children.The authors say there are similarities in the way that individuals interpret music and language and â€Å"because neural response to music is a widely distributed system within the brain†¦. it would not be unreasonable to expect that some processing networks for music and language behaviors, namely reading, located in both hemispheres of the brain would overlap. † To see each other through each other’s eyes~ president Obama It teaches us to understand and get to know those who are not like us That sense of belonging, having a healthy perspective on weighty issues and the ability to self-individuate may be never fully realized, even in a lifetime.What is necessary in th e microsociety of high school is a sturdy vessel in which to navigate a safe and fulfilling journey to the next transition. In high school, music programs are that vehicle. Our drummer, Paulo Baldi, for instance, lived in three states as a teenager (Colorado, New Mexico and Washington) while attending four different high schools. Joining the marching band in each unfamiliar place helped to connect his high school experience. He made friends through each transition, and it made comfortable what could have otherwise been an alienating experience.Paulo Baldi testifies that, â€Å"Marching band in particular is the savior for people who may or may not be athletic. Marching band is music, memorization, eye-hand coordination and good for your posture. It may hurt to be told your paradiddles suck, but it builds character. It's a team sport. You create friendships that become your buddies for life. High school music is something focused to do. You don't have to be great to belong, and memb ers immediately have something in common. † Aside from the social benefits, students in high school music programs have higher test scores and cognitive development.A U. S. Department of Education study found that those who reported consistent involvement in instrumental music over the middle and high school years show significantly higher levels of mathematics proficiency by grade 12. (This observation holds regardless of students' socioeconomic status. ) Additionally, students who learn to play an instrument develop a greater language capacity and a greater ability to learn a new language. In another context, it is invaluable to gain a wider perspective on cultural history by being exposed to centuries of our rich cultural heritage.Have you Forgotten? Daryll Worthy Where were you when the world stopped turning on that September day? Alen Jackson Lone Star Already there. on the record Exploring America's orchestras†¦ with Henry Fogel Ifeel that today there is a serious d istortion of values in the world – a set of values that puts the short term ahead of the long term, that puts financial achievement ahead of ethical standards, and a set of values that increasingly diminishes the worth of intellectual achievement and of human expression.In fact, when future generations look back and judge the civilizations and societies of the past, it is first and foremost the cultural and artistic achievements of those societies that are spoken of. To be sure, engineering and scientific achievements are a part of the picture of any society – even a major part. But whether it is Homer, Shakespeare, Mozart, Beethoven, Rembrandt, Picasso, James Baldwin, Garcia Lorca, or Leonard Bernstein – the artists and the art they created express the deepest and most profound thoughts of the civilizations in which they lived and worked.And it is the achievements of those artists that, in fact, define civilizations, define humanity. And if we aren't educating our young people to the standards of those achievements, how can we in fact call it education? So then the question is how can we find common ground – common ground occupied by you in the world of music educators and us in the world of symphony orchestras – to work together to enhance the state of music education in the school systems of America? And that is what I'd like to speak about today.We have actually done much together – some things that all of you might not be aware of. Throughout 2006, the American Symphony Orchestra League led a coalition effort, including collaboration with MENC, to develop a national unified statement regarding the benefits of arts education. This paper is being used on the Hill in Washington this year as an advocacy tool for communicating the benefits of arts education to federal lawmakers as they begin the process of re-authorizing the No Child Left Behind Act.This re-authorization process will be a multi-year effort and has alre ady begun with public and private hearings and town hall meetings. The messages outlined in Arts Education: Creating Student Success in School Work and Life directly communicate the benefits of arts education to policymakers. More than 60 organizations are signatories on this unified statement – and they represent an impressive cross-section of stakeholders in federal education policy. Here is a brief sample of the kind of statement included in that document: A child's education is not complete unless it includes the arts.In fact, the No Child Left Behind Act lists the arts among the core academic subjects, requiring schools to enable all students to achieve in the arts, and to reap the full benefits of a comprehensive arts education. In spite of this federal direction, access to arts education in our schools is eroding. A report from the Center for Education Policy conclude that, since the enactment of No Child Left Behind, 22% of school districts surveyed have reduced instr uctional time for art and music†¦.A comprehensive strategy for a complete education includes rigorous, sequential arts instruction in the classroom, as well as participation and learning in available community-based arts programs. Public schools have the responsibility for providing a complete education for all children, meeting the commitment put forth in No Child Left Behind. The federal commitment to arts education must be strengthened so that the arts are implemented as a part of the core curriculum of our nation's schools and are an integral part of every child's development.So clearly one way in which we already work together is to collaborate on advocacy, to sound the alarm together, and to lead our society back to a place where arts education is indeed central to education curricula, and not an add-on, or an â€Å"extra frill† to be indulged if there happens to be money left in a budget or time left in a schedule. Another area in which we can work together is to insist on, and help to bring about, meaningful, comprehensive research on the status and quality of arts education in our nation's schools, and on the impact of arts education on future citizens.Even some of those things that people like to call â€Å"un-measurable,† are, in fact, measurable if you care enough to find the metrics with which to measure them. We know that arts education improves problem-solving abilities, and we know that in particular music education – particularly making music – develops skills in working together with others for a common result in a way that virtually nothing else can. We know it anecdotally, we know it instinctively, we know it deep within our gut.And best of all we know that there is some hard data that can document this. The American Symphony Orchestra League has compiled highlights from this research in our Music Education Advocacy Tools, available at our website. Much of the best evidence is drawn from Arts Education Partn ership reports, including Critical Links: Learning in the Arts and Student Academic and Social Development. Nonetheless, we can, and we must, lead to more research that provides even more evidence of the benefits of music education.We can probably do a better job together than we have in collecting, analyzing, and reporting on the considerable data that already exists, as well as bringing about more research. The most urgent need, however, is for good information about the true state of arts education in our schools. We currently are forced to rely on anecdote and spare data to illustrate the music education is being squeezed out as increased attention is given to math, reading, and science. How much arts education is being delivered to our nation's students, and how are they learning the arts? The U. S.Department of Education has the tools and the responsibility to collect this data, but simply has not made it a priority to do so. A report on the status of arts education is more th an two years overdue – this at a time when policymakers are contemplating major changes to the way the federal government supports our public schools. The League is partnering with MENC to urge Congress to compel the U. S. Department of Education to collect this data. Sound information about the status of music education is a crucial underpinning to advocacy efforts at the community level as well.At the state and local levels, orchestras and music educators can partner effectively to advocate for better data in this area. We at the American Symphony Orchestra League are heavily involved with orchestras' education and community programs, and with youth orchestras throughout America. But we also know and fully appreciate that orchestra programs are not a substitute for professional music teachers in our school systems. The programs that our field operates must, to be effective, work in cooperation and conjunction with in-school programs taught by school-based music teachers.Tha t is the key to meaningful music education. We can be key partners in augmenting and enriching school programs, but we must be seen as supporters of, advocates for, and contributors to, multi-year, sustained, sequential, school-based programs. We are not substitutes for that. There are many orchestras that have deeply embedded partnerships with their local school systems – in communities of all sizes, from New York, Boston San Francisco and Saint Louis, to Mobile, and Kalamazoo.The same is true of community cultural organizations. Youth orchestras and community music schools are part of the fabric of the arts-education community. All have a role to play, but that role is in the context of the main school being at the center. The ideal for a child participating in a community orchestra, or studying at a community music school, is that he or she was inspired to do so because the exposure to and love for music was introduced and sustained in school.These other resources are exte nsions. In the ideal, these out-of-school opportunities cannot occur only by virtue of family interest, resources, or priorities. We at the League celebrate the growth and vitality of our youth orchestras†¦. full of the energetic, bright, high-achieving young people whom we know are not only the musicians of tomorrow, but also the next generation of teachers, school board members, parents, civic leaders, audience members and arts-education advocates.At the same time, we wonder if this segment of our sector is growing in part because, for the families that value music education the inconsistent presence of strong, sequential school-based music programs is not meeting their expectations for their children. We need strong resources – in school and out of school. Youth orchestras should be supplementing musical experiences in our nation's schools, not replacing them. Part of the problem that we all face is that much of what we know about the value of the arts, and music in p articular, is not easily reduced to numbers, to quantities.And our world is full of people, many of them in positions of power, who love the simplicity of numbers, the black-and-white nature of numbers. When one tries to discuss the humanizing qualities of music to people like that, one is often flummoxed, because they want graphs and charts. â€Å"What do you mean,† they'll say, â€Å"by music's power to bridge chasms in human understanding? Document it, please! † Well†¦ I can't document it with graphs – but every year of my life spent in music makes me more certain of that quality in music.And exhibit A for me is not a chart – it is an orchestra, a very specific orchestra. Many of you may know of it – some of you perhaps don't. It's called the West-Eastern Divan Orchestra, and it is now in its seventh year of existence. Founded by Daniel Barenboim, it consists of Arabs, Palestinians, and Israeli Jews – and every year for three or four weeks they live together, eat together, rehearse and perform together. My wife and I were a part of that orchestra from the beginning – and that first year was an experience I shall never forget.Daniel Barenboim, and Yo-Yo Ma working with him, assembled this group of young musicians, ages 17-25, and brought them together in Weimar, Germany. In addition to forming an orchestra, Barenboim and Ma invited them to form chamber music groups which they, Barenboim and Ma, would coach in preparation for a chamber music concert to take place the night before the orchestra concert. There was only one rule – no all Jewish chamber group, and no all Arab/Palestinian group. The resulting chamber music concert was 3 ? ours long – and each group only played one movement, not whole pieces – or it would have gone on forever. To sit there and watch, for instance, a movement from a Brahms Clarinet trio, played by an Egyptian, a, Syrian, and an Israeli was one of the most mov ing experiences of my life – to see these kids working out musical problems together, leaning into each others' phrases, and embracing each other while receiving applause – this was all the charting and graphing I will ever need to demonstrate what it is that music can do that nothing else can.We know this – you and I and those who are in our fields know this. The question is how can we work together to help the rest of the world to know it – and to get the value, the human value of this art form across to those who determine what we teach our future citizens? I don't know the answer to that question. But I do know, in our increasingly troubled world with an ever greater need for human understanding across national and religious and cultural lines, the intrinsic value of the art form we all love is more needed than ever.You and we – you who teach music and we who organize into groups that perform it – must work together with renewed energy a nd vigor to imprint on our society the value, the centrality, of music. America's orchestras are committed to advocating for better music education in our nation's schools. Starting from the tradition of stand-alone school concerts and family concerts, orchestras now offer small ensemble performance, residencies, long term partnerships, after-school and summer camps, instrumental instruction and a host of other activities.Inherent in most of these programs are deeply embedded partnerships with local school systems, and responsiveness to local, state, and national arts and academic standards. While these programs provide an opportunity for young people to develop a lifelong relationship with music and the orchestra, none of these is capable of replacing an ongoing sequential K-12 music education. While a comprehensive strategy for music education includes participation and learning in orchestra education programs, schools have the unique capacity to deliver high-quality music educati on.Edward Elgar set a poem by Arthur O'Shaughnessy in 1912 – it is called The Music Makers. I quote it here for you because it seems so central to what we are all about. â€Å"You shall teach us your song's new numbers, and things that we dreamed not before: Bring hither your sun and your summers, and renew our world of yore. We are the music makers. And we are the dreamers of dreams. † Thank you. Beautifully said! I wonder if, in the course of gathering data about the current state of music education in public schools, there is any way to compare it with public schools of decades ago.The fact that 22% of districts have reduced art and music instructional time since the enactment of No Child Left Behind is disturbing — but it's also a comparison that may not hit home for legislators, because they were already long out of school when the baseline of that comparison was happening. On the other hand, a comparison of (say) instructional time, class sizes, curricula, and student participation rates between the present and (pick a year in each of) the 1950s, 60s, and 70s, might really bring home to legislators that things today are not as they remember them from their own school days.It might show how far we've gone, in the same way that losing a tiny percentage of forest a year doesn't feel like much, but hearing that a region has lost half its tree cover since 1950 can be a real eye-opener. It gives students the opportunity to create something beautiful and also to challenge them. Music uses both sides of the brain and uses math all the time!!! Jack Stamp Richard Simmons~ Parents and kids that sweat together live longer together!!! Childhood Obesity: Quality Physical Education as a Solution

Breast Cancer Walk

The walk It was a cold raining Saturday in October. Driving by all you can see is pink. Pink everything; Pink hair, pink shoes, pink socks, pink on people’s faces, pink on dogs. Everywhere you look you saw pink. You have to get there early if you want a good parking space. We got there about 8:30 the event didn’t start until 9. When you first get there you don’t know what to expect. At first there was not a lot of people there, I don’t know if it was because we were early or if it was because of the rain. But once it started to slow down on the rain more and more people started to come.When you walk in you walk through the arch of pink and white balloons. You see all the sponsors’ tables all around. They are there to give you information and for you to also buy things that are related to the cause, all the money goes right back to the society. As we stand outside waiting for the actives to begin it’s started to rain. You see everyone running to get under the gazebo to try and stay dry. Everyone is crowned in this little area, when you’re in that small of a place you get to meet people and learn things about them.Everyone there is for one reason because someone important to them has battled this battle and has either survived or lost their life to it. After the rain stops, the event really begins to start. They start the music and everyone is dancing. They have their special dance group that comes every year and does a few dance numbers. The dictator of the cancer society asks for all the survivors to come up on stage so everyone can show their support to them. After a few stories and a few more dance number the walk begins. We make a tunnel for the survivors to walk through as they walk to the pink and white balloon arch.They are the first to walk through once the walk begins, because after all we are there for them. As we walk you see sign all over giving you information about the disease and what companies have helped with the event. They have police directing traffic, because there are so many people we all could not make it through without someone getting hit or cars not letting us through. It is so funny when you see all of the walkers walking it look like a sea of pink. The stories that were told were very touching from the survivors. I interviewed Shirley, (my grandmother) who has been cancer free for four years.And they story she told me makes me cry but yet grateful at the same time. She was told on her birthday that she had breast cancer. She told the doctor, â€Å"This is not the type of present I wanted for my birthday†. But I can remember her crying a lot and our family crying a lot because we were uneducated on the cancer and the risk. We tried to stay strong for my grandma and helped anyway possible. My aunts used to call my grandma smurf because of the kemo made her skin turn blue. I asked my grandma had did she feel when she first found out, she said that she was mor e surprised than anything.Seeing how strong my grandma was during this time and all the support she needed and had made me realized that not everyone has this type of support. The cancer society was started in the 1950s due to researchers trying to learn more about cancer and, to educate the public on the risks and the sign to look out for. They cancer society still to this day is doing more, and more research to find cures for all different types of cancer. The cancer society provides both support and information to those who want and need it. There are lots of businesses who sponsor this walk.Kim, from Stryker said that her company sponsors this walk every year. And she has had four people in her life that have battled and still are battling this disease. But recently her mom passed away due to it. My mom and I started this walk 4 years ago when my grandma was diagnosed with this cancer in June 2008. Dennis, (who is a first time walker) said that he didn’t really know what to expect he thought that it was just going to be a group of people walking. He didn’t expect there to be dancing or face painting for the kids.My mom and I knew what to expect we come every year, but it seems no matter how many years we have come it still is just as great as the first time. Beckie, (My mom) says the reason why she comes back year after year to show support for those who have no support at home. To show that there are still good caring people out in this world. That no matter what you do have people who support you. There are many ways people can help and get involved with the cancer society and the things that they stand for. People can go to the cancer society’s office which is off Milham road in portage.They can go online and do research on how to help in their community. People can volunteer to walk for the cancer society. People can volunteer to drive patients to and from appointments if they can’t get a ride. They can go keep someone compa ny for a few hours. They don’t want money spent on them they just want someone to be there to talk to them so they don’t feel alone. The cancer society does not just do breast cancer walks they have this walk called â€Å"relay for life†. That walk celebrates all type of cancer survivors and raises awareness and the different types of cancer that effect people.Crystal Perish, the dictator of the cancer society says â€Å"the goals and values of the cancer society are to raise awareness for all cancers. So show people that there is support out there for them. † Also â€Å"to show the value of life is important. † Even though my grandma has been cancer free for 4 years she still fights that fight right along with all the other cancer survivors. Did you know that you are not a cancer survivor until you have been cancer free for five years? I think that is crazy, if you have survived it for a few months or many years you are a survivor to me.Not many p eople get through the first few months. To see how hard it is on you and your family and how much it takes out of you, I believe you are a survivor no matter how long you are cancer free. I have more respect for the survivors and their families because I have seen the struggles and the hardship. Find them to be standing up there speaking and some being cancer free for six plus years that is amazing. It does my heart good to look around while they are talking and see all the people most strangers to the survivors but to show support for them is awesome.At the end of the walk you can hear people cheering you on because you finished the walk and you helped support in such a little way. You see everyone who started the walk at the end. They give thanks to everyone for joining for yet another successful walk this year. You can stay for snacks and drinks if you want. They have a live band every year at the end of the walk for those who want to stay and celebrate more. Over all it is a gre at experience that I think everyone would enjoy to go to.

Andy Warhol Essay Example for Free

Andy Warhol Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Andy Warhol is one of the significant famous personalities of the twentieth century. He is an artist, a film maker, a celebrity and even a businessman. Warhol advanced the Popular art movement in America. He made compelling and controversial art works that yielded praises and even criticisms. Warhol had once said, â€Å"I’d prefer to remain a mystery. I never like to give my background and, anyway, I make it all up different every time I’m asked. It’s not just that it’s part of my image not to tell everything, it’s just that I forget what I said the day before, and I have to make it all up over again† (Wrenn Andy Warhol: in his own words).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Andy Warhol was born in 1928 in Pittsburgh, Pennsylvania as the son of Slovakian immigrants. His father was Andrej who was a construction worker who died when he was 13 and his mother was Julia. According to his mother, Warhol suffered three nervous breakdowns in his childhood (Andy Warhol). By 1945, he entered the Carnegie Institute of Technology (now Carnegie Mellon University) where he majored in pictorial design . After college, Warhol went to New York and started his career in illustration and advertising for several magazines including Vogue, Harper’s Bazaar and The New Yorker (Cribbs Andy Warhol: Biography). It was film director Emile de Antonio who encouraged Warhol to start as an independent   artist because he considered commercial art as a real form of   real art. His fondness for art and commerce gained him several recognitions from established organizations (Andy Warhol).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the 1960’s, many of Andy Warhol’s most famous and iconic images were generated. By adapting various images from popular culture, Warhol created many paintings that remained icons of 20th-century art, such as the Campbell’s Soup Cans, Disasters and Marilyns. In addition to painting, Warhol made several 16mm films which have become underground classics such as Chelsea Girls, Empire and Blow Job (Cribbs Andy Warhol: Biography). Most of Warhol’s films were deemed plotless,   complex and somewhat pornographic. Though there were scripts, most of the dialogues in his films were improvised by the actors who were usually transvestites, homosexuals and his acquaintances. According to Warhol, he never particularly wanted to make simply sex movies, but attempted to show how people can meet other people and what they can do and what they can say each other. Warhol’s gradual withdrawal from films production coincided with his near fatal shooting in 1968 by a female ‘factory’ reject connected with an anti-male hate group (Andy Warhol). More so, in this period, Warhol moved to the â€Å"Factory.† It was his place at Union Square in New York City where he and his team of hired workers massly produced screen prints of popular culture. This immediately became the hangout venue for   artist, musicians, and actors where they expressed their individuality. The Factory also served as a working place where he produced most his masterpieces in art and film (Andy Warhol Biography).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the 70’s amd 80’s, Warhol had expanded his empire beyond mere art making. He was in the center of a corporation that produced films, books, plays, and was involved with television (Andy Warhol). He founded inter/VIEW magazine. He also created two cable television shows, â€Å"Andy Warhol’s TV† and â€Å"Andy Warhol’s Fifteen Minutes† for MTV . More so, Warhol had several collaborations with younger artists such as Jean-Michel Basquiat, Francesco Clemente and Keith Haring (Cribbs Andy Warhol: Biography). In his book The Philosophy of Andy Warhol he wrote: â€Å"Business art is the step that comes after Art. I started as a commercial artist, and I want to finish as a business artist. After I did the thing called ‘art’ or whatever it’s called, I went into business art. I wanted to be an Art Businessman or a Business Artist. Being good in business in the most fascinating kind of art† (Andy Warhol).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Andy Warhol died after a gall bladder surgery on February 22, 1987. His funeral was attended by his friends, colleagues and more than   2, 000 fans at St. Patrick’s Cathedral in New York (Cribbs Andy Warhol: Biography) .   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Warhol made a huge contribution in art history. His eccentric personality brought him to beyond levels of stardom. He constantly shook the art industry with his controversial art works that were considered avant-garde during that era. Warhol’s personality have been subjected to several suspicions. His concepts and interpretations gave an impression that he was a homosexual. According to Wayne Koestenbaum’s psychoanalytical interpretation, everything was sexual for Warhol, who was †as gay as you can get† and he also said that â€Å"Warhol’s major artistic contribution was reinterpreting the worth of cultural waste products† (Andy Warhol). Many would think that Warhol is not a true blooded artist because mainly for the fact that he was driven by monetary ambition and even came to the point where he became obsessed in being rich and famous. But he proved that business can be mixed with art making. He utilized the best of both worlds, which are the corporate world and the art world. In a but shell, he merged art, wealth and fame producing the Pop Artist Andy Warhol (Andy Warhol Biography). â€Å" Andy Warhol Biography.† ArtQuotes.net. 28 February 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . â€Å"Andy Warhol.† 2000. Books and Writers. 28 February 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Cribss, Martin. â€Å" Andy Warhol: Biography.† 2002. The Andy Warhol Foundation for the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Visual Arts.   28 February 2008 . Wrenn, Mike. Andy Warhol: In His Own Words. Omnibus Press, 1992. Andy Warhol. (2017, Mar 01).

Heinrich Wolfflin's book, Principles of Art History Essay

Heinrich Wolfflin's book, Principles of Art History - Essay Example There is more use of much plane in the renaissance drawing by order of presenting strata parallels to the planes of the picture. There are forward and backward relations in the renaissance picture and this are indicated with a look at the planes as presented in the background walls. There is also presentation of a foreground that is simple in both pictures. However, in the renaissance picture, it is easier to explain the foreground formation than the background plane view. The reverse is seen in the baroque picture. Actually, the presentation in the baroque picture is recessional. There are also multiple presentations of planes. The scene has a small group of multiple people. There are very few planes that discrete because each of the figure distances is occupied by an overlapping figure. This allows the viewer to travel their eyes through the painting in a similarly overlapping manner . From the pictures, it is determined that the renaissance picture as presented by Giovanni’ s in the ‘Lamentation with Saints (1490)’ presents an aspect of flat planes. Some parallelism is also presented as indicated by the background walls hanging over the group of people. The presentation in the baroque picture by Reuben indicates diagonal movements of the axes that directly create an attraction to the picture movement as opposed to the plane’s flatness. A comparison of the two pictures indicates much plane in renaissance than the recession in baroque. This refers to a comparison between an entity that is self-contained.

Strategic plan Essay Example | Topics and Well Written Essays - 250 words

Strategic plan - Essay Example In this case, I will come up with strategies that minimize costs, reduce waste, meet the market demand and enhance customer satisfaction. The other key concept in strategic management is analyzing the formulated strategies. This concept involves strategy formulation, monitoring and implementation (Jeffs, 2008). In this case, the analysis will involve in-depth external and internal analysis of the weaknesses and strengths of a business. Strategy formulation requires taking a specific course of action that helps meet targeted goals. Strategy implementation requires management to put the formulated strategy into practice (Jeffs, 2008). Finally, strategy monitoring involves the evaluation of the implementation process to achieve the desired results (Jeffs, 2008). In future, I will formulate strategies that facilitate growth, sustainability and expansion of my business. These strategies include keeping books of accounts and having a focused management. I will implement my strategies by acquiring assets, operational machinery, and an efficient workforce. Finally, I will monitor the strategies by having a strong internal con trol framework. The internal control framework will include having internal audits and effective risk assessment. I will also ensure that I adapt to the dynamic technological changes for quality services and

White privileges in America Essay Example | Topics and Well Written Essays - 2000 words

White privileges in America - Essay Example The society of the United States of America inherently is a country of the whites. The American society has been structured by racial discrimination profoundly and racism has lastingly marked the society of the country as concluded by the report of the United Nations Human Council for the year 2009. However the racism affects the white population of the country as well, as they are from birth always been isolated from the people of color in the daily life. That is how racism is experienced by the white population of the society. (Lund and Colin, p 8: Wise, p viii) Racism and the privileges for the white thus hurt the living of the people of color and to some extent affect the white as well. 1. The White Privilege The roots of the society of America are permeated by the factor of racism which gets reflected in each and every institutions of the society. It get resembles in the culture of the society, in the society’s character as well as in its structure. There are several boun daries in the social lives set by the majority of the white population of the country for the people of the different skin color.... Whiteness and non whiteness stratified the society of the United States of America. In the society of America real situations are defined by Whiteness and it also impose real consequences.(Guess, 650; Lund and Colin, 8) According to Wise the society of the United States of America always bestowed some advantages to the individual born white in the society. These are the advantages from which the people of color are deliberately withheld. Whiteness which may have different meaning in different time and places, however in the United States of America being white entitles some common experience based upon the advantages and privileges from the people of color along with belongings. The racialization of a subordinate group also brings with it the racialization of the super ordinate group as they enjoy the position of dominance in the society and added to their advantages (Wise, viii, 3: Guess, 651) In the words of Wise, white privilege is enjoying every kinds of social, political economi cal as well as educational benefits along with facilities in health care services that an individual requires for earning prosperity, social security and respect for himself over the other classes of the society. According to him in short white privilege is the root of problems existing in a society that is not a meritocracy. (This is your nation on White Privilege) 2. Privileges enjoyed by the white population of the country According to the reports of the United States Bureau of Labor Statistics for the year 2009 and the United States Census Bureau for 2006, the total percentage of the white population of the society is 73.9 percent that experienced the unemployment rate

Compare and Contrast one aspect of French people's experience in WWI Essay

Compare and Contrast one aspect of French people's experience in WWI and WWII - Essay Example The First World War took place from 1914 – 1918 and the Second World War from 1939 – 1945. Before the wars broke the state of each countries economy was in the strongest position. In the interim period between the two wars the economy was crippling. The First World War was ignited due to the assassination of Archduke Franz Ferdinand; the invasion of Poland by the Germans led to the Second World War. In both cases it was the Germans who attacked first – they entered through southern Belgium in the First World War (and wanted to attack Paris from there) and invasion of Poland in the second. All countries that participated in World War I also participated in World War II. I shall compare and contrast the German invasion and torture on France during both the wars. The Germans soldiers moved into Belgium and then planned to suddenly attack France through Paris from the north during the First World War but their plans were thwarted by the French army. The French army s topped the Germans along the River Marne – north of Paris which came as a blow to the plans of the Germans.