Funk Art Movement, From Ceramics to Found Objects

Funk Art Movement, From Ceramics to Found Objects By the middle of the 1950s, abstract expressionism had held sway in the art world for a full decade, and there existed certain artists who felt the adulation had gone on for roughly nine years too long. In an uncoordinated artistic rebellion, a number of new movements began to gain traction. The one characteristic these movements had in common was shunning the abstract in favor of the tangible. From this, the delightfully-named Funk Art movement was born. Origins of the Funk Art  Name The romantic version of Funk Arts etymology says it came from jazz music, where funky was a term of approbation. Jazz is also perceived as unrefined and especially with late 50s free jazz unorthodox. This fits neatly, for Funk Art was nothing if not unrefined and unorthodox. However, it is probably closer to the truth to say that Funk Art came from the original, negative meaning of funk: a powerful stench, or an assault on ones senses. Whichever version you believe, the baptism occurred in 1967, when UC Berkeley Art History professor and Founding Director of the Berkeley Art Museum, Peter Selz, curated the Funk exhibition. Where Funk Art Was Created The movement got its start in the San Francisco Bay area, specifically at the University of California, Davis. In fact, many of the artists who participated in Funk Art were on the studio art faculty. Funk Art never outgrew being a regional movement, which is just as well. The Bay Area, the epicenter of the underground, was probably the one place in which it could have thrived, let alone survived. How Long the Movement Lasted Funk Arts heyday was in the mid- to late-1960s. Naturally, its beginnings were much earlier; the (very) late-1950s seem to be the point of origin. By the end of the 1970s, things were pretty much over as far as artistic movements go. To include all possibilities, it can be said Funk Art was produced for no more than two decades and 15 years would be more realistic. It was fun while it lasted, but Funk did not have a long life. The Key Characteristics of Funk Art Found and everyday objectsAutobiographical subjects(Frequently inappropriate) humorAudience engagementElevation of ceramics Historic Precedent Funk was preceded by another Bay Area art movement known as Beat Era Funk or Funk Assemblage. Its attitude was more surrealistic than funky, but it did add a few notes to Funk. Despite also being regional, Beat Era Funk never garnered much popularity. In terms of humor and subject matter, Funk Arts lineage goes straight back to Dada, while its aspects of collage and assemblage hearken to Pablo Picassos and Georges Braques Synthetic Cubism. Artists Associated with Funk Art Robert ArnesonWallace BermanBruce ConnerRoy De ForestJay DeFeoViola FreyDavid GilhoolyWally HedrickRobert H. HudsonJessEd KienholzManuel NeriGladys NilssonJim NuttPeter SaulRichard ShawWilliam T. Wiley Sources Albright, Thomas. Art in the San Francisco Bay Area: 1945 to 1980, Berkeley: University of California Press, 1985.Nelson, A. G. You (exh. cat.),  Davis: University of California Press, 2007.See: The Early Years of the UC Davis Studio Art FacultyOral history interview with Bruce Nauman, 1980 May 27-30,  Archives of American Art, Smithsonian InstitutionOral history interview with Roy De Forest, 2004 Apr. 7-June 30,  Archives of American Art, Smithsonian InstitutionSelz, Peter. Funk (exh. cat.).  Berkeley: University of California Press, 1967.Tinti, Mary M. Funk Art,  Grove Art Online, accessed 25 Apr. 2012.

Poes The Raven With Explanations for ESL Learners

Poe's The Raven With Explanations for ESL Learners The Raven  by Edgar Allan Poe is a classic American poem. Its  quite popular to read this poem around Halloween, but its a glorious one  to read aloud at any time of year, with a compelling rhythm and fantastic story that will send shivers up your spine. This version of The Raven defines the more challenging words after each section of the poem. The  poem can be read on many levels; on your first reading you may want to try to understand the literal meaning of the poem, rather than getting bogged down in symbolism or trying to define every individual word. For more on The Raven, you may want to check out these questions for discussion. Read on if you dare!   The Raven by Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary,Over many a quaint and curious volume of forgotten lore -While I nodded, nearly napping, suddenly there came a tapping,As of some one gently rapping, rapping at my chamber door.Tis some visitor, I muttered, tapping at my chamber door -Only this and nothing more. pondered thoughtlore storyrapping knockingmuttered said Ah, distinctly I remember it was in the bleak December,And each separate dying ember wrought its ghost upon the floor.Eagerly I wished the morrow; -vainly I had sought to borrowFrom my books surcease of sorrow -sorrow for the lost Lenore -For the rare and radiant maiden whom the angels name Lenore -Nameless here for evermore. bleak sad, black and coldember burning piece of wood glowing orangewrought presentedmorrow the next daymaiden woman, girl And the silken sad uncertain rustling of each purple curtainThrilled me -filled me with fantastic terrors never felt before;So that now, to still the beating of my heart, I stood repeating,Tis some visitor entreating entrance at my chamber door -Some late visitor entreating entrance at my chamber door;This it is and nothing more. rustling movement that makes noiseentreating asking for Presently my soul grew stronger; hesitating then no longer,Sir, I said, or Madam, truly your forgiveness I implore;But the fact is I was napping, and so gently you came rapping,And so faintly you came tapping, tapping at my chamber door,That I scarce was sure I heard you -here I opened wide the door; -Darkness there and nothing more. implore ask forscarce hardly Deep into that darkness peering, long I stood there wondering, fearing,Doubting, dreaming dreams no mortal ever dared to dream before;But the silence was unbroken, and the stillness gave no token,And the only word there spoken was the whispered word Lenore!This I whispered, and an echo murmured back the word Lenore -Merely this and nothing more. peering looking intogave no token gave no sign Back into the chamber turning, all my soul within me burning,Soon again I heard a tapping something louder than before.Surely, said I, surely that is something at my window lattice;Let me see, then, what threat is, and this mystery explore -Let my heart be still a moment and this mystery explore; -Tis the wind and nothing more! window lattice frame around the window Open here I flung a shutter, when, with many a flirt and flutter,In there stepped a stately Raven of the saintly days of yore.Not the least obeisance made he; not an minute stopped or stayed he;But, with mien of lord or lady, perched above my chamber door -Perched upon a bust of Pallas just above my chamber door -Perched and sat and nothing more. flung threw openflutter movement of wings, noisestately magnificentobeisance gesture of deference, respectmien manner ofperched how a bird sits Then this ebony bird beguiling my sad fancy into smiling,By the grave and stern decorum of the countenance it wore,Though thy crest be shorn and shaven, thou, I said, art sure no craven,Ghastly grim and ancient Raven wandering from the Nightly shore -Tell me what thy lordly name is on the Nights Plutonian shore!Quoth the Raven, Nevermore! beguiling charmingcountenance bearing, mannercrest headthou old English for youart arecraven cowardly, mean-spiritedthy old English for your Much I marvelled this ungainly fowl to hear discourse so plainly,Though its answer little meaning -little relevancy bore;For we cannot help agreeing that no living human beingEver yet was blest with seeing bird above his chamber door -Bird or beast upon the sculptured bust above his chamber door,With such a name as Nevermore. marvelled was surprisedungainly uglyfowl birddiscourse speechbore contained, had But the Raven, sitting lonely on the placid bust, spoke onlyThat one word, as if his soul in that one word he did outpour.Nothing farther then he uttered; not a feather then he fluttered -Till I scarcely more than muttered: Other friends have flown before- On the morrow he will leave me as my Hopes have flown before.Then the bird said Nevermore. placid peacefuluttered said Startled at the stilless broken by reply so aptly spoken,Doubtless, said I what it utters is its only stock and store,Caught from some unhappy master whom unmerciful DisasterFollowed fast and followed faster till his songs one burden bore -Till the dirges of his Hope that melancholy burden boreOf Never -nevermore. aptly wellstock and store repeated phrasedirges sad songs But the Raven still beguiling all my sad soul into smiling,Straight I wheeled a cushioned seat in front of bird, and bust, and door;Then, upon the velvet sinking, I betook myself to linkingFancy unto fancy, thinking what this ominous bird of yore -What this grim, ungainly, ghastly, gaunt, and ominous bird of yoreMeant in croaking Nevermore. betook moved myselffancy here used as noun meaning imagined story, thoughtyore from the pastcroaking the sound a frog makes, usually a very ugly sound coming from the throat This I sat engaged in guessing, but no syllable expressingTo the fowl whose fiery eyes now burned into my bosoms core;This and more I sat divining, with my head at ease recliningOn the cushions velvet lining that the lamp-light gloated oer,But whose velvet violet lining with the lamp-light gloating oerShe shall press, ah, nevermore! bosom chest, heartdivinig guessing Then, methought, the air grew denser, perfumed from an unseen censerSwung by Seraphim whose foot-falls tinkled on the tufted floor.Wretch, I cried thy God hath lent thee -by these angels he hath sent theeRespite -respite and nepenthe from thy memories of Lenore!Quaff, oh quaff this kind nepenthe and forget this lost Lenore!Quoth the Raven, Nevermore. methought old English for I thoughtcenser a container for burning incensewretch horrible personhath old English for hasthee old English for yourespite rest fromnepenthe a drug providing a way of forgetting somethingquaff drink quickly or recklesslyQuoth quoted Prophet! said I thing of evil! -prophet still, if bird or devil! -Whether Tempter sent, or whether tempest tossed thee here ashore,Desolate, yet all undaunted, on this desert land enchanted -On this home by horror haunted, -tell me truly, I implore -Is there -is there balm in Gilead? -tell me -tell me, I implore!Quoth the Raven, Nevermore. Tempter Satantempest stormbalm liquid that eases painGilead biblical reference Be that word our sign of parting, bird or fiend! I shrieked, upstarting -Get thee back into the tempest and the Nights Plutonian shore!Leave no black plume as a token of that lie thy soul hath spoken!Leave my loneliness unbroken! -quit the bust above my door!Take thy beak from out my heart, and take thy form from off my door!Quoth the Raven, Nevermore. parting separation, leavingfiend monstershrieked shouted, screamedplume type of featherquit leave And the Raven, never flitting, still is sitting, still is sittingOn the pallid bust of Pallas just above my chamber door;And his eyes have all the seeming of a demons that is dreaming,And the lamp-light oer him streaming throws his shadow on the floor;And my soul from out that shadow that is floating on the floorShall be lifted -nevermore. flitting movingpallid pale

Charity, Philanthropy, and Civility in American History Essay

Charity, Philanthropy, and Civility in American History - Essay Example The services of the Library foundation have been active since 1872. The library is not active for respective purpose but also working in a join with other 72 libraries in Los Angeles. The Library Foundation is also involved in undertaking advocacy services as well. This shows that Library Store is involved in supporting masses within the community. Unlike other fundraising events, this was less advertised among the mainstream celebrities. It is obvious from the charity events that it could not become successful in terms of raising funds for the cause until celebrity endorsement is undertaken. But Library Store’s Cancer Fund Raiser had common people as visitors more than celebrities. This charity event was created for the first time in the Library Store with its own affiliation of organizers. The goal of this charity was backed up by its vision of supporting other libraries in Los Angeles to maintain their services to the educational institutions for spreading literacy in Los Angeles. Considering this vision, the event was a success and organized relevant activities. The intriguing fact about the fundraising was the inclusion of different standing-comedians who participated to make the event a success. These standing-comedians had successfully taken place of celebrities coming to the event. According to the organizer of f undraising, the basic goal of the fundraiser was to assess the contribution of common people in Los Angles who are more than willing to contribute to the society. It will not be incorrect to state that this fundraising was far different than other charity events. It was because of low-light charity. The Library Store is an attraction for a majority of people living Los Angeles which automatically spread awareness regarding the fundraiser.

Sustainability Assignment Example | Topics and Well Written Essays - 2000 words - 3

Sustainability - Assignment Example Wood is a natural resource which can exist freely or by the influence of human activities. In Italy, there is a greater increasing demand for wood, which has seen the resource being sort for from other countries. Basically, wood is used in Italy for various purposes including electrical power generation, co-fire with coal, and heating in homes, commercial enterprises and institution. This project is aimed at ensuring that wood becomes a sustainable resource in Italy through good and ethical uses and business practices. It will also look at some of the corporate social responsibilities that the businesses and companies of Italy can involve in, in-order to make wood a sustainable resource for the future generations. The project will also touch on the effects of wood to the environment and how such can be controlled to enable the achievement of a sustainable wood condition in Italy. Wood is a natural resource that grows naturally, but can also be domesticated. Wood grows to make a forest, where the forest is now formed by a group of wood. The natural resource is used for various purposes including the use as fuel as well as the use as a building material, electricity generation, heating up rooms and so many other uses. In Italy, wood has always been used for such purposes as mentioned above. The use of wood has been seen to be on a higher increase, beginning from the traditional uses of wood in Italy. Traditionally, wood was used to make furniture, construct structures such as houses and to make sculptors (Bob, 2011: pg. 1-4). During this period, there were a lot of trees that would provide the particular types of wood that were needed for such purposes. People never used to scramble for the resource due to its sufficient availability and occurrence in the land. Considering that the population was not so high and there was plenty of

Business Ethics and Corporate Social Responsibility Essay

Business Ethics and Corporate Social Responsibility - Essay Example Business ethics posses wide explanatory dimensions. As a business practice and as a matter of professional interest, the area is mainly normative. Academics try to comprehend the ethical business behavior by the application of descriptive means. The variety and magnitude of business ethical issues replicate the communication of profit-maximizing behavior with non-economic apprehension. The importance of business ethics speeded up considerably throughout the 1980s and 1990s, together within main corporations as well as in business. As an illustration, nowadays, most of the major corporations encourage their dedication to non-economic standards under the caption of as ethics codes and social accountability agreement. Administration makes use of law and conventions, to indicate the ethical business behavior in what they make out to be useful directions. Ethics absolutely legalize areas and information of behavior that stretch out further than that of governmental power. Describe how the two companies – Anglo-American and Primark apply ethics in practice? Anglo American provides a lot to the deliberate principles on safety and human rights. The policy sets out beliefs and practices to ensure business necessities the safety of its workers, and also business operation in unstable countries. Therefore the principles direct on how the private and public security services in mining operations should be investigated, qualified in human rights, supervised and controlled. Anglo American plans to ensure that it contribute well in caring the human rights of its staff and confined people in nations, in which it functions. The business always agrees with the values put forward by the ‘Universal Declaration of Human Rights’. The Anglo American strongly declares that the company can extend a helping hand to governments in eradicating famine, economic discrimination and in improving of heath and medical aids. In South Africa, the Anglo American was the chief c ampaigner for AIDS awarness.It was the first major business organization in South Africa to declare that it could offer retroviral drugs to its HIV victim staff, free of charge. The Primark established its code of conduct on the International Labour Organization's Code (ILO). This inimitable agreement facilitates the ILO to include 'real world' information regarding employment. The ILO code explains certain standards for international labor. It provides immense opportunities for people in vocations of liberty, impartiality, security and self-respect. The code of conduct of Primark is translated to 26 languages, all printed on its web, to guarantee understandable message on standards. The following principles from the code of conduct statement of the company. â€Å"The code states, 1. Employment is freely chosen. 2. Freedom of association and the right to collective bargaining are essential. 3. Working conditions are safe and hygienic. 4. Commitment with suppliers. 5. Child labour s hall not be used. 6. Living wages are paid. 7. Working hours are not excessive. 8. No discrimination is practiced. 9. Regular employment is provided. 10. No harsh or inhumane treatment is allowed. 11. Legal requirements - Primark is committed to compliance of all countries laws† (Providing Consumers with Ethically Sourced Garments 1995 Pg 3) Primark functions strongly with market suppliers, and factories which manufacture goods. It offers guidance for suppliers, factory and its buyers, so that they

Explain The Need For Lesson Pacing English Language Essay

Explain The Need For Lesson Pacing English Language Essay Explain how pacing differs for a class that includes English language learner students from a class that does not include ELL students. Instructional pacing will vary from classroom to classroom based on any special needs of the students that occur in each classroom. A classroom that contains English Language Learners (ELL) needs to maintain a pacing  that is slower than a classroom that does not contain ELL students. ELL students need a pace that is much slower than non-ELL students. They need opportunities to ask questions during and after instruction, extended time requirements for activities, and longer wait times when being asked a question. Teachers need to provide students with a pace that is slower than non-ELL students; however, teachers should take care that the pace is not so slow that the natural rhythm of the English language is completely lost. ELL students need concepts to be broken down into less complex, easy steps that are offered at a more gradual pace. It is also necessary for teachers to check for student comprehension more often in an ELL classroom than it is for a teacher in a non-ELL classro om. It is essential for ELL students to receive instructional pacing that is according to their language and academic abilities. Teachers may need to make accommodations in their lesson plans to provide students with instruction that is paced according to their language abilities, but it is necessary for the ELL student to achieve academic and language success that the pace is adapted according to his/her needs.When a lesson is particularly complex, the teacher needs to provide students with a pacing that coincides with their ability levels. This is essentially the case in a classroom that contains ELL students. While a moderate pace could be adapted for a classroom that does not contain ELL students, a complex lesson may need to have a slower pace in a classroom with ELL students. ELLs need complex concepts broke down into simple and easy components, and sometimes need additional instruction in their first language, in order to gain appropriate comprehension of the subject. Because ELL students need more complex materials to be broken down into more easier, manageable steps, the instructional pacing that the teacher has established of planned for could be directly affected. Pacing would become much slower when concepts need more extensive instruction than what would normally be required. However, it is essential to remember that pacing must always take a backseat to the student being able to gain mastery of the content. Pacing does not govern the classroom-student learning does and with ELL students, that pace could become much slower at times and cause teachers to pick the essential content that must be taught and maybe foregoing extensive instruction on easier to grasp subjects. (I did not write thisà ¢Ã¢â€š ¬Ã‚ ¦copied from a website. It looked pretty good.) http://www.associatedcontent.com/article/1820697/instructional_pacing_in_the_classroom_pg2.html?cat=4 Providing content clarity for ELL students requires a significantly slower pace of instruction in the classroom than teaching students who possess a fluent understanding of the English language at there age/grade level. Although preparation for a classroom with or without ELL students requires similar planning procedures, such as defining objectives and providing activities that reinforce what the students are learning, executing the lesson and reaching those objectives differs. Because ELL students do not possess the level of proficiency that non ELL students at a similar age possess, the teacher must speak more slowly and articulate the language on a level that students can understand, never assuming that they know what he/she is talking about. The teacher must also provide visual assistance more often in the form of words, pictures, graphic organizers, etc. The teacher must also provide more opportunities with ELL students to interact with one another in the classroom. This can be done by utilizing group work with partners, groups of three or more students, or teams that vary in language development so as to reinforce and encourage further language development. This gives children an opportunity to practice new language concepts that have been taught. Teaching ELL students also requires a special knack for providing lessons that incorporate a well rounded task set. Students that learn lessons that allow them to hear, speak, read and write words experience more effective reinforcement than students who only have one or two of those concepts provided in a lesson. Teach and Assessà ¢Ã¢â€š ¬Ã‚ ¦.teach and assessà ¢Ã¢â€š ¬Ã‚ ¦teach and assessà ¢Ã¢â€š ¬Ã‚ ¦must be a constant and consistent technique. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL studentsà ¢Ã¢â€š ¬Ã‚ ¦ Referring to the above paragraphà ¢Ã¢â€š ¬Ã‚ ¦see key concepts and build on different ways in order to present them in the classroom. Each concept requires a framework that engages the students in using multi-sensory activities. If they seeà ¢Ã¢â€š ¬Ã‚ ¦written letters that make words that make sentences that make paragraphs that actually communicate somethingà ¢Ã¢â€š ¬Ã‚ ¦word walls, word study books, etcà ¢Ã¢â€š ¬Ã‚ ¦, hear words spoken as vocabulary with definition and spoken in contextà ¢Ã¢â€š ¬Ã‚ ¦word usage, touchà ¢Ã¢â€š ¬Ã‚ ¦using manipulatives in the classroom. Where words are concerned, writing them is key concept. Writing words and sentences that make sense. Speakà ¢Ã¢â€š ¬Ã‚ ¦ talking to the teacher and one another makes a huge difference. Interaction, interaction, interactionà ¢Ã¢â€š ¬Ã‚ ¦immersion in the language!!!

Summary Of The Great Gatsby :: essays research papers

Summary of 'The Great Gatsby';   Ã‚  Ã‚  Ã‚  Ã‚  The Great Gatsby is a book about rich people that are fighting about women, money etc. After I read this book I realized that even if you are rich you don't have to be happy. There are two main characters: Nick Carraway and Jay Gatsby, both rich men. Here's the story in a short version... Nick Carraway is a young man from a wealthy family, living in a Middle Western city. The Carraway's are something of a clan actually. Nick's grandfather came here in 1851 and started a business, which his father carries on today. Nick graduated from Yale University in 1915, and just a little later he was in the Great War. When he came back he decided to go East and learn the bond business. He came East permanently in the spring of 1922. He found a house on the island which extends due East of New York. He has a beautiful house in a place called West Egg. That was on Long Island.   Ã‚  Ã‚  Ã‚  Ã‚  He made contact with his neighbor living closest to him, Jay Gatsby. Jay Gatsby was a very rich man with an enormous property. His house had a big lawn, a swimming pool and an exclusive garden. Despite all his money, he wasn't a very happy man. There was no woman in his life, just servants. His way of getting in touch with people was through his parties. He had parties in his home all the time. The house always got messed up, so the servants had a lot to do the day after the party.   Ã‚  Ã‚  Ã‚  Ã‚  Nick got to know a lot of people, some better than others. One of the people he met was a man called Tom Buchanan. He was the kind of man nobody likes. When he got angry, he would take it out on his wife, Daisy. He would beat her, once he even broke her nose. He always got drunk at parties and started arguments. He was also a cheater. He had a mistress named, Myrtle Wilson. She lived in an expensive apartment in New York, which Tom paid for.   Ã‚  Ã‚  Ã‚  Ã‚  Daisy knew about Tom's affair with Myrtle she just never spoke a word to him about it. She actually fell in