Question 1: Art of the Americas

This week, we studied a vast array of cultural objects produced in North, South, and Central America prior to 1492. Select one object from each of the following cultures: Aztec, Inca, and North (Native) American.

First, identify each object, including its name, date, medium, and location/geographical region of origin.

Then, in a minimum of 2 well-developed paragraphs, address the following questions for each object:

1. What are the unique and specific visual characteristics of the object? How are these visual characteristics typical of the time and place in which the object was created?
2. How does meaning or function of the object reflect the culture in which it was produced?

Question 2: Neoclassicism, Romanticism, and Realism

Beginning in the 19th century, artistic movements carry the suffix “-ism” to their name. Originally derived from Ancient Greek, “-isms” is appended to a word that then reflects a philosophical concept. In the case of art, it comes to mean the philosophy or approach to art that binds a group of artists together.

Select one representative example from each of the following “-isms” studied this week: Neoclassicism, Romanticism, and Realism. In 3 well-developed paragraphs, discuss:

1. What is the philosophy or approach to art that is defined by the –ism.
2. What are the specific visual characteristics of your example that are representative of the overall style of the –ism?
3. How does the specific subject of your selected work reflect the philosophy of the –ism?

Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.

It’s due tonight by midnight. Make sure to provide information text citations when needed and references.

R.H.

I agree with positive discipline.  It teaches children to be responsible and respectful. Positive discipline is based on the understanding that discipline must be taught and it also teaches. It offers a positive long term affect for children. Adults must also model in a positive way for the children. Children develop effective communication and problem solving skills. Positive discipline help the children learn new skills like problem solving. 

I was brought up only aware of the negative discipline and I hadn’t heard of positive discipline until now. Some people may see positive discipline s a way of letting children have their way but that is not true. Adults are still guiding children along and offering assistance when needed in a positive way. 

T.M.

A form of positive behavior is guidance which is pointing out, showing the way, leading, or directing (Marion,2015). Redirecting a student is like showing them there are other ways to handle negative things and turn them into something that is positive. An example would be a a student hitting another student because they want a toy that the other student has. It’s a teachers job to positively reinforce and redirect that child, by showing him/her that there are other toys that they can play with. It is also important to tell children to use gentile hands when playing with their friends. 
I can only say that I agree with this positive discipline to a certain extent. Most children learn from positive discipline, but their are some children that need that stern hard punishment. I believe some children take better to negativity than others. For example one of the children my class will not listen to positive reinforcements. He thinks it’s funny when teachers try to redirect his negative behavior. He also continues the negative behavior, and then continues to act even worst. He needs a stern discipline method in order to understand. I believe that this particular student doesn’t have the correct guidance from his parents therefore he’s out of control when he comes to school. I think it all starts at home. When parents and teachers and parents join together when guiding and disciplining it is a much better outcome. One insight I gained from reading is that guidance  is a positive form discipline, I never knew that it could be considered as a form of discipline at all. I just thought it meant redirecting.

R.A.

Discipline comes from the root disciplina, which means teaching or learning. Guidance is a form of discipline and is always a positive one. When we guide children, we are directing them because we know that children “just don’t know what to do” as Merilyn Gootman mentioned in the video program. We also know where children should go and have the map. It is our responsibility, as adults to make that map as fun and as interactive as possible.

I absolutely agree with the principles and strategies associated with positive discipline. The strategies are based on developmentally appropriate practices. They are also based on an authoritative style of caregiving. Some of the principles associate with positive discipline is using problem solving skills. For example, Dr. Gootman suggested having the victimizer comfort the victim. This is a great way to teach children walking on the other person’s shoes. The child who puts on iceberg the child he just punched, will not only learn good behavior but, will also learn how to be a kind person.

Some of the insights that I gained from discipline and guidance include to always evaluate my strategies and change as needed. A Misconception that have been dispelled is to not stop hope when you see child cursing or using bad words because his parent does the same thing. Mr. Santini and how he guided his student teachers to deal with similar problem dispelled my myth. It bothers me too much when I see parents misbehaving in front of children and I feel bad for that child whenever I see him saying or behaving same way as his parents did. No matter what they hear or see, I learned our responsibility is still to guide children to use appropriate words.

Question 1: Monumental Architecture and Sculpture

The cultures we studied this week produced architecture and monumental sculpture, in addition to smaller works of art. Locate three examples of architecture or monumental sculpture from three different cultures listed here: India, China, Japan, Korea, or the Pacific Cultures.

First, completely identify each structure or sculpture you would like to discuss by listing its name, date, and location.

In a minimum of 3 well-developed paragraphs address the following questions:

1. Who created each work of architecture or sculpture? Who commissioned its creation?
2. What historical events or social or cultural influences affected the creation of each work?
3. How do the visual characteristics of each work contribute to or enhance its message or meaning?
4. How do the reasons these works were created compare with those of a more modern example of monumental art work, such as Mount Rushmore, the 9/11 Memorial, etc.?

Be sure to explain your ideas clearly and support them by discussing specific details about each work of architecture or monumental sculpture.

Question 2: The Function of Art Objects

Some of the art objects created by the cultures surveyed this week, whether African masks, Japanese tea bowls, or Micronesian navigational charts, served functional roles in their society. Locate three such objects, one each from the following: Asia, Africa, or the Pacific Cultures.

First, completely identify each object you would like to discuss by listing its name, date, and location.

In a minimum of 2 well-developed paragraphs discuss:

1. What was the function of each object at the time of its creation?
2. What historical events or social or cultural influences affected the creation of each work?
3. How do the visual characteristics of each object contribute to or enhance our understanding of its meaning?

Be sure to explain your ideas clearly and support them by discussing specific details about each work.

Respond to both questions as thoroughly as possible, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar.

Reply to a classmate regarding post 1; be sure to offer a new quote or idea to keep the conversation flowing! Be sure to quote, cite, and reference from the text(s) using appropriate APA format. Your post must be at least 150 words.

Robert Hayden carries his experiences through his poems. Three of his poems that show these experiences are, “Middle Passage”, “Homage to the Empress of the Blues.” And “Those Winter Sundays.” Hayden talks about what it was like first hand on a ship as a slave. He talks about how the men around him went crazy. He says,” That there were hardly room ‘tween-decks for half the sweltering cattle stowed spoon-fashioned there; that some went mad of thirst and tore their flesh and successful the blood.” (Hayden, R. 2013/1962 p. 2372). He also talked about what it was like being on the “voyage of death”. The way Hayden words his poems are powerful, it really give you a detailed mental image. “A charnel stench, effluvium of living death, spreads outwards from the hold, where the living and the dead, the horribly dying, lie interlocked, lie foul with blood and excrement.” (Hayden, R. 2013/1962 p.2375). In his poem, “Homage to the empress of the Blues”, he is comparing his pain and suffering to a dance. “Because Grey laths began somewhere to show from underneath torn hurdygurdy lithographs of doll faced heavens…” (Hayden, R. 2013/1962 p.2377). As for the poem, “Those Winter Sundays”, he reflects on the Sunday mornings when he was younger. The poem showed what has been lost in African-American experience. The poem started out as a pleasant memory but quickly turned sour. The father worked hard for his family but felt like everyone was ungrateful. “Speaking in differently to him, who had driven out the cold and polished my good shoes as well…” (Hayden, R. 2013/1962 p. 2377.)

Reference:

Hayden, R (1962). Middle Passage. Homage to the Empress of the Blues. Those Winter Sundays. In N. Baym, W. Franklin, P.F. Gura, J. Klinkowitz, A. Krupat, R.S. Levine, M. Loeffelholz, J.C. Reeseman, & P.B. Wallace (Eds.), The Norton anthology of American literature (Shorter 8th ed.) New York, NY: Norton.

Reply to a classmate regarding post 3; be sure to offer a new quote or idea to keep the conversation flowing! Be sure to quote, cite, and reference from the text(s) using appropriate APA format. Your post must be at least 150 words.

Art Spiegelman shows how deep and delicate his work is which in all we expect from his long established novels and as well as his expanded nonfictional text in his novel “Maus”. In Spiegelman story  “Maus” he illustrates the true events throughout the story. The graphic novel “Maus” is a exceptional nonfiction work about the history on Jews. Maus is a story about a Jewish woman and man in Germany from the start of the Holocaust. Both the woman and man are trying there best to stay away from any harmful situations and to not to be seen or confronted by anyone they may know. The couple, the man and woman start to go from house to house trying to stay hidden and sheltered while still trying to find a way out. Finally one of the houses they had sheltered them told them that it was safe in Hungary, she did so by telling the couple “two people I know smuggled them into Hungary. I heard he and his boy were doing well” (Spiegelman, 1986/2013, pg. 2749). As time went on it was not what you could call a safe zone  for “Thousands-  Hundreds of Jews… So many it wasn’t even room enough to bury them all in the ovens”  (Spiegelman, 1986/2013, pg. 2749). As Spiegelman goes on with the story he does magnificent job making his novel a graphic novel with the imagery he uses. As he goes on in the story he makes you feel as if your there while the Holocaust is going on and you see the terror that is occurring.

Spiegelman, A. (1986). Maus. In N. Baym, W. Franklin, P.F. Gura, J. Klinkowitz, A. Krupat, R.S. Levine, M. Loeffelholz, J. C. Reesman, & P.B. Wallace (Eds.), The Norton anthology of American literature (Shorter 8th ed.) (pp. 2372-2377). New York, NY: Norton. (Original work published 1916).