Marjorie Benton

Visualizations

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Kirk (2016) states that the topic of color can be a minefield.The judgement involved with selecting the right amount of color for a particular application can be daunting. With regards to visualizations, there are different levers that can be adjusted to create the desired effects (Kirk, 2016). The levers are associated with the HSL (Hue, Saturation, Lightness) color cylinder.

Select and elaborate on one of the following:

Reference

Kirk, A. (2016). Data Visualisation: A Handbook for Data Driven Design. Thousand Oaks, CA: Sage Publications, Ltd.

Note: Use the attached textbook (chapter 9, Pages 323 – 359) for reference and content length should be 250 – 300 words.

Answer preview

The hue color spectrum can be presented in a three-dimensional color system. Each of these dimensions has two arrays of colors known as the hue pages, which can be found in several visualization systems such as Munsell and digital angle H (Holtzschue, 2014). In the Munsell framework, hue pages are categorized based on value and chroma. However, the digital angle H groups the hue pages according to saturation and brightness. Hue color spectrum systems can be differentiated based on placing hues as opposites. It determines whether the hue will be perceived as primary or principal on the circular scale. This color component is viewed as an appearance parameter that can be represented by a single number. It creates a pure pigment similar to specific colors such as yellow, blue,

[341 Words]

Visualizations

Marjorie Benton

Research proposal and annotated bibliography

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My research topic is about the westernization’s impact on Chinese art. The research paper is based on the research proposal and annotated bibliography. I’ve attached the research proposal and annotated bibliography. You can use sources from JStor, google scholar, or any other secondary sources. Can you help me to write the research paper?

Requirements: 11 pages

I have attached the research paper instructions and the proposal and ab bibliography i’ve already wrote. I would appreciate that you can help with the writing.

Answer preview

Before providing pertinent background information about this research topic, it would be wise to look at the definition of contemporary art and what it entails. In simple terms, contemporary art refers to the various artistic production made by artists living today. Like many other things, art is heavily influenced by society, more specifically the environment within which people exist in. According to Bao et al. (3), art is a mirror of society, offering a glimpse into different people’s lifestyles, cultures, behavior, and values. Contemporary art forms respond to a global environment that is technologically advancing, multifaceted, and culturally diverse. Ever since the twentieth century, more and more artists began moving from a realistic depiction of human figure forms and instead got drawn towards abstraction. The terminology abstract expressionism came into prominence after World War II, courtesy of the artists situated in New York.

[3909 Words]

Research proposal and annotated bibliography

Marjorie Benton

Color Theory – Final Project

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Write 600 words describing my painting and make a PowerPoint slides about it following exactly the instructions

1- Attached are the following:

a) my painting about the global warming

b) the professor instructions about what should be done in the paper and its presentation (all should be reflected on the attached painting)

2- Some information about my painting:

In my painting, I have applied what I’ve learned in this course. So, I applied the Transparency lesson that appears in my colors when I mixed up the red and yellow that makes orange color seen. Also, in coloring the globe Atmospheric Perspective I apply what I’ve learned in this lesson through manipulation of hue. The value and saturation Color Temperature Warm vs. Cool and this appears in terms of the warm color like yellow and the cool color like blue and green. Finally, Optical Blending’s lesson helped me show my idea of the effects of warming on the earth.

I’ve also shown the names of the lessons (principles) on my painting that show where I applied each concept on the painting

3- The required is:

a) write a paper of 600 words about this painting in which you must reflect each point the professor mentioned on my painting. you must follow the rubric carefully here.

b) Make a PowerPoint slides about it following exactly the professor instructions (attached)

point out to parts you are describing of painting, also write footnote.

In both paper and presentation, try to emphasize how this course (Color Theory-Fine Art) makes me understand how to effectively use colors.

Please understand the paiting and the instructions very well in order to do the work

please talk about the colors I mixed to get each appearing color. Also the hues ..

Answer preview

Moreover, my art piece illustrated optical blending, which is a concept learned to show color fusing. Worth noting, optical blending is a phenomenon demonstrating how color fusing is an aspect of brain interaction. I used rough brush strokes to create an impression of pure colors on the fire-like flames covering the globe to achieve this. At a glance, one can say that the orange hue has a blend of other pigments; however, the optical color mixing due to close positioning creates this impression (Fichner-Rathus, 2014). As an artist, this is a strategic technique that I can integrate to demonstrate tonal progression or enhance rhythm in my artwork. With that in mind, I have realized that even the surrounding color on the surface, such as white space, can affect how one perceives color fusing. Therefore, by applying this technique, I managed to portray how human beings unconsciously engage in actions that fail to protect the universe’s health. I realized there was a need to raise awareness of how unconscious thoughts can alter environmental health, as seen in optical blending.

[636 Words]

Color Theory – Final Project

Marjorie Benton

College level Art Appreciation

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Health & Medical Question

Choose one work that particularly engages you. Take time to look at the work in detail; include a picture of the work. Ask yourself: “How does the piece ‘work’? What is the artist doing? Why do I have a particular response (such as joy, fear, curiosity)?” Your response is, to a great extent, the result of the choices the artist has made in the process of creation. You will find useful ideas for thinking and writing about works of art in the text which was required for this course in chapter 1. The following is a specific outline for this paper. Part of your grade will be determined by how well you follow this outline. Other important aspects are thoroughness, clarity, and a demonstrated sensitivity to the work of art as shown in the rubric at the end. Parts 3 and 6 are 80% of the grade for this paper.

YOU ARE NOT ALLOWED TO DO THIS ON THE FOLLOWING WORKS OF ART – THEY WILL NOT BE ACCEPTED

MONA LISA BY DA VINCI LAST SUPPER BY DA VINCI

ANYTHING IN THE SISTINE CHAPEL (INCLUDING THE CREATION OF ADAM) BY MICHELANGELO

THE SCREAM BY EDVARD MUNCH STARRY NIGHT BY VAN GOGH STATUE OF LIBERTY

EIFFEL TOWER

THE SCREAM – MUNCH DAVID BY MICHELANGELO

PIETA – MICHELANGELO

LAD MENINAS – DIEGO VELAZQUEZ

THE KISS – GUSTAVE KLIMT

Write the paper numerically (#1,2,3,4,6,7)

1. State the title, artist, date, dimensions, and medium (what it is made of) of the work.

2. State the name of the exhibition in which the work was displayed.

3. Introduce the reader to the work of art by writing a brief, overall description of it. (Simple

not detailed)

4. Discuss the Elements of Art and Principles of Design that you think are important in understanding and analyzing this work.

5. Always refer to the artist by her or his last name, not the first name.

6. Explain your personal response to the work based on its form as you analyzed it in the previous sections. (Why did you like/dislike it?)

7. Include a photograph/picture of the artwork (Google images or similar)

The following list of the Elements of Art and the Principles of Design will help you to focus on the most important aspects of the work you are analyzing. Discuss the element or principles that seem to create the meaning of the work or contribute to its aesthetic quality.

1. Elements of Art

o line – shape and mass – light, value, color – texture – space – time and motion

1

2. Principles of Design

o unity and variety – balance – emphasis – focal point – proportion and scale – rhythm

Although different texts may sometimes use different terms, the basic concepts are the same. The textbook reviews some fundamental terms in the “Introduction” to your textbook for this course. If you should want an additional review of these elements and principles, consult any textbook for a college level Art Appreciation or Art History course.

Keep in mind:

1. Writing a formal analysis does involve your interpretation of and personal response to the work, but your reactions must be supported by referring to specific elements and qualities which you see in the work.

2. Accept the work as it is. Do not “second guess” the artist and make such statements as, “I think the painting would have been better if the artist had . . .”

3. Titles of exhibitions are in quotation marks; titles of works of art are underlined or are in italics.

Common mistakes you will want to avoid:

1. Failure to proofread your paper to check for spelling, punctuation, subject/verb agreement, incomplete sentences, run-on sentences, etc. Don’t rely on your computer’s spellchecker; the computer may not know if you mean “there” or “their.”

2. Confusing “it’s” and “its.”

3. Referring to the artist by her/his first name. Would you write English literature paper on Romeo

and Juliette and refer to the author as “William”?

4. Handing in your paper and asking me if I have a stapler.

2

Rubric

Demonstrates Emerging College-Level Writing

1

Demonstrates Satisfactory College-Level Writing

2

Demonstrates Proficient College-Level Writing

3

Demonstrates Exemplary College-Level Writing

4

Demonstrates Effective Development: Thesis Statement, Main

points, Supporting information

Thesis evident but support very general and/or inconsistent.

Several factual errors

Thesis evident but supported by a mixture of generalizations and specific detail.

Some factual errors

Thesis, stated or implied, presents a plan of development that is carried out.

Effective supporting details.

Consistent development.

No factual errors.

Stated or implied thesis developed logically, coherently and extensively with convincing, specific supporting details.

Strong evidence of critical thinking.

No factual errors.

Rubric

Demonstrates Emerging College-Level Writing

1

Demonstrates Satisfactory College-Level Writing

2

Demonstrates Proficient College-Level Writing

3

Demonstrates Exemplary College-Level Writing

4

Demonstrates Effective Organization of Content

Loose focus on central idea, contains some repetition and digression.

Paragraph structure weak.

Central idea evident.

Paragraph structure sometimes supports content.

Consistency, logic and transitions show some weaknesses.

Central idea clear.

Paragraph structure uniformly supports content.

Consistenc y, logic and transitions well managed

Central idea clear.

Paragraph structure consistently and effectively supports content.

Clear logic and effective transitions

3

Rubric

Demonstrates Emerging College-Level Writing

1

Demonstrates Satisfactory College-Level Writing

2

Demonstrates Proficient College-Level Writing

3

Demonstrates Exemplary College-Level Writing

4

Employs Effective Language

Frequent errors in word choice.

Sentence structure and mechanics seriously affect clarity.

Word choice correct but simple/ without variety.

Errors in mechanics and/ or usage do not obscure content of assignment.

Word choice accurate, varied.

Occasional errors in sentence structure, usage and mechanics do not hinder writer’s ability to communicate purpose.

Choice of language consistently precise, purposeful.

Nearly flawless sentence structure, usage, mechanics contribute to writer’s ability to communicate purpose.

Rubric

Demonstrates Emerging College-Level Writing

1

Demonstrates Satisfactory College-Level Writing

2

Demonstrates Proficient College-Level Writing

3

Demonstrates Exemplary College-Level Writing

4

Addresses Purpose and Audience

Wavers in purpose, incompletely addresses assigned topic or directions, shows need for more study of issues.

Style uneven.

Adheres to purpose, fulfills assignment, shows adequate understanding of key issues.

Style generally appropriate to intended audience.

Communicates purpose clearly.

Shows full understanding of issues.

Style consistently effective for intended audience.

Communicates purpose with sophistication.

Beyo nd understanding of issues, shows insight.

Style engages audience, establishes writer’s credibility.

4

Requirements: 2-3 pages   |   .doc file

Answer preview

  1. . The linen of the headgear does not seem exquisite, and it looks like a material that was designed to identify someone by their profession. Part of the headgear material also marches that of her coat, which gives more weight to the assumption that she was wearing a uniform. I also believe that the background of the painting indicates that the lady did not have a superior position in society. The background is dark, suggesting that it might not have been taken in an exclusive setting as most people in power or money did in the past.
  2. However, what is confusing, in this case, is the earring that the lady wore. In the painting, the earing appears like it is made out of silver, which was a preserve of the rich and the ruling class in the old society. However, there is also a possibility that the earring she had on might not be original. I also think that given the pleasant nature that the artist captures, the lady might have had a good relationship with the artist, and this being the case, the artist might have given her the earring. What interests me the most in this painting is the way the lady stares at the painter. It indicates as if she had a strong bond with him, which would be strange because she was just a house help.

[674 Words]

College level Art Appreciation

Marjorie Benton

Exploration of Cimabue’s Artwork

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Required Resources

Read/review the following resources for this activity:

  • Textbook: Chapter 4
  • Lesson
  • Minimum of 3 scholarly sources (in addition to the textbook)

Instructions
As part of the discussion this week, you made a brief exploration of a work of art to understand its subject, meaning, and intent. In this assignment, you will explore an artwork in more depth to consider the context in which it was created. Choose any painting, and address the following:

Include the following in your paper:

  • Name of the painting
  • Name of the artist
  • Date created
  • Image of the painting

Writing Requirements (APA format)

  • Length: 1.5-2 pages (not including title page, references page, image, or caption for artwork)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 3 scholarly sources)

Requirements: A well thought out essay answering the questions and completing the essay

Here is the book if needed, Martin, F. D., & Jacobus, L. A. (2018). The humanities through the arts. New York: McGraw-Hill Education.

i Numbered them 4 (for the chapter) and after the – is the specific part of the page I screenshotted. so 1-11 I beleive. If there is anything you specifically need you can always contact me. This is chapter 4 of the book as well.

Answer preview

In-depth, stylistic influences shaped Cimabue’s artwork since he highly endowed the Byzantine art. According to Martin and Jacobus (2018), Cimabue used tempera as his primary medium to paint on wood panels. In this case, he applied egg yolk on a clean and thoroughly prepared wood panel to paint the subjects. This medium made it challenging for the artist to make changes as he worked, but it allowed him to create a meticulous painting. Also, religious theology is a cross-disciplinary influence that impacted Cimabue’s artwork. In this case, artists got inspired to portray their faith, spirituality, and devotion by painting religious figures. Hence, by using tempera and gold, Cimabue wanted to convey the holiness and divinity of his subjects.

So far, the research on Cimabue’s painting has enhanced my appreciation of artworks by enabling me to realize that significant influences determined how artists exhibited their subjects on paintings. For instance, Cimabue’s artwork shows that the stylistic influence of the Italo-

[533 Words]

Exploration of Cimabue’s Artwork

Marjorie Benton

Artist

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VIRTUAL MUSEM TOUR: Houston, Tx

Only submit essays written in standard MS Word or PDF format.

Please be certain your final paper includes:

Answer preview

Rachel Jones used the abstraction technique to make the art. It allows an audience to perceive beyond the tangible aspect of the painting. It explores the unknown and intuition, and freedom of the artist. It is evident in the ability to connect to the intention presented by the artist. This style of art frees the mind of the artists from visual restrictions. It is why Jones incorporated the mouth, teeth, and flowers. The artists utilized the abstraction technique to center on an exploration of self-identity. In relation to the Black figures, the interiority of their bodies and their lived experience was related. The abstracted forms of mouth, teeth, and flowers portray a literal entry and symbol to the interior and self (The Museum of Fine Arts, Houston. 2019). Another approach applied by the artist is figurative. The painting portrays the natural forms of human aspects, including the teeth and the mouth. However, Rachel Jone’s figurative approach is not highlighted meticulously. Instead, the figuration is unclear at first glance, but a detailed audience can recognize the figurative pieces of the teeth, the lips, and the flowers.

[1304 Words]

Artist

Marjorie Benton

Primatologist and anthropologist 

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Select an artifact that interests you and conduct a conversation about it with another person. Then, incorporate that dialogue to write about how artists collaborate and influence each other\’s work.

Introduction

You can’t live through a day without making an impact on the world. And what’s most important is to think about the impact of your actions on the world around you.

– Jane Goodall, primatologist and anthropologist 

Think for a moment and try to remember the last time that a piece of art—a book, a movie, a song, a painting, or any other work—made you cry. Perhaps, they were tears of joy. Or, maybe you were sad because a certain lyric reminded you of a painful moment from your past, or because you could relate to a character’s struggles. In any case, the art made an impact on your life, just as it was designed to do. Understanding the positive and negative impacts we can have on others through art and other artifacts is a critical part of working together successfully.

In this assessment, you will continue to strengthen your self- and social-awareness skills and relationship-building skills as you explore how the humanities can be used to impact others, why it’s important to reflect on that impact, and how understanding your impact can help you collaborate with your co-workers and peers.

What you see depends not only on what you look at, but also on where you look from.

– James Deacon, artist

Through this course, you have studied what it means to be human. And you’ve explored the unique ways people all over the world express themselves and their different perspectives through art, culture, music, religion, literature, and more. Along the way, you’ve also learned how important it is to broaden your own perspective, so you can think and act appropriately in different cultural environments and better collaborate and solve problems with peers, colleagues, and co-workers whose experiences and perspectives are different from your own.

In this assessment, you’ll look back at all you’ve learned so far and discover how these same concepts and skills will allow you to continue to broaden your perspective, collaborate with others, and solve problems as you encounter new cultures and ideas outside of the classroom.

Many of humanity’s finest achievements—such as the International Space Station, the Allied victories in the Second World War, and the founding of the United Nations—were made possible by people of different cultures coming together to pursue a shared goal. In fact, history shows us that when diverse groups collaborate, they are likely to achieve more than groups that are less diverse(Page, 2008) With this in mind, you\’ll continue to strengthen your relationship-building skills by exploring how nations and cultures have collaborated throughout history. And you’ll consider how collaboration can help you to achieve success in your own workplace and community.

References

Page, S. E. (2008). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press. https://press.princeton.edu/books/paperback/9780691138541/the-difference

Quotefancy. (n.d.). Jane Goodall. https://quotefancy.com/quote/981661/Jane-Goodall-Your-life-matters-You-can-t-live-through-a-day-without-making-an-impact-on

Quote Me on That. (2016). Where you look from. http://www.quotemeonthat.com/quotes/category/perspective

Overview

This assessment allows you to practice your problem-solving skills and self- and social-awareness skills as you reflect on the nature of the creative process. In this assessment, you will:

  • Explore how your own experiences influenced your choice of a cultural artifact. Did you choose a literary work, film, song, or painting? Explore ways in which your personal experiences and cultural context might have influenced that choice. This allows you to think critically about our perspectives are shaped by cultural context.
  • Examine the creative process then use the information to analyze your selected artifact. Do you think there are fundamental differences in the creative process when it is a collaborative process rather than a solitary one? Also apply what you’ve learned from your research into the life of the artist, or the artists working together, who created the artifact.
  • Explain how the artist\’s cultural and personal experiences can be detected in the cultural artifact. No matter what profession you work in, creative thinking is a path to success. Reflecting on the creative process and learning about what inspires others will help you better access your creative potential.
  • Expand your interpretive skills and deepen your understanding of the practice of interpreting the achievements of human creativity. Exploring similarities between the creative and the interpretive processes will give you new insights into both, and thereby improve your competencies in creative problem-solving.

Preparation

Select an artifact that you would like to use as the subject of your writing. You are free to choose from any type of artifact, which can range from things like literary works, film, musical pieces, or artwork. After you have your artifact selected, find a person with whom you can have a 10–15 minute dialog about your artifact. This person might be a family member, friend, co-worker, et cetera. You may hold your conversation in person, over the phone, or virtually; the choice is yours.

Your conversation should be informal and relaxed—we want you to have fun with it. And here are some ideas on how to guide your conversation:

  1. Show or play the artifact to the other person and allow them to examine it.
  2. Share your reasons for why you chose this artifact and why it resonates with you.
  3. Provide a few interesting details about the artist.
  4. Invite the person to share their thoughts about the artifact and reactions to anything you shared.

Additionally, unlike the previous assessments, you won\’t have a template to use. Your writing should follow an academic format and flow.

Instructions

In this assessment, you will write an academic piece that addresses the prompts listed below.?????:

  • Step 1:Reflect on how culture and artistic expressions influence human thought and behavior.
    • Provide insights on how this artifact might influence people’s thinking and behavior in the future.
  • Step 2: Explain how the artifact reflects both collaborative and individual efforts.
    • Describe the path, journey, or process the artist used to create the artifact and discuss the collaboration or influences that happened between the artist and others.
    • Describe the ways the artist put his or her interpretation and creativity to shape and craft the final artifact.
    • Explain how the artist\’s cultural and personal experiences can be detected in the cultural artifact.
    • Provide specific examples to support your response.
  • Step 3: Relate how the creative process uses problem-solving, relationship-building, and self- and social-awareness skills.
    • Describe the creative process the artist used and provide examples of how the artist used problem-solving, relationship-building, and self- and social-awareness skills to help him or her to complete the artifact.
    • Provide an example of how you can use the artist\’s process and methods to support your endeavors. If you have had a similar experience, you may use your experience to illustrate the connection between these concepts and skills.
    • Provide specific examples to support your descriptions.
  • Step 4: Explain how the interpretive process can be a collaborative process.
    • Identify how people in a group sharing ideas, thoughts, experiences, et cetera, could influence one another in the course of connecting with or interpreting the artifact. Provide a specific example of when you experienced this.
      • If so, how did it change? Provide specific details.
      • If not, why do you think this is?
    • Describe your conversation with another person about your artifact.
      • What did you enjoy or not enjoy about the conversation?
      • Did the other person point out something you didn\’t notice? What was it?
      • Did you connect with the other person and find some shared experience through your conversation about the artist or artifact?
      • Did this also uncover something new you learned about yourself or the other person?
      • Did you connect with the other person by finding some shared experience through your discussion about the artist or artifact?
      • Did this also uncover something new you learned about yourself or the other person?
    • Provide specific examples to support your response.

Additional Requirements

Your submission should meet the following requirements:

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • Formatting: Format your submission in APA style, with a title page, double spacing, and a reference page.
  • Citations: Properly cite sources according to APA rules. Review Evidence and APA for more information on how to cite your sources.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Analyze personal cultural bias.
    • Reflect on how culture and artistic expressions influence human thought and behavior.
  • Competency 2: Examine how diversity influences decision-making and collaboration.
    • Explain how the artifact reflects both collaborative and individual efforts.
  • Competency 4: Analyze the role of culture and artistic expression in human thought and behavior.
    • Explain how the interpretive process can be a collaborative process.
  • Competency 5: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Answer preview

When coming up with the song El Pito, Cuba used the melody in Chano Pozo and Dizzy Gillespie’s “Manteca.” The word Pito refers to whistling, which is quite evident in the song due to the extensive whistling in the track coupled with the repetition of the chant “I’ll never go back to Georgia” (Flores, 2016). This chant was created by Gillespie in a couple of his recordings of “Manteca,” many years before Cuba’s hit song was released. Since the song does not seek to recreate the improvised bebop sounds associated with Gillespie’s initial “El Pito,” the track does not change between Latin rhythms and the traditional swing like in many of Gillespie’s initial Latin Jazz recordings (Flores, 2016). Due to this, the song does not have the bridge where the Cuban percussion was eliminated in this part of the track.

[2167 Words]

 

Primatologist and anthropologist

Marjorie Benton

Shooting an Elephant

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Compare and contrast the conflicts faced by Orwell in “Shooting an Elephant” to those faced by Gideon in “No Witchcraft for Sale.” To what unique revelation does Orwell’s position as a police officer lead him? How can Gideon’s ultimate decision not to share his knowledge be interpreted as an act of rebellion and an assertion of the dignity and worth of his culture?

 

2.What do pieces such as “Marriage Is a Private Affair” and the excerpt from Nectar in a Sieve demonstrate about the influence of modern ideas and modern ways on traditional cultures? How are the characters in these works affected by the modernization of their respective societies

3.Of all the characters highlighted in the works included in this unit, which one did you relate to or identify with the most in terms of his or her struggles and conflicts? Why? What was it about this character that made him or her affect you as he or she did? Be sure to point to specific examples from the work to support your response.

 

Do own research but 2 reference per question needed

Requirements: 1000-1500 words

Answer preview

Orwell’s position as a police officer leads him to discover a couple of things. Orwell’s position meant that he was held in contempt by the natives. He was tripped up during football games between the locals and Europeans, and local priests even insulted him (Yeasmin et al., 2013). These experiences instilled two things into Orwell. They confirmed his perception that imperialism was evil since it inspired hatred and enmity between natives and European imperialists (Yeasmin et al., 2013). Orwell understood why the priests hated living under European rule. Due to this, he often found himself caught in between his hatred for the empire he served and his anger against the natives who taunted him and held him in contempt, making it impossible for him to do his job (Yeasmin et al., 2013).

[1226 Words]

Shooting an Elephant

Marjorie Benton

Buddhist Art and Architecture

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VIS127P Arts of Japan

Guidelines for Your Term Paper (30%)
Length: 5-6 pages of text in length, typed, 1.5 spaced, 12 font , not including a Works Cited Page

**At LEAST 4 academic references / sources for your paper. These sources include peer-reviewed books, periodical journals, and museum journals. An example would be the Art Bulletin or Google Scholar. These sources are written by and further the research of scholars.

The grade will be based on your clarity of presentation, perceptive use of
existing scholarship, effectiveness of the evidence you present, the quality and persuasiveness of
your argument, and the soundness of your conclusions.

Topic: I began wondering how ancient China influenced Japan in terms of artworks and architecture. My research paper will focus specifically on the relationship between the Tang dynasty of China and Japan, including the deep relations between the two countries and how the Tang civilization shapes modern Japanese artworks. I will elaborate on the topic by providing a brief history of the two and examine the similarities between artworks and architecture during that period.
For the essay, please consider focusing on one or two issues that are most relevant to the development of aesthetics and try to be as specific as possible – what kind of artworks are you referring to (i.e., Buddhist art, Buddhist architecture, scroll paintings, etc.) Consider choosing one type of art for your paper in order to develop a detailed analysis.

This research paper will include the following:

  1. Introduction
  2. The history between Tang Dynasty and Japan
  3. Artworks and architecture under Tang influences
  4. Comparing similarities and differences
  5. Conclusion

You should develop an issue related to but not duplicating the
course material (Japanese art from the Jomon period to the 18th century). Typical topics for term
papers (among many other possibilities) might include a close study of a single monument or
work of art, examination of developments within a single innovative artistic style, a particular
aspect of a single artist’s work, or a carefully delimited discussion about the development of a
particular type of subject matter, to mention only a few possibilities. Please make good use of
provided references materials and digital resources available through the library website and
major museum sites. The grade will be based on your clarity of presentation, perceptive use of
existing scholarship, effectiveness of the evidence you present, the quality and persuasiveness of
your argument, and the soundness of your conclusions.

In your research, use all the resources available to you in the library and on the web to find
additional material about the topic in the form of books, articles, and images.

Your final paper, like all good writing, should be organized to tell a story or to solve a problem,
with an introduction, presentation of the evidence, and clear conclusion. Achieving this goal
usually requires careful editing and some rewriting, so don’t wait until the night before the paper
is due to start writing, but budget your research time so that you can get to work on your draft as
early as possible. Please edit the paper carefully and critically. This will probably lead you to do
some reorganization, so please leave yourself adequate time to do so.

Technical matters:
The paper should be roughly 6-8 pages in length. Longer is acceptable, if needed, after editing,
but not required.

Please type your paper in a font of 12 pitch, 1.5 spaced, and paginated.

***Please use the standard scholarly note and bibliography format and cite all your sources,
including both notes and bibliography. You may use either MLA or Chicago Style for notes.

The textbook can be used as a model for the formats of bibliography and Chicago Style notes.
All sources, including online ones, should be documented.

Be careful and critical of your sources, especially online sources. Wikipedia is not scholarly and
should not be cited as a primary source, although the better articles sometimes have bibliography
that is well worth consulting. Academic, museum, and peer-reviewed sources should be your
primary references. When in doubt, please ask.

Please include illustrations of the works of art you discuss or that support your argument. You
should identify each illustration in a caption or list of illustrations in a format similar to what you see in the textbook. In addition to artist, title, medium and format, date, and dimensions, you should include the collection that owns the work, if known, and the source of your illustration (whether print and internet). Please do not insert the illustrations in the text but append them at the end.

Examples- Format of References:

Book:

Varley, Paul. Japanese Culture. Honolulu: University of Hawaii Press, 4th edition, 2000

Book Chapters:
Wu, Hung. “The Origins of Chinese Painting (Paleolithic Period to Tang Dynasty),” in Three
Thousand Years of Chinese Painting, eds., Yang Xin and others. New Haven and London: Yale
University Press, 1997. pp. 15-86.

Journal Article:
Hay, Jonathan. “Ambivalent Icons: Works of Five Chinese Artists Based in the United States.”
Orientations 23, no.7 (July 1992): 37-43.

Format of Citations:

MLA (in-essay citation):
(Varley, 68) or (Varley, 2000, 85)
Chicago Style (footnotes or endnotes):
Varley, Japanese Culture, 164
or
Hung, “The Origins of Chinese Painting (Paleolithic Period to Tang Dynasty),” 75

Requirements: 5-6 pages

Answer preview

Cultural exchange is an important occurrence among adjacent countries and influences the acquisition of cultural artifacts. The cultural exchange occurred between China and Japan during the Tang dynasty (618-907 CE)[1]. During this period, the Japanese traveled the central plain of China via the port of Port of Changjiang River. Country Wa (as Japanese was known at the time)maintained contact with China to exchange religion, education, language, and culture[2]. Religion was the most important factor in China and Japan’s diplomacy. Public diplomacy promoted the spread of Buddhism and the overall Tang Dynasty culture to Japan. However, Buddhism religion first spread to Japan from Korean King Syong-myong, who presented icons and ritual objects to the royal court, and it spread in Japan during (572–621 CE). Since the Tang dynasty, Buddhism became the most important thing in China and Japan’s diplomacy. Jian Zhen Monk visited Japan via the southeast littoral of China to Japan across the oceans[3]. In the subsequent centuries, Japanese Monks visited China during the Tang dynasty bringing Buddhist texts and images[4].

[2346 Words]

Buddhist Art and Architecture

Marjorie Benton

Writing about Art

/in , /by
  1. Write a two-page in-depth commentary for one of your works of art and, of course, include the image of that work. Writing about Art resource posted in Course Content. Submit by the end of week 6 to the proper area. Format, cite caption, and reference in MLA style with author/date and proper in-text citations required. Use Spell/Grammar check. Save as a Word doc or pdf file.Need Some Ideas?So, you are selecting one of your works of art for stage 5 and writing a more in-depth essay. You can include the information you wrote in stage 4 about the one artwork then expand on it; possibly it can serve as an overview or introductory statement. Or, you can mix the content from 4 within the in-depth content for 5. One strong direction might be to bring in an outside artwork or works that would make a great comparative study. Or, you could further discuss the elements and principles of art focusing on a particular element or principle. Or, possibly talk about the iconography more extensively than the short descriptions written for Stage 4.Deliverables:
ARTWORK TO BE USED

Thierry Mugler | Haute Couture Autumn/Winter (1997-1998) by Les Arts Décoratifs

Requirements: 2 pages

Answer preview

Therefore, women’s empowerment can be expressed through art; there is more than meets the eye. The haute couture by Mugler is not just a piece of art to be seen and marveled at, but it is a representation of women’s empowerment. The incredible haute couture was created at a time when the artist faced much criticism for the kind of materials he used for producing his art. However, instead of backing down, Bugler produced this controversial haute couture to depict his feminist support. Forms of art, whether painting, music or play, can be used to relay a message of empowerment and support for a good course (Jones 24). The use of women in art must be purely for conveying an educative, historical, or cultural message to avoid facing criticism from feminists.

[635 Words]

Writing about Art