Art as RevolutionThis week, we have studied works of art prod

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Art as Revolution: This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution. Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources: Hogarth, The Marriage Contract, from Marriage à la Mode, 1743-45 David, Death of Marat, 1793 Delacroix ,Liberty Leading the People, 1830 Goya, Third of May, 1808, 1814-15 Courbet, The Stone Breakers, 1849 In an essay of 5 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above: How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting? What additional historical events or social factors may have influenced the creation or interpretation of each painting? Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning. Do these paintings have the same impact or meaning to audiences today? Why or why not? Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay. Must be in APA format, in text citations, and references. ...

Education

revolution? What was the social or revolutionary context of the
painting?
What additional historical events or social factors may have
influenced the creation or interpretation of each painting?
Explain how the style and specific visual characteristics of each
painting contributed to or reflected its overall content or
meaning.
Do these paintings have the same impact or meaning to
audiences today? Why or why not?
Include details about the visual characteristics and content of
each painting in your response. Provide proper citations for any
information from outside sources included in your essay.
Must be in APA format, in text citations, and references.

The document discusses five paintings from the 18th and 19th centuries that reflected or incited social change and revolution in their respective eras. The paintings are Hogarth's The Marriage Contract, David's Death of Marat, Delacroix's Liberty Leading the People, Goya's Third of May 1808, and Courbet's The Stone Breakers. Students are asked to analyze how each painting reflected or inspired social change through its visual style and context, and to discuss whether they still impact modern audiences.

InstructionsArt as RevolutionThis week, we have studied .docx

tienmixon

Instructions Art as Revolution This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution. Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources: Hogarth, The Marriage Contract, from Marriage à la Mode, 1743-45 David, Death of Marat, 1793 Delacroix ,Liberty Leading the People, 1830 Goya, Third of May, 1808, 1814-15 Courbet, The Stone Breakers, 1849 In an essay of 5-7 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above: How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting? What additional historical events or social factors may have influenced the creation or interpretation of each painting? Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning. Do these paintings have the same impact or meaning to audiences today? Why or why not? Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay. ...

Art as RevolutionThis week, we have studied works of art produce.docx

ssusera34210

Art as Revolution This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution. Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources: Hogarth, Breakfast Scene , 1795 David, Death of Marat , 1793 Delacroix, Liberty Leading the People , 1830 Goya, Third of May , 1808, 1814-15 Courbet, The Stone Breakers , 1849 In an essay of 5-7 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above: How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting? What additional historical events or social factors may have influenced the creation or interpretation of each painting? Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning. Do these paintings have the same impact or meaning to audiences today? Why or why not? Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay. .

Art as Revolution This week, we have studied works of art produced

mallisonshavon

Art as Revolution This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution. Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources: •Hogarth, The Marriage Contract, from Marriage à la Mode, 1743-45 •David, Death of Marat, 1793 •Delacroix ,Liberty Leading the People, 1830 •Goya, Third of May, 1808, 1814-15 •Courbet, The Stone Breakers, 1849 In an essay of 5-7 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above: 1.How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting? 2.What additional historical events or social factors may have influenced the creation or interpretation of each painting? 3.Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning. 4.Do these paintings have the same impact or meaning to audiences today? Why or why not? Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay. ...

Carefully examine the following works, and read about each one in yo

ogglili

Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources: Instructions Hogarth, The Marriage Contract, from Marriage à la Mode, 1743-45 David, Death of Marat, 1793 Delacroix ,Liberty Leading the People, 1830 Goya, Third of May, 1808, 1814-15 Courbet, The Stone Breakers, 1849 In an essay of 5 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above: How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting? What additional historical events or social factors may have influenced the creation or interpretation of each painting? Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning. Do these paintings have the same impact or meaning to audiences today? Why or why not? Include details about the visual characteristics and content of each painting in your response ...

Carefully examine the following works, and read about each one in yo.docx

annandleola

Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources: Hogarth, Breakfast Scene , 1795 David, Death of Marat , 1793 Delacroix, Liberty Leading the People , 1830 Goya, Third of May , 1808, 1814-15 Courbet, The Stone Breakers , 1849 In an essay of 5-7 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above: How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting? What additional historical events or social factors may have influenced the creation or interpretation of each painting? Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning. Do these paintings have the same impact or meaning to audiences today? Why or why not? Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay. .

Discussion Unit 7 - Option 2 Mirror of Society Option 2 Art .docx

mickietanger

Discussion: Unit 7 - Option 2 "Mirror of Society" Option 2: Art Movements Throughout the “long” nineteenth century - roughly , from the French Revolution through the beginning of World War I, artists engaged intimately with developments in politics, religion, industry, race and gender relations, and popular culture. Write a three (3) paragraph minimum response addressing the following questions and post your statement to the Discussion Board on our Blackboard site; then reply to two classmate's postings in one paragraph responses. Which artists and works of art - or entire styles/ movements - best exemplify this trend of social commentary and/or documentation? How was art "used" to illuminate or, in some cases, criticize certain aspects of contemporary life? Did different preoccupations come with different eras? Were certain styles or genres more amenable to such an enterprise? Here are some supplementary readings/resources that could help you answering the questions above. http :// www . arthistoryunstuffed .com/artistic-revolution- france / (Art & French Revolution) http :// www . arthistoryunstuffed .com/enlightenment/ (Art & Enlightenment) https :// www . khanacademy . org /humanities/becoming-modern/avant- garde - france /realism/a/a-beginners-guide-to-realism (Realism) http :// www . metmuseum . org / toah / hd / imml / hd _ imml . htm (Impressionism: Art & Modernity) http :// www . metmuseum . org / toah / hd / edph / hd _ edph . htm (Early Documentary Photography) http :// www . metmuseum . org / toah / hd / arso / hd _ arso . htm (Art & Society in the New American Republic) http :// www .archives.gov/education/lessons/ brady -photos/ (Matthew Brady's Civil War) http :// www . metmuseum . org / toah / hd / ashc / hd _ ashc . htm (Ashcan School/Social Realism) http :// www . moma . org /learn/ moma _learning/themes/ dada (Dada and WWI) .

American Art, 1970 to Present

Laura Smith

Art as Revolution This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution. Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources: •Hogarth, The Marriage Contract, from Marriage à la Mode, 1743-45 •David, Death of Marat, 1793 •Delacroix ,Liberty Leading the People, 1830 •Goya, Third of May, 1808, 1814-15 •Courbet, The Stone Breakers, 1849 In an essay of 5-7 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above: 1.How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting? 2.What additional historical events or social factors may have influenced the creation or interpretation of each painting? 3.Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning. 4.Do these paintings have the same impact or meaning to audiences today? Why or why not? Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay. ...

Carefully examine the following works, and read about each one in yo

ogglili

Carefully examine the following works, and read about each one in yo.docx

annandleola

Discussion Unit 7 - Option 2 Mirror of Society Option 2 Art .docx

mickietanger

American Art, 1970 to Present

Laura Smith

ImpressionismImpression Sunrise 1874, Claude Monet.Ab.docx

wilcockiris

This document provides an overview of the key concepts and learning objectives for a module on Impressionism. It discusses that students will explore the historical and social contexts surrounding Impressionist art, examine the ideals and values of the Impressionist period, and look closely at Impressionist artworks. The module will include a discussion board and quiz to assess student learning. Students are instructed to take notes on vocabulary terms and concepts throughout the module to prepare for these assessments.

Discussion 1Economists generally agree that U.S. antitrust polic.docx

elinoraudley582231

Discussion 1 Economists generally agree that U.S. antitrust policy is complex, changing over time, divided among several U.S. federal government agencies, and subject to frequent court reversals. The underlying question remains whether the U.S. needs more or less regulation of market structures. Key questions are: • Are U.S. markets becoming less competitive because of mergers and acquisitions? • Are U.S. markets becoming more competitive because of new technology? • Are U.S. markets becoming more or less competitive because of globalization? • Is enough information available for wise antitrust enforcement? US Federal agencies involved in antitrust include US Federal Trade Commission at: http://www.ftc.gov US Department of Justice: http://www.usdoj.gov/atr/index.htm For international perspectives see: http://www.usdoj.gov/atr/contact/otheratr.htm For analysis: For a strong anti-regulatory position see Heritage Foundation, a private advocacy group, has been influential in arguing against antitrust enforcement. For an overview see: http://www.heritage.org/search?query=antitrust+enforcement See also: www.cato.org The American Enterprise Institute: http://www.aei.org For strong pro-regulatory position see the Economic Policy Institute, a private advocacy group, argues for more antitrust enforcement: http://www.epi.org/ The Brookings Institution attempts a non-partisan position and publishes frequent overviews of antitrust law. See, for example: http://www.brookings.edu/search?start=1&q=antitrust Discussion 2 Global poverty is an international issue. Other countries are inclined to look to the U.S. with its great wealth to take an active role in assisting poor nations. People here spend money trying to counter baldness while people in other countries are starving to death. On the other hand, foreign aid may be distributed as political favors rather than going to those most in need. Present both sides of the argument on whether the U.S. should work to achieve the Millennium Aid goal for contributions to increase the U.S. contribution to 0.7% of its GDP. For each side of the argument, provide three facts to support the argument. Use at least three of the following concepts in your response: · Extreme poverty · Severe poverty · Persistent poverty · Economic growth · Human Capital Discussion 3 Manufacturers in the US want China to increase the value of the yuan. They say China undervalues their currency making their products cheap, thus undercutting American business. Some believe that this is why Americans are losing jobs. Wal-Mart and other companies believe it is a good thing because it keeps prices low for the products they sells. Discuss whether low yuan value is good for the US because of low prices or if it is costing too many Americans their jobs. You will want to do some research on the subject of currency manipulation for additional information to debate this topic. Impressionism Impression: Sunrise 1874, Claude Monet. About This Module.

Art Social Consciousness

Katie Gulley

The document discusses how art was impacted by the French Revolution in two main ways. First, art took on a new social and political purpose, expressing ideas about liberty, equality, and justice. For example, Eugène Delacroix's painting "Liberty Leading the People" depicted the French Revolution. Second, new artistic styles emerged that focused on these new themes, like Neoclassicism and Romanticism. No longer was art solely used for religious purposes - it became a way for new ideas to spread. The Revolution drastically changed the purpose of art in France to incorporate social and political messages.

Art for change It is often taken for granted that art f.docx

rossskuddershamus

Art for change? It is often taken for granted that art functions as a tool and a vehicle of social change; indeed, it was just this theme that we took up in our first discussion board posting. While the vocal majority seemed to agree that art could foster social change, many of us, when encountering work such as Warhol’s 200 One Dollar Bills or Marcel Duchamp’sFountain might find ourselves wondering exactly what type of change such work could really make. Does a painting that takes money for its subject do anything to unsettle a culture that seems more and more to place the individual pursuit of money above the needs of the community? Does a urinal inscribed with a forged signature (see Duchamp’s work mentioned above) do anything more than offer a paltry challenge to the taste of a leisured class? It was precisely the complicity of market system art like Duchamp’s and the American Pop artists like Warhol, Jasper Johns, and Robert Rauschenberg with the oppressive class that was at the heart of a 1973 protest staged in front of another landmark Sotheby’s auction. On that October day a group of New York City taxi drivers and artists stood before the renowned auction house to call down Robert C. Scull who they claimed made his fortune robbing cabbies and hawking art. Some of the artists marching in solidarity with the taxi cab drivers rushed out to a nearby hardware store to by a snow shovel to sell at exorbitant price, poking fun at Duchamp’s In Advance of the Broken Arm. Is this critique of art’s complicity with big money an apt one? The idea that the art market is synonymous with ‘business as usual’ is an idea that is as pervasive today as ever—if not more so. As Eleanor Heartney reminds us in her lecture on art and labour, one move made by activists of the recent Occupy Wall Street movement was to set up occupations in a number of New York City’s museums. The organizers of the Occupy Museums march declared in a public statement that “for the past decade and more, artists and art lovers have been the victims of the intense commercialization and co-optation or art.” They further claimed that “art is for everyone, across all classes and cultures and communities” and not merely for the cultural elite, or the 1%. The artist activists closed their statement by exhorting museums to open their minds and their hearts: “Art is for everyone!” they claimed. “The people are at your door!” These two protests demonstrate an abiding and perhaps growing suspicion of the received idea that market system art can change things. But while market system art is placed under intense scrutiny, a growing field of artists and educators have been working to disseminate the practices and techniques of art making in order to sow the seeds of change. This community based art (sometimes referred to as ‘dialogical art’ or ‘community arts’) seeks to place in the hands of the marginalized, the worker, or, in the words of the.

Art for change It is often taken for granted that art f

BetseyCalderon89

This document discusses the relationship between art and social change. It examines whether works like Warhol's 200 One Dollar Bills or Duchamp's Fountain actually promote social change or merely serve the interests of the elite. It also discusses two protests - one in 1973 against an art auctioneer profiting from cab drivers, and another in 2011 when Occupy Wall Street protesters occupied museums to protest the commercialization of art. The document then explores the idea of community-based art, which seeks to empower marginalized groups by teaching them art skills so they can express themselves. Examples of community-based art projects are provided, showing how they document communities and raise awareness of issues. The reading examines a controversial Percent for Art project by John A

Culture and Consciousness: Designing for Social Justice

Eleanor—Jayne Browne

The document discusses the use of art for social justice and raising social consciousness. It provides examples of artistic movements that promoted social and political messages, such as the Mexican muralism movement led by Diego Rivera in the early 20th century. Rivera's murals often depicted the lives of the working class and helped establish mural painting as a form of political art. The Chicano art movement drew from these influences to resist stereotypes and give voice to Mexican-American communities. In general, the document argues that art can be used as a tool for communication, raising awareness of social issues, and motivating people to promote social change.

Speaking Through Your Art

muffinR21

This document discusses political art, providing examples from history and discussing how it is used today. It begins by defining political art as visual art that contains political subject matter, takes a stand on an issue, or addresses a public concern. Examples given from history include Francisco de Goya's etchings documenting the violence of Napoleon's invasion of Spain, Pablo Picasso's anti-war painting "Guernica" about the bombing of a Spanish city, and Robert Rauschenberg's "combines" commenting on modern society. The document notes political art today includes more than just paintings and can include music, film, photography, and dance. It suggests issues one could address in their own political artwork, such as war, health

Your Initial PostPlease read details on this assignment. please in.docx

philipnelson29183

Your Initial Post Please read details on this assignment. please include picture of artwork and reference. Find a good example of a artwork from the early 20th century (ca. 1900-1950) that either reflects the culture or society in which it was created or has affected society in some way. Then choose ONE of the following to discuss: Start a discussion about how the visual appearance of this work reflects its culture/society. (E.g. Many art movements emerged in response to WWI, and the styles and subject matter of the art they created reflect their various opinions of war--did the art movement that your work belongs to have a positive or negative opinion about war? How did they express this opinion through style, subject matter, or choice of materials?) Start a discussion about the ways in which the work itself affected society. (E.g. Did it offend people? Who? Why?Did it influence other artists or lead to other avant-garde styles?) .

How Did The French Revolution Influence The Arts

Liz Sims

The French Revolution greatly influenced art through two major movements, Neoclassicism and Romanticism. Neoclassicism focused on rationality and values of the Enlightenment to address questions raised by the Revolution. Meanwhile, Romanticism emerged after Napoleon, depicting emotions and nature to relate to common people. Artists explored new styles and subjects to convey the serious atmosphere of the Revolution and changing social ideals.

Activism Art Online

Tracey M Benson

This document provides an overview of new media art and activism, covering historical contexts, strategies, and ethical considerations. It discusses how artists like Goya and the emergence of conceptual art expanded boundaries between art and politics. Key topics covered include activist art strategies using public spaces and media, copyright and creative commons approaches, censorship issues, and emerging forms of online resistance like those enabled by Anonymous and Critical Art Ensemble. Ethics of representation, authenticity, and identity are also briefly touched on in relation to new media contexts.

Introduction to Art Chapter 31 Postmodernity and Global Cult

TatianaMajor22

Introduction to Art Chapter 31: Postmodernity and Global Cultures 448 Chapter 31: Postmodernity and Global Cultures “Getting” Contemporary Art It’s ironic that many people say they don’t “get” contemporary art because, unlike Egyptian tomb painting or Greek sculpture, art made since 1960 reflects our own recent past. It speaks to the dramatic social, political and technological changes of the last 50 years, and it questions many of society’s values and assumptions—a tendency of postmodernism, a concept sometimes used to describe contemporary art. What makes today’s art especially challenging is that, like the world around us, it has become more diverse and cannot be easily defined through a list of visual characteristics, artistic themes or cultural concerns. Minimalism and Pop Art paved the way for later artists to explore questions about the conceptual nature of art, its form, its production, and its ability to communicate in different ways. In the late 1960s and 1970s, these ideas led to a “dematerialization of art,” when artists turned away from painting and sculpture to experiment with new formats including photography, film and video, performance art, large-scale installations and earth works. Although some critics of the time foretold “the death of painting,” art today encompasses a broad range of traditional and experimental media, including works that rely on Internet technology and other scientific innovations. John Baldessari, I Will Not Make Any More Boring Art, 1971, lithograph, 22-7/16 x 30-1/16″ (The Museum of Modern Art). Copyright John Baldessari, courtesy of the artist. Introduction to Art Chapter 31: Postmodernity and Global Cultures 449 Contemporary artists continue to use a varied vocabulary of abstract and representational forms to convey their ideas. It is important to remember that the art of our time did not develop in a vacuum; rather, it reflects the social and political concerns of its cultural context. For example, artists like Judy Chicago, who were inspired by the feminist movement of the early 1970s, embraced imagery and art forms that had historical connections to women. In the 1980s, artists appropriated the style and methods of mass media advertising to investigate issues of cultural authority and identity politics. More recently, artists like Maya Lin, who designed the Vietnam Veterans’ Memorial Wall in Washington D.C., and Richard Serra, who was loosely associated with Minimalism in the 1960s, have adapted characteristics of Minimalist art to create new abstract sculptures that encourage more personal interaction and emotional response among viewers. These shifting strategies to engage the viewer show how contemporary art’s significance exists beyond the object itself. Its meaning develops from cultural discourse, interpretation and a range of individual understandings, in addition to the formal and conceptual problems that first motivated the artist ...

Abstract expressionism and the rise of formalism .fys pptx

DeborahJ

This document discusses the rise of formalism in art and its relationship to political and cultural contexts. It provides background on Expressionism and defines key terms like formalism and modernism. Clement Greenberg is discussed as a major art critic who championed Abstract Expressionism and formalism. He argued that art should focus solely on its formal qualities and maintain purity from mass culture. The CIA is also mentioned as covertly promoting Abstract Expressionist art during the Cold War to promote American cultural values over Soviet communism.

Discussion 1The rise of modernism in the late 19th and early 20t.docx

duketjoy27252

Discussion 1 The rise of modernism in the late 19th and early 20th century built upon the achievements of Impressionism and Post-Impressionism and was associated with important changes in society and politics. In particular, the period before, between, and after the two world wars saw the emergence of new forms and styles that responded to the challenges of the era in a series of new “-isms”: Cubism, Primitivism, Fauvism, Expressionism, Futurism, Dadaism, Surrealism, and others.   For your initial post, choose one artwork from the various types of modernism discussed in the module. Identify the style of the piece and discuss why and how it fits into its particular “-ism.” In what ways does the piece respond to the challenges of its day? How does the artist use the art to engage the issues that concern him or her? How is this art different from the 19th-century movements that preceded it?   100 -150 words Discussion2 The postmodern world of the late twentieth and early twenty-first century (and the art created in it) reflected on previous styles and eras and challenged almost everything that came before it. Consider the different criticisms and challenges postmodern artists and thinkers raised with reference to the art and ideas of previous generations.   In your initial post, select a work of art in any form (visual art, literature, music, performance) from the postmodern era. What ideas, beliefs, or perceptions does that work ask us to question? What “old” ways of thinking is your work trying to push aside? How? Do you think the work you chose is successful in challenging the ideas of the past? Why or why not? 100 -150 words In your initial post, respond to the following: What were the driving forces behind the three stylistic movements in the eighteenth and nineteenth centuries? What ideas and inspiration do we find behind Neoclassicism? What qualities were emphasized by the Romantic style? What were the artists of the Realist movement responding to in their works?   Next, choose one work of art in any form (painting, sculpture, architecture, literature, music, or dance) from either Neoclassicism, Romanticism, or Realism. Make sure that your choice was created in the time frames identified in the module. It should not be merely a depiction of something in this time period. What are the specific qualities and elements of your chosen piece that are characteristic or typical of its particular style movement? Be specific, considering not only the visual or literary details of the work, but also the message it offers. 100 -150 words .

Required ResourcesTextPowers, S. K., & Dodd, S. L. (2017). Tot.docx

audeleypearl

Required Resources Text Powers, S. K., & Dodd, S. L. (2017). Total fitness & wellness, the Mastering Health edition (7th ed.). Retrieved from https://redshelf.com · Chapter 1: Understanding Fitness and Wellness Articles Barley, E., & Lawson, V. (2016). Using health psychology to help patients: Theories of behaviour change. British Journal of Nursing, 25(16), 924-927. doi: 10.12968/bjon.2016.25.16.924 · The full- length version of this article is available through the CINAHL database in the Ashford University Library. This article explains five theories of behaviour change: The Health Belief Model, the Theory of Planned Behaviour, the Stages of Change Model, Self-Determination Theory, and Temporal Self-regulation theory. The review of these behavior change theories that will assist you in your quiz this week. CommGAP. (n.d.). Theories of behavior change (Links to an external site.). Retrieved from http://siteresources.worldbank.org/EXTGOVACC/Resources/BehaviorChangeweb.pdf · In this article, behavior change theories are defined and the key elements of behavior change are discussed. The following behavior change theories are reviewed in the article: Social Cognitive Theory, Theory of Planned Behavior, and Stages of Change. This article will assist you in your quiz this week. Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.) Recommended Resources Article Hettler, B. (1976). The six dimensions of wellness model (Links to an external site.). Retrieved from http://c.ymcdn.com/sites/www.nationalwellness.org/resource/resmgr/docs/sixdimensionsfactsheet.pdf · In this article, the six dimensions of wellness developed by Dr. Bill Hettler, the founder of the National Wellness Institute, are explained. A description of each wellness dimension is provided which will assist you in your discussions this week. Accessibility Statement does not exist. Privacy Policy does not exist. Multimedia Paxton/Patterson. (2017, April 27). The eight dimensions of wellness (Links to an external site.). [Video file]. Retrieved from https://youtu.be/2NR4_5dt7JA · In this video, the presenter provides information about the eight dimensions of wellness. Wellness is discussed as a process to creating a healthy lifestyle. This video provides information on the wellness dimensions that may assist you in your discussions this week. Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.) SAMHSA. (2016). The eight dimensions of wellness (Links to an external site.). [Video file]. Retrieved from https://youtu.be/tDzQdRvLAfM · In this video, the presenter provides information about the eight dimensions of wellness with a focus on mental health. This video provides information on developing a healthy life through focusing on the eight dimensions of wellness which may assist you in your discussions this week. Accessibility Statement (Links to an external site.)Privacy Policy Rubric for Unit 5 Written ...

Wall Slogans and Graffiti as urban forms of expression in the time of the cri...

Michael Tsangaris

Fall15Module1.2

Jennifer Burns

AS DISCUSSEDAssignment 2Question 1Humans generate and use a.docx

rosemaryralphs52525

AS DISCUSSED Assignment 2 Question 1: Humans generate and use art to create order, explain, and in some cases control their lives in a chaotic world. In 3 well-developed paragraphs, discuss: What do you think art is? Why do you think it is important to study art as an academic discipline? How is a work of art different from something that is artistic or creative? 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. Question 2: While the Italian Renaissance was a rebirth of interest in the classical world, the Northern Renaissance saw other interests take center stage. One interest that both Italian and Northern Renaissance shared was an interest in the natural world, including a concern for creating the illusion of a 3-dimensional world on a 2-dimensional plane. In 3 well-developed paragraphs, discuss: Explain why some artistic elements in works such as the Limbourg Brother’s Très Riches Heures (1411-1416) look realistic to you and which do not look realistic. Discuss whether the figures fit into the space, whether their movements are realistic, whether their clothes fit their bodies properly, and whether there are shadows that make sense. Two of the great innovations of the Renaissance in painting were the artist's ability to depict a more contemporary world, and to create the illusion of a three-dimensional world in a painting. Two important artists played a key role in helping to bring about this shift, Cimabue and Giotto di Bondone (known as Giotto). By studying and comparing 3 of their paintings, you can see how this innovation developed. Cimabue. Virgin and Child Enthroned . 1280. Giotto. Virgin and Child Enthroned . 1310. Giotto. Marriage at Cana, Raising of Lazarus, Lamentation, and Resurrection / Noli Me Tangeri . 1305–06. (Note: scroll down to image 18-8.) Discuss at least 3 specific details or elements that progressively illustrate the artist's concern for depicting a more natural world. at least 3 specific details or elements that progressively illustrate the illusion of a three-dimensional world on the two-dimensional surface of the painting. 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. Assignment 3 You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized. Use the textbook and/or online sources to locate and capture three works of art. one from the Early Renaissance (f.

ARTS-APPRECIATION-LESSON-4.pptx

JustinGallardo3

This document discusses the different functions of art. It begins by outlining the learning outcomes, which are to discuss the functions of art, how artists use images to represent ideas, and the functions of some art forms in daily life. It then explores how art serves various purposes for different societies and individuals. A key point made is that art has personal functions like self-expression, social functions like influencing behavior and expressing social aspects, and physical functions like decoration. Specific examples are provided to illustrate how art can influence social behavior through propaganda, satire, literature, religion, and advertising. The overall message is that art has many diverse functions that depend on the society, time period, and individual.

Art Analysis Form

I Don'T Want To Write My Paper Dakota Wesleyan University

The document compares and contrasts two mixed media artworks - End by Terry Peterson, featuring a mummified fish sculpture, and Forlakeph by Gioia Fonda, consisting of items placed in a glass jar. Both works use different materials and styles to express themselves, with the fish sculpture taking a ritualistic form through its wrapped subject and wood frame, while the jar artwork comments on social and environmental issues through found objects. The analysis examines the elements, symbolism, and functions of the two very different yet similarly exploratory pieces.

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mallisonshavon

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mallisonshavon

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mallisonshavon

The Odyssey: Discussion Activity - Guiding an Individual or Social Order Now that you have an understanding of the Odyssey and its plot, it is time to think about larger issues, such as the mythic functions that the poem performs. The primary question for consideration will be whether the poem performs the function of guiding an individual through life or the function of maintaining social order. Discussion Question Does the Odyssey perform the function of guiding an individual through life or maintaining social order? Write a paragraph or two justifying ONE of the functions. The title/subject of your post should refelct your topic selection: "Guiding an Individual" or "Social Order" .

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mallisonshavon

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mallisonshavon

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mallisonshavon

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mallisonshavon

The motion picture industry is a competitive business. More than 50 studios produce a total of 300 to 400 new motion pictures each year, and the financial success of each motion picture varies considerably. Gross sales for the opening weekend, the total gross sales, the number of theaters the movie was shown in, and the number of weeks the motion picture was open are common variables used to measure the success of a motion picture. Data collected for a sample of 100 motion pictures produced in 20XX are contained in the file named Movies , linked at the bottom of the page. Use all 100 data points. Rank Movie Title Opening Gross Total Gross Theaters Weeks 1 Marvel's The Avengers 207,438,708 623,357,910 4,349 22 2 The Dark Knight Rises 160,887,295 448,139,099 4,404 21 3 The Hunger Games 152,535,747 408,010,692 4,137 24 4 Skyfall 88,364,714 304,360,277 3,526 17 5 The Hobbit: An Unexpected Journey 84,617,303 303,003,568 4,100 19 6 The Twilight Saga: Breaking Dawn Part 2 141,067,634 292,324,737 4,070 16 7 The Amazing Spider-Man 62,004,688 262,030,663 4,318 15 8 Brave 66,323,594 237,283,207 4,164 30 9 Ted 54,415,205 218,815,487 3,303 17 10 Madagascar 3: Europe's Most Wanted 60,316,738 216,391,482 4,263 19 11 Dr. Seuss' The Lorax 70,217,070 214,030,500 3,769 21 12 Wreck-It Ralph 49,038,712 189,422,889 3,752 26 13 Lincoln 944,308 182,207,973 2,293 24 14 MIB 3 54,592,779 179,020,854 4,248 15 15 Django Unchained 30,122,888 162,805,434 3,012 20 16 Ice Age: Continental Drift 46,629,259 161,321,843 3,886 30 17 Snow White and the Huntsman 56,217,700 155,332,381 3,777 14 18 Les Miserables (2012) 27,281,735 148,809,770 2,927 14 19 Hotel Transylvania 42,522,194 148,313,048 3,375 22 20 Taken 2 49,514,769 139,854,287 3,706 20 21 21 Jump Street 36,302,612 138,447,667 3,148 15 22 Argo 19,458,109 136,024,128 3,247 28 23 Silver Linings Playbook 443,003 132,092,958 2,809 29 24 Prometheus 51,050,101 126,477,084 3,442 15 25 Safe House 40,172,720 126,373,434 3,121 14 26 The Vow 41,202,458 125,014,030 3,038 14 27 Life of Pi 22,451,514 124,987,023 2,946 35 28 Magic Mike 39,127,170 113,721,571 3,120 13 29 The Bourne Legacy 38,142,825 113,203,870 3,753 13 30 Journey 2: The Mysterious Island 27,335,363 103,860,290 3,500 20 31 Rise of the Guardians 23,773,465 103,412,758 3,672 20 32 Zero Dark Thirty 417,150 95,720,716 2,946 15 33 Flight 24,900,566 93,772,375 2,638 15 34 Think Like a Man 33,636,303 91,547,205 2,052 11 35 The Campaign 26,588,460 86,907,746 3,302 15 36 The Expendables 2 28,591,370 85,028,192 3,355 14 37 Wrath of the Titans 33,457,188 83,670,083 3,545 13 38 Jack Reacher 15,210,156 80,070,736 3,352 13 39 Dark Shadows 29,685,274 79,727,149 3,755 14 40 Parental Guidance 14,554,053 77,267,296 3,368 21 41 John Carter 30,180,188 73,078,100 3,749 16 42 Act of Valor 24,476,632 70,012,847 3,053 15 43 This Is 40 11,579,175 67,544,505 2,931 10 44 Contraband 24,349,815 66,528,000 2,870 9 45 Looper 20,801,522 66,486,205 2,993 14 46 Tyler Perry's Madea's Witness Protection 25.

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The Moore-Thomas, Day-Vines article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and socio-cultural realities of African American students, families, and their communities. Describe the specific models, strategies, and recommendations for educators to work effectively with students with diverse social differences (i.e. economic, ethnic, cultural, family, geographic region, ect). What steps can you take to be a culturally competent educator as you plan on working with specific groups, school, family and community members? .

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