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Reading Questions For John Dewey, what should we pay attention to if we want to understand the aesthetic value of a work of art, and how is that aesthetic value conveyed? For Dewey, what is the connection between “art” to everyday life? For Dewey, what is the value of “high art” or “fine art” compared with popular art? For Dewey, how is art related to the imagination? For Dewey, what makes something an act of “artistic expression?” For Dewey, what factors should be considered in trying to understand an art object? What does Achebe mean when he claims Africa is often thought of as a “foil” for Europe? For Achebe, how is the “humanity” of Africans portrayed in Heart of Darkness? For Achebe, why is Conrad’s Heart of Darkness disqualified as “art?” Methodology: Sayre, Henry M. “Using Visual Information: What to look for and how to Describe what you see” Chapter excerpt from Writing About Art (PDF) Wikipedia article on John Dewey’s Art as Experience (1934) (Links to an external site.) Dewey's Aesthetics (Links to an external site.) , Stanford Encyclopedia of Philosophy Siblings in Cyberspace Chinua Achebe. An Image of Africa. From The Critical Tradition: Classic Texts and Contemporary Trend (PDF) , 3rd Ed. D.H. Richter, Ed. ( This is a very long article and you do NOT have to read it all carefully. Please just focus on Achebe's argument about what makes something "good art" vs. "bad art" ) (PDF) ...

(PDF)
Wikipedia article on John Dewey’s Art as Experience
(1934) (Links to an external site.)
Dewey's Aesthetics (Links to an external site.)
, Stanford Encyclopedia of Philosophy
Siblings in Cyberspace
Chinua Achebe. An Image of Africa. From The Critical
Tradition: Classic Texts and Contemporary Trend (PDF)
, 3rd Ed. D.H. Richter, Ed. (
This is a very long article and you do NOT have to read it all
carefully. Please just focus on Achebe's argument about what
makes something "good art" vs. "bad art"
) (PDF)

Below are questions based on the links provided. These are the only sources for the answer. For John Dewey, what should we pay attention to if we want to understand the aesthetic value of a work of art, and how is that aesthetic value conveyed? For Dewey, what is the connection between “art” to everyday life? For Dewey, what is the value of “high art” or “fine art” compared with popular art? For Dewey, how is art related to the imagination? For Dewey, what makes something an act of “artistic expression?” For Dewey, what factors should be considered in trying to understand an art object? What does Achebe mean when he claims Africa is often thought of as a “foil” for Europe? For Achebe, how is the “humanity” of Africans portrayed in Heart of Darkness? For Achebe, why is Conrad’s Heart of Darkness disqualified as “art?” https://plato.stanford.edu/entries/dewey-aesthetics/ https://en.wikipedia.org/wiki/Art_as_Experience .

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ART 1301, Art Appreciation I 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Justify visual arts in relation to history and culture. 1.1 Explain public art’s functions. 1.2 Examine human creativity as an inherent trait that inspires the production of art. 3. Interpret artworks using the elements of design. 3.1 Define art as means of visual expression using different media and forms. 3.2 Contrast the ritual, social, and public functions of art. 3.3 Distinguish form and meaning in visual analysis. 5. Recognize an artwork or artist by style and time period. 5.1 Recall the type of art used in individual works. Reading Assignment Chapter 1: The Nature of Art and Creativity Chapter 2: The Purposes and Functions of Art Click here to access the Unit I Video. Click here to access the transcript of the Unit I Video. The below link contains an interactive audio that will explain the purpose of art: Pearson (n.d.). The effects of good government [Audiovisual webpage]. Retrieved from http://closerlook.pearsoncmg.com/view.php?type=closerlook&id=469 Click here to access the Closer Look video titled “The Effects of Good Government.” Click here to access the video transcript. Unit Lesson Chapter 1: The Nature of Art and Creativity What is art? Art is all around us. You might have a favorite painting hanging on a wall or even a favorite cup that you use. The cup may seem like a bit of a stretch, but it is a form of art. It may be mass-produced, but someone designed that cup. Everyday objects are designed with usability in mind; paintings on the wall are meant to be visually appealing, and sometimes art is created just to make you think. UNIT I STUDY GUIDE What is Art, and How Does it Function? https://online.columbiasouthern.edu/CSU_Content/Courses/General_Studies/ART/ART1301/14B/UnitI_Video_CSU.MP4 https://online.columbiasouthern.edu/CSU_Content/Courses/General_Studies/ART/ART1301/14B/UnitI_VideoScript_CSU.pdf http://closerlook.pearsoncmg.com/view.php?type=closerlook&id=469 https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitI_TheEffectsofGoodGovernmentTranscript.pdf ART 1301, Art Appreciation I 2 UNIT x STUDY GUIDE Title For example, Janet Echelman’s Her Secret Is Patience (page 3 of your course textbook and in the above image) is a mixed media work of art created from fiber, steel, and light. Commissioned for the city of Phoenix, Arizona, this public work evokes the color and light of the surrounding desert landscape. Can you imagine the planning, safety trials, paperwork, and handiwork that went into making this piece? Hearing the public responses to the work reveals multiple interpretations depending on the viewer’s experience. How do you view this work? Individual likes and dislikes of art are similar to preferences and choices in everyday life such as those for ...

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This document contains the notes from an Art Appreciation class. The instructor discusses why art is important and relevant to study. Art has many uses and values - it can be aesthetic, functional, decorative, sentimental, political, religious and more. The class will cover what art is, its purposes across cultures, visual elements, design principles, methodologies, and media/techniques. The example of Brancusi's Bird in Space sculpture and its 1927 court case illustrates the debate around what defines art and helped establish modernist works as art.

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Lori Kent

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nikitamanvi

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nichsara

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scuttsginette

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ieazy91 is willing to pay $15.00 Modern History of Art 115 , Modern History of Art 115 1200 Words Eassy and 3 pages Eassy 3 pages eassy \ From the syllabus: "Extra credit may be earned for attending and writing a short review of a pre-approved gallery or museum art exhibit relating to the material covered in this course, and for short personal responses to the materials presented in class, or approved material (videos, art books, etc) encountered in the outside world." So look at the Getty Museum, LACMA, The Hammer Museum, The Norton Simon, or MOCA (or a commercial art gallery) and find a show featuring work that that we've discussed in class, visit the show, and write a 2-page paper about it. You can also write about a movie we've watched, or one that fits the curriculum - eg: Mr. Turner; Vincent & Theo, etc. Attachments: img_7067.jpg .

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If there are both legitimate and illegitimate reasons for discrimination then it amounts to: Mixed motive cases Disparate impact cases Disparate treatment cases Consumer cases Where a plaintiff establishes illegal discrimination, not on the basis of intentional discriminatory but on the basis of statistical evidence that an employer practice has an adverse impact on a protected class, then it amounts to: Disparate treatment analysis Disparate impact analysis Mixed motive cases None The employer’s subjective intent to discriminate is required in a: Mixed motive case 555 Disparate impact case Disparate treatment case 236, 307 Antidiscrimination case Interview questions must be linked to: Job analysis and performance criterion data Interpretation of federal laws Equal Employment Opportunity commissions guidelines A particular international treaty The Congress in 1991 provided that Anthe employees who face discrimination at work place; in a disparate treatment case may recover: Only compensatory damages Only punitive damages Only the other form of relief provided by the Act Compensatory and punitive damages and other relief under the Act After the 1991 amendments in the Civil Rights Act, plaintiffs can now request that a case be tried before a jury-a major benefit to: Minorities Immigrants Employers Employees If a secretary doing high-level administrative work for a company is paid less than a custodial engineer working for the same company; the Equal Pay Act: Helps the secretary alter the pay inequity Would not help the secretary change the pay inequity Mandates the company to give equal pay to both of them Mandates dismissal of the secretary for raising the issue of pay inequity Forms of equal pay legislation that were meant to address the discrimination were grounded in the principle of: Inequality at work Women and equal pay Equal pay for equal work Equal pay for women When an employee believes that her boss fired her on the basis of gender, she must produce evidence under Civil Rights Act that the firing was: Not according to the employment agreement Based on illegal discrimination using the disparate treatment analysis Based on the conspiracy done by a colleague Based on the ulterior wrongful motive of the employer To succeed under Civil Rights Act, women must present evidence that the employer uses criteria for decision making (whether for hiring, promotions, or other use) that have a disproportionately greater: Natural impact on a women Impact on men and women Negative impact on women Positive impact on women It is unnecessary to prove discriminatory intent in a: Disparate impact case Racial discrimination case Sexual discrimination case Discrimination based on their color An employer facing a disparate impact case can defend itself by producing evidence that the practices or policies that have an adverse impact on a protected class are: Harmful to the business and are not job-related Necessary to the business and are job related Optional.

If the Jeffersonians had gotten their way, would the increasingly .docx

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If the Jeffersonians had gotten their way, would the increasingly energetic government of the nineteenth century been instead a quietly stagnating government? Without federally imposed tariffs, would the nation have swelled with the building of roads, canals, and railroads? By the time the century ended, the union had undergone a devastating Civil War, the aftermath of which would be characterized by federal initiatives, many of which invested powers in Congress that had previously been the domain of states. Could a deeply wounded postwar America have been revived any other way? .

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IFSM 310 Homework(Max raw score 10 pt Counts for max 4 pt towar.docx

If you chose the Movie Analysis, turn in the rough draft of your.docx