How to teach poetry?
Whether you're teaching kindergarteners or an adult enrichment class, a poetry lesson can be engaging for all if you take a few things into consideration first.
1. Examine your attitudes toward poetry. Before your teach poetry, you must first consider your own thoughts and feelings on the subject. Perhaps you love all things poetry, so you can do nothing but inspire students with your enthusiasm. However, most people have at least a few biases against poetry or preconceived notions about it. You may prefer formal, rhymed poetry and see free verse as so much nonsense. Maybe you love the modern works of living, breathing poets, but you must be forced to read the classics. Being aware of these tendencies will keep you from unfairly influencing the opinions of your class and can help you strive for balance in the poetry you teach.
2. Determine your goals. Before planning any lesson, you should determine your goals. This is especially important with poetry, because you can take several different approaches to the subject, each requiring different preparation.
1. Enjoyment - You may simply wish for students to gain an overall appreciation of poetry, so you can plan your lessons around enjoying the poetry you read. Have fun with the rhythm of the words, look for intriguing images, and find poems with inspiring messages and themes.
2. Literary analysis - In many classes, poetry is studied with an eye on dissecting its meaning. The emphasis is on identifying literary techniques like simile and metaphor and evaluating their effectiveness. This analytical approach can sometimes hinder students' enjoyment of poetry, but such analysis is also an important skill, so finding a balance is key.
3. Creative writing - The focus may also be on leading students to create their own poetry. Students experiment with a variety of forms of poetry as a way of expressing themselves. However, this approach usually involves reading a wide range of poetry for inspiration.
3. Learn the terminology. If you're going to be discussing poetry, you need to learn the proper language. You'll need to know the forms of poetry, from haiku to sonnet, and the techniques poets use to build their work. If you don't feel comfortable with poetic devices and forms, look for a literary reference text.
4. Select the poems. Finding the right poems for a lesson is a bit of a treasure hunt. In some situations, you'll be teaching poetry from a required text, so you won't have much say in the poems you use. If you have a choice, start by browsing through collections of poetry at the library and bookstore. Think back to poems you studied in school or have read for your own enjoyment, and choose a few of your favorites. You should also look for poems illustrating techniques you'd like to highlight. Try to represent poets of different eras, genders, nationalities, and races.
5. Practice reading. Poetry is meant to be read aloud, so read each poem through several times to get a feel for it and to decide how to read it to best effect. What words will you emphasize and where will you pause? If you're not comfortable with your poetry performance skills, look for audio files of professional readers or even the poets reading their own poems.
Thursday, July 2, 2009
Tuesday, June 30, 2009
empricism
What is empiricism?
Empiricism is the philosophical concept that experience, which is based on observation and experimentation, is the source of knowledge. According to empiricism, only the information that a person gathers with his or her senses should be used to make decisions, without regard to reason or to either religious or political teachings. Empiricism gained credibility with the rise of experimental science during the eighteenth and nineteenth centuries, and it continues to be studied by many scientists today. Empiricists have included English philosopher John Locke (1632–1704), who asserted that there is no such thing as innate (having at birth) ideas—that the mind is born blank and all knowledge is derived from human experience. Another prominent empiricist, Irish clergyman George Berkeley (1685–1753), believed that nothing exists except through an individual's own perceptions, and that the mind of God makes possible...
What is rationalism?
Rationalism is the belief that the world we live in can be understood by the use of reason. The Rationalist Association argues for a rational approach to human problems, proposes reasoned alternatives to religious dogmas, aims to advance a secular system of education and wishes to defend freedom of thought and civil liberties.
Reason is a tool for solving problems, creating strategies, debunking nonsense and undermining dogmas. However, feeling, compassion and imagination are also important in driving and enriching our actions and thoughts. The strength of reason is that it is a powerful tool of understanding and a means of arriving at rational decisions. Human choices are not always made with complete rationality, but it is preferable to aim for the reasonable than to choose without thought.
The scientific process is powered by the use of reason. Much progress has come through scientific understanding, although the application of science, such as atomic explosions or genetic modification, can sometimes be dangerous. Imagination and empathy enable us to envisage the outcome of the application of science. The arts too can enlarge our concept of being human.
Rationalists have questioned the claims of religious thinkers and religious institutions. They may be agnostics or atheists, but they doubt the claims of the supernatural on the grounds of lack of reasonable evidence. The attitudes and injunctions of religions seem unconvincing when examined in the light of reason.
Rationalists envisage that the use of reason will lead to human progress - even if not in a steady upward course. Rationalists reckon that the sum of human progress may be increased by the careful and consistent use of reason.
http://newhumanist.org.uk/articles
Question: What Is Behaviorism?
Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.
--John Watson, Behaviorism, 1930
Answer: Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.
There are two major types of conditioning:
1. Classical conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response.
2. Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
Major Thinkers in Behaviorism
• Ivan Pavlov / B. F. Skinner /Edward Thorndike / John B. Watson / Clark Hull
Criticisms of Behaviorism
• Many critics argue that behaviorism is a one-dimensional approach to behavior and that behavioral theories do not account for free will and internal influences such as moods, thoughts, and feelings.
• Behaviorism does not account for other types of learning, especially learning that occurs without the use of reinforcements or punishments.
• People and animals are able to adapt their behavior when new information is introduced, even if a previous behavior pattern has been established through reinforcement.
Strengths of Behaviorism
• Behaviorism is based upon observable behaviors, so it is easier to quantify and collect data and information when conducting research.
• Effective therapeutic techniques such as intensive behavioral intervention, token economies, and discrete trial training are all rooted in behaviorism. These approaches are often very useful in changing maladaptive or harmful behaviors in both children and adults.
Structuralism in Linguistics
Structural linguists make the influential argument that the elements of a language have no intrinsic character. They take on a character only in relation to each other.
For example, human beings can make a certain range of noises, but the sound of "m" is not really the sound of "m" outside of a language that uses an "m." Within that language, a certain range of noises gets classified together as equivalent versions of the "m" sound, and there is no useful way to describe this classification except by referring to the language. The boundaries are imprecise--people who hear an "m" are not measuring waveforms and rejecting the ones beyond a certain cutoff point. Furthermore, there is change through time, local variation, and a good deal of overlap between the range of noises that can be classified as "m" and those that can be classified as something else. If there is an "m" sound that exists in the language, it must be thought of as something persisting through the welter of possible variations.
The phoneme has some essential character, apart from all its manifestations. Furthermore, the language defines this essential character partly by differentiating it from other phonemes. What makes an "m" is partly its distinction from "n." But what makes an "n" is partly its distinction from "m." // Continuing this line of analysis, it must be the case that the ?m? sound in one language is not the same as the ?m? sound in another, even if the same range of vocal noise is classified as ?m? in each. The classification is being made by contrasts within two different systems. / Saussure believed that the meanings expressed in a language were determined by an analogous system of differences. /This way of thinking has several obvious characteristics. /It defines the boundaries of a language by reference to its internal structure. / It portrays the workings of a language solely in terms of the internal structure, rather than seeking a set of causes, functions, or patterns that could underlie several different structures. If generalized from phonetics to meaning, the approach obviously raises the possibility that what's expressed in one language cannot be expressed in any other.
Most pervasively, it depends on a notion of purely abstract structure underlying all the particular manifestations of a language. Language is not the sound, it is the classification of sounds; it is not the question, it is the comparison with other sentence types that define what a question is; it is not the idea, it is the set of underlying distinctions that make the idea possible. / This idealism, if that is the term, has a somewhat surprising result. Sign and meaning tend to merge. A word means just what it means in the language that uses it, and only that word expresses it. So, implicitly, languages are not translatable into each other. This is a possibility taken up by deconstructionism.
Empiricism is the philosophical concept that experience, which is based on observation and experimentation, is the source of knowledge. According to empiricism, only the information that a person gathers with his or her senses should be used to make decisions, without regard to reason or to either religious or political teachings. Empiricism gained credibility with the rise of experimental science during the eighteenth and nineteenth centuries, and it continues to be studied by many scientists today. Empiricists have included English philosopher John Locke (1632–1704), who asserted that there is no such thing as innate (having at birth) ideas—that the mind is born blank and all knowledge is derived from human experience. Another prominent empiricist, Irish clergyman George Berkeley (1685–1753), believed that nothing exists except through an individual's own perceptions, and that the mind of God makes possible...
What is rationalism?
Rationalism is the belief that the world we live in can be understood by the use of reason. The Rationalist Association argues for a rational approach to human problems, proposes reasoned alternatives to religious dogmas, aims to advance a secular system of education and wishes to defend freedom of thought and civil liberties.
Reason is a tool for solving problems, creating strategies, debunking nonsense and undermining dogmas. However, feeling, compassion and imagination are also important in driving and enriching our actions and thoughts. The strength of reason is that it is a powerful tool of understanding and a means of arriving at rational decisions. Human choices are not always made with complete rationality, but it is preferable to aim for the reasonable than to choose without thought.
The scientific process is powered by the use of reason. Much progress has come through scientific understanding, although the application of science, such as atomic explosions or genetic modification, can sometimes be dangerous. Imagination and empathy enable us to envisage the outcome of the application of science. The arts too can enlarge our concept of being human.
Rationalists have questioned the claims of religious thinkers and religious institutions. They may be agnostics or atheists, but they doubt the claims of the supernatural on the grounds of lack of reasonable evidence. The attitudes and injunctions of religions seem unconvincing when examined in the light of reason.
Rationalists envisage that the use of reason will lead to human progress - even if not in a steady upward course. Rationalists reckon that the sum of human progress may be increased by the careful and consistent use of reason.
http://newhumanist.org.uk/articles
Question: What Is Behaviorism?
Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.
--John Watson, Behaviorism, 1930
Answer: Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.
There are two major types of conditioning:
1. Classical conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response.
2. Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
Major Thinkers in Behaviorism
• Ivan Pavlov / B. F. Skinner /Edward Thorndike / John B. Watson / Clark Hull
Criticisms of Behaviorism
• Many critics argue that behaviorism is a one-dimensional approach to behavior and that behavioral theories do not account for free will and internal influences such as moods, thoughts, and feelings.
• Behaviorism does not account for other types of learning, especially learning that occurs without the use of reinforcements or punishments.
• People and animals are able to adapt their behavior when new information is introduced, even if a previous behavior pattern has been established through reinforcement.
Strengths of Behaviorism
• Behaviorism is based upon observable behaviors, so it is easier to quantify and collect data and information when conducting research.
• Effective therapeutic techniques such as intensive behavioral intervention, token economies, and discrete trial training are all rooted in behaviorism. These approaches are often very useful in changing maladaptive or harmful behaviors in both children and adults.
Structuralism in Linguistics
Structural linguists make the influential argument that the elements of a language have no intrinsic character. They take on a character only in relation to each other.
For example, human beings can make a certain range of noises, but the sound of "m" is not really the sound of "m" outside of a language that uses an "m." Within that language, a certain range of noises gets classified together as equivalent versions of the "m" sound, and there is no useful way to describe this classification except by referring to the language. The boundaries are imprecise--people who hear an "m" are not measuring waveforms and rejecting the ones beyond a certain cutoff point. Furthermore, there is change through time, local variation, and a good deal of overlap between the range of noises that can be classified as "m" and those that can be classified as something else. If there is an "m" sound that exists in the language, it must be thought of as something persisting through the welter of possible variations.
The phoneme has some essential character, apart from all its manifestations. Furthermore, the language defines this essential character partly by differentiating it from other phonemes. What makes an "m" is partly its distinction from "n." But what makes an "n" is partly its distinction from "m." // Continuing this line of analysis, it must be the case that the ?m? sound in one language is not the same as the ?m? sound in another, even if the same range of vocal noise is classified as ?m? in each. The classification is being made by contrasts within two different systems. / Saussure believed that the meanings expressed in a language were determined by an analogous system of differences. /This way of thinking has several obvious characteristics. /It defines the boundaries of a language by reference to its internal structure. / It portrays the workings of a language solely in terms of the internal structure, rather than seeking a set of causes, functions, or patterns that could underlie several different structures. If generalized from phonetics to meaning, the approach obviously raises the possibility that what's expressed in one language cannot be expressed in any other.
Most pervasively, it depends on a notion of purely abstract structure underlying all the particular manifestations of a language. Language is not the sound, it is the classification of sounds; it is not the question, it is the comparison with other sentence types that define what a question is; it is not the idea, it is the set of underlying distinctions that make the idea possible. / This idealism, if that is the term, has a somewhat surprising result. Sign and meaning tend to merge. A word means just what it means in the language that uses it, and only that word expresses it. So, implicitly, languages are not translatable into each other. This is a possibility taken up by deconstructionism.
Wednesday, June 24, 2009
study UK
Why Study in the USA?
Maybe you are looking for the very best education available in the world. Maybe you want to do competition with the excellent candidate. Maybe you want to deserve very professional career. Maybe you want to work with top professional. No problem! Whatever your reasons, but one thing is clear that your step in the USA which will help to gain your ambition.
Is not it true? You have read a lot about the USA every day in the news. Perhaps it is also true, you have watched Hollywood films, listened to US songs and music videos and talked to people from the USA. Perhaps it is also true that you want to become fluent in English and gain a deeper appreciation and understanding of US culture and heritage.
Hope! Your life in the USA will probably be different from what you have expected now. You may be pleasantly surprised to find that the colleges and universities and other infrastructure. Perhaps you will be surprised at your professors’ willingness to challenge authority. Academic freedom is one of the hallmarks of a U.S. university. You will notice different perspectives on instruction. In the U.S.A., students are trained to observe and analyze a problem, then solve it. You will be expected to listen to your classmates and challenge their points of view. The goal is pragmatic, so that you will gain confidence and the ability to organize and present an argument. It is the USA which appeals different thoughts, feelings, and impulses in study.
Dear students! USA offers several things for the international students: the most prestigious as well as top ranked education anywhere in the world, brilliant and experienced education and world’s counted certification. In fact, US classes are like… where multicultural students can explore themselves.
Why Study in the UK
Why should you choose the UK as a destination to further education? Does the UK welcomes so many students all over the world? What makes the United Kingdom stand out? Does it prepare you one of the competitive candidates for the professional world?
Yes, it is the United Kingdom that has been granting excellent education dating back hundreds of years. See the standard of excellence of some of the older universities with recognizable names, like Oxford and Cambridge, and other are the hallmark in the world. The United Kingdom has much to offer international students that perhaps other English-speaking countries cannot offer.
Are you worrying about the fee which UK colleges demands? No, the cost of education for an international student in the UK can be lower compared to the USA and other countries. Some courses in the USA can be $25,000 plus a year in tuition alone. Tution for the majority of UK higher education institutions is in the region of £6,000 to £7,000 a year - considerably less! Although international students can manage their affairs so that their UK education is affordable, UK policymakers are taking note of an alarming trend in the cost of education for non-EU students. With exchange rates climbing, life in the UK can be quite expensive generally. In addition, unlike in many other EU countries, non-EU students are charged higher rates in the UK than students from EU countries.
Why Study in Australia
Australia is a dynamic and vibrant country with a great deal to offer students looking for international education. Choosing to come to Australia to study will provide you with new and wonderful opportunities and experiences, and a whole new view of the world, not to mention exciting and progressive world-class education programs.
The Australian education system has a strong international reputation and is known for its effective structure and innovative policy developments. Many other countries, eager to improve their own education systems, turn to Australia for advice.
Australia is the world's smallest continent and the largest island. It is like nowhere else in the world. It has an area as big as mainland of the United States but has a population of only 20 million people. The population is comprised of over 130 nationalities which makes Australia one of the most multicultural countries in the world. This broad ethnic mix has created a rich cultural blend of languages, fashions, architecture and cuisines.
Whether you decide to study at a university, English college, international school, TAFE College or vocational institute you will receive a high quality education ensuring future success in your chosen career.
The Australian education and training system has four main sectors: universities, vocational education and training,schools and English language training collegesThe Australian education system has been created to allow students to easily move along training pathways from one from one qualification level to the next. Additionally students can easily transfer from one institution to a new one.
On arrival in Australia most institutions provide orientation for new students including organizing accommodation and other services required for your study abroad stay in Australia.
One of the great things about studying in Australia is the fact that international students can work up to 20 hours each week during their semesters and full-time over their holiday periods.
So if you are planning to study abroad,Study in Australia is one of the best study abroad destinations in the world that you could get. Having a strong reputation for excellence in educational institutions, we can guarantee you the best study experience abroad with an affordable tuition fees and cost of living.
Reasons to study abroad
Here are some common reasons international students choose Australia as their overseas study destination. Australia has:
• dynamic and progressive education programs with a reputation for excellence
• globally-recognised courses and qualifications
• a relaxed, enjoyable and safe lifestyle
• cheaper study and living expenses compared to many other countries
• vibrant, appealing and multicultural cities
• great weather
• amazing and diverse landscapes and scenery
• unique and wonderful flora and fauna.
Please click the links below for relevant information about Australia :
a) About Immigration and Visa: http://www.immi.gov.au/
b) About Studies in Australia : http://www.studiesinaustralia.com/
c) About jobs in Australia :http://www.seek.com.au/
d) About Australia : http://www.australia.gov.au/
e) List of Australian Universities: http://www.australian-universities.com/list
f) List of Universities in Sydney : www.australian-universities.com/directory/sydney-universities
g) About student visa for Australia : www.immi.gov.au/study/overview/index.htm
h) Student Visa Documentation Requirement Checklist:
www.india.embassy.gov.au/immigrationstudent_visas.htm
About IELTS
IELTS - The International English Language Testing System
Not only has English become an international language; it is used by more and more people around the world as a medium of post-school study.
To help universities and colleges select students with sufficient English skills to succeed in their courses, The IELTS test was introduced in 1989 to assess “whether candidates are ready to train in the medium of English”. It is now used for this purpose around the globe.
Depending in the course of study that students plan to take, students must elect to sit either the Academic IELTS test or the General Training IELTS test. This choice must be made when applying to sit the test. The Academic IELTS test is necessary for students who plan to study at university (undergraduate or postgraduate courses), and will test the student’s ability both to understand and to use complex academic language. The General Training IELTS test is required by other institutions, such as colleges and high schools, for courses that require less complex language skills, and is also as a general test of English proficiency e.g. for immigration purposes in Australia, Canada and New Zealand.
The Test Format
There are four sub-tests, or modules, to the IELTS test: Reading, Writing, Listening and Speaking. Students must sit all four sub-tests. While all students take the same Listening and Speaking tests, they sit different Reading and Writing tests, depending on whether they have selected the Academic IELTS test or the General Training IELTS test.
On the day of the test, the four subsections will be taken in the following order:
Total Test Time
2 hours 45 minutes
The Speaking test may even take place a day or two later at some centres.
IELTS listening test lasts for about 30 minutes. It consists of four sections, played on cassette tape, in order of increasing difficulty. Each section might be a dialogue or a monologue. The test is played once only, and the questions for each section must be answered while listening, although time is given for students to check their answers.
IELTS Reading test lasts for 60 minutes. Students are given an Academic Reading test, or a General Training Reading test. Both tests consist of three sections, and in both tests the sections are in order of increasing difficulty.
IELTS Writing test also lasts for 60 minutes. Again, students take either an Academic test, or a General Training test. Students must perform two writing tasks, which require different styles of writing. There is no choice of question topics.
IELTS Speaking test consists of a one-to-one interview with a specially trained examiner. The examiner will lead the candidate through the three parts of the test:
An introduction and interview, an individual long turn where the candidate speaks for one or two minutes on a particular topic, and a two-way discussion thematically linked to the individual long turn. This interview will last for approximately 11-14 minutes.
What is IELTS?
IELTS is the International English Language Testing System.
IELTS conforms to the highest international standards of language assessment. It tests the four language skills – listening, reading, writing and speaking. IELTS is a secure, valid and reliable test of real-life ability to communicate in English for education, immigration and professional accreditation.
Candidates can sit an IELTS test in 500 locations around the world. This global test has the highest levels of quality control.
Find out more in the Test format and results section or download the IELTS Guide for Stakeholders.
Who owns IELTS?
IELTS is jointly managed by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL) and delivered through more than 500 locations in 120 countries.
University of Cambridge ESOL Examinations (Cambridge ESOL) is the world's leading provider of exams for learners of English. Each year the exams are taken by around 1.5 million people, in 135 countries.
British Council connects people worldwide with the learning opportunities and creative ideas from the UK and builds lasting relationships between the UK and other countries. British Council is the UK's international organisation for educational opportunity and cultural relations and is represented in 109 countries worldwide.
IDP: IELTS Australia is Australia's international education organisation. It undertakes a broad range of activities from student advisory services and educational publications to project consultancy and English language teaching and testing.
IELTS is at the cutting edge of English language testing. The effectiveness of IELTS has been proven since 1989. IELTS test design has continued to incorporate advances in applied linguistics, language pedagogy, language assessment and technology.
Through decades of progressive change, IELTS has remained committed to assessing all four language skills (reading, writing, listening and speaking) with a face-to-face speaking component. This continues to set IELTS apart from other English language tests.
IELTS – a history of innovation
The forerunner to IELTS was the English Language Testing Service (ELTS) introduced in 1980. The test had an innovative format that reflected changes in language learning and teaching theory and developments in language testing. In particular, the ELTS was influenced by the growth in ‘communicative’ language learning and ‘English for specific purposes’. Test tasks were based on an analysis of the ways in which language was used in academic contexts and were intended to reflect the use of language in the ‘real world’.
Ongoing research and development by the British Council and UCLES EFL (now known as Cambridge ESOL) led to a revised testing system and broader international participation with the involvement of the International Development Program of Australian Universities and Colleges (IDP), now known as IDP Education Australia.
IDP, British Council and UCLES formed an international partnership, reflected in the new name for the test: The International English Language Testing System.
IELTS 1989 – 20 years of setting the standard
The International English Language Testing System (IELTS) first became operational in 1989. From 1989 IELTS candidates took two non-specialised modules, Listening and Speaking, and two specialised modules, Reading and Writing.
Further modifications to the test were implemented in April 1995. In keeping with this history of innovation, the IELTS partners continue to be committed to the ongoing development of the test. A revised IELTS Speaking Test was introduced in July 2001. New assessment criteria for the Writing Test were operational from January 2005. A computerised version of IELTS was also introduced in 2005 at a number of IELTS centres. Information on all these projects can be found in past issues of the IELTS Annual Review, and in Cambridge ESOL’s quarterly publication – Research Notes.
The current test retains many of the features of the 1980 ELTS including the emphasis on the comprehension of extended text in the receptive papers (Reading and Listening), and the direct testing of performance through a face-to-face Speaking test and the use of the essay and report formats in the Writing test.
Ongoing research and development
International teams of writers contribute to IELTS test materials. Ongoing research ensures that IELTS remains fair and unbiased – wherever and whenever the test is taken – and that IELTS encourages, reflects and respects international diversity and is fair to anyone who sits the test, regardless of nationality, background, gender or lifestyle.
The rigorous processes used to produce the test materials ensure that every version of the test is of a comparable level of difficulty, so that candidates’ results are consistent wherever and whenever they take the test.
These and the other benefits of IELTS today build on our history of English language testing over many decades.
Note: I will provide doc about TOEFL, SAT, GRE and GMAT very soon. Please set on the basis of it.
Some Information:
- Please make banner and keep logo effectively.
- Do not keep bar in countries selection rather make drop down menu on it.
- Set color properly with button bar and side bar.
- Change the color of login background.
- Keep your company name in side and in small size.
We respect your creativity and we hope for your best creation.
Thank you!
Maybe you are looking for the very best education available in the world. Maybe you want to do competition with the excellent candidate. Maybe you want to deserve very professional career. Maybe you want to work with top professional. No problem! Whatever your reasons, but one thing is clear that your step in the USA which will help to gain your ambition.
Is not it true? You have read a lot about the USA every day in the news. Perhaps it is also true, you have watched Hollywood films, listened to US songs and music videos and talked to people from the USA. Perhaps it is also true that you want to become fluent in English and gain a deeper appreciation and understanding of US culture and heritage.
Hope! Your life in the USA will probably be different from what you have expected now. You may be pleasantly surprised to find that the colleges and universities and other infrastructure. Perhaps you will be surprised at your professors’ willingness to challenge authority. Academic freedom is one of the hallmarks of a U.S. university. You will notice different perspectives on instruction. In the U.S.A., students are trained to observe and analyze a problem, then solve it. You will be expected to listen to your classmates and challenge their points of view. The goal is pragmatic, so that you will gain confidence and the ability to organize and present an argument. It is the USA which appeals different thoughts, feelings, and impulses in study.
Dear students! USA offers several things for the international students: the most prestigious as well as top ranked education anywhere in the world, brilliant and experienced education and world’s counted certification. In fact, US classes are like… where multicultural students can explore themselves.
Why Study in the UK
Why should you choose the UK as a destination to further education? Does the UK welcomes so many students all over the world? What makes the United Kingdom stand out? Does it prepare you one of the competitive candidates for the professional world?
Yes, it is the United Kingdom that has been granting excellent education dating back hundreds of years. See the standard of excellence of some of the older universities with recognizable names, like Oxford and Cambridge, and other are the hallmark in the world. The United Kingdom has much to offer international students that perhaps other English-speaking countries cannot offer.
Are you worrying about the fee which UK colleges demands? No, the cost of education for an international student in the UK can be lower compared to the USA and other countries. Some courses in the USA can be $25,000 plus a year in tuition alone. Tution for the majority of UK higher education institutions is in the region of £6,000 to £7,000 a year - considerably less! Although international students can manage their affairs so that their UK education is affordable, UK policymakers are taking note of an alarming trend in the cost of education for non-EU students. With exchange rates climbing, life in the UK can be quite expensive generally. In addition, unlike in many other EU countries, non-EU students are charged higher rates in the UK than students from EU countries.
Why Study in Australia
Australia is a dynamic and vibrant country with a great deal to offer students looking for international education. Choosing to come to Australia to study will provide you with new and wonderful opportunities and experiences, and a whole new view of the world, not to mention exciting and progressive world-class education programs.
The Australian education system has a strong international reputation and is known for its effective structure and innovative policy developments. Many other countries, eager to improve their own education systems, turn to Australia for advice.
Australia is the world's smallest continent and the largest island. It is like nowhere else in the world. It has an area as big as mainland of the United States but has a population of only 20 million people. The population is comprised of over 130 nationalities which makes Australia one of the most multicultural countries in the world. This broad ethnic mix has created a rich cultural blend of languages, fashions, architecture and cuisines.
Whether you decide to study at a university, English college, international school, TAFE College or vocational institute you will receive a high quality education ensuring future success in your chosen career.
The Australian education and training system has four main sectors: universities, vocational education and training,schools and English language training collegesThe Australian education system has been created to allow students to easily move along training pathways from one from one qualification level to the next. Additionally students can easily transfer from one institution to a new one.
On arrival in Australia most institutions provide orientation for new students including organizing accommodation and other services required for your study abroad stay in Australia.
One of the great things about studying in Australia is the fact that international students can work up to 20 hours each week during their semesters and full-time over their holiday periods.
So if you are planning to study abroad,Study in Australia is one of the best study abroad destinations in the world that you could get. Having a strong reputation for excellence in educational institutions, we can guarantee you the best study experience abroad with an affordable tuition fees and cost of living.
Reasons to study abroad
Here are some common reasons international students choose Australia as their overseas study destination. Australia has:
• dynamic and progressive education programs with a reputation for excellence
• globally-recognised courses and qualifications
• a relaxed, enjoyable and safe lifestyle
• cheaper study and living expenses compared to many other countries
• vibrant, appealing and multicultural cities
• great weather
• amazing and diverse landscapes and scenery
• unique and wonderful flora and fauna.
Please click the links below for relevant information about Australia :
a) About Immigration and Visa: http://www.immi.gov.au/
b) About Studies in Australia : http://www.studiesinaustralia.com/
c) About jobs in Australia :http://www.seek.com.au/
d) About Australia : http://www.australia.gov.au/
e) List of Australian Universities: http://www.australian-universities.com/list
f) List of Universities in Sydney : www.australian-universities.com/directory/sydney-universities
g) About student visa for Australia : www.immi.gov.au/study/overview/index.htm
h) Student Visa Documentation Requirement Checklist:
www.india.embassy.gov.au/immigrationstudent_visas.htm
About IELTS
IELTS - The International English Language Testing System
Not only has English become an international language; it is used by more and more people around the world as a medium of post-school study.
To help universities and colleges select students with sufficient English skills to succeed in their courses, The IELTS test was introduced in 1989 to assess “whether candidates are ready to train in the medium of English”. It is now used for this purpose around the globe.
Depending in the course of study that students plan to take, students must elect to sit either the Academic IELTS test or the General Training IELTS test. This choice must be made when applying to sit the test. The Academic IELTS test is necessary for students who plan to study at university (undergraduate or postgraduate courses), and will test the student’s ability both to understand and to use complex academic language. The General Training IELTS test is required by other institutions, such as colleges and high schools, for courses that require less complex language skills, and is also as a general test of English proficiency e.g. for immigration purposes in Australia, Canada and New Zealand.
The Test Format
There are four sub-tests, or modules, to the IELTS test: Reading, Writing, Listening and Speaking. Students must sit all four sub-tests. While all students take the same Listening and Speaking tests, they sit different Reading and Writing tests, depending on whether they have selected the Academic IELTS test or the General Training IELTS test.
On the day of the test, the four subsections will be taken in the following order:
Total Test Time
2 hours 45 minutes
The Speaking test may even take place a day or two later at some centres.
IELTS listening test lasts for about 30 minutes. It consists of four sections, played on cassette tape, in order of increasing difficulty. Each section might be a dialogue or a monologue. The test is played once only, and the questions for each section must be answered while listening, although time is given for students to check their answers.
IELTS Reading test lasts for 60 minutes. Students are given an Academic Reading test, or a General Training Reading test. Both tests consist of three sections, and in both tests the sections are in order of increasing difficulty.
IELTS Writing test also lasts for 60 minutes. Again, students take either an Academic test, or a General Training test. Students must perform two writing tasks, which require different styles of writing. There is no choice of question topics.
IELTS Speaking test consists of a one-to-one interview with a specially trained examiner. The examiner will lead the candidate through the three parts of the test:
An introduction and interview, an individual long turn where the candidate speaks for one or two minutes on a particular topic, and a two-way discussion thematically linked to the individual long turn. This interview will last for approximately 11-14 minutes.
What is IELTS?
IELTS is the International English Language Testing System.
IELTS conforms to the highest international standards of language assessment. It tests the four language skills – listening, reading, writing and speaking. IELTS is a secure, valid and reliable test of real-life ability to communicate in English for education, immigration and professional accreditation.
Candidates can sit an IELTS test in 500 locations around the world. This global test has the highest levels of quality control.
Find out more in the Test format and results section or download the IELTS Guide for Stakeholders.
Who owns IELTS?
IELTS is jointly managed by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL) and delivered through more than 500 locations in 120 countries.
University of Cambridge ESOL Examinations (Cambridge ESOL) is the world's leading provider of exams for learners of English. Each year the exams are taken by around 1.5 million people, in 135 countries.
British Council connects people worldwide with the learning opportunities and creative ideas from the UK and builds lasting relationships between the UK and other countries. British Council is the UK's international organisation for educational opportunity and cultural relations and is represented in 109 countries worldwide.
IDP: IELTS Australia is Australia's international education organisation. It undertakes a broad range of activities from student advisory services and educational publications to project consultancy and English language teaching and testing.
IELTS is at the cutting edge of English language testing. The effectiveness of IELTS has been proven since 1989. IELTS test design has continued to incorporate advances in applied linguistics, language pedagogy, language assessment and technology.
Through decades of progressive change, IELTS has remained committed to assessing all four language skills (reading, writing, listening and speaking) with a face-to-face speaking component. This continues to set IELTS apart from other English language tests.
IELTS – a history of innovation
The forerunner to IELTS was the English Language Testing Service (ELTS) introduced in 1980. The test had an innovative format that reflected changes in language learning and teaching theory and developments in language testing. In particular, the ELTS was influenced by the growth in ‘communicative’ language learning and ‘English for specific purposes’. Test tasks were based on an analysis of the ways in which language was used in academic contexts and were intended to reflect the use of language in the ‘real world’.
Ongoing research and development by the British Council and UCLES EFL (now known as Cambridge ESOL) led to a revised testing system and broader international participation with the involvement of the International Development Program of Australian Universities and Colleges (IDP), now known as IDP Education Australia.
IDP, British Council and UCLES formed an international partnership, reflected in the new name for the test: The International English Language Testing System.
IELTS 1989 – 20 years of setting the standard
The International English Language Testing System (IELTS) first became operational in 1989. From 1989 IELTS candidates took two non-specialised modules, Listening and Speaking, and two specialised modules, Reading and Writing.
Further modifications to the test were implemented in April 1995. In keeping with this history of innovation, the IELTS partners continue to be committed to the ongoing development of the test. A revised IELTS Speaking Test was introduced in July 2001. New assessment criteria for the Writing Test were operational from January 2005. A computerised version of IELTS was also introduced in 2005 at a number of IELTS centres. Information on all these projects can be found in past issues of the IELTS Annual Review, and in Cambridge ESOL’s quarterly publication – Research Notes.
The current test retains many of the features of the 1980 ELTS including the emphasis on the comprehension of extended text in the receptive papers (Reading and Listening), and the direct testing of performance through a face-to-face Speaking test and the use of the essay and report formats in the Writing test.
Ongoing research and development
International teams of writers contribute to IELTS test materials. Ongoing research ensures that IELTS remains fair and unbiased – wherever and whenever the test is taken – and that IELTS encourages, reflects and respects international diversity and is fair to anyone who sits the test, regardless of nationality, background, gender or lifestyle.
The rigorous processes used to produce the test materials ensure that every version of the test is of a comparable level of difficulty, so that candidates’ results are consistent wherever and whenever they take the test.
These and the other benefits of IELTS today build on our history of English language testing over many decades.
Note: I will provide doc about TOEFL, SAT, GRE and GMAT very soon. Please set on the basis of it.
Some Information:
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- Do not keep bar in countries selection rather make drop down menu on it.
- Set color properly with button bar and side bar.
- Change the color of login background.
- Keep your company name in side and in small size.
We respect your creativity and we hope for your best creation.
Thank you!
Wednesday, June 10, 2009
study in usa
Why Study in the USA?
Maybe you are looking for the very best education available in the world. Maybe you want to do competition with the excellent candidate. Maybe you want to deserve very professional career. Maybe you want to work with top professional. No problem! Whatever your reasons, but one thing is clear that your step in the USA which will help to gain your ambition.
Is not it true? You have read a lot about the USA every day in the news. Perhaps it is also true, you have watched Hollywood films, listened to US songs and music videos and talked to people from the USA. Perhaps it is also true that you want to become fluent in English and gain a deeper appreciation and understanding of US culture and heritage.
Hope! Your life in the USA will probably be different from what you have expected now. You may be pleasantly surprised to find that the colleges and universities and other infrastructure. Perhaps you will be surprised at your professors’ willingness to challenge authority. Academic freedom is one of the hallmarks of a U.S. university. You will notice different perspectives on instruction. In the U.S.A., students are trained to observe and analyze a problem, then solve it. You will be expected to listen to your classmates and challenge their points of view. The goal is pragmatic, so that you will gain confidence and the ability to organize and present an argument. It is the USA which appeals different thoughts, feelings, and impulses in study.
Dear students! USA offers several things for the international students: the most prestigious as well as top ranked education anywhere in the world, brilliant and experienced education and world’s counted certification. In fact, US classes are like… where multicultural students can explore themselves.
Why Study in the UK
Why should you choose the UK as a destination to further education? Does the UK welcomes so many students all over the world? What makes the United Kingdom stand out? Does it prepare you one of the competitive candidates for the professional world?
Yes, it is the United Kingdom that has been granting excellent education dating back hundreds of years. See the standard of excellence of some of the older universities with recognizable names, like Oxford and Cambridge, and other are the hallmark in the world. The United Kingdom has much to offer international students that perhaps other English-speaking countries cannot offer.
Are you worrying about the fee which UK colleges demands? No, the cost of education for an international student in the UK can be lower compared to the USA and other countries. Some courses in the USA can be $25,000 plus a year in tuition alone. Tution for the majority of UK higher education institutions is in the region of £6,000 to £7,000 a year - considerably less! Although international students can manage their affairs so that their UK education is affordable, UK policymakers are taking note of an alarming trend in the cost of education for non-EU students. With exchange rates climbing, life in the UK can be quite expensive generally. In addition, unlike in many other EU countries, non-EU students are charged higher rates in the UK than students from EU countries.
Study in Australia:
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Cosmic Education Nepal (CEN) and Cosmic Consultancy Services (CCS) are partnered to offer the best and most reliable services for students in Nepal who wish to pursue their study in Australia. CEN based in Kathmandu, provide professional services to students for visa requirements, documentation, IELTS preparation as well as college and course information. CCS is based in Sydney and assist students in placement at their desired college and course. CCS provides information on how to organize airport pick ups and accommodation. Once the student arrives in Australia CCS can assist with information on things such as how to find accommodation, how to find work, how to get a tax file number and getting around, in short everything you need. CCS is registered with the Office of Fair Trading of NSW and CEN is registered with the HMG of Nepal.
What CCS can offer to the students?
1. Provide information of higher education providers in Australia such as universities, colleges, TAFE and
private / business colleges.
2. Provide information about tuition fees, living expenses and other expenses to students
3. Ensure you get accepted in the choice of your field of study in a well known and recognized university or
college.
4. Once the student gets here, provide basic information such as how to get from one place to another, where
and how to do your basic need shopping, about emergency services such as police, fire and ambulance,
about customs and traditions in Australia.
5. Help you to find a lawyer/migration agent if need be while you are in Australia.
6. CCS does not charge any fee.
What CEN can offer to the students?
1. Provide information on various programs and courses offered by a range of Australian universities and
colleges.
2. Provide information on visa application processes and requirements to be met in order to be able to get
student visa.
3. Prepare you for IELTS and book your test.
4. Assist you to choose your college or university and organize offer letter through CCS.
5.Lodge your visa application and take care of all the correspondences with the Australia High Commission,
New Delhi .
6. Organize your travel ticket and other travel arrangement for Australia .
7. Confirm your airport pick up and accommodation arrangements for Australia.
So, what is my first step?
1. Register with the Contact Cosmic Education Nepal (CEN) and a representative of the CEN will guide you
through.
2. Will I have to pay anything for the services?
CEN will charge you a registration fee so that they can offer you a professional service in Nepal . Services
from CCS are free of cost.If you have further questions, please contact the representatives of Cosmic
Consultancy Services (CCS):
Please click the links below for relevant information about Australia :
a) About Immigration and Visa: http://www.immi.gov.au/
b) About Studies in Australia : http://www.studiesinaustralia.com/
c) About jobs in Australia :http://www.seek.com.au/
d) About Australia : http://www.australia.gov.au/
e) List of Australian Universities: http://www.australian-universities.com/list
f) List of Universities in Sydney : www.australian-universities.com/directory/sydney-universities
g) About student visa for Australia : www.immi.gov.au/study/overview/index.htm
h) Student Visa Documentation Requirement Checklist:
www.india.embassy.gov.au/immigrationstudent_visas.htm
IELTS - The International English Language Testing System
Written by Rad Danesh
Saturday, 12 June 2004
Not only has English become an international language; it is used by more and more people around the world as a medium of post-school study.
To help universities and colleges select students with sufficient English skills to succeed in their courses, The IELTS test was introduced in 1989 to assess “whether candidates are ready to train in the medium of English”. It is now used for this purpose around the globe.
Depending in the course of study that students plan to take, students must elect to sit either the Academic IELTS test or the General Training IELTS test. This choice must be made when applying to sit the test. The Academic IELTS test is necessary for students who plan to study at university (undergraduate or postgraduate courses), and will test the student’s ability both to understand and to use complex academic language. The General Training IELTS test is required by other institutions, such as colleges and high schools, for courses that require less complex language skills, and is also as a general test of English proficiency e.g. for immigration purposes in Australia, Canada and New Zealand.
The Test Format
There are four sub-tests, or modules, to the IELTS test: Reading, Writing, Listening and Speaking. Students must sit all four sub-tests. While all students take the same Listening and Speaking tests, they sit different Reading and Writing tests, depending on whether they have selected the Academic IELTS test or the General Training IELTS test.
On the day of the test, the four subsections will be taken in the following order:
Total Test Time
2 hours 45 minutes
The Speaking test may even take place a day or two later at some centres.
IELTS listening test lasts for about 30 minutes. It consists of four sections, played on cassette tape, in order of increasing difficulty. Each section might be a dialogue or a monologue. The test is played once only, and the questions for each section must be answered while listening, although time is given for students to check their answers.
IELTS Reading test lasts for 60 minutes. Students are given an Academic Reading test, or a General Training Reading test. Both tests consist of three sections, and in both tests the sections are in order of increasing difficulty.
IELTS Writing test also lasts for 60 minutes. Again, students take either an Academic test, or a General Training test. Students must perform two writing tasks, which require different styles of writing. There is no choice of question topics.
IELTS Speaking test consists of a one-to-one interview with a specially trained examiner. The examiner will lead the candidate through the three parts of the test:
An introduction and interview, an individual long turn where the candidate speaks for one or two minutes on a particular topic, and a two-way discussion thematically linked to the individual long turn. This interview will last for approximately 11-14 minutes.
What is IELTS?
IELTS is the International English Language Testing System.
IELTS conforms to the highest international standards of language assessment. It tests the four language skills – listening, reading, writing and speaking. IELTS is a secure, valid and reliable test of real-life ability to communicate in English for education, immigration and professional accreditation.
Candidates can sit an IELTS test in 500 locations around the world. This global test has the highest levels of quality control.
Find out more in the Test format and results section or download the IELTS Guide for Stakeholders.
Who owns IELTS?
IELTS is jointly managed by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL) and delivered through more than 500 locations in 120 countries.
University of Cambridge ESOL Examinations (Cambridge ESOL) is the world's leading provider of exams for learners of English. Each year the exams are taken by around 1.5 million people, in 135 countries.
British Council connects people worldwide with the learning opportunities and creative ideas from the UK and builds lasting relationships between the UK and other countries. British Council is the UK's international organisation for educational opportunity and cultural relations and is represented in 109 countries worldwide.
IDP: IELTS Australia is Australia's international education organisation. It undertakes a broad range of activities from student advisory services and educational publications to project consultancy and English language teaching and testing.
IELTS is at the cutting edge of English language testing. The effectiveness of IELTS has been proven since 1989. IELTS test design has continued to incorporate advances in applied linguistics, language pedagogy, language assessment and technology.
Through decades of progressive change, IELTS has remained committed to assessing all four language skills (reading, writing, listening and speaking) with a face-to-face speaking component. This continues to set IELTS apart from other English language tests.
IELTS – a history of innovation
The forerunner to IELTS was the English Language Testing Service (ELTS) introduced in 1980. The test had an innovative format that reflected changes in language learning and teaching theory and developments in language testing. In particular, the ELTS was influenced by the growth in ‘communicative’ language learning and ‘English for specific purposes’. Test tasks were based on an analysis of the ways in which language was used in academic contexts and were intended to reflect the use of language in the ‘real world’.
Ongoing research and development by the British Council and UCLES EFL (now known as Cambridge ESOL) led to a revised testing system and broader international participation with the involvement of the International Development Program of Australian Universities and Colleges (IDP), now known as IDP Education Australia.
IDP, British Council and UCLES formed an international partnership, reflected in the new name for the test: The International English Language Testing System.
IELTS 1989 – 20 years of setting the standard
The International English Language Testing System (IELTS) first became operational in 1989. From 1989 IELTS candidates took two non-specialised modules, Listening and Speaking, and two specialised modules, Reading and Writing.
Further modifications to the test were implemented in April 1995. In keeping with this history of innovation, the IELTS partners continue to be committed to the ongoing development of the test. A revised IELTS Speaking Test was introduced in July 2001. New assessment criteria for the Writing Test were operational from January 2005. A computerised version of IELTS was also introduced in 2005 at a number of IELTS centres. Information on all these projects can be found in past issues of the IELTS Annual Review, and in Cambridge ESOL’s quarterly publication – Research Notes.
The current test retains many of the features of the 1980 ELTS including the emphasis on the comprehension of extended text in the receptive papers (Reading and Listening), and the direct testing of performance through a face-to-face Speaking test and the use of the essay and report formats in the Writing test.
Ongoing research and development
International teams of writers contribute to IELTS test materials. Ongoing research ensures that IELTS remains fair and unbiased – wherever and whenever the test is taken – and that IELTS encourages, reflects and respects international diversity and is fair to anyone who sits the test, regardless of nationality, background, gender or lifestyle.
The rigorous processes used to produce the test materials ensure that every version of the test is of a comparable level of difficulty, so that candidates’ results are consistent wherever and whenever they take the test.
These and the other benefits of IELTS today build on our history of English language testing over many decades.
For a more detailed history, click here.
FAQ about IELTS
1. What is IELTS?
IELTS is the International English Language Testing System which tests English proficiency across the globe. Conducting one million tests globally, IELTS is the world’s most popular English testing system.
2. Which organisations accept IELTS?
IELTS is accepted by more than 6000 organisations worldwide. These include universities, immigration departments, government agencies, professional bodies and multinational companies. To search for a recognising institution, use the IELTS Global Recognition System.
3. Who owns IELTS and who writes the test?
IELTS is jointly owned by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL) and offered through more than 500 locations in 120 countries. International teams of writers contribute to IELTS test materials. Ongoing research ensures that IELTS remains fair and unbiased. Test writers from different English-speaking countries develop IELTS content so it reflects real-life situations.
4. Why are there two versions of the test?
IELTS has two versions – Academic and General Training. The Academic test is for those who want to study at a tertiary level in an English-speaking country. The General Training test is for those who want to do work experience or training programs, secondary school or migrate to an English-speaking country. All candidates take the same Listening and Speaking tests but different Reading and Writing tests.
5. Which version should I do?
Read the explanation of the Academic and General Training tests, then contact the organisation or institution to which you are applying to find out what it requires. Note that you must know which version to take when you complete the IELTS Application Form.
6. What is the test format and how long will it take?
IELTS has four parts – Listening (30 minutes), Reading (60 minutes), Writing (60 minutes) and Speaking (11–14 minutes). The total test time is 2 hours and 45 minutes. The Listening, Reading and Writing tests are done in one sitting. The Speaking test may be on the same day or up to seven days before or after the other tests. Find out more and see a test sample.
The IELTS Official Practice Materials 2007 explains the test format in detail and gives you practice tests and answers. Order a copy online or through your local test centre.
7. What help is available for disabled candidates?
Test centres make every effort to cater for the special needs of disabled candidates. It is our aim for all candidates to be assessed fairly and objectively. If you have a special
need, talk to your local test centre when registering. Centres may need three months to organise arrangements. Find out more.
1. Where can I take IELTS?
You can take IELTS in over 500 locations worldwide. Search for your nearest test centre on the IELTS Worldwide Search. IELTS centres have friendly, helpful staff who will help you with the registration process.
2. When can I take IELTS?
IELTS is available on 48 fixed dates a year – up to four times a month, depending on local demand. Check all the test dates for the year or go to your nearest centre to see its next test date.
3. How much does it cost?
IELTS has a set fee for its test. The Academic and General Training tests are the same cost. To find out the test fee in your local currency, check the IELTS Worldwide Search for your nearest centre.
4. What if I need to postpone or cancel my application?
If you postpone or cancel your application more than 5 weeks before the test date, you will receive a refund minus an administration charge.
If you postpone or cancel within 5 weeks of the test date, you will be charged the full fee unless you have a medical reason. If you provide a medical certificate within 5 days of the test date, you will receive a refund minus the local administrative cost.
5. What if I am absent or sick on the test day?
If you are away on the test day with no prior notice, you will lose your full fee. However, if you provide a medical certificate within 5 days of the test date, you will receive a refund minus the local administrative cost.
2. 1. Is the IELTS test completed in one day?
The Listening, Reading and Writing components of the test are always completed immediately after each other and with no break. Depending on the test centre, the Speaking test may be taken up to 7 days either before or after the test date.
2. What if I am delayed by circumstances beyond my control (eg a transport strike)?
The test centre may offer you a test on the next available test date.
3. What can I bring into the examination room?
Only pens, pencils and erasers. You must bring the passport/national identity card you used on the IELTS Application Form to the test.
You must leave everything else outside the examination room. Mobile phones and pagers must be switched off and placed with personal belongings in the area designated by the supervisor. If you do not switch off your phone/pager or keep it on you, you will be disqualified. Find out more.
4. Which part do I take first?
You do the Listening test first following by the Reading and Writing components of the test. Depending on the test centre, the Speaking test may be taken up to 7 days either before or after the test date.
5. What kinds of accents can be heard in the Listening and Speaking tests?
As IELTS is an international test, a variety of English accents are used in both of these tests.
6. Does the Listening tape provide instructions and pauses?
Yes. At the beginning, you hear instructions and a sample question. Then you read section 1 questions, listen to section 1 and answer the questions.
The same procedure follows for sections 2, 3 and 4.
In the final 10 minutes, you transfer your answers onto the answer sheet.
7. Is there a similar period of 10 minutes in the Reading test to transfer answer?
No. The Reading test is one hour, and you must write all your answers on the answer sheet in this time.
8. Can I use a pen for the Listening and Reading tests?
No. You must do it in pencil. The answer sheet is scanned by a computer which cannot read pen.
9. Can I make notes on the Listening and Reading question papers?
Yes. The IELTS Examiner will not see your question paper.
10. What is the Speaking test?
The Speaking test is a conversation with a certified IELTS Examiner. The Speaking test is made up of three sections. It is recorded on an audiocassette or a digital recorder. Find out more.
11. What do I need for the Speaking test?
You must bring the same identification documents you supplied on your IELTS Application Form and used for the rest of the test. Your ID will be checked before you enter the interview room.
3. 1. How are the tests marked?
IELTS uses a 9-band scoring system to measure and report test scores in a consistent manner. You receive individual band scores for Listening, Reading, Writing and Speaking and an Overall Band Score on a band scale from one to nine. Find out more.
2. Who sets the ‘pass’ mark for the IELTS test?
There is no pass or fail in IELTS. Scores are graded on the 9-band system. Each educational institution or organisation sets its own level of IELTS scores to meet its individual requirements. To find out more, search the IELTS Global Recognition System for specific organisations and scores.
3. When will I receive my test results?
You will receive your Test Report Form in the mail 13 days after your test date. Some test centres also provide SMS alerts and an Online Results Service. Keep your Test Report Form in a secure place as you only receive one copy. Find out more.
4. What if I lose my Test Report Form?
Test Report Forms are valid for two years. Copies cannot be sent to candidates but IELTS will forward a Test Report Form to your relevant institution or embassy. Up to five copies will be sent free of charge. Additional copies will incur a small administration charge. Talk to your test centre for further details.
5. How soon can I re-sit the test?
There is no limit on sitting the test. However, IELTS recommends you do additional study before taking the test again. Some test centres offer preparatory courses and language classes. You can also improve your skills by using the IELTS Official Practice Materials.
6. What if I feel my test result is wrong?
You can apply for an ‘enquiry on results’ procedure at your test centre within four weeks of receiving your results. You must pay an enquiry fee, which is fully refunded if your band score changes. Note that IELTS Examiners and markers follow strict assessment guidelines and are regularly monitored. The IELTS testing process has the highest quality control procedures.
About TOEFL
About the TOEFL® iBT
Take the TOEFL® test. Go anywhere.
If you are planning to study abroad, the TOEFL test is the one test that can take you anywhere.
In fact, more institutions accept TOEFL test scores than any other test scores in the world — more than 6,000 colleges, universities and licensing agencies in 136 countries, to be exact. See University Directory (PDF).
And, with more than 4,300 test centers worldwide, taking the test is convenient and easy.
Register now for the test.
Demonstrate your English-language skills.
The TOEFL iBT measures how well you read, listen, speak and write in English and use these skills together in the university classroom. For example, you might read a passage or listen to a lecture, and then write or speak about what you learned.
To become more familiar with how the TOEFL iBT is structured and what types of questions are on the test, see TOEFL iBT sample questions.
Why Take the TOEFL Test?
• No matter where in the world you want to study, the TOEFL test can help get you there. You will be eligible for admission to virtually any institution in the world — including the top colleges and universities in the U.S., Canada, U.K., Australia and New Zealand. See University Directory (PDF).
• The TOEFL test gives you more flexibility on when, where and how often you can take the test, and more practice tools and feedback, than any other English-language test in the world.
• You will be able to listen to lectures, view films, attend seminars, read textbooks, perform online research, speak with professors and other students, write academic papers, reports, e-mails and more.
FAQ for TOEFL
Registration
How and when do I register for the test?
Online registration is the easiest method. Registration is available 3-4 months before the test date. Register early as seats fill up quickly. You can also register by mail or by phone.
See registration information.
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Where and when can I take the TOEFL iBT?
See a list of locations and dates.
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How much does the TOEFL iBT cost?
Select a country for fee information.
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What if the TOEFL iBT is not offered in my location?
ETS offers the TOEFL Paper-based Test in areas where the TOEFL iBT is not available.
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Test Preparation
How can I prepare and practice for the Internet-based test?
ETS offers a variety of preparation and practice materials to help you do well on the TOEFL iBT.
Prepare now.
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Scores and Score Reports
How do I get my scores?
Scores are posted online 15 business days after the test date, then mailed to you and the institutions you selected.
Included with your registration fees are:
• 1 printed and 1 online score report for you
• up to 4 official score reports that ETS will send directly to the institutions or agencies you select when you register
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How do I order additional score reports?
The process is easy. For a small fee, you can send score reports to as many institutions as you choose.
See Send Additional Score Reports
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How long are scores valid?
ETS will report scores for 2 years after the test date.
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Will institutions accept scores from previous tests?
Check with each institution or agency directly.
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Test Delivery
How is the TOEFL iBT given?
The test is given on fixed dates, 30-40 times a year, at secure Internet-based test centers. The ETS testing network is the largest in the world. See a list of locations and dates.
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What is the TOEFL Internet-based test?
The test is given in English, has 4 sections on reading, listening, speaking and writing and takes about 4½ hours.
Section Time Limit No. of Questions
Reading 60-100 minutes 36-70
Listening 60-90 minutes 34-51
Break 10 minutes —
Speaking 20 minutes 6 tasks
Writing 50 minutes 2 tasks
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Can I take only 1 section of the test?
No. The entire test must be taken to receive a score. Read more on how the test is scored.
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Which computer keyboard is used for the TOEFL iBT?
QWERTY, the most common English-language keyboard is used. It takes its name from the first 6 letters at the top of the keyboard. Test takers should practice on a QWERTY keyboard before taking the TOEFL iBT.
Who is it for?
The Test of English as a Foreign Language (TOEFL) measures the ability of nonnative speakers of English to use and understand North American English as it is spoken, written and heard in college and university settings. Most people who take the TOEFL test are planning to study at colleges and universities where instruction is in English. In addition, many government agencies, scholarship programs, and licensing/certification agencies use TOEFL scores to evaluate English proficiency.
Versions of the TOEFL® test
You can do the test on paper or on a computer, depending where you live. The test comes in two formats:
1. paper-based test (PBT)
2. next generation computer-based test (iBT)
The iBT is not yet available at every test center. If it is available at your local center then you will have to do it. If not you will do the PBT.
What is the TOEFL® test like?
The next generation TOEFL® iBT test has four sections:
1 Reading 3-5 passages, 12-14 questions each
Click here for a free practice test
60-100 mins
2 Listening 4-6 lectures, 6 questions each
2-3 conversations, 5 questions each
Click here for a free practice test
60-90 mins
3 Speaking 6 tasks, 2 independent and 2 integrated 20 mins
4 Writing 1 integrated task
1 independent task 50 mins
An integrated task is one where you have to use more than one skill. For example, you read about something, listen to a lecture, and then write about what you have heard and read.
The Paper-based test has the following format:
Time Limit No. of Questions
Listening Comprehension 30-40 minutes 50
Structure and Written Expression
Free practice tests
25 minutes 40
Reading Comprehension 55 minutes 50
Writing (Test of Written English) 30 minutes 1 topic
Click here to see a comparison of TOEFL scores with other exams.
Where do I take the test?
At a test center in your country. The test is organised by the Educational Testing Service. You can register for the TOEFL® iBT online.
Click here to register
How much does the TOEFL test cost to take?
Prices vary in each country, in the USA the test costs $150. In the UK the TOEFL ibt is $185 while the paper-based TOEFL is $150.
What materials do I need?
You can buy TOEFL materials here
Source: http://www.examenglish.com/TOEFL/index.php
TOEFL® - Test of English as a Foreign Language
Best one:
The TOEFL test is a requirement for admission into colleges and universities where instruction is in English. In addition, many government, licensing, and certification agencies, and exchange and scholarship programs use TOEFL scores to evaluate the English proficiency of people for whom English is not their native language.
The Test of English as a Foreign Language™ (TOEFL) measures the ability of nonnative speakers of English to use and understand English as it is spoken, written, and heard in college and university settings.The TOEFL test is offered in different formats depending on a test taker's location.
Most people take the TOEFL test as a prerequisite for admission into colleges and universities where English is used or required. In addition, many government, licensing, and certification agencies and exchange and scholarship programs use TOEFL scores to evaluate the English proficiency of people for whom English is not their native language.
Nonnative English speakers at the 11th-grade level or above should take the TOEFL test to provide evidence of their English proficiency before beginning academic work. The test content is considered too difficult for students below 11th grade.
Many institutions report that they frequently do not require TOEFL test scores of certain kinds of international applicants. These include:
• nonnative speakers who hold degrees or diplomas from postsecondary institutions in English-speaking countries (e.g., the United States, Canada, England, Ireland, Australia, New Zealand)
• nonnative speakers who have successfully completed at least a two-year course of study in which English was the language of instruction
• transfer students from institutions in the United States or Canada whose academic course work was favorably evaluated in relation to its demands and duration.
• nonnative speakers who have taken the TOEFL test within the past two years
• nonnative speakers who have successfully pursued academic work at schools where English was the language of instruction in an English-speaking country for a specified period, generally two years.
Students should contact their prospective institutions directly concerning their specific admission requirements.
Source: http://allabouttoefl.blogspot.com/
About SAT
The SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic Assessment Test) is a standardized test for college admissions in the United States. The SAT is owned, published, and developed by the College Board, a non-profit organization in the United States, and was once developed, published, and scored by the Educational Testing Service (ETS).[1] ETS now administers the exam. The College Board claims that the SAT can determine whether or not a person is ready for college. The current SAT Reasoning Test takes three hours and forty-five minutes and costs $45 ($71 International), excluding late fees.[2] Since the SAT's introduction in 1901, its name and scoring has changed several times. In 2005, the test was renamed to the "SAT Reasoning Test" with possible scores from 600 to 2400 combining test results from three 800-point sections (math, critical reading, and writing), along with other subsections scored separately.[1]
Structure
SAT consists of three major sections: Critical Reading, Mathematics, and Writing. Each section receives a score on the scale of 200–800. All scores are multiples of 10. Total scores are calculated by adding up scores of the three sections. Each major section is divided into three parts. There are 10 sub-sections, including an additional 25-minute experimental or "equating" section that may be in any of the three major sections. The experimental section is used to normalize questions for future administrations of the SAT and does not count toward the final score. The test contains 5 hours of actual timed sections,[6] although most administrations, including orientation, distribution of materials, completion of biographical sections, and eleven minutes of timed breaks, run about four and a half hours long. The questions range from easy, medium, and hard depending on the scoring from the experimental sections. Easier questions typically appear closer to the beginning of the section while harder questions are towards the end in certain sections. This is not true for every section but it is the rule of thumb mainly for math and sentence completions and vocabulary.
[edit] Critical Reading
The Critical Reading, formerly verbal, section of the SAT is made up of three scored sections, two 25-minute sections and one 20-minute section, with varying types of questions, including sentence completions and questions about short and long reading passages. Critical Reading sections normally begin with 5 to 8 sentence completion questions; the remainder of the questions are focused on the reading passages. Sentence completions generally test the student's vocabulary and understanding of sentence structure and organization by requiring the student to select one or two words that best complete a given sentence. The bulk of the Critical Reading questions is made up of questions regarding reading passages, in which students read short excerpts on social sciences, humanities, physical sciences, or personal narratives and answer questions based on the passage. Certain sections contain passages asking the student to compare two related passages; generally, these consist of shorter reading passages. The number of questions about each passage is proportional to the length of the passage. Unlike in the Mathematics section, where questions go in the order of difficulty, questions in the Critical Reading section go in the order of the passage.
[edit] Mathematics
The Mathematics section of the SAT is widely known as the Quantitative Section or Calculation Section. The mathematics section consists of three scored sections. There are two 25-minute sections and one 20-minute section, as follows:
• One of the 25-minute sections is entirely multiple choice, with 20 questions.
• The other 25-minute section contains 8 multiple choice questions and 10 grid-in questions.
• The 20-minute section is all multiple choice, with 16 questions.
Notably, the SAT has done away with quantitative comparison questions on the math section, leaving only questions with straightforward symbolic or numerical answers. Since the quantitative comparison questions were well-known for their deceptive nature—often turning on the student's recognition of a single exception to a rule or pattern—this choice has been equated to a philosophical shift away from "trickery" and toward "straight math" on the SAT[citation needed]. Also, many test experts[who?] have attributed this change, like the addition of the new writing section, to an attempt to make the SAT more like the ACT.
[edit] Writing
Page 1 of an SAT essay. This student received a 7/12 from two judges, one giving 3/6 and the other giving 4/6.
Page 2 of the same essay.
The writing section of the SAT, based on but not directly comparable to the old SAT II subject test in writing, includes multiple choice questions and a brief essay. The essay subscore contributes about 30% towards the total writing score, with the multiple choice questions contributing 70%. This section was implemented in March 2005 following complaints from colleges about the lack of uniform examples of a student's writing ability.
The multiple choice questions include error identification questions, sentence improvement questions, and paragraph improvement questions. Error identification and sentence improvement questions test the student's knowledge of grammar, presenting an awkward or grammatically incorrect sentence; in the error identification section, the student must locate the word producing the source of the error or indicate that the sentence has no error, while the sentence improvement section requires the student to select an acceptable fix to the awkward sentence. The paragraph improvement questions test the student's understanding of logical organization of ideas, presenting a poorly written student essay and asking a series of questions as to what changes might be made to best improve it.
The essay section, which is always administered as the first section of the test, is 25 minutes long. All essays must be in response to a given prompt. The prompts are broad and often philosophical and are designed to be accessible to students regardless of their educational and social backgrounds. For instance, test takers may be asked to expound on such ideas as their opinion on the value of work in human life or whether technological change also carries negative consequences to those who benefit from it. No particular essay structure is required, and the College Board accepts examples "taken from [the student's] reading, studies, experience, or observations." Two trained readers assign each essay a score between 1 and 6, where a score of 0 is reserved for essays that are blank, off-topic, non-English, not written with a Number 2 pencil, or considered illegible after several attempts at reading. The scores are summed to produce a final score from 2 to 12 (or 0). If the two readers' scores differ by more than one point, then a senior third reader decides. The average time each reader/grader spends on each essay is less than 3 minutes. [7]
Despite the College Board's claims that the SAT Essay is a nonbiased assessment of a student's writing ability, many different claims of bias have surfaced, including claims that readers give higher points to those who write in cursive, writers who write about personal experiences are less likely to get higher scores, and that topics favor the higher social classes.[citation needed] The College Board strictly denies any forms of bias on all portions of the SAT Reasoning Exam. In addition, essays with factual errors were not penalized for the errors.
In March 2004 Dr. Les Perelman analyzed 15 scored sample essays contained in the College Board's Score Write book and found that 90% of essays that contained more than 400 words got the highest score of 12 and that the essays with 100 words or fewer got the lowest grade of 1.[7]
[edit] Style of questions
Most of the questions on the SAT are multiple choice; all multiple-choice questions have five answer choices, one of which is correct. The questions of each section of the same type are generally ordered by difficulty. However, an important exception exists: Questions that follow the long and short reading passages are organized chronologically, rather than by difficulty. Ten of the questions in one of the math sub-sections are not multiple choice. They instead require the test taker to bubble in a number in a four-column grid.
The questions are weighted equally. For each correct answer, one raw point is added. For each incorrect answer one-fourth of a point is deducted.[8] No points are deducted for incorrect math grid-in questions. This ensures that a student's mathematically expected gain from guessing is zero. The final score is derived from the raw score; the precise conversion chart varies between test administrations.
The SAT therefore recommends only making educated guesses, that is, when the test taker can eliminate at least one answer he or she thinks is wrong. Without eliminating any answers one's probability of answering correctly is 20%. Eliminating one wrong answer increases this probability to 25%; two, a 33.3% probability; three, a 50% probability of choosing the correct answer and thus earning the full point for the question.
Section Average Score Time (Minutes) Content
Writing 494 60 Grammar, usage, and diction.
Mathematics 515 70 Number and operations; algebra and functions; geometry; statistics, probability, and data analysis
Critical Reading 502 70 Critical reading and sentence-level reading
Worldwide Recognition
The degrees and qualifications from UK higher education institutions are known around the world as high quality and world class. The standard of excellence is set by some of the older universities with recognizable names, like Oxford and Cambridge, but the tradition carries through to many of the universities and colleges throughout the UK. When looking for work in the future, this can be a great selling point in your favour!
Education Costs are Lower
The cost of education for an international student in the UK can be lower compared to the USA and other countries. Some courses in the USA can be $25,000 plus a year in tuition alone. Tution for the majority of UK higher education institutions is in the region of £6,000 to £7,000 a year - considerably less!
You can also save a lot of money because your degree will generally take less time to complete in the UK than in other countries. Although four-year programs are increasing in popularity, most degree programs in the UK require a three-year course and a masters program is typically between one and two years. When you consider the shorter timeframe, the cost will be much lower if you only have to plan for three years instead of four or even five as in many other countries.
Although international students can manage their affairs so that their UK education is affordable, UK policymakers are taking note of an alarming trend in the cost of education for non-EU students. With exchange rates climbing, life in the UK can be quite expensive generally. In addition, unlike in many other EU countries, non-EU students are charged higher rates in the UK than students from EU countries. One recent study from the Higher Education Policy Institute warned that the UK must act to contain and reduce tuition and costs to stay competitive in the hunt for international students. At InternationalStudent.com, we are always cheered when policy-makers take note of the increasing costs of international education. As global competition for international students heats up, we’ll be watching for the UK to act aggressively to keep the UK a primary destination for international students.
Work Opportunities
An international student in the UK is typically allowed to work up to 20 hours a week during school term, and up to full-time when school is out of term. Of course, you should always check with your international advisor at your school before starting any work - you do not want to be in violation of your visa, and rules change all the time. Also, it is not always easy to find a job, so relying on work income to fund your education is not a good idea. Unless you have employment set up through your school before you arrive, you should plan to fund the entire first year of your studies without any employment income. Please visit our Visa and Immigration pages for more details on working in the UK as an international student.
Scholarships/ Loans
Financing an international education is always difficult. The best approach includes lots of preparation, careful analysis of your budget, and hard work in researching and applying for scholarships. There are a variety of scholarships and loans available to students who wish to study in the UK. Please visit our Financing/ Scholarships section for more detailed information, and also check out the following resources:
• UK Scholarship Search
• UK Loans for US Citizens
• Education UK Scholarship Database
Gateway to Europe
With the addition of the Channel Tunnel and low cost airlines such as EasyJet and Ryan Air, Europe is easier to access from the UK than ever. You can reach most areas of Europe from the UK within a few hours by train or direct flight. For example, if you are studying in London or Manchester and you want a weekend away in Italy, you can fly Ryan Air direct to Rome, Milan, Pisa, Genoa, Venice or several other cities in Italy. The direct flight would take around two hours and cost anywhere from 30 to 100 pounds, depending on when you travel and when you book. Visit our Getting Around section for more UK travel information.
Multicultural Nation
The UK is known for having a multicultural society with all religions and faiths represented in some way. With a racial, ethnic and religious jumble, the UK is very open to new traditions and cultures - something that is a great thing for students from other countries! You can also be sure that a place of worship will be easily accessible for most major religions - and for more information on this please see our Religion section or visit the following sites:
• Catholic Church in England
• Church of England (Protestant)
• Hindu Council UK
• Buddhist Society UK
• Islamic Society UK
• Judaism UK
Maybe you are looking for the very best education available in the world. Maybe you want to do competition with the excellent candidate. Maybe you want to deserve very professional career. Maybe you want to work with top professional. No problem! Whatever your reasons, but one thing is clear that your step in the USA which will help to gain your ambition.
Is not it true? You have read a lot about the USA every day in the news. Perhaps it is also true, you have watched Hollywood films, listened to US songs and music videos and talked to people from the USA. Perhaps it is also true that you want to become fluent in English and gain a deeper appreciation and understanding of US culture and heritage.
Hope! Your life in the USA will probably be different from what you have expected now. You may be pleasantly surprised to find that the colleges and universities and other infrastructure. Perhaps you will be surprised at your professors’ willingness to challenge authority. Academic freedom is one of the hallmarks of a U.S. university. You will notice different perspectives on instruction. In the U.S.A., students are trained to observe and analyze a problem, then solve it. You will be expected to listen to your classmates and challenge their points of view. The goal is pragmatic, so that you will gain confidence and the ability to organize and present an argument. It is the USA which appeals different thoughts, feelings, and impulses in study.
Dear students! USA offers several things for the international students: the most prestigious as well as top ranked education anywhere in the world, brilliant and experienced education and world’s counted certification. In fact, US classes are like… where multicultural students can explore themselves.
Why Study in the UK
Why should you choose the UK as a destination to further education? Does the UK welcomes so many students all over the world? What makes the United Kingdom stand out? Does it prepare you one of the competitive candidates for the professional world?
Yes, it is the United Kingdom that has been granting excellent education dating back hundreds of years. See the standard of excellence of some of the older universities with recognizable names, like Oxford and Cambridge, and other are the hallmark in the world. The United Kingdom has much to offer international students that perhaps other English-speaking countries cannot offer.
Are you worrying about the fee which UK colleges demands? No, the cost of education for an international student in the UK can be lower compared to the USA and other countries. Some courses in the USA can be $25,000 plus a year in tuition alone. Tution for the majority of UK higher education institutions is in the region of £6,000 to £7,000 a year - considerably less! Although international students can manage their affairs so that their UK education is affordable, UK policymakers are taking note of an alarming trend in the cost of education for non-EU students. With exchange rates climbing, life in the UK can be quite expensive generally. In addition, unlike in many other EU countries, non-EU students are charged higher rates in the UK than students from EU countries.
Study in Australia:
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Cosmic Education Nepal (CEN) and Cosmic Consultancy Services (CCS) are partnered to offer the best and most reliable services for students in Nepal who wish to pursue their study in Australia. CEN based in Kathmandu, provide professional services to students for visa requirements, documentation, IELTS preparation as well as college and course information. CCS is based in Sydney and assist students in placement at their desired college and course. CCS provides information on how to organize airport pick ups and accommodation. Once the student arrives in Australia CCS can assist with information on things such as how to find accommodation, how to find work, how to get a tax file number and getting around, in short everything you need. CCS is registered with the Office of Fair Trading of NSW and CEN is registered with the HMG of Nepal.
What CCS can offer to the students?
1. Provide information of higher education providers in Australia such as universities, colleges, TAFE and
private / business colleges.
2. Provide information about tuition fees, living expenses and other expenses to students
3. Ensure you get accepted in the choice of your field of study in a well known and recognized university or
college.
4. Once the student gets here, provide basic information such as how to get from one place to another, where
and how to do your basic need shopping, about emergency services such as police, fire and ambulance,
about customs and traditions in Australia.
5. Help you to find a lawyer/migration agent if need be while you are in Australia.
6. CCS does not charge any fee.
What CEN can offer to the students?
1. Provide information on various programs and courses offered by a range of Australian universities and
colleges.
2. Provide information on visa application processes and requirements to be met in order to be able to get
student visa.
3. Prepare you for IELTS and book your test.
4. Assist you to choose your college or university and organize offer letter through CCS.
5.Lodge your visa application and take care of all the correspondences with the Australia High Commission,
New Delhi .
6. Organize your travel ticket and other travel arrangement for Australia .
7. Confirm your airport pick up and accommodation arrangements for Australia.
So, what is my first step?
1. Register with the Contact Cosmic Education Nepal (CEN) and a representative of the CEN will guide you
through.
2. Will I have to pay anything for the services?
CEN will charge you a registration fee so that they can offer you a professional service in Nepal . Services
from CCS are free of cost.If you have further questions, please contact the representatives of Cosmic
Consultancy Services (CCS):
Please click the links below for relevant information about Australia :
a) About Immigration and Visa: http://www.immi.gov.au/
b) About Studies in Australia : http://www.studiesinaustralia.com/
c) About jobs in Australia :http://www.seek.com.au/
d) About Australia : http://www.australia.gov.au/
e) List of Australian Universities: http://www.australian-universities.com/list
f) List of Universities in Sydney : www.australian-universities.com/directory/sydney-universities
g) About student visa for Australia : www.immi.gov.au/study/overview/index.htm
h) Student Visa Documentation Requirement Checklist:
www.india.embassy.gov.au/immigrationstudent_visas.htm
IELTS - The International English Language Testing System
Written by Rad Danesh
Saturday, 12 June 2004
Not only has English become an international language; it is used by more and more people around the world as a medium of post-school study.
To help universities and colleges select students with sufficient English skills to succeed in their courses, The IELTS test was introduced in 1989 to assess “whether candidates are ready to train in the medium of English”. It is now used for this purpose around the globe.
Depending in the course of study that students plan to take, students must elect to sit either the Academic IELTS test or the General Training IELTS test. This choice must be made when applying to sit the test. The Academic IELTS test is necessary for students who plan to study at university (undergraduate or postgraduate courses), and will test the student’s ability both to understand and to use complex academic language. The General Training IELTS test is required by other institutions, such as colleges and high schools, for courses that require less complex language skills, and is also as a general test of English proficiency e.g. for immigration purposes in Australia, Canada and New Zealand.
The Test Format
There are four sub-tests, or modules, to the IELTS test: Reading, Writing, Listening and Speaking. Students must sit all four sub-tests. While all students take the same Listening and Speaking tests, they sit different Reading and Writing tests, depending on whether they have selected the Academic IELTS test or the General Training IELTS test.
On the day of the test, the four subsections will be taken in the following order:
Total Test Time
2 hours 45 minutes
The Speaking test may even take place a day or two later at some centres.
IELTS listening test lasts for about 30 minutes. It consists of four sections, played on cassette tape, in order of increasing difficulty. Each section might be a dialogue or a monologue. The test is played once only, and the questions for each section must be answered while listening, although time is given for students to check their answers.
IELTS Reading test lasts for 60 minutes. Students are given an Academic Reading test, or a General Training Reading test. Both tests consist of three sections, and in both tests the sections are in order of increasing difficulty.
IELTS Writing test also lasts for 60 minutes. Again, students take either an Academic test, or a General Training test. Students must perform two writing tasks, which require different styles of writing. There is no choice of question topics.
IELTS Speaking test consists of a one-to-one interview with a specially trained examiner. The examiner will lead the candidate through the three parts of the test:
An introduction and interview, an individual long turn where the candidate speaks for one or two minutes on a particular topic, and a two-way discussion thematically linked to the individual long turn. This interview will last for approximately 11-14 minutes.
What is IELTS?
IELTS is the International English Language Testing System.
IELTS conforms to the highest international standards of language assessment. It tests the four language skills – listening, reading, writing and speaking. IELTS is a secure, valid and reliable test of real-life ability to communicate in English for education, immigration and professional accreditation.
Candidates can sit an IELTS test in 500 locations around the world. This global test has the highest levels of quality control.
Find out more in the Test format and results section or download the IELTS Guide for Stakeholders.
Who owns IELTS?
IELTS is jointly managed by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL) and delivered through more than 500 locations in 120 countries.
University of Cambridge ESOL Examinations (Cambridge ESOL) is the world's leading provider of exams for learners of English. Each year the exams are taken by around 1.5 million people, in 135 countries.
British Council connects people worldwide with the learning opportunities and creative ideas from the UK and builds lasting relationships between the UK and other countries. British Council is the UK's international organisation for educational opportunity and cultural relations and is represented in 109 countries worldwide.
IDP: IELTS Australia is Australia's international education organisation. It undertakes a broad range of activities from student advisory services and educational publications to project consultancy and English language teaching and testing.
IELTS is at the cutting edge of English language testing. The effectiveness of IELTS has been proven since 1989. IELTS test design has continued to incorporate advances in applied linguistics, language pedagogy, language assessment and technology.
Through decades of progressive change, IELTS has remained committed to assessing all four language skills (reading, writing, listening and speaking) with a face-to-face speaking component. This continues to set IELTS apart from other English language tests.
IELTS – a history of innovation
The forerunner to IELTS was the English Language Testing Service (ELTS) introduced in 1980. The test had an innovative format that reflected changes in language learning and teaching theory and developments in language testing. In particular, the ELTS was influenced by the growth in ‘communicative’ language learning and ‘English for specific purposes’. Test tasks were based on an analysis of the ways in which language was used in academic contexts and were intended to reflect the use of language in the ‘real world’.
Ongoing research and development by the British Council and UCLES EFL (now known as Cambridge ESOL) led to a revised testing system and broader international participation with the involvement of the International Development Program of Australian Universities and Colleges (IDP), now known as IDP Education Australia.
IDP, British Council and UCLES formed an international partnership, reflected in the new name for the test: The International English Language Testing System.
IELTS 1989 – 20 years of setting the standard
The International English Language Testing System (IELTS) first became operational in 1989. From 1989 IELTS candidates took two non-specialised modules, Listening and Speaking, and two specialised modules, Reading and Writing.
Further modifications to the test were implemented in April 1995. In keeping with this history of innovation, the IELTS partners continue to be committed to the ongoing development of the test. A revised IELTS Speaking Test was introduced in July 2001. New assessment criteria for the Writing Test were operational from January 2005. A computerised version of IELTS was also introduced in 2005 at a number of IELTS centres. Information on all these projects can be found in past issues of the IELTS Annual Review, and in Cambridge ESOL’s quarterly publication – Research Notes.
The current test retains many of the features of the 1980 ELTS including the emphasis on the comprehension of extended text in the receptive papers (Reading and Listening), and the direct testing of performance through a face-to-face Speaking test and the use of the essay and report formats in the Writing test.
Ongoing research and development
International teams of writers contribute to IELTS test materials. Ongoing research ensures that IELTS remains fair and unbiased – wherever and whenever the test is taken – and that IELTS encourages, reflects and respects international diversity and is fair to anyone who sits the test, regardless of nationality, background, gender or lifestyle.
The rigorous processes used to produce the test materials ensure that every version of the test is of a comparable level of difficulty, so that candidates’ results are consistent wherever and whenever they take the test.
These and the other benefits of IELTS today build on our history of English language testing over many decades.
For a more detailed history, click here.
FAQ about IELTS
1. What is IELTS?
IELTS is the International English Language Testing System which tests English proficiency across the globe. Conducting one million tests globally, IELTS is the world’s most popular English testing system.
2. Which organisations accept IELTS?
IELTS is accepted by more than 6000 organisations worldwide. These include universities, immigration departments, government agencies, professional bodies and multinational companies. To search for a recognising institution, use the IELTS Global Recognition System.
3. Who owns IELTS and who writes the test?
IELTS is jointly owned by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL) and offered through more than 500 locations in 120 countries. International teams of writers contribute to IELTS test materials. Ongoing research ensures that IELTS remains fair and unbiased. Test writers from different English-speaking countries develop IELTS content so it reflects real-life situations.
4. Why are there two versions of the test?
IELTS has two versions – Academic and General Training. The Academic test is for those who want to study at a tertiary level in an English-speaking country. The General Training test is for those who want to do work experience or training programs, secondary school or migrate to an English-speaking country. All candidates take the same Listening and Speaking tests but different Reading and Writing tests.
5. Which version should I do?
Read the explanation of the Academic and General Training tests, then contact the organisation or institution to which you are applying to find out what it requires. Note that you must know which version to take when you complete the IELTS Application Form.
6. What is the test format and how long will it take?
IELTS has four parts – Listening (30 minutes), Reading (60 minutes), Writing (60 minutes) and Speaking (11–14 minutes). The total test time is 2 hours and 45 minutes. The Listening, Reading and Writing tests are done in one sitting. The Speaking test may be on the same day or up to seven days before or after the other tests. Find out more and see a test sample.
The IELTS Official Practice Materials 2007 explains the test format in detail and gives you practice tests and answers. Order a copy online or through your local test centre.
7. What help is available for disabled candidates?
Test centres make every effort to cater for the special needs of disabled candidates. It is our aim for all candidates to be assessed fairly and objectively. If you have a special
need, talk to your local test centre when registering. Centres may need three months to organise arrangements. Find out more.
1. Where can I take IELTS?
You can take IELTS in over 500 locations worldwide. Search for your nearest test centre on the IELTS Worldwide Search. IELTS centres have friendly, helpful staff who will help you with the registration process.
2. When can I take IELTS?
IELTS is available on 48 fixed dates a year – up to four times a month, depending on local demand. Check all the test dates for the year or go to your nearest centre to see its next test date.
3. How much does it cost?
IELTS has a set fee for its test. The Academic and General Training tests are the same cost. To find out the test fee in your local currency, check the IELTS Worldwide Search for your nearest centre.
4. What if I need to postpone or cancel my application?
If you postpone or cancel your application more than 5 weeks before the test date, you will receive a refund minus an administration charge.
If you postpone or cancel within 5 weeks of the test date, you will be charged the full fee unless you have a medical reason. If you provide a medical certificate within 5 days of the test date, you will receive a refund minus the local administrative cost.
5. What if I am absent or sick on the test day?
If you are away on the test day with no prior notice, you will lose your full fee. However, if you provide a medical certificate within 5 days of the test date, you will receive a refund minus the local administrative cost.
2. 1. Is the IELTS test completed in one day?
The Listening, Reading and Writing components of the test are always completed immediately after each other and with no break. Depending on the test centre, the Speaking test may be taken up to 7 days either before or after the test date.
2. What if I am delayed by circumstances beyond my control (eg a transport strike)?
The test centre may offer you a test on the next available test date.
3. What can I bring into the examination room?
Only pens, pencils and erasers. You must bring the passport/national identity card you used on the IELTS Application Form to the test.
You must leave everything else outside the examination room. Mobile phones and pagers must be switched off and placed with personal belongings in the area designated by the supervisor. If you do not switch off your phone/pager or keep it on you, you will be disqualified. Find out more.
4. Which part do I take first?
You do the Listening test first following by the Reading and Writing components of the test. Depending on the test centre, the Speaking test may be taken up to 7 days either before or after the test date.
5. What kinds of accents can be heard in the Listening and Speaking tests?
As IELTS is an international test, a variety of English accents are used in both of these tests.
6. Does the Listening tape provide instructions and pauses?
Yes. At the beginning, you hear instructions and a sample question. Then you read section 1 questions, listen to section 1 and answer the questions.
The same procedure follows for sections 2, 3 and 4.
In the final 10 minutes, you transfer your answers onto the answer sheet.
7. Is there a similar period of 10 minutes in the Reading test to transfer answer?
No. The Reading test is one hour, and you must write all your answers on the answer sheet in this time.
8. Can I use a pen for the Listening and Reading tests?
No. You must do it in pencil. The answer sheet is scanned by a computer which cannot read pen.
9. Can I make notes on the Listening and Reading question papers?
Yes. The IELTS Examiner will not see your question paper.
10. What is the Speaking test?
The Speaking test is a conversation with a certified IELTS Examiner. The Speaking test is made up of three sections. It is recorded on an audiocassette or a digital recorder. Find out more.
11. What do I need for the Speaking test?
You must bring the same identification documents you supplied on your IELTS Application Form and used for the rest of the test. Your ID will be checked before you enter the interview room.
3. 1. How are the tests marked?
IELTS uses a 9-band scoring system to measure and report test scores in a consistent manner. You receive individual band scores for Listening, Reading, Writing and Speaking and an Overall Band Score on a band scale from one to nine. Find out more.
2. Who sets the ‘pass’ mark for the IELTS test?
There is no pass or fail in IELTS. Scores are graded on the 9-band system. Each educational institution or organisation sets its own level of IELTS scores to meet its individual requirements. To find out more, search the IELTS Global Recognition System for specific organisations and scores.
3. When will I receive my test results?
You will receive your Test Report Form in the mail 13 days after your test date. Some test centres also provide SMS alerts and an Online Results Service. Keep your Test Report Form in a secure place as you only receive one copy. Find out more.
4. What if I lose my Test Report Form?
Test Report Forms are valid for two years. Copies cannot be sent to candidates but IELTS will forward a Test Report Form to your relevant institution or embassy. Up to five copies will be sent free of charge. Additional copies will incur a small administration charge. Talk to your test centre for further details.
5. How soon can I re-sit the test?
There is no limit on sitting the test. However, IELTS recommends you do additional study before taking the test again. Some test centres offer preparatory courses and language classes. You can also improve your skills by using the IELTS Official Practice Materials.
6. What if I feel my test result is wrong?
You can apply for an ‘enquiry on results’ procedure at your test centre within four weeks of receiving your results. You must pay an enquiry fee, which is fully refunded if your band score changes. Note that IELTS Examiners and markers follow strict assessment guidelines and are regularly monitored. The IELTS testing process has the highest quality control procedures.
About TOEFL
About the TOEFL® iBT
Take the TOEFL® test. Go anywhere.
If you are planning to study abroad, the TOEFL test is the one test that can take you anywhere.
In fact, more institutions accept TOEFL test scores than any other test scores in the world — more than 6,000 colleges, universities and licensing agencies in 136 countries, to be exact. See University Directory (PDF).
And, with more than 4,300 test centers worldwide, taking the test is convenient and easy.
Register now for the test.
Demonstrate your English-language skills.
The TOEFL iBT measures how well you read, listen, speak and write in English and use these skills together in the university classroom. For example, you might read a passage or listen to a lecture, and then write or speak about what you learned.
To become more familiar with how the TOEFL iBT is structured and what types of questions are on the test, see TOEFL iBT sample questions.
Why Take the TOEFL Test?
• No matter where in the world you want to study, the TOEFL test can help get you there. You will be eligible for admission to virtually any institution in the world — including the top colleges and universities in the U.S., Canada, U.K., Australia and New Zealand. See University Directory (PDF).
• The TOEFL test gives you more flexibility on when, where and how often you can take the test, and more practice tools and feedback, than any other English-language test in the world.
• You will be able to listen to lectures, view films, attend seminars, read textbooks, perform online research, speak with professors and other students, write academic papers, reports, e-mails and more.
FAQ for TOEFL
Registration
How and when do I register for the test?
Online registration is the easiest method. Registration is available 3-4 months before the test date. Register early as seats fill up quickly. You can also register by mail or by phone.
See registration information.
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Where and when can I take the TOEFL iBT?
See a list of locations and dates.
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How much does the TOEFL iBT cost?
Select a country for fee information.
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What if the TOEFL iBT is not offered in my location?
ETS offers the TOEFL Paper-based Test in areas where the TOEFL iBT is not available.
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Test Preparation
How can I prepare and practice for the Internet-based test?
ETS offers a variety of preparation and practice materials to help you do well on the TOEFL iBT.
Prepare now.
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Scores and Score Reports
How do I get my scores?
Scores are posted online 15 business days after the test date, then mailed to you and the institutions you selected.
Included with your registration fees are:
• 1 printed and 1 online score report for you
• up to 4 official score reports that ETS will send directly to the institutions or agencies you select when you register
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How do I order additional score reports?
The process is easy. For a small fee, you can send score reports to as many institutions as you choose.
See Send Additional Score Reports
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How long are scores valid?
ETS will report scores for 2 years after the test date.
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Will institutions accept scores from previous tests?
Check with each institution or agency directly.
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Test Delivery
How is the TOEFL iBT given?
The test is given on fixed dates, 30-40 times a year, at secure Internet-based test centers. The ETS testing network is the largest in the world. See a list of locations and dates.
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What is the TOEFL Internet-based test?
The test is given in English, has 4 sections on reading, listening, speaking and writing and takes about 4½ hours.
Section Time Limit No. of Questions
Reading 60-100 minutes 36-70
Listening 60-90 minutes 34-51
Break 10 minutes —
Speaking 20 minutes 6 tasks
Writing 50 minutes 2 tasks
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Can I take only 1 section of the test?
No. The entire test must be taken to receive a score. Read more on how the test is scored.
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Which computer keyboard is used for the TOEFL iBT?
QWERTY, the most common English-language keyboard is used. It takes its name from the first 6 letters at the top of the keyboard. Test takers should practice on a QWERTY keyboard before taking the TOEFL iBT.
Who is it for?
The Test of English as a Foreign Language (TOEFL) measures the ability of nonnative speakers of English to use and understand North American English as it is spoken, written and heard in college and university settings. Most people who take the TOEFL test are planning to study at colleges and universities where instruction is in English. In addition, many government agencies, scholarship programs, and licensing/certification agencies use TOEFL scores to evaluate English proficiency.
Versions of the TOEFL® test
You can do the test on paper or on a computer, depending where you live. The test comes in two formats:
1. paper-based test (PBT)
2. next generation computer-based test (iBT)
The iBT is not yet available at every test center. If it is available at your local center then you will have to do it. If not you will do the PBT.
What is the TOEFL® test like?
The next generation TOEFL® iBT test has four sections:
1 Reading 3-5 passages, 12-14 questions each
Click here for a free practice test
60-100 mins
2 Listening 4-6 lectures, 6 questions each
2-3 conversations, 5 questions each
Click here for a free practice test
60-90 mins
3 Speaking 6 tasks, 2 independent and 2 integrated 20 mins
4 Writing 1 integrated task
1 independent task 50 mins
An integrated task is one where you have to use more than one skill. For example, you read about something, listen to a lecture, and then write about what you have heard and read.
The Paper-based test has the following format:
Time Limit No. of Questions
Listening Comprehension 30-40 minutes 50
Structure and Written Expression
Free practice tests
25 minutes 40
Reading Comprehension 55 minutes 50
Writing (Test of Written English) 30 minutes 1 topic
Click here to see a comparison of TOEFL scores with other exams.
Where do I take the test?
At a test center in your country. The test is organised by the Educational Testing Service. You can register for the TOEFL® iBT online.
Click here to register
How much does the TOEFL test cost to take?
Prices vary in each country, in the USA the test costs $150. In the UK the TOEFL ibt is $185 while the paper-based TOEFL is $150.
What materials do I need?
You can buy TOEFL materials here
Source: http://www.examenglish.com/TOEFL/index.php
TOEFL® - Test of English as a Foreign Language
Best one:
The TOEFL test is a requirement for admission into colleges and universities where instruction is in English. In addition, many government, licensing, and certification agencies, and exchange and scholarship programs use TOEFL scores to evaluate the English proficiency of people for whom English is not their native language.
The Test of English as a Foreign Language™ (TOEFL) measures the ability of nonnative speakers of English to use and understand English as it is spoken, written, and heard in college and university settings.The TOEFL test is offered in different formats depending on a test taker's location.
Most people take the TOEFL test as a prerequisite for admission into colleges and universities where English is used or required. In addition, many government, licensing, and certification agencies and exchange and scholarship programs use TOEFL scores to evaluate the English proficiency of people for whom English is not their native language.
Nonnative English speakers at the 11th-grade level or above should take the TOEFL test to provide evidence of their English proficiency before beginning academic work. The test content is considered too difficult for students below 11th grade.
Many institutions report that they frequently do not require TOEFL test scores of certain kinds of international applicants. These include:
• nonnative speakers who hold degrees or diplomas from postsecondary institutions in English-speaking countries (e.g., the United States, Canada, England, Ireland, Australia, New Zealand)
• nonnative speakers who have successfully completed at least a two-year course of study in which English was the language of instruction
• transfer students from institutions in the United States or Canada whose academic course work was favorably evaluated in relation to its demands and duration.
• nonnative speakers who have taken the TOEFL test within the past two years
• nonnative speakers who have successfully pursued academic work at schools where English was the language of instruction in an English-speaking country for a specified period, generally two years.
Students should contact their prospective institutions directly concerning their specific admission requirements.
Source: http://allabouttoefl.blogspot.com/
About SAT
The SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic Assessment Test) is a standardized test for college admissions in the United States. The SAT is owned, published, and developed by the College Board, a non-profit organization in the United States, and was once developed, published, and scored by the Educational Testing Service (ETS).[1] ETS now administers the exam. The College Board claims that the SAT can determine whether or not a person is ready for college. The current SAT Reasoning Test takes three hours and forty-five minutes and costs $45 ($71 International), excluding late fees.[2] Since the SAT's introduction in 1901, its name and scoring has changed several times. In 2005, the test was renamed to the "SAT Reasoning Test" with possible scores from 600 to 2400 combining test results from three 800-point sections (math, critical reading, and writing), along with other subsections scored separately.[1]
Structure
SAT consists of three major sections: Critical Reading, Mathematics, and Writing. Each section receives a score on the scale of 200–800. All scores are multiples of 10. Total scores are calculated by adding up scores of the three sections. Each major section is divided into three parts. There are 10 sub-sections, including an additional 25-minute experimental or "equating" section that may be in any of the three major sections. The experimental section is used to normalize questions for future administrations of the SAT and does not count toward the final score. The test contains 5 hours of actual timed sections,[6] although most administrations, including orientation, distribution of materials, completion of biographical sections, and eleven minutes of timed breaks, run about four and a half hours long. The questions range from easy, medium, and hard depending on the scoring from the experimental sections. Easier questions typically appear closer to the beginning of the section while harder questions are towards the end in certain sections. This is not true for every section but it is the rule of thumb mainly for math and sentence completions and vocabulary.
[edit] Critical Reading
The Critical Reading, formerly verbal, section of the SAT is made up of three scored sections, two 25-minute sections and one 20-minute section, with varying types of questions, including sentence completions and questions about short and long reading passages. Critical Reading sections normally begin with 5 to 8 sentence completion questions; the remainder of the questions are focused on the reading passages. Sentence completions generally test the student's vocabulary and understanding of sentence structure and organization by requiring the student to select one or two words that best complete a given sentence. The bulk of the Critical Reading questions is made up of questions regarding reading passages, in which students read short excerpts on social sciences, humanities, physical sciences, or personal narratives and answer questions based on the passage. Certain sections contain passages asking the student to compare two related passages; generally, these consist of shorter reading passages. The number of questions about each passage is proportional to the length of the passage. Unlike in the Mathematics section, where questions go in the order of difficulty, questions in the Critical Reading section go in the order of the passage.
[edit] Mathematics
The Mathematics section of the SAT is widely known as the Quantitative Section or Calculation Section. The mathematics section consists of three scored sections. There are two 25-minute sections and one 20-minute section, as follows:
• One of the 25-minute sections is entirely multiple choice, with 20 questions.
• The other 25-minute section contains 8 multiple choice questions and 10 grid-in questions.
• The 20-minute section is all multiple choice, with 16 questions.
Notably, the SAT has done away with quantitative comparison questions on the math section, leaving only questions with straightforward symbolic or numerical answers. Since the quantitative comparison questions were well-known for their deceptive nature—often turning on the student's recognition of a single exception to a rule or pattern—this choice has been equated to a philosophical shift away from "trickery" and toward "straight math" on the SAT[citation needed]. Also, many test experts[who?] have attributed this change, like the addition of the new writing section, to an attempt to make the SAT more like the ACT.
[edit] Writing
Page 1 of an SAT essay. This student received a 7/12 from two judges, one giving 3/6 and the other giving 4/6.
Page 2 of the same essay.
The writing section of the SAT, based on but not directly comparable to the old SAT II subject test in writing, includes multiple choice questions and a brief essay. The essay subscore contributes about 30% towards the total writing score, with the multiple choice questions contributing 70%. This section was implemented in March 2005 following complaints from colleges about the lack of uniform examples of a student's writing ability.
The multiple choice questions include error identification questions, sentence improvement questions, and paragraph improvement questions. Error identification and sentence improvement questions test the student's knowledge of grammar, presenting an awkward or grammatically incorrect sentence; in the error identification section, the student must locate the word producing the source of the error or indicate that the sentence has no error, while the sentence improvement section requires the student to select an acceptable fix to the awkward sentence. The paragraph improvement questions test the student's understanding of logical organization of ideas, presenting a poorly written student essay and asking a series of questions as to what changes might be made to best improve it.
The essay section, which is always administered as the first section of the test, is 25 minutes long. All essays must be in response to a given prompt. The prompts are broad and often philosophical and are designed to be accessible to students regardless of their educational and social backgrounds. For instance, test takers may be asked to expound on such ideas as their opinion on the value of work in human life or whether technological change also carries negative consequences to those who benefit from it. No particular essay structure is required, and the College Board accepts examples "taken from [the student's] reading, studies, experience, or observations." Two trained readers assign each essay a score between 1 and 6, where a score of 0 is reserved for essays that are blank, off-topic, non-English, not written with a Number 2 pencil, or considered illegible after several attempts at reading. The scores are summed to produce a final score from 2 to 12 (or 0). If the two readers' scores differ by more than one point, then a senior third reader decides. The average time each reader/grader spends on each essay is less than 3 minutes. [7]
Despite the College Board's claims that the SAT Essay is a nonbiased assessment of a student's writing ability, many different claims of bias have surfaced, including claims that readers give higher points to those who write in cursive, writers who write about personal experiences are less likely to get higher scores, and that topics favor the higher social classes.[citation needed] The College Board strictly denies any forms of bias on all portions of the SAT Reasoning Exam. In addition, essays with factual errors were not penalized for the errors.
In March 2004 Dr. Les Perelman analyzed 15 scored sample essays contained in the College Board's Score Write book and found that 90% of essays that contained more than 400 words got the highest score of 12 and that the essays with 100 words or fewer got the lowest grade of 1.[7]
[edit] Style of questions
Most of the questions on the SAT are multiple choice; all multiple-choice questions have five answer choices, one of which is correct. The questions of each section of the same type are generally ordered by difficulty. However, an important exception exists: Questions that follow the long and short reading passages are organized chronologically, rather than by difficulty. Ten of the questions in one of the math sub-sections are not multiple choice. They instead require the test taker to bubble in a number in a four-column grid.
The questions are weighted equally. For each correct answer, one raw point is added. For each incorrect answer one-fourth of a point is deducted.[8] No points are deducted for incorrect math grid-in questions. This ensures that a student's mathematically expected gain from guessing is zero. The final score is derived from the raw score; the precise conversion chart varies between test administrations.
The SAT therefore recommends only making educated guesses, that is, when the test taker can eliminate at least one answer he or she thinks is wrong. Without eliminating any answers one's probability of answering correctly is 20%. Eliminating one wrong answer increases this probability to 25%; two, a 33.3% probability; three, a 50% probability of choosing the correct answer and thus earning the full point for the question.
Section Average Score Time (Minutes) Content
Writing 494 60 Grammar, usage, and diction.
Mathematics 515 70 Number and operations; algebra and functions; geometry; statistics, probability, and data analysis
Critical Reading 502 70 Critical reading and sentence-level reading
Worldwide Recognition
The degrees and qualifications from UK higher education institutions are known around the world as high quality and world class. The standard of excellence is set by some of the older universities with recognizable names, like Oxford and Cambridge, but the tradition carries through to many of the universities and colleges throughout the UK. When looking for work in the future, this can be a great selling point in your favour!
Education Costs are Lower
The cost of education for an international student in the UK can be lower compared to the USA and other countries. Some courses in the USA can be $25,000 plus a year in tuition alone. Tution for the majority of UK higher education institutions is in the region of £6,000 to £7,000 a year - considerably less!
You can also save a lot of money because your degree will generally take less time to complete in the UK than in other countries. Although four-year programs are increasing in popularity, most degree programs in the UK require a three-year course and a masters program is typically between one and two years. When you consider the shorter timeframe, the cost will be much lower if you only have to plan for three years instead of four or even five as in many other countries.
Although international students can manage their affairs so that their UK education is affordable, UK policymakers are taking note of an alarming trend in the cost of education for non-EU students. With exchange rates climbing, life in the UK can be quite expensive generally. In addition, unlike in many other EU countries, non-EU students are charged higher rates in the UK than students from EU countries. One recent study from the Higher Education Policy Institute warned that the UK must act to contain and reduce tuition and costs to stay competitive in the hunt for international students. At InternationalStudent.com, we are always cheered when policy-makers take note of the increasing costs of international education. As global competition for international students heats up, we’ll be watching for the UK to act aggressively to keep the UK a primary destination for international students.
Work Opportunities
An international student in the UK is typically allowed to work up to 20 hours a week during school term, and up to full-time when school is out of term. Of course, you should always check with your international advisor at your school before starting any work - you do not want to be in violation of your visa, and rules change all the time. Also, it is not always easy to find a job, so relying on work income to fund your education is not a good idea. Unless you have employment set up through your school before you arrive, you should plan to fund the entire first year of your studies without any employment income. Please visit our Visa and Immigration pages for more details on working in the UK as an international student.
Scholarships/ Loans
Financing an international education is always difficult. The best approach includes lots of preparation, careful analysis of your budget, and hard work in researching and applying for scholarships. There are a variety of scholarships and loans available to students who wish to study in the UK. Please visit our Financing/ Scholarships section for more detailed information, and also check out the following resources:
• UK Scholarship Search
• UK Loans for US Citizens
• Education UK Scholarship Database
Gateway to Europe
With the addition of the Channel Tunnel and low cost airlines such as EasyJet and Ryan Air, Europe is easier to access from the UK than ever. You can reach most areas of Europe from the UK within a few hours by train or direct flight. For example, if you are studying in London or Manchester and you want a weekend away in Italy, you can fly Ryan Air direct to Rome, Milan, Pisa, Genoa, Venice or several other cities in Italy. The direct flight would take around two hours and cost anywhere from 30 to 100 pounds, depending on when you travel and when you book. Visit our Getting Around section for more UK travel information.
Multicultural Nation
The UK is known for having a multicultural society with all religions and faiths represented in some way. With a racial, ethnic and religious jumble, the UK is very open to new traditions and cultures - something that is a great thing for students from other countries! You can also be sure that a place of worship will be easily accessible for most major religions - and for more information on this please see our Religion section or visit the following sites:
• Catholic Church in England
• Church of England (Protestant)
• Hindu Council UK
• Buddhist Society UK
• Islamic Society UK
• Judaism UK
Monday, March 23, 2009
speech act
Rajendra Pokharel
M. Ed. Second Year
Roll No. 33
Ram Chandra
Semantics and Pragmatics
Kathmandu Shiksha Campus
An analysis on John L. Austin's Speech act Theory
Speech act theory, a modern philosophical approach to language, which has challenged the long standing assumption of philosophers that human utterances consist exclusively of true or false statements about the world. Initiated by the English philosopher J. L. Austin in lectures published posthumously as How to Do Things with Words (1962), speech act theory begins with the distinction between ‘constative’ utterances (which report truly or falsely on some external state of affairs) and performatives (which are verbal actions in themselves—such as promising—rather than true or false statements). Further analysis reveals that a single utterance may comprise three distinct kinds of speech act: in addition to its simple ‘locutionary’ status as a grammatical utterance, it will have an illocutionary force i.e. an active function such as threatening, affirming, or reassuring, and probably a perlocutionary force i.e. an effect on the listener or reader.
Locutionary Act:
In Linguistics and the Philosophy of mind, a locutionary act is the performance of an utterance, and hence of a speech act. The term equally refers to the surface meaning of an utterance because, according to Austin's posthumous How To Do Things With Words, a speech act should analysed as a locutionary act (ie the actual utterance and it's ostensible meaning, comprising phonetic, phatic and rhetic acts corresponding to the verbal, syntactic and semantic aspects of any meaningful utterance), as well as an illocutionary act (the semantic 'illocutionary force' of the utterance, thus it's real, intended meaning), and in certain cases a further perlocutionary act (ie it's actual effect, whether intended or not). For example, my saying to you "Don't go into the water" (a locutionary act with distinct phonetic, syntactic and semantic features) counts as warning you not to go into the water (an illocutionary act), and if you heed my warning I have thereby succeeded in persuading you not to go into the water (a perlocutionary act). This taxonomy of speech acts was inherited by John R. Searle, Austin's pupil at Oxford and subsequently an influential exponent of speech act theory.
Illocutionary Act:
Illocutionary act is a technical term introduced by John L. Austin in investigations concerning what he calls 'performative' and 'constative utterances'. According to Austin's original exposition in How to Do Things With Words, an illocutionary act is an act (1) for the performance of which I must make it clear to some other person that the act is performed (Austin speaks of the 'securing of uptake'), and (2) the performance of which involves the production of what Austin calls 'conventional consequences' as, e.g., rights, commitments, or obligations. For example, in order to successfully perform a promise I must make clear to my audience that the promise occurs, and undertake an obligation to do the promised thing: hence promising is an illocutionary act in the present sense. However, for certain reasons, among them insufficient knowledge of Austin's original exposition, the term 'illocutionary act' is nowadays understood in a number of other ways. Many define the term with reference to examples, saying such things as that any speech act like stating, asking, commanding, promising, and so on is an illocutionary act; they then often fail to give any sense of the expression illocutionary act capable of making clear what being an illocutionary act essentially consists in.
It is also often emphasised that Austin introduced the illocutionary act by means of a contrast with other kinds of acts: the illocutionary act, he says, is an act performed in saying something, as contrasted with a locutionary act, the act of saying something, and also contrasted with a perlocutionary act, an act performed by saying something. But it may be misleading to distinguish between 'kinds' of acts, for these are not separate categories of speech, but instead describe different levels on which speech might work. Any one particular speech event may have any combination of locutionary, illocutionary or perlocutionary effects.
Still another conception of an illocutionary act goes back to Schiffer's famous book 'Meaning' (1972, 103), in which the illocutionary act is represented as just the act of meaning something. According to the conception Bach and Harnish adopt in 'Linguistic Communication and Speech Acts' (1979), an illocutionary act is an attempt to communicate, which they again analyse as the expressing of an attitude.
Perlocutionary Act:
A perlocutionary act (or perlocutionary effect) is a speech act, as viewed at the level of its psychological consequences , such as persuading, convincing, scaring, enlightening, inspiring, or otherwise getting someone to do or realize something. This is contrasted with locutionary and illocutionary acts (which are other levels of description, rather than different types of speech acts).
Unlike the notion of locutionary act, which describes the linguistic function of an utterance, a perlocutionary effect is in some sense external to the performance. It may be thought of, in a sense, as the effect of the illocutionary act. Therefore, when examining perlocutionary acts, the effect on the hearer or reader is emphasized. As an example, consider the following utterance: "By the way, I have a CD of Gajani; would you like to borrow it?" Its illocutionary function is an offer, while its intended perlocutionary effect might be to impress the listener, or to show a friendly attitude, or to encourage an interest in a particular type of film.
Works Cited
Austin, J. L. How to do things with words.Cambridge, MA: Harvard University Press, 1962.
Austin, J. L. Philosophical papers (J. O. Urmson, & G. J. Warnock, Eds.). Oxford, UK, 1979.
Pitcher, George. "Austin: a personal memoir". Essays on J.L. Austin, ed. Isaiah Berlin et al. Oxford: The Clarendon Press, 1973.
Warnock, G.J. "John Langshaw Austin, a biographical sketch". Symposium on J. L. Austin, ed. K.T. Fann. New York: Humanities Press, 1969.
Warnock, G.J. "Saturday Mornings". Essays on J.L. Austin, ed. Isaiah Berlin et al. Oxford: The Clarendon Press, 1973.
Rajendra Pokharel
M. Ed. Second Year
Roll No. 33
Ram Chandra
Semantics and Pragmatics
Kathmandu Shiksha Campus
A Survey on Semantics
Semantics is the study of meaning in communication. The word is derived from the Greek word σημαντικός (semantikos), "significant", to signify, to indicate" and that from sema, "sign, mark, token". In linguistics, it is the study of interpretation of signs as used by agents or communities within particular circumstances and contexts. It has related meanings in several other fields.
Semanticists differ on what constitutes meaning in an expression. For example, in the sentence, "John loves a bagel", the word bagel may refer to the object itself, which is its literal meaning or denotation, but it may also refer to many other figurative associations, such as how it meets John's hunger, etc., which may be its connotation. Traditionally, the formal semantic view restricts semantics to its literal meaning, and relegates all figurative associations to pragmatics, but many find this distinction difficult to defend. The degree to which a theorist subscribes to the literal-figurative distinction decreases as one moves from the formal semantic, semiotic, pragmatic, to the cognitive semantic traditions.
In linguistics, semantics is the subfield that is devoted to the study of meaning, as inherent at the levels of words, phrases, sentences, and even larger units of discourse (referred to as texts). The basic area of study is the meaning of signs, and the study of relations between different linguistic units: homonymy, synonymy, antonymy, polysemy, paronyms, hypernymy, hyponymy, meronymy, metonymy, holonymy, exocentricity / endocentricity, linguistic compounds. A key concern is how meaning attaches to larger chunks of text, possibly as a result of the composition from smaller units of meaning. Traditionally, semantics has included the study of connotative sense and denotative reference, truth conditions, argument structure, thematic roles, discourse analysis, and the linkage of all of these to syntax. Formal semanticists are concerned with the modeling of meaning in terms of the semantics of logic. Thus the sentence John loves a bagel above can be broken down into its constituents (signs), of which the unit loves may serve as both syntactic and semantic head.
In the late 1960s, Richard Montague proposed a system for defining semantic entries in the lexicon in terms of lambda calculus. Thus, the syntactic parse of the sentence above would now indicate loves as the head, and its entry in the lexicon would point to the arguments as the agent, John, and the object, bagel, with a special role for the article "a" (which Montague called a quantifier). This resulted in the sentence being associated with the logical predicate loves (John, bagel), thus linking semantics to categorial grammar models of syntax. The logical predicate thus obtained would be elaborated further, e.g. using truth theory models, which ultimately relate meanings to a set of Tarskiian universals, which may lie outside the logic. The notion of such meaning atoms or primitives are basic to the language of thought hypothesis from the 70s.
Despite its elegance, Montague grammar was limited by the context-dependent variability in word sense, and led to several attempts at incorporating context, such as :
situation semantics ('80s): Truth-values are incomplete, they get assigned based on context
generative lexicon ('90s): categories (types) are incomplete, and get assigned based on context
Situation semantics:
Situation semantics is an alternative to possible world semantics developed by Jon Barwise and John Perry in the early eighties. Situations, unlike worlds, are not complete in the sense that every proposition or its negation holds in a world. According to situation semantics, meaning is a relation between a discourse situation, a connective situation and a described situation. The original theory of Situations and Attitudes soon ran into foundational difficulties and had to be reformulated in Peter Aczel's non-well-founded set theory.
Generative Lexicon:
Generative Lexicon (GL) is a theory of linguistic semantics which focuses on the distributed nature of compositionality in natural language. The first major work outlining the framework is James Pustejovsky's "Generative Lexicon" (1991). Subsequent important developments are presented in Pustejovsky and Boguraev (1993), Bouillon (1997), and Busa (1996). The first unified treatment of GL was given in Pustejovsky (1995). Unlike purely verb-based approaches to compositionality, Generative Lexicon attempts to spread the semantic load across all constituents of the utterance. Central to the philosophical perspective of GL are two major lines of inquiry: (1) How is it that we are able to deploy a finite number of words in our language in an unbounded number of contexts? (2) Is lexical information and the representations used in composing meanings separable from our commonsense knowledge?
M. Ed. Second Year
Roll No. 33
Ram Chandra
Semantics and Pragmatics
Kathmandu Shiksha Campus
An analysis on John L. Austin's Speech act Theory
Speech act theory, a modern philosophical approach to language, which has challenged the long standing assumption of philosophers that human utterances consist exclusively of true or false statements about the world. Initiated by the English philosopher J. L. Austin in lectures published posthumously as How to Do Things with Words (1962), speech act theory begins with the distinction between ‘constative’ utterances (which report truly or falsely on some external state of affairs) and performatives (which are verbal actions in themselves—such as promising—rather than true or false statements). Further analysis reveals that a single utterance may comprise three distinct kinds of speech act: in addition to its simple ‘locutionary’ status as a grammatical utterance, it will have an illocutionary force i.e. an active function such as threatening, affirming, or reassuring, and probably a perlocutionary force i.e. an effect on the listener or reader.
Locutionary Act:
In Linguistics and the Philosophy of mind, a locutionary act is the performance of an utterance, and hence of a speech act. The term equally refers to the surface meaning of an utterance because, according to Austin's posthumous How To Do Things With Words, a speech act should analysed as a locutionary act (ie the actual utterance and it's ostensible meaning, comprising phonetic, phatic and rhetic acts corresponding to the verbal, syntactic and semantic aspects of any meaningful utterance), as well as an illocutionary act (the semantic 'illocutionary force' of the utterance, thus it's real, intended meaning), and in certain cases a further perlocutionary act (ie it's actual effect, whether intended or not). For example, my saying to you "Don't go into the water" (a locutionary act with distinct phonetic, syntactic and semantic features) counts as warning you not to go into the water (an illocutionary act), and if you heed my warning I have thereby succeeded in persuading you not to go into the water (a perlocutionary act). This taxonomy of speech acts was inherited by John R. Searle, Austin's pupil at Oxford and subsequently an influential exponent of speech act theory.
Illocutionary Act:
Illocutionary act is a technical term introduced by John L. Austin in investigations concerning what he calls 'performative' and 'constative utterances'. According to Austin's original exposition in How to Do Things With Words, an illocutionary act is an act (1) for the performance of which I must make it clear to some other person that the act is performed (Austin speaks of the 'securing of uptake'), and (2) the performance of which involves the production of what Austin calls 'conventional consequences' as, e.g., rights, commitments, or obligations. For example, in order to successfully perform a promise I must make clear to my audience that the promise occurs, and undertake an obligation to do the promised thing: hence promising is an illocutionary act in the present sense. However, for certain reasons, among them insufficient knowledge of Austin's original exposition, the term 'illocutionary act' is nowadays understood in a number of other ways. Many define the term with reference to examples, saying such things as that any speech act like stating, asking, commanding, promising, and so on is an illocutionary act; they then often fail to give any sense of the expression illocutionary act capable of making clear what being an illocutionary act essentially consists in.
It is also often emphasised that Austin introduced the illocutionary act by means of a contrast with other kinds of acts: the illocutionary act, he says, is an act performed in saying something, as contrasted with a locutionary act, the act of saying something, and also contrasted with a perlocutionary act, an act performed by saying something. But it may be misleading to distinguish between 'kinds' of acts, for these are not separate categories of speech, but instead describe different levels on which speech might work. Any one particular speech event may have any combination of locutionary, illocutionary or perlocutionary effects.
Still another conception of an illocutionary act goes back to Schiffer's famous book 'Meaning' (1972, 103), in which the illocutionary act is represented as just the act of meaning something. According to the conception Bach and Harnish adopt in 'Linguistic Communication and Speech Acts' (1979), an illocutionary act is an attempt to communicate, which they again analyse as the expressing of an attitude.
Perlocutionary Act:
A perlocutionary act (or perlocutionary effect) is a speech act, as viewed at the level of its psychological consequences , such as persuading, convincing, scaring, enlightening, inspiring, or otherwise getting someone to do or realize something. This is contrasted with locutionary and illocutionary acts (which are other levels of description, rather than different types of speech acts).
Unlike the notion of locutionary act, which describes the linguistic function of an utterance, a perlocutionary effect is in some sense external to the performance. It may be thought of, in a sense, as the effect of the illocutionary act. Therefore, when examining perlocutionary acts, the effect on the hearer or reader is emphasized. As an example, consider the following utterance: "By the way, I have a CD of Gajani; would you like to borrow it?" Its illocutionary function is an offer, while its intended perlocutionary effect might be to impress the listener, or to show a friendly attitude, or to encourage an interest in a particular type of film.
Works Cited
Austin, J. L. How to do things with words.Cambridge, MA: Harvard University Press, 1962.
Austin, J. L. Philosophical papers (J. O. Urmson, & G. J. Warnock, Eds.). Oxford, UK, 1979.
Pitcher, George. "Austin: a personal memoir". Essays on J.L. Austin, ed. Isaiah Berlin et al. Oxford: The Clarendon Press, 1973.
Warnock, G.J. "John Langshaw Austin, a biographical sketch". Symposium on J. L. Austin, ed. K.T. Fann. New York: Humanities Press, 1969.
Warnock, G.J. "Saturday Mornings". Essays on J.L. Austin, ed. Isaiah Berlin et al. Oxford: The Clarendon Press, 1973.
Rajendra Pokharel
M. Ed. Second Year
Roll No. 33
Ram Chandra
Semantics and Pragmatics
Kathmandu Shiksha Campus
A Survey on Semantics
Semantics is the study of meaning in communication. The word is derived from the Greek word σημαντικός (semantikos), "significant", to signify, to indicate" and that from sema, "sign, mark, token". In linguistics, it is the study of interpretation of signs as used by agents or communities within particular circumstances and contexts. It has related meanings in several other fields.
Semanticists differ on what constitutes meaning in an expression. For example, in the sentence, "John loves a bagel", the word bagel may refer to the object itself, which is its literal meaning or denotation, but it may also refer to many other figurative associations, such as how it meets John's hunger, etc., which may be its connotation. Traditionally, the formal semantic view restricts semantics to its literal meaning, and relegates all figurative associations to pragmatics, but many find this distinction difficult to defend. The degree to which a theorist subscribes to the literal-figurative distinction decreases as one moves from the formal semantic, semiotic, pragmatic, to the cognitive semantic traditions.
In linguistics, semantics is the subfield that is devoted to the study of meaning, as inherent at the levels of words, phrases, sentences, and even larger units of discourse (referred to as texts). The basic area of study is the meaning of signs, and the study of relations between different linguistic units: homonymy, synonymy, antonymy, polysemy, paronyms, hypernymy, hyponymy, meronymy, metonymy, holonymy, exocentricity / endocentricity, linguistic compounds. A key concern is how meaning attaches to larger chunks of text, possibly as a result of the composition from smaller units of meaning. Traditionally, semantics has included the study of connotative sense and denotative reference, truth conditions, argument structure, thematic roles, discourse analysis, and the linkage of all of these to syntax. Formal semanticists are concerned with the modeling of meaning in terms of the semantics of logic. Thus the sentence John loves a bagel above can be broken down into its constituents (signs), of which the unit loves may serve as both syntactic and semantic head.
In the late 1960s, Richard Montague proposed a system for defining semantic entries in the lexicon in terms of lambda calculus. Thus, the syntactic parse of the sentence above would now indicate loves as the head, and its entry in the lexicon would point to the arguments as the agent, John, and the object, bagel, with a special role for the article "a" (which Montague called a quantifier). This resulted in the sentence being associated with the logical predicate loves (John, bagel), thus linking semantics to categorial grammar models of syntax. The logical predicate thus obtained would be elaborated further, e.g. using truth theory models, which ultimately relate meanings to a set of Tarskiian universals, which may lie outside the logic. The notion of such meaning atoms or primitives are basic to the language of thought hypothesis from the 70s.
Despite its elegance, Montague grammar was limited by the context-dependent variability in word sense, and led to several attempts at incorporating context, such as :
situation semantics ('80s): Truth-values are incomplete, they get assigned based on context
generative lexicon ('90s): categories (types) are incomplete, and get assigned based on context
Situation semantics:
Situation semantics is an alternative to possible world semantics developed by Jon Barwise and John Perry in the early eighties. Situations, unlike worlds, are not complete in the sense that every proposition or its negation holds in a world. According to situation semantics, meaning is a relation between a discourse situation, a connective situation and a described situation. The original theory of Situations and Attitudes soon ran into foundational difficulties and had to be reformulated in Peter Aczel's non-well-founded set theory.
Generative Lexicon:
Generative Lexicon (GL) is a theory of linguistic semantics which focuses on the distributed nature of compositionality in natural language. The first major work outlining the framework is James Pustejovsky's "Generative Lexicon" (1991). Subsequent important developments are presented in Pustejovsky and Boguraev (1993), Bouillon (1997), and Busa (1996). The first unified treatment of GL was given in Pustejovsky (1995). Unlike purely verb-based approaches to compositionality, Generative Lexicon attempts to spread the semantic load across all constituents of the utterance. Central to the philosophical perspective of GL are two major lines of inquiry: (1) How is it that we are able to deploy a finite number of words in our language in an unbounded number of contexts? (2) Is lexical information and the representations used in composing meanings separable from our commonsense knowledge?
Friday, March 6, 2009
washback
Rajendra Pokharel
M. Ed. Second Year
Roll No. 33
Mr. Shyam Adhikari
Kathmandu Shiksha Campus
1. What do you mean by washback effect? Explain its inherent quality in language teaching. How would you conduct or construct test having positive effect?
The terms ‘washback’ refers the influence of testing on teaching and learning or in other terms it is the impact of test on teaching. Several factors influence on negative a positive aspect of washback. Among the prominent features, this paper observes on the basis of three constituents. One of the first is “participant.” Participants are classroom teachers and students, educational administrators, textbook developers and publishers ‘all of whose perceptions and attitudes towards their work may be affected by a test’. A second one is “processes.” Process refers to ‘any actions taken by the participants which may contribute to the process of learning’ such as materials development, syllabus design, changes in teaching methodology, the use of test-taking strategies. And the last but not the least is “product.” Product refers to ‘what is learned and the quality of the learning.’
When we describe through theoretical models of washback then it is probably true to say that the start of what is now termed ‘washback research’ can be traced to a major landmark in the field at the beginning in the early 1990s: the publication of the seminal paper by Alderson and Wall (1993) with the title ‘Does Washback Exist?’ Obviously, this question raises serious issue because it is really difficult to say by hard and fast rule. Several conditions happen on the effect of positive and negative aspect of washback. Hughes concept on positive aspect is remarkable. Hughes advised that at least five conditions of the possible washback effects can occur:
• Success on the test must be important to the learners,
• Teachers must want their learners to succeed,
• Participants must be familiar with the test ‘and understand the implications of its
nature and content’,
• Participants must have the expertise which is demanded by the test (including
teaching methods, syllabus design and materials writing expertise), and
• The necessary resources for successful test preparation must be available
On the basis of Hughes aspects, learners, teachers, understanding the context, specific demand of the text and resources appears in front to give positive washback. The writers posited fifteen possible washback hypotheses relating to various behaviours, attitudes, test consequences, and the different effects on different persons:
1) A test will influence teaching
2) A test will influence learning
3) A test will influence what teachers teach
4) A test will influence how teachers teach
5) A test will influence what learners learn
6) A test will influence how learners learn
7) A test will influence the rate and sequence of teaching
8) A test will influence the rate and sequence of learning
9) A test will influence the degree and depth of teaching
10) A test will influence the degree and depth of learning
11) A test will influence attitudes to content, method, etc. of teaching/learning
12) Tests that have important consequences will have washback
13) Tests that do not have important consequences will have no washback
14) Tests will have washback on all learners and teachers
15) Tests will have washback effects for some teachers and some learners,
but not for others. (1993:120-121)
On the contrary, some negative impact also can be seen on negative washback, for example, if the examination system was so deeply entrenched, that the Ministry of Education had difficulty in reforming it to promote the goals of learning despite coordinated attempts. Not only this if that a much more fundamental reform of society is in the quality of education is to be improved. Lack of interest on test, less teaching materials at the time of teaching, unfamiliar topics to be tested, not proper teaching method, not so suitable and catchy curricular etc. makes great matter on negative aspect of washback.
Participants, processes, and products, these three phenomenon are landmark of washback effect. A simple diagram has been presented here:
This diagram presents the equal importance of students, teaching materials, writers and curriculum designer and researches. Not only that, for the better product the all the process are equally important. As a result the output as learning, teaching, new materials and new curricula and research result can be possible.
So far the question demands the personal light on behalf of positive washback; it’s really difficult to pinpoint to say by surface but it does not mean that it can be said. Several researches can be helpful to enhance the personal idea too. Proper use of teaching materials, suitable teaching activities according to context, proper information about question which the exam demands, clear information to the students about the test (time, period, range, type), such proper situation can be landmark for positive washback.
In sum, ‘washback’ refers the influence of testing on teaching and learning. Although, several factors influence on negative a positive aspect of washback but the three prominent constituents are can be said “participant,” “process,” and “product.” Teacher, students, administrator, and other institutional members can play crucial role as a participant. In addition, proper curriculum, syllable, and all the procedure which happens in language teaching activities which helps to take positive washback, not only this for the proper product can develop quality of learning.
Banner of website: https://app.portal.unimelb.edu.au/CSCApplication/view/2008/044LT
M. Ed. Second Year
Roll No. 33
Mr. Shyam Adhikari
Kathmandu Shiksha Campus
1. What do you mean by washback effect? Explain its inherent quality in language teaching. How would you conduct or construct test having positive effect?
The terms ‘washback’ refers the influence of testing on teaching and learning or in other terms it is the impact of test on teaching. Several factors influence on negative a positive aspect of washback. Among the prominent features, this paper observes on the basis of three constituents. One of the first is “participant.” Participants are classroom teachers and students, educational administrators, textbook developers and publishers ‘all of whose perceptions and attitudes towards their work may be affected by a test’. A second one is “processes.” Process refers to ‘any actions taken by the participants which may contribute to the process of learning’ such as materials development, syllabus design, changes in teaching methodology, the use of test-taking strategies. And the last but not the least is “product.” Product refers to ‘what is learned and the quality of the learning.’
When we describe through theoretical models of washback then it is probably true to say that the start of what is now termed ‘washback research’ can be traced to a major landmark in the field at the beginning in the early 1990s: the publication of the seminal paper by Alderson and Wall (1993) with the title ‘Does Washback Exist?’ Obviously, this question raises serious issue because it is really difficult to say by hard and fast rule. Several conditions happen on the effect of positive and negative aspect of washback. Hughes concept on positive aspect is remarkable. Hughes advised that at least five conditions of the possible washback effects can occur:
• Success on the test must be important to the learners,
• Teachers must want their learners to succeed,
• Participants must be familiar with the test ‘and understand the implications of its
nature and content’,
• Participants must have the expertise which is demanded by the test (including
teaching methods, syllabus design and materials writing expertise), and
• The necessary resources for successful test preparation must be available
On the basis of Hughes aspects, learners, teachers, understanding the context, specific demand of the text and resources appears in front to give positive washback. The writers posited fifteen possible washback hypotheses relating to various behaviours, attitudes, test consequences, and the different effects on different persons:
1) A test will influence teaching
2) A test will influence learning
3) A test will influence what teachers teach
4) A test will influence how teachers teach
5) A test will influence what learners learn
6) A test will influence how learners learn
7) A test will influence the rate and sequence of teaching
8) A test will influence the rate and sequence of learning
9) A test will influence the degree and depth of teaching
10) A test will influence the degree and depth of learning
11) A test will influence attitudes to content, method, etc. of teaching/learning
12) Tests that have important consequences will have washback
13) Tests that do not have important consequences will have no washback
14) Tests will have washback on all learners and teachers
15) Tests will have washback effects for some teachers and some learners,
but not for others. (1993:120-121)
On the contrary, some negative impact also can be seen on negative washback, for example, if the examination system was so deeply entrenched, that the Ministry of Education had difficulty in reforming it to promote the goals of learning despite coordinated attempts. Not only this if that a much more fundamental reform of society is in the quality of education is to be improved. Lack of interest on test, less teaching materials at the time of teaching, unfamiliar topics to be tested, not proper teaching method, not so suitable and catchy curricular etc. makes great matter on negative aspect of washback.
Participants, processes, and products, these three phenomenon are landmark of washback effect. A simple diagram has been presented here:
This diagram presents the equal importance of students, teaching materials, writers and curriculum designer and researches. Not only that, for the better product the all the process are equally important. As a result the output as learning, teaching, new materials and new curricula and research result can be possible.
So far the question demands the personal light on behalf of positive washback; it’s really difficult to pinpoint to say by surface but it does not mean that it can be said. Several researches can be helpful to enhance the personal idea too. Proper use of teaching materials, suitable teaching activities according to context, proper information about question which the exam demands, clear information to the students about the test (time, period, range, type), such proper situation can be landmark for positive washback.
In sum, ‘washback’ refers the influence of testing on teaching and learning. Although, several factors influence on negative a positive aspect of washback but the three prominent constituents are can be said “participant,” “process,” and “product.” Teacher, students, administrator, and other institutional members can play crucial role as a participant. In addition, proper curriculum, syllable, and all the procedure which happens in language teaching activities which helps to take positive washback, not only this for the proper product can develop quality of learning.
Banner of website: https://app.portal.unimelb.edu.au/CSCApplication/view/2008/044LT
Monday, March 2, 2009
art1
Abstract Expressionism / Art & Architecture Comparison : A 20 page paper that explores layering, spatial depth, minimalism, combination of materials, objects and colors, and the moralist vein, all of which typify abstract expressionism. The artists and architects reviewed and compared include: Pollock and Richard Gluckman, Helen Frankenthaler and Garth Alexander Oldershaw, Jasper Johns and James Stewart Polshek, and Barnett Newman and Sam Durant. Bibliography lists 14 sources. Artarch.wps
The Contributions Of Meyer Shapiro To Romanesque Art : An 8 page paper that discusses the contribution that Meyer Shapiro made to Romanesque Art. It discusses how Shapiro relates the aesthetics of Romanesque Art to the social desire of the period to create beauty as well as speak to the religious themes, and that aesthetic renderings of religious themes was the main intent of the artists. He proves this through a discussion of the liberties the artists took with those themes. This representation runs counter to most discussions of Romanesque art, which focus on form and function. 1 source cited. Romanart.wps
Cubism in Modern Art : A 5 page paper that argues that Cubism, and particularly artists Picasso and Braque, was the forerunner to the "science as art" movement that continues today. The paper defines Cubism and its originators, and looks at some of the works of the cubists and how it affected a modern application of science in the arts. Artists works and ideas discussed include Picasso, Cezanne, Leger, Uecker, Duchamp, Malevich, Frankenthaler and Klee. Bibliography lists 8 sources. Cubism.wps
Cubism vs. Futurism : 3 page essay comparing cubism and futurism (abstract art) with mention of Picasso, Matisse, Braque, Marinetti, DuChamp etc; No Bibliography. Cubsimfu.wps
French Impressionism vs. Modernism : A 4 page paper comparing these two art forms. The writer describes how each is different from the other, as well as comparing one of Monet's paintings [Water Lillies] with one of Picasso's [Ma Jolie]. Bibliography cites 6 sources. Artcomp.wps
Human Nature in Renaissance Art : A 20 page paper describing the view of human nature on renaissance art. The writer describes the Renaissance belief in humanism and its effects on the view of human nature and how this is portrayed in art of the time. Bibliography lists 10 sources. Renaissat.wps
Romanesque Art : The contributions of Marilyn Stokstad are noted in this 8 page paper that focuses on the Romanesque style. The only source for this analysis is her 1988 book Medieval Art in which she focuses on history in interpreting the evolution of various art periods. The roots of Romanesque art are discussed, which include such influences as the Carolingian, Ottonian and Byzantine styles. Romart.wps
Pop Art : The sixties art movement is discussed in a 6 page overview. Definitions of the movement are in depth. Specific works are analyzed along with the movement itself. Social and political meanings of the art are explored. Bibliography lists 8 sources. Popart.wps
Social, Political & Economical Impact Of 18th Century Art : 3 pages in length. The social, political and economical impact of eighteenth century art was vast and encompassing. The world, at that time, was changing in leaps and bounds, and those of the artistic circles were not to be left behind. The writer discusses the particular influence to this change of two extraordinary and celebrated French artists: Jacques-Louis David and Francois Boucher. Bibliography lists 5 sources. Art18cent.wps
African-American Art & Apartheid : A 5 page paper that considers the impacts of African American art and artists on the transition from Apartheid rule and suggest that the prevellence of compassionate correlations made in American art have underscored the imperative of black artists in South Africa. Bibliography lists 6 sources. Afra.wps
Cultural Expression In African American Art : A 4 page paper on the use of art to express the African American struggles (everyday and over the centuries), successes, and the search for identity and empowerment. Two artists highlighted are: Jason Miccolo Johnson and John Biggers, noting their past and contributing contributions to the culture of African American expression. The paper also relies on quotes from literary and other Black artists to express not only the daily struggle for survival and recognition for African Americans, but the struggle of Black artists in the art world itself. Art.doc
The Rediscovery Of The Human / The New Physicality In Late Medieval Art & Literature : A comprehensive, 60 page thesis paper on the transition between what has come to be called in the art field the Romanesque & Gothic periods. The writer asserts, first, that a similar distinction is also present in the literature, and that the Gothic spirit is actually a rediscovery of the physical which had been lost due to the Christian Church’s obsession with the spiritual alone. It is ultimately concluded that the transformation of vision that occurred in late medieval ages was the movement from a culture obsessed with becoming divine to a culture more at home in its own humanity. Bibliography lists more than 25 sources. Artthes.rtf
The Renaissance & Humanism In the Art and Music in San Marco, Venice : A 12 page paper that provides a comprehensive overview of the significant features of the art and music of San Marco, Venice during the Renaissance era and considers the relationship between the art and the ideal of humanism. Bibliography lists 7 sources. venicen.wps
Abstract Expressionism / Art & Architecture Comparison : A 20 page paper that explores layering, spatial depth, minimalism, combination of materials, objects and colors, and the moralist vein, all of which typify abstract expressionism. The artists and architects reviewed and compared include: Pollock and Richard Gluckman, Helen Frankenthaler and Garth Alexander Oldershaw, Jasper Johns and James Stewart Polshek, and Barnett Newman and Sam Durant. Bibliography lists 14 sources. Abstrexp.wps
The Influence Of African Art in Haiti : A 10 page paper that describes the influences of African art on Haiti and looks at some early Haitian artists and considers the role of their African heritage in the development of their craft. Bibliography lists 8 sources. Arihaiti.wps
Japanese Art and Culture : This 10 page paper provides an overview of Japanese culture with an emphasis on art. Included is a section on the history of art in Japan. Contemporary subjects are addressed including the culture's treatment of AIDS and homosexuality. Comparisons between Japanese and Western culture are made throughout the paper. Bibliography lists 11 sources. Japcult.wps
Japanese Art During The Asuka Period : This 5 page paper provides an overview of Japanese art as was created during the Asuka period. The scope of the era is defined and its link with the introduction of Buddhism is highlighted. The Horyuji Temple is noted as being important to the history of Japanese art and the clothing as created during the time period is also included. Bibliography lists 7 sources. Asuka.wps
Japanese Art Of The Kamakuran Period : 10 pages in length. The Kamakuran period marks the time in Japanese history when the city of Kamakura was the capitol of Japan. The period was characterized by great and beautiful art as a direct result of the change in military rule, and Buddhist beliefs. Most of the art of the time consisted sculptures pictures and portraits of Gods, spirits, and priests. This paper traces the development, significance, & style of Kamakuran Bibliography lists 5 sources. Kamakura.doc
Mimbres Pottery : A 10 page essay on the beautiful pottery produced by this tribe of ancient North American Indians. Bibliography lists six sources. Mimbres.wps
Mexican Art of the 19th and 20th Centuries / Comparison of Styles and Trends : A 5 page paper that provides an overview of the basic trends in art in 19th and 20th century Mexico and considers the impact of the War of Independence on the emergence of the focus on regional art. Bibliography lists 5 sources. Mexiart.wps
Leonardo DaVinci : A 10 page overview of Leonardo DaVinci's life & work. Bibliography lists 7 sources. End notes. Davinci.wps
Rembrandt’s Life & Works : A 7 page paper on the life and works of Rembrandt. The writer discusses some of the more significant of his works, and talks about how he was perceived by his peers. Bibliography included. Remb.wps
Salvadore Dali : 5 page biography and discussion of the 20th century Spanish surrealist painter, Salvadore Dali. Bibliography lists 5 sources. Dali.wps
Salvadore Dali / Life & Works : 10 pages exploring the life of Dali concentrating on how aspects of his life influenced his painting. Examples of his early, Surrealist, and Classical periods are given with analysis. Bibliography that lists 6 sources. Saldal.wps
Salvador Dali / A Look At Two Of His Works : This 3 page report examines two of the painter's most renown works, The Persistence of Memory and Sacrament of the Last Supper. They are not done in the same style, yet share many similarities. A brief synopsis of Dali's life as an artist serves as an introduction. No Bibliography. Dali2.wps
The Use Of Non-Naturalistic Coadjutors In The Work Of Salvadore Dali : An 8 page essay on the use of non-naturalistic ‘‘coads,’’ or images, in representatives works from the different periods of Dali’s career. Bibliography lists 6 sources. Coads.wps
Breton, Dali, & Dada / Surrealism : A 7 page essay on the roots of Dada and Surrealism, with a discussion of the political and personal influences characteristic of these art forms—their beginning and their end. Artists work reviewed include Salvadore Dali, Rene Magritte, and Sherwood Anderson, among others. Bibliography cites 9 sources. Surealda.wps
"Hagar" by Edmonia Lewis (1875) : A 5 page reaction paper to this extraordinary marble representation of the biblical character emphasizes a variety of emotional responses. Several points are made including the artist's possible perception, the masculinity of the piece along with its angelic qualities.The figure's relationship with the biblical tale is also noted. Hagar.doc
Howard Finster / An Artist on a Mission : A comprehensive 10 page discussion of the life and works of Reverend Howard Finster, a 20th century artist who, when suddenly endowed late in life with the talent to paint, believed that God was guiding him artistically. Numerous works are analyzed. Bibliography lists 10 sources. Finster.wps
Helen Frankenthaler : A 4 page paper that discusses Frankenthaler's experience in the world of art, her unique technique and its subsequent applications. The paper discusses the fact of recognition for her technique in a male-dominant art world, but not her works. Through feminist descriptions of a few of her works, the paper posits that the beauty of the paintings themselves may have been largely ignored in light of the fact that her technique was so intriguing. Bibliography lists 5 sources. Frank2.wps
Frida Kahlo : This 1 page paper discusses the life of famous Mexican painter Frida Kahlo. The writer analyzes the way Kahlo's paintings represent her life, and the inspiration she offers as a Latin American woman. Bibliography lists one source. Frida.wps ..Total Price Only $ 10.95 !
The Life & Works of F.J. DeGoya : 6 page discussion of the life and works of Francisco Jose DeGoya, the 18th century Spanish painter. Focuses upon "The Shootings of May Third" and "Pradrera de San Isidro." Bibliography lists 8 sources. Goya.wps
The Influence Of Francisco de Goya : A 15 page paper analyzing the effect the late eighteenth-century painter Francisco de Goya had on the Impressionists of the late nineteenth century and the Expressionists of the early twentieth. The writer concludes that the Impressionists primarily gained from Goya a fresh way of looking at light; the Expressionists gained from his darker period a more direct way of depicting the human soul. Bibliography lists 11 sources. Goya2.wps
Gaze / Impressionist Flaneur : An 8 page essay on the gaze of the Impressionists in the urban setting. The writer posits that the flaneur’s gaze was not only artistic but political, particularly in respect to consumerism and changing women’s roles. Bibliography lists 6 sources. Gaze.wps
Cezanne’s "The Bather" : A 5 page research essay on Paul Cezanne’s mesmerizing work, "The Bather." In the course of an argument that posits that the work is nearly indescribable and is definitely "un-categorical," the writer describes Cezanne’s techniques, philosophies and achieved effects. The writer also provides descriptions of the work by art critics, which tend to the metaphysical. Bibliography lists 6 sources. Cezbathr.doc
Cezanne’s "The Bather" # 2 : A 5 page essay on the rhythms and cadences that speak to the soul in Cezanne’s "The Bather." The writer compares the dissonances in Cezanne’s work to musical counterbalance, positing that the artist (Cezanne) creates a Rachmaninoff concerto from Debussy’s "Chanson de Billets." Cezmuse.doc
Cezanne’s "The Great Bathers" / Response : A 5 page essay on the rhythms and cadences that speak to the soul in Cezanne’s "The Great Bathers." The writer compares the dissonance and consonance in Cezanne’s work to musical counterbalance, positing that Cezanne creates a symphonic arrangement from the various techniques described. Cezmuse2.doc
Courbet and Cezanne / A Contrast and Comparison : A 6 page paper comparatively discussing the lives & works of these two artists. Their reflections of their lives within their works are contrasted and compared. Bibliography lists 6 sources. Cezan.wps
Biography Of Van Gogh / Stone’s "Lust for Life" : A 7 page paper discussing the way Irving Stone presented the life of Van Gogh in this bio-history. It compares Stone’s version of one particular incident to those of two other Van Gogh biographers, and also includes the viewpoints of several other critics who have commented on Stone’s handling of his genre. Bibliography lists 7 sources. Vangogh.wps
Sunflowers Comparative / Monet & Van Gogh : A 5 page research paper comparing and contrasting the sunflower paintings of these two artists. The writer posits that, according to their own desires, the artists created the effect of either order (Monet) or emotion (van Gogh). Bibliography lists 5 sources. Sunflwr.wps
Van Gogh’s "Starry Night" as a Religious Vision : A 15 page analysis of Vincent Van Gogh’s famous painting, showing how its technique and iconography argue in favor of its role as religious art. The paper examines the painting from both a technical and a symbolic viewpoint. Bibliography lists 9 sources. Starvis.wps
Teaching Van Gogh to Sixth Grade Students - 3 Lesson Plans : Three 2-page lesson plans for teaching 6th grade art students. Includes Van Gogh's artwork, new vocabulary words, and a post-lesson quiz. Each bibliography lists 2 sources. An excellent reference for anyone studying elementary education ! (6 pages total). Artlesso.wps
Artwork Of Frederic Remington & His Depiction Of The American West : A 12 page paper that provides an overview of the ideals and values of the American West as expressed through the art work of Frederic Remington. This paper considers Remington's impact on the identity of the West and the myths and perceptions that were supported by his art. Bibliography lists 8 sources. Remington.rtf
Castiglione's "The Courtier" and Neoplatonic Beauty During the Renaissance : A 6 page paper on this landmark work in Renaissance literature and the art that shared its aesthetic goals. The writer details Castiglione's view of Neoplatonic beauty, and then relates it specifically to the works of two Renaissance artists, Michelangelo and Leonardo da vinci. Bibliography lists 5 sources. Castig.wps
Caravaggio’s "Card Sharps" : A 7 research paper which analyzes this work by the Italian artist Caravaggio. The writer shows how this painting is representative of Caravaggio’s work and also the areas in which it is unique. The controversy surrounding Caravaggio’s habitual use of young boys as subjects for his paintings is also addressed. Bibliography lists 4 sources-. Cardshar.wps
Corrado Giaquinto’s "The Marriage of the Virgin" : A 3 page paper that provides an analysis of this work, with a concentration on the physical qualities, iconography and style. Bibliography lists 3 sources. giaqui.wps
Restoration Of The Sistine Chapel : A 5 page paper discussing the restoration of the frescoes of the Sistine Chapel and the various sides taken in the controversy surrounding whether they were improved or destroyed by the work done. Bibliography lists 4 sources. Sistine.wps
Rodin’s "The Kiss" : A 5 page research paper that explores Rodin’s work from the viewpoint of aesthetics, form, and passion. The writer also explores his work in terms of the period in which it appeared, criticism received, past and present, and how ultimately, his aesthetic principles are served. Bibliography lists 6 sources. Rodinkis.wps
Cellini & Michelangelo, Mannerism Pieces : A 6 page paper exploring the way which two artists expressed the changing world in which they lived. The two pieces compared and contrasted are Michelangelo’s "The Damned," a small part of Last Judgment, and Cellini’s The Saltcellar. These pieces were selected because of similar and contrasting poses of the figures within the pieces and how they represent a move to Mannerism. Ideals studied include subject, and affectations such as complexity and variety. Bibliography lists 5 sources. Cellmich.wps
Christo / A Contemporary Artist : This 8 page overview about a contemporary artist is organized into four parts. One part discusses the artist’s use of color and another compares him to DeKooning. The third part is an analysis of Christo’s role in contemporary society and how the era in which he lives is reflected by his works. Finally, a mock interview with the man reveals answers to the public’s most perplexing questions. Bibliography lists 7 sources. Christo.wps
Jackson Pollock / Abstract Expressionist : This 9 page paper proposes that the abstract expressionist was the leader of the art movement in America during the post World War II era. Ultimately, he and his cohorts, shifted the center of the art world from Paris to New York. Several of his works are explored in a piece that looks at the art movement in historical perspective. Bibliography lists 7 sources. Jackpoll.wps
John La Farge / Stained Glass Artist : A 5 page essay on the nineteenth century artist who invented opalescent stained glass and was a leader in other areas as well. He created thousands of beautiful stained glass windows during his career that rival Tiffany’s, who was a contemporary and a competitor. Bibliography lists 3 sources. Laforge.wps
Henry Moore / A Sculptor : A 10 page paper on Henry Moore, one of the greatest sculptors of the 20th century. His childhood is discussed -- detailing much of his father’s strength which supported Moore with common sense. A discussion of Moore and his position as a sculptor in regards to his particular time followed by a section discussing particular works of Moore’s which demonstrates his unique style, a style that was just as unique and adventuresome as the other popular artists of the time. Bibliography lists 6 sources. Hmoore.wps
Donatello vs. Ghiberti : The works, styles, and respective contributions of these Italian Renaissance artists are compared and contrasted in this 6 page analysis. Bibliography lists 4 sources. Donat.wps
The Works of Rembrandt and Ruben / Contrasts and Similarities : An 8 page paper dealing with the life and works of Rembrandt and Peter Paul Rubens. Contrasts the styles of each. Bibliography lists 5 sources. Ruben.wps
George Seurat - Scientific Impressionism : A 3 page essay on George Seurat-- a French neoimpressionist painter from the late 19th century. The writer analyzes Seurat's work, technique, & style,-- arguing that he represented "the ultimate example of an artist as a scientist." Several of Seurat's paintings are discussed. No Bibliography. Seurat.wps
Graffiti Artist / Basquiat : A 30 page paper discussing Jean-Michel Basquiat, his life, his art, and his art in relation to society and what its message stresses for us. Bibliography lists 12 sources. Basquiat.wps
Art & Its Depiction of the Human : 5 pages discussing how art intricately depicts the human figure as evidenced by the following works : "David" (Michelangelo), Portrait of Giovanni Anolfini" (John Van Eyck), "David" (Bernini), and "Merode Alterpiece" (Robert Campin). Theme, form, detail, and more are discussed. No Bibliography. Arthuman.wps
Comparison of Two Similar Paintings : 5 page opinionated comparison between two similar paintings : Edgar Degas' "Nude Woman Having Her Hair Combed" (Metro. Museum of Art) and Francois Boucher's "The Toilet of Venus." 2paintin.wps
Comparison Between Two Paintings / Ter Borch & Brouwer -- Technique : A 10 page comparison between "A Young Woman at her Toilet w/ Her Maid" and "The Smokers." The writer compares these two works of art in terms of six key echnique points with respect to the Flemish and Dutch schools. Bibliography lists 12 sources. Terborch.wps
Comparative Art / Matisse vs. Turner : An 8 page piece on Matisse and Turner that compares the artifice in Odalisque and The Slave Ship. As Matisse’s Impressionistic art sought to reflect a lifestyle, so did Turner’s Romantic art. The difference being that Matisse was not interested in judgments or making political statements. His interest was in the placing of color on canvas in a certain order. Turner also had this interest, but his comment was political and of mythical proportions. Bibliography lists 4 sources. Compart.wps
Comparison / Matisse and Moreau : A 5 page comparison of Gustave Moreau’s "Salome" and Matisse’s "The Painter and His Model." The writer presents comparisons in terms of balance and other aesthetics, along with some of the artists philosophies, with a concentration on those of Moreau. Bibliography lists 3 sources. Matimore.wps
Artistic Comparisons / Degas & Canova : A 5 page paper that compares the work of Edgar Degas ("The Little 14 year old Dancer) with that of Antonio Canova (Perseus and the Head of Medea). This comparison focuses on Degas Impressionist considerations and Canova representation as a Neoclassicist, and the meaning that these eras had to the work of both men. The comparison also demonstrates the way in which subject plays a role in the ability of the viewer to perceive similarities or differences between two works. Degascan.wps
Art Comparison / "Venus of Urbino" vs. "Entombment" : In this 9 page paper, the writer compares the paintings "Venus of Urbino" by Titian and "Entombment" by Jacopo Pontormo. Venusu.wps
Art Comparison / "Trajan in Armor" vs. "Alexander with the Lance" :
A 5 page paper that provides an overview of comparisons that can be made between these two statues. Bibliography lists only a web site used to view these statues. Trajalex.wps
Salvador Dali / A Look At Two Of His Works : This 3 page report examines two of the painter's most renown works, The Persistence of Memory and Sacrament of the Last Supper. They are not done in the same style, yet share many similarities. A brief synopsis of Dali's life as an artist serves as an introduction. No Bibliography. Dali2.wps
Leonardo DaVinci's "Mona Lisa" : A 4 page research paper on DaVinci's infamous painting "Mona Lisa" in which the writer presents their own opinion of the work and then complements it with in-depth historical analysis and factual information about the artist, the model, and even the work's original name. From an artistic perspective, the materials and methods used to paint the Mona Lisa are described as being genuinely representative of DaVinci's era. Monalisa.wps
Leonardo DaVinci’s "Mona Lisa" and "Vitruvian Man" : A 4 page paper that discusses the artistic principles DaVinci developed and applied to his paintings generally, in comparison with other artists of the period, and the application of these techniques to each of these two paintings. The paper discusses these in light of the Renaissance ideas of science and humanity and posits that perhaps the "imperfections" in his paintings exhibit a larger experiment in these two areas of thought. Bibliography lists 7 sources. Davinci2.doc
Pablo Picasso's "Guitar": A 7 page analytical research paper on Picasso's "Guitar." Beginning with a brief introduction to Picasso's life & works, the writer specifically examines how this particular painting does or does not relate to the artist, his other works, and to the Cubist movement itself. Numerous elements of the painting are analyzed, discussed, and elaborated upon. Bibliography lists 10 sources. Picasso.wps
Picasso's "Les Demoiselles" vs. Botticelli's "Birth of the Virgin" : A 5 page essay that looks at the form of art as a reflection of scientific principles and societal attitudes of the two eras (Renaissance and Early 20th Century (Cubist)). The paper discusses how these two artists' works embody these principles and attitudes in regards use of color and light, and volume and mass v. geometrics. Bibliography lists 3 sources. Bottpica.wps
Garden Of Eden, Garden Of Gethsemane & The Last Supper : 10 pages in length. No greater contrarieties could exist than between the Garden of Eden and the Garden of Gethsemane; their drastic differences were as vast as the day is long. Where one represented peace and tranquility, the other symbolized sadness, torture and the depths of despair. There is much controversy and mystery surrounding da Vinci's painting, The Last Supper, depending upon which account one believes -- the biblical version or the contemporary version. Even within the biblical version, however, there exists varying accounts of what took place in da Vinci's masterpiece. The writer compares and contrasts the differences between the Gardens, briefly accounts for the fall of Adam and Eve, discusses the various interpretations of The Last Supper, and also includes a bit about the history behind the artist's rendering. Bibliography lists 11 sources. GrdnEden.wps
Analysis of Rembrandt's "Rembrandt Contemplating the Bust of Aristotle" : A 5 page paper discussing three aspects of this infamous painting : light, shadow and psychological basis (mood) of subject. These are tied into the relevancy of this self-portrait to the Baroque period and Rembrandt's move away from his peers, which led to his genius. Bibliography lists 4 sources . Rembrand.wps
Explication of Painting / Poussin's "Summer" : A 3 page essay reviewing a work by Nicolas Poussin on display at N.Y.'s Metropolitan Museum of Art. The work is sometimes called "Summer"-- or at other times, it is known as "People." The writer of this paper expresses why the first of these titles is more applicable. Examined are the artist's use of landscape, dimension, story, color accuracy, and more. No Bibliography. Paintin2.wps
Benton's "Self-Portrait" : Thomas Hart Benton, an American painter, created a "self-portrait" work on display at New Yodrk City's Metropolitan Museum of Art. In this 5 page essay, the writer discusses Benton's message in "Self-Portrait" as well as his thematic style, use of contrast, imagery, and more. Bibliography lists 4 relevant sources providing background information on the artist's life & works. Painting.wps
Juan Gris’ "Breakfast" / Analysis Of Painting : This 1914 painting by Juan Gris hangs in the Museum of Modern Art in New York City. In this 6 page paper, a brief biography of the artist is followed by an interpretation of the piece. Bibliography lists 4 sources. Breakfas.wps
Comparing Two Coins / Symbology Of Culture : A 5 page analysis of the symbolic content, similarities and differences, of a coin issued by Lysimachus and a U.S. Kennedy half dollar. No bibliography. Coincult.wps
Art Opinion / At the Smithsonian : A 5 paragraph (2 page) essay expressing the author's opinions about five works viewed in Washington D.C.'s 'Smithsonian Gallery of Hispanic Art.' No bibliography. Artgall.wps
Lorenzo de Medici : A 5 page essay on the life and accomplishments of the great Renaissance patron of the arts and ruler of Florence. Bibliography lists 4 sources . Lorenzo.wps
Experimental Typographer Frank Ford : A 5 page essay that explores the historical background and artistic content of three of Ford’s typographical fonts. Bibliography lists 4 sources, including Ford’s personal description of this art. Typoford.wps
Images Of Alexander the Great—A View To The Past : A 5 page essay which examines 2 pictures of Alexander the Great--a fourteenth-century painting entitled ‘‘Alexander Battling the Fur of Hind’’ and a sixteenth-century woodcut print entitled ‘‘The Three Good Pagans.’’ The paper describes the two works of art in detail and explores what may be surmised from a close examination of these two works. No bibliography. Alexgrat.wps
The N.M.A.A. / Smithsonian : A 2 page overview of the individual galleries and collective exhibits at the National Museum of American Art of the Smithsonian Institute in Washington, D.C. The history and purpose of the Renwick Gallery are examined most closely. No Bibliography. Nmassmuse.wps
Trip / Metropolitan Museum of Modern Art : 3 pages worth of analytical reaction to works on display at New York City's Metropolitan Museum of Modern Art. Included in the discussion are Max Beckmann's (1932-33) work entitled "Departure," Giacomo's "Street Light," and others. No Bibliography. Modernar.wps
Trip / Metropolitan Museum of Art # 1 : Written after a visit to the Metropolitan Museum of Art in New York City, this 3 page essay examines works on display of various European painters including : ElGreco, Picasso, and Renoir. No bibliography. Metmuse.wps
Trip / Metropolitan Museum of Art # 2 : 3 page reaction from a visit to New York City's Metropolitan Museum of Art. Specific works from various periods are discussed and analyzed in light of their culture and artistic content. Included are works from the Greek & Roman, African, and Japanese wings and galleries. No Bibliography. Metmuse2.wps
Trip / Met Museum of Art # 3 / Sphinx of Senwosret III : In this 5 page paper, the writer explicates a specific piece in NY's Metropolitan Museum of Art : The Sphinx of Senwosret III - a sculpting of a powerful Egyptian spirit used by Pharaohs. Discussed are the shape, form, history, materials, durability over time, wear, effect, meaning, color, and more. Bibliography lists 3 sources used to support the writer's discussion of the Sphinx's history. Metmuse3.wps
Trip / Met Museum of Art # 4 / P. Cot's "The Storm" : A short, yet detailed 3 page critique of Pierre-Auguste Cot's "The Storm" (painting) -- as viewed by the writer while on a trip to N.Y. City's Metropolitan Museum of Art. Examined are the artist's use of background/foreground, Cot's meaning, purpose, attention to detail, etc; No Bibliography. Metmuse4.wps
Trip / Metropolitan Museum of Art # 5 : A 2 page reaction to exhibits from various wings of NY's Metropolitan Museum of Art including paintings, sculptures, etc;-- from the Greek & Roman, Asian, African, and other galleries/wings. No Bibliography. Metmuse5.wps
Trip / Met Museum of Art # 6 / Paolo Varonese's "Mars and Venus ..." : This 3 page reaction to a Metropolitan of Art (New York City) painting entitled "Mars and Venus United by Love" discusses Varonese's use of mythology, contrast, attention to artistic detail, etc; No bibliography. Metmuse6.wps
Trip / Met Museum of Art # 7 / Standing Buddha : Approximately 3 pages worth of the writer's own personal analytical reactions to a statue in New York City's Metropolitan Museum of Art entitled "Standing Buddha" (India, 5th century A.D.). No Bibliography. Black and White picture of statue included. Buddha.wps
SOCIAL &
POLITICAL ISSUES IN ART
Art Education : An 8 page research paper on Art education, its history, and suggested goals for relevant curricula. The theories of significantly renowned artists and art teachers are discussed with relevance to the author's own creative ideals. Bibliography lists 5 sources. Arteducn.wps
Educating Artistically Talented Students : A 15 page research paper which gives an overview of what is required in nurturing artistic talent. The writer covers such topics as the misconceptions which abound regarding the artistically talented, identifying the talented student, and general recommendations regarding teaching strategies. The writer also offers a general picture of the programs which are available in the U.S. for artistically talented students. Bibliography lists 12 sources. Studtal.wps
Art & Politics : A 5 page essay on how art has always reflected the political climate of its day. Mentioned are the works of Sir John Everett Millais and several others from various cultures and historic periods. Bibliography lists 7 sources w/ end notes. Artpolit.wps
Art Censorship / Right or Wrong? : A 5 page examination of the censorship of art. Discusses the rights and wrongs of censorship and the tendency of many people to conform with the opinions of what they perceive as the majority. Bibliography lists 5 sources. Censart.wps
Censoring Art : A 5 page paper discussing the problem of censorship in regards to visual art. The main focus of the paper is the problem facing our schools art classrooms , with some mention of other types of censorship evident in the schools. Many parents are arguing that much of the material that is presented in the classroom is objectionable and should be removed from the classroom. Other people have complained about art that has been created by students stating that the art is satanic and disturbing and should not be exhibited. Censorship, in general, is wrong and should be opposed. There should, however, be measures taken to protect those who are offended for not all art is appreciated by everyone. Bibliography lists 5 sources. Artcen.wps
Demon Iconography Flourished Throughout The Art Of The Middle Ages : Numerous examples have been discovered of the influence, both artistically and ecclesiastically, of the presence of the devil in the lives of common people and saints depicted in the many carvings, sculptures, and paintings of medieval times. Bibliography lists 8 sources. Demonico.wps
Hitler’s Degenerate Art Exhibition : A 6 page paper in which the writer provides an overview of the elements leading up to the German "Degenerate Art Exhibiton" of 1937, in which the Nazi's displayed and then destroyed the art works of major modernists artists. Bibliography lists 6 sources. Degenart.wps
Art In Hiroshima / Then and Now : A 5 page paper that considers the impacts of the bombing of Hiroshima in 1945 on the development of art in that region. The writer focuses on the impact of political cartooning as an art form. Bibliography lists 5 sources. Hiroart.wps
Japanese Animation / Anime & The Link to Hiroshima : A 5 page paper that considers the role that the bombing of Hiroshima has played in the shaping of modern day animation. Bibliography lists 5 sources. Japanim.wps
The State of Humanities : A 12 page paper describing Humanities today and the struggles they face. A short section on the conflict between science and the humanities is included. The National Endowment for the Humanities is spotlighted throughout the text. A speech by Senator Kennedy is included to illustrate the various issues associated with the humanities. A bibliography containing 8 sources of reference follows the paper. Humanity.wps
Benefits of Recreational Art Therapy : A 6 page research paper on various types of recreational art therapies and their uses. The writer details general information about the goals of recreational therapy for the mentally disturbed and for traumatic brain injury sufferers. Bibliography lists 3 sources. Recreatn.wps
The Art and Landscape Of The Netherlands : A 7 page paper that discusses the way in which art represents the geography and landscape of the Netherlands. This paper reviews the works of 4 artists, Rembrandt, Van Gogh, Habbema and Vermeer and argues that the works of the latter two artists significantly represent the landscapes and natural beauty, while also considering the importance of cities and physical structures in the landscape of the Netherlands. Bibliography lists 7 sources. Artland.wps
Walter Benjamin / "Work of Art in the Age of Mechanical Reproduction" :A 6 page essay discussing the author's view of the mechanical reproduction of art and its impact to the aura and tradition of a piece of artwork. Includes a brief biography of Walter Benjamin and his political beliefs. Discusses modern reproductive capabilities (especially digital reproductions) and their impact on art. Bibliography lists two sources. Benjamin.wps
Cultural Influence of World War I : An 10 page research paper on World War I's influence on art, literature and music. The writer describes the significance of World War I, the various art and literary movements, and the changes they led to. Bibliography lists 7 sources. Musicww1.wps
Feminist Art : (Art & Feminism) : A 5 page essay discussing how art has evolved to capture the feminist movement and reflect its struggles. The writer is pro-feminist. Bibliography lists 3 sources w/ end notes. Artfemin.wps
From Romanticism to Sexism / The Portrayal of Women in 18th Century Art : A 5 page research paper focusing on how women are portrayed in 18th century art. The paper focuses on Boucher, David, Fragonard and Goya. Substantial background is given on these artists and consequently how women are viewed in their works. Bibliography lists 5 sources. Artfemi3.wps
Government Spending & The Arts : A 4 page essay on the National Endowment for the Arts (N.E.A.) and the tragedy of cut funding at various levels. Using the opinions of those cited in research, the writer makes the argument that it's not too late for us to still do something about this problem and increase funding for the arts so that the future will not become a bleak and comparatively "artless" one. To date, a problem is seen in the fact that artists are compelled not to create works that appeal to the public, but rather to the grant makers. Bibliography lists 7 sources. Nea.wps
Critique of Maj. Owens' Speech On The Arts / NEA : A 5 page critique of the Major's speech and how it uses analogy, parallelism, metaphor, and other artistic techniques to express his ideas. The paper shows how he makes his points in regard to funding for the NEA, which include admonishment for lack of vision, description of potential loss of a tactile communications tool, and a warning about the dangers of giving up creativity and individuality to a self-idolizing group. No bibliography. Neaowen.wps
Portrayal of Women in European Paintings : A 5 page research paper exploring how women are portrayed in paintings. The writer describes images of women in a few key 20th century European paintings, and the social and cultural influences on these portrayals. Bibliography lists 4 sources. Artfemi2.wps
The Agenda of the Far Right / A Future Without Arts or Humanities :
A 5 page essay based on the essay, ‘‘Pulling the Fuse on Culture,’’ by Robert Hughes. (Time Magazine, 8/7/95) The writer explores the ramifications of the far-right Republican agenda and what that could mean to the America of the future. No Bibliography. Culfund.wps
Jean-Jacques Rousseau & His Criticism Of The Arts : A 3 page essay discussing Rousseau's criticism of art as something that inherently corrupts civic virtue. The writer finds that Rousseau is logically fair when he critiques Moliere but finds reason to debate his denouncement of the theater -- arguing that in his attack on the arts, Rousseau does actually promotes and endorse certain fascist ideals of censorship. Bibliography lists 3 sources. Rousseau.wps
Kant, Hegel, Nietzche, & Heidegger – How Did Each Of Them Define Art? : This 12 page essay reviews the similarities and differences between four of the great thinkers of the past 200 years. No bibliography. Artph.wps
Art & The Internet : A 5 page essay discussing the benefits of having art created and shown on the Internet in addition to the way it is usually produced. Bibliography lists 3 sources. Artnet.wps
Art & Beauty’s Role in Knowledge : A 5 page paper examining whether art can provide knowledge, or whether that knowledge instead is resident within the individual but unrealized until the experience of the art reveals it. Whether the individual is able to either recognize or access that knowledge is immaterial. When art can bring forth an understanding, it is not providing knowledge per se, but rather providing a framework in which that knowledge can be contained and translated to the conscious mind of its viewer. It is within this context that the work of Warhol becomes important, and Picasso’s Weeping Women series portrays not only the image of pain, but also conveys an understanding of it. Bibliography lists 5 sources. Knowrole.wps
ANCIENT CULTURES
Aztec Art : An in-depth, 6 page discussion of Aztec art. Describes culture, history, and its influence in several examples from relevant periods. Bibliography cites 6 sources. Aztecart.wps
Comparing Aztec and Inca Art : A 9 page comparison between Aztec and Incan art & architecture. The writer makes their analysis based upon each group's respective culture, design, structure, etc; Bibliography lists 9 sources. Incaazte.wps
Olmec [Native Indian] Art : A 5 page outline of materials describing beliefs which are helpful in interpreting ancient pieces of art from the Olmecs. A belief that shaman are transformed into jaguars, and similar related notions, are the basis for their creations. No bibliography. Olmecart.wps
Physical Descriptions Of Biblical Patriarchs / Influenced Of Ancient Art : A 6 page paper that compares the Biblical descriptions of some of its major patriarchs (Abraham, Isaac, etc;) with the archaeological findings of the time, to support their descriptions. The writer attempts to show that archaeological findings, including art and sculpture, deny some of the representations in the Bible, including the advanced age of many of the patriarchs in Genesis, and the racial hereditary basis for characters like Esau. Bibliography lists 3 sources. Patriar.wps
Aegean Art : A 4 page study of art in the region surrounding Greece before the insurgence of the more traditionally known Greek period of art. Previous to Classical Greek art the Aegean art composed of several types of art forms that generally contained smooth and curved lines. The subject of art was oriented much more towards nature and animals than the Greek period that was to follow. The Aegean period includes the Minoan, Mycenaen, and Cycladic art forms. Bibliography included. Ancient.wps
Ancient Greek Art : A study of ancient Greece and the art form it produced. This period in time produced many forms of art. The art of the ancient Greeks was to influence the world greatly as many buildings were built with Greek architecture in mind. Even today we still see its influences in most of our government buildings across the nation. The sculptures, paintings and architecture were highly charged and elegant. It was an incredibly influential period in history that has perhaps not been surpassed by any period since. Grekart.wps
The Use of Color in Ancient Greece : This 7 page paper discusses the use of color throughout the time between and including the Geometric and Hellenistic periods. Ceramics and paintings are among the many art examples provided. Bibliography lists 13 sources. Colorgre.wps
The Evolution Of Greek Sculpture : A 15 page discussion of the evolution of Greek sculpture with an emphasis on drapery treatment over time. Bibliography lists eight sources. Greekscu.wps
The Impact of Buddhism on Asian Aesthetics : A 7 page research paper on Buddhism and art especially in China and India. The writer details the general tenets of Hinduism, Confucianism, and Buddhism, and the changes in visual and written arts with the dominance of each. Bibliography lists 5 sources. Buddhart.wps
Chinese Art / Book Review : 4 page review of Michael Sullivan's "The Arts of China," a comprehensive book detailing the history and development of Chinese art from ancient times to the twentieth century. Includes bibliographic reference for Sullivan's book. Chinabok.wps
(The) Hanging Gardens of Babylon : A short, 3 page discussion of the Hanging Gardens of Bablyon, their story & features. Focus is upon what makes them one of the Seven Wonders of the Ancient World. Bibliography lists 6 sources. Gardenba.wps
Navajo and Hopi : A 7 page research paper describing the world and religious views of each tribe and their impact on arts.The writer describes how certain worldviews of each tribe contribute to the art forms including sandpaintings of the Navajo and kachina dolls of the Hopi. Bibliography lists 6 sources. Hopinava.wps
The Neolithic Age & The Dawn of Modern Civilization : 5 pages in length. An insightful research paper on the importance of The Neolithic Age-- the period just before the dawn of Egyptian Civilization -- which is known to have given birth to modern humanity, art, architecture, religion etc; Because there are so few written records of this era, we know so little about this time-- and yet this only adds to our fascination with it. Specific techniques for Neolithic art, architecture, pottery, carving, ritual, and more are described throughout most of the report. Bibliography lists 5 sources. Neolithi.wps
Cultural Anthropology / Religion & Art : A 7 page paper on how art and religion have been blended throughout known history and how this applies to cultural anthropology. The paper discusses how religion and art are means of expressing cultural beliefs, means of teaching societal norms, and means of progressing society. The writer argues that cultural variation/progression impacts the evolutionary scheme as imperatively as biological variation. Bibliography lists 4 sources. Cultant.wps
GRAPHIC ARTS
The Role of Color in Graphic Design : A 4 page report that discusses the interrelationship of color theory and graphic design from a psychological impact perspective. A brief overview of the role of the computer in the delivery of graphic designs is also covered. Bibliography lists 6 sources. Colotheo.wps
Computer Graphics In The Movies : A 5 page essay on how the modern film industry now uses 3D computer graphics to create special effects instead of more traditional methods. Bibliography lists 4 sources. 3dgrap.wps
GIF : Graphic Interchange Format : A 7 page paper that describes the functions of GIF in the development of images for the Internet. The use of GIF for animation is effective because of the simplicity of the format as well as the small files that GIF creates. Within the scope of this paper is also consideration of competitors of GIF, including JPEG, as well as new developments in GIF technolgy. Bibliography lists 7 sources. Gif.wps
The Impact Of Digital Imagery On Copyright Laws : A 10 page research paper on the complicated issue of how to alter copyright laws to protect digital imagery on the Internet and elsewhere. Bibliography included. Digimcop.wps
Technology & Film-Making : A 3 page research paper focusing on the effects of technology on film making. Specific examples are given of the new system JEDI allowing the integration of cartoon characters and people. Bibliography is included. Musictec.wps
Walt Disney the Animator : A 5 page paper that looks at the development of Walt Disney as an animator and as a focus in the animation industry. Since his beginnings in animation in 1919, Walt Disney always demonstrated his skills as an animator, developing his skills from animation techniques created by others. But Walt Disney's greatest contribution to the industry was his organizational skills, his eye for detail, and his animation process that he developed for other animators. Bibliography lists 5 sources. Waltdisn.wps
Paul Rand : A 5 page research paper on the famous graphic designer. Rand is credited, more then any other designer of this century, with bringing a modernist design aesthetic to post-World War II America. The writer includes details of Rand’s career and offers analysis of Rand’s work. Bibliography lists 4 sources. Paulrand.wps
ARCHITECTURE, ARCHITECTS,
DESIGN & CONSTRUCTION
(All Periods)
Three Ancient Cities / Comparison : 14 pages in length. In this research paper, the writer examines the artistic and architectural backgrounds of three ancient cities : Albania's Burtinti, Mexico's Cholula, and Sicily's Syracuse. It is hypothesized that through an examination of their architecture, we can learn much about the lives of early inhabitants, and the thought that went into urban planning (roadways, aqueducts, etc.;). Bibliography lists 10 sources. Citianc.wps
The Dome Of The Rock : A 7 page essay on this beautiful structure in Jerusalem. It is the oldest example of Islamic architecture in which the original art work is, more or less, unchanged from ancient times. Bibliography lists 5 sources. Jerusa.wps
Agoras, Greek & Roman : A 6 page paper that explores the ancient Greek and Roman architecture of agoras (public squares), including their construction, materials, structures, ornamentation, and social significance. Bibliography lists 5 sources. Agoras.wps
Ancient Egyptian Architecture : 2 pages worth of notes and discussion about temples and various structures in Egypt nearly 4,000 years old. No Bibliography. Egypttemp.wps
The Pyramids Of Ancient Egypt : An 8 page paper on the great pyramids of ancient Egypt. Focusing upon the Pyramid at Giza, the Pharaoh's pyramids, and more,-- the writer examines architecture, purpose, use, etc; Bibliography lists 6 sources. Pyrdhist.wps
Early Greek Architecture : Approximately 10 pages in length. Paper examines periods and styles in early Greek architecture. Bibliography lists 7 sources (also includes annotated bibliography as well). Grrek.wps
Roman Architecture : An 11 page paper on Roman architecture focusing on such subtopics as the dome construction of temples & civic monuments, city planning, theaters, the Domus, triumphal arches, Roman tombs, and more. In addition to discussion culture, purpose, and general aesthetics, the writer also makes mention of the tools and methods used to construct these great architectural works. Bibliography lists 7 sources. Romanarc.wps
Roman Architecture # 2 : This subject is evaluated in terms of its influence on western architecture in this 5 page paper. Also discussed are social factors present when the structures were built as compared with mores and systems present today. Also included is discussion on building materials and style which is compared and contrasted with western art. Government buildings, stadiums, bath houses, importance of the bedroom and magnificence of the gardens are each highlighted. Bibliography lists 5 sources. Romanar.wps
Roman Architecture & Art Analyzed : This 3 page research paper examines the evolution of Roman art and architecture from a mere imitation of the Greek form to a style uniquely its own, reflecting its own unique political structure. Specifically discussed are Roman sculpture and portraiture, and influence of Caesar Augustus displayed in Caesar Augustus of Primporta and Ara Pacis Augustae as well as the architectural marvels of the Temple of Vesta, the Colosseum and the Pantheon. Bibliography lists 3 sources. Romanart.wps
City Planning In Renaissance Italy : A 12 page research paper that analyzes the role of the Renaissance in Italian architecture and city planning, focusing on the cities of Venice, Florence, and Rome. The writer postulates that the Renaissance style of simplicity and symmetry, along with each city’s geography, particularly influenced the development of neighborhoods and communities. Bibliography lists 7 sources. Renitaly.wps
Stonehenge : A 1 page essay on the architectural construction of Stonehenge; a mystical European creation from the New Kingdom Temple- era. Bibliography lists 1 source. Stonehnge.wps *TOTAL FOR THIS ESSAY ONLY $ 10.95 !
Stonehenge Temples in England : The writer of this 14 page research paper provides an informative informative view on the Stonehenge Temples in England. The description of Stonehenge is inclued, as well as the theories on how this monument came to be. Bibliography included. Stoneh.wps
Magnificent Church Buildings Are Not About Materialism : This 7 page paper discusses the premise that modern Christians build large and beautiful churches as a reflection of their own materialism. The writer ultimately argues that such is not the case. Bibliography lists 12 sources. Churchb.wps
Religious Architecture : A 9 page paper focusing on the architectural styles of three primary religions. The writer explains various structures common to Christian, Buddhist, and Islamic religious styles. Bibliography lists 9 sources. Archi.wps
The Cathedral Schools : A 7 pg essay (plus 1.5pg, FREE outline) discussing how the architecture of Cathedral schools evidence a greater attention to cultural values than the architecture of our contemporary schools. Bibliography lists approximately 7 sources . Cathedra.wps
(The) Gothic Cathedrals : 15 pages on the Gothic cathdral movement between 1100 - 1500 a.d. in Europe. Dividies into centuries. Describes Gothic architecture, changes and developments for each time period. Includes descriptions of major cathedrals for each century. Bibliography lists 15 sources. Gothicca.wps
The Cultural Basis for the Development of Gothic Architecture : A 15 page paper analyzing this pivotal period in art in terms of its relationship to the growing secularity of the society at the time. The paper looks in particular at the renovations of the Abbey at St. Denis, which added a Gothic choir to a Romanesque church, and the construction and later renovations to the Cathedral of Notre Dame de Paris. Bibliography lists 8 sources. Gotharc.wps
Westminster Abbey of London – A Gothic Architectural Ideal : This 10 page paper examines Gothic architecture, its attributes and characteristics, as well as the historical context in which it evolved. Westminster Abbey is the specific building examined. Bibliography lists 7 sources. Abbey.wps
Religious Symbolism in the Architecture of Westminster Abbey : A 10 page essay examining the ways in which the Abbey plays a significant role both in the religious and political consciousness of the England. Bibliography lists 9 sources. Westabb.wps
Interior of St. Peter’s Church by Giovanni Paulo Pannini : A 3 page paper that provides an analysis of this work, with a concentration on the physical qualities, iconography and style. Bibliography lists 3 sources. Pannini.wps
Victorian Architecture : 10 pages in length. The enchantment of Victorian architecture is appreciated far and near. Here the writer discusses the various styles and addresses the continual battle to preserve and restore these historical buildings. Currently, there is an upsurge in the interest of New Victorian homes -- those with all the exterior splendor of the classic styles but with modern amenities and more spacious accommodations. Bibliography lists 11 sources. Victarch.wps
The Bronze Doors of Grace Cathedral and Italian Renaissance : A 5 page paper that looks at the doors of Grace Cathedral in San Francisco, modeled after the doors of the Baptistery at San Giovanni by Lorenzo Ghiberti, and considers how they are representative of Italian Renaissance architecture. Bibliography lists 4 sources. Grdoors.wps
The Role Of Bramante As An Image-Maker For The Papacy : 10 pages in length. One of the greatest architects of the Italian High Renaissance. Bramante was the original architect of the great Basilica of St. Peter. Bibliography lists 5 sources. Bramante.wps
Development Of Architectural Style / Bauhaus to Modern : A 5 page paper that discusses the architectural developments since the Bauhaus school, including examples from German, French, and American architecture. The paper discusses how American architecture was influenced by the Bauhaus school and how it has evolved from that era. Bibliography lists 5 sources. Bauhaus.wps
Fetishes In Architecture : 18 pages in length. Architecture is a very interpretive art that incorporates the use of various styles and techniques. For centuries, architectural fetishes have played a significant role in the creation of buildings and structures all over the world. The writer examines the use and techniques of fetish architecture as it applies to several time periods. Extensive bibliography included. Fetisha.wps
Building a New Home : This well-organized 25 page report details the various procedures and processes necessary in the design and construction of a new "dream home." A sample abstract and letter of transmittal are included. All macro and micro factors are evaluated and analyzed from selecting an architect to choosing a plot upon which to build. The industry and economy are discussed as well. Paper is an excellent reference for those studying business, professional, and technical writing or certain sub-topics in architecture. Bibliography lists approximately 15 sources. Homebild.wps
Global TransPark Airport Design : A 10 page paper presenting the narrative for the design of a new international airport. Included in the discussion are the topics of site selection, benefits to the community, funding of construction, gate set up options with the classic "V" chosen, concessions and their contribution to airport revenues, rental car arrangements and holding area locations, baggage issues, access control and ancillary businesses. Though the paper addresses several major issues, the overall focus is that of security and profitability. Bibliography lists 8 sources. Tranpark.wps
Design / Build In The Construction Industry -- A Cost-Saving Structure : An 11 page paper that provides an overview of the design/build strategy as it relates to the roles of owner, contractor, engineer, construction manager and architect. Bibliography lists 10 sources. Designb.wps
Design Theory / Textbook Review : 11 pages in length. A chapter by chapter analysis of a textbook on Design Theory. Technology, depth, rhetoric, ethics, and more are examined both in summary & evaluation. Designbk.wps
Construction Work In The Mid 19th Century : The 19th century presented itself as a time of extensive growth and change for the United States. With the frontier constantly expanding, construction was on the rise. This 4 page report looks at the job and lifestyle of mid-19th century construction workers. The writer is particularly concerned with techniques, challenges, obstacles, & levels of endurance. Bibliography lists 4 sources. Conswork.wps
History of Early Inner-City Architecture In New York : A 10 page that provides an overview of the history of architecture in New York City, with a focus on the book Low Life, by Luc Sante. This paper reflects upon architecture as it relates to urban planning and the implications of early architectural design. Bibliography lists 7 sources. Lifearch.wps
Married Student Dormitories at Harvard University / The Architecture Of Jose Luis Sert, 1962-1964 : A 10 page paper that reflects the basic structure, design and architecture of the Married Student Dormitories at Harvard University, designed by Jose Luis Sert and built in 1962-1964. Bibliography lists 6 sources. Harvarch.wps
The Art of Adolf Loos and the Modern Philosophy of Austerism : A 7 page paper that analyzes four Adolf Loos cites compared to the Modern philosophy of austerism. Loos used contradictory styles, although he said ornamentation is a crime. Some of his work was ornate by today's terminology as he worked in marble and brass and glass, rather than iron and glass---his competitors judgment of what properly reflected the times. Loos chose to reflect more than just metropolitan ideas and applied those ideas to the Khuner Country home. He even made an artistic attempt in his submission for the Chicago Tribune Building. Bibliography lists 5 sources. Adfloos.wps architecture
Form & Function in 20th Century Architecture : A 7 page paper giving a general overview of modern architecture. Architecture may have witnessed more changes in the 20th century than at any other time aside from the shift from mud huts to more permanently constructed buildings. When form reigned supreme, people were forced to adapt to the structure and not all were privy to having any sort of structure they could call their own. But with the advent of the idea of people first with buildings serving their needs, function took the lead, letting form grow from the function needed in any specific structure. Bibliography lists 8 sources. Archi20c.wps
Louis Isadore Kahn / 20th Century Architect : A 10 page paper on the life and works of 20th century architect Louis Kahn. The writer makes mention of some of Kahn's more famous creations such as the Salk biological Institute in La Jolla, California and goes into a detailed discussion of how the architect's works reflect his personal views and ideology. Bibliography lists 7 sources. Kahn.wps architecture
Otto Wagner/ Role in the Art Nouveau and Modern Architectural Movements : An 8 page paper discussing the Art Nouveau and Modern Architectural movements, their impact on the architecture of Europe and the role of Otto Wagner in these movements. Bibliography lists five sources. Ottow.wps
Le Corbusier : An 8 page paper regarding the man and his archetectual contributions during the early 20th century. Bibliography lists five sources. Lecorbus.wps
Frank Lloyd Wright / Architect : A 6 page paper on Frank Lloyd Wright, a talented turn-of-the-century architect, whose designs were based largely on Wright's own infatuation with the "architecture" of nature. Specific examples of this architect's work are provided to evidence this theme and to better-explain Wright's own ideology. Also mentioned is how some of his work reflects "wholesome" family values existing during the period in which he designed. Bibliography lists 4 sources. Wrightar.wps
Frank Lloyd Wright’s Unity Temple Vs. McDonald's Restaurants : A 5 page paper discussing the similarities and differences between Frank Lloyd Wright's design of the Unity Temple and the general design of McDonald's restaurants. Are there really any similarities between these two seemingly disparate structures? Indeed, the writer points to at least four ways in which the architecture is similar. Bibliography lists 4 sources. Unity.wps
Luis Barragan’s Architectural Style : An 8 page essay on the life and work of Mexican architect Luis Barragan. Bibliography lists 6 sources. Barragan.wps
Anthony Lawlor's Eight Elemental Forms : A 7 page pager based on Lawlor's (1994) book entitled "The Temple in the House." The writer focuses upon a specific chapter which outlines Lawlor's Eight "Elemental Forms" -- the greatest and most fundamental forces of architectural power. In Lawlor's view, these eight core elements of structural design comprise the primary basis for everything that we see, feel, and experience in a building. The writer applies what is learned in Lawlor's book to explicate the architectural design of Washington D.C.'s Capitol Building. One additional source is listed in bibliography. Elemform.wps
Pugin vs. Niemeyer / A Comparative Study Between Two Architects : A 6 page paper that documents the styles of 19th century architect Augustus Pugin and 20th century architect Oscar Niemeyer. While noting that these two architects shared little in common stylistically, the author attempts to show that these two men shared both an incredible impact on the architecture of their time and a highly developed sense of their art. Bibliography lists 7 sources. Pugineim.wps architecture
The Works Of Architect Raymond Hood : A 5 page research paper on the buildings of architect Raymond Hood. The writer discusses the landmark skyscrapers designed by Hood in the 1920s and 1930s which are still key attractions in the skyline of New York City. From the American Radiator Building to Rockefeller Center, Hood’s work is still admired for its use of classic Art Deco design and innovative features. Bibliography lists 6 sources. Rayhood.wps
The Golden Gate Bridge : This 5 page paper highlights the construction of the third longest suspension bridge in the world. Sections include an analysis on the building of the bridge from a cultural perspective, a religious and philosophical perspective and concludes with a look at the project from an ethical standpoint. Bibliography lists 7 sources. GGB.rtf
Construction Of The Boeing Plant : A 5 page paper discussing the building of the Boeing manufacturing plant north of Seattle, Washington. The plant itself, the culture and religion of the people who built it , and the ethics of the people involved in the building are discussed, as well as the relationship between religion, culture, philosophy, and ethics in the plant’s development and construction. Bibliography lists six sources. Boeingp.wps
Abstract Expressionism / Art & Architecture Comparison : A 20 page paper that explores layering, spatial depth, minimalism, combination of materials, objects and colors, and the moralist vein, all of which typify abstract expressionism. The artists and architects reviewed and compared include: Pollock and Richard Gluckman, Helen Frankenthaler and Garth Alexander Oldershaw, Jasper Johns and James Stewart Polshek, and Barnett Newman and Sam Durant. Bibliography lists 14 sources. Abstrexp.wps
Interior Design as a Profession : A 7 page paper on the requirements necessary to start an interior design business which outlines education, professional associations, business planning, identifying attorneys, accounts, bankers, and organizational form. Bibliography lists 10 sources . Intdesi.wps decorating
Alternative Building Materials : A 9 page research paper on alternative materials for home construction other then the traditional use of wood and drywall. The writer discusses unusual materials being used in construction today such as old tires, aluminum cans, bales of straw and rammed earth. This report shows that these homes are not only affordable, but energy efficient. Bibliography lists 7 sources. Altaarch.wps
Bonding Mortars / The Advantages & Disadvantages of Different Types : A 6 page paper that provides an overview of commonly utilized bonding mortars, including latex-modified concrete and mortars, and their benefits and disadvantages for use. Bibliography lists 6 sources. Mortar.rtf
Securing an Abandon Building : 4 page discussion of techniques for securing an abandon building from leaks, decay, etc;. Good resource tool for those studying various forms of security and maintenance. No Bibliography Included. Building.wps
Pumping Concrete : A 10 page research paper which gives the details the development of the concrete pump, the applications for which pumping is best suited, the problems which can arise from pumping concrete, and the importance of mix design. Bibliography lists 6 sources. Concrete.wps
Papers on "Picasso's Color Usage" and similar term paper topics
Paper #090409 :: Picasso's Color Usage
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This paper explores the color themes in the paintings "The Old Guitarist" and "Head" by Pablo Picasso.
Written in 2006; 900 words; 3 sources; $ 35.95
Paper Summary:
In this paper, the paintings "The Old Guitarist" and "Head' by Pablo Picasso are examined in this study of color usage in the painter's lifespan. The paper illustrates how the darker, more depressive colors of Picasso's blue period often reveal the monochromatic approach to painting, as the artist struggled with death and economic downturns. However, as the artist grew and matured, the artist began using a wider variety of often challenging color associations. The paper portrays how with the pinks, greens, whites and yellows interacting in "Head," one can see the female gender roles and relationship issues that plagued Picasso's latter life.
From the Paper:
"This art study will examine the color thematic within two of Pablo Picasso's works: "Head" (1934) and "The Old Guitarist" (1903). By examining elements of Picasso's "blue period", one can realize how psychological factors represent a dominating color theme of blue in "The Old Guitarist." In contrast to this often dominating blue color value in his earlier works, Picasso evolves over a thirty year period to produce "Head," which has a wider variety of brighter colors used in his latter color themes. In this manner, Picasso's color thematic has a wide range across the color spectrum, which invariably relates to the differing psychological periods of his life. The painting "The Old Guitarist"--painted in 1903--is part of a dark period in the life of Pablo Picasso."
Tags: picasso art head
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Papers On Artists, Art Genre, & Famous Works Of Art
Page 4 of 83
Comparisons of Major Artists & Representative Work
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Both Rembrandt van Rijn and Pablo Picasso created paintings which represent individuals from their respective societies. Other artists, from Manet to Delacroix, have demonstrated different social, physical and compositional elements that have challenged societal norms. This 5 page paper provides a number of comparisons, including a comparison of Rembrandt's 'The Night Watch' and Picasso's 'Les Demoiselles d'Avignon' as well as a discussion of the social challenges presented in a work of Manet. Bibliography lists 1 source.
Filename: Majart.wps
Paper Title: Comparisons of Major Artists & Representative Work
Pablo Picasso - 'Au bon marche'
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This 5 page report discusses the artist Pablo Picasso and makes specific notice of his 1913 painting. The writer also discusses the painting in the larger context of 'cubism' which Picasso and Braque 'created' in approximately 1910. Picasso's writing is also briefly discussed. Bibliography lists 7 sources.
Filename: Picasso3.wps
Paper Title: Pablo Picasso - 'Au bon marche'
Pablo Picasso Internet Web Site Analysis
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This 2 Page Paper Describes And Critiques One Of The Hundreds Of Internet Web Sites Devoted To Picasso And/Or His Work. This Particular Site Offers More Than 80 Hyperlinks To Either Museums Around The World, Each Of Which Displays Images Of Picasso's Paintings, Or To Blurbs About Books About The Artist. Additionally, Two Of The Hyperlinks Offer Articles About The Artist. No Bibliography.
Filename: PGpicass.wps
Paper Title: Pablo Picasso Internet Web Site Analysis
Pablo Picasso's 'Guitar'
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A 7 page analytical research paper on Picasso's 'Guitar.' Beginning with a brief introduction to Picasso's life & works, the writer specifically examines how this particular painting does or does not relate to the artist, his other works, and to the Cubist movement itself. Numerous elements of the painting are analyzed, discussed, and elaborated upon. Bibliography lists 10 sources.
Filename: Picasso.wps
Paper Title: Pablo Picasso's 'Guitar'
Pablo Picasso, Leonardo Da Vinci, Daniel Defoe And Harriet Beecher Stowe: Influences Past And Present
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5 pages in length. Vastly different in their pursuits, Pablo Picasso, Leonardo da Vinci, Daniel Defoe and Harriet Beecher Stowe all contributed something unique to the worlds of art and literature. The writer notes that to discuss each individual's influences in both his or her own era as well as in contemporary society requires only that one become a part of the artistic rendering and relish the distinctive singularity enveloped within their respective works. Bibliography lists 4 sources.
Filename: TLCvinci.wps
Paper Title: Pablo Picasso, Leonardo Da Vinci, Daniel Defoe And Harriet Beecher Stowe: Influences Past And Present
Picasso / Review of Style and Attitude in the War Years (WWII)
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A 5 page essay on the psychology behind the radical change in the art of the war years, with specific focus on Pablo Picasso. The writer reviews the change in Cubist form in 'Guernica,' and describes these changes in terms of realism encroaching upon Cubist ideals. Bibliography lists 4 sources.
Filename: Cnpicasso.wps
Paper Title: Picasso / Review of Style and Attitude in the War Years (WWII)
Picasso's 'Les Demoiselles' vs. Botticelli's 'Birth of the Virgin'
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A 5 page essay that looks at the form of art as a reflection of scientific principles and societal attitudes of the two eras (Renaissance and Early 20th Century (Cubist)). The paper discusses how these two artists' works embody these principles and attitudes in regards use of color and light, and volume and mass v. geometrics. Bibliography lists 3 sources.
Filename: Bottpica.wps
Paper Title: Picasso's 'Les Demoiselles' vs. Botticelli's 'Birth of the Virgin'
Picasso: Political and Social Views
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This 9 page paper examines the life and times of Picasso, spanning the most of the twentieth century, as reflected in his paintings. Bibliography lists 8 sources.
Filename: BBLTpicass2
Paper Title: Picasso: Political and Social Views
'The Art of Survival'/An Analysis of a Documentary
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A 5 page analysis and research paper on a short documentary that details the life of Hungarian-born artist and Holocaust survivor Tibor Jankay. An extremely moving film, it recounts the wisdom that Jankay has accumulated over his 94 years of life as well as revealing his incredible artistic vision. Bibliography lists 6 sources.
Filename: 90jankay.rtf
Paper Title: 'The Art of Survival'/An Analysis of a Documentary
Native American Art
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A 5 page research paper that gives a brief overview of Native American art. The writer highlights Plains Indian art, Navaho weaving, pottery and the art of the Indians of the Pacific Northwest. Bibliography lists 5 sources.
Filename: 99natart.wps
Paper Title: Native American Art
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Papers On Artists, Art Genre, & Famous Works Of Art
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Comparison Essay Between Rembrandt and Poussin
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A 4 page essay using the fictitious act of describing the differences between Rembrandt's 'Prodigal Son' and Poussin's 'Arcadian Shepherds' that should be taken into consideration when selecting a painting for a natural environment—a riverfront home. Bibliography lists 2 sources.
Filename: Cnrempou.wps
Rembrandt's Life & Works
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A 7 page paper on the life and works of Rembrandt. The writer discusses some of the more significant of his works, and talks about how he was perceived by his peers. Bibliography included.
Filename: Remb.wps
The Works of Rembrandt and Ruben / Contrasts and Similarities
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An 8 page paper dealing with the life and works of Rembrandt and Peter Paul Rubens. Contrasts the styles of each. Bibliography lists 5 sources.
Filename: Ruben.wps
Abstract Expressionism / Art & Architecture Comparison
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A 20 page paper that explores layering, spatial depth, minimalism, combination of materials, objects and colors, and the moralist vein, all of which typify abstract expressionism. The artists and architects reviewed and compared include: Pollock and Richard Gluckman, Helen Frankenthaler and Garth Alexander Oldershaw, Jasper Johns and James Stewart Polshek, and Barnett Newman and Sam Durant. Bibliography lists 14 sources.
Filename: Abstrexp.wps
Art as a Mirror of Society
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This 8 page paper discusses the fact that visual artists attempt to reflect their own complex society as they perceive it. Paeololithic images are considered as well as the works of Camille Pissaro, Marc Chagall, Rene Magritte, and Edvard Munch. Bibliography lists 9 sources.
Filename: BBartmir.rtf
Modernist European Art and the Ploitical Scene of Central Europe, 1910-1939
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This 5 page report discusses European art of the years encompassing World War I, post World War and the onset of World War II. It was art filled with contradiction and radical change and served as an appropriate metaphor for the social and political upheaval faced throughout Europe as well. The paper discusses Matisse, Picasso, and Magritte in such a context. Bibliography lists 5 sources.
Filename: BWeast.rtf
Comparisons of Major Artists & Representative Work
[ send me this paper ]
Both Rembrandt van Rijn and Pablo Picasso created paintings which represent individuals from their respective societies. Other artists, from Manet to Delacroix, have demonstrated different social, physical and compositional elements that have challenged societal norms. This 5 page paper provides a number of comparisons, including a comparison of Rembrandt's 'The Night Watch' and Picasso's 'Les Demoiselles d'Avignon' as well as a discussion of the social challenges presented in a work of Manet. Bibliography lists 1 source.
Filename: Majart.wps
Pablo Picasso - 'Au bon marche'
[ send me this paper ]
This 5 page report discusses the artist Pablo Picasso and makes specific notice of his 1913 painting. The writer also discusses the painting in the larger context of 'cubism' which Picasso and Braque 'created' in approximately 1910. Picasso's writing is also briefly discussed. Bibliography lists 7 sources.
Filename: Picasso3.wps
Pablo Picasso Internet Web Site Analysis
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This 2 Page Paper Describes And Critiques One Of The Hundreds Of Internet Web Sites Devoted To Picasso And/Or His Work. This Particular Site Offers More Than 80 Hyperlinks To Either Museums Around The World, Each Of Which Displays Images Of Picasso's Paintings, Or To Blurbs About Books About The Artist. Additionally, Two Of The Hyperlinks Offer Articles About The Artist. No Bibliography.
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Pablo Picasso's 'Guitar'
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A 7 page analytical research paper on Picasso's 'Guitar.' Beginning with a brief introduction to Picasso's life & works, the writer specifically examines how this particular painting does or does not relate to the artist, his other works, and to the Cubist movement itself. Numerous elements of the painting are analyzed, discussed, and elaborated upon. Bibliography lists 10 sources.
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Pablo Picasso, Leonardo Da Vinci, Daniel Defoe And Harriet Beecher Stowe: Influences Past And Present
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5 pages in length. Vastly different in their pursuits, Pablo Picasso, Leonardo da Vinci, Daniel Defoe and Harriet Beecher Stowe all contributed something unique to the worlds of art and literature. The writer notes that to discuss each individual's influences in both his or her own era as well as in contemporary society requires only that one become a part of the artistic rendering and relish the distinctive singularity enveloped within their respective works. Bibliography lists 4 sources.
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Picasso / Review of Style and Attitude in the War Years (WWII)
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A 5 page essay on the psychology behind the radical change in the art of the war years, with specific focus on Pablo Picasso. The writer reviews the change in Cubist form in 'Guernica,' and describes these changes in terms of realism encroaching upon Cubist ideals. Bibliography lists 4 sources.
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Picasso's Girl Before a Mirror Essays
Pablo Picasso was a contemporary of Sigmund Freud and some of Europe’s greatest impressionist painters. Picasso’s Girl before a Mirror reflects a woman looking not out to her viewers as the Ramos women do, but rather into the mirror, and into herself. Introspective and contemplative, this woman is concerned with her own inner self, her fragmentation, and her mysteries, but not her sexual allure. Her body is not a thing of beauty in the painting, because Picasso wanted to show that perception changes everything. Ramos’s women perceive themselves to be beautiful objects for men to desire and appreciate. Picasso’s girl may or may not be speculating about her allure, but she certainly is looking inward at a fragmented self. What viewers see in the girl and her experience may be quite different from what Picasso saw. Ramos’s woman is a representational artistic expression, whereas Picasso’s girl is an abstraction, a woman removed from herself and from the viewers.
Early twentieth century society emerged from a century of civil strife, developing social responsibility and a clear demarcation between the haves and the have-nots; and it still embraced sexual repression. Freud would have everyone believe that the subconscious is the critical part of human motivation and directs humankind in ways that is not understandable. Yet, the subconscious stores the repressed thoughts and desires, creating great tensions on men and women who want to passionately express themselves, but are held back. This tension creates a fragmented self, a lack of knowing part of the self. In the Western world, in 1932, rumors or war and the world economy created fear and upheaval in people. Society felt fragmented from stability and a sense of the future. Picasso’s painting also reflected these troubled times in his Girl before a Mirror. Thus, the girl looking into her mirror does not even see herself as she actually is. The viewer sees two different figures, one on the outside and the other a reflection. But the reflection is a false image of the girl. She reaches out towards the reflection, as if to embrace yet another part of herself that she sees in the mirror.
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Pablo Ruiz Picasso Free Essay, Term Paper and Book Report
Pablo Picasso was born in Malaga in 1881. Pablo was the son of a respected art teacher, and due to his father’s influence, young Pablo entered the Academy at Barcelona at age 14. This was where he painted his first great work, “Girl with Bare Feet”. After two years of schooling, Picasso transferred for even for advanced tutelage. This did not hold Picasso’s interest, so instead he spent much of his time in cafes and in brothels. Three years later, Picasso won a gold medal for his work, “Customs of Aragon”. This work was displayed on exhibit in Picasso’s home town. In 1901, Picasso set up a studio in the northern section of Paris known as Montmartre. Picasso had mastered traditional forms of art by now. However, he was affected by the works of such artists as Toulouse-Lautrec, Degas, Vuillard which can be noticed in his works at the time. “Longchamp” and “The Blue Room” are good examples of this change in Picasso’s style. Soon after this, Picasso began to develop his own methods. Illness struck Picasso in 1......
Word Count: 682
Essay, Research Paper: Art Critic - Picassos' Guernica
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Art Critic : Pablo Picasso's "Guernica"
Pablo Picasso's painting entitled "Guernica" has been a masterpeice of modern art since it's first appearance at the World Fair's Fair of 1937. The huge mural has become an icon of Picasso's work and has been interpreted in several unique ways, many of which contradict Picasso's actual intentions. Artistically the composition is balanced and characteristically of Picasso's work perfectly planned and flowing. The symbols of this piece despite the misconceptions of it's many critics, including those present at the World's Fair in the year that the painting was introduced, were clearly defined by Picasso himself.
The preliminary sketches of the work began in May of 1937, and was commissioned by the official Republican government of Spain in January of the same year. It was to be displayed in the International Spanish Pavilion at the 1937 International Exhibition, or as it is more popularly known, the World's Fair. Picasso was given a large studio in which to conduct his artistic endeavers in partial payment for the work which was being done.
Picasso went through many artistic periods throughout his career as an artist, one of which was cubism. In a few ways, Guernica, somewhat broke from the traditional cubism which he had a hand in inventing. The painting makes use of a two dimensional picture plain with all of the objects on the canvas appear flat looking as is dictated by the cubism style. The picture plain is not, however, fractured like many of the previous works which were categorized under the same style.
Picasso's reason for painting Guernica has been disputed by the many art critics of modern art, but perhaps the most accurate summary is the genius himself. Picasso explained that the work was not specifically about the bombing of Guernica, nor was it specifically about the Spanish Civil War which was the culprit in this destructive incident. It was rather a broad statement about human beings fighting amongst themselves, and the chaos which would ensue should such hateful human relationships be allowed to continue as they had in Guernica, Spain.
The organization of the piece was carefully planned in the forty-five preliminary sketches, which obviously concentrated on leading the eye thorough the composition. The objects themselves balance each other well to create a peaceful composition. Picasso makes a conscious effort to emphasize the bull, the horse and the woman in the window as each of these images are important to the symbolic aspect of the graphic depiction of the bombing of Guernica. As one looks at the overall movement in the painting, they get a sense of frozen motion unlike what is typical of the futurism style of composition. The idea that everything came to a sudden halt with no time to come to a real rest. The one piece of evidence contrary to this is the soldiers arm which lays peacefully across the ground.
The enormous 138" x 308" canvas was painted using only grey scale colours, which is said to be in co-ordination with the ink of the newspapers which often covered the bombings during the civil unrest in Spain. Picasso uses dominantly blacks and whites using value changes in few areas over the picture plain. He uses line extensively, with almost geometric shapes taking form and leading the eye as can be seen in many of his pre-production sketches.
Texture is kept to a minimum in the specific work as it is a very two dimensional art work and as is common of the cubism style. He has made extremely good use of space as nearly the entire canvas is used, while maintaining the balance which is necessary to keep the composition aesthetically pleasing.
Among the many symbolic images in the work are a bull, a horse a soldier with a broken sword and a woman looking out of a window with a very concerned look on her face. The images which had been misinterpreted on several occasions were corrected by Picasso when he explained that "The bull is not Fascism, but is brutality and darkness . . . the horse represents the people . . . the Guernica mural is symbolic . . . allegoric. That's the reason I used the horse, the bull and so on. The mural is for the definite expression and resolution of a problem, and that is why I used symbolism." The broken sword in the soldiers hand, which can be seen at the bottom centre of the composition was used to symbolize the broken spirits and the failure to resist on the part of the people. The woman is a symbol of concern for the fighting people by people who have succeeded in being able to see the whole picture.
In my opinion this is a very emotion provoking and is appealing to my eye. The largest contributing factor to "Guernica's" overall appeal is the excellent use of symbolism which encourages it's audience to think. If ever given the opportunity I would be most interested in seeing the original of this work. I have gained a lot of respect for not only the artistic integrity of this painting, but also for Pablo Picasso as an overall intuitive and creative person.
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Muldoon 1 Picasso Changed the Way We Look at Art There is no abstract art. You must always start with something. Afterwards you can remove all traces of reality. -Pablo Picasso Picasso had not always been so enlightened with the fact that there was more to art than the eye could see. During the course of his ninety-one year life, Picasso encountered many ideas and people that helped form the wonderfully talented and brilliant artist in history. Picasso was born Pablo Ruiz on October 25th 1881, in Malaga, Spain. His father was a inspiring artist while his mother took care of the house. Picasso had shown a great artistic talent in his early childhood years. At 14 years old, Picasso adopted his mother's less common name. Changing Ruiz to Picasso. Shortly after this event, Picasso had finished his one month qualification exam into the Acadamy of the Arts in Barcelona. The only exceptional thing about this was that Picasso had done this in one day. Picasso stayed with the acadamy for three years, before deciding to move to San Fernando where he would then attend the Acadamy of San Fernando until the turn of the century. Picasso then joined up with the group of aspiring artists. Pablo Picasso was probably the most famous artist of the twentieth century. During his artistic career, which lasted more than 75 years, he created thousands of works, not only paintings but also sculptures, prints, and ceramics, using all kinds of materials. He almost single-handedly created modern art. He changed art more profoundly than any other artist of this century. First famous for his pioneering role in Cubism, Picasso continued to develop his art with a pace and vitality comparable to the accelerated technological and cultural changes of the twentieth century. Each change embodied a radical new idea, and it might be said that Picasso lived several artistic lifetimes. Picasso was born on October 25, 1881, in Malaga, Spain, son of an artist, Jose Ruiz, and Maria Picasso. Rather than adopt the common name Ruiz, the young Picasso took the rarer name of his mother. An artistic prodigy, Picasso, at the age of 14, completed the one-month qualifying examination of the Academy of Fine Arts in Barcelona in one day. From there he went to the Academy of San Fernando in Madrid, returning in 1900 to Barcelona, where he frequented the city's famous cabaret of intellectuals and artists, Els Quatre Gats. The years of 1901 to 1904, known as the blue period because of the blue tonality of Picasso's paintings were a time of frequent changes of residence between Barcelona and Paris. During this period, he would spend his days in Paris studying the masterworks at the Louvre and his nights enjoying the company of fellow artists at cabarets like the Lapin Agile. 1905 and 1906 marked a radical change in color and mood for Picasso. He became fascinated with the acrobats, clowns and wandering families of the circus world. He started to paint in subtle pinks and grays, often highlighted with brighter tones. This was known as his rose period. In 1907, Picasso painted Les Demoiselles d'Avignon, considered the watershed picture of the twentieth century, and met Georges Braque, the other leading figure of the Cubist movement. Cubism was equally the creation of Picasso and Braque and from 1911 to 1913, the two men were in frequent contact. In 1917, Picasso did the set and costume design for Serge Diaghilev's ballet Parade. For Picasso the 1920's were years of rich artistic exploration and great productivity. Picasso continued to design theater sets and painted in Cubist, Classical and Surreal modes. From 1929 to 1931, he pioneered wrought iron sculpture with his old friend Julio Gonzalez. In the early 1930's, Picasso did a large quantity of graphic illustrations. In late April of 1937, the world learned the shocking news of the saturation bombing of the civilian target of Guernica, Spain by the Nazi Luftwaffe. Picasso responded with his great anti-war painting, Guernica. During World War II, Picasso lived in Paris, where he turned his energy to the art of ceramics. From 1947 to 1950, he pursued new methods of lithography. The l950's saw the beginning of a number of large retrospective exhibits of his works. During this time he began to a paint a series of works conceived as free variations on old master paintings. In the 1960's, he produced a monumental 50-foot sculpture for the Chicago Civic Center. In 1970, Picasso donated more than 800 of his works to the Berenguer de Aguilar Palace Museum in Barcelona. Pablo Picasso died on April 8, 1973 in Mougins, France at the age of 91. Bibliography Pablo Picasso was probably the most famous artist of the twentieth century. During his artistic career, which lasted more than 75 years, he created thousands of works, not only paintings but also sculptures, prints, and ceramics, using all kinds of materials. He almost single-handedly created modern art. He changed art more profoundly than any other artist of this century. First famous for his pioneering role in Cubism, Picasso continued to develop his art with a pace and vitality comparable to the accelerated technological and cultural changes of the twentieth century. Each change embodied a radical new idea, and it might be said that Picasso lived several artistic lifetimes. Picasso was born on October 25, 1881, in Malaga, Spain, son of an artist, Jose Ruiz, and Maria Picasso. Rather than adopt the common name Ruiz, the young Picasso took the rarer name of his mother. An artistic prodigy, Picasso, at the age of 14, completed the one-month qualifying examination of the Academy of Fine Arts in Barcelona in one day. From there he went to the Academy of San Fernando in Madrid, returning in 1900 to Barcelona, where he frequented the city's famous cabaret of intellectuals and artists, Els Quatre Gats. The years of 1901 to 1904, known as the blue period because of the blue tonality of Picasso's paintings were a time of frequent changes of residence between Barcelona and Paris. During this period, he would spend his days in Paris studying the masterworks at the Louvre and his nights enjoying the company of fellow artists at cabarets like the Lapin Agile. 1905 and 1906 marked a radical change in color and mood for Picasso. He became fascinated with the acrobats, clowns and wandering families of the circus world. He started to paint in subtle pinks and grays, often highlighted with brighter tones. This was known as his rose period. In 1907, Picasso painted Les Demoiselles d'Avignon, considered the watershed picture of the twentieth century, and met Georges Braque, the other leading figure of the Cubist movement. Cubism was equally the creation of Picasso and Braque and from 1911 to 1913, the two men were in frequent contact. In 1917, Picasso did the set and costume design for Serge Diaghilev's ballet Parade. For Picasso the 1920's were years of rich artistic exploration and great productivity. Picasso continued to design theater sets and painted in Cubist, Classical and Surreal modes. From 1929 to 1931, he pioneered wrought iron sculpture with his old friend Julio Gonzalez. In the early 1930's, Picasso did a large quantity of graphic illustrations. In late April of 1937, the world learned the shocking news of the saturation bombing of the civilian target of Guernica, Spain by the Nazi Luftwaffe. Picasso responded with his great anti-war painting, Guernica. During World War II, Picasso lived in Paris, where he turned his energy to the art of ceramics. From 1947 to 1950, he pursued new methods of lithography. The l950's saw the beginning of a number of large retrospective exhibits of his works. During this time he began to a paint a series of works conceived as free variations on old master paintings. In the 1960's, he produced a monumental 50-foot sculpture for the Chicago Civic Center. In 1970, Picasso donated more than 800 of his works to the Berenguer de Aguilar Palace Museum in Barcelona. Pablo Picasso died on April 8, 1973 in Mougins, France at the age of 91. Word Count: 777
Papers on "Picasso's "Les Demoiselles d?Avignon"" and similar term paper topics
Paper #052713 :: Picasso's "Les Demoiselles d?Avignon"
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Explores the significance of Picasso's famous painting to his career as an artist.
Written in 2004; 5,110 words; 6 sources; MLA; $ 128.95
Paper Summary:
This paper looks at the changes that took place in Picasso's artistry and his approach to painting that inspired him to paint "Les Demoiselles d'Avignon", one of Picasso's most famous pieces. It analyzes the painting and explains why, at the time it was painted, it was considered so outrageous and daring. The paper looks at the major artistic influences in Picasso's life as well.
From the Paper:
"According to Roland Penrose, ?the one single person that predominated the development of the arts during the 20th century was Pablo Picasso,? 1 and it is largely due to him that the conception of art as a powerful emotional medium, rather than a search for the perfection of ideal forms of beauty, has become accepted among the artists of the present day. The return to a fundamental belief that art should spring from a primitive need to express our feelings toward the world around us in strong emotional terms makes us more prone to value a work of art for its vitality than for its perfection. In return, it is the exceptional power of Picasso?s work that compels the viewer to discover in his art the mysterious presence of beauty."
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Essay, Research Paper: Braque
Art
Free Art research papers were donated by our members/visitors and are presented free of charge for informational use only. The essay or term paper you are seeing on this page was not produced by our company and should not be considered a sample of our research/writing service. We are neither affiliated with the author of this essay nor responsible for its content. If you need high quality, fresh and competent research / writing done on the subject of Art, use the professional writing service offered by our company.
Although George Braque (May 13, 1882
- Aug. 31, 1963) was one of the most influential painters of the twentieth
century his name is all but forgotten. He has received little credit for his
efforts towards the creation of analytic cubism. Many art historians believe
that his prestigious role as father of analytic cubism was cut short because of
Picasso’s fame. Many arguments have arisen asking the question: “Who is the
father of cubism?” There is no doubt that Picasso started the spark which
ignited modern art movements with the creation of “Les Demoiselles d’Avignon..”
But, soon after Picasso created this work Braque created “Houses at
L’Estaque.” This painting started the analytic phase of cubism. With this in
mind, it can be stated that Picasso is the father of modern twentieth century
art and Braque is the father of analytic cubism. George Braque is one of the
most influential painters of the twentieth century. He co-worked with Picasso to
create cubism and helped spark all the future art movements of the twentieth
century. As well as this, he was the influence that made Picasso the fame that
he was to become. Braque has never received the recognition he should have
because of Picasso’s fame, but his personal position in the art community was
high and his involvement with World War One was a major culprits that aided in
his downfall in artistic popularity. “Who the father of cubism?”, has always
been a question that has pondered the minds of art historians and scholars. It
is clear though that both Braque and Picasso played their prominent role in the
creation of cubism. Picasso provided, with his proto-Cubist
"Demoiselles," the initial liberating shock. But it was Braque,
largely because of his admiration for Cezanne, who provided much of the early
tendency toward geometrical forms. Braque’s early tendency towards geometric
form and cubes was the spark which ignited the minds of all future cubist
artists; including Picasso. If there is one painting that is possibly one of the
most influential images regarding cubism in the twenty first century it is
George Braque’s “Houses at L’Estaque.” During the summer of 1908 in
southern France, Braque painted a series of radically innovative canvases, of
which the most celebrated is “Houses at L’Estaque”; in this painting we
can see the slab volumes, sober coloring, and warped perspective typical of the
first part of what has been called the analytical phase of Cubism. This painting
was shown in a show at Kahnweiler's gallery. It provoked from the Paris critic
Louis Vauxcelles a remark about "cubes" that soon blossomed into a
stylistic label. This painting was the painting that gave cubism its name.
Vauxcelles’s remarked about the canvas being full of small cubes, and this
comment was the spark that constituted the name of the movement. Braque
undertook Vauxcelles criticisms, much like other movements of the past, and used
it for the name of the movement. ( Flam, 144) In “Houses at L'Estaque” all
the sensuous elements of Braque's previous years were banished. Color has been
reduced to a severe combination of browns, dull greens and grays. The curving
rhythms have given way to a system of vertical and horizontal, broken only by
the forty-five degree diagonals of roof-tops and trees. All details have been
eliminated and the foliage of the trees reduced to a minimum to reveal the
geometric severity of the houses. These are continued upwards almost to the top
of the canvas so that the eye is allowed no escape beyond them. The picture
plane is further emphasized by the complete lack of aerial perspective (the far
houses are, if anything, darker and stronger in value than the foreground
house), and by the fact that occasionally contours are broken and forms opened
up into each other. There is no central vanishing point; indeed in many of the
houses all the canons of traditional perspective are completely broken. (Flam
145) Although Braque was the first to create a cubist work, it is well known
that cubism was a combined team effort that was created through the genius
partnership of both Braque and Picasso. It is impossible to say which of the two
was the principal stylistic inventor of the revolutionary new style, for at the
height of their collaboration they exchanged ideas almost daily and produced
pictures so alike as to be practically indistinguishable. Examples of these
similarities are the various nude pictures of women that both Picasso and Braque
created during the first years of analytic cubism. If we compare George
Braque’s “Large Nude”, to Picasso’s Three women; it is easy to see that
they must have collaborated many ideas and exchanged critical analysis of each
others work constantly. The images in these two paintings look like they were
created in almost exactly the same format by the same person. It can be stated
that George Braque and Pablo Picasso were basically the same person for those
first years of analytic cubism. (Arnason, 189) By 1912 Braque, with the
assistance and inspirations of Picasso, created a definitive definition of
analytic cubism. This newly created definition was created through months of
trial and error and monumental discussions with Picasso. This Cubist style
emphasized the flat, two-dimensional surface of the picture plane, rejecting the
traditional techniques of perspective, foreshortening, modeling, and chiaroscuro
and refuting time-honored theories of art as the imitation of nature. Cubist
painters were not bound to copying form, texture, color, and space; instead,
they presented a new reality in paintings that depicted radically fragmented
objects, whose several sides were seen simultaneously. (Brenson, C1) If there is
one aspect of Braque’s life that is confusing, it is why he has not received
the recognition for his works the way that Picasso has. Braque was just as much,
if not more, the creator of analytic cubism. He worked alongside Picasso in
developing all aspects of cubism from day one until the beginning of World War
One. The only reason why Braque’s name is not remembered as well as
Picasso’s is because of his enlistment to fight in World War One. This event
was the turning point of his career. The events which conspired during WWI and
the years that followed boosted Picasso’s Popularity while diminished
Braque’s.(Frank,18) At this point in history, 1914, Braque left the art scene
to fight in the war. He entered the army as an infantry sergeant and served with
distinction, being decorated twice in 1914 for bravery. In 1915 he suffered a
serious head wound, which was followed by a trepanation, several months in the
hospital, and a long period of convalescence at home at Sorgues. During this
period he added to the aphorisms he had been in the habit of scribbling on the
margins of drawings, and in 1917 a collection of these sayings, put together by
his friend the poet Pierre Reverdy, was published in the review Nord-Sud as
"Thoughts and Reflections on Painting." Even a brief sampling can
suggest the quality, at once poetic and rational, of Braque's mind and the sort
of thinking that lay behind Cubism: New means, new subjects. . . . The aim is
not to reconstitute an anecdotal fact, but to constitute a pictorial fact. . . .
To work from nature is to improvise. . . . The senses deform, the mind forms. .
. . I love the rule that corrects emotion. (Braque) Released from further
military service, the artist rejoined the Cubist movement, which by then was in
what is sometimes called its synthetic phase--a not very adequate way of
referring to a tendency to use more color and to represent objects not by the
previous spider web of analytical signs but by relatively large emblematic
planes. (Frank, 18) Rapidly, however, he moved away from austere geometry toward
forms softened by looser drawing and freer brushwork; an example of the change
is the 1919 "Still Life with Playing Cards." From this point onward
his style ceased to evolve in the methodical way it had during the successive
phases of Cubism; it became a series of personal variations on the stylistic
heritage of the eventful years before World War I. This change in Braque’s
style, and his with drawl from cubism during the war ( 1914-1918 ) were the
major contributors to his loss of fame. Before the war the two artist, Braque
and Picasso, were considered equals in every aspect of painting. But, Braque
left the art scene for four years and Picasso used this time to accelerate his
career ahead of Braque. Braque’s name was all but forgotten due to this
absence. George Braque, through his creation of “Houses L’Estaque” set the
standards for analytic cubism. He is the father of analytic cubism, but this is
a title that the general public has no recollection of. Picasso took the title
away from Braque when he was leading the movement during World War One. George
Braque was out of the art scene for to long to ever recover his role as the
prominent figure of cubism. ( John, 31) Braque, along side Picasso, can be
credited with sparking the creations of various artistic styles with their
creation of the new visual language of cubism. His visual language of cubism was
adopted and further developed by numerous painters which followed his lead. Such
painters are Fernand Lééger, Robert and Sonia Delaunay, Juan Gris, Roger de la
Fresnaye, Marcel Duchamp, Albert Gleizes, and Jean Metzinger. Though primarily a
style associated with painting, Cubism also exerted a profound influence on
20th-century sculpture and architecture. Chief among the sculptors who worked in
this style are Alexander Archipenko, Raymond Duchamp-Villon, and Jacques
Lipchitz. The adoption of the Cubist aesthetic by the architect Le Corbusier is
reflected in the shapes of the houses he designed during the 1920s. The cubist
style that was created by Braque and Picasso was a fundamental foundation for
the future generations of modernist painters. This style was an essential
building block in modern art. George Braque, along with Picasso are the two most
influential artists of the twenty first century. (Flam, 144) “Who is the
father of cubism?” Well I would have to agree that Both Picasso and Braque put
their efforts together when creating cubism, but Braque was the first to create
an analytic work: “House at L’Estaque.” They are both leaders of cubism,
but Braque was the first to create a cubist work, so he should receive the title
of father of cubism. These two leaders of cubism are the two most influential
painters of the twentieth century. Braque and Picasso both were the foundation
artists who started an aspect of all the future art movements of the twentieth
century. (Golding 144) Braque has never received the recognition he should have
because of Picasso’s fame, but by examining his life story and understanding
the circumstances involved during his life we can see that he has been
disregarded as the prominent figure that he is. Braque’s “House at
L’Estaque” is the painting that sparked the start of analytic cubism and
that painting is one of the turning points in art. Although Picasso became the
father of modern art with his “Les Demoiselles d’Avignon”, Braque is the
father of cubism because he created the first analytic work. Braque has never
received the recognition he deserves, and it coincides well with a quote that
Braque stated himself: “In art there is only one thing that counts: the thing
you can't explain.” George Braque
Bibliography11)“Will George Braque every get his due?” Hudson Review.
Autumn 97, Vol 50 Issue 3, P 444.
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5. An Interpretation of Irish Art
This 8 page paper considers a surreal post war painting by Patrick Hennessy, examining how it may be interpreted both in an exhibition setting and for its own meaning. The writer then examined how the painting may be interpreted in line with the concept of Irish culture. The bibliography cites 2 sources.
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6. Interpreting an Article
This 5 page paper takes a current political issues and then examines it from different perspectives. The issue is the refusal of the US to sign up to become a signatory to the International Criminal Court and an agreement to give peacekeepers immunity. The perspectives used are realism, neo-realism, liberalism, neo-liberalism and constructivism. The bibliography cites 2 sources.
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7. Preterm Labor Symptoms (Article Review)
This 5 page paper delves into a 2001 article entitled "Resolving the Uncertainty of Preterm Symptoms: Women's Experiences With the Onset of Preterm Labor." The article is critiqued. Some additional references ar used in the analysis. Bibliography lists 5 sources.
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8. Interpretation of Piercy's A Work of Artifice
This 5 page paper provides a feminist interpretation of this poem by author Marge Piercy. An outline is included. No additional sources cited.
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9. The Use of Artificial Neural Networks for Interpretation of Medical Data: A Review of Literature
This 40 page paper provides an overview of the use of artificial neural networks for interpretation of medical data. Bibliography lists 15 sources.
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10. Barrett/Interpreting Art
A 4 page summary and reaction to Interpreting Art: Reflecting, Wondering, and Responding (2002) by Terry Barrett. The writer offers personal reactions to chapters 3, 4, 5 and 6 of this text. No additional sources cited.
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11. Barrett/Interpreting Art/Chapters 2, 7 & 8
A 3 page book review of Interpreting Art: Reflecting, Wondering, and Responding (2002) by Terry Barrett in which the writer offers personal reactions, along with summations, of just chapters 2, 7 and 8. No additional sources cited.
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12. Art: Definition and Interpretation
A 4 page paper which defines and interprets art focusing on the work of Rivera, Dali, and Sorolla. Bibliography lists 4 sources.
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13. Art Interpretation: Guernica by Picasso
A 3 page paper which discusses an art historian?s critique of Picasso?s Guernica and then examines if a person could have done better at interpreting the piece of art. Bibliography lists 1 source.
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The Contributions Of Meyer Shapiro To Romanesque Art : An 8 page paper that discusses the contribution that Meyer Shapiro made to Romanesque Art. It discusses how Shapiro relates the aesthetics of Romanesque Art to the social desire of the period to create beauty as well as speak to the religious themes, and that aesthetic renderings of religious themes was the main intent of the artists. He proves this through a discussion of the liberties the artists took with those themes. This representation runs counter to most discussions of Romanesque art, which focus on form and function. 1 source cited. Romanart.wps
Cubism in Modern Art : A 5 page paper that argues that Cubism, and particularly artists Picasso and Braque, was the forerunner to the "science as art" movement that continues today. The paper defines Cubism and its originators, and looks at some of the works of the cubists and how it affected a modern application of science in the arts. Artists works and ideas discussed include Picasso, Cezanne, Leger, Uecker, Duchamp, Malevich, Frankenthaler and Klee. Bibliography lists 8 sources. Cubism.wps
Cubism vs. Futurism : 3 page essay comparing cubism and futurism (abstract art) with mention of Picasso, Matisse, Braque, Marinetti, DuChamp etc; No Bibliography. Cubsimfu.wps
French Impressionism vs. Modernism : A 4 page paper comparing these two art forms. The writer describes how each is different from the other, as well as comparing one of Monet's paintings [Water Lillies] with one of Picasso's [Ma Jolie]. Bibliography cites 6 sources. Artcomp.wps
Human Nature in Renaissance Art : A 20 page paper describing the view of human nature on renaissance art. The writer describes the Renaissance belief in humanism and its effects on the view of human nature and how this is portrayed in art of the time. Bibliography lists 10 sources. Renaissat.wps
Romanesque Art : The contributions of Marilyn Stokstad are noted in this 8 page paper that focuses on the Romanesque style. The only source for this analysis is her 1988 book Medieval Art in which she focuses on history in interpreting the evolution of various art periods. The roots of Romanesque art are discussed, which include such influences as the Carolingian, Ottonian and Byzantine styles. Romart.wps
Pop Art : The sixties art movement is discussed in a 6 page overview. Definitions of the movement are in depth. Specific works are analyzed along with the movement itself. Social and political meanings of the art are explored. Bibliography lists 8 sources. Popart.wps
Social, Political & Economical Impact Of 18th Century Art : 3 pages in length. The social, political and economical impact of eighteenth century art was vast and encompassing. The world, at that time, was changing in leaps and bounds, and those of the artistic circles were not to be left behind. The writer discusses the particular influence to this change of two extraordinary and celebrated French artists: Jacques-Louis David and Francois Boucher. Bibliography lists 5 sources. Art18cent.wps
African-American Art & Apartheid : A 5 page paper that considers the impacts of African American art and artists on the transition from Apartheid rule and suggest that the prevellence of compassionate correlations made in American art have underscored the imperative of black artists in South Africa. Bibliography lists 6 sources. Afra.wps
Cultural Expression In African American Art : A 4 page paper on the use of art to express the African American struggles (everyday and over the centuries), successes, and the search for identity and empowerment. Two artists highlighted are: Jason Miccolo Johnson and John Biggers, noting their past and contributing contributions to the culture of African American expression. The paper also relies on quotes from literary and other Black artists to express not only the daily struggle for survival and recognition for African Americans, but the struggle of Black artists in the art world itself. Art.doc
The Rediscovery Of The Human / The New Physicality In Late Medieval Art & Literature : A comprehensive, 60 page thesis paper on the transition between what has come to be called in the art field the Romanesque & Gothic periods. The writer asserts, first, that a similar distinction is also present in the literature, and that the Gothic spirit is actually a rediscovery of the physical which had been lost due to the Christian Church’s obsession with the spiritual alone. It is ultimately concluded that the transformation of vision that occurred in late medieval ages was the movement from a culture obsessed with becoming divine to a culture more at home in its own humanity. Bibliography lists more than 25 sources. Artthes.rtf
The Renaissance & Humanism In the Art and Music in San Marco, Venice : A 12 page paper that provides a comprehensive overview of the significant features of the art and music of San Marco, Venice during the Renaissance era and considers the relationship between the art and the ideal of humanism. Bibliography lists 7 sources. venicen.wps
Abstract Expressionism / Art & Architecture Comparison : A 20 page paper that explores layering, spatial depth, minimalism, combination of materials, objects and colors, and the moralist vein, all of which typify abstract expressionism. The artists and architects reviewed and compared include: Pollock and Richard Gluckman, Helen Frankenthaler and Garth Alexander Oldershaw, Jasper Johns and James Stewart Polshek, and Barnett Newman and Sam Durant. Bibliography lists 14 sources. Abstrexp.wps
The Influence Of African Art in Haiti : A 10 page paper that describes the influences of African art on Haiti and looks at some early Haitian artists and considers the role of their African heritage in the development of their craft. Bibliography lists 8 sources. Arihaiti.wps
Japanese Art and Culture : This 10 page paper provides an overview of Japanese culture with an emphasis on art. Included is a section on the history of art in Japan. Contemporary subjects are addressed including the culture's treatment of AIDS and homosexuality. Comparisons between Japanese and Western culture are made throughout the paper. Bibliography lists 11 sources. Japcult.wps
Japanese Art During The Asuka Period : This 5 page paper provides an overview of Japanese art as was created during the Asuka period. The scope of the era is defined and its link with the introduction of Buddhism is highlighted. The Horyuji Temple is noted as being important to the history of Japanese art and the clothing as created during the time period is also included. Bibliography lists 7 sources. Asuka.wps
Japanese Art Of The Kamakuran Period : 10 pages in length. The Kamakuran period marks the time in Japanese history when the city of Kamakura was the capitol of Japan. The period was characterized by great and beautiful art as a direct result of the change in military rule, and Buddhist beliefs. Most of the art of the time consisted sculptures pictures and portraits of Gods, spirits, and priests. This paper traces the development, significance, & style of Kamakuran Bibliography lists 5 sources. Kamakura.doc
Mimbres Pottery : A 10 page essay on the beautiful pottery produced by this tribe of ancient North American Indians. Bibliography lists six sources. Mimbres.wps
Mexican Art of the 19th and 20th Centuries / Comparison of Styles and Trends : A 5 page paper that provides an overview of the basic trends in art in 19th and 20th century Mexico and considers the impact of the War of Independence on the emergence of the focus on regional art. Bibliography lists 5 sources. Mexiart.wps
Leonardo DaVinci : A 10 page overview of Leonardo DaVinci's life & work. Bibliography lists 7 sources. End notes. Davinci.wps
Rembrandt’s Life & Works : A 7 page paper on the life and works of Rembrandt. The writer discusses some of the more significant of his works, and talks about how he was perceived by his peers. Bibliography included. Remb.wps
Salvadore Dali : 5 page biography and discussion of the 20th century Spanish surrealist painter, Salvadore Dali. Bibliography lists 5 sources. Dali.wps
Salvadore Dali / Life & Works : 10 pages exploring the life of Dali concentrating on how aspects of his life influenced his painting. Examples of his early, Surrealist, and Classical periods are given with analysis. Bibliography that lists 6 sources. Saldal.wps
Salvador Dali / A Look At Two Of His Works : This 3 page report examines two of the painter's most renown works, The Persistence of Memory and Sacrament of the Last Supper. They are not done in the same style, yet share many similarities. A brief synopsis of Dali's life as an artist serves as an introduction. No Bibliography. Dali2.wps
The Use Of Non-Naturalistic Coadjutors In The Work Of Salvadore Dali : An 8 page essay on the use of non-naturalistic ‘‘coads,’’ or images, in representatives works from the different periods of Dali’s career. Bibliography lists 6 sources. Coads.wps
Breton, Dali, & Dada / Surrealism : A 7 page essay on the roots of Dada and Surrealism, with a discussion of the political and personal influences characteristic of these art forms—their beginning and their end. Artists work reviewed include Salvadore Dali, Rene Magritte, and Sherwood Anderson, among others. Bibliography cites 9 sources. Surealda.wps
"Hagar" by Edmonia Lewis (1875) : A 5 page reaction paper to this extraordinary marble representation of the biblical character emphasizes a variety of emotional responses. Several points are made including the artist's possible perception, the masculinity of the piece along with its angelic qualities.The figure's relationship with the biblical tale is also noted. Hagar.doc
Howard Finster / An Artist on a Mission : A comprehensive 10 page discussion of the life and works of Reverend Howard Finster, a 20th century artist who, when suddenly endowed late in life with the talent to paint, believed that God was guiding him artistically. Numerous works are analyzed. Bibliography lists 10 sources. Finster.wps
Helen Frankenthaler : A 4 page paper that discusses Frankenthaler's experience in the world of art, her unique technique and its subsequent applications. The paper discusses the fact of recognition for her technique in a male-dominant art world, but not her works. Through feminist descriptions of a few of her works, the paper posits that the beauty of the paintings themselves may have been largely ignored in light of the fact that her technique was so intriguing. Bibliography lists 5 sources. Frank2.wps
Frida Kahlo : This 1 page paper discusses the life of famous Mexican painter Frida Kahlo. The writer analyzes the way Kahlo's paintings represent her life, and the inspiration she offers as a Latin American woman. Bibliography lists one source. Frida.wps ..Total Price Only $ 10.95 !
The Life & Works of F.J. DeGoya : 6 page discussion of the life and works of Francisco Jose DeGoya, the 18th century Spanish painter. Focuses upon "The Shootings of May Third" and "Pradrera de San Isidro." Bibliography lists 8 sources. Goya.wps
The Influence Of Francisco de Goya : A 15 page paper analyzing the effect the late eighteenth-century painter Francisco de Goya had on the Impressionists of the late nineteenth century and the Expressionists of the early twentieth. The writer concludes that the Impressionists primarily gained from Goya a fresh way of looking at light; the Expressionists gained from his darker period a more direct way of depicting the human soul. Bibliography lists 11 sources. Goya2.wps
Gaze / Impressionist Flaneur : An 8 page essay on the gaze of the Impressionists in the urban setting. The writer posits that the flaneur’s gaze was not only artistic but political, particularly in respect to consumerism and changing women’s roles. Bibliography lists 6 sources. Gaze.wps
Cezanne’s "The Bather" : A 5 page research essay on Paul Cezanne’s mesmerizing work, "The Bather." In the course of an argument that posits that the work is nearly indescribable and is definitely "un-categorical," the writer describes Cezanne’s techniques, philosophies and achieved effects. The writer also provides descriptions of the work by art critics, which tend to the metaphysical. Bibliography lists 6 sources. Cezbathr.doc
Cezanne’s "The Bather" # 2 : A 5 page essay on the rhythms and cadences that speak to the soul in Cezanne’s "The Bather." The writer compares the dissonances in Cezanne’s work to musical counterbalance, positing that the artist (Cezanne) creates a Rachmaninoff concerto from Debussy’s "Chanson de Billets." Cezmuse.doc
Cezanne’s "The Great Bathers" / Response : A 5 page essay on the rhythms and cadences that speak to the soul in Cezanne’s "The Great Bathers." The writer compares the dissonance and consonance in Cezanne’s work to musical counterbalance, positing that Cezanne creates a symphonic arrangement from the various techniques described. Cezmuse2.doc
Courbet and Cezanne / A Contrast and Comparison : A 6 page paper comparatively discussing the lives & works of these two artists. Their reflections of their lives within their works are contrasted and compared. Bibliography lists 6 sources. Cezan.wps
Biography Of Van Gogh / Stone’s "Lust for Life" : A 7 page paper discussing the way Irving Stone presented the life of Van Gogh in this bio-history. It compares Stone’s version of one particular incident to those of two other Van Gogh biographers, and also includes the viewpoints of several other critics who have commented on Stone’s handling of his genre. Bibliography lists 7 sources. Vangogh.wps
Sunflowers Comparative / Monet & Van Gogh : A 5 page research paper comparing and contrasting the sunflower paintings of these two artists. The writer posits that, according to their own desires, the artists created the effect of either order (Monet) or emotion (van Gogh). Bibliography lists 5 sources. Sunflwr.wps
Van Gogh’s "Starry Night" as a Religious Vision : A 15 page analysis of Vincent Van Gogh’s famous painting, showing how its technique and iconography argue in favor of its role as religious art. The paper examines the painting from both a technical and a symbolic viewpoint. Bibliography lists 9 sources. Starvis.wps
Teaching Van Gogh to Sixth Grade Students - 3 Lesson Plans : Three 2-page lesson plans for teaching 6th grade art students. Includes Van Gogh's artwork, new vocabulary words, and a post-lesson quiz. Each bibliography lists 2 sources. An excellent reference for anyone studying elementary education ! (6 pages total). Artlesso.wps
Artwork Of Frederic Remington & His Depiction Of The American West : A 12 page paper that provides an overview of the ideals and values of the American West as expressed through the art work of Frederic Remington. This paper considers Remington's impact on the identity of the West and the myths and perceptions that were supported by his art. Bibliography lists 8 sources. Remington.rtf
Castiglione's "The Courtier" and Neoplatonic Beauty During the Renaissance : A 6 page paper on this landmark work in Renaissance literature and the art that shared its aesthetic goals. The writer details Castiglione's view of Neoplatonic beauty, and then relates it specifically to the works of two Renaissance artists, Michelangelo and Leonardo da vinci. Bibliography lists 5 sources. Castig.wps
Caravaggio’s "Card Sharps" : A 7 research paper which analyzes this work by the Italian artist Caravaggio. The writer shows how this painting is representative of Caravaggio’s work and also the areas in which it is unique. The controversy surrounding Caravaggio’s habitual use of young boys as subjects for his paintings is also addressed. Bibliography lists 4 sources-. Cardshar.wps
Corrado Giaquinto’s "The Marriage of the Virgin" : A 3 page paper that provides an analysis of this work, with a concentration on the physical qualities, iconography and style. Bibliography lists 3 sources. giaqui.wps
Restoration Of The Sistine Chapel : A 5 page paper discussing the restoration of the frescoes of the Sistine Chapel and the various sides taken in the controversy surrounding whether they were improved or destroyed by the work done. Bibliography lists 4 sources. Sistine.wps
Rodin’s "The Kiss" : A 5 page research paper that explores Rodin’s work from the viewpoint of aesthetics, form, and passion. The writer also explores his work in terms of the period in which it appeared, criticism received, past and present, and how ultimately, his aesthetic principles are served. Bibliography lists 6 sources. Rodinkis.wps
Cellini & Michelangelo, Mannerism Pieces : A 6 page paper exploring the way which two artists expressed the changing world in which they lived. The two pieces compared and contrasted are Michelangelo’s "The Damned," a small part of Last Judgment, and Cellini’s The Saltcellar. These pieces were selected because of similar and contrasting poses of the figures within the pieces and how they represent a move to Mannerism. Ideals studied include subject, and affectations such as complexity and variety. Bibliography lists 5 sources. Cellmich.wps
Christo / A Contemporary Artist : This 8 page overview about a contemporary artist is organized into four parts. One part discusses the artist’s use of color and another compares him to DeKooning. The third part is an analysis of Christo’s role in contemporary society and how the era in which he lives is reflected by his works. Finally, a mock interview with the man reveals answers to the public’s most perplexing questions. Bibliography lists 7 sources. Christo.wps
Jackson Pollock / Abstract Expressionist : This 9 page paper proposes that the abstract expressionist was the leader of the art movement in America during the post World War II era. Ultimately, he and his cohorts, shifted the center of the art world from Paris to New York. Several of his works are explored in a piece that looks at the art movement in historical perspective. Bibliography lists 7 sources. Jackpoll.wps
John La Farge / Stained Glass Artist : A 5 page essay on the nineteenth century artist who invented opalescent stained glass and was a leader in other areas as well. He created thousands of beautiful stained glass windows during his career that rival Tiffany’s, who was a contemporary and a competitor. Bibliography lists 3 sources. Laforge.wps
Henry Moore / A Sculptor : A 10 page paper on Henry Moore, one of the greatest sculptors of the 20th century. His childhood is discussed -- detailing much of his father’s strength which supported Moore with common sense. A discussion of Moore and his position as a sculptor in regards to his particular time followed by a section discussing particular works of Moore’s which demonstrates his unique style, a style that was just as unique and adventuresome as the other popular artists of the time. Bibliography lists 6 sources. Hmoore.wps
Donatello vs. Ghiberti : The works, styles, and respective contributions of these Italian Renaissance artists are compared and contrasted in this 6 page analysis. Bibliography lists 4 sources. Donat.wps
The Works of Rembrandt and Ruben / Contrasts and Similarities : An 8 page paper dealing with the life and works of Rembrandt and Peter Paul Rubens. Contrasts the styles of each. Bibliography lists 5 sources. Ruben.wps
George Seurat - Scientific Impressionism : A 3 page essay on George Seurat-- a French neoimpressionist painter from the late 19th century. The writer analyzes Seurat's work, technique, & style,-- arguing that he represented "the ultimate example of an artist as a scientist." Several of Seurat's paintings are discussed. No Bibliography. Seurat.wps
Graffiti Artist / Basquiat : A 30 page paper discussing Jean-Michel Basquiat, his life, his art, and his art in relation to society and what its message stresses for us. Bibliography lists 12 sources. Basquiat.wps
Art & Its Depiction of the Human : 5 pages discussing how art intricately depicts the human figure as evidenced by the following works : "David" (Michelangelo), Portrait of Giovanni Anolfini" (John Van Eyck), "David" (Bernini), and "Merode Alterpiece" (Robert Campin). Theme, form, detail, and more are discussed. No Bibliography. Arthuman.wps
Comparison of Two Similar Paintings : 5 page opinionated comparison between two similar paintings : Edgar Degas' "Nude Woman Having Her Hair Combed" (Metro. Museum of Art) and Francois Boucher's "The Toilet of Venus." 2paintin.wps
Comparison Between Two Paintings / Ter Borch & Brouwer -- Technique : A 10 page comparison between "A Young Woman at her Toilet w/ Her Maid" and "The Smokers." The writer compares these two works of art in terms of six key echnique points with respect to the Flemish and Dutch schools. Bibliography lists 12 sources. Terborch.wps
Comparative Art / Matisse vs. Turner : An 8 page piece on Matisse and Turner that compares the artifice in Odalisque and The Slave Ship. As Matisse’s Impressionistic art sought to reflect a lifestyle, so did Turner’s Romantic art. The difference being that Matisse was not interested in judgments or making political statements. His interest was in the placing of color on canvas in a certain order. Turner also had this interest, but his comment was political and of mythical proportions. Bibliography lists 4 sources. Compart.wps
Comparison / Matisse and Moreau : A 5 page comparison of Gustave Moreau’s "Salome" and Matisse’s "The Painter and His Model." The writer presents comparisons in terms of balance and other aesthetics, along with some of the artists philosophies, with a concentration on those of Moreau. Bibliography lists 3 sources. Matimore.wps
Artistic Comparisons / Degas & Canova : A 5 page paper that compares the work of Edgar Degas ("The Little 14 year old Dancer) with that of Antonio Canova (Perseus and the Head of Medea). This comparison focuses on Degas Impressionist considerations and Canova representation as a Neoclassicist, and the meaning that these eras had to the work of both men. The comparison also demonstrates the way in which subject plays a role in the ability of the viewer to perceive similarities or differences between two works. Degascan.wps
Art Comparison / "Venus of Urbino" vs. "Entombment" : In this 9 page paper, the writer compares the paintings "Venus of Urbino" by Titian and "Entombment" by Jacopo Pontormo. Venusu.wps
Art Comparison / "Trajan in Armor" vs. "Alexander with the Lance" :
A 5 page paper that provides an overview of comparisons that can be made between these two statues. Bibliography lists only a web site used to view these statues. Trajalex.wps
Salvador Dali / A Look At Two Of His Works : This 3 page report examines two of the painter's most renown works, The Persistence of Memory and Sacrament of the Last Supper. They are not done in the same style, yet share many similarities. A brief synopsis of Dali's life as an artist serves as an introduction. No Bibliography. Dali2.wps
Leonardo DaVinci's "Mona Lisa" : A 4 page research paper on DaVinci's infamous painting "Mona Lisa" in which the writer presents their own opinion of the work and then complements it with in-depth historical analysis and factual information about the artist, the model, and even the work's original name. From an artistic perspective, the materials and methods used to paint the Mona Lisa are described as being genuinely representative of DaVinci's era. Monalisa.wps
Leonardo DaVinci’s "Mona Lisa" and "Vitruvian Man" : A 4 page paper that discusses the artistic principles DaVinci developed and applied to his paintings generally, in comparison with other artists of the period, and the application of these techniques to each of these two paintings. The paper discusses these in light of the Renaissance ideas of science and humanity and posits that perhaps the "imperfections" in his paintings exhibit a larger experiment in these two areas of thought. Bibliography lists 7 sources. Davinci2.doc
Pablo Picasso's "Guitar": A 7 page analytical research paper on Picasso's "Guitar." Beginning with a brief introduction to Picasso's life & works, the writer specifically examines how this particular painting does or does not relate to the artist, his other works, and to the Cubist movement itself. Numerous elements of the painting are analyzed, discussed, and elaborated upon. Bibliography lists 10 sources. Picasso.wps
Picasso's "Les Demoiselles" vs. Botticelli's "Birth of the Virgin" : A 5 page essay that looks at the form of art as a reflection of scientific principles and societal attitudes of the two eras (Renaissance and Early 20th Century (Cubist)). The paper discusses how these two artists' works embody these principles and attitudes in regards use of color and light, and volume and mass v. geometrics. Bibliography lists 3 sources. Bottpica.wps
Garden Of Eden, Garden Of Gethsemane & The Last Supper : 10 pages in length. No greater contrarieties could exist than between the Garden of Eden and the Garden of Gethsemane; their drastic differences were as vast as the day is long. Where one represented peace and tranquility, the other symbolized sadness, torture and the depths of despair. There is much controversy and mystery surrounding da Vinci's painting, The Last Supper, depending upon which account one believes -- the biblical version or the contemporary version. Even within the biblical version, however, there exists varying accounts of what took place in da Vinci's masterpiece. The writer compares and contrasts the differences between the Gardens, briefly accounts for the fall of Adam and Eve, discusses the various interpretations of The Last Supper, and also includes a bit about the history behind the artist's rendering. Bibliography lists 11 sources. GrdnEden.wps
Analysis of Rembrandt's "Rembrandt Contemplating the Bust of Aristotle" : A 5 page paper discussing three aspects of this infamous painting : light, shadow and psychological basis (mood) of subject. These are tied into the relevancy of this self-portrait to the Baroque period and Rembrandt's move away from his peers, which led to his genius. Bibliography lists 4 sources . Rembrand.wps
Explication of Painting / Poussin's "Summer" : A 3 page essay reviewing a work by Nicolas Poussin on display at N.Y.'s Metropolitan Museum of Art. The work is sometimes called "Summer"-- or at other times, it is known as "People." The writer of this paper expresses why the first of these titles is more applicable. Examined are the artist's use of landscape, dimension, story, color accuracy, and more. No Bibliography. Paintin2.wps
Benton's "Self-Portrait" : Thomas Hart Benton, an American painter, created a "self-portrait" work on display at New Yodrk City's Metropolitan Museum of Art. In this 5 page essay, the writer discusses Benton's message in "Self-Portrait" as well as his thematic style, use of contrast, imagery, and more. Bibliography lists 4 relevant sources providing background information on the artist's life & works. Painting.wps
Juan Gris’ "Breakfast" / Analysis Of Painting : This 1914 painting by Juan Gris hangs in the Museum of Modern Art in New York City. In this 6 page paper, a brief biography of the artist is followed by an interpretation of the piece. Bibliography lists 4 sources. Breakfas.wps
Comparing Two Coins / Symbology Of Culture : A 5 page analysis of the symbolic content, similarities and differences, of a coin issued by Lysimachus and a U.S. Kennedy half dollar. No bibliography. Coincult.wps
Art Opinion / At the Smithsonian : A 5 paragraph (2 page) essay expressing the author's opinions about five works viewed in Washington D.C.'s 'Smithsonian Gallery of Hispanic Art.' No bibliography. Artgall.wps
Lorenzo de Medici : A 5 page essay on the life and accomplishments of the great Renaissance patron of the arts and ruler of Florence. Bibliography lists 4 sources . Lorenzo.wps
Experimental Typographer Frank Ford : A 5 page essay that explores the historical background and artistic content of three of Ford’s typographical fonts. Bibliography lists 4 sources, including Ford’s personal description of this art. Typoford.wps
Images Of Alexander the Great—A View To The Past : A 5 page essay which examines 2 pictures of Alexander the Great--a fourteenth-century painting entitled ‘‘Alexander Battling the Fur of Hind’’ and a sixteenth-century woodcut print entitled ‘‘The Three Good Pagans.’’ The paper describes the two works of art in detail and explores what may be surmised from a close examination of these two works. No bibliography. Alexgrat.wps
The N.M.A.A. / Smithsonian : A 2 page overview of the individual galleries and collective exhibits at the National Museum of American Art of the Smithsonian Institute in Washington, D.C. The history and purpose of the Renwick Gallery are examined most closely. No Bibliography. Nmassmuse.wps
Trip / Metropolitan Museum of Modern Art : 3 pages worth of analytical reaction to works on display at New York City's Metropolitan Museum of Modern Art. Included in the discussion are Max Beckmann's (1932-33) work entitled "Departure," Giacomo's "Street Light," and others. No Bibliography. Modernar.wps
Trip / Metropolitan Museum of Art # 1 : Written after a visit to the Metropolitan Museum of Art in New York City, this 3 page essay examines works on display of various European painters including : ElGreco, Picasso, and Renoir. No bibliography. Metmuse.wps
Trip / Metropolitan Museum of Art # 2 : 3 page reaction from a visit to New York City's Metropolitan Museum of Art. Specific works from various periods are discussed and analyzed in light of their culture and artistic content. Included are works from the Greek & Roman, African, and Japanese wings and galleries. No Bibliography. Metmuse2.wps
Trip / Met Museum of Art # 3 / Sphinx of Senwosret III : In this 5 page paper, the writer explicates a specific piece in NY's Metropolitan Museum of Art : The Sphinx of Senwosret III - a sculpting of a powerful Egyptian spirit used by Pharaohs. Discussed are the shape, form, history, materials, durability over time, wear, effect, meaning, color, and more. Bibliography lists 3 sources used to support the writer's discussion of the Sphinx's history. Metmuse3.wps
Trip / Met Museum of Art # 4 / P. Cot's "The Storm" : A short, yet detailed 3 page critique of Pierre-Auguste Cot's "The Storm" (painting) -- as viewed by the writer while on a trip to N.Y. City's Metropolitan Museum of Art. Examined are the artist's use of background/foreground, Cot's meaning, purpose, attention to detail, etc; No Bibliography. Metmuse4.wps
Trip / Metropolitan Museum of Art # 5 : A 2 page reaction to exhibits from various wings of NY's Metropolitan Museum of Art including paintings, sculptures, etc;-- from the Greek & Roman, Asian, African, and other galleries/wings. No Bibliography. Metmuse5.wps
Trip / Met Museum of Art # 6 / Paolo Varonese's "Mars and Venus ..." : This 3 page reaction to a Metropolitan of Art (New York City) painting entitled "Mars and Venus United by Love" discusses Varonese's use of mythology, contrast, attention to artistic detail, etc; No bibliography. Metmuse6.wps
Trip / Met Museum of Art # 7 / Standing Buddha : Approximately 3 pages worth of the writer's own personal analytical reactions to a statue in New York City's Metropolitan Museum of Art entitled "Standing Buddha" (India, 5th century A.D.). No Bibliography. Black and White picture of statue included. Buddha.wps
SOCIAL &
POLITICAL ISSUES IN ART
Art Education : An 8 page research paper on Art education, its history, and suggested goals for relevant curricula. The theories of significantly renowned artists and art teachers are discussed with relevance to the author's own creative ideals. Bibliography lists 5 sources. Arteducn.wps
Educating Artistically Talented Students : A 15 page research paper which gives an overview of what is required in nurturing artistic talent. The writer covers such topics as the misconceptions which abound regarding the artistically talented, identifying the talented student, and general recommendations regarding teaching strategies. The writer also offers a general picture of the programs which are available in the U.S. for artistically talented students. Bibliography lists 12 sources. Studtal.wps
Art & Politics : A 5 page essay on how art has always reflected the political climate of its day. Mentioned are the works of Sir John Everett Millais and several others from various cultures and historic periods. Bibliography lists 7 sources w/ end notes. Artpolit.wps
Art Censorship / Right or Wrong? : A 5 page examination of the censorship of art. Discusses the rights and wrongs of censorship and the tendency of many people to conform with the opinions of what they perceive as the majority. Bibliography lists 5 sources. Censart.wps
Censoring Art : A 5 page paper discussing the problem of censorship in regards to visual art. The main focus of the paper is the problem facing our schools art classrooms , with some mention of other types of censorship evident in the schools. Many parents are arguing that much of the material that is presented in the classroom is objectionable and should be removed from the classroom. Other people have complained about art that has been created by students stating that the art is satanic and disturbing and should not be exhibited. Censorship, in general, is wrong and should be opposed. There should, however, be measures taken to protect those who are offended for not all art is appreciated by everyone. Bibliography lists 5 sources. Artcen.wps
Demon Iconography Flourished Throughout The Art Of The Middle Ages : Numerous examples have been discovered of the influence, both artistically and ecclesiastically, of the presence of the devil in the lives of common people and saints depicted in the many carvings, sculptures, and paintings of medieval times. Bibliography lists 8 sources. Demonico.wps
Hitler’s Degenerate Art Exhibition : A 6 page paper in which the writer provides an overview of the elements leading up to the German "Degenerate Art Exhibiton" of 1937, in which the Nazi's displayed and then destroyed the art works of major modernists artists. Bibliography lists 6 sources. Degenart.wps
Art In Hiroshima / Then and Now : A 5 page paper that considers the impacts of the bombing of Hiroshima in 1945 on the development of art in that region. The writer focuses on the impact of political cartooning as an art form. Bibliography lists 5 sources. Hiroart.wps
Japanese Animation / Anime & The Link to Hiroshima : A 5 page paper that considers the role that the bombing of Hiroshima has played in the shaping of modern day animation. Bibliography lists 5 sources. Japanim.wps
The State of Humanities : A 12 page paper describing Humanities today and the struggles they face. A short section on the conflict between science and the humanities is included. The National Endowment for the Humanities is spotlighted throughout the text. A speech by Senator Kennedy is included to illustrate the various issues associated with the humanities. A bibliography containing 8 sources of reference follows the paper. Humanity.wps
Benefits of Recreational Art Therapy : A 6 page research paper on various types of recreational art therapies and their uses. The writer details general information about the goals of recreational therapy for the mentally disturbed and for traumatic brain injury sufferers. Bibliography lists 3 sources. Recreatn.wps
The Art and Landscape Of The Netherlands : A 7 page paper that discusses the way in which art represents the geography and landscape of the Netherlands. This paper reviews the works of 4 artists, Rembrandt, Van Gogh, Habbema and Vermeer and argues that the works of the latter two artists significantly represent the landscapes and natural beauty, while also considering the importance of cities and physical structures in the landscape of the Netherlands. Bibliography lists 7 sources. Artland.wps
Walter Benjamin / "Work of Art in the Age of Mechanical Reproduction" :A 6 page essay discussing the author's view of the mechanical reproduction of art and its impact to the aura and tradition of a piece of artwork. Includes a brief biography of Walter Benjamin and his political beliefs. Discusses modern reproductive capabilities (especially digital reproductions) and their impact on art. Bibliography lists two sources. Benjamin.wps
Cultural Influence of World War I : An 10 page research paper on World War I's influence on art, literature and music. The writer describes the significance of World War I, the various art and literary movements, and the changes they led to. Bibliography lists 7 sources. Musicww1.wps
Feminist Art : (Art & Feminism) : A 5 page essay discussing how art has evolved to capture the feminist movement and reflect its struggles. The writer is pro-feminist. Bibliography lists 3 sources w/ end notes. Artfemin.wps
From Romanticism to Sexism / The Portrayal of Women in 18th Century Art : A 5 page research paper focusing on how women are portrayed in 18th century art. The paper focuses on Boucher, David, Fragonard and Goya. Substantial background is given on these artists and consequently how women are viewed in their works. Bibliography lists 5 sources. Artfemi3.wps
Government Spending & The Arts : A 4 page essay on the National Endowment for the Arts (N.E.A.) and the tragedy of cut funding at various levels. Using the opinions of those cited in research, the writer makes the argument that it's not too late for us to still do something about this problem and increase funding for the arts so that the future will not become a bleak and comparatively "artless" one. To date, a problem is seen in the fact that artists are compelled not to create works that appeal to the public, but rather to the grant makers. Bibliography lists 7 sources. Nea.wps
Critique of Maj. Owens' Speech On The Arts / NEA : A 5 page critique of the Major's speech and how it uses analogy, parallelism, metaphor, and other artistic techniques to express his ideas. The paper shows how he makes his points in regard to funding for the NEA, which include admonishment for lack of vision, description of potential loss of a tactile communications tool, and a warning about the dangers of giving up creativity and individuality to a self-idolizing group. No bibliography. Neaowen.wps
Portrayal of Women in European Paintings : A 5 page research paper exploring how women are portrayed in paintings. The writer describes images of women in a few key 20th century European paintings, and the social and cultural influences on these portrayals. Bibliography lists 4 sources. Artfemi2.wps
The Agenda of the Far Right / A Future Without Arts or Humanities :
A 5 page essay based on the essay, ‘‘Pulling the Fuse on Culture,’’ by Robert Hughes. (Time Magazine, 8/7/95) The writer explores the ramifications of the far-right Republican agenda and what that could mean to the America of the future. No Bibliography. Culfund.wps
Jean-Jacques Rousseau & His Criticism Of The Arts : A 3 page essay discussing Rousseau's criticism of art as something that inherently corrupts civic virtue. The writer finds that Rousseau is logically fair when he critiques Moliere but finds reason to debate his denouncement of the theater -- arguing that in his attack on the arts, Rousseau does actually promotes and endorse certain fascist ideals of censorship. Bibliography lists 3 sources. Rousseau.wps
Kant, Hegel, Nietzche, & Heidegger – How Did Each Of Them Define Art? : This 12 page essay reviews the similarities and differences between four of the great thinkers of the past 200 years. No bibliography. Artph.wps
Art & The Internet : A 5 page essay discussing the benefits of having art created and shown on the Internet in addition to the way it is usually produced. Bibliography lists 3 sources. Artnet.wps
Art & Beauty’s Role in Knowledge : A 5 page paper examining whether art can provide knowledge, or whether that knowledge instead is resident within the individual but unrealized until the experience of the art reveals it. Whether the individual is able to either recognize or access that knowledge is immaterial. When art can bring forth an understanding, it is not providing knowledge per se, but rather providing a framework in which that knowledge can be contained and translated to the conscious mind of its viewer. It is within this context that the work of Warhol becomes important, and Picasso’s Weeping Women series portrays not only the image of pain, but also conveys an understanding of it. Bibliography lists 5 sources. Knowrole.wps
ANCIENT CULTURES
Aztec Art : An in-depth, 6 page discussion of Aztec art. Describes culture, history, and its influence in several examples from relevant periods. Bibliography cites 6 sources. Aztecart.wps
Comparing Aztec and Inca Art : A 9 page comparison between Aztec and Incan art & architecture. The writer makes their analysis based upon each group's respective culture, design, structure, etc; Bibliography lists 9 sources. Incaazte.wps
Olmec [Native Indian] Art : A 5 page outline of materials describing beliefs which are helpful in interpreting ancient pieces of art from the Olmecs. A belief that shaman are transformed into jaguars, and similar related notions, are the basis for their creations. No bibliography. Olmecart.wps
Physical Descriptions Of Biblical Patriarchs / Influenced Of Ancient Art : A 6 page paper that compares the Biblical descriptions of some of its major patriarchs (Abraham, Isaac, etc;) with the archaeological findings of the time, to support their descriptions. The writer attempts to show that archaeological findings, including art and sculpture, deny some of the representations in the Bible, including the advanced age of many of the patriarchs in Genesis, and the racial hereditary basis for characters like Esau. Bibliography lists 3 sources. Patriar.wps
Aegean Art : A 4 page study of art in the region surrounding Greece before the insurgence of the more traditionally known Greek period of art. Previous to Classical Greek art the Aegean art composed of several types of art forms that generally contained smooth and curved lines. The subject of art was oriented much more towards nature and animals than the Greek period that was to follow. The Aegean period includes the Minoan, Mycenaen, and Cycladic art forms. Bibliography included. Ancient.wps
Ancient Greek Art : A study of ancient Greece and the art form it produced. This period in time produced many forms of art. The art of the ancient Greeks was to influence the world greatly as many buildings were built with Greek architecture in mind. Even today we still see its influences in most of our government buildings across the nation. The sculptures, paintings and architecture were highly charged and elegant. It was an incredibly influential period in history that has perhaps not been surpassed by any period since. Grekart.wps
The Use of Color in Ancient Greece : This 7 page paper discusses the use of color throughout the time between and including the Geometric and Hellenistic periods. Ceramics and paintings are among the many art examples provided. Bibliography lists 13 sources. Colorgre.wps
The Evolution Of Greek Sculpture : A 15 page discussion of the evolution of Greek sculpture with an emphasis on drapery treatment over time. Bibliography lists eight sources. Greekscu.wps
The Impact of Buddhism on Asian Aesthetics : A 7 page research paper on Buddhism and art especially in China and India. The writer details the general tenets of Hinduism, Confucianism, and Buddhism, and the changes in visual and written arts with the dominance of each. Bibliography lists 5 sources. Buddhart.wps
Chinese Art / Book Review : 4 page review of Michael Sullivan's "The Arts of China," a comprehensive book detailing the history and development of Chinese art from ancient times to the twentieth century. Includes bibliographic reference for Sullivan's book. Chinabok.wps
(The) Hanging Gardens of Babylon : A short, 3 page discussion of the Hanging Gardens of Bablyon, their story & features. Focus is upon what makes them one of the Seven Wonders of the Ancient World. Bibliography lists 6 sources. Gardenba.wps
Navajo and Hopi : A 7 page research paper describing the world and religious views of each tribe and their impact on arts.The writer describes how certain worldviews of each tribe contribute to the art forms including sandpaintings of the Navajo and kachina dolls of the Hopi. Bibliography lists 6 sources. Hopinava.wps
The Neolithic Age & The Dawn of Modern Civilization : 5 pages in length. An insightful research paper on the importance of The Neolithic Age-- the period just before the dawn of Egyptian Civilization -- which is known to have given birth to modern humanity, art, architecture, religion etc; Because there are so few written records of this era, we know so little about this time-- and yet this only adds to our fascination with it. Specific techniques for Neolithic art, architecture, pottery, carving, ritual, and more are described throughout most of the report. Bibliography lists 5 sources. Neolithi.wps
Cultural Anthropology / Religion & Art : A 7 page paper on how art and religion have been blended throughout known history and how this applies to cultural anthropology. The paper discusses how religion and art are means of expressing cultural beliefs, means of teaching societal norms, and means of progressing society. The writer argues that cultural variation/progression impacts the evolutionary scheme as imperatively as biological variation. Bibliography lists 4 sources. Cultant.wps
GRAPHIC ARTS
The Role of Color in Graphic Design : A 4 page report that discusses the interrelationship of color theory and graphic design from a psychological impact perspective. A brief overview of the role of the computer in the delivery of graphic designs is also covered. Bibliography lists 6 sources. Colotheo.wps
Computer Graphics In The Movies : A 5 page essay on how the modern film industry now uses 3D computer graphics to create special effects instead of more traditional methods. Bibliography lists 4 sources. 3dgrap.wps
GIF : Graphic Interchange Format : A 7 page paper that describes the functions of GIF in the development of images for the Internet. The use of GIF for animation is effective because of the simplicity of the format as well as the small files that GIF creates. Within the scope of this paper is also consideration of competitors of GIF, including JPEG, as well as new developments in GIF technolgy. Bibliography lists 7 sources. Gif.wps
The Impact Of Digital Imagery On Copyright Laws : A 10 page research paper on the complicated issue of how to alter copyright laws to protect digital imagery on the Internet and elsewhere. Bibliography included. Digimcop.wps
Technology & Film-Making : A 3 page research paper focusing on the effects of technology on film making. Specific examples are given of the new system JEDI allowing the integration of cartoon characters and people. Bibliography is included. Musictec.wps
Walt Disney the Animator : A 5 page paper that looks at the development of Walt Disney as an animator and as a focus in the animation industry. Since his beginnings in animation in 1919, Walt Disney always demonstrated his skills as an animator, developing his skills from animation techniques created by others. But Walt Disney's greatest contribution to the industry was his organizational skills, his eye for detail, and his animation process that he developed for other animators. Bibliography lists 5 sources. Waltdisn.wps
Paul Rand : A 5 page research paper on the famous graphic designer. Rand is credited, more then any other designer of this century, with bringing a modernist design aesthetic to post-World War II America. The writer includes details of Rand’s career and offers analysis of Rand’s work. Bibliography lists 4 sources. Paulrand.wps
ARCHITECTURE, ARCHITECTS,
DESIGN & CONSTRUCTION
(All Periods)
Three Ancient Cities / Comparison : 14 pages in length. In this research paper, the writer examines the artistic and architectural backgrounds of three ancient cities : Albania's Burtinti, Mexico's Cholula, and Sicily's Syracuse. It is hypothesized that through an examination of their architecture, we can learn much about the lives of early inhabitants, and the thought that went into urban planning (roadways, aqueducts, etc.;). Bibliography lists 10 sources. Citianc.wps
The Dome Of The Rock : A 7 page essay on this beautiful structure in Jerusalem. It is the oldest example of Islamic architecture in which the original art work is, more or less, unchanged from ancient times. Bibliography lists 5 sources. Jerusa.wps
Agoras, Greek & Roman : A 6 page paper that explores the ancient Greek and Roman architecture of agoras (public squares), including their construction, materials, structures, ornamentation, and social significance. Bibliography lists 5 sources. Agoras.wps
Ancient Egyptian Architecture : 2 pages worth of notes and discussion about temples and various structures in Egypt nearly 4,000 years old. No Bibliography. Egypttemp.wps
The Pyramids Of Ancient Egypt : An 8 page paper on the great pyramids of ancient Egypt. Focusing upon the Pyramid at Giza, the Pharaoh's pyramids, and more,-- the writer examines architecture, purpose, use, etc; Bibliography lists 6 sources. Pyrdhist.wps
Early Greek Architecture : Approximately 10 pages in length. Paper examines periods and styles in early Greek architecture. Bibliography lists 7 sources (also includes annotated bibliography as well). Grrek.wps
Roman Architecture : An 11 page paper on Roman architecture focusing on such subtopics as the dome construction of temples & civic monuments, city planning, theaters, the Domus, triumphal arches, Roman tombs, and more. In addition to discussion culture, purpose, and general aesthetics, the writer also makes mention of the tools and methods used to construct these great architectural works. Bibliography lists 7 sources. Romanarc.wps
Roman Architecture # 2 : This subject is evaluated in terms of its influence on western architecture in this 5 page paper. Also discussed are social factors present when the structures were built as compared with mores and systems present today. Also included is discussion on building materials and style which is compared and contrasted with western art. Government buildings, stadiums, bath houses, importance of the bedroom and magnificence of the gardens are each highlighted. Bibliography lists 5 sources. Romanar.wps
Roman Architecture & Art Analyzed : This 3 page research paper examines the evolution of Roman art and architecture from a mere imitation of the Greek form to a style uniquely its own, reflecting its own unique political structure. Specifically discussed are Roman sculpture and portraiture, and influence of Caesar Augustus displayed in Caesar Augustus of Primporta and Ara Pacis Augustae as well as the architectural marvels of the Temple of Vesta, the Colosseum and the Pantheon. Bibliography lists 3 sources. Romanart.wps
City Planning In Renaissance Italy : A 12 page research paper that analyzes the role of the Renaissance in Italian architecture and city planning, focusing on the cities of Venice, Florence, and Rome. The writer postulates that the Renaissance style of simplicity and symmetry, along with each city’s geography, particularly influenced the development of neighborhoods and communities. Bibliography lists 7 sources. Renitaly.wps
Stonehenge : A 1 page essay on the architectural construction of Stonehenge; a mystical European creation from the New Kingdom Temple- era. Bibliography lists 1 source. Stonehnge.wps *TOTAL FOR THIS ESSAY ONLY $ 10.95 !
Stonehenge Temples in England : The writer of this 14 page research paper provides an informative informative view on the Stonehenge Temples in England. The description of Stonehenge is inclued, as well as the theories on how this monument came to be. Bibliography included. Stoneh.wps
Magnificent Church Buildings Are Not About Materialism : This 7 page paper discusses the premise that modern Christians build large and beautiful churches as a reflection of their own materialism. The writer ultimately argues that such is not the case. Bibliography lists 12 sources. Churchb.wps
Religious Architecture : A 9 page paper focusing on the architectural styles of three primary religions. The writer explains various structures common to Christian, Buddhist, and Islamic religious styles. Bibliography lists 9 sources. Archi.wps
The Cathedral Schools : A 7 pg essay (plus 1.5pg, FREE outline) discussing how the architecture of Cathedral schools evidence a greater attention to cultural values than the architecture of our contemporary schools. Bibliography lists approximately 7 sources . Cathedra.wps
(The) Gothic Cathedrals : 15 pages on the Gothic cathdral movement between 1100 - 1500 a.d. in Europe. Dividies into centuries. Describes Gothic architecture, changes and developments for each time period. Includes descriptions of major cathedrals for each century. Bibliography lists 15 sources. Gothicca.wps
The Cultural Basis for the Development of Gothic Architecture : A 15 page paper analyzing this pivotal period in art in terms of its relationship to the growing secularity of the society at the time. The paper looks in particular at the renovations of the Abbey at St. Denis, which added a Gothic choir to a Romanesque church, and the construction and later renovations to the Cathedral of Notre Dame de Paris. Bibliography lists 8 sources. Gotharc.wps
Westminster Abbey of London – A Gothic Architectural Ideal : This 10 page paper examines Gothic architecture, its attributes and characteristics, as well as the historical context in which it evolved. Westminster Abbey is the specific building examined. Bibliography lists 7 sources. Abbey.wps
Religious Symbolism in the Architecture of Westminster Abbey : A 10 page essay examining the ways in which the Abbey plays a significant role both in the religious and political consciousness of the England. Bibliography lists 9 sources. Westabb.wps
Interior of St. Peter’s Church by Giovanni Paulo Pannini : A 3 page paper that provides an analysis of this work, with a concentration on the physical qualities, iconography and style. Bibliography lists 3 sources. Pannini.wps
Victorian Architecture : 10 pages in length. The enchantment of Victorian architecture is appreciated far and near. Here the writer discusses the various styles and addresses the continual battle to preserve and restore these historical buildings. Currently, there is an upsurge in the interest of New Victorian homes -- those with all the exterior splendor of the classic styles but with modern amenities and more spacious accommodations. Bibliography lists 11 sources. Victarch.wps
The Bronze Doors of Grace Cathedral and Italian Renaissance : A 5 page paper that looks at the doors of Grace Cathedral in San Francisco, modeled after the doors of the Baptistery at San Giovanni by Lorenzo Ghiberti, and considers how they are representative of Italian Renaissance architecture. Bibliography lists 4 sources. Grdoors.wps
The Role Of Bramante As An Image-Maker For The Papacy : 10 pages in length. One of the greatest architects of the Italian High Renaissance. Bramante was the original architect of the great Basilica of St. Peter. Bibliography lists 5 sources. Bramante.wps
Development Of Architectural Style / Bauhaus to Modern : A 5 page paper that discusses the architectural developments since the Bauhaus school, including examples from German, French, and American architecture. The paper discusses how American architecture was influenced by the Bauhaus school and how it has evolved from that era. Bibliography lists 5 sources. Bauhaus.wps
Fetishes In Architecture : 18 pages in length. Architecture is a very interpretive art that incorporates the use of various styles and techniques. For centuries, architectural fetishes have played a significant role in the creation of buildings and structures all over the world. The writer examines the use and techniques of fetish architecture as it applies to several time periods. Extensive bibliography included. Fetisha.wps
Building a New Home : This well-organized 25 page report details the various procedures and processes necessary in the design and construction of a new "dream home." A sample abstract and letter of transmittal are included. All macro and micro factors are evaluated and analyzed from selecting an architect to choosing a plot upon which to build. The industry and economy are discussed as well. Paper is an excellent reference for those studying business, professional, and technical writing or certain sub-topics in architecture. Bibliography lists approximately 15 sources. Homebild.wps
Global TransPark Airport Design : A 10 page paper presenting the narrative for the design of a new international airport. Included in the discussion are the topics of site selection, benefits to the community, funding of construction, gate set up options with the classic "V" chosen, concessions and their contribution to airport revenues, rental car arrangements and holding area locations, baggage issues, access control and ancillary businesses. Though the paper addresses several major issues, the overall focus is that of security and profitability. Bibliography lists 8 sources. Tranpark.wps
Design / Build In The Construction Industry -- A Cost-Saving Structure : An 11 page paper that provides an overview of the design/build strategy as it relates to the roles of owner, contractor, engineer, construction manager and architect. Bibliography lists 10 sources. Designb.wps
Design Theory / Textbook Review : 11 pages in length. A chapter by chapter analysis of a textbook on Design Theory. Technology, depth, rhetoric, ethics, and more are examined both in summary & evaluation. Designbk.wps
Construction Work In The Mid 19th Century : The 19th century presented itself as a time of extensive growth and change for the United States. With the frontier constantly expanding, construction was on the rise. This 4 page report looks at the job and lifestyle of mid-19th century construction workers. The writer is particularly concerned with techniques, challenges, obstacles, & levels of endurance. Bibliography lists 4 sources. Conswork.wps
History of Early Inner-City Architecture In New York : A 10 page that provides an overview of the history of architecture in New York City, with a focus on the book Low Life, by Luc Sante. This paper reflects upon architecture as it relates to urban planning and the implications of early architectural design. Bibliography lists 7 sources. Lifearch.wps
Married Student Dormitories at Harvard University / The Architecture Of Jose Luis Sert, 1962-1964 : A 10 page paper that reflects the basic structure, design and architecture of the Married Student Dormitories at Harvard University, designed by Jose Luis Sert and built in 1962-1964. Bibliography lists 6 sources. Harvarch.wps
The Art of Adolf Loos and the Modern Philosophy of Austerism : A 7 page paper that analyzes four Adolf Loos cites compared to the Modern philosophy of austerism. Loos used contradictory styles, although he said ornamentation is a crime. Some of his work was ornate by today's terminology as he worked in marble and brass and glass, rather than iron and glass---his competitors judgment of what properly reflected the times. Loos chose to reflect more than just metropolitan ideas and applied those ideas to the Khuner Country home. He even made an artistic attempt in his submission for the Chicago Tribune Building. Bibliography lists 5 sources. Adfloos.wps architecture
Form & Function in 20th Century Architecture : A 7 page paper giving a general overview of modern architecture. Architecture may have witnessed more changes in the 20th century than at any other time aside from the shift from mud huts to more permanently constructed buildings. When form reigned supreme, people were forced to adapt to the structure and not all were privy to having any sort of structure they could call their own. But with the advent of the idea of people first with buildings serving their needs, function took the lead, letting form grow from the function needed in any specific structure. Bibliography lists 8 sources. Archi20c.wps
Louis Isadore Kahn / 20th Century Architect : A 10 page paper on the life and works of 20th century architect Louis Kahn. The writer makes mention of some of Kahn's more famous creations such as the Salk biological Institute in La Jolla, California and goes into a detailed discussion of how the architect's works reflect his personal views and ideology. Bibliography lists 7 sources. Kahn.wps architecture
Otto Wagner/ Role in the Art Nouveau and Modern Architectural Movements : An 8 page paper discussing the Art Nouveau and Modern Architectural movements, their impact on the architecture of Europe and the role of Otto Wagner in these movements. Bibliography lists five sources. Ottow.wps
Le Corbusier : An 8 page paper regarding the man and his archetectual contributions during the early 20th century. Bibliography lists five sources. Lecorbus.wps
Frank Lloyd Wright / Architect : A 6 page paper on Frank Lloyd Wright, a talented turn-of-the-century architect, whose designs were based largely on Wright's own infatuation with the "architecture" of nature. Specific examples of this architect's work are provided to evidence this theme and to better-explain Wright's own ideology. Also mentioned is how some of his work reflects "wholesome" family values existing during the period in which he designed. Bibliography lists 4 sources. Wrightar.wps
Frank Lloyd Wright’s Unity Temple Vs. McDonald's Restaurants : A 5 page paper discussing the similarities and differences between Frank Lloyd Wright's design of the Unity Temple and the general design of McDonald's restaurants. Are there really any similarities between these two seemingly disparate structures? Indeed, the writer points to at least four ways in which the architecture is similar. Bibliography lists 4 sources. Unity.wps
Luis Barragan’s Architectural Style : An 8 page essay on the life and work of Mexican architect Luis Barragan. Bibliography lists 6 sources. Barragan.wps
Anthony Lawlor's Eight Elemental Forms : A 7 page pager based on Lawlor's (1994) book entitled "The Temple in the House." The writer focuses upon a specific chapter which outlines Lawlor's Eight "Elemental Forms" -- the greatest and most fundamental forces of architectural power. In Lawlor's view, these eight core elements of structural design comprise the primary basis for everything that we see, feel, and experience in a building. The writer applies what is learned in Lawlor's book to explicate the architectural design of Washington D.C.'s Capitol Building. One additional source is listed in bibliography. Elemform.wps
Pugin vs. Niemeyer / A Comparative Study Between Two Architects : A 6 page paper that documents the styles of 19th century architect Augustus Pugin and 20th century architect Oscar Niemeyer. While noting that these two architects shared little in common stylistically, the author attempts to show that these two men shared both an incredible impact on the architecture of their time and a highly developed sense of their art. Bibliography lists 7 sources. Pugineim.wps architecture
The Works Of Architect Raymond Hood : A 5 page research paper on the buildings of architect Raymond Hood. The writer discusses the landmark skyscrapers designed by Hood in the 1920s and 1930s which are still key attractions in the skyline of New York City. From the American Radiator Building to Rockefeller Center, Hood’s work is still admired for its use of classic Art Deco design and innovative features. Bibliography lists 6 sources. Rayhood.wps
The Golden Gate Bridge : This 5 page paper highlights the construction of the third longest suspension bridge in the world. Sections include an analysis on the building of the bridge from a cultural perspective, a religious and philosophical perspective and concludes with a look at the project from an ethical standpoint. Bibliography lists 7 sources. GGB.rtf
Construction Of The Boeing Plant : A 5 page paper discussing the building of the Boeing manufacturing plant north of Seattle, Washington. The plant itself, the culture and religion of the people who built it , and the ethics of the people involved in the building are discussed, as well as the relationship between religion, culture, philosophy, and ethics in the plant’s development and construction. Bibliography lists six sources. Boeingp.wps
Abstract Expressionism / Art & Architecture Comparison : A 20 page paper that explores layering, spatial depth, minimalism, combination of materials, objects and colors, and the moralist vein, all of which typify abstract expressionism. The artists and architects reviewed and compared include: Pollock and Richard Gluckman, Helen Frankenthaler and Garth Alexander Oldershaw, Jasper Johns and James Stewart Polshek, and Barnett Newman and Sam Durant. Bibliography lists 14 sources. Abstrexp.wps
Interior Design as a Profession : A 7 page paper on the requirements necessary to start an interior design business which outlines education, professional associations, business planning, identifying attorneys, accounts, bankers, and organizational form. Bibliography lists 10 sources . Intdesi.wps decorating
Alternative Building Materials : A 9 page research paper on alternative materials for home construction other then the traditional use of wood and drywall. The writer discusses unusual materials being used in construction today such as old tires, aluminum cans, bales of straw and rammed earth. This report shows that these homes are not only affordable, but energy efficient. Bibliography lists 7 sources. Altaarch.wps
Bonding Mortars / The Advantages & Disadvantages of Different Types : A 6 page paper that provides an overview of commonly utilized bonding mortars, including latex-modified concrete and mortars, and their benefits and disadvantages for use. Bibliography lists 6 sources. Mortar.rtf
Securing an Abandon Building : 4 page discussion of techniques for securing an abandon building from leaks, decay, etc;. Good resource tool for those studying various forms of security and maintenance. No Bibliography Included. Building.wps
Pumping Concrete : A 10 page research paper which gives the details the development of the concrete pump, the applications for which pumping is best suited, the problems which can arise from pumping concrete, and the importance of mix design. Bibliography lists 6 sources. Concrete.wps
Papers on "Picasso's Color Usage" and similar term paper topics
Paper #090409 :: Picasso's Color Usage
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This paper explores the color themes in the paintings "The Old Guitarist" and "Head" by Pablo Picasso.
Written in 2006; 900 words; 3 sources; $ 35.95
Paper Summary:
In this paper, the paintings "The Old Guitarist" and "Head' by Pablo Picasso are examined in this study of color usage in the painter's lifespan. The paper illustrates how the darker, more depressive colors of Picasso's blue period often reveal the monochromatic approach to painting, as the artist struggled with death and economic downturns. However, as the artist grew and matured, the artist began using a wider variety of often challenging color associations. The paper portrays how with the pinks, greens, whites and yellows interacting in "Head," one can see the female gender roles and relationship issues that plagued Picasso's latter life.
From the Paper:
"This art study will examine the color thematic within two of Pablo Picasso's works: "Head" (1934) and "The Old Guitarist" (1903). By examining elements of Picasso's "blue period", one can realize how psychological factors represent a dominating color theme of blue in "The Old Guitarist." In contrast to this often dominating blue color value in his earlier works, Picasso evolves over a thirty year period to produce "Head," which has a wider variety of brighter colors used in his latter color themes. In this manner, Picasso's color thematic has a wide range across the color spectrum, which invariably relates to the differing psychological periods of his life. The painting "The Old Guitarist"--painted in 1903--is part of a dark period in the life of Pablo Picasso."
Tags: picasso art head
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Papers On Artists, Art Genre, & Famous Works Of Art
Page 4 of 83
Comparisons of Major Artists & Representative Work
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Both Rembrandt van Rijn and Pablo Picasso created paintings which represent individuals from their respective societies. Other artists, from Manet to Delacroix, have demonstrated different social, physical and compositional elements that have challenged societal norms. This 5 page paper provides a number of comparisons, including a comparison of Rembrandt's 'The Night Watch' and Picasso's 'Les Demoiselles d'Avignon' as well as a discussion of the social challenges presented in a work of Manet. Bibliography lists 1 source.
Filename: Majart.wps
Paper Title: Comparisons of Major Artists & Representative Work
Pablo Picasso - 'Au bon marche'
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This 5 page report discusses the artist Pablo Picasso and makes specific notice of his 1913 painting. The writer also discusses the painting in the larger context of 'cubism' which Picasso and Braque 'created' in approximately 1910. Picasso's writing is also briefly discussed. Bibliography lists 7 sources.
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Paper Title: Pablo Picasso - 'Au bon marche'
Pablo Picasso Internet Web Site Analysis
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This 2 Page Paper Describes And Critiques One Of The Hundreds Of Internet Web Sites Devoted To Picasso And/Or His Work. This Particular Site Offers More Than 80 Hyperlinks To Either Museums Around The World, Each Of Which Displays Images Of Picasso's Paintings, Or To Blurbs About Books About The Artist. Additionally, Two Of The Hyperlinks Offer Articles About The Artist. No Bibliography.
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Paper Title: Pablo Picasso Internet Web Site Analysis
Pablo Picasso's 'Guitar'
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A 7 page analytical research paper on Picasso's 'Guitar.' Beginning with a brief introduction to Picasso's life & works, the writer specifically examines how this particular painting does or does not relate to the artist, his other works, and to the Cubist movement itself. Numerous elements of the painting are analyzed, discussed, and elaborated upon. Bibliography lists 10 sources.
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Paper Title: Pablo Picasso's 'Guitar'
Pablo Picasso, Leonardo Da Vinci, Daniel Defoe And Harriet Beecher Stowe: Influences Past And Present
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5 pages in length. Vastly different in their pursuits, Pablo Picasso, Leonardo da Vinci, Daniel Defoe and Harriet Beecher Stowe all contributed something unique to the worlds of art and literature. The writer notes that to discuss each individual's influences in both his or her own era as well as in contemporary society requires only that one become a part of the artistic rendering and relish the distinctive singularity enveloped within their respective works. Bibliography lists 4 sources.
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Paper Title: Pablo Picasso, Leonardo Da Vinci, Daniel Defoe And Harriet Beecher Stowe: Influences Past And Present
Picasso / Review of Style and Attitude in the War Years (WWII)
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A 5 page essay on the psychology behind the radical change in the art of the war years, with specific focus on Pablo Picasso. The writer reviews the change in Cubist form in 'Guernica,' and describes these changes in terms of realism encroaching upon Cubist ideals. Bibliography lists 4 sources.
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Paper Title: Picasso / Review of Style and Attitude in the War Years (WWII)
Picasso's 'Les Demoiselles' vs. Botticelli's 'Birth of the Virgin'
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A 5 page essay that looks at the form of art as a reflection of scientific principles and societal attitudes of the two eras (Renaissance and Early 20th Century (Cubist)). The paper discusses how these two artists' works embody these principles and attitudes in regards use of color and light, and volume and mass v. geometrics. Bibliography lists 3 sources.
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Paper Title: Picasso's 'Les Demoiselles' vs. Botticelli's 'Birth of the Virgin'
Picasso: Political and Social Views
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This 9 page paper examines the life and times of Picasso, spanning the most of the twentieth century, as reflected in his paintings. Bibliography lists 8 sources.
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Paper Title: Picasso: Political and Social Views
'The Art of Survival'/An Analysis of a Documentary
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A 5 page analysis and research paper on a short documentary that details the life of Hungarian-born artist and Holocaust survivor Tibor Jankay. An extremely moving film, it recounts the wisdom that Jankay has accumulated over his 94 years of life as well as revealing his incredible artistic vision. Bibliography lists 6 sources.
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Paper Title: 'The Art of Survival'/An Analysis of a Documentary
Native American Art
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A 5 page research paper that gives a brief overview of Native American art. The writer highlights Plains Indian art, Navaho weaving, pottery and the art of the Indians of the Pacific Northwest. Bibliography lists 5 sources.
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Paper Title: Native American Art
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Comparison Essay Between Rembrandt and Poussin
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A 4 page essay using the fictitious act of describing the differences between Rembrandt's 'Prodigal Son' and Poussin's 'Arcadian Shepherds' that should be taken into consideration when selecting a painting for a natural environment—a riverfront home. Bibliography lists 2 sources.
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Rembrandt's Life & Works
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A 7 page paper on the life and works of Rembrandt. The writer discusses some of the more significant of his works, and talks about how he was perceived by his peers. Bibliography included.
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The Works of Rembrandt and Ruben / Contrasts and Similarities
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An 8 page paper dealing with the life and works of Rembrandt and Peter Paul Rubens. Contrasts the styles of each. Bibliography lists 5 sources.
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Abstract Expressionism / Art & Architecture Comparison
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A 20 page paper that explores layering, spatial depth, minimalism, combination of materials, objects and colors, and the moralist vein, all of which typify abstract expressionism. The artists and architects reviewed and compared include: Pollock and Richard Gluckman, Helen Frankenthaler and Garth Alexander Oldershaw, Jasper Johns and James Stewart Polshek, and Barnett Newman and Sam Durant. Bibliography lists 14 sources.
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Art as a Mirror of Society
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This 8 page paper discusses the fact that visual artists attempt to reflect their own complex society as they perceive it. Paeololithic images are considered as well as the works of Camille Pissaro, Marc Chagall, Rene Magritte, and Edvard Munch. Bibliography lists 9 sources.
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Modernist European Art and the Ploitical Scene of Central Europe, 1910-1939
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This 5 page report discusses European art of the years encompassing World War I, post World War and the onset of World War II. It was art filled with contradiction and radical change and served as an appropriate metaphor for the social and political upheaval faced throughout Europe as well. The paper discusses Matisse, Picasso, and Magritte in such a context. Bibliography lists 5 sources.
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Comparisons of Major Artists & Representative Work
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Both Rembrandt van Rijn and Pablo Picasso created paintings which represent individuals from their respective societies. Other artists, from Manet to Delacroix, have demonstrated different social, physical and compositional elements that have challenged societal norms. This 5 page paper provides a number of comparisons, including a comparison of Rembrandt's 'The Night Watch' and Picasso's 'Les Demoiselles d'Avignon' as well as a discussion of the social challenges presented in a work of Manet. Bibliography lists 1 source.
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Pablo Picasso - 'Au bon marche'
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This 5 page report discusses the artist Pablo Picasso and makes specific notice of his 1913 painting. The writer also discusses the painting in the larger context of 'cubism' which Picasso and Braque 'created' in approximately 1910. Picasso's writing is also briefly discussed. Bibliography lists 7 sources.
Filename: Picasso3.wps
Pablo Picasso Internet Web Site Analysis
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This 2 Page Paper Describes And Critiques One Of The Hundreds Of Internet Web Sites Devoted To Picasso And/Or His Work. This Particular Site Offers More Than 80 Hyperlinks To Either Museums Around The World, Each Of Which Displays Images Of Picasso's Paintings, Or To Blurbs About Books About The Artist. Additionally, Two Of The Hyperlinks Offer Articles About The Artist. No Bibliography.
Filename: PGpicass.wps
Pablo Picasso's 'Guitar'
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A 7 page analytical research paper on Picasso's 'Guitar.' Beginning with a brief introduction to Picasso's life & works, the writer specifically examines how this particular painting does or does not relate to the artist, his other works, and to the Cubist movement itself. Numerous elements of the painting are analyzed, discussed, and elaborated upon. Bibliography lists 10 sources.
Filename: Picasso.wps
Pablo Picasso, Leonardo Da Vinci, Daniel Defoe And Harriet Beecher Stowe: Influences Past And Present
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5 pages in length. Vastly different in their pursuits, Pablo Picasso, Leonardo da Vinci, Daniel Defoe and Harriet Beecher Stowe all contributed something unique to the worlds of art and literature. The writer notes that to discuss each individual's influences in both his or her own era as well as in contemporary society requires only that one become a part of the artistic rendering and relish the distinctive singularity enveloped within their respective works. Bibliography lists 4 sources.
Filename: TLCvinci.wps
Picasso / Review of Style and Attitude in the War Years (WWII)
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A 5 page essay on the psychology behind the radical change in the art of the war years, with specific focus on Pablo Picasso. The writer reviews the change in Cubist form in 'Guernica,' and describes these changes in terms of realism encroaching upon Cubist ideals. Bibliography lists 4 sources.
Filename: Cnpicasso.wps
Picasso's Girl Before a Mirror Essays
Pablo Picasso was a contemporary of Sigmund Freud and some of Europe’s greatest impressionist painters. Picasso’s Girl before a Mirror reflects a woman looking not out to her viewers as the Ramos women do, but rather into the mirror, and into herself. Introspective and contemplative, this woman is concerned with her own inner self, her fragmentation, and her mysteries, but not her sexual allure. Her body is not a thing of beauty in the painting, because Picasso wanted to show that perception changes everything. Ramos’s women perceive themselves to be beautiful objects for men to desire and appreciate. Picasso’s girl may or may not be speculating about her allure, but she certainly is looking inward at a fragmented self. What viewers see in the girl and her experience may be quite different from what Picasso saw. Ramos’s woman is a representational artistic expression, whereas Picasso’s girl is an abstraction, a woman removed from herself and from the viewers.
Early twentieth century society emerged from a century of civil strife, developing social responsibility and a clear demarcation between the haves and the have-nots; and it still embraced sexual repression. Freud would have everyone believe that the subconscious is the critical part of human motivation and directs humankind in ways that is not understandable. Yet, the subconscious stores the repressed thoughts and desires, creating great tensions on men and women who want to passionately express themselves, but are held back. This tension creates a fragmented self, a lack of knowing part of the self. In the Western world, in 1932, rumors or war and the world economy created fear and upheaval in people. Society felt fragmented from stability and a sense of the future. Picasso’s painting also reflected these troubled times in his Girl before a Mirror. Thus, the girl looking into her mirror does not even see herself as she actually is. The viewer sees two different figures, one on the outside and the other a reflection. But the reflection is a false image of the girl. She reaches out towards the reflection, as if to embrace yet another part of herself that she sees in the mirror.
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Pablo Ruiz Picasso Free Essay, Term Paper and Book Report
Pablo Picasso was born in Malaga in 1881. Pablo was the son of a respected art teacher, and due to his father’s influence, young Pablo entered the Academy at Barcelona at age 14. This was where he painted his first great work, “Girl with Bare Feet”. After two years of schooling, Picasso transferred for even for advanced tutelage. This did not hold Picasso’s interest, so instead he spent much of his time in cafes and in brothels. Three years later, Picasso won a gold medal for his work, “Customs of Aragon”. This work was displayed on exhibit in Picasso’s home town. In 1901, Picasso set up a studio in the northern section of Paris known as Montmartre. Picasso had mastered traditional forms of art by now. However, he was affected by the works of such artists as Toulouse-Lautrec, Degas, Vuillard which can be noticed in his works at the time. “Longchamp” and “The Blue Room” are good examples of this change in Picasso’s style. Soon after this, Picasso began to develop his own methods. Illness struck Picasso in 1......
Word Count: 682
Essay, Research Paper: Art Critic - Picassos' Guernica
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Art Critic : Pablo Picasso's "Guernica"
Pablo Picasso's painting entitled "Guernica" has been a masterpeice of modern art since it's first appearance at the World Fair's Fair of 1937. The huge mural has become an icon of Picasso's work and has been interpreted in several unique ways, many of which contradict Picasso's actual intentions. Artistically the composition is balanced and characteristically of Picasso's work perfectly planned and flowing. The symbols of this piece despite the misconceptions of it's many critics, including those present at the World's Fair in the year that the painting was introduced, were clearly defined by Picasso himself.
The preliminary sketches of the work began in May of 1937, and was commissioned by the official Republican government of Spain in January of the same year. It was to be displayed in the International Spanish Pavilion at the 1937 International Exhibition, or as it is more popularly known, the World's Fair. Picasso was given a large studio in which to conduct his artistic endeavers in partial payment for the work which was being done.
Picasso went through many artistic periods throughout his career as an artist, one of which was cubism. In a few ways, Guernica, somewhat broke from the traditional cubism which he had a hand in inventing. The painting makes use of a two dimensional picture plain with all of the objects on the canvas appear flat looking as is dictated by the cubism style. The picture plain is not, however, fractured like many of the previous works which were categorized under the same style.
Picasso's reason for painting Guernica has been disputed by the many art critics of modern art, but perhaps the most accurate summary is the genius himself. Picasso explained that the work was not specifically about the bombing of Guernica, nor was it specifically about the Spanish Civil War which was the culprit in this destructive incident. It was rather a broad statement about human beings fighting amongst themselves, and the chaos which would ensue should such hateful human relationships be allowed to continue as they had in Guernica, Spain.
The organization of the piece was carefully planned in the forty-five preliminary sketches, which obviously concentrated on leading the eye thorough the composition. The objects themselves balance each other well to create a peaceful composition. Picasso makes a conscious effort to emphasize the bull, the horse and the woman in the window as each of these images are important to the symbolic aspect of the graphic depiction of the bombing of Guernica. As one looks at the overall movement in the painting, they get a sense of frozen motion unlike what is typical of the futurism style of composition. The idea that everything came to a sudden halt with no time to come to a real rest. The one piece of evidence contrary to this is the soldiers arm which lays peacefully across the ground.
The enormous 138" x 308" canvas was painted using only grey scale colours, which is said to be in co-ordination with the ink of the newspapers which often covered the bombings during the civil unrest in Spain. Picasso uses dominantly blacks and whites using value changes in few areas over the picture plain. He uses line extensively, with almost geometric shapes taking form and leading the eye as can be seen in many of his pre-production sketches.
Texture is kept to a minimum in the specific work as it is a very two dimensional art work and as is common of the cubism style. He has made extremely good use of space as nearly the entire canvas is used, while maintaining the balance which is necessary to keep the composition aesthetically pleasing.
Among the many symbolic images in the work are a bull, a horse a soldier with a broken sword and a woman looking out of a window with a very concerned look on her face. The images which had been misinterpreted on several occasions were corrected by Picasso when he explained that "The bull is not Fascism, but is brutality and darkness . . . the horse represents the people . . . the Guernica mural is symbolic . . . allegoric. That's the reason I used the horse, the bull and so on. The mural is for the definite expression and resolution of a problem, and that is why I used symbolism." The broken sword in the soldiers hand, which can be seen at the bottom centre of the composition was used to symbolize the broken spirits and the failure to resist on the part of the people. The woman is a symbol of concern for the fighting people by people who have succeeded in being able to see the whole picture.
In my opinion this is a very emotion provoking and is appealing to my eye. The largest contributing factor to "Guernica's" overall appeal is the excellent use of symbolism which encourages it's audience to think. If ever given the opportunity I would be most interested in seeing the original of this work. I have gained a lot of respect for not only the artistic integrity of this painting, but also for Pablo Picasso as an overall intuitive and creative person.
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Muldoon 1 Picasso Changed the Way We Look at Art There is no abstract art. You must always start with something. Afterwards you can remove all traces of reality. -Pablo Picasso Picasso had not always been so enlightened with the fact that there was more to art than the eye could see. During the course of his ninety-one year life, Picasso encountered many ideas and people that helped form the wonderfully talented and brilliant artist in history. Picasso was born Pablo Ruiz on October 25th 1881, in Malaga, Spain. His father was a inspiring artist while his mother took care of the house. Picasso had shown a great artistic talent in his early childhood years. At 14 years old, Picasso adopted his mother's less common name. Changing Ruiz to Picasso. Shortly after this event, Picasso had finished his one month qualification exam into the Acadamy of the Arts in Barcelona. The only exceptional thing about this was that Picasso had done this in one day. Picasso stayed with the acadamy for three years, before deciding to move to San Fernando where he would then attend the Acadamy of San Fernando until the turn of the century. Picasso then joined up with the group of aspiring artists. Pablo Picasso was probably the most famous artist of the twentieth century. During his artistic career, which lasted more than 75 years, he created thousands of works, not only paintings but also sculptures, prints, and ceramics, using all kinds of materials. He almost single-handedly created modern art. He changed art more profoundly than any other artist of this century. First famous for his pioneering role in Cubism, Picasso continued to develop his art with a pace and vitality comparable to the accelerated technological and cultural changes of the twentieth century. Each change embodied a radical new idea, and it might be said that Picasso lived several artistic lifetimes. Picasso was born on October 25, 1881, in Malaga, Spain, son of an artist, Jose Ruiz, and Maria Picasso. Rather than adopt the common name Ruiz, the young Picasso took the rarer name of his mother. An artistic prodigy, Picasso, at the age of 14, completed the one-month qualifying examination of the Academy of Fine Arts in Barcelona in one day. From there he went to the Academy of San Fernando in Madrid, returning in 1900 to Barcelona, where he frequented the city's famous cabaret of intellectuals and artists, Els Quatre Gats. The years of 1901 to 1904, known as the blue period because of the blue tonality of Picasso's paintings were a time of frequent changes of residence between Barcelona and Paris. During this period, he would spend his days in Paris studying the masterworks at the Louvre and his nights enjoying the company of fellow artists at cabarets like the Lapin Agile. 1905 and 1906 marked a radical change in color and mood for Picasso. He became fascinated with the acrobats, clowns and wandering families of the circus world. He started to paint in subtle pinks and grays, often highlighted with brighter tones. This was known as his rose period. In 1907, Picasso painted Les Demoiselles d'Avignon, considered the watershed picture of the twentieth century, and met Georges Braque, the other leading figure of the Cubist movement. Cubism was equally the creation of Picasso and Braque and from 1911 to 1913, the two men were in frequent contact. In 1917, Picasso did the set and costume design for Serge Diaghilev's ballet Parade. For Picasso the 1920's were years of rich artistic exploration and great productivity. Picasso continued to design theater sets and painted in Cubist, Classical and Surreal modes. From 1929 to 1931, he pioneered wrought iron sculpture with his old friend Julio Gonzalez. In the early 1930's, Picasso did a large quantity of graphic illustrations. In late April of 1937, the world learned the shocking news of the saturation bombing of the civilian target of Guernica, Spain by the Nazi Luftwaffe. Picasso responded with his great anti-war painting, Guernica. During World War II, Picasso lived in Paris, where he turned his energy to the art of ceramics. From 1947 to 1950, he pursued new methods of lithography. The l950's saw the beginning of a number of large retrospective exhibits of his works. During this time he began to a paint a series of works conceived as free variations on old master paintings. In the 1960's, he produced a monumental 50-foot sculpture for the Chicago Civic Center. In 1970, Picasso donated more than 800 of his works to the Berenguer de Aguilar Palace Museum in Barcelona. Pablo Picasso died on April 8, 1973 in Mougins, France at the age of 91. Bibliography Pablo Picasso was probably the most famous artist of the twentieth century. During his artistic career, which lasted more than 75 years, he created thousands of works, not only paintings but also sculptures, prints, and ceramics, using all kinds of materials. He almost single-handedly created modern art. He changed art more profoundly than any other artist of this century. First famous for his pioneering role in Cubism, Picasso continued to develop his art with a pace and vitality comparable to the accelerated technological and cultural changes of the twentieth century. Each change embodied a radical new idea, and it might be said that Picasso lived several artistic lifetimes. Picasso was born on October 25, 1881, in Malaga, Spain, son of an artist, Jose Ruiz, and Maria Picasso. Rather than adopt the common name Ruiz, the young Picasso took the rarer name of his mother. An artistic prodigy, Picasso, at the age of 14, completed the one-month qualifying examination of the Academy of Fine Arts in Barcelona in one day. From there he went to the Academy of San Fernando in Madrid, returning in 1900 to Barcelona, where he frequented the city's famous cabaret of intellectuals and artists, Els Quatre Gats. The years of 1901 to 1904, known as the blue period because of the blue tonality of Picasso's paintings were a time of frequent changes of residence between Barcelona and Paris. During this period, he would spend his days in Paris studying the masterworks at the Louvre and his nights enjoying the company of fellow artists at cabarets like the Lapin Agile. 1905 and 1906 marked a radical change in color and mood for Picasso. He became fascinated with the acrobats, clowns and wandering families of the circus world. He started to paint in subtle pinks and grays, often highlighted with brighter tones. This was known as his rose period. In 1907, Picasso painted Les Demoiselles d'Avignon, considered the watershed picture of the twentieth century, and met Georges Braque, the other leading figure of the Cubist movement. Cubism was equally the creation of Picasso and Braque and from 1911 to 1913, the two men were in frequent contact. In 1917, Picasso did the set and costume design for Serge Diaghilev's ballet Parade. For Picasso the 1920's were years of rich artistic exploration and great productivity. Picasso continued to design theater sets and painted in Cubist, Classical and Surreal modes. From 1929 to 1931, he pioneered wrought iron sculpture with his old friend Julio Gonzalez. In the early 1930's, Picasso did a large quantity of graphic illustrations. In late April of 1937, the world learned the shocking news of the saturation bombing of the civilian target of Guernica, Spain by the Nazi Luftwaffe. Picasso responded with his great anti-war painting, Guernica. During World War II, Picasso lived in Paris, where he turned his energy to the art of ceramics. From 1947 to 1950, he pursued new methods of lithography. The l950's saw the beginning of a number of large retrospective exhibits of his works. During this time he began to a paint a series of works conceived as free variations on old master paintings. In the 1960's, he produced a monumental 50-foot sculpture for the Chicago Civic Center. In 1970, Picasso donated more than 800 of his works to the Berenguer de Aguilar Palace Museum in Barcelona. Pablo Picasso died on April 8, 1973 in Mougins, France at the age of 91. Word Count: 777
Papers on "Picasso's "Les Demoiselles d?Avignon"" and similar term paper topics
Paper #052713 :: Picasso's "Les Demoiselles d?Avignon"
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Explores the significance of Picasso's famous painting to his career as an artist.
Written in 2004; 5,110 words; 6 sources; MLA; $ 128.95
Paper Summary:
This paper looks at the changes that took place in Picasso's artistry and his approach to painting that inspired him to paint "Les Demoiselles d'Avignon", one of Picasso's most famous pieces. It analyzes the painting and explains why, at the time it was painted, it was considered so outrageous and daring. The paper looks at the major artistic influences in Picasso's life as well.
From the Paper:
"According to Roland Penrose, ?the one single person that predominated the development of the arts during the 20th century was Pablo Picasso,? 1 and it is largely due to him that the conception of art as a powerful emotional medium, rather than a search for the perfection of ideal forms of beauty, has become accepted among the artists of the present day. The return to a fundamental belief that art should spring from a primitive need to express our feelings toward the world around us in strong emotional terms makes us more prone to value a work of art for its vitality than for its perfection. In return, it is the exceptional power of Picasso?s work that compels the viewer to discover in his art the mysterious presence of beauty."
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Essay, Research Paper: Braque
Art
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Although George Braque (May 13, 1882
- Aug. 31, 1963) was one of the most influential painters of the twentieth
century his name is all but forgotten. He has received little credit for his
efforts towards the creation of analytic cubism. Many art historians believe
that his prestigious role as father of analytic cubism was cut short because of
Picasso’s fame. Many arguments have arisen asking the question: “Who is the
father of cubism?” There is no doubt that Picasso started the spark which
ignited modern art movements with the creation of “Les Demoiselles d’Avignon..”
But, soon after Picasso created this work Braque created “Houses at
L’Estaque.” This painting started the analytic phase of cubism. With this in
mind, it can be stated that Picasso is the father of modern twentieth century
art and Braque is the father of analytic cubism. George Braque is one of the
most influential painters of the twentieth century. He co-worked with Picasso to
create cubism and helped spark all the future art movements of the twentieth
century. As well as this, he was the influence that made Picasso the fame that
he was to become. Braque has never received the recognition he should have
because of Picasso’s fame, but his personal position in the art community was
high and his involvement with World War One was a major culprits that aided in
his downfall in artistic popularity. “Who the father of cubism?”, has always
been a question that has pondered the minds of art historians and scholars. It
is clear though that both Braque and Picasso played their prominent role in the
creation of cubism. Picasso provided, with his proto-Cubist
"Demoiselles," the initial liberating shock. But it was Braque,
largely because of his admiration for Cezanne, who provided much of the early
tendency toward geometrical forms. Braque’s early tendency towards geometric
form and cubes was the spark which ignited the minds of all future cubist
artists; including Picasso. If there is one painting that is possibly one of the
most influential images regarding cubism in the twenty first century it is
George Braque’s “Houses at L’Estaque.” During the summer of 1908 in
southern France, Braque painted a series of radically innovative canvases, of
which the most celebrated is “Houses at L’Estaque”; in this painting we
can see the slab volumes, sober coloring, and warped perspective typical of the
first part of what has been called the analytical phase of Cubism. This painting
was shown in a show at Kahnweiler's gallery. It provoked from the Paris critic
Louis Vauxcelles a remark about "cubes" that soon blossomed into a
stylistic label. This painting was the painting that gave cubism its name.
Vauxcelles’s remarked about the canvas being full of small cubes, and this
comment was the spark that constituted the name of the movement. Braque
undertook Vauxcelles criticisms, much like other movements of the past, and used
it for the name of the movement. ( Flam, 144) In “Houses at L'Estaque” all
the sensuous elements of Braque's previous years were banished. Color has been
reduced to a severe combination of browns, dull greens and grays. The curving
rhythms have given way to a system of vertical and horizontal, broken only by
the forty-five degree diagonals of roof-tops and trees. All details have been
eliminated and the foliage of the trees reduced to a minimum to reveal the
geometric severity of the houses. These are continued upwards almost to the top
of the canvas so that the eye is allowed no escape beyond them. The picture
plane is further emphasized by the complete lack of aerial perspective (the far
houses are, if anything, darker and stronger in value than the foreground
house), and by the fact that occasionally contours are broken and forms opened
up into each other. There is no central vanishing point; indeed in many of the
houses all the canons of traditional perspective are completely broken. (Flam
145) Although Braque was the first to create a cubist work, it is well known
that cubism was a combined team effort that was created through the genius
partnership of both Braque and Picasso. It is impossible to say which of the two
was the principal stylistic inventor of the revolutionary new style, for at the
height of their collaboration they exchanged ideas almost daily and produced
pictures so alike as to be practically indistinguishable. Examples of these
similarities are the various nude pictures of women that both Picasso and Braque
created during the first years of analytic cubism. If we compare George
Braque’s “Large Nude”, to Picasso’s Three women; it is easy to see that
they must have collaborated many ideas and exchanged critical analysis of each
others work constantly. The images in these two paintings look like they were
created in almost exactly the same format by the same person. It can be stated
that George Braque and Pablo Picasso were basically the same person for those
first years of analytic cubism. (Arnason, 189) By 1912 Braque, with the
assistance and inspirations of Picasso, created a definitive definition of
analytic cubism. This newly created definition was created through months of
trial and error and monumental discussions with Picasso. This Cubist style
emphasized the flat, two-dimensional surface of the picture plane, rejecting the
traditional techniques of perspective, foreshortening, modeling, and chiaroscuro
and refuting time-honored theories of art as the imitation of nature. Cubist
painters were not bound to copying form, texture, color, and space; instead,
they presented a new reality in paintings that depicted radically fragmented
objects, whose several sides were seen simultaneously. (Brenson, C1) If there is
one aspect of Braque’s life that is confusing, it is why he has not received
the recognition for his works the way that Picasso has. Braque was just as much,
if not more, the creator of analytic cubism. He worked alongside Picasso in
developing all aspects of cubism from day one until the beginning of World War
One. The only reason why Braque’s name is not remembered as well as
Picasso’s is because of his enlistment to fight in World War One. This event
was the turning point of his career. The events which conspired during WWI and
the years that followed boosted Picasso’s Popularity while diminished
Braque’s.(Frank,18) At this point in history, 1914, Braque left the art scene
to fight in the war. He entered the army as an infantry sergeant and served with
distinction, being decorated twice in 1914 for bravery. In 1915 he suffered a
serious head wound, which was followed by a trepanation, several months in the
hospital, and a long period of convalescence at home at Sorgues. During this
period he added to the aphorisms he had been in the habit of scribbling on the
margins of drawings, and in 1917 a collection of these sayings, put together by
his friend the poet Pierre Reverdy, was published in the review Nord-Sud as
"Thoughts and Reflections on Painting." Even a brief sampling can
suggest the quality, at once poetic and rational, of Braque's mind and the sort
of thinking that lay behind Cubism: New means, new subjects. . . . The aim is
not to reconstitute an anecdotal fact, but to constitute a pictorial fact. . . .
To work from nature is to improvise. . . . The senses deform, the mind forms. .
. . I love the rule that corrects emotion. (Braque) Released from further
military service, the artist rejoined the Cubist movement, which by then was in
what is sometimes called its synthetic phase--a not very adequate way of
referring to a tendency to use more color and to represent objects not by the
previous spider web of analytical signs but by relatively large emblematic
planes. (Frank, 18) Rapidly, however, he moved away from austere geometry toward
forms softened by looser drawing and freer brushwork; an example of the change
is the 1919 "Still Life with Playing Cards." From this point onward
his style ceased to evolve in the methodical way it had during the successive
phases of Cubism; it became a series of personal variations on the stylistic
heritage of the eventful years before World War I. This change in Braque’s
style, and his with drawl from cubism during the war ( 1914-1918 ) were the
major contributors to his loss of fame. Before the war the two artist, Braque
and Picasso, were considered equals in every aspect of painting. But, Braque
left the art scene for four years and Picasso used this time to accelerate his
career ahead of Braque. Braque’s name was all but forgotten due to this
absence. George Braque, through his creation of “Houses L’Estaque” set the
standards for analytic cubism. He is the father of analytic cubism, but this is
a title that the general public has no recollection of. Picasso took the title
away from Braque when he was leading the movement during World War One. George
Braque was out of the art scene for to long to ever recover his role as the
prominent figure of cubism. ( John, 31) Braque, along side Picasso, can be
credited with sparking the creations of various artistic styles with their
creation of the new visual language of cubism. His visual language of cubism was
adopted and further developed by numerous painters which followed his lead. Such
painters are Fernand Lééger, Robert and Sonia Delaunay, Juan Gris, Roger de la
Fresnaye, Marcel Duchamp, Albert Gleizes, and Jean Metzinger. Though primarily a
style associated with painting, Cubism also exerted a profound influence on
20th-century sculpture and architecture. Chief among the sculptors who worked in
this style are Alexander Archipenko, Raymond Duchamp-Villon, and Jacques
Lipchitz. The adoption of the Cubist aesthetic by the architect Le Corbusier is
reflected in the shapes of the houses he designed during the 1920s. The cubist
style that was created by Braque and Picasso was a fundamental foundation for
the future generations of modernist painters. This style was an essential
building block in modern art. George Braque, along with Picasso are the two most
influential artists of the twenty first century. (Flam, 144) “Who is the
father of cubism?” Well I would have to agree that Both Picasso and Braque put
their efforts together when creating cubism, but Braque was the first to create
an analytic work: “House at L’Estaque.” They are both leaders of cubism,
but Braque was the first to create a cubist work, so he should receive the title
of father of cubism. These two leaders of cubism are the two most influential
painters of the twentieth century. Braque and Picasso both were the foundation
artists who started an aspect of all the future art movements of the twentieth
century. (Golding 144) Braque has never received the recognition he should have
because of Picasso’s fame, but by examining his life story and understanding
the circumstances involved during his life we can see that he has been
disregarded as the prominent figure that he is. Braque’s “House at
L’Estaque” is the painting that sparked the start of analytic cubism and
that painting is one of the turning points in art. Although Picasso became the
father of modern art with his “Les Demoiselles d’Avignon”, Braque is the
father of cubism because he created the first analytic work. Braque has never
received the recognition he deserves, and it coincides well with a quote that
Braque stated himself: “In art there is only one thing that counts: the thing
you can't explain.” George Braque
Bibliography11)“Will George Braque every get his due?” Hudson Review.
Autumn 97, Vol 50 Issue 3, P 444.
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