Red Badge of Courage :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Red Badge of Courage takes place during the Civil war and begins with a soldier named Jim Conklin returning back to his regiment to inform them that they might go into battle any day now. The main character of the story Henry Fleming who was recently recruited in the 304th regiment begins to worry about how brave he really is since he has never really been in battle before. The main reason he joined the army was for the honor and glory that came after the battle but he never really analyzed what it took to gain all the glory and honor that he wanted to obtain.   Ã‚  Ã‚  Ã‚  Ã‚   The regiment marches for several days until they are finally faced with a real engagement by the enemy ( confederate soldiers). Henry is surrounded by his fellow union soldiers, so he begins to fire his gun as the other members of the regiments but ultimately he scared in the midst of battle. Eventually the union soldiers prevail over the confederate soldiers as the victors and begin to congratulate one another, shortly after Henry decides to take a nap. Henry is awaken by the sound of the confederate soldiers attacking his regiment and fear ceases him and causes him to run away from the battle. While walking across the fields Henry tries to reason with himself and convince himself that there was no way that his regiment could have won so he was right to run away and save himself, because staying would have been like committing suicide. After a while Henry encounters a commander talking to a general and overhears that his regiment was able to hold back the confed erate charge. This comment further depresses Henry but he still tries to console himself by holding on to the belief that all he did was preserve himself.   Ã‚  Ã‚  Ã‚  Ã‚  Shortly following that event Henry came across a group of wounded soldiers and decided to sneak into their line as an injured. He comes in contact with a proud soldier who talks about the courage of the soldiers in the army despite the injuries that he received which includes a bloody head and a broken arm. The wounded soldier goes on to ask Henry what kind of injuries has he acquired in battle; Henry frightened by the question hurries away toward the from of the line. Surprisingly Henry finds Jim Conklin in the line badly injured from the first battle that he endured.

The Author to Her Book

Within the poem, â€Å"The Author to Her Book,† Anne Bradstreet uses a complex metaphor to describe her attitude towards one of her works that was published without her permission. Throughout the poem, she compares her anger towards her book to that of an unwanted child. Bradstreet apparently has the attitude of a perfectionist, so she did not think her book was worthy of publication. However, she was able to get it back and make corrections. Although Bradstreet has a negative attitude towards the publication of her book, she does show some signs of satisfaction when the book is returned to her. Throughout the poem, Bradstreet displays her negative attitude through a complex metaphor. The metaphor compares an unwanted child to a book that was published without her permission. She immediately begins the poem by showing her displeasure for her own work. â€Å"Thou ill-formed offspring of my feeble brain. † The metaphor shows a comparison of a malformed child to her piece. She also claims that her book was stolen from her. Being a perfectionist, she did not publish anything that was not perfect. Who after birth did’st by my side remain,/ Til snatched from thence by friends, less wise than true,/ Who thee abroad exposed to public view. † Based on these lines, she claims her friends took her work and published it for all to read. She also states that they were less wise than true. This could possibly mean that she believes that her friends were ignorant in that they did not realize the faults in her work. She then shows some signs of disappointment and possible embarrassment when she states that her errors were there for everyone to see. Where errors were not lessened, all may judge. † Within the first six lines of the poem, Bradstreet disguises her negative attitude through her complex metaphor. When Bradstreet is given a second chance after her book is returned, she has an attitude of satisfaction. After the sixth line, the speaker talks about correcting the â€Å"ill-formed child. † Outside the metaphor, Bradstreet is actually referring to her being given the chance to fix and edit her book. â€Å"At thy return my blushing was not small,/ My rambling brat (in print) should mother call. Almost everyone who has created something has a feeling of attraction and love for it. The same applies for Bradstreet, â€Å"I cast thee by as one unfit for light,/ thy visage was so irksome in my sight;/ Yet being mine own, at length affection would. † After this, she starts to express her hope in correcting her faults within the book. â€Å"Thy blemishes amend, if so I could. † However, being the perfectionist she is, she finds new problems every time she proofreads it. â€Å"I washed thy face, but more defects I saw,/ And rubbing off a spot, still made a flaw. Bradstreet allows herself to become temporarily positive when she tries to â€Å"improve her child’s clothes. † â€Å"Yet still thou run’st more hobbling than is meet;/ In better dress to trim thee was in my mind,/ But nought save homespun cloth in the house I find. † In the last few lines, Bradstreet’s attitude of perfection is completed when she â€Å"lets her child free. â€Å"In this array, ’mongst vulgar may’st thou roam;/ In critics’ hands beware thou dost not come. † â€Å"She claims that she is satisfied to let people read her work and that she does not want it to fall into the critics’ hands. In the second half of the poem, Bradstreet shows her satisfaction with the re-publication of her book. Anne Bradstreet reveals various emotions throughout her poem, â€Å"The Author to Her Book. † Within the first half, she has an extremely negative attitude towards the improper publication of her work. In the last part, however, she expresses satisfaction when she has the opportunity to correct her piece. By using a detailed complex metaphor, Bradstreet is able to demonstrate her complex attitude about her book within the poem. The Author to Her Book In Anne Bradstreet’s poem â€Å"The Author to Her Book† she expresses her attitude of being embarrassed because sees so many flaws and mistakes in her writing, as a parent may see in their child but loving and apologetic because it is her own and she can’t make it better. Bradstreet’s use of the extended metaphor of the book being her offspring expresses her attitudes of embarrassment and love. The first metaphor is of her book to a child, this is the controlling metaphor. The first line: â€Å"Thou ill-formed offspring of my feeble mind. . . † shows distaste for the book but more importantly compares the book to being a child of her own. On line 8, â€Å". . . my rambling brat (in print) should mother call. . . † she shows another view of her writing as a brat and herself as its mother. Finally, the entire last paragraph starting on line 20 â€Å"In critic’s hands . . . thee out the door† she very forwardly expresses that she is the mother of her book. She uses her controlling metaphor to help express her attitudes. Bradstreet’s attitude of embarrassment shows through her words quite vividly. She first talks about being embarrassed on line 7 â€Å"At thy return my blushing was not small. . . She is embarrassed to know people read her book. She didn’t want to have her book sent out but her friends took it from her. â€Å"Till snatched from thence by friends. . . †-line 3. She does not think her â€Å"offspring† is ready to be exposed to the real world. She wants to keep it hidden with her from the world. â€Å"I cast thee by as one unfit for light. . . †- line 9 . Bradstreet’s embarrassment comes from her â€Å"offspring† being â€Å"unfit† for the world to see and the flaws that she sees. Although she is embarrassed by her â€Å"offspring† she also has a love only a mother could have for a child. On line 12 she says â€Å"Yet being mine own. At length affection would thy blemishes amend. . . † She hopes that her love will help her â€Å"offspring† to become something to be proud of. â€Å"I washed thy face but more defects I saw. . . † on line 13. Here Bradstreet is trying her best to fix her â€Å"offspring† and make up to be something it just may not be. Although, she does love her â€Å"offspring† and although she is unhappy with it she soon has no choice but to send it out. â€Å"And for thy Mother, she alas is poor, which caused her thus to send thee out the door†- line 23. At this point she knows that it is not up to her standards but she has no other choice but to send out her â€Å"offspring† to help make her a living. Her attitude of loving shows in trying to do what’s best but she soon realizes that she has what she has. Anne Bradstreet loves her book solely because it is her own, but that may also be why she sees the flaws in it. She only wants to do what’s best for her â€Å"offspring† and tries to accomplish something but only sees more to fix. All throughout her poem, the extended metaphor is repeated, line after line, from the opening to the end, to convey her complex attitude.

Cultural Constraints in Management Theories Free Essay Example, 2250 words

From the realization of the impact made by a particular cultural background to the employment experience in a country, several research questions were formulated to assist in performing the appropriate research. Most importantly, the economic environment within which the employment experience is established it must be brought out to clearly address the most pressing missing research links. Alternatively, the basic orientation to international labour regulations as a standard of measure for the relevant employment experience issues must also be depicted in the research development. Using these insights to formulate the necessary research links, the following research objectives were used in the research to determine the differences in motivational patterns regarding employment in the UK and Russia. From the realization of the impact made by a particular cultural background to the employment experience in a country, several research questions were formulated to assist in performing th e appropriate research. Most importantly, the economic environment within which the employment experience is established it must be brought out to clearly address the most pressing missing research links. Alternatively, the basic orientation to international labour regulations as a standard of measure for the relevant employment experience issues must also be depicted in the research development. We will write a custom essay sample on Cultural Constraints in Management Theories or any topic specifically for you Only $17.96 $11.86/page Research design research was conducted from the cultural perspective of employment within different settings offered by various countries. Perhaps the most important approach was from the realization that human resource management plays an important role in the definition of the employment setting that a country offers. Application of the basic management practices in the UK is closely similar to the American model due to the apparent liberal business culture that has evolved over the years in the two countries. Employment evolution in the UK as inspired by major occurrences in trade union movements in the history of the country can be said to be very strong factors shaping up the modern day employment experience in the UK just as it does in the USA (Hofstede, 1998). Cultural orientation of the two countries can be extrapolated to manifest the resemblance of employment relations in the two countries. However, some economic differences play a major role in th e management at the helm of employees relations between different countries as well.

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The Effects Of Tobacco Smoking On The Australian Community

1.0 Introduction In Australia, tobacco smoking is one of the main leading causes of death and disability.1 Smoking is also one of the single major preventable conditions and is the main causes of disease burden in comparison to other major risk factors.1,2 Use of tobacco voluntarily or involuntary (passive smoking) has been associated with various chronic, life threatening and debilitating conditions such as heart disease, reduced lung function, lung cancer, chronic obstructive pulmonary disease and emphysema.1-3 In Australia, tobacco accounts for 9.6% of the total disease burden, 20.1% of total cancer disease burden every year, and estimated social and economic costs of smoking is $31.5 billion, putting a heavy financial burden on the Australian community.4 Smoking tobacco causes 16 types of cancers and only for lung cancer; in 2008-09 Australia’s health expenditure was $210 million.4 Furthermore, according to World Health Organisation (WHO), 10% of total deaths globally caused in 2015 would due to smoking.4 However, rates of smoking in Australian adults have declined from 2001(22.3%) to 2011-12 (16.3%).5 This could be attributed to different government policies implemented to curb this epidemic, such as plain packaging, smoke-free environment legislation, ban on smoking advertisements, heavy taxes on tobacco and public education programs through mass media.6 This article focuses on critical evaluation of tobacco control policies in Australia. 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To combat lung cancer and other health risks the Australian government launched The National Tobacco 2011 Campaign to raise awareness of smoking through the five action areas to reduce the number of daily smokers by 2018. Developing personal skills supports personal and social development

Experiential Learning Theory Free Essays

string(29) " change his future practice\." Introduction It is difficult to define learning but I understand from my teachers that it is the acquisition of knowledge and skills from instructions or studies. The teachers have an inclination and desire to help our learners acquire, maintain or develop the knowledge, skills and attitudes that they need in the context of their everyday work (Mann 2002). According to Knowles, learning is broadly defined as the occurrence of change in a person with regards to behaviour, skills, knowledge and attitude. We will write a custom essay sample on Experiential Learning Theory or any similar topic only for you Order Now (Knowles 2005). Description of a case from my teaching This was an intra-operative training for a Core Medical Trainee doctor (CT Doctor) in the reconstruction of tissue defect using a local skin flap. The trainee had never done this procedure before independently but had seen similar procedures being done and is regularly seeing the postoperative results of cases operated by me and other colleagues in the out patient follow up clinics. The aim of this teaching was a one to one surgical skill teaching of how to do a rhomboid flap, which is a transposition flap to reconstruct the defect following excision of a lesion. Though it was a teaching of an operative technique, it involved three stages namely pre-operative planning, per-operative practical procedure and post-operative documentation and reflection on the performance. The student usually is required to have preliminary prior knowledge about the skin anatomy including the components of flaps, blood circulation and different types of flap configurations based on the design (transposition, rotation and advancement flaps). The student is taught about the preparation on the operating table, draping the operation site, observing all aseptic precautions, removal of the skin lesion (this part is done me in this teaching session), planning of the flap, raising the flap, insetting the flap to fill the defect, suturing the flap and donor site, applying the dressing, documentation of operation notes, reflection on the performance and agreeing on what changes needed to improve the performance next time. Learning theory applicable to my teaching case Experiential Learning Theory (Kolb) The experiential learning theory was developed by Kolb emphasizing the importance of experience in the learning process and based his theory on the work of Dewey, Lewin and Piaget (Kolb 1984). Kolb offers a working definition of learning as â€Å"a process whereby knowledge is created through the transformation of experience† and emphasizes the importance of adaptation, as knowledge is not static but changing, as we learn and relearn through the process of ongoing experience which changes the practice. Kolb built this upon six propositions (Kolb 1984): Learning is best conceived as a process, not in terms of outcomes Learning is a continuous process grounded in experience The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world Learning is an holistic process of adaptation to the world Learning results from synergistic transactions between the person and the environment Learning is a process of creating knowledge Principles of Experiential Learning: Learning occurs best when people learn through their own experiences and from the reflections of their own experiences rather than through lectures and theories to generate knowledge and skills. In learning what the learners do is more important rather than what they know Experiential learning makes the learners’ behaviour and attitudes explicit so that they can be assessed to construct it better for the future experiences. It is not just sufficient to teach the learner what to do but they need to be actually shown how to do and also how to improve it. The cyclical learning offers the learners continuous improvement by repeating the learning wheel over and over. Continuous use of the experiential learning cycle guides individuals and groups or teams towards improved performance and high quality outcomes. Experiential learning is not just about acquiring knowledge and skills but generating experience in the learner to discover what it is like, how it made them feel and what it meant to them, which in turn is the key to generating greater skills. The new experiences not only generate new ideas but also dispose of or modify the old ones. Experiential learning gives importance to the key aspect of learning which is to achieve change in behaviour and attitude by the holistic approach of addressing cognitive, emotional and the physical aspect of the learner. Many learners feel experiential learning process gives a sense of satisfaction, reward or gift because of it’s value is appreciated by the learner as a vital learning tool Kolb developed a cyclical learning process consisting of four stages (abilities): Concrete experience (abilities) – â€Å"Doing something† Reflective observation (abilities) – â€Å"Observing and reflecting on the action† Abstract conceptualization (abilities) – â€Å"Thinking and finding where the action fits in with theory† Active experimentation (abilities) – â€Å"Planning to implement the idea to solve actual problems The learning can begin at any of the four stages (Kolb Fry 1975) but needs to go through all four stages to complete and progress further for learning to continue. Kolb and Fry developed four types of learning styles people use and they can be placed between concrete experience and abstract conceptualization; and active experimentation and reflective observation as shown below: Four Stages of Kolb’s Learning Cycle Concrete experience: The learner performs an activity and gains experience. The activity can be a demonstration, a case study or learning a skill such as assisting an operation or performing an operation under supervision. The learner links this awareness or experience with his prior knowledge or experience resulting in a new experience or knowledge and this forms a basis for future experience. Reflective observation: The learner reflects upon the performance as a self-reflection, with that of the observer who is usually the teacher or from a small group in the form of discussion or constructive criticism. This is very important for the learner to link in with his prior knowledge and experience and move forward. Abstract conceptualization: The learner develops a concept or theory from the knowledge gained through this experience and makes some plans to alter or change his future practice. You read "Experiential Learning Theory" in category "Essay examples" Active experimentation: At this stage the learner puts into practice of the lessons learnt from this experience to experiment the solutions to improve the new experiential cycle. Four Types of Learning Styles (Kolb, 1976) Assimilators (Abstract conceptualisation reflective observation): This group has a strong ability to learn better when provided with sound logical theories to practice and reflect. They are concerned with abstract concepts than people. Convergers (Abstract conceptualisation active experimentation): This group learn better when exposed to practical applications of concepts and theories. They are focussed on solving specific problems by reasoning. Accommodators (Concrete experience active experimentation): Their greatest strength is doing things and learn better when given opportunity to have â€Å"hands-on† experiences. They perform well when required to react to immediate circumstances Divergers (Concrete experience reflective observation): This group is strong in imaginative ability and are good at generating ideas and seeing things from different perspectives. They are interested in people. Though there are different predominant styles of learning in each learner, there is considerable overlap and mixture of different situations that is likely to complement the learning. Kolb’s model provides an invaluable practical framework for designing experiential learning for adults. Relevance of KOLB Learning theorY TO MY CASE Concrete Experience: The CT doctor started from the stage of concrete experience when the flap procedure was planned. He has seen me doing the flap procedure before and he has also assisted me to perform this procedure before. We had discussion pre-operatively, which triggered his pre-existing knowledge about the flap and his prior knowledge of anatomy, technique of flap elevation, insetting, and suturing in place. This is followed by the operative procedure done by him and I assisted him. This practical experience imparted new level of understanding to him and assimilated with his prior knowledge. Reflection: After the completion of the operation and documentation, we had time to reflect on this new experience and consolidate the experience with the prior knowledge to form a new knowledge. During the discussion, I have acknowledged the good points and both have agreed the importance of tissue handling, suture placements in relation to tissue planes and the need to trim off the excess bulky tissues in the flap to fill the defect better. Abstract Conceptualisation: As a result of above discussion and feedback, we have identified areas for improvement as mentioned above for the transposition flap. We have agreed that I will assist him again in another similar case when he can apply those principles during the procedure. I also introduced the concept of rotation flap and advancement flap as in some cases, after removal of lesion and creating the defect, it is not always possible to perform transposition flap. The learner has some prior theoretical knowledge about the configuration and surgical technique of rotation and advancement flaps. I gave further guidance regarding reading materials – flap books and specific articles. This fine-tuning has helped in preparing the learner for active experimentation in a new cycle. Active Experimentation: After two weeks, the learner developed further reading related to the new concepts following the above discussion and attended my skin cancer clinics. We selected two cases needing operation to remove the lesion and reconstruction using local flaps. We applied his knowledge and prior experience to formulate the new treatment plan to carry out very soon. This has prepared him for the new encounter of active experimentation stage described by Kolb. Some Practical Difficulties and Potential Improvements I have come across problems and difficulties during the flap teaching sessions and I have enumerated them with the possible solutions, which I hope will improve my future teaching and make it more beneficial to the trainee and safer to the patients. Reflection of the learners with that of teachers’ observation is an important part of this learning cycle. Problem: The operative technique teaching of the flap to cover a tissue defect is mostly done under local anaesthesia with the patient awake. It is not always easy to talk all the aspects explicitly during the procedure. How to overcome it: One of the options would be to plan the first cycle of operative learning in patient who wanted the procedure under general anaesthesia. Problem: In some instances we have missed out this session of reflection due to lack of time, busy operating list and the learner had to attend ward patients or dressing clinic patients. How to overcome it: I need to plan this teaching session when the learner has a protected time to attend my appropriate theatre session. In cases of unforeseen circumstances causing this, I instruct the learner to write down his thoughts of reflection of the session and send it by email which will enable me give my impressions to him personally at a mutually agreeable time to move forward with an agreed plan for future experiences. The other option is to hand over the further continuity of learning to another colleague. Problem: Quite often Core Trainees in Plastic Surgery do not attend the Dressing Clinic to see the post-operative results when the patient returns for the suture removal and they also miss the opportunity when the patient returns to out patient clinic subsequently for pathology results. Reviewing the patients on these two occasions is equally important to complete the learning process. How to overcome it: I have started including in the post-operative instruction to call that particular Trainee doctor (for specific cases) when the patient returns for suture removal. Another option is to book the patient into my dressing clinic session and encourage the learner to attend. I also inform the trainee that the assessment form will be completed after he has seen the patients’ post-operative result. This is an incentive for them to attend the clinic. Problem: Kolb cycle may be difficult to apply to all trainees and there are some cultural differences the way the trainees are trained, for example trainees from Indian subcontinent or from Europe. How to overcome it: I will use spiral method of learning proposed by Dewey in this type of surgical technique teaching so that the learner follows it through the spirals to modify and improve the quality of outcome performance. I would also incorporate four-stage process of teaching in theatre (Walker Peyton, 1998) as part of the Kolb cycle depending on the pre-existing experience of the learner. Stage I involves my demonstration of the normal procedure at normal speed. In stage II, I will carry out the procedure again with full explanation and trainee is encouraged to ask questions. I perform the procedure for a third time during the III stage with trainee describing the steps, being questioned on key issues and providing any necessary correction. This stage continues until I am satisfied that the trainee fully understands the procedure. Now we move on to the final stage when the trainee carries out the procedure under close supervision, describing each step before it is undertaken . Thus this drilling of four-stage surgical skill development is followed by repetition to increase the confidence and further practicing of the skills to master it to apply in different situations. I will employ flexibility as to where to start the training depending on the individual trainees’ abilities and their prior knowledge and experience. Here is a framework I plan to use for the future flap teaching sessions: References Mann K V. (2002) Thinking about learning: Implications for Principle-Based Professional Education, The Journal of Continuing Education in the Health Professions, 22: 69-76 Knowles M S, Holton E F, Swanson R A. (2005) What is Learning, The Adult Learner, Elsevier, Burlington, MA Kolb D A. (1984) Experiential Learning, Experience as the source of Learning and Development, Prentice Hall, Englewood Cliffs, New Jersey Kolb D A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer. Kolb D A. (1981) ‘Learning styles and disciplinary differences’. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass. Kolb D A, Fry R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley. Walker M, Peyton R. (1998) Teaching in the Theatre, Teaching and learning in medical practice, Manticore Europe, Pages 171-180 How to cite Experiential Learning Theory, Essay examples

Presentation Chinese Painting and Calligraphy Essay Example For Students

Presentation Chinese Painting and Calligraphy Essay Political evolution: the main Dynasties Just to remind you, there is a succession Of dynasties: thats the simplification here (The UP is on Web if you are interested). Characteristics themes and symbols in Chinese art All traditional Chinese art is symbolic and reflects some aspect of a totality of which the painter is intuitively aware. And the artist (the word must be understood carefully especially for Chinese art because differentiation between professional painters and amateurs that are the elite) expresses the inner character of things rather than just his appearance. I made a list of symbols with various possible meanings. Calligraphy Calligraphy in Chinese art and society The Chinese name for calligraphy is Chuff that means method of writing. Actually, its different from writing as communication because it supposes a technique and a specific approach. It expresses something more profound -that is the inner state of the calligrapher. It is considered as a spiritual discipline practiced by educated elite, called Literati. It developed mainly after the Han dynasty. Calligraphy has been considered supreme among the visual arts in China. The spieling sets the standard by which Chinese painting is judged so the two arts are closely related. Main characteristics The early Chinese written words were simplified pictorial images, indicating meaning through imagination. These images were flexible in composition that allows changing the meaning by slight variations. The tools for Chinese calligraphy are few?an ink stick, an ink stone, a brush, and paper or silk. The calligrapher then composes structures with well-balanced spaces between the strokes. Normally, number and form Of strokes, their order and brush movements are predetermined. The calligrapher does not invent form. Rather he interprets them, With his particular style that reflects his individuality. The fundamental inspiration of Chinese calligraphy is nature. Evolution I) Guanine The earliest known Chinese characters were engraved on the bones of large animals. It was said that Canning, the legendary inventor of Chinese writing, got his ideas from observing animals footprints as well as other natural phenomena. He then started to work out simple images from what he conceived as representing different objects Each image is composed of a minimum number f lines and yet it is easily recognizable. The arrangement of the images changes the meaning. 2) Jinee Form of writing found on bronze vessels also called metal script. Its in this period that calligraphy as a discipline by itself emerges. Xanthium style In the 3rd century Bcc, at the same time of the first unity of China, the bronze script was unified Lines of even thickness and many curves and circles characterize small-seal script. Each word tends to fill up an imaginary square. There are series of these equals squares arranged in columns and rows, each of hem balanced and well spaced. BUT: could not be written speedily so passage to the fourth stage Lush Here, squares and short straight lines, vertical and horizontal, predominate. The words tend to be rectangular. Shuns (khakis) regular script Since this curtailed the freedom of hand, a fifth stage developed. The Chinese write in regular script today. Each stroke, each square or angle, and even each dot can be shaped according to the will and taste of the calligrapher. Indeed, a word written in regular style presents an almost infinite variety of problems of structure and composition, o the calligrapher can create something more than the meaning of the word. Singing We can see the moment of the brush to trail from one word to another. Cacaos It is less a style for general use than tort that of the calligrapher who wishes to produce a work of abstract art, Calligraphers and periods Powering Painting A Characteristics * Characteristics of painting The Chinese painter uses essentially the same supports as the calligrapher: silk or paper, The basic material is ink and the painter uses a brush that gives the dynamism to the painting Color is added to make the effect more true to life or decorative cent. .u8d032f4963894f30c0aca334b08a526e , .u8d032f4963894f30c0aca334b08a526e .postImageUrl , .u8d032f4963894f30c0aca334b08a526e .centered-text-area { min-height: 80px; position: relative; } .u8d032f4963894f30c0aca334b08a526e , .u8d032f4963894f30c0aca334b08a526e:hover , .u8d032f4963894f30c0aca334b08a526e:visited , .u8d032f4963894f30c0aca334b08a526e:active { border:0!important; } .u8d032f4963894f30c0aca334b08a526e .clearfix:after { content: ""; display: table; clear: both; } .u8d032f4963894f30c0aca334b08a526e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8d032f4963894f30c0aca334b08a526e:active , .u8d032f4963894f30c0aca334b08a526e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8d032f4963894f30c0aca334b08a526e .centered-text-area { width: 100%; position: relative ; } .u8d032f4963894f30c0aca334b08a526e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8d032f4963894f30c0aca334b08a526e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8d032f4963894f30c0aca334b08a526e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8d032f4963894f30c0aca334b08a526e:hover .ctaButton { background-color: #34495E!important; } .u8d032f4963894f30c0aca334b08a526e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8d032f4963894f30c0aca334b08a526e .u8d032f4963894f30c0aca334b08a526e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8d032f4963894f30c0aca334b08a526e:after { content: ""; display: block; clear: both; } READ: Chinese architecture EssayAnd different techniques In Chinese eyes a picture may gain considerably in interest and value from the colophons added by later connoisseurs The judgment of Chinese painting is basically the vitality and expressiveness of the brushstroke itself and the harmonious rhythm of the whole composition, as in calligraphy, SIX PRINCIPLES: About the mid 6th century, the painted Xii He compiled the works on art theory and prefaced this list with the so-called aesthetic principles. Weve seen in the lecture that point so spare you the details, they are on UP. The principles eave become the cornerstone of Chinese aesthetic theory down through the centuries. Evolution a) Chou dynasty 1046-256 BCC We assist in this period in the flowering Of the arts in many areas. Its the emergence of a representational art form and representations were cast with gold or silver inlay or engraved onto the sides Of bronze vessels. The early representations of landscape are dated from this period. B) Kin and Han dynasties A lot of supports: wall painting, long rolls of silk, tomb paintings and painted objects Paper invented in that period but not used until the 3rd or 4th centuries CE. Themes: nature or historical narratives It is the first time we can notice stylistic features creating spatial illusion and lighting effects. C) Three kingdoms (220-280) and Six Dynasties (220-589) This period establish the tradition of scholarly amateur painting, It is also the time when narrative illustration appears, The concept of flowers in relief appears perhaps cause of chiaroscuro or pigment eve do not know. D) SSI (581-618) and Tang (618-907) dynasties The royal tombs near Asian (706) show the emergence of a more liberated tradition in brushwork that came to the fore in mid to late 8th century painting. The tang dynasty experiences the three-dimensional effect created by ink only. In the same time, the depiction of the court is emphasized and horses became a popular subject for painting. Its a period of progress and changes in landscape painting: either mineral colors were applied or painters varied the tones of monochrome ink The eccentric painter that splashed ink are born under Tang dynasty and the Chant painting (Zen Buddhism) developed. E) Five Dynasties (907-960) and ten Kingdoms (902-978) Under the five dynasties, two distinct traditions in Chinese landscape appeared. Jinn Ha: dark painting lot of rocks Dong Yuan: almost impressionistic in treatment, calligraphic mode, calm, regional affiliation. In this period, flower painting became a separate branch Of painting in the Vive dynasties. Either by a naturalistic style mostly adopted by professional painters Or by the style created by Xx Xi Who drew flowers in ink and adding a little color afterward, preferred by the scholars. F) song (960-1279), Lila (907-1125), and Jinn (1 115-1234) The song dynasty is a stimulus for the rise of the amateur painting movement that brings great achievement in landscape painting especially with the ideas of cloudlike textures, or relief In the same time, a group of intellectuals proposed a completely different approach. The aim of these artists was not to depict nature realistically but to express themselves. For that, they valued spontaneity above all. I go quicker now because it is outside the dates of the program but just to give the main ideas g) Yuan dynasty (1206-1368) Under the Yuan dynasty, calligraphy and painting were unified because calligraphy became a part of the design. Ex: Zoo Menage applied calligraphic forms to landscape painting. The artists c:wan inscription and the colophons of connoisseurs became an integral part of the total work of art. Mining dynasty The 15th century was a period Of settled prosperity and great achievement in the arts. The naturalistic features such as perspective and different shading effects appeared under the Mining dynasty; i) King Dynasty (1644-1911/12) The King dynasty is characterized both by lavish decoration and ornate effects. But it is especially, the end of the co nflict at court between professional and amateur styles that had been introduced in the Song dynasty. This period is based on conservatism: and compositions became routine. Nevertheless, the group of the so-called Individualists proposed to focus on motions and feelings. ) Since 1912 Since 1912, we assist to the modernization and Western influence (Impressionists, the Fauves for instance). But the Sixth century is marked by some periods of great political control * Conclusion What I wanted to show in this presentation is that firstly there is continuity and fundamental changes in this long period: sometimes calm, more eccentric, influenced by past, radically new etc. And, secondly, that there are common points of both disciplines. To sum up. The main relations you should retain from that are: *The use of the same materials, especially the role of the brush .u1d0770d3ecbb8985d627f9691cdbe242 , .u1d0770d3ecbb8985d627f9691cdbe242 .postImageUrl , .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text-area { min-height: 80px; position: relative; } .u1d0770d3ecbb8985d627f9691cdbe242 , .u1d0770d3ecbb8985d627f9691cdbe242:hover , .u1d0770d3ecbb8985d627f9691cdbe242:visited , .u1d0770d3ecbb8985d627f9691cdbe242:active { border:0!important; } .u1d0770d3ecbb8985d627f9691cdbe242 .clearfix:after { content: ""; display: table; clear: both; } .u1d0770d3ecbb8985d627f9691cdbe242 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1d0770d3ecbb8985d627f9691cdbe242:active , .u1d0770d3ecbb8985d627f9691cdbe242:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text-area { width: 100%; position: relative ; } .u1d0770d3ecbb8985d627f9691cdbe242 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1d0770d3ecbb8985d627f9691cdbe242 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1d0770d3ecbb8985d627f9691cdbe242 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1d0770d3ecbb8985d627f9691cdbe242:hover .ctaButton { background-color: #34495E!important; } .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1d0770d3ecbb8985d627f9691cdbe242 .u1d0770d3ecbb8985d627f9691cdbe242-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1d0770d3ecbb8985d627f9691cdbe242:after { content: ""; display: block; clear: both; } READ: Edouard Manet EssayBrushstrokes similar especially the use of lines and supple movement *The role of the spaces in the composition * The judgments of the painting and calligraphy are both based on the rhythm of the composition (with the criterion of dynamism, vitality or expressiveness). * Expression of the inner, of the essence of the things they represent or the inner state of painter and calligrapher ; determines the different styles. To express this idea of close link between painting and calligraphy, we could refer to the expression The Three Perfections: calligraphy (script), painting and poetry concept).