Family of saltimbaques by Piablo Picasso and Dance hall Bellevue by Essay

Family of saltimbaques by Piablo Picasso and Dance hall Bellevue by Enerst Ludwig - Essay Example The essay "Family of saltimbaques by Piablo Picasso and Dance hall Bellevue by Enerst Ludwig" compares two paintings that were painted between the years 1900 and 1950. This includes family of saltimbaques by Piablo Picasso and Dance hall Bellevue by Enerst Ludwig. Determining the difference between a good and bad art might be quite difficult. It is essential for anyone who is interested to understand or compare different forms of arts to carefully analyze the painting first before coming into conclusion or judging that are drawing is good or bad. Aesthetic is derived from a Greek word meaning perception. It was first used by a Greek philosopher who described the theory of beauty. From this we can say that it later come to refer to an artistic work with good taste and artistry in general. When a painting is said to have esthetic value’ even if it is not sold expensively, it has value as a work of art. In the first painting, Family of Saltrtimbaque, it can be said that Picasso P ablo’s Artistry has aesthetic value because of the good taste that can be seen from the picture. To begin in painter has used a desert as the background to the painting making it quite attractive. This can easily draw ones attention who will yearn to continue exploring the picture more and more. Also the people in the picture are dressed in colorful cloths making the panting attractive to anyone who views it at first site. On the other hand, the second picture, Dance hall Bellevue by Enerst Ludwig, can also be said to have Aesthetic.

The Color Purple :: essays research papers

The Struggle to Express Themselves A Struggle to Express Themselves There is one primordial reason why we do not doubt Europeans have taken the lead in history, in all epochs before and after 1492, and it has little to do with evidence. It is a basic belief which we inherit from prior ages of thought and scarcely realize that we hold: it is an implicit belief, not an explicit one, and it is so large a theory that it is woven into all of our ideas about history, both within Europe and without. . . (Blaut pg. 6-7). African-American people have had to climb over many obstacles to get to their position today. First, was the selling of their people into slavery. Then, they endured slavery itself, being treated like an animal. After slavery was abolished, Colored people still had to deal with racial discrimination and hatred. If this sounds rough, black women had it worse. African-American women had to deal with all the previously mentioned things, but they were women too! Females were oppressed almost as bad as the blacks. White women were not able to vote until the 1920. Therefore colored women had a double edged sword, they had to fight for freedom, but not be to dominate as to effect the men. Alice Walker's The Color Purple is a good example of colored women's plight. Three obstacles black women had to overcome to be able to express themselves were Racism, the lack of education, and the stereo-type that women are inferior. African-Americans have always experienced racism throughout their habitation in America. Slavery, is what caused most of the hatred towards blacks. African Americans were sold by their people and sent off to a foreign land. Colored people were used as work horses when they entered America. "It was acceptable for a white person to be lazy (in the South), and therefore, a white person takes advantage of this" (Theriault). White people wanted to keep their laziness. If the slaves were set free, then the whites would have to do more work. The slaves still fought for what they wanted, and finally won their "independence." Another dilemma was "if the south could abolish slavery, what would happen to the slaves? These slaves have been slaves for all their lives and would require education. These slaves would also require homes, some type of compensation, and more" (Theriault). Blacks were put in prison for rebelling against the white establishment. Most times these crimes were minuscule in comparison to the crimes committed against blacks or by whites. A colored person could be put in jail for looking at someone inappropriately, but if a black man was

Emily Dickinson Essay

Emily Dickinson’s great skill and unparalleled creativity in playing with words and their connotations in her attempt to convey to the reader the power of a book are evident. In this poem, she is considering the power of books or of poetry to carry us away from our immediate surroundings to a world of imagination. Her poem is suffused with (full of) metaphors, as she is desirous of likening a book to various means of transportation. To do this she alludes (allusion-noun) directly to concrete objects such as â€Å"frigate,† â€Å"coursers† and â€Å"chariot,† which carry archaic (ancient) connotations. The difficulty inherent in the use of these vehicles has to do with the reader’s knowledge concerning the properties and characteristics evinced by a â€Å"frigate,† â€Å"coursers† and a â€Å"chariot. † The poetess associates the swiftness of a â€Å"frigate,† â€Å"coursers† and a â€Å"chariot†Ã¢â‚¬â€as well as their use to explore new lands and seas—with the power of a book or poetry to usher (lead, guide) us into another dimension, perhaps shrouded (covered) in mystery but definitely rewarding. If the reader is not acquainted (familiar) with these means of transportation that reigned supreme, so to speak, centuries ago, he / she is denied access to the meaning that the poet seeks to impart by means of these vehicles. But Emily Dickinson does not limit herself to these vehicles alone; the whole poem is reminiscent (suggestive) of a past era when people used â€Å"frigate[s],† â€Å"coursers† and â€Å"chariot[s]† to travel â€Å"lands away. The words â€Å"traverse,† (to cross an area of land or water) â€Å"oppress,† (stress) and â€Å"frugal,† (simple and inexpensive) with which the poem is interspersed—all of them are of Latin origin, thus lending it a formal hue. She has been careful to choose kinds of transportation and names for books that have romantic connotations. â€Å"Frigate† suggest exploration and adventure; â€Å"coursers† beauty, spirit and speed; â€Å"chariot,† speed and ability to go th rough air as well as on land. Chariot reminds us of the myth of Phaethon, who tried to drive the chariot of Apollo (Greek god of sun), and of Aurora (Greek goddess of dawn) with her horses. How much of the meaning of the poem comes from this selection of vehicles and words is apparent if we try to substitute steamship for â€Å"frigate,† horses for â€Å"coursers,† and streetcar for â€Å"chariot. † How would the poem sound if, instead of likening a book to a â€Å"frigate,† â€Å"coursers,† and a â€Å"chariot,† one resolved to use a â€Å"Mercedes Benz,† a â€Å"GMC† or a â€Å"Porsche† to convey the same meaning, that of speed and swiftness? Emily Dickinson’s shrewdness in selecting the most appropriate diction is superb and undoubtedly holds up a mirror for the reader to see what it is that she had in mind when writing the poem. On a more technical note, related to the rhyme scheme, it is obvious that the poem is written in open form or in free verse (from the French vers libre), as indicated by the lack of a regular rhyme pattern, as a parallel to â€Å"prancing poetry† or the power of a book to carry you to foreign â€Å"lands† where no man has ever trod before. Liberated from the confines and shackles of rhyme, Emily Dickinson’s â€Å"There is no frigate like a book† makes a permanent impression on the reader, as it â€Å"entangles†¦ a part of the Divine essence,† to quote W. B. Yeats. Allusions in There is no Frigate like a Book 1. The story of Phaeton In Greek mythology, Phaeton or Phaethon was the son of Helios (Phoebus). Perhaps the most famous version of the myth is given us through Ovid in his Metamorphoses (Book II). The name â€Å"Phaeton† means the â€Å"shining†. In the version of the myth told by Ovid in the Metamorphoses, Phaeton ascends into heaven, the home of his suspected father. His mother Clymene had boasted that his father was the sun-god Apollo. Phaeton went to his father who swore by the river Styx to give Phaeton anything he should ask for in order to prove his divine paternity. Phaeton wanted to drive his chariot (the sun) for a day. Though Apollo tried to talk him out of it by telling him that not even Zeus (the king of gods) would dare to drive it, the chariot was fiery hot and the horses breathed out flames. Phaeton was adamant. When the day came, Apollo anointed Phaeton’s head with magic oil to keep the chariot from burning him. Phaeton was unable to control the fierce horses that drew the chariot as they sensed a weaker hand. First it veered too high, so that the earth grew chill. Then it dipped too close, and the vegetation dried and burned. He accidentally turned most of Africa into desert; bringing the blood of the Ethiopians to the surface of their skin, turning it black. â€Å"The running conflagration spreads below. But these are trivial ills: whole cities burn, And peopled kingdoms into ashes turn. [3] Rivers and lakes began to dry up, Poseidon rose out of the sea and waved his trident in anger at the sun, but soon the heat became even too great for him and he dove to the bottom of the sea. Eventually, Zeus was forced to intervene by striking the runaway chariot with a lightning bolt to stop it, and Phaethon plunged into the river Eridanos. Apollo, stricken with grief, refused to drive his c hariot for days. Finally the gods persuaded him to not leave the world in darkness. Apollo blamed Zeus for killing his son, but Zeus told him there was no other way. This story has given rise to two latter-day meanings of â€Å"phaeton†: one who drives a chariot or coach, especially at a reckless or dangerous speed, and one that would or may set the world on fire 2. (Aurora, goddess of the dawn, equivalent to the Greek goddess Eos ) In Roman mythology, Aurora, goddess of the dawn, renews herself every morning and flies across the sky in her chariot, announcing the arrival of the sun. Her parentage was flexible: for Ovid, she could equally be Pallantis, signifying the daughter of Pallas,[1] or the daughter of Hyperion. 2] She has two siblings, a brother (Sol, the sun) and a sister (Luna, the moon).. In Roman mythology, Aurora, goddess of the dawn, renews herself every morning and flies across the sky, announcing the arrival of the sun. Her parentage was flexible: for Ovid, she could equally be Pallantis, signifying the daughter of Pallas,[1] or the daughter of Hyperion. [2] She has two siblings, a brother (Sol, the sun) and a sister (Luna, the moon). Rarely Roman writers[3] imitated Hesiod and later Greek poets and made the Anemoi, or Winds, the offspring of the father of the stars Astraeus, with Eos/Aurora.

HBCU Timeline 1900 to 1975

As the Jim Crow Era raged on, African-Americans in the South listened to the words of Booker T. Washington, who encouraged them to learn trades that would allow them to be self-sufficient in society. It is interesting to note that in previous HBCU timelines, many religious organizations helped to establish institutions of higher learning. However, in the 20th Century, many states provided funds for the opening of schools. HBCUs Founded Between 1900 and 1975 1900: The Colored High School is established in Baltimore. Today, it is known as Coppin State University. 1901: The Colored Industrial and Agricultural School is established in Grambling, La. It is currently known as Grambling State University. 1903: Albany State University is founded as the Albany Bible and Manual Training Institute. Utica Junior College opens in Utica, Miss; today, it is known as Hinds Community College at Utica. 1904: Mary McLeod Bethune works with the United Methodist Church to open the Daytona Educational and Industrial Training School for Negro Girls. Today, the school is known as Bethune-Cookman College. 1905: Miles Memorial College opens with funding from the CME Church in Fairfield, Ala.  In 1941, the school was renamed Miles College. 1908: The Baptist Educational and Missionary Convention establishes Morris College in Sumter, SC. 1910: The National Religious Training School and Chautauqua is established in Durham, NC. Today the school is known as North Carolina Central University. 1912: Jarvis Christian College is established by a religious group known as The Disciples in Hawkins, Texas.  Tennessee State University is founded as Agricultural and Industrial State Normal School. 1915: The Roman Catholic Church opens the St. Katharine Drexel and Sisters of the Blessed Sacraments as two institutions. In time, the schools will merge to become Xavier University of Louisiana. 1922: The Lutheran Church supports the opening of the Alabama Lutheran Academy and Junior College. In 1981, the school’s name is changed to Concordia College. 1924: The Baptist Church established the American Baptist College in Nashville, Tenn. Coahoma County Agricultural High School opens in Mississippi; it is currently known as Coahoma Community College. 1925: Alabama School of Trades opens in Gadsen. The institution is currently known as Gadsden State Community College. 1927: Bishop State Community College opens. Texas Southern University opens as Texas State University for Negros. 1935: Norfolk State University opens as the Norfolk Unit of Virginia State University. 1947: Demark Technical College opens as Denmark Area Trade School. Trenholm State Technical College is established in Montgomery, Ala. as John M. Patterson Technical School. 1948: The Church of Christ begins operating the Southern Bible Institute. Today the school is known as Southwestern Christian College. 1949: Lawson State Community College opens in Bessemer, Ala. 1950: Mississippi Valley State University opens in Itta Bena as the Mississippi Vocational College. 1952: J.P. Shelton Trade School opens in Tuscaloosa, Ala. Today, the school is known as Shelton State University. 1958: The Interdenominational Theological Center opens in Atlanta. 1959: Southern University at New Orleans is founded as a unit of Southern University in Baton Rouge. 1961: J.F. Drake State Technical College opens in Huntsville, Ala as the Huntsville State Vocational Technical School. 1962: The College of the Virgin Islands opens with campuses on St. Croix and St. Thomas. The school is currently known as the University of Virgin Islands. 1967: Southern University at Shreveport is founded in Louisiana. 1975: Morehouse School of Medicine opens in Atlanta. The medical school is originally part of Morehouse College.