Extending the Boundaries: Analyzing Picasso's The Dance

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Extending the Boundaries Analyzing Picasso's The Dance

"Suddenly, in June 15, a picture appeared that flabbergasted critics and upset everything The Dance" (77)

June, 15. The revolving windmill is transmitted from Anacostia, Maryland to Washington, D.C. through the first public demonstration of a television system. Nations agreed to ban the use of chemical and bacterial weapons in war. The first international feminist convention opened in Geneva and amidst all these events, Picasso continued to shock the world in his own way through his new painting, The Dance.

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Thanks to the rise in surrealism, his deteriorating relationship with Olga, and his continuing development of style, Pablo Picasso created a ground breaking masterpiece. He was on the verge of a completely new technique and wanted the whole world to recognize and follow his path into the unknown.

The Dance dared to venture into the wild with the combination of colors, cubes and angular appearances. It has hidden background images while at the same time blatantly obvious disfigured profiles. The experimentation with detailed angles, body separation and vague silhouettes created a mixture to question and provoke. Just as in Picasso's life at the time of the painting, everything's mixed up and perceptions were becoming distorted. "With this picture, Picasso is said to have been, 'bent on expressing drunken abandonment to unleashed instincts.'"(77) He took the time to indulge in his extreme ideas. Not only did he set a new twist to his previous classical repertoire, he completely strayed from the set path.

Too often in the 0th century, the boundaries were set and it was understood which lines weren't to be crossed. Today those who stretch the limits are looked at to follow and admire. They are much more accepted than in Picasso's era. His steps into the unknown provided an incredible contrast to the classic acceptance. Where would the world as a whole be without the risk takers, or the dreamers? It is those that tend to question the so-called certainties that we have come to know that have changed our way of life in ways never dreams possible before. It was The Dance that truly moved Picasso into uncharted territories, and it was evident his way of art would never be the same again.

There are always many quick to criticize and judge the true meaning behind a painting of this proportion and advancement for the time. It's understood that at this time, Olga's depiction of Picasso's painting was that of a worldly level, and nothing more. It's almost possible to picture Olga in the painting, wild and upset, trying to hold on to Picasso, the dark silhouette in the background. Their hands are meeting, but just enough to touch. Her body is full of designs and activity. She is full of dreams and goals, ideas and other priorities. As opposed to Pablo who's silhouette is dark, simple, and calm. He is a solid one or two color based image. Painting is his life, and while there may be some finer benefits along the way, the figure that stands between him and "Olga", the disfigured, detailed woman on the right, it is evident that that may be as close as they can ever come, because there is simply too much in between, and Picasso is already beginning to fall into the shadows. The middle figure seems to be holding both of their hands, either pushing them apart of holding them at just a distance as if dancing with them in circles. Circling around the truth and important discussions. Forcing them to take time out to dance and forget, stray from the truth for a moment longer, no matter how ugly or surreal it may have become.

Picasso did not truly merge into this way of art, he jumped right into it. By skipping the tentative, gradual steps taken by many before him, he forced the world to take a step back and discuss what was coming next. First this primitive surrealism, then what was to come from this disorganization? This new art form was of nothing particularly noted before. Pablo caught the world by surprise, and shocked many into this new way of life without question, forcing acceptance upon them.

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Piet Mondrian

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Piet Mondrian, is probably one of the most profound, influential, and revolutionary artists of the twenty-first century, and one that has demonstrated a great ability to create. He has also had major influence over domestic interior decoration, such as carpets, linoleums, the painting of woodwork and walls, for his modern compositions featuring black lines and blocks of primary colors. He was an artist strictly devoted to his beliefs and commitments. The move Mondrian made away from realistic ideals towards Cubist beliefs placed him among the most highly influential artists of all time. He is known best for his days with the De Stijl (Art Movement/Dutch Magazine created between friendship of Mondrian and Theo Van Doesburg) and his style of Neo-Plasticism. That is how he translated his own Dutch phrase nieuwe beelding, which also means new form or new image. The style was based, he explained, "On an absolute harmony of straight lines and pure colors underlying the visible world.", but his influence has grown to influence new styles of modernism to this day. Mondrian never abandoned his style, and always stuck firmly to his beliefs, and was not above saying things like, The position of the artist is humble. He is essentially a channel.

His reputation rests on about 50 abstract paintings dating from 117 to 144, over 5 years of work. Each painting was worked and reworked, built layer by layer toward an equilibrium of form, color, and surface. Mondrian begun a transistion in around 11, where he started arranging rectangles of primary color around his studio walls starting in 11.

Mondrian believed that the nature of urban life like traffic, buildings, fashion, jazz, and dance . He lived in Paris (11-18), London (18-140) and New York (140-144), searching each metropolis for evidence of the harmony that he tried to manifest in painting. Throughout his career, which spanned the world wars, he believed that art could redeem tragedy, he wrote in 141, If we cannot free ourselves, we can free our vision.

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"I began to paint at an early age . . . . I was always a realist."

Mondrian did not find his identity as an abstract painter easily. At fourteen he began studying drawing under the guidance of his father, an amateur artist who ran a Calvinist school. He moved to Amsterdam to study full-time in the official art school, the Rijksacademie, in 18-184.

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Social inclusion from the point of view of the 'gifted' child

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My initial understanding of the phrase 'social inclusion' was the need to include children with special educational needs (SEN), disabled pupils, and pupils who belong to a different cultural background into mainstream schools and how we could best implement this idea. The importance of the concept lay in being able to provide effective and appropriately differentiated learning opportunities for all children, especially those who were perceived to be 'disadvantaged' in some way. I believe this to be an important issue if our aim is to create a society in which no one is discriminated against because of his or her abilities and individualities. However, through further study, discussion and experience of the topic, my views have altered slightly and it is precisely this alteration that I will be discussing in this essay. Although I still recognise the importance of inclusion for children who society believes need to be included, I also firmly believe that it is inclusion for all that we should be dealing with. There is a very broad spectrum of learners in every school and we need to ensure that each individual pupil is achieving to the very best of their own ability.

When we first discussed the issues raised by 'social inclusion' it was my belief that we were speaking of children with emotional, behavioural, or learning needs (SEN), disabilities such as cerebral palsy, visual and hearing impairments, those for whom English was a second language, ethnic minorities, travellers, and the list goes on. I am suggesting that it is a relatively simple task to identify the above groupings of pupils using specific judgement criteria. It may be more difficult to pinpoint the exact nature and cause of the need but the fact that a need is present can become obvious if you are aware of what to look for. The identification of 'needy' pupils makes the follow through process of full inclusion more able to achieve if you know what the exact difficulty is, it becomes easier to prepare for and evaluate it.

I have developed an interest in how the very able or 'gifted' child should be thought of as needing to be socially included also. From my observation during school placement it is my opinion that it is not as straightforward to identify the gifted child. Some pupils may stand out immediately as being extremely bright and enthusiastic about certain subjects, whereas at the opposite end, a pupil who becomes bored easily and can be destructive if not given a challenging piece of work, may be just as intelligent but has not been given the opportunity to shine ( Teele, 000, pp 64-8). Identification can be more difficult and may challenge our views on exactly what constitutes an intellectually able child (Gardner, 1). As Joan Freeman states, the definition of a gifted child is unclear (Freeman, 000). I would reply that there does not have to be a clear definition simply because intelligence can cover such a broad spectrum. We should be focussing only on the fact that a particular child is gifted in some way and that as such, they have abilities that are more advanced than those of their peers. Educational theorists can get bogged down on the discussion of what intelligence is and how we should define it and put it into neat little categories. This, I believe, has no relevance to the child whatsoever. The gifted child only cares about the fact that they have a capability for doing something very well and they don't want to be caught up in discussions of what makes them gifted. They want and need, understanding, challenges and results (Delisle, 1).

What the gifted child actually receives from the education system depends largely on the attitude of individual teachers. Carol Ann Tomlinson discusses the attitude of teachers who believe that, 'advanced learners are fine without special provisions because they are 'up to standards' already' (Tomlinson, 1, p ). This, as she states, is a grave misconception. The follow through of such an attitude would result in a curriculum that is inflexible, unvaried and unchallenging, leading to a child who becomes disinterested and apathetic. The time I would take, as a teacher, to provide differentiated and suitably challenging work for pupils will reflect on my ability as a facilitator of learning, whose main focus is on caring and catering for the needs of highly individualised pupils. The same belief is discussed by Nick Peacey; 'every child is special. Every child has individual educational needs' (Capel et al, 001).

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My main concern for gifted pupils is that they may feel in some way alienated from their peers due to their specific talents. The child might also feel under severe pressure to perform consistently well by their parents and the school. I feel that these are valid concerns to which a fine balance between encouragement and 'pushiness' must be established. I have also found that very able children, who have amazing aptitudes for learning, are sometimes subject to poor social skills. Possibly these communicative skills are being overlooked as the child has developed so well in other areas.

In order to examine whether these ideas were fitting or not, I have studied a few journal articles. Joan Freeman is of the mind that, in Britain, our education system is lagging behind other countries where it is commonplace that, 'all children have the right to do their best including the most able' (Freeman, 000). I tend to agree that we focus more attention of the SEN pupil having the right to do their best rather than every pupil. For some strange reason, the Scottish psyche does not like people to do very well, high achievers are seen as some alien race, which we must be very wary of and put down at every opportunity. This is where I propose that the challenge for every teacher lies we have to try to change this attitude of national disapproval of high achievers. However, the world was not created in one day! Therefore we need to take the first steps of supporting and encouraging every child in their specific talents and most importantly, getting the child to believe that they can achieve and will achieve and we may just be able to start changing the future. In extending this belief to every pupil and providing each with hope, I would feel secure in the knowledge that, as a teacher I had initiated change. If I am to back this up by constantly reviewing and updating my skills through a whole school approach of ongoing training then I think that full inclusion is not as far away as I had at first anticipated.

James R Delisle, however, contends this viewpoint by maintaining that full inclusion for all is a step backward rather than forward. (Delisle, 1). In purporting that the issue of full inclusion is only a 'panacea', he believes that, ' schools who integrate and include fully, are continuing to address only partially the needs of selected students. Gifted students are no exception to the rule'. I do agree with Delisle on his opinion that we should be personalising learning for individual pupils but I recognise that this would mean the need for a huge overhaul of the entire educational system class sizes of around ten pupils, individualised work programs for every pupil, more teacher planning and assessment time and at the end of the day this is a more segregated and exclusive program, the very idea we are trying to let go of! We should be able to strike a comfortable balance between these two stances.

To operate full inclusion to the best of its ability, a positive school ethos must be developed and maintained and in doing so we would be providing a stimulating and rewarding environment for children of all needs and abilities. The school should be looked upon as a 'mini-community' in which pupils learn the benefits of non-discrimination and learn that everybody (including the teachers!) bring their own unique perceptions, interests and abilities with them. Pupil will then move into a future society where they will be more eager to apply to values they have learnt in school. In effect, pupils are the citizens of the future but as citizens of today we must provide each and every one with the abilities, skills and attitudes needed to cope in their lives of tomorrow.

Full social inclusion, if operated successfully by every pupil, every teacher, every department and every school can only be of benefit to all.

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Celtic Culture

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When most people think of the Celtic culture, they see images of the druids performing magic, old castles, and gorgeous, lush green, rolling hills. Well, these things are a part of the Celtic culture, but there is so much more depth to the Celts, most of which is unknown, but in this paper what is known, will be uncovered…

The Celts were a dramatic and romantic society. The reason that so little is known about them is because they were a non-literate culture. The only things that were recorded about them were by classical authors. These authors recorded things about them by hearing of their legends, myths, traditions, etc. Since they were non-literate, only oral tradition preserved their history and culture. The Celts had a love for beautiful things. So they honored beauty of people, nature, and the arts. They considered vanity normal and admirable, which represented a proper sense of self-worth. This belief is much different than what we believe today, but this doesn't mean that the Celts were a vain and greedy society. They strongly praised generosity and selflessness. To give open-handedly was the mark of a true hero or heroine. The Celts impressed the Greeks and Romans with their bold dress and powerful appearance. Generally characterized by classical authors as a people with fair hair, of red or gold, and fair complexions, (although the people of the British Isles were described as small and dark-haired) most Celtic women apparently stood taller than the average Roman citizen. Celtic women, upon reaching maturity, adopted a complex braided style for their hair, and wore dyed and embroidered dresses. Plaids, or wrapped woven cloaks, were common for men and women alike, and gold and silver torques and arm rills, as well as rings, adorned wealthy Celts. Brooches that held closed the openings of dresses and plaids were another common feature of Celtic dress. Gaelic men commonly spiked their hair and bleached it to an almost white color with chalky water, and wore their beards long, while the Bretons and Picts tattooed their arms and faces with blue. Many Danish and English bogs have shown archeological evidence of cloth and dress, and Roman historians such as Tacitus also document some of the customs of everyday Celtic life. These things show that the Celts were a society that was very sophisticated.

The Celts occupied land in modern day Eastern Europe, Greece, Spain, Northern Italy, Western Europe, England, Wales, Scotland and Ireland. They occupied these lands mostly from 400 to 00 B.C. Since this was such a large area of land, they spoke different languages. North of the Alps and Pyrenees was the area known as Celtica. In this area they spoke Gaulish. In Spain, Celtiberian was spoken. British and Pictish was spoken in Britain. In Ireland, Western Scotland, and the Isle of Man they spoke Gaelic.

The Celtic people lived very healthy lives, considering the time period that they lived in. In the time that the Celts were living, they had a long lifespan. Most Celts lived to be about 40 years old. This was considered a long lifetime back then. One probable reason of this was that the Celts learned to extract salt from the earth in about 1000 B.C. This enabled them to preserve meat and fish, which kept them healthy all year round. Along coastal areas the Celts were sailors, fishermen, and traders. Inland, they were farmers and miners.

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Celtic people were usually polytheistic and they believed in many gods and goddesses. They practiced a religion that is similar to modern day Wicca. Their religion honored a mother goddess and a father god. They believed that the mother goddess and father god created the other gods and goddesses and also created the Celtic people. A basic tenet in the Celtic religion was, 'an harm none, do what ye will.' This means to not harm anything, but do what you want to. The Celts religion was based upon magic and worshiping the earth. In the Celtic religion, women were of equal or greater importance than men.

By now, if you read closely, you know that the Celts were a very interesting culture. I think that when you will imagine the Celts, you see a more detailed representation of the Celtic culture. So now, the old castles, lush green, rolling hills, and druids performing magic, seem more detailed and intricate than they were before. So now when you think of the Celts, what do you think of?

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Beowulf as a Hero

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In the online dictionary of Merriam-Webster, the definition of a hero reads as follows "a mythological or legendary figure often of divine descent endowed with great strength or ability; an illustrious warrior; a man admired for his achievements and noble qualities; one that shows great courage." Beowulf is a hero who embodies the ideal characteristics of Anglo-Saxon culture, and, according to the dictionary, of today's society as well. Although we may not necessarily approve of a man dragging the head of a monster across the floor, he does possess the virtues, traits, and beliefs that were respected in his time. Perhaps the greatest of all his qualities as a hero, his great strength, shone through during the most challenging and captivating moments of the epic.

Beowulf was considered "the strongest of the Geats" and also "greater and stronger than anyone anywhere in this world." These statements alone can describe his incredible physical strength which was very much envied by the Anglo-Saxon culture. He defeated the dreaded monster Grendel with his bare hands, "Hygelac's kinsman kept him helplessly locked in a handgrip…The monster's whole body was in pain, a tremendous wound appeared on his shoulder. Sinews split and the bone-lappings burst. Beowulf was granted the glory of winning; Grendel was driven under the fen-banks, fatally hurt, to his desolate lair." (81-80) He later defeats Grendel's mother in a daring fight that takes place under the water in the monster's lair. Beowulf manages to kill her by using a sword "from the days of the giants, an ideal weapon…but so huge and heavy of itself only Beowulf could wield it in a battle." (155-156) Beowulf's strength takes on almost a super-human quality when he fights Grendel's mother. His last great battle is against the dragon, which he overcomes, but with that defeat, loses his own life. "Once again the king gathered his strength and drew a stabbing knife he carried on his belt, sharpened for battle. He stuck it deep into the dragon's flank. Beowulf dealt it a deadly wound." (70-706)

Beowulf's immense physical strength allows him to defeat the terrors of the Danes and the Geats. He is able to conquer these demons using his bodily power, and he is forever remembered as a true hero.

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Comparison and Contrast between the book the Giver and the movie Gattaca

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The Underground Railroad

There are probably many people who wonder about the Underground Railroad or how slaves could travel on trains and ships without being discovered. Well, for those who may not know, the Underground Railroad was a secret network organized by people who helped men, women, and children escape from slavery to freedom. It existed before the Civil War ended slavery in the Unites States. The Underground Railroad gave hiding places, food, and transportation for the people who were trying to escape slavery. Equally important, slaves trying to escape to freedom were also given directions for the safest way to get further North on the risky road trip to freedom.

The people who helped slaves escape were called conductors or engineers. The places where people stayed on their way to escape were called stations. Escaping slaves were called passengers, cargo, or goods. Conductors helped passengers get from one station to the next, and traveled with escaping slaves from the South, where they had been slaves, to the North where they would be free. Sometimes, the conductors traveled a certain amount of distance and then handed the escaping slaves to another conductor.

Besides wondering what the Underground Railroad was about, a question that may remain in people's minds is, "How could slaves travel on trains or ships without being discovered?" A large number of slaves who escaped in trains or ships borrowed or forged legal papers that said that they were free. One of the reasons that slaveholders did not want

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slaves to learn how to read and write was because they were afraid that slaves would forge these papers. Surprisingly, slaves borrowed papers from free blacks. An example of this is Frederick Douglas. When Frederick Douglas escaped by riding the train from Baltimore to New York, he borrowed the freedom papers of a black sailor. Obviously, he could show these to the train's conductor, as evidence that he had the right to be going northward. He later mailed these back to his friend.

One way to free slaves out of the South was to pack them up and ship them as packages. For example, in the winter of 1857, a young woman in Baltimore was boxed up by her friend, taken to a train station, and sent to Philadelphia. The woman did not have a lot of air, water, and food. The box rolled over numerous amounts of times in which the woman tumbled along. The following day, the box got to Philadelphia around ten in the morning. The free friend traveled to Philadelphia to be there when the box came. He hired a man who drove a one-horse wagon to pick up the box and bring it to Mrs. Myers' house, a free black woman. She received many people traveling on the Underground Railroad. Mrs. Myers was afraid that the woman could be dead after the long ride, but she survived, although she was very weak. She could not speak at first, and it took her three days to become strong enough to talk in a normal way. She almost died in the box, but the eagerness to become free was so strong that she risked it and was successful.

The work of the Underground Railroad helped earn freedom for many men, women, and children. It also helped reduce slavery, which was finally stopped in the United States during the Civil War.

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In my opinion, a lot of slaveholders must have been angry at the success that the Underground Railroad had, but in reality, what the slaveholders were doing was wrong. I'm glad that many people had the opportunity to become free. There are people today that take living a free life for granted and put it into jeopardy by doing inappropriate things like using drugs, using weapons for violence etc…and do not realize that people like the slaves in the Underground Railroad risked their lives by trying to travel North in boxes as freight and forging papers saying they were free. You only live once and what better way to enjoy it while being free.

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Biomolecules

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#Biomolecules Identification

1. A- I would test for a monosaccharide by mixing ml of a particular solution with 6 ml of Benedict's solution in a test tube. I would then heat the test tube in a boiling water for three minutes, then let it cool. If the solution turns a yellow/orange/red color it is positive for glucose. If the solution stays blue then there is no presence of glucose.

1. B- I would test for starch by placing ml of a particular solution in a test tube. I would then add - drops of Iodine. If the Iodine turns blue/black, starch is present.

1. C- I would test lipids by placing a small amount of a solution in a test tube. I would then add several drops of Sudan IV. I would then shake the solution vigorously and set it aside for observation. When the mixture has settled I would observe for the presence of droplets. The solution is positive for lipids if it has formed pink droplets.Help with essay on biomolecules

1. D- I would test for the presence of proteins by placing a particular solution in a test tube. I would then add 10-15 drops of Biuret solution . If the solution turns blue/violet color, proteins are present. I could also perform the same test using Nitric acid. The solution would then turn a yellow color if proteins are present.

. Sucrose is a disaccharide. To do a Benedict solution test I would have to hydrolyze sucrose into its two monosaccarides. To break it down I would put 5 ml of sucrose solution and ml of 1 M Hydrochloric Acid in a test tube. I would then heat the solution in boiling water for minutes. Then I can perform the Benedict solution test.

. Benedicts solution reacts with exposed aldehyde groups.

4. A- To hydrolyze a solution means to break a compound down into monosaccarides.

B- It is down with sucrose because sucrose is a disaccharide. For sucrose to be tested for glucose it has to be broken down into monosaccarides for the test to give a positive result.

5. Biuret reagent reacts with peptide bonds.

6. A- A 5% Vitamin C solution is more concentrated than a 10% Vitamin C solution.

B- I Can prove this by performing the following test

1. I would put 10 ml of Vitamin C indicator into test

tubes.

. I would then add drops of 5%Vitamin C solution in

one test tube and 10% solution in the other.

. Which ever solution turns colorless first has the higher.

concentration of Vitamin C

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