Final Essays on The Arts / GH
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“THE WATER LILIES” BY CLAUD MONET
Victoria
Amplo 
This painting is so dreamy. It is colorful, full of light, and reflection. It captures the serene beauty of his garden at Giverny, France. It was painted between 1896 and 1926, these works feature vibrant, floating blossoms amid a shimmering pond, with their colors shifting in response to the changing light and seasons. Monet's innovative brushwork creates a sense of movement and depth, inviting viewers to immerse themselves in the tranquil atmosphere. The painting evokes an emotional response that reflects the artist's deep connection to nature.
"Water Lilies" by Claude Monet holds a special significance for me as an artist deeply connected to nature. Monet's ability to capture the interplay of light, color, and movement in his paintings resonates with my own artistic journey. His work inspires me to explore the beauty of the natural world, encouraging me to translate its fleeting moments onto my canvas. The way he immerses viewers in the tranquility of his garden reflects my desire to evoke similar feelings of serenity and wonder in my own art. Monet's legacy serves as a reminder of the transformative power of nature, fueling my creativity and passion for expressing the world around us.
To immerse students in nature, I plan a brief nature walk, prompting them to observe the colors, light, and patterns around them. During this exploration, they will jot down or sketch their observations, focusing on elements that inspire them. Next, I’ll demonstrate some of Monet’s artistic techniques, such as brush strokes and color blending, and discuss how he captures light and movement in his work. This will lead into a discussion about the importance of nature in art and how it can evoke emotions and ultimately change the world!!!
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“The Creation of Adam" by Michelangelo
Liam Rothberg
The line "God created man in his own image" from Genesis served as Michelangelo's inspiration for the illustration of two robust and comparable figures. Adam is seen on the left, lying on the ground and appearing to be waking up, while God, surrounded by angels, is shown on the right.
The Creator's appearance, symbolized by a lengthy beard and gray hair, is predetermined, whereas Adam's appearance, symbolized by a robust young man, appears to be one of innocent wonder. One of the Ignudi is positioned directly beneath Adam, and the scene's pale background and sparse background features serve to emphasize the characters and create a recognizable statement. The fingers of God and Adam touching one another undoubtedly serve as the fresco's primary element. Adam's hand appears to be as feeble as if it were ready to receive energy from the Lord, but the Creator's index finger, which is pointing authoritatively at the man, appears to be ready to give it an impetus.
"The Creation of Adam” by Michelangelo is particularly meaningful to me as a classics minor who is passionate about art history. The essence of human potential and the divine spark that exists within every individual are depicted in this fresco. These topics are fundamental to both ancient philosophy and Renaissance ideals. An exhilarating sense of connection is created by Michelangelo's nearly emotional portrayal of God and Adam, which relates to our common quest for knowledge and self-discovery. The artwork's symbolism encourages contemplation of our role in the world and our relationship with the divine, while its subtle anatomy and movement evoke the classical admiration of the human form.
If I were teaching this class I would start with a brief overview of the Italian Renaissance with emphasis on the revival of classical ideals, humanism, and the role of art. Through the rediscovery of ancient Greek and Roman thought through the patronage of the Medici's would be an important thing to note as well. Then, I would introduce Michelangelo as a prominent figure in Renaissance art, commissioned by Pope Julius II for the Sistine Chapel ceiling. Highlight the Chapel as both a religious space and a political statement of papal authority. Explain religious events such as the Protestant reformation and other key events. Then, I would keep it open ended and ask what the students notice about the painting and their thoughts. After I would go over the explanation I had in the first paragraph and then dive deeper into how The Creation of Adam reflects the Renaissance's glorification of the human form, contrasting it with earlier medieval depictions. Overall this would be a lecture and open ended lesson.
4
A Masterpiece of Post-Impressionism
Ava Gjokaj
Art often transcends the boundaries of visual aesthetics, offering a medium through which deeper cultural, emotional, and intellectual ideas can be explored. For this paper, I have chosen to examine Starry Night by Vincent van Gogh, a masterpiece of Post-Impressionism that captures the beauty, chaos, and vastness of the night sky in a way that resonates deeply with many. This painting, with its swirling stars and emotive brushstrokes, not only speaks to the artist's personal struggles but also symbolizes the universal human desire to find meaning in the cosmos.
Starry Night is a painting created in 1889 by Vincent van Gogh. It portrays a night sky filled with vibrant, swirling stars above a quiet village, framed by a large, dark cypress tree on the left. The sky, painted with bold strokes of blues, whites, and yellows, creates a sense of movement and emotion that draws the viewer into van Gogh's vision. The painting’s small village contrasts with the sky's intensity, grounding the viewer in the scene. Van Gogh’s use of color and texture in Starry Night exemplifies his unique approach to portraying emotion and atmosphere, allowing viewers to connect on a more personal level with the scene.
This piece is significant to write about because it exemplifies the power of art to convey personal emotion and connect with others. Van Gogh painted Starry Night during a time of personal turmoil, yet it remains one of the most uplifting, almost transcendental works of art. Writing about this piece allows me to explore themes of mental health, resilience, and the beauty of perspective. Additionally, it serves as a bridge to discuss how art can transcend personal struggles and touch the lives of others, helping them find solace, hope, or even inspiration.
If I were to use Starry Night to teach another academic subject, I would integrate it into a 6th grade science class, focusing on astronomy. This painting can be a unique entry point for students to learn about the night sky, celestial bodies, and even introduce basic concepts about light and color in space. By examining the exaggerated but expressive stars and moon in the painting, students can explore why stars shine, the phases of the moon, and the use of light in the night sky. This approach not only makes the science lesson more engaging but also demonstrates how art and science can complement each other.
Through Starry Night, Van Gogh offers a glimpse into his inner world while presenting a view of the universe that is both familiar and fantastical. Studying this piece enriches our understanding of van Gogh’s emotions and experiences and inspires us to see how art can intersect with and enhance other subjects. By integrating this painting into the science curriculum, students can appreciate the interconnectedness of art and science, fostering a deeper understanding and curiosity about both fields.
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Relationship Between Art and Religion in Europe
Alexis Scherago
Last semester, I had the opportunity to study abroad in Rome,where I took courses on Roman architecture and sacred spaces.This experience deeply shaped my understanding of art, history, and culture. One of the most profound moments was when I visited Saint Ignazio di Loyola, or the Church of Saint Ignatius, a Jesuit church that dates back to the early 17th century. In terms of the historical background, the society of Jesus, also known as Companions of Jesus or Jesuits, was founded in 1540 by St. Ignatius Loyola. This society is an all-male religious order of the Roman Catholic Church where priests or brothers must commit to the three vows of poverty, chastity, and obedience. St. Ignatius experienced a moment with God while he was in prayer where God said to him “I want you to serve us.” Therefore, St. Ignatius felt the need to lead the people as God's companion and these people became known as Jesuits. Ignatius and the first Jesuits adopted the IHS symbol to further connect with God as well as their mission to ‘save souls.
The origins of the church are linked to the Roman College. It was founded by St. Ignatius of Loyola in 1551 and the college grew quickly, forcing new locations to be built to accommodate all of the students. Therefore, due to the success of the college, Pope Gregory XV began the project of building a church to dedicate to St. Ignatius of Loyola. The project began on August 2, 1626 and the church was consecrated in 1722 by Andrea Pozzo, a Jesuit artist who completed the internal art works. The most famous artworks inside this church are the Fake Dome, the Vault, and the Presbytery. In terms of the fake dome, Andrea Pozzo created a fake architectural work which gives an optical illusion effect of a dome. The artist moved the vanishing point towards the vault of the nave which viewers notice as they advance through the church. The main decoration of the Church is the Vault, which is located on the ceiling and creates another optical illusion of infinite space. St. Ignatius of Loyola is painted by angels and the symbol of the IHS of Christ is painted on his shield. Lastly, the presbytery and the apse at the front of the church was created to look multilateral, when in reality it is a concave wall.
This artwork is extremely important to me as it reminds me of my time in Rome. Throughout the semester, I had the chance to explore various churches and historical sites, each of which told its own unique story about the intersection of religion, art, and history. The church's architecture fascinated me as an example of how art can manipulate perception and evoke spiritual wonder. Pozzo created multiple optical illusions around the church to enforce the idea of heaven being in reach with reality. In terms of the fake dome, you don’t see that it’s actually flat until you walk farther into the church. In my eyes, it shows how when you get closer to God, you realize you are also closer to heaven. Overall, writing about this church allows me to reflect on my personal connection to it and to express the deep respect I have for the way art can communicate complex religious and philosophical ideas.
If I were to use this art piece to teach another subject, I would incorporate it into a high school history lesson about the Baroque period, specifically focusing on the relationship between art and religion in Europe. I would use the church’s architecture, frescoes, and optical illusions as a primary source to help students understand how the Catholic Church used art during this time. This lesson could be incorporated into a unit for 11th or 12th grade students studying European history, religious movements, or the Baroque art period, giving them an opportunity to see how art can shape and reflect the religious and cultural context of its time. In conclusion, Saint Ignazio di Loyola represents the spirit of my time in Rome, where I was able to engage deeply with both the visual arts and the historical narratives that shaped Europe.
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The Starry Night
Lyric Johnson
The art piece I’ve chosen to reflect on and evaluate is The Starry Night by Vincent van Gogh, created in 1889. This piece of artwork is an iconic oil painting depicting a swirling night sky filled with dazzling stars over a dark village. The sky has thick brush strokes which form large waves of varying shades of blue and yellow with uniquely sized, spherical stars with varying shades of yellow from light to golden. This beautiful imagery contrasts with the dark, still village below. A large tree rises sharply with no leaves in the foreground, curving towards the sky, creating a sense of movement that also contrasts with the calmness of the village. Van Gogh’s use of vibrant color and bold brushwork evokes a sense of emotion and intensity, transforming an ordinary night scene into something profoundly expressive.
The Starry Night is an important piece to write about because it creates a deep emotional experience in the viewer that transcends the physical subject matter of the painting. Van Gogh created this piece while in a mental asylum, reflecting his internal turmoil and struggle with his mental health. He was allowed more freedom than most patients which allowed him to explore nature and was a determinant in the light swirling sky and bright stars which seem to represent the artist’s state of mind, bringing a sense of beauty to the chaos he felt. For me, this piece is an example of how art can express very complex emotions and individual’s conflicting inner states, making it a very emotional and deeply personal work. This work also serves as a gateway to discussions about mental health, artistic expression, and the relationship between creativity and emotional experience.
The way that I would use The Starry Night to teach students would be in a fifth grade visual art class. The lesson would focus on painting with emotion as I would first go over who Van Gogh was as well as how he impacted the artistic world through his style and art pieces. I would then give a background on this specific piece in order to help students understand how he was able to create striking visual imagery. Then I would open a discussion about the feelings the students may have felt from the artwork and how The Starry night was able to elicit these emotions. Lastly, I would have the students create their own night sky similar to Van Gogh by allowing them to put in their own emotional experience and create a unique artwork that represents them.
In conclusion, The Starry Night is not just a well-known masterpiece of visual art, but also a major example of how art can intersect with emotional and personal experiences. This work of art is important to study not only for the beauty of it but also the important lessons that can be gained from watching and evaluating it through important open discussions with students. Using this piece to teach other subjects like astronomy can also be important in helping students make connections between science and art and deepening their understanding of both fields while cultivating a broader appreciation for all art forms in education.
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Defiantly Upright.
Thayenjy Sydne
Walking into the Lowe Museum, I was surrounded by a unique array of art, each competing for my attention like whispers of creativity. My phone became an extension of my curiosity, snapping pictures as I roamed, each click a desperate attempt to capture the fleeting notion of perfection in art. But what truly defines a perfect art piece? As I entered a new room, I was struck by a striking image that stopped me in my tracks: a figure, arrows piercing his body, and yet he stood defiantly upright. How is that possible? It was a black-and-white portrait, yet something about it drew me in, as though the absence of color only made it even more powerful. The figure in the image was prominent, standing tall in a pair of boxing shorts and laced-up shoes, and his arms wrapped behind his back.
His body radiates strength, even as arrows puncture through his skin. I moved closer, and I noticed blood dripping down his body from these arrows. My first thought is how painful that must be but as I take a closer look he doesn't seem fazed by them. His eyes are closed and his chess is pushed out which really emphasizes the arrows going through his body. He appears worn out and tired and has accepted his faith of enduring all this pain. I stared harder, my memory tugging at some distant thread, a feeling of familiarity flickering at the edge of my thoughts. This wasn’t just some boxer. This looked a lot like Muhammad Ali “The Greatest” at least that’s what my third-grade teacher referred to him as. However, this image of him was different from the Ali I remembered my teacher showing me. This wasn't Ali fighting his heart out in the ring and giving all he had in that circle. No, this was an Ali that had been stilled, yet somehow undefeated.
I don’t know much about boxing but I always pictured them being invincible. I stood there, transfixed. The more I stared at the portrait, the more my mind opened. This is important. This wasn’t just about a boxer taking arrows. These arrows are symbolic spears of oppression, pressed into him by a world that has continually looked to diminish, degrade, and dehumanize people who look like him. Each arrow serves as a reminder of the white voices that said, "You ring. A reminder of the countless ways Black people have been told that they don’t belong. A reminder of the cruel reality of systemic injustice. A reminder of the brutal attempts to reduce African Americans to something less than their potential. Muhummud chooses to fight, standing tall and firm despite the blood that runs down his body.
Based on the message that this art piece is portraying, I would use to teach a 4th grade history class. The image serves as the artist’s way of expressing not just a personal fight but the collective fight of an entire culture. The piece speaks to the invincible spirit of African Americans and their strength in the face of oppression, their defiance in the face of those who seek to hold them down. The portrait is a powerful testament to the ongoing fight for civil rights and social justice. Highlighting the connection between the past and present, bridging the Civil Rights Movement with contemporary movements today such as the Black Lives Matter Movement. It seems to be forgotten in today’s times but this image is a reminder of the continued battles that black people are facing in their everyday lives.
In conclusion, this is a powerful image. Muhammad Ali wasn’t just standing in a ring, he was standing in history itself, carrying the wounds of battles fought during his time and long after. This wasn’t just about boxing. This was about survival, about resistance, about standing strong when the world tries to knock you down.
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The Eruption of Mt. Vesuvius
Harmon Gambill
One art piece that particularly stood out to me was The Eruption of Mt. Vesuvius by Pierre Jacques-Volaire. The original work is currently on display in The North Carolina Museum of Art. The piece is an oil painting on a 53 1/8 × 89 inch canvas and was created in 1777.
This work of art spoke to me because of the striking background and use of color to show the mood of the scene. The painting is showing the famous eruption of Mt. Vesuvius in Italy which occurred in 79 AD. This event is remembered for being one of the most catastrophic natural disasters recorded in ancient Europe. The famous city of Pompeii is visited by millions each year as people from all around the world gather to view the destruction of the landscape which is now frozen in time. The painting is action-packed and highlights the chaos and destruction of the event. As a viewer, you feel highly immersed in the scene itself because of elements such as the burning city and the powerful stream of lava erupting from the volcano.
For me, this piece is important to write about both because of the historical context and the neoclassical style of this painting which uses color contrast to convey strong feelings about the scene. There is a strong difference between the bright orange of the lava and the blue of the water below the volcano which accentuated the importance of the eruption. When I first saw this piece after visiting the North Carolina Museum of Art, I was drawn to it immediately because of the use of color throughout the painting. Looking closer, I could see finer details like people running away from the disaster on a bridge. All of these elements together truly highlight the urgency of what is happening, and I was able to get a sense of the fear people felt during these final moments.
If I was to use this art piece to teach a lesson, it would be a history lesson at the seventh grade level. The lesson would use the painting to teach students about the eruption of Mount Vesuvius and the damage it caused to cities such as Pompeii. The students would also learn about the neoclassical origins of the painting and how this cultural movement impacted Greek and Rome. The lesson would consist of the students viewing the piece and first describing their own feelings about it and what the art potentially means. This will be followed by an explanation of the historical context of the art piece along with an opportunity for students to create their own depiction of the eruption on a canvas to solidify their understanding. I believe that this piece is a perfect tool for learning because it is directly depicting a historical event in a unique way that will resonate with the students more than simply reading about the event in a textbook.
After researching this piece, I am more familiar with the neoclassical art style and how it impacts many pieces of art we see in museums today. I am glad to have viewed this work myself, it is a powerful painting that made a connection with me the second I entered the gallery. Overall, The Eruption of Mt. Vesuvius is an excellent piece and an ideal object to use in a potential lesson.
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Julius Caesar - Shakespeare
Alison Topkis
https://youtu.be/_81OHHEI1qg?si=nfnUjgHKtrWzDi6B
Shakespeare's Julius Caesar is a masterful work of drama that has thousands of interpretations that can be explored through the performance, the literary analysis, and imagination. The play is a reflection on the political dynamics of ancient Rome, capturing the moment of Caesar’s assassination and its aftermath. What makes the play especially beautiful is not only the genius dialogue, but also the moral complexities that Shakespeare explores. Each character is fully developed, their motivations and emotions rendered in such a way that the audience is drawn into their world. Shakespeare elevates the art of rhetoric, making it a captivating piece of theater that transcends its historical setting. I have seen many different performances of the classic play done in so many different ways whether that was with unique costumes, gender swaps, and multimedia in the productions.
I am choosing to write about Julius Caesar as it is particularly important to me because of the historical and literary significance it holds. I think the same goes for all of his plays, however, this one specifically has historical importance when learning about Ancient Rome. The play not only provides insight into one of the most critical moments in history but also showcases Shakespeare's remarkable craftsmanship. I love theater, and I would not have gotten exposed to it were it not for my middle school teachers who brought it into the classroom. I remember watching my peers act out scenes, and actually seeing and hearing it in front of me made it all click. I could see the history in front of my eyes. As I studied this play in middle school, I found myself fascinated by the characters, and I grew to appreciate how Shakespeare’s use of language mirrors the complexity of human interactions. I knew in my 8th grade English class that I needed to perform it. It was like piecing together a puzzle for me, each line of dialogue revealing deeper truths and more about the characters’ motivations and the world they lived in. By writing about this play, I get to share my passion for both history, literature, and performance celebrating how Shakespeare captures the intricacies of all three fields.
In teaching Julius Caesar to an 8th grade class, I would emphasize the play’s potential to bring history and literature to life through performance. By having students act out key scenes, they would not only engage with the text but also deepen their understanding of the historical context in which the play is set. Students would get the chance to embody figures like Brutus, Caesar, and Mark Antony, physically experiencing the political tension and emotional turmoil these characters felt. This active participation would provide a more immersive learning experience rather than simply reading a textbook, as it allows students to "live" the events of history and internalize the literary themes in a way that feels real and tangible. As someone who struggled with traditional textbooks, I found that acting out characters helped me connect with the material on a deeper level (while also getting to do what I loved), making the history easier to grasp and the literature more meaningful. By using performance in the classroom, I believe students will gain both historical knowledge and a deeper appreciation for Shakespeare's art and maybe even find their passion for theater.
I think Shakespeare, and plays in general, should be brought into history and english classes, as it really does expose students to other forms of art while still learning the main topics of the course. It gives students who don’t learn through reading and lectures a way to look forward to class. I am thankful for those teachers who exposed me to theatrical works during classic academic classes as it is now my passion.
10
Symphony “Peter and the Wolf”
Tiffany Ortner
https://youtu.be/i64uy6IfaeU?si=4ZpBp7qUpy9KMDDG
The piece of art I am choosing to write about is a symphony that I first encountered in elementary school. It is called “Peter and the Wolf” and follows the story of a young boy named Peter who, despite his grandfather's warnings, ventures outside and encounters a wolf.
Therefore, the symphony is a great tool to use while teaching a lesson on literature or storytelling in an English class for elementary students, specifically third grade. The use of different instruments teaches the importance of character development and distinction. Additionally, it teaches students tools of a narrative including the production of a beginning, middle and end which builds flow and structure in a narrative. After listening to the symphony, students can be encouraged to write their own stories that utilize musical instruments and describe character traits. Students can reference the characters used in the piece to help generate and develop characters with corresponding traits. Further, the use of different musical instruments for character development shows students how music can be used to describe personality traits and emotions. From this, part of the task can be to assign musical components to the characters of their story. Being able to construct and assemble their own story encourages students to be creative through combining different art forms to tell a story.
“Peter and the Wolf” is a timeless combination of music, storytelling, and character exploration, making it an invaluable research tool for teaching. The art piece offers an introduction to music and the parts and differences of orchestral instruments, fosters creative thinking, and promotes meaningful storytelling. The multi-disciplinary benefits of teaching this art can cultivate both a love for music and for narratives. Collaboration and emotional understanding can be promoted after sharing their stories, characters, and meaning behind the narratives they create. "Peter and the Wolf" offers more than just a story or a symphony to listen to, it provides a multi-layered educational experience that fosters creativity, emotional understanding, and intellectual development.
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The Very Hungry Caterpillar
Chloe Caraballo
https://youtu.be/75NQK-Sm1YY?si=UPVg482z_0EjO4kk
When thinking about a fun way to incorporate the arts into a valuable lesson for a first-grade class, I immediately thought of engaging and meaningful children’s books that represent more than the eye may initially see. With this in mind, I came across a classic piece fora child: The Very Hungry Caterpillar by Eric Carle. This beautifully illustrated book tells the story of a small caterpillar who eats through a variety of foods before transforming into a butterfly. The art and illustration Eric Carle portrays in the book is known for its bright colors and varying textures, which make each page visually engaging for young students. The caterpillar's journey is portrayed in a simple yet educational way, with each food item shown increasing in size as the caterpillar grows as well.
The Very Hungry Caterpillar is an important piece to acknowledge because it combines both art and storytelling in a way that is understandable and captivating to young children. The illustrations are not only compelling but also help convey the story’s theme of growth and change, making it a great resource for teaching children about nature and life. The book encourages children to gain curiosity and explore the world around them, from food, the maturity of animals, and the life cycle.
I would use The Very Hungry Caterpillar in a first-grade classroom by incorporating it into a science lesson about life cycles. I would begin by reading the story, and allowing the children to identify the different changes that occurred in the book. I would encourage a conversation about the different elements that captivated them, and the overarching theme. After our class discussion, I would conduct a lesson on the stages of a butterfly's life cycle—egg, larva (caterpillar), pupa, and butterfly. Students would then have the chance to create their own visual representation of the life cycle of a butterfly, using materials including paper, markers, crayons, and other fun materials to make their caterpillars and butterflies unique. This hands-on activity would help the students understand scientific concepts while also engaging with the art and the story of the caterpillar.
In conclusion, The Very Hungry Caterpillar is a perfect example of how art and literature can be used together to teach young learners important scientific concepts. Its vibrant illustrations and storytelling provide an engaging way to explore the life cycle of a butterfly, while also encouraging creativity and imagination. By incorporating this art piece into a science lesson, students can gain a deeper understanding of the natural world while enjoying the beauty of visual art.
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Taylor Swift: Karma
Shayne Dubin
https://youtu.be/XzOvgu3GPwY?si=9xeZisvnJSDpBp_t
The song I would like to reflect on is Karma by Taylor Swift. Taylor Swift is one of my favorite artists, and I believe that she connects with her fans through every single song of hers. In the song Karma, you can see the art come to life with a catchy melody, vibrant blend, and a confident tone. This song was written because Taylor Swift broke away from her producer Scooter Braun. This is a song with clever wordplay and metaphors to describe how karma works in her favor. She has become the most powerful artist in the world, and I believe this song truly illustrates the difficulties she had to go through to be where she is today. Overall, this piece evokes empowerment and a sense of triumph over those who have wronged her. This provides us with an uplifting anthem, fighting for Taylor Swift.
This is important to me because I have relied on Taylor Swift in hard times in my life. I always know that I can rely on her music to make me feel like I am not alone. I have always admired her ability to convey her emotions through her music, and Karma is a perfect example of that. She shares the strengths and resilience she had to overcome in the music industry. She was vulnerable with her listeners, and I appreciate this. I chose this song because Taylor decided to re-record her albums and reclaim her music. This shows everyone the importance of standing up for yourself and taking control of your life. I chose to write about this because I support her journey and music, and am looking forward to where Taylor Swift is going to take her fans.
I would use this song to teach a high school English class. Her writing is so beautiful that it is important to analyze all the metaphors, images, and symbols she uses in her music. Teaching an 11th-grade English class, these students can analyze how Swift uses the concept of Karma for her justice and growth. We can then look at how this ties into lessons of fate and consequences, and what happens to characters at the consequences of their actions. I think her music is an amazing way for everyone to find what they need most out of her. A class can use her music to spark discussion about real-world struggles and emotions. Overall, by engaging with the song’s themes, students would be able to learn about her lyrics in a meaningful way.
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Confronting Social Issues
Zoe Arscott
The Irony of a Negro Policeman: A Lens on History, Identity, and Education Art has long served as a powerful medium for confronting social issues, and Jean-Michel Basquiat’s The Irony of a Negro Policeman stands out as a striking example. Created in 1981, this Neo-expressionist piece combines bold colors, raw imagery, and text to explore the contradictions of identity and authority. The painting depicts a skeletal figure in a police uniform, a haunting visual commentary on the societal tension experienced by African Americans in positions of power within systems that historically oppressed them. Basquiat’s unique style of melding graffiti-inspired strokes with symbolic complexity invites viewers to confront uncomfortable truths about race, power, and representation.
Basquiat’s The Irony of a Negro Policeman is deeply significant to me because it encapsulates the complexities of African American identity in a way that transcends time. As someone passionate about amplifying underrepresented voices in media, I see this piece as a testament to the power of art to spark crucial conversations. Its unapologetic exploration of systemic issues mirrors the broader struggles faced by marginalized communities. Basquiat's work resonates with my desire to challenge norms and create spaces for authentic, diverse narratives to flourish in both art and storytelling.
This piece offers a compelling way to teach history to 11th-grade students, using art as an interdisciplinary tool to explore the Civil Rights Movement and its legacy. By analyzing The Irony of a Negro Policeman, students can examine the societal structures of the 1980s while drawing parallels to present-day issues. Discussions can delve into how art reflects historical realities and personal experiences, fostering a deeper understanding of systemic racism, identity, and activism. This approach bridges the gap between historical analysis and creative expression, encouraging students to think critically and empathetically.
In conclusion, Basquiat’s The Irony of a Negro Policeman serves as more than a critique of systemic inequities; it is a call to engage with history, identity, and authority through art. By integrating this work into educational contexts, we can empower students to understand and challenge societal norms, fostering a more inclusive and informed perspective on the past and present.
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A Message of Authenticity, Appreciation, and Gratitude
Myles Mooyoung
https://youtu.be/xpVfcZ0ZcFM?si=nvD8BCHa0z8XxrTT
15
For the Love of God Art Piece
Nicholas Nielson
As more
individuals grow enamored of worldly possessions as status symbols, many neglect the immeasurable beauty of time. English Artist Damian Hirst juxtaposes
the themes of human life and materialism through his work For
the Love of God, first exhibited in 2007. While possessing high monetary value, the work ironically delegitimizes materialism
as a requisite for fulfillment in one’s life. Overall, it encapsulates both components of
mortality and avarice that
collectively represent human life.
The work comprises a tangible human skull coated with a total of 8,601 flawless diamonds. Created by means of a platinum cast and its original features, the
skull’s purity holds an element of realism as well. The mouth is inset with the skull’s original
teeth that remain intact, and a 52.4 carat pink diamond is centered on the skull’s forehead. In
addition to its thematic value, the piece is worth a staggering $100,000,000. Hirst
specifically utilized a life-sized skull from the eighteenth century as a manifestation of the time
period’s ideals regarding enlightenment and a greater propensity towards logical thinking. This
piece, in many capacities, parallels two key concepts that marked the 18th century: an
emphasis on material value and the emergence of logical inquiry.
Although the work is composed of merely two items, its significance as a literary
topic stems from the contrast between these parts. Growing up in an individualistic
nation, society at large pushes one to pursue the “American dream” that consists of achieving only
monetary success. Consequently, many mistakenly believe that value as a human being is
incumbent upon social class. However, this work has prompted me to revisit my perspective on
the United States’ conventional view of success and alter my values. While one could always
augment their income, time is a currency that is not reimbursable. I have therefore reserved
more time to spend with the elderly in my family, such as my grandparents. For instance, losing
one of my grandfathers has permitted me to acknowledge the significance of enjoying time
with loved ones while we still have the opportunity.
I now tend to my grandmother’s needs (e.g, bringing groceries, maintaining her garden) more frequently and set aside monetary success as a more dispensable goal. On a broader scale, everyone is a victim to the inevitable cycle of life and death and should thus value their time over their worldly possessions.Utilizing this insightful piece, I would teach an 8th grade English class about the principles of figurative language and literary devices through art. I would specifically ask my students to deduce the meaning of the work by analyzing the meaning of each component before piecing them together. My students would not only utilize verbal reasoning skills to arrive and describe the art’s central messages, but they would also gain a more comprehensive understanding of abstract concepts such as time’s finitude and materialism. As my goal, I would aim to avert my students’ attention from the world’s superficial items and focus predominantly on cherishing time with their loved ones. Ultimately, I would integrate these moral values in to my teachings of literary devices that both writers and artists use to convey their themes to audiences.
Evidently, Damian Hirst’s For the Love of
God explores the tendency of humankind to favor worldly achievements over the finite time we collectively have. Although
the work holds an exceedingly high monetary value, its key theme is to prioritize time over
superficial items. As communicated by the art piece, aging is the one form of impoverishment from
which one could not return. By presenting the art as a juxtaposition of two contradictory
concepts, the audience could thoroughly analyze the true principles of time and worldly treasures as
they relate to human existence.
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Realism, Light, and Intimate Portraiture.
Kayla Trainor
The piece of artwork I have chosen for this assignment is “Girl with a Pearl Earring”, an oil painting by Dutch artist, Johannes Vermeer, often referred to as the “Mona Lisa of the North”. The painting depicts a young woman with a soft gaze directly at the viewer. Her lips are slightly separated, leaving the audience with a sense of mystery. She wears a blue and gold turban and a pearl earring that stands out as the light reflects on it. There is a lot of work being done with color choice. The all black background introduces contrast to the art piece, creating emotional depth. The mood of the picture is mysterious, yet calm.
The gaze of the woman is inviting the viewer to engage in her story and thoughts. This painting is well known for its simplicity, elegance, and mystery. This painting is important to write about for various reasons related to its artistic and cultural significance. The author’s careful artistic choices are what provoke so much thought in the audience. The use of light and shadow introduces emotional depth and brings intimacy to the painting. The minimalist aura leaves room for endless interpretation, forcing the viewer to wonder about the woman’s thoughts. The painting is also tied to the Dutch Golden Age, a pivotal period in artistic history. Created during the Dutch Golden Age, the painting exemplifies the era’s emphasis on realism, light, and intimate portraiture.
I believe the best way to teach a lesson revolving around any piece of artwork is to create a discussion within the classroom. This opens the floor to new ideas, sparking creativity in each student and forcing them to think critically. Depicting artwork can be tricky, but no student is ever wrong in their comments and observations. As a teacher, I would use this as an opportunity to emphasize the beauty of artwork, that there are infinite ways to interpret a piece of art. For this specific piece, I would teach eighth or ninth grade students. While it could be introduced at any age, analyzing the art choices, meaning, and complexity of the piece should be targeted at e picture and trying to identify the purpose behind it.
I would have students look for themes, like beauty or identity, and understand the techniques Vermeer used to achieve this. After this discussion, I would transition the conversation to be targeted at the modern impact this art piece had. This would be a great way of teaching students about the Dutch Golden Age and how they are tied to each other. In doing so, students may be able to further understand the meaning behind the artwork.
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How Our Waste as Humans Causes Damage to the Environment
Parker Needleman
Throughout this class, it has been expressed time and time again that there are multiple ways to teach multiple subjects. Obviously we are used to the typical lecture, notes, and tests. This is familiar to students and often effective, but it is not the only tool available. By approaching a painting, sculpture, or any other form of art with an open mind, this can be applied with the same principle of diverse methods to better appreciate its complexity and meaning.
The piece of art I’ve chosen to write about is “Bordalo II Raccoon.” A Portuguese and Lisbon-based street artist who creates large murals created mainly of recycled materials and items. This particular mural can be found in Lisbon, near a 16th century built tower called “Belèm”. This specific piece is interesting and captivating for a few reasons. Firstly, the link and juxtaposition between the use of trash and recycled items to create a mural whilst the mural subject is a raccoon, an animal infamous for rifling through and eating trash is interesting and scratches’ a cognitive itch. In its rawest form, raccoons are quite literally “made of trash”, as often times this is where they get their food and feed their young, while this mural of a raccoon is also constituted of recycled items, which in a way represents the theme of “you are what you eat”.
Secondly, using recycled materials to create beautiful art is a great way to communicate the message of the importance of sustainability, recycling, and reusing products to save the environment and preserve both human and other ecosystems’ quality of life. This shows that if such profound pieces of art can be created by using our “waste” then we can leverage our recycled materials for other useful societal applications. This piece of art is important to me for a variety of reasons, mainly because I spent my semester abroad in Seville and in both of my weekend visits to Portugal/Lisbon I saw this specific mural with my own eyes. The raccoon sculpture and the area surrounding Belèm were both spectacular and one of my favorite memories in Seville.
Additionally, the tour guide that I was with explained to us how popular and impactful the artist Bordalo is, not only to the Lisbon street art world, but also to Portuguese culture in general. I would leverage the art piece I’ve chosen to teach elementary school (primarily grades3-5) children about the importance of sustainability, recycling, reuse, and reducing waste. By showing them that this raccoon (which children associate with trash) and Bordalo’s other pieces can be constructed from recycled waste, we as people can make responsible choices in opting for metal and glass bottles instead of disposable plastic bottles, as well as reducing our carbon footprint and consumption. Furthermore, we can inform children how our waste as humans causes damage to the environment and finally our forests and oceans by creating these plastics and wasteful products, as well as having much of our waste end up in our oceans harming animals like rats, sharks, whales, dolphins, penguins, and turtles. We can even do a mini project with scraps. Overall, the specific work of Bordalo II and the racoon itself is interesting as it’s both a beautiful, semi-three dimensional mural composed mainly of recycled plastic and materials but teaches us the importance of managing our waste and the beauty of reuse.
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