| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "ARTS ENVIRONMENT AUSTRALIA": |
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The Arts Environment in Australia, 2004.
A look at how the dance sector fits into the arts environment in Australia.
4,133 words (approx. 16.5 pages), 22 sources, MLA, $ 110.95
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Abstract
The arts environment in Australia has always been tenuous in terms of financial stability and working conditions for artists. The dance sector in Australia appears to be the most fragile part of the arts sector, consistently receiving lower funding than literature, music, theatre and visual arts. This paper looks at these issues focusing on both Bangarra Dance Theatre and One Extra Company.
Outline
Introduction
Background of Bangarra
Background of One Extra
Funding
One Extra and Bangarra Funding
Sponsorship
Working Conditions
Mid Career Artists
Creative Output of Australian Work
Artistic Vibrancy
Conclusion
From the Paper
"Funding available from the NSW Ministry for the Arts for dance is the fifth lowest nationally. (Fishel, D. et al, 2004, p50) The states which receive less state funding for dance are the states with the smallest populations (South Australia, Australian Capital Territory, Tasmania and Northern Territory) and two don't have permanent dance companies (ACT & Tas). It seems illogical that NSW, a state with multiple dance companies and a large population, receives only a small amount more than these states and territories."
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Art and Pop Art, 2002.
A comparative analysis of art with pop art using the works of Andy Warhol and Leonardo Da Vinci.
1,150 words (approx. 4.6 pages), 6 sources, $ 44.95
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Abstract
This discusses art and pop art, and distinguishes between the two by noting the characteristics of each form. As examples of each, two works of Andy Warhol are compared and contrasted to Da Vinci's "Last Supper" and Rembrandt's "Syndic of the Clothmaker's Guild.
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The "Art" of Art Forgery, 2002.
Shows that forgery is more than just a copying process, involving complex techniques found in art.
2,900 words (approx. 11.6 pages), 5 sources, $ 106.95
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Abstract
This paper examines the skill involved in producing 'true' forgeries within the world of art. It is stressed that the forger is to be seen as an artist, in that he or she must sometimes enter the mind of the original artist, master his or her techniques,and otherwise execute works that can withstand the expert eye. Forgery is a normal aspect of the art world.
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The State of Arts Education in New Jersey, 2005.
A look at the situation of arts education in New Jersey following the No Child Left Behind Act.
16,584 words (approx. 66.3 pages), 13 sources, MLA, $ 249.95
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Abstract
This paper looks at the National Standards for Arts Education as a place to start in assessing any state's interest in and support of arts education. The paper explains that to assess New Jersey's positioning on the canvas of American arts education, the debate and its contributions were analyzed for the past decade; the findings were unequivocal that arts education has a place not only in humanities teaching, but also in creating an atmosphere in which all children can achieve. It explains that wealthier school districts are more likely to retain arts programs under pressure, although it is the disadvantaged districts that would most benefit. The entire issue is assessed in terms of the possibilities post-NCLB, and the current progress of the states in terms of adopting the National Standards for Arts Education are also discussed. The writer concludes that it appears that New Jersey has at least nominally found a niche among the states more dedicated to providing arts education. It remains to be seen whether that education will be of the 'media' sort, or the more substantive arts education that demands continued student/teacher involvement in pursuit of generalized goals contributive to developing an aesthetic sense and possibly some mastery in an arts area.
Chapter I: Statement of Problem
National Standards for Arts Education: History
The Standards Themselves
Budget Issues
Quantitative Information
Qualitative Findings
Chapter II: Literature Review
Merits of Fine Arts Education
Educational Reform and Arts Education
How to Conduct Arts Education
The Standards Themselves
References
Appendix A: New Jersey Standards for Arts Education
Appendix B: U.S. Hunger in the Year 2000
Appendix C: Jasmine's Story
List of Tables
Table 2.1: States requiring arts credits for high school graduation
Table 2.2: Mandatory Status of Arts Education by State
List of Figures
Figure 1.1: Reasons to Support Arts Education: New Jersey
Figure 1.2: Budgeted Funds for Arts Expenditures by Type of School
Figure 1.3: Budgeted Funds for Arts Expenditures by School Size
Figure 1.4: Budgeted Funds for Arts Expenditures by Region
From the Paper
"Four years ago, discussion concerning the place and presence of fine arts education in public schools would have been primarily a discussion of the need for the curricula in the first place and the financing of it. In the early 1990s, discussion of National Standards for arts education became prevalent in the professional media. Since the start of the Bush administration's No Child Left Behind initiatives, however, any public discussion of the present and future of arts programs in public schools is clouded by a new dominant educational debate; the new debate concerns whether NCLB signals the death-knell of learning in U.S. public schools, or is a way to raise up the academically disadvantaged. While this investigation does not attempt to find the definitive answer to that question, there is little doubt that the fact and progress of NCLB will have an impact, and arguably a negative one, on fine arts education generally. Whether it is having or has had a negative impact on fine and performing arts education in New Jersey is a proper question for the current research, however. It is probable that the answers to a statewide survey of fine arts faculty conducted for this investigation will help resolve it. Indeed, the question to be answered is how well New Jersey's Fine Arts Programs compare to National Standards, allowing for classification differences within the state."
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The Arts, 2002.
A discussion of the role of the arts in contemporary society.
2,408 words (approx. 9.6 pages), 9 sources, MLA, $ 73.95
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Abstract
This paper examines the role of the arts which comprise of the disciplines of the visual arts, music, theater and dance in society and particularly education today. It shows how the arts not only impart a sense of beauty and vitality to the lives of human beings, but how they can also equip students with the necessary skills to flourish in the real world.
Outline and summary:
Introduction
Role of the arts in contemporary society; the recent resurgence of interest in the arts in schools; positive reasons for incorporating arts as mandatory courses in public schools.
Discussion on the significance of arts in society
Impact on human beings and society; historical significance of the artists' legacy.
Historical background of the role of arts in:
Society
The rise of interest in culture after World War II, leading to the division of America: one that is culturally conscious and one that is not.
Schools
The rise and fall of progressive education; attempts by the Clinton Administration to introduce the arts into public schools; gradual restoration of music programs all over America.
Discussion of the question: should arts be considered mandatory courses for public schools?
Pros
Cognitive abilities; imaginative skills; life skills; multiculturalism; improvement in students' academic performance and behavior; becoming a whole human being.
Cons
Positive results in research need to be proven; arts should not always be incorporated in other subjects; lack of funding.
Recommendations for bringing arts courses into public schools: collaboration between arts organizations and with schools; providing high quality education with well-trained teachers; innovative programs between schools and museums
Conclusions: The potential of the arts for improving education and thus our society. Lists briefly the advantages of arts education.
From the Paper
"Throughout history, many artists have been inspired by the world around them to create their works. Their accomplishments are not limited to the exclusive realm of the arts. Cave painters studied the anatomy and movement of the animals they drew. The pyramids built by the Egyptians were created with the accuracy of mathematics (Unsworth 56). Furthermore, The Impressionists' quest for color as reflected light mirrored the scientific discovery of the nature of light rays (Unsworth 56). Altogether, the rich legacy of all the artists provides contemporary generations with a vibrant representation of the human world and inspires us to continue their great work (York 274)."
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Beijing Opera and Chinese Martial Arts Training, 2006.
An in-depth look at the correlation between two, seemingly different, forms of art, the Beijing Opera and Chinese martial arts.
5,455 words (approx. 21.8 pages), 11 sources, MLA, $ 133.95
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Abstract
This paper looks into the parallels between actor training in the Peking and Beijing Opera and the training for Chinese martial arts. The paper consults historical and present day material in an attempt to make meaning of the training requirements for these two different, yet very closely related, artistic expressions of form, method, technique, and performance. The paper discovers that much more is involved than simply repetitious physical training and indeed that without the alignment of mind and body, the performer simply will not and cannot realize true mastery or excellence of performance.
Outline:
Abstract
Objective
Introduction
Elements of the Beijing Opera
The Importance of Symbolism in the Beijing Opera
The Music of the Beijing Opera
Spoken Dialogue of the Beijing Opera
Use of Color in the Beijing Opera is Symbolic
I. The Beijing/Peking Opera and Training Requirements and Regimen Examined
II. David Wright - Experiential View of Training Requirements for Beijing Opera
III. Chinese Martial Arts Training Examined
Different Classification of Wushu
Ten Fundamental Skills in Chinese Martial Arts
Mental Skills Practice
IV. Examination of Similarities in Martial Arts and Beijing Opera Training
Characteristics of the Beijing Opera - Excess, More is More
V. Findings of this Study of the Similarities Shared by Chinese Martial Arts and Opera Training and Performing Skills
Summary and Conclusion
From the Paper
"Physical training for these performers is "structured around repetition" (Wright, 2000) and "over the course of the workshop a range of key movement patterns were developed and refined in this way." According to Wright: "The movements would be demonstrated, the actors would copy movements and then repeat them..." over and over, and then over again. Wright relates that "Further movements and combinations of movements and developments upon movements would then be introduced. Repetition was used, not simply to get the movement right, the repetition of physical action is regarded in the Peking/Beijing Opera, according to Sussman, as a way of absorbing information. She states that there is a deliberate attempt, in this training, not to engage the actor in thought. The actor needs only to 'learn' the action in order to repeat it. Hence, the principal form of learning is the learning of the body. The body learns, then contains the information that comprises the style and the role and therefore the performance. It is the body that enters most fully into the research. And as the body learns, the body changes as a result of that learning. " (Wright 2000)"
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Arts Education in Secondary Schools, 2006.
Assesses whether there is need for arts education in the public schools in light of the recent federal and state focus on standardized testing, which has caused school districts to reduce or eliminate arts programs in public schools.
2,250 words (approx. 9.0 pages), 8 sources, $ 89.95
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Abstract
In an attempt to determine the validity of the hypothesis that arts education is an essential inclusion in the learning experience of secondary students in the public schools, this paper conducts a need assessment through a review of existing documents. The paper contends that, based on the research, new and revised programs are need to allow all students in the American public school systems the opportunity to participate in the arts as part of their regular academic programs.
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The Arts and Health Care, 2007.
This paper discuses the incorporation of the arts into medicine both for the patient and for the physician.
2,945 words (approx. 11.8 pages), 7 sources, MLA, $ 87.95
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Abstract
This paper explains that the use of the arts to enhance the patient's recovery process is supported around the world by an increasing number of health care professionals and artists. The author points out that a number of medical schools now requiring the arts in their curriculum is steadily increasing. The paper relates that the arts can enrich and replenish physicians emotionally as well as convey medical and personal ethics effectively, ultimately contributing to their ability to build healthy and human patient-physician relationships. The author reviews the three major categories of creative art---visual, performing and linguistic---to demonstrate the ways each equips both sides of the doctor-patient link with the ability to better understand each other and maximizes their shared situation without over-exercising this relationship.
Table of Contents:
Introduction
The Role of Visual Arts The Role of Language Arts
The Role of Performing Arts
Conclusion: The Present and Future of Artistic Expression in Medicine
From the Paper
"A third function in this relationship is also very important as depicted in "The Quack," where patients can begin to understand the extreme tension, and obvious need for some kind of personal detachment, felt by the doctor or care-taker who assumes such an authoritative role. It is too easy to see these professionals as also appendages of a technological perfectionism that totally masks the inherent humanness and strain no matter how hard some doctors and care-takers may try to shield themselves from displaying it. Patients can begin to understand someone's blank expression as possibly a defense mechanism, instead of interpreting it as indifference."
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"Criticism and the Public Arts", 2008.
This paper defends the course "Criticism and the Public Arts" as a beginning point in understanding how to apply academic methods of study to all aspects of art and communication.
2,140 words (approx. 8.6 pages), 9 sources, MLA, $ 66.95
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Abstract
This paper explains that "Criticism and the Public Arts" is a course that talks about art in society and about what is and is not accepted in society. The author points out that these issues need to be given a stronger academic treatment because the subject matter is not what decides whether a course of study is sufficiently rigorous but rather the methodology applied. The paper relates that a critique of public art is not merely a compendium of what one likes or does not like but instead necessarily includes an assessment of the appropriateness of the public art and of the complexities of communication. The author stresses that public art involves a number of decisions that can be characterized in theoretical terms and analyzed empirically as part of the process of developing an applicable theory.
From the Paper
"Critic Ruth Slavin begins by considering the writing that supports public art, noting that it stresses two different but complementary ideas: 1) public art is considered to stand in a direct, unmediated relationship with the audience; and 2) public art is seen as an exercise in cultural democracy. Slavin is clear about the supposed result of this as she writes that "the placement of art outside the normal venues of the gallery and the museum becomes an important tool for enlarging the possibilities for participation in the fine arts." However, Slavin further finds these to be "liberal good intentions" often faced with "public incomprehension and hostility."
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Arts Education in the Schools.
This paper discusses the methodology for a research project studying arts education in the schools.
1,225 words (approx. 4.9 pages), 1 source, MLA, $ 41.95
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Abstract
This paper explains that the main hypothesis of this study is, while arts education in New Jersey is getting as much attention as it ever has, the state of New Jersey arts education has no effect either on school improvement initiatives related to arts education or on calculation of students' GPAs. The author further hypothesized that, while arts educators in New Jersey may well be feeling some dampening effects, financially or through curriculum demands, of NCLB, school districts typically do not receive funds from any outside sources, including parents groups, Booster Clubs, or local businesses to fund arts education programs. The paper includes the complete questionnaire developed by the U.S. Department of Education, National Center for Education Statistics, to be send to a sample consisting of 50% or more of the 604 New Jersey arts superintendents across virtually every school district in the state of New Jersey.
Table of Contents
Introduction
Restatement of Hypothesis
Sample description
Instrument
Data analysis
The Complete Questionnaire
From the Paper
"The standards came into being as a result of a reform effort generated in the 1980s, emerging in several states and gaining nationwide visibility with the publication of A Nation at Risk in 19783. As a result, six national educational goals were announced in 1990. Later, with the passage of the Goals 2000: Educate America Act, the goals were written into law, naming the arts as an essential academic subject as important to education as language, mathematics, history, civics and government, geography, the sciences and foreign language ability."
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Arts Education, 2005.
An argument regarding arts education and current policies.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper presents a classical argument that the current policy towards arts education is harming the arts discipline. Specifically, this paper argues that by stressing the usefulness of an arts education, policy makers and educators who are trying to get more funding are actually marginalizing and undermining the arts by making the arts into a supportive skill set rather than a discipline in its own right.
From the Paper
"In today's education system, the arts are often either minimized as unimportant or are translated into a "useful" discipline on par with the sciences in order to justify continued spending on arts courses. This places educators in a difficult position. Either they must make claims that the arts are utilitarian or risk facing program cutbacks or even shut-downs of arts programs. Although policy makers and educators can gain funding in the short term by depicting arts education as practical and useful, and although there can be little doubt that the arts do have useful applications, this approach tends to marginalize and harm arts education in the long run by making the arts into an auxiliary solution rather than a valuable discipline in its own right."
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The Martial Arts in Movies and Television, 2002.
This paper defines and reviews the history of martial arts in movies and television.
2,435 words (approx. 9.7 pages), 20 sources, APA, $ 74.95
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Abstract
This paper discusses that martial arts not only is the art of warfare but also has a philosophy based in an elaborate blend of ancient codes of conduct, ethics and a spirituality that appears to be a fusion of Daoism, Zen Buddhism, and Confucianism. This paper states that, making the leap from East to West, this merger of physical and spiritual mastery has become a booming industry in the U.S. resulting in action films and T.V. shows that, besides being a series of highly choreographed fight scenes, also conveys ethical messages, codes of conduct and spiritual direction. The author is concerned that many people are being exposed to the martial arts without any ethical grounding at all; thus a generation is learning the physical aspects of the martial arts without the ethical or spiritual code that has historically been taught alongside it and has no concept of how to take the right action in the face of a dilemma, of delayed gratification or of respect to others.
Table of Contents
Introduction
History of the Kung Fu Film
Bruce Lee and His Successors
Martial Arts in Film and on Television Today
Conclusion
From the Paper
"Bruce Lee has been credited as the one who officially brought martial arts to the film industry in the United States. Although born in San Francisco, Lee spent most of his childhood making films in Hong Kong and did not return to the U.S. until he was 18 years old. Thus, he began to develop and teach Jeet Kune Do ("way of the intercepting fist") and to infuse his philosophy into the films he was in, "which was his ultimate goal in movie-making". Unable to break through the racial barrier in Hollywood, Lee went back to Hong Kong to become a superstar there. Only after achieving success did Hollywood notice him, resulting in "Enter The Dragon" (1973), the only Hollywood-backed film he would star in."
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Technology and Language Arts, 2007.
This paper is a meta-review of the literature about the use of technology in the teaching of language arts.
7,070 words (approx. 28.3 pages), 98 sources, APA, $ 158.95
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Abstract
This paper explains that language arts can benefit from the use of technology when teachers incorporate it into their daily instruction for such uses as providing study guides, quizzing students, enhancing the subject, supporting individual students and involving parents with their children's learning. The author points out that the use of technology in the language arts department can be especially perilous or productive depending on the way it is used and the competence of the teacher using it because language arts is a more subjective academic subject than math or the sciences and is opened to more misinformation from the Internet. The paper concludes that the use of technology in teaching has been studied from many different angles in many different manners, but the focus has rarely been on the attitudes and beliefs held by English teachers in the use of technology in the classroom. The paper includes two illustrations.
Table of Contents:
Introduction
Case History of Technology and Language Arts
The Impact of Technology on Education
Obstacles to Using Technology
Technology and Language Arts
Conclusion
From the Paper
"The meta-analysis also focuses on writing skills for students who do and do not use computers and word processors for their writing. It determined that students who learn to use word processing for their writing needs learn better writing skills than those who do not use word processing programs for their writing needs. In light of this, it is surprising to find so much resistance in the current educational field regarding the use of technology in teaching and specifically Language Arts."
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Electronic Arts, 2007.
An analysis of Electronic Arts, a leading provider of interactive software games and online gaming.
1,583 words (approx. 6.3 pages), 5 sources, MLA, $ 51.95
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Abstract
The paper discusses how Electronic Arts strives to be the market leader for games played on next-generation gaming systems. The paper relates that Electronic Arts develops, markets, publishes and distributes products for 12 different hardware platforms. The paper outlines the objectives for Electronic Arts that include a variety of new game releases. The paper describes how the company's leaders have played a significant role in Electronic Arts' success. The paper contends that their commitment to ethics sets Electronic Arts apart. The paper discusses their strengths, weaknesses and opportunities. The paper examines the threat of the intensely competitive nature of the industry.
Outline:
Company Description
Organizational Assessment
Strategic Directions:
Implications
Assess the Company's Strategy
From the Paper
"Electronic Arts is headquartered in Redwood City, California. In addition to this facility that doubles as a development studio, they also have studios in Los Angeles, Orlando, Chicago, Montreal, Tokyo, Chertsey, Guildford, and Warrington, England and employ approximately 7,200 people. This leading provider of interactive software games and online gaming recorded revenues of nearly $3 billion for the fiscal year ending March 2006, a decrease of 5.7% from their 2005 revenues. Operating profit was most recently reported at $325 million, a significant 51.4% decrease from 2005. Net profit, for fiscal year ending March 2006, was reported at $236 million, a decrease of 53.2% from 2005 figures ("Electronic Arts")."
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Decentralization of the Cultural Arts, 2002.
A discussion of trends and effects of the decentralization of cultural arts funding in the U.S.
1,110 words (approx. 4.4 pages), 3 sources, MLA, $ 38.95
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Abstract
This paper examines the political and theoretical motivations behind the argument for decentralized arts funding. Also discussed are views on decentralization trends in arts funding and the potential effects on artists, arts organizations and arts audiences as well as on rural, urban and suburban areas.
From the Paper
"The Arts breathes life into any community, whether urban, suburban, or rural. How often have we heard of a ghost town, perhaps an old mining town, or a city's abandoned warehouse district, or a small farming community once remote but now only minutes away the city limits of a major city, that has been virtually transformed by becoming home for the arts. Art is a magnet. It draws people no matter their race, social or economic status. It is just as likely that a tobacco farmer, living a hundred miles from the nearest metropolitan area, enjoys the Boston Pops on PBS just as much as the executive living in a high-rise condo. "
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