Leonardo da Vincis Painting: The Last Supper | History

Leonardo da Vincis Painting: The Last Supper | History Leonardo da Vincis large mural of The Last Supper is one of the most familiar images in Western art, even though it has deteriorated to the point where its original brilliance can only be guessed at. The mural has largely been known through its repainted versions, or through touched-up copies that attempt to give some idea of what the original might have looked like. But, the various versions of the picture do little to convey how revolutionary Leonardos whole conception was. At Milan, Leonardo created a work that treated a familiar subject, but was a complete departure from the usual in terms of composition, selection of a Biblical text, iconography, use of perspective, and fresco technique. Leonardo arrived in Milan in the early 1480s, and made one of the longest stays of his career therenearly twenty years. He went to Milan to work for the controversial Sforza family, dukes of Milan, in a number of different capacities: designer, engineer, painter, sculptor, and producer of theatrical entertainments and spectacles. The Last Supper was his most important painting commission in that city. The mural, which measures 1310 x 297.5, was painted in the refectory of the ducal church of Santa Maria della Grazie in the years 1495-1498. Leonardo was an inventor and an innovator, always looking for a better way to do things. In addition, he was, one of the most influential painters of the High Renaissance. The key to understanding the revolutionary qualities of The Last Supper lies in the fact that, in the last quarter of the fifteenth century, Leonardo was engaged in creating an entirely new style of painting. He was involved in working out a solution to a problem that had confronted Florentine painters during the preceding century: the opposition between a view which took the first function of art to be that of rationally and objectively describing physical reality and one that held it to be the expression of spiritualnon-rational and subjectivevalues (Freedberg 23). Various compromises had been worked out between these two positions. But, Leonardo wanted a true blending, rather than a compromise. He did not seek to replicate reality for its own sake, nor did he choose to neglect the appearance of the real world. Instead, Leonardo believed that the painter could show that truth which intellect may find behind the facade of visible experience (Freedberg 20). The painters various tools, such as perspective or the rendering of light on surfaces, were to be used to create an overall harmony that took from the real world in order to describe the ideal. Leonardo had begun the work of creating this new style in his Adoration of the Magi (1481), which he left behind, unfinished, in Florence, when he departed for Milan. His earlier paintings in Milan show the continued development of the style, but his Last Supper was to be its major statement (Freedberg 20). He began conventionally enough. Refectories, the dining halls of the friars or monks who ran large churches, were traditionally decorated with portrayals of the Last Supper, or some other subject associated with dining. These paintings must have been considered important commissions, since their execution was often entrusted to the most popular and well-known artists of the times (Cole 45). The opposite wall usually featured a fresco of the Crucifixionsignifying the connection between the last supper, at which the sacrament of the Eucharist was instituted, and the sacrifice on the Cross, which was recreated in the sacrament. At Milan, the opposing wall featured a Crucifixion (1495) by Donato Montorfano (Pedretti 75). Leonardos drawings show that he began with the conventional seating arrangement and the depiction of the usual moments from the New Testament (Hartt 399). But, he soon changed this, and went for something new. Unfortunately, he also wanted something new in terms of techniqueand this has made it difficult to see everything else he seems to have accomplished in this work. Leonardo was a painter who could spend enormous amounts of time staring at, and thinking about his works. There are even mentions in the literature of the duke trying to get him to hurry with this particular commission (Pedretti 75). In addition, Leonardos primary concern in painting was the creation of a uniform, overall effecta vital element of his creation of a harmonious ideal. But, fresco painting had to be done in clumsy stages. The wet plaster had to be applied only to the section the painter would be able to finish in one sitting. The paint was applied to, and absorbed by, the wet plaster, and creating smooth, invisible joins between sections was a difficult problem. But for Leonardo, who wanted carefully controlled tone and light to unify his composition, it was nearly impossible. Therefore, he attempted to produce a new type of fresco, and painted directly on the dry plaster with a special oil tempera which, he was convinced, would meet the special needs of painting on plaster. But, by 1517, humidity and changing temperatures began to make the paint peel, and, within only twenty years, had become almost indecipherable. In the dramatic moment that Leonardo presented, Jesus sits with his hands outstretched, as if in resignation. He is the focal point of the composition. The twelve apostles are arranged in four groups of three, two on either side of Christ. Their faces express surprise, and horror at the thought that one of them could be guilty of anything so terrible. This allows Leonardo to present a number of figures, who are, basically, arranged in a long row, in a great variety of positions, expressing shock, surprise, protest, and curiosity. But, among the groups, one includes Peter, John and Judas. Christ is lit from in front and from behind, by the framing of his head against the center window, and all the disciples are also well lit. The single exception is Judas. It was traditional to present Judas on the other side of the table from everyone else, and as dark-haired and bearded, his expression sly (Hall 190). But, Leonardo wished to present a more natural version of the story in which Judas truly would not stand out to the eyes of his fellow disciples. Therefore, Judas is integrated into the group. But, he is also placed with the other two most readily identified figures. He sits, shadowed, the only disciple not in the light, by Peter and John. Judas displays his accepted appearance. And, Peter displays his well-known characteristics of gray hair which is generally short and curly and a short usually curly beard, while John is identifiable because he is usually shown next to Christ, and depicted as young, clean-shaven, with long hair and sometimes rather effeminate features (Hall 190). Because the historical event serves as a warning to those who view it, it is set in a world that is both realistic in its details, and ideal in its totality. Leonardo was creating a vision of one of a New Testament drama that had great personal significance for the viewers. But the event is played out on a scale, and in a setting that resembles the real world, but actually represents an ideal. The control of light seems to have been very carefully organized as well, and the perspective of the room is perfect. But, just as the light that shines on the faces of the disciples cannot have any origin within the picture, so the perspective is not what spectators were used to. The fifteenth centurys tradition of illusionistic perspective decreed that represented space must be an inward extension of the room in which the spectator stands (Hartt 401). However, in the case of The Last Supper, there is no place in the refectory that a spectator can take in order to experience the painted space in this way (Pedretti 70). The room created by Leonardo, like the people and objects in it, is in a region of superior existence and the tables edge makes a boundary between our world and the idea (Freedberg 24). Thus, though Leonardo failed to change fresco painting to suit his own aims, the wreck of The Last Supper demonstrates how revolutionary the painting was. WORKS CITED Cole, Bruce. The Renaissance Artist at Work: From Pisano to Titian London: John Murray, 1983. Freedberg, S. J. Painting in Italy: 1500-1600 3d ed. New Haven: Yale UP, 1993. Hall, James. Dictionary of Subjects and Symbols in Art Rev ed. New York: Harper and Row-Icon, 1979. Hartt, Frederick. Italian Renaissance Art Englewood Cliffs, NJ: Prentice-Hall; New York: Abrams, 1975. Pedretti, Carlo. Leonardo: A Study in Chronology and Style. [1973]. New York: Harcourt Brace Jovanovich-Johnson Reprint, 1982. Modern Day Subcultures: Hip-Hop, Cosplay and Otaku Modern Day Subcultures: Hip-Hop, Cosplay and Otaku Subculture refers to a small group of people who with different behavior and beliefs in a larger mainstream culture. Subculture does not only contain the values and concepts that similar as the main culture, but also their own unique values and concepts, and these values are scattered into all kinds of main cultures. Subculture is a branch of the whole culture. Because of class, ethnic, religious, occupation differences, living environment, it can form groups or regional culture with its own characteristics under a unified national culture. Sub-culture originated in the 1950s and was influenced by the Baby boom of the post-war. Since then, the Teenage of the Western was becoming the main part of society and prompted the Youth culture age. Nowadays, most of the mainstream cultures are evolved from the subculture slowly. Hip-Hop Hip-hop is a cultural movement including rap, break dance, graffiti writing, DJing, etc. As a musical understanding, it originated in the African American communities of New York City in the late 1970s. Hip-hop is a completely improvised freestyle of music, this kind of music doesnt contain any binding elements. Hip-Hop originally refers to the early stages of hip-hop dance, and it gradually developed into a greater concept. The Hip-Hop culture characteristic, usually including those large clothes, heavy gold jewelry, and speak with the words YoYo whats up?. As early 80s, Hip-Hop trend had already spread from the United States to the whole Western world. In 1986, Beastie Boys, LL Cool J, Public Enemy and Run DMC of Def Jam Records Company hold the Def Jam Tour, it triggered a global Hip-Hop craze. And by 90s, the time led to Dr. Dres Gangsta Rap, Puff Daddys Hip-Hop style, the queen of rap Missy Elliott and so countless Hip-Hoper appeared. They gradually make these musical forms which from folk music into the mainstream market, and their works easily created on the 10 million sales. Hip-Hop music has become big revenue of entertainment industry in the United States. The appearance of Eminem in the late 90s, as a white man, he needed one year to become the hottest Hip-Hop stars, completely broke the race question of Hip-Hop culture. Just as using Elvis Presley to prove that rock and roll is not only belong to the black. Eminems appearance symbolize that Hip-Hop culture has accepted the white man and toward to the world. Actually, hip-hop was a sub-cultural forms that with counter-cultural tendencies, the nature of it runs in the opposite direction of pop culture in our traditional sense. However, in the current situation, it not only becomes the mainstream culture, an important component, but also the rapid rise of the hip-hops development. Cosplay Cosplay, is the short form of costume play, it is established by the Japanese animator Takahashi Nobuyuki during the Los Angeles worlds annual science fiction exhibition in 1984. Cosplay refers to a kind of self-interpretation of role, the behavior of Performing Arts. In the present day, cosplay is usually seen as sub-culture activities. The role often comes from animation, comics, games, novels, movies, TV series, tokusatsu, idol groups, occupation, historical stories, social stories and so on. Usually, they wear similar clothes, carry necessary props and put on make-up to mimic the role. During the 17th century, the Jesuit priest Athanasius Kircher invented Magic lantern successfully and then animation became popular in Europe. Until the late 1930s, Mickey Mouse of Walt Disney appeared in U.S., the animation style had a clear and affirmative definition. And also, the first cosplayer of animated character in history was born in this period. Soon, Mickey Mouse has been popular in the United States, also around the world. Walt Disney grasped this opportunity and created the first Disney theme park of the world in 1955. In order to publicize the products and better attract tourists, Walt Disney hired employees to wear special Mickey Mouse costumes for pleasing tourists and taking pictures. The original unknown persons who dressed in Mickey Mouse are the first cosplayers of Cosplay culture in the contemporary world. In 1947, the so-called God of Manga, Osamu Tezuka revised a red cover Manga New Treasure Island in according to Sakais original works. He thus made a showy display of his abilities and set off a wave of contemporary comic cartoons in Japan. He created overall prosperity for Japans ACG (animation, comic and game) market and laid a foundation of the real status of ACG in Japan. At the same time, Disneys Cosplay activity for publicity was introduced into Japan, and ACG community imitated that and it becomes a normal activity in Japans ACG community. By the 1990s, Japanese ACG industry successfully held many animation and game exhibitions. In those exhibitions, they employed some people to dress as the roles of ACG works in order to attract the visitors. Therefore, Cosplay culture in the ACG community has been promoted and carried forward in Japan. Through a variety of Cosplay events, media presentations, a large number of Internet propaganda of Cosplay information, the participants in Cosplay increased rapidly. Slowly, Cosplay began to get real, independent development. It can be said that the global concept of Cosplay has inherited a substantial part of Japanese Cosplay. Otaku Otaku originally referred to the people who have proficient skills and is wild about animation, comics and computer games (ACG), but now generally refers to the people who keen on subculture and have in-depth understanding of subculture. Otaku is the intention of anothers house or family . Also, its an honorific second-person pronoun in Japanese. In 1982, the animation Macross was released, in that animation, the characters are using otaku, to call each other, it is inferred that this group of people is affected by this animation and started to call each other using this term. Later on, the term otaku starts to represent this kind of people. In the 80s, the Japanese animation golden age, otaku can be said that its the promoter of this splendid times. One of the most famous people of Japanese animation is the Japanese OTAKU King (OTAKING) Okada Toshio and his animation company GAINAX. GAINAX released two episodes of the semi-autobiographical OVA otakus video, and it has the direct description about the reality of Japanese otaku culture at that time. In 2004, The internet true story train man shapes the image of Japanese otaku: do not care about the appearance, women dont like, do not dare to talk to women, good at computer, well known about subculture, will collect a wide range of models. As the story made into a film version, TV series and comic that output all over the world, Train Man image become popular and represent typical Otaku image. Conclusion The three subcultures that mentioned above are the well known subcultures in the world. Evidently, the present mainstream came from subcultures through a long time of humans awareness, understanding, and acceptance. Historically, the famous jazz and RB was once a subculture, but with the professionals and the continued involvement of culture scholar, which later became the formal part of the pop culture. Yesterdays subculture may be todays mainstream culture; todays subculture may be tomorrows mainstream culture. This also shows that the formal cultures always absorb the sub-culture and developed, subculture plays a huge role in the formation of the formal culture.

Every Child Matters Case Study

Every Child Matters Case Study Every Child Matters is a Government approach aimed to ensure all children, regardless of their circumstances or background have the support they need to: be healthy; stay safe; enjoy and achieve; make a positive contribution; and achieve economic well-being. This essay will explore the background of the framework, its aims and other relevant policies and legislation. I will then reflect on how ECM has affected my Local Authority and the school where I will be training. Finally I will then reflect on how ECM will inform my planning and teaching, and what it will mean to me as a professional in the classroom and in developing my practice. In 2003 the Government released the original Every Child Matters: Green paper, it was a response to the Joint Chief Inspectors report on the findings of Lord Lamings (Victoria Climbies death) public enquiry. It highlighted many failings from services to communicate and intervene. It set out proposals on how to address the issues of concern that had been identified and suggested measures that were needed to improve and reform childcare The Green Paper identified four areas of action: Support for parents and carers Effective protection and early intervention Accountability and poor integration Reform of the workforce The aim was to not only protect children but also to enable children to improve and fulfil their lives. The Green Paper built upon the foundations of Sure Start, aiming to eradicate child poverty and raising school standards. The success of the Green Paper led to the paper being transformed in to Every Child Matters: The Next Steps. Alongside this and with the support of the Houses of Parliament, the 1998 Childrens Act was reformed and adapted into The Childrens Act 2004. This Act aimed to encourage. It also aimed to ensure that LAs (Local Authorities) were given more flexibility when implementing their provision. One result of this act was the development of Local Safeguarding Childrens Boards. These boards aimed to co-ordinate between all LAs in a local area in order to safeguard children. The Act also resulted in the formation of the Every Child Matters Framework Every Child Matters: Change for Children, became a national framework. The title Every Child Matters was used to amalgamate all of the documents, that aimed to organise and deliver services that ensured every child and young person became an active member of society. There was also the aim of preventions as opposed to just dealing with the consequences. For this to work the framework suggested multi-agency collaboration from all those working with children and young people. Through this collaboration of services it would hopefully allow children and young people to achieve the five outcomes of the The Children Act 2004 (Section 10). Section 10 requires public services to ensure all children and young people are: -Protected from neglect and harm -Have the right to education, training and recreation Physical and mental health and emotional well-being -Contributing to society -Achieve social and economic well-being These are summarised as enabling children or young people to: Stay Safe, Be Healthy, Make a Positive Contribution, Enjoy and Achieve, and Achieve Economic Well-Being. These five outcomes are referenced to throughout Every Child Matters. To ensure all children and young people progress against these outcomes, policies and practices needed to be developed and implemented. The framework also focused on trying to ensure every child had provision regardless of their background or circumstances, and to enable children and young people to have a greater say about the issues and problems that affect them collectively and as individuals. This was evident in 2005, when the first Childrens Commissioner for England was elected; this gave a voice for children. This was one action aimed to prevent problems rather than dealing with consequences. As well as this the framework was seen as an inescapable moral imperative that it intended to assist a radical reform of services In 2007 The Childrens Plan was published, this aimed to build upon the Every Child Matters framework. The Childrens Plan: Building Brighter Future was a ten year plan that aimed to centralise children and young people, and increasing the focus on parental roles and the wider communities. The Plan focused on the Childrens Trusts, and believed that this was central to delivering quality, and set high expectations of them to deliver. The Childrens Trusts had similar aims to those of the Local Safeguarding Children Boards, they both aimed to collaborate. The Trusts take the child centred approach and use an integrated strategy of joint planning and commissioning, and pooled budgets. This inter agency co-operation aims to be sustainable by using a shared language and similar processes. Working in this manner means that the trust will hopefully be able to deliver a service that is very child centred, and has no restrictions from professional boundaries or any other existing agencies. Other frameworks, initiatives, acts and policies that have been a result of, or linked to, the Every Child Matters policy include Working Together to Safeguard Children (2006) and The Equality Act (2006). My Local Authority has made many changes and developed many policies. The LA has developed a policy on e-safety, explaining the risks and what can be done to stay safe. They have also developed an Assessment and Response to Children System (ARCS). This explains the Common Assessment Framework (CAF) and how it aims to assess The LA are also currently undertaking a consultation of the Thurrocks Draft Children and Young Peoples Plan 2010-2013 (CYPP). This is the revised plan is signed up to by many organisations that provide key services for children and young people in Thurrock (including the Council, the NHS, the Police, schools and colleges and the voluntary sector). It sets out the priorities for the Childrens Trust, based on the analysis of the needs of children and young people, and what has been learnt through various consultations and interactions with children, young people, their parents, carers and professionals. These plans have to be prepared by every area in the country and the Department of Children Schools and Families (DFSF) provide guidance to help them do this. These plans will form the main planning document of all Childrens Trust agencies, and partner agencies, meaning that whatever is done with children and young people in Thurrock it will contribute to achieving the collective ambiti ons everybody has for them. Thurrock Children Young Peoples Plan 2007-10, developed many policies such as Each Child, Every Young Person, All Agencies Our Plan 2007 2010. This identified the priorities that were needed and the goals to be set in order for all children and young people in Thurrock to be able to achieve the five outcomes of ECM. It aimed to improve services in Thurrock over the past three years. The plan was delivered through the Children and Young Peoples Strategic Partnership (CYPSP), which aims to meet the need of children and young people in Thurrock. It sets out 12 goals that they aimed to achieve to be able to meet the ultimate five goals of ECM. In January of this year A Review of School Improvement was also conducted by Peter Wylie for Thurrock Council. It was a review of how effective school improvement services in Thurrock were, and it went on to propose options for the future whilst keeping in mind the local and national policy priorities. One such policy: Your child, your schools, our future: building a 21st century schools system aims to create a school system. It is a system that aims to respond to changes in economy and society and enable every child to enjoy growing up, and develop their potential and talent. It also gives them the broad skills they will need for the future. There are many guidelines, policies and legislation in place to ensure children are protected and achieve wellbeing, and each covers various areas and ensures multiagency collaboration. As a trainee teacher and a qualified teacher I will need to be aware of these because they underpin everything that I do. Within school and within my teaching and planning, the five key principles of the ECM framework must be at the forefront of my mind, they need to be at the heart of every aspect of the school, including. Within Every Child Matters, at the heart of the curriculum it states that ECM requires teachers to be committed and passionate, and offer. It also states that teaching should include activities that are beyond the school, that involve parents and relate to real life experience. It also suggests. The curriculum is designed with ECM at the centre; the design features address all 5 aspects, such as ensuring children are given the opportunity to learn in many subjects, and in a variety of settings and environments. ECM is at the centre when considering and ensuring opportunities for events such as productions and sports days, and when considering the schools routines. Also when considering any extended hours, offering opportunities before, during and after school, and links with health and social agencies. Young peoples lives are centred around school, and they clearly have an important part to play in supporting children to achieve the five aspects of ECM. Schools need to take into account the needs of all learners when planning. I will now consider how each aspect is/can be promoted in the curriculum. Schools can promote being healthy and staying safe by having a positive school ethos, which promotes inclusion. It should also follow many policies and procedures, to ensure children stay safe. When working as a Trainee Teacher and a qualified teacher I will need to be aware of all the policies that the school follows and ensure I am kept up to date with these. For example: safeguarding and health and safety policies. Some procedures for this might be: questioning any adults in the school without a name badge; and safety hinges on doors. I will also need to ensure I promote inclusion by methods such as personalisation. The school in which I am training tries very hard to ensure that children stay healthy. They have gained the Healthy School Award and have recently been given The Sports Unlimited Award. The school now offers a range of after school and lunchtime clubs, and provides healthy snacks for Foundation Stage and KS1 children. The school also brings in coaches to take P.E. lessons, to motivate learners and teach them the sport that they are experts in. Drinking water is provided throughout the day and each child has their own water bottle for them to drink from when in lessons. The school also actively promotes walking or cycling to school, and conducts cycling proficiency for pupils. Over the past year lunchtimes have become more structured with MDA and LSAs taking structured activities. Another good initiative that the school has adopted is the use of peer buddying and mentoring, with each adult in the school mentoring at least one child that is in need. The school also provides opportunit ies for learners to grow vegetables. As well as having regular assemblies taken by police officers and visits from health workers. The school makes many links between the community with visits to sing at old peoples homes and links with reading schemes through the library. When I am planning and teaching I will need to ensure that I use circle time to explore health and personal issues as well as encourage debate and peer decisions. I could also provide a quiet area within my classroom where children are able to take time out. Opportunities should be given to promote and encourage and to learn to be healthy in many subjects. I will need to be aware of this and apply them in my teaching. A few examples include: allowing for leaners to be empowered through making their own decisions, encouraging diversity, respecting difference and teaching them about their own identity, and using mathematics to investigate data on diet and health. History could also be used to explore community history and individual identity. Schools have the responsibility to ensure children are able to enjoy and achieve whilst staying safe when they are at school, through a wide range of policies and procedures. For example rules for how to use equipment safely, safeguarding, carrying out risk assessments, and bullying policies. However the staying safe element of ECM goes much further than the school and it is about. The school in which I am training provides many opportunities to ensure children are able to stay safe. They provide day and residential trips and set rules around the school based upon the schools Core values. With the increase in the use of the internet, the LA have also developed a policy for E-safety. The school provides mentoring and home work clubs to ensure the learners dont fall behind with work and also provide pupils with the opportunities to discuss any issues they may have. The school also has a council that acts as the student voice and gets learners more involved in the school. The school also encourages confidence for children to speak out, and uses role play, performances and presentations to promote this. The school uses visits from outside professionals, such as community police officers, and before any school trips, a safety check has to be conducted. There are also many opportunities to promote staying safe in the subjects that are being taught in my school. For example art, and design and technology could be used to promote safe practice and managing risks that may occur. ICT could be used to develop safety, such as questioning information and how to sit correctly at computer, i.e. .posture. When Teaching I need to be aware of how I can incorporate staying safe in my planning and in my classroom. I would also need to use the schools Core Values to assist safety and set class rules with the children. I will also need to take some responsibility in ensuring the school is safe, because it is everybodys responsibility not just the head teachers or senior managers. I could use stories in my class to deal with behaviours such as bullying and challenging stereotypes, resolving conflict and consequences. Schools need to ensure every child is making a positive contribution by ensuring the environment is created to encourage all to participate. They also give learners a voice, and vary in teaching strategies. The school where I am training has a school council that provides the children with a voice to speak out. In the Every Child Matters, at the heart of the curriculum booklet it states that if the children are aware that they have the opportunity to enrich the lives of others and support and care for them, and ultimately change things for the better, then they are much more likely to be more sociable beyond the school gates. The school I will be training at provides opportunities across the curriculum to ensure children give a positive contribution. The school council gives the opportunity to make decisions such as what equipment shall be built in the playground. It is important that children are able to make choices that have a true impact. Learners are also given various responsibilities around the school such as being responsible for the library, putting books away or giving them out, watering and looking after the garden, and collecting the register. They also encourage learners to participate in clubs and projects around the school. The school offers various clubs and everybody participates in the Christmas plays, as well as using buddying and mentoring schemes. They make links with the community through projects such as Christmas singing and also use such projects to raise money for charities. I will need to be aware of these points to ensure that I incorporate them into my classroom, for example by giving children responsibilities. I will also need to be aware of the ways the children can offer a positive contribution in certain subjects, such as promoting group work in English, including listening, speaking and responding to others, or encouraging children to contribute to a performance in music. When I am teaching I will need to ensure I enable and provide children with an opportunity to speak out and tell me the support they need, and provide an environment which is created for all to be able to participate in. I could use various methods to promote positive contribution such as using talk partners, incentives and mentors. Enjoying and Achieving is promoted in schools by lessons always taking account for different learning styles and abilities, thus ensuring that learners enjoy their learning. To ensure they enjoy and achieve, I may need to refer a child that may need more specialist help, research any needs they may have, differentiate and personalise my lessons, and celebrate achievements. If children are enjoying learning and have good supportive relationships, they are more likely to achieve. Every child has a talent, and it is the responsibility of the school to uncover these talents and ensure that all young people view themselves as a success and can live a fulfilling life. This means that the curriculum needs to be full of challenges and surprises. Children need to be able to build upon their own aptitudes as well as being able to enjoy what they are learning, and should be given opportunities to take on responsibility, whilst always considering each childs individual needs. The school that I am training at offers the pupils many opportunities to achieve and enjoy across the curriculum. The school gives each year group a topic every term, this allows children to see links between subjects, and provides them with opportunities to deeply explore issues. The school provides many trips from adventurous activities to historical sites, and provides opportunities for children to participate in the community through activities and projects. The school also provides many opportunities for children to demonstrate their skills through concerts, plays, and sports, and uses an achievement wall to praise children that achieve and/or participate, as well as having ac hievement assemblies once a week. In the achievement assemblies many awards are given: sporting awards; awards for effort; knowledge and reading; or anything else that is considered an achievement. The school also provides catch-up lessons and additional support through lunchtime and afterschool. I need to ensure that I see the school as a learning community and that I see myself as a lead learner. I will need to ensure that I provide opportunities for children to explore deeply and widely. When I am planning I will try and ensure to incorporate the childrens interest into lessons, and I will also need to ensure I arrange trips to help them to enjoy and achieve. I will need to try and use experts and organisations when teaching, and reach out and use parents where possible. I will also need to fully participate throughout the school to ensure I assist in allowing children to enjoy and achieve. There are many opportunities in lessons where I can plan to ensure children enjoy and achieve. In PSHE I could provide practical learning activities that relate to real life. I could also use real life situations in mathematics or use investigation games and strategies. I will need to be able to incorporate and ensure the children enjoying and achieving is at the heart of my teaching and planning. I must understand that it isnt about just teaching the lesson; it is about them understanding, enjoying and learning from the lesson. Economic wellbeing is about contextualising learning by relating it to the real world, and learners see the value of their learning. It also helps learners to create a. This means that children can achieve a great sense of satisfaction from being responsible for their own future. The school where I will be training uses many opportunities in the curriculum to help children to achieve economic wellbeing. The school provides learning opportunities for children to fundraise, in school or in an outside school setting. The school also encourages children to take on jobs in school such as taking responsibility for the school library or collecting the register. The school also provides leadership opportunities for pupils, such as becoming mentors or part of the school council. The school also actively promotes and embraces cultural difference and diversity. I could help children to achieve economic wellbeing by making them responsible for their dinner money and make it their responsibility to work out any change. I must ensure I encourage children to take on responsibilities in the school and in the class. There are many opportunities for learners to achieve economic wellbeing in subjects. For example I could use English to develop communication skills, and expressing views and ideas effectively. Learners could also develop their skills in obtaining information, analysing it, and evaluating it in science. P.E. could be used to teach children to work both as an individual and as part of team. When considering my personal development, my priority is to learn how to plan correctly, ensuring I use various learning environments and take into account the different childrens contexts. I will need to sit down with my School Based Trainer and maybe the classs last teacher, and consider each childs context. I will then be able to use this to personalise and differentiate planning. It will also inform me of the childrens interests, this will help me to plan for their interests and ensure they enjoy the lessons. ECM has greatly affected education and the way teachers teach. It has impacted many areas from, planning, safety, and dealing with behaviour. It has played a major part in radically reforming many children and young peoples services and lives. It is important however to not only praise the policy but also to criticise the policy in order for it to be developed and improved. This can be seen in the development from the Green Paper. At every stage the original policy aims were evaluated and then reset. For ECM to fully achieve its aims it is important that there needs to be multi-disciplinary work, and that teams and colleagues need to continuously reflect and evaluate. The overall effect of Every Child Matters and been massive, and Im sure that the results will continue to be seen for many years to come.

Genghis Khan and the Mongolian Culture Essay -- Sociology, Mongols

Introduction The following report will discuss the leadership qualities of Borjigin Temà ¼jin and the organizational culture of his people, the Mongols. Readers might be confused on who Borjigin Temà ¼jin is, he was the man known today as Genghis Khan. This paper will illustrate how Temà ¼jin’s ability to lead developed by exploring his beginnings and how through his exceptional leadership skills he went on to create the largest contiguous empire in history. The first part of the paper will concentrate on Mongol culture in the 12th century, Temà ¼jin’s upbringing in that culture and how he changed it through the consolidation of the many Mongol tribes. The second part will discuss the rise of Borjigin Temà ¼jin to the post of Genghis Khan and which of his qualities allowed him to achieve this. The third part will discuss his legacy and how even after his death his planning was evident and his empire continued to expand. All these parts will have explanations on how they connec t to our present day study of organizational behavior. â€Å"When we examine [organizational] culture and leadership closely, we see that they are two sides of the same coin; neither can really be understood by itself. On the one hand, cultural norms define how a given nation or organizations will define leadership – who will be promoted, who will get the attention of followers. On the other hand, it can be argued that the only thing of real importance that leaders do is to create and manage culture; that the unique talent of leadership is their ability to understand and work with culture; and that it is an ultimate act of leadership to destroy culture when it is viewed as dysfunctional.† (Schein, E. H. 2004. Organizational culture and leadership. Jossey-Bass, San ... ...a). Nonetheless, what was most remarkable about the post-imperial make-up of the Mongol world was a remarkable degree of continuity with the past. Cultural exchange continued on a broad scale and even gathered momentum; the successor khanates in many ways enjoyed a common elite culture even if disunited. The empire of Mongolia stretched from Caspian Sea to the Sea of Japan at the time of his death but the expansion didn’t stop after that but it continued for generations. Under Ãâ€"gedei Khan the expansion reached its peak and they expanded into Persia, finished off the Xi Xia and the remnants of the Khwarezmids, and then it came into conflict with the imperial Song Dynasty of China, starting a war that lasted until 1279 and which concluded that the Mongols gaining control of all of China. Russia and Eastern Europe were conquered after gaining control over China.

Illusions of Reality Essay -- essays research papers

The Illusions of Reality The only thing in my life that I can be positive about is change. Everything changes, from the moment we’re born to the moment we die. Reality has many twist and turns, and our perception of reality is what shapes us to become who we are. Our life is spent on deciphering the difference between reality and not reality. This is hard to define because reality is unique to each individual. Our environment and the people we are around shape our perception of what is real. Reality is our grip of what is true and false, right and wrong, what is real and what is not. So reality can be distorted by our belief in it. We can sincerely believe something is right, but be sincerely wrong.   Ã‚  Ã‚  Ã‚  Ã‚  The foundations of thought and imagination are laid at a very young age. Reality for the deaf and blind is that nothing exists outside of their perception. They do not yet understand object permanence, that even though an object goes out of sight, it still exists. Many children develop this knowledge around the ages of four to eight months old. I was a late bloomer; I did not acquire this until later.   Ã‚  Ã‚  Ã‚  Ã‚  When I was five years old, I was terrified of being left alone. I was afraid to ever be by myself. I had to be around other people or I would have panic attacks. Our dogs somehow had gotten out of our backyard. My mom, my sister and I got in the car and drove around the neighborhood looking for the dogs. My mother drove by our house to check if they had got back yet. My mom told me to see if the front door was unlocked. As I was walking across the front lawn, she drove away. When I was walking towards the house I didn’t hear my mom tell me that she was going around the block and that she’d be right back. To say the least, I panicked. I remember running down the dusty dirt road after her brown jeep thinking that my mom left me and would never see her again. Feelings of fear and abandonment filled my body, and I ran down to the highway screaming with tears streaming down my face. When I finally got to the highway I sat down and started to sob. A lady i n a blue car pulled over and asked me what was wrong. She was concerned so she had me get in the car and drove me to my house. We sat there in the car together until my mom came back home. My mom thanked the lady for being so kind, grabbed my arm and pulled m... ...were destitute, living in barely livable shacks. It showed me how rich I was. They were starving. Not only physically, but spiritually as well. These people had never been showed the truth that the Bible held, or the hope it could bring to their lives. I had never been exposed to this type of living in my life. It made me think about everything differently. I became much more thankful and giving. I was a spoiled brat when I went, but returned changed and unselfish. I changed for myself. At that stage in my life I realized how much I have, and how much I took for granted. I did not like who I was or where I was going, so I changed. I was changed as much as Mexicalli was changed. There are many points in my life that, when I look back on them, I will have noticed a change that was made. Whether it is when I accepted the Jesus into my life, or experienced a drug for the first time. We shall all be that way. What I’m experiencing right now is real and tangible to me, but maybe I will look back on this time of my life someday and realize that this reality was just a step to another, and that reality another step, then another. What we are experiencing now will eventually be a memory.

The Search for Happiness in Jane Eyre, by Charlotte Brontë :: Jane Eyre Essays

Jane spends her first 10 years of her life at Gateshead Hall, a lavish mansion. She lived with her Aunt, Mrs Reed, and three cousins, Eliza, Georgina and John. During her time in the mansion she wouldn't dare argue with the mistress, and fulfilled every duty. Jane is deprived of love, joy and acceptance. She is very much unwanted and isolated. "Eliza, John and Georgiana were now clustered round their mama in the drawing-room... Me, she had dispensed from joining the group" (chapter) Mrs Reed keeps Jane only because of a promise she made to her husband on his deathbed. This abuse and neglect from her relatives forces Jane to be resentful and full of hatred. Later on Jane begins to stand up for herself. Once Jane begins to rebel to the abuse done by John and Mrs Reed, it is as if an uncontrollable beast had been unleashed inside of her. "Something spoke out of me over which I had no control" (chap) She rebelled because she was long deprived of freedom, and her imprisonment. From this isolation Jane manages to learn independence and learns to really only on herself for much needed comfort and entertainment. The most important lesson Jane learns at Gateshead is self independence. Jane is soon sent away to Lowood school. Lowood school has high walls and strict rules which holds the freedom of students. Lowood eats away at her body (inedible food, bad conditions), but Gateshead ate away at her soul (isolation). Life at Lowood is extremely harsh, the pupils are very often given inedible meals, horrific clothing, and extremely cold conditions. It is through miss Temple and Helen that Jane receives her first taste of love and acceptance. Helen is Jane's best friend at Lowood. Helen is a religious role (angelic, and talks about God), in shaping her character. Helen believes everyone should love their enemies. Although Jane does not take to Helens good heart and good nature, with her wie word, Jane respects her for them and listens very passionately to what Helen has to say. Mr Brockleurst is the head teacher of the school. He is another extremely religious figure that Jane comes across. He talks about the deadly sins Jane has commited, yet he does not see his own actions are far worse. Mr Brocklehurts is a harsh and dishonest man, forcing the school to live in squallid conditions, so he can support his own lavish lifestyle. "My plan is bringing up these girls is, not to accustom them to habits of luxuary and indulgence, but to render them hardy, patient, self-denying.

How Would you physicalise a charcter from a play Essay

Too physicalise a character from a play you need to have studied the specific character in a reasonable amount of detail, so you can portray them correctly. To do this effectively you need to do various exercises, all which will help you grasp the character the best you can. There are several methods which can help you to understand a character eg: Hot Seating, Spider Diagrams, and Workshops etc. In our lesson we explored the character by Hot Seating, Character Profiles and other exercises. Hot seating is an extremely effective method, as it puts you on the spot answering various questions in your characters persona. It helps lock in the information about the character you’re playing. You need to understand the questions being asked from your characters point of view so you can understand who your character is and why. We used this method in our lesson, and i found it was an effective way of physicalising a character. Another exercise we did in class which was effective was one where we were told to hold a pose in the form of our character then walk around the room in the characters style. This is a great exercise because although Hot Seating, Profiles are good they focus mainly on the psychological side, where as this focused on the physical aspect of the character. Character Profiles I believe are an essential tool in bringing a character to life. Because it allows you to go deep in to the information about the character, their background, family life, nationality etc. These aspects are what form how a character behaves and why they feel certain things. For example Stanley in Street Car Desire, has a particular hatred for being called a ‘polak’ as his family originates from Poland and deems the phrase derogatory towards them. Spider Diagrams are effective in showing your characters relations with other characters in the play. These are essential to know as it may influence why the act a certain way around someone. How did you explore the use of Verbal and Non=Verbal.

Native Son Theme Analysis Essay

In his novel, Native Son, Richard Wright reveals his major theme of the Black population in America in the 1930’s. In the opening scene of the novel, Wright introduces his condemning message towards the ugliness of American racism and the social oppression of Blacks in his time. The opening scene of Native Son functions by foreshadowing future events that occur throughout the novel involving major symbols that are introduced in the scene to represent other elements in the novel. The scene also establishes an atmosphere of hopelessness and despair as it presents the Thomas apartment setting and its contrasting image of the Dalton mansion. The function of the scene is established by three major elements which is the alarm clock, the rat-catching, and the apartment setting. The first element that is introduced is the ambiguous alarm clock. The alarm clock that awakens Bigger Thomas and his family at the opening of the novel is a major symbol that Wright uses to attack American racism. The loud ring the alarm clock gives off serves as a wake-up call Wright wants his audience to hear. Wright uses the alarm to represent his assertive message to the American public of the destructive effects of racism and oppression American society has accepted. His call for change is like a prophetic warning such as Elisha gives, in Biblical context, demanding the need for social change before it is too late for the nation of ancient Israel. Similar to Elisha’s warning, Wright predicts revolutionary violence and social upheaval if racism and oppression is not stopped in American society. Another function of the alarm clock is its foreshadowing of Bigger’s symbolic awakening in the course of the novel. The clock in the opening scene represents Bigger as a powder keg, both of which are waiting to go off at any moment. Bigger’s climactic point of his explosive act of killing Mary serves the same function as the alarm given off from the clock whereas both wake and opens the eyes of those who hear it or see it. The alarm clock symbolizes Bigger’s new realization that he should not feel guilty for the killing of Mary because of the living conditions White society forced him to live into, which made him into what he is. Another important element in the opening scene that Wright uses to attack racism and oppression is the rat-catching. In the commencement of the novel, Bigger discovers a huge black rat and his mother and sister jump in hysteria. Bigger then corners the rat, and as the rat attacks back, he strikes it with a skillet; then smashes it superfluously until it became a bloody pulp and showed it to Vera. The rat-catching scene is significant because it foreshadows Bigger being tracked down and caught in the course of the novel. In the scene, Wright portrays the black rat as Bigger Thomas. Wright makes them resemble like each other because of their color and their unwanted presence. Like rats, the Black population are viewed as vermin and unwanted pests by White society. With this perspective, the public oppresses and controls the Black population to prevent them from getting near towards Whites in American society. Both Vera and Mother Thomas’ hysteria towards the rat resembles White society’s hysteria toward Bigger’s murder and assumed rape of a White woman. Vera and Mother Thomas’ reaction towards the huge black rat is that of disgust and fear of what it may do. In comparison, when the public found the truth behind the killing of Mary, they panicked and feared of what a Black murderer and rapist is capable of doing. Wright uses this episode to reveal the intense hate the racist American society has towards the Black population. He also uses it to call attention to the excessive paranoia the public exhibits which is a link to the intensity and depth of American racism. Another foreshadowing in the novel would be the representation of Bigger’s capture through Bigger’s cornering of the rat. In the beginning of the novel, Bigger blocks the exit of the rat such as how the police block the exit on Bigger later on in the novel. The foreshadowing extends also at how the rat attacks viciously at Bigger’s pant leg such as how Bigger shoots back at his capturers to prevent being caught. These aggressive scenes between survival and fear points out the result and effects of American society’s strong racist views as Wright describes the capturers drive to capture what seems dangerous and fearsome to them. The last and final foreshadowing in the opening scene would be Bigger’s superfluous bashing of the rat and his act of showing the bloody rat to Vera. The scene is used to portray Bigger’s excessive beating at the time of capture and Buckley’s exhibition of Bigger’s capture and death. The excessive beating of both the rat and Bigger relate the abuser’s need for their thirst witnessing pain being inflicted upon their subject. They are also similar because their unnecessary abuse is a signal of the intense hate the abuser had towards them. Also, the exhibition of Bigger by Buckley presents the similar racist connotations as the beating does. In the novel, Buckley holds Bigger as a political advantage, stressing a racist message to Blacks to show them what happens to the unwanted Blacks when they break the law in Richard Wright’s time which consists of strict and racist laws. One last important element of the opening scene is the setting of the dilapidated Thomas apartment. One function of this apartment setting is to set the atmosphere for the novel as a whole. The run-down and squalid apartment gives a sense of hopelessness and despair. The gloomy aspect of the setting describes the victimization of the Thomas family done by the society in which they are living in. Another function of the apartment setting is that it is a microcosm for how Blacks live throughout the city of Chicago. The apartment is a small, congested room fixed with a kitchen and no walls to separate the men from the women. The inappropriateness of their apartment is exemplified when both Buddy and Bigger have to turn their heads away while Mother Thomas and Vera dress. These unacceptable living conditions are created by an oppressive society and creates an unstable Black society which produces people such as Bigger who turn out to be exactly what White society believes they are like. The apartment setting is also part of a geographical contrast with the Dalton mansion. The apartment shows the unfair distribution of wealth as the Dalton mansion exhibits aristocratic characteristics with its multiple rooms and white columned porch; while the Thomas apartment has a mere single room, which occupies an entire family, and consists of a rat infestation. The contrast helps enforce the sense of the inequality and injustice while it also presents a divided Black and White society made possible by a racist country. Altogether, the opening scene functions to attack American society and its oppressive standpoint towards Blacks in Richard Wrights time. Wright establishes the scene’s function by using these three major elements: the alarm clock, the rat-catching, and the apartment setting. Richard Wright central theme of change is produced by the opening scene to correspond with the rest of the novel as it stresses the warning of a possible revolution and social upheaval if conditions do not change in American society.