Egyptian art Essay Example for Free

Egyptian art Essay In Egyptian art, style is everything. In the Egyptian Art we have examined, we see striking similarities in the objects d’art that are included in this view. One thing that we can see in all the art works that we have seen is that the style remains consistent throughout the history of Egypt. The view of this writer is to look at each work and compare it to other works later in Egypt’s history. To that end, we will examine four separate works—the Palette of King Narmer, which was predynastic, the tomb of Ti at Saqqara which is of the Fifth Dynasty, the Portrait of Ni’Ankhesut, which is from the early Sixth Dynasty, and finally the Funerary Stele of Iamu, from the First Intermediate period. Each of these unique works has their own similarities to each other and their own unique differences. Three of the works are worked in limestone, which was a primary medium of Egyptian art, especially when it came to tomb or funerary art. The fourth is in stone, and was used to hold makeup and was intricately carved with a well for that express purpose. The first work that this writer will examine is the Palette of King Narmer. This work is done in what is probably basalt or some other stone, as it is not done in the soft limestone that was common in other Egyptian art forms. Egyptologists are unsure exactly what event this depicts, but what we can see is that King Narmer is the largest figure on the palette. On the front of the palette Narmer is depicted leading an army and slaying an opposing army. The opposing army is dead and decapitated, with their heads between their legs. This is pictured in the top third of the palette. In the middle third of the palette is a round depression made up of the entwined necks of two cats. This indented area is where eye makeup would have been placed. In the bottom third we see a warrior fighting a bull, a common theme in early Egyptian art. It should be noted here that the cats with the entwined heads is a distinctly Mesopotamian feature, showing the influence of the Middle Eastern art forms on early Egyptian art. On the back of the palette, we see a large figure who appears to be Narmer, wearing the crown of Upper Egypt. He appears to be subduing an enemy, who appears to be the leader of Lower Egypt. This is obviously meant to symbolize the supremacy of Upper Egypt over Lower Egypt. We notice from the position of the figures that every figure is in the profile position, but the arms are facing forward. This shows early on the foundations of Egyptian art, mainly, the consistency of keeping a majority of the body in profile, while only putting arms and chest in full frontal view. We also notice that on both sides of the palette, Narmer is the largest of the figures, making it clear that the palette is about him and his accomplishments. This is also a recurring theme in Egyptian art—the making of the main figure larger than other figures in the work. This assures the viewer that they are aware of who the main subject is. The second work that we are going to examine is the tomb of Ti at Saqqara. Again, we see that Ti is the largest figure in the work. This tomb relief is in color, which sets it apart from the other works we have examined. It probably retains its color due to the fact that it was not exposed to the elements as were other works. The paint brings out the striking details and shows the intricacies of Egyptian tomb art. It is also worked in limestone, which was a primary medium in Egypt. In this relief, we se that Ti is on a boat on the Nile. The Nile is teeming with all sorts of marine life. From our knowledge of the hieroglyphics, we know that Ti and his hunters are hunting hippopotami in the Nile marshes. Again, Ti is in profile save for his hands and chest. It is at this point, however, that we can see that there is very little difference between the picture of Ti and the picture of Narmer. This shows us that the Egyptians did not think about differentiation between human forms. They counted on the hieroglyphics and the idea of the larger figure being the focal point of the work. The third work that we will examine is the portrait of Ni’Ankhesut. It is a limestone portrait, which makes us assume that it is from the tomb of this individual. This is from the Sixth Dynasty. In this work, we see Ni’Ankhesut as the central figure in this work. Out of necessity, Ni’Ankhesut is the largest figure in the work, and above his head are hieroglyphics. These probably tell his story or his name, though we do not see the characteristic cartouche that accompanies the name. The fact that this individual has a tomb indicates that he was of sufficiently high rank to have the wealth and prestige that a tomb connotes. Again, if we physically look at the portrait, we see that the head and the legs are in profile, but the chest and the arms are in full frontal view. This again shows the idiosyncrasies in Egyptian art. If we compare the physicality of the portrait to the other two works that we have examined, we see that there is very little physical difference in the three figures. Again, the lack of differentiation among figures is evident. The final work we will examine is the Funerary Stele of Iamu. It is worked in limestone, which is the primary medium of Egyptian tomb art. This work is a more complex work than the portrait, but not as detailed as the Palette of Narmer. In this work, we see again that Iamu is the largest figure, and above his head are hieroglyphics. In this relief, it is difficult for one to tell what Iamu is doing. Again, we see little physical differentiation with the other figures that we have examined, and we see that all the figures are in profile and that this is totally in keeping with all Egyptian art. This writer does see some beginnings of differentiation in the figures, which begins to pave the way for more realistic portraiture. What conclusions can we draw from these four works? The first thing is that Egyptian art changed little over the years of Egypt’s rise and fall. Second, we see that Egypt chose art to express and transmit their culture. We also note that hieroglyphics were used to great effect to tell the individual stories that each work shows (with the exception of the Narmer Palette). Fourth, we can see that relief is the main form of art used by the Egyptians. Fifth, color is used throughout the Egyptian artistic world to give life to the two-dimensional images on the limestone walls. Sixth, relief is also a way to provide the art with a depth that it would otherwise lack. We must continue to learn from ancient art as it is the way that we learn the most about ourselves. To understand it is to better understand ourselves and our own culture.

Bob Marley :: Music Musician Biography Essays

Bob Marley Bob Marley was a promoter of peace and believed in the union of all people. He used his music as a channel to get his opinions and thoughts out into the world. â€Å"Me only have one ambition, y’know. I really have only one thing I really like to see happen. I like to see mankind live together-black, white, Chinese, everyone-that’s all.† Robert Nesta Marley was born February 6th, 1945 in the small ghetto of Nine Miles, in the parish of St. Anne, Jamaica. His father was a white British Naval officer named Narval Marley, and his mother was a young, poor Jamaican girl named Cedalla Brooker. The well-to-do Marley family did not approve of Narval and Cedalla’s relationship(Clark). Despite marrying Cedalla, Narval was more of an occasional visitor rather than a father figure to Bob(Clark). He did not survive to see his son’s success. After a few years, Bob and his mother moved to Trenchtown (western Kingston), which was built around the former Kingston refuse dump(Salewicz). People would spend their days scavenging for whatever they could find here(Salewicz). The shanty-town people who lived here considered it desirable accommodations and were not ashamed of their home at all(Salewicz). Trenchtown was also considered a spiritual power point for the Rastafarians, which is a major form of religion in Jamaica(Salewicz). It is said that those who have nothing, and therefore nothing to lose, are not afraid to express their talents(Salewicz). This was true for many people who lived in these areas, including Bob. Living in Kingston, Bob cut his first record at the age of 16, with a song called â€Å"Judge Not†(Clark). This album was a complete flop. In his teen years, he had many influences, including Fats Domino, Ray Charles, and Joe Higgs(Peake). He also loved Jamaican, Ska, and Rock Steady music(Peake). The biggest influence that anyone had ever had on Bob was Joe Higgs(Salewicz). Joe was the areas most famous singer and musically prominent Rasta, or person who followed the Rastafarian religion(Salewicz). He was Bob’s first mentor and introduced him to Peter Tosh, and Bunny Livingston, who would be his future band mates(Salewicz). Bob, Peter, and Bunny all took part in evening music sessions in Joe’s Third Street Yard every night. When he was just 18, Bob, Bunny, and Peter formed the Wailin’ Wailers, and their first song â€Å"Simmer Down† was an instant number one in Jamaica(Pagewise). From here, their success grew.

Development of children Essay

The social and emotional development of a childs identity and self image starts from birth. In the first five years of a childs life , children learn how to interact with others, learn what is acceptable. Every child is unique and they all develope at their own pace. Birth to 3 years- As a baby a child will overcome lots of obsticles such as hand to hand co-ordination, learning to sit up and stand, learning to feed themselves, learning to put words together. Children learn to play alongside instead of with other children, they test behaviours as they learn what is right and wrong. They need lots of emotional support from their parents. Ages 3-6 years- At this age the children will have a short attention span, They are learning self awareness and imagination, what is socially acceptable behaviour and what is not. The child will start to develope more language and communication skills and they will be starting to assert their own identity. Age 7, They will be identifying feelings and emotions, identifying dangerous situations and who to go to for help. They will be learning to identify the difference between ‘needs’ and ‘wants’. Age 8, The child will be able to express emotions in appropriate ways i.e appreciation, anger. Calm themselves and control strong emotions. Eight year olds will be proud of the fact they are able to do many things on their own and will express a desire for privacy. At the same time they will still need guidence and support from their parents.They may compare themselves to their friends and peers. Ages 9-12 , Children should have good communication skills, i.e communication care consideration and respect. Identify personal skills, recognise the difference between positive and negative friendships and understand the importance of family. Ages 12-16- this is a time where children reach sexual maturity and form an adult identity. During adolescence , physical changes in height and weight are usually a noticable change. Mood swings are common due to the increase in hormones. Between 12 and 16, they begin to imagine the possibilities life holds and start to set personal goals. Influences which may affect development in children include- -Stress -Negative experiences -Genetic illnesses, disorders and allergies -The childs background and where they may live -The influence of adults around the child -Religious social and economic factors. How might adults within a school setting encourage pupils to recognise and express thier own emotions? What are the possible signs and possible causes of emotional distress? Within school teachers can encourage children to recognise and express their emotions through role playing, art & design, drama, music, poatry and stories. These can provide an important opportunity for developing self confidence. An example of this is circle time sessions, these provide social and emotional learning. The class of pupils sit in a circle, exchanging ideas and feelings on different topics which are important to them . As they are sat in a circle, there is no leader, they are all equal and all have the opportunity to speak. Pupils can bring their own ideas or concerns to the circle and offer encouragement to others. Most schools have a school council where pupils can take part in desicion making. Students can bring up school improvement issues or issues affecting the classroom. Possible causes of emotional distress- -Problems at school, bullying or struggling with the work -Feeling left out and lonely, or having trouble making friends -Problems at home i.e parents not getting along and arguing. Maybe the parents have split up or the child has a new family member. -Death of a pet or relative -Abuse Possible signs of emotional distress- -Refusing to go to school -Difficulty learning -illness -Sad, frequent crying -Nightmare, difficulty sleeping -Moody and temper tantrums -Anxeity and panic attacks -Unable to concentrate -Unable to eat In teenagers some other signs could include -Alcohol/drug abuse -Violence/thefts -Not looking after themselves or over-concern with thier appearence -Self harm. Task 7 , Describe your expected role in the care and support of Individual pupils. A teaching assistant would provide care & support by encouraging the child to concentrate on what has been asked of them. Some children will require more one on one attention to help them to understand. This could involve repeating and explaining instructions from the teacher in a more simple manner. Some pupils may need extra help finding thier way around the school and getting to class rooms on time. In younger children, assisting them in the bathroom, and helping them to get dressed. Helping disabled children with physical activities such as swimming or P.E. The teaching assistant may be required to support children outside of school too, such as educational visits. Good quality relationships between children and teachers are very important when providing support, whether the relationship is through a single lesson or over a number of lessons. To gain a good relationship the teaching assistant should use good communication skills, such as friendly body language, eye contact, listening and showing respect. Greet the children by name, even out of class. Show some interest in their interests. Celebrate their achievements and display their work. What possible problems may you encounter and briefly describe how you might deal with each case? Through day to day contact with pupils, staff have an important role to play in noticing indicators of possible problems, Such as peer pressure and internal group dynamics. This could result in misunderstandings, strong emotions and class disruptions.The teaching assistant should recognise uncharacteristic behaviour patterns in pupils and deal with any difficulities which could damage the relationship with the pupil. Some problems a teaching assistant may encounter could be a disruptive pupil questioning authority, unhappy with marks they have been given on there work. A student may be emotionally unstable and become aggressive towards the staff. Constant disruptions prevent other students from concentrating on their work. Teaching assistants should always act within the policies and codes of conduct so they do not put themselves into situations that could lead to misunderstanding or accusations. When responding to these situations , the teaching assistant should remind the pupils of class room rules. The pupil may want to back track on what has been said. This should be honoured but remind the pupil that these disruptions will not be tolerated. If the problem is repeated the student should be removed from the classroom and the problem discussed with a supervisor. These incidents should be recorded. What is your role in responding to accidents and aliments? The teaching assistant does not have the sole responsibility for the safety of pupils and staff but if an emergency should arise the teaching assitant will need to act fast- – The teaching assistant should report any changes to a childs well-being to the teacher immediately. – Alert the emmergency services if necessary and obtain medical equipment for the first aider. – Reassure the pupil and make them comfortable. – Comply with the schools policy about recording a childs health. -Once the situation is stable , the parents should be notified. List common childhood illnesses and briefly discribe how you would recognise the symptoms of those illnesses in the children that you support

Genetic Treatment An Expensive Technique That Can Only...

High Costs Secondly, genetic treatment is such an expensive technique that can only be affordable to a few individuals. According to Dennis Brandy Johnson Y. Carolyn (2015), a gene therapy in Europe costs $1 million in general and this is unaffordable to majority of people who would then prefer buying normal medications. It is for this reason that most hospitals do not offer the service. However, plans are underway to make the financial burden lighter by coming up with reasonable payment plans. In general, acceptability of genetic treatment has largely been hindered partly by the costs involved in the whole process. Many treatment sessions Also, most gene treatments are short-lived and so patients require undergoing numerous treatment sessions. Therapeutic DNA require being functional in the long term in order to give a permanent cure. Nonetheless, complexity of incorporating the DNA into genome merged with the truth that numerous cells split so quickly means that long-term benefits are almost impossible to accomplish and repetitive treatments are required. Risks associated with therapy Further, undergoing a gene therapy to correct a deficiency can kill someone. Dennis Brandy Johnson Y. Carolyn (2015) gives the case of a teenager who died when undergoing gene therapy trial in Arizona. Reports showed that the teenager had a severe immune reaction in the late 90’s. After this incidence, people lost confidence on the effectiveness of genetic treatment. Things worsened inShow MoreRelatedThe Economics Of Human Gene Editing. Human Gene Editing1273 Words   |  6 Pageslong been controversial topic; however, precise techniques that accomplish this feat have only recently been discovered. 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