The Indianapolis Museum of Art’s European Gallery features a dramatic portrait of a man, mysteriously meditating on something doubtless deep weighty. This is a 1637 oil painting by the Spanish artist named Jusepe de Ribera, known as Lo Spagnoletto, or the Spaniard. It typifies many aspects of late Renaissance art in its subject matter, and style.
Ribera’s painting Aristotle portrays an older man in simple robes, wearing a cap, and holding a book vertically on a surface (de Ribera). He appears out of an intense darkness, with only his face picked out in great portrait detail. His bearded face is lined ascetically slender. On the surface are, in addition to the tattered book, are a single sheet of paper, a right angle, a stylus, and a stack of other books. His sturdy and originally well-made clothing appears torn.
The subject matter is part of a series of portraits of philosophers that Ribera completed for the Prince of Lichtenstein (de Ribera) (Indianapolis Museum of Art). The only sources for these ancient Greek thinkers would have been a few busts of uncertain accuracy, since these men lived so many hundreds of years before the Renaissance.
A great thrust of the Renaissance was the rehabilitation and revisiting of these Classical philosophers who had been ignored and suppressed by the Medieval Roman Catholic church for a millennium and more. Thus it is logical that Ribera would have been asked to portray these newly important figures, and he would have had little choice about portraying them out of his imagination.
This emphasis on topics from Classical Greece and Rome was characteristic of much of the art in the Renaissance.
This work was executed in oil paint on canvas… This was typical of Ribera’s series of portraits of philosophers, and not unusual for Renaissance artists, other than the fresco specialists. Although Ribera did many works of art on religious topics, he also did portraits of unnamed individuals identified only by their role or occupation.
As is common to see in any group of Renaissance paintings, the dress, setting, and objects depicted are those of Ribera’s surroundings rather than any sort of reconstruction of the ancient environment. Ribera was an admirer of Caravaggio, and his fondness for chiaroscuro may arise from this preference (Indianapolis Museum of Art).
What strikes the viewer first in looking at this painting is the color. The reddish browns of the subject’s clothes come forward from the exceedingly dark background, as does the tone of the subject’s skin. This technique is called chiaroscuro. However the color values of his hat, his robe, and the objects on the table are all roughly the same.
The only striking contrast arises from the pale paper that Aristotle is considering. Even his face is darker than this nearly white area of color. The space depicted in the picture is uncertain, given the near darkness of the setting. However the viewer automatically infers a room stretching out around him, to some degree, from the dramatic shading. Ribera lavishes attention to the line of the subject’s face, making him highly individual.
He creates a triangular pyramid shape of the figure and his slightly outstretched arms, anchored by books, paper, and the table. He illuminates the seat of thought; the head, and the source of ancient knowledge; the books. The texture of skin and clothes is fuzzy and feels real, like real older skin and woolen cloth. The paper, on the other hand, is smooth without being shiny. The interest found in his face is balanced by the interest created by the paper, generating a diagonal movement for the eye.
This painting shows the skill of the artist in portraying a human face and form in a believable space. The choice of a Classical topic reflects current fascination with the ancients. The style, using heavy chiaroscuro, and showing the ancient subject in the garb of one of Ribera’s contemporaries, is typical of this period in the Renaissance and pays homage to the works of Caravaggio.
Works Cited
de Ribera, lo Spagnoletto, Jusepe|. Aristotle. Indianapolis Museum of Art, Indianapolis. Oil on Canvas. 2013. Web.
Indianapolis Museum of Art. “Aristotle.” 2013. Indianapolis Museum of Art. Web. .
Do the right thing is a film that was authored and directed by Spike Lee in 1989. The film has been one of the most ground-breaking comedies and it exposes the simmering racial prejudices that dominated America at that time (Reid 3).
The author uses a large cast in the film making it possible to bring out the major themes on issues dominating American society. In the scene, the author exposes his complex study on the dichotomies of daily life among diverse ethnic communities thus making the film to appear more of a comedy than an ordinary drama (Cooper 456).
Previously, the comedy has gained commercial success where the author received myriad awards and accolades due to its cultural significance (Cooper 454). One of the key issues dominating the scene includes various forms of bigotry such as racism existing in Metropolitan cities of US. This essay aims to examine how the concept of “Right” thing has been developed citing examples from the film.
How the concept of the “right’ thing has been developed in the film
Spike Lee has made a deliberate attempt in the scene to develop the concept “right” thing in a manner that delivers a true meaning to distinguish good from evil.
According to the way the concept has been used in the scene, it is definite that there is a true law that distinguishes a right act from a wrong one. In other words, Spike Lee attempts to bring out some of the characteristics of a “right” thing. From a careful analysis of the film, the author has clearly demonstrated that there are universal and natural laws governing the “right” thing.
For example, as the film ends the author projects an utterance by Martin Luther king which says that, “Violence as a way of achieving racial justice is both impractical and immoral” (Cooper 459). From this phrase, it is definite that in every society, there is a recommended way of doing “right”. In this case, one can argue that the concept “right” thing should be practiced naturally since it is the only way to conform to true laws that operate in a given society.
This also implies that there are actions that are unacceptable and for this reason, they cannot be regarded as right. On a slight note, Spike Lee intends to reveal to the audience that a “Right “thing is that action which is socially acceptable (Reid 27). However, the author fails to demonstrate the fact that a “right” thing might be socially acceptable in one society and unacceptable in another. For example, there are certain taboos held by Whites that are unacceptable among the Black people.
In line with this, the concept “right” thing has been depicted as the action that brings joy and happiness to a human life. A good example from the film include a case of Mookie, one of the main characters in the scene who is seated so happily counting his money after working very hard.
One can also discern that as he works, he keeps reminding Sal (his employer) to give him his salary early enough to cater for his upkeeps. Since there is no single moment Mookie ever neglected his responsibilities in the work place, Sal eventually gives him his pay without delay. The author also portrays how the concept helps to eradicate social conflicts and possible losses in the society. For example, in the scene, Mookie does right by working hard to earn in order to silence his problems.
From the scene, doing the right thing requires one to think and act critically (Reid 43). In this case, Spike Lee develops the concept “right” thing by defining it to be a critical and a rational action. It is arguable that when one think and reason rationally, the action that follows will definitely have positive impacts. Failure to do the right thing eventually increases chances of conflicting with people as observed at the beginning of the scene.
For example, as the film unfolds we find long-simmering racial-based tensions in Brooklyn neighborhoods (Reid 23). Racial prejudices escalate to numerous tragedies and violence simply because some people perceive themselves to be better than others (Reid 41). For instance, the Latin American fails to reason that they are not in any way better than Black Americans. Consequently, this results to racial intolerance, hatred, conflicts and deaths of innocent people from minor races.
In the scene, the author develops the concepts “right” thing in a way that it becomes synonymous to that action which conforms to nature. Though this is not explicitly expounded in the comedy, this is evident from Martin Luther King’s quote which says that, “The old law of an eye for an eye leaves everybody blind” (Reid 161). From this phrase, it is definite that blindness interferes with the law of nature by making people immoral, cruel and impersonal. In this case, the “right” thing is that action which does not humiliate or even annihilate the opponent.
At some point, the author poses a controversial question in the viewer’s mind. After viewing the film, one tends to ask, “What is the right thing to do in a society dominated by racism such as America?” This question might appear simple from the film’s outset though it is not easy to get a straight answer (Cooper 459). In fact, the author himself does not provide a clear answer to the question. This is due to the fact that in the scene, it appears very difficult to break some dominant taboos exhibited by characters on stage (Reid 45).
For instance, the White people perceive other races as minor and this is acceptable to them unlike a case where Black people perceive every race to be equal to others. Notably, the author uses characters that are good while others are bad yet we do not see him take a stand on what is perfectly “right”. Instead, the scene is full of suspense leaving the audience to carefully scrutinize what the author perceives to be “right” thing in the society.
To recap it all “Do the Right Thing” is a comedy that depicts how a society should respond to critical issues such as racial intolerance. It also emphasizes how people of diverse races and gender should become accountable to their actions. In line with this, there are numerous ways in which Spike Lee has developed the concept of “right” thing in the film.
In other words the concept “right” thing has been developed in diverse viewpoints as portrayed in the film. For example, one can discern from the scene that the concept “right” thing has been used to denote actions are well guarded by natural laws. Moreover, the concept simply refers to an action that conforms to the state of nature. In line with this, the author to some extent develops the concept to denote a rational and critical action that is socially acceptable.
Works Cited
Cooper, Jill. “What is the Right Thing? A Self-Psychological Discussion of Spike Lee’s do the Right Thing.” Psychoanalytic review 86.3 (1999): 455-64. Print.
Reid, Mark. Spike Lee’s Do the Right Thing. Cambridge: Cambridge University Press. 1997. Print.
Robert Wetzel, a classical guitar player, has given several concerts, playing classical music by great composers. At one of his concerts, in Encinitas, California, he plays a classical composition by Isaac Albeniz (Robert Wetzel – Isaac Albeniz – Cordoba).
The way Robert Wetzel plays is very concentrated and unique. The sounds that the guitar produces are very melodic and much representative of the classical style. In the beginning of the composition, the melody and rhythms are slow but at the same time are not repeated.
There is great variety in the melody, so the listener does not know what to expect. This is an important attribute of a good composition, as it is very exciting, though calm and surprising. Then, the rhythm speeds up but the sound is still very much flowing and melodic.
While playing, Robert Wetzel seemed to be more focused on his finger placement than feeling of the music and playing from his heart. It is understandable that there are some complex transitions but all his attention is towards the guitar, instead of the audience, heart and music.
Another performance of Robert Wetzel was at Performing Arts Theatre at Cuyamaca College, El Cajon, California (Robert Wetzel – Luis Milan – “Pavanas V & I”). This performance is much different from the above one. Here, he is very much connected with the music and guitar. He does not look at his fingers as much and the music flows, as if it is played without previous learning and need to remember.
His focus is directed at the melody and the sound; this can be seen from his movement in unison with the music and body language. It is extremely important that the artists does not remember the music by heart but adds his own variations that will create a different effect each time. His presentation very much engages the audience and it is evident that it is enchanted by the sound and melodic interchanges.
This is the type of music that does not need words or any specific expression or movement. It comes from the heart and fills the room with a very unique and peaceful atmosphere that does not bother or bore the listeners. The third performance is given at La Mesa, California, with Gaiana Mndoian, cellist and John Danke, pianist.
The play the music of Paganini and Massenet in two sets (Robert Wetzel – Rachmaninoff – 18th Variation on Paganini & Massenet). The mastery and sound of each artist and the music, once again prove to be universal in time and space. The unison of instruments is so perfect that it is almost impossible to determine what sound is produced by which instrument. Here, Robert Wetzel is in a state that separates him from the physical world and puts him in a place where sound waves and melody transcend all that is.
Even though the performers do not show extreme emotions or much movement, it is obvious that they are fully engulfed in the composition and the emotions that it arises. The sounds produced are calming but they do not put the audience to sleep, as they make the listeners think of higher things, much different from everyday world and the routines. Music that manifests itself in artists like these is meant to separate from problems and worries, taking a person to a place of peace and happiness.
Works Cited
Robert Wetzel – Isaac Albeniz – Cordoba. YouTube. 20 Oct 2008. Web.
Robert Wetzel – Luis Milan – “Pavanas V & I”. YouTube. 5 Nov 2010. Web.
Robert Wetzel – Rachmaninoff – 18th Variation on Paganini & Massenet. YouTube. 19 May 2002. Web.
Healthy relationships within a family are the fundament for the child’s successful development. However, there are debates on the role of gay families in bringing up children. Sandra Williams, the author of the movie Caught in the Crossfire: Children of Gay and Lesbian Parents (1997), focuses on the discussion of this controversial question because she is a lesbian, and she has a daughter. The impact of the parents’ sexuality on the child’s development is the main concern analyzed in the movie (Caught in the Crossfire, 1997).
The discussion is based on the vision of several children whose parents are gays and lesbians. Children develop successfully and feel happy, if they are desired and loved. Although love, understanding, and support are the main components of the healthy relationships between a child and a parent, the parents’ sexuality can become a real challenge for children because it affects their vision of parents, of themselves, and their interactions within the society.
The conversations with children growing in the families with gay parents presented in the movie support the opinion that only few children can react to their parents’ gay orientation positively. The most typical reactions are anger, distress, anxiety, unwillingness to understand and accept the fact, confusion, and the fear of social ignorance.
From this point, discovering the aspects of the parents’ sexuality, children are challenged, and their life can become more complicated because of the necessity to overcome inner and social stereotypes and biases. Thus, the children’s visions can differ significantly, and the range of reactions is large, including the absolute disagreement and discussion of gay relations as the “sickest thing” and acceptance of the idea along with sharing the mother or father’s sexuality (Caught in the Crossfire, 1997).
It is stated in the movie that the child’s reaction depends on the bond between a parent and a child. If relations in a family are open and positive, based on the mutual understanding, children do not feel that they are betrayed by the fact of the parent’s discovered sexuality which is abnormal in relation to the social visions.
However, it is necessary to pay attention to the opinion of the boy depicted in the movie who states that children should not choose whether to like the situation or not, whether to accept the parent’s sexuality or not (Caught in the Crossfire, 1997).
From this perspective, emphasizing on their sexuality, parents make children choose and take definite positions of acceptance gay relations or not. In spite of the fact those children who are depicted in the movie know about their parents’ sexuality, a lot of them want not to learn that their mother or father is a gay. That is why, parents should understand that their sexuality can affect their children’s emotional and psychological state directly and can create many difficulties associated with the aspects of the social life.
Basing on the research, Sandra Williams concludes that her sexuality can hurt her daughter in the future because of the necessity to accept or understand it. It is important to note that children’s reactions to the fact can be different, depending on their relations with parents, on their desire to understand the situation, and on their personal understanding of all the particular aspects of the issue.
The problem is in the fact that if the relations in a gay family are balanced and children do not feel anxiety or stress, they can feel much confusion interacting with the other people who surround them because of belonging to something unnatural or socially unaccepted.
Reference
Caught in the Crossfire: Children of gay and lesbian parents. (1997). Web.
This is an internationally recognized art museum. It was started as an academy in 1866. This institute underwent rapid changes by advancing quickly to become both a school and art museum in 1879.
The Art Institute of Chicago (AIC) is a renowned institution offering a wide range of services to the public. Apart from archiving art objects from all over the world, it is equipped with an art library and an art school. In addition, this institute offers facilities for art exhibitions. In Chicago, the art history has been enlightened by the presence of this institution.
Factual and statistical information
The AIC is located in Chicago’s Grand Park in the United States. In 1866, the Chicago Academy of Design was established. This academy was financed by the patron’s donations and the members’ contributions. The academy offered art exhibitions and classes. This organization grew in size and by 1870; it had managed to purchase its own house.
This came with increased classes on art programs. In 1971, a fire outbreak destroyed the new building and consequently plagued the organization with financial problems. In the year 1878, the top management came up with a board of trustees with the aim of stabilizing the organization. The institution was rebranded as the Chicago Academy of fine arts.
The institution’s supervision changed to city elites from the organization of artists. Consequently, the name was again changed to the Art Institute of Chicago headed by a president. The major financiers of this institution were the cities’ businesspersons. They also offered management skills in the running of the institution.
AIC is the second largest art museum in the United States. It is approximately one million square feet in size. The oldest building in the institution namely the Beaux Arts building was opened in 1893 to host the World Columbian Exhibitions. Several additional structures were constructed to cater for the growth of the institution. Burnham & Ryerson Libraries were constructed in 1901 by Coolidge, Rutan and Shepley.
In 1924, Hodgdon & Coolidge constructed McKinlock Court. Howard Van Doren Shaw designed the Goodman Theater in 1926. Another important structure is the Ferguson Building of 1958 by Burgee, Root & Holabird. The Morton Wing, designed by Metz, Shaw, & Assoc. also became part of the institutions’ structures in 1962. In 1977, Columbus Drive and School of the Art Institute were added to the institutions’ structures.
Skidmore, Merrill & Owings built these structures. The Ada Rice & Daniel F. Building of 1988 was designed by Beeby, Babka & Hammond. It was also another important structure of the institution. Two more structures namely the Fullerton Hall Restoration and Modern Wing of 2001 and 2009 respectively are the latest of the additional infrastructure of the institution.
The architectural form and ground plan
The Art institute of Chicago is one of the major historical landmarks in Chicago. Most of the available photos of Chicago recognize the uniqueness of this institution. The main entrance is designed artistically with two huge carvings of bronze lions. These lions were designed by Edward in 1894. The lions are placed in such a way that one is on the southern side while the other is on the northern side of the gate. This institution is situated at the top of the ruins of the greatest fire ever experienced in Chicago.
The main building, Beaux-Arts building, is the oldest and it is located after the main entrance. Several buildings are located inside the gate of the institution. They total up to 273 galleries that cover 52,200m2. At the central section of the compound is the Italian facade. This building hangs forward in such a way that 7-Bayes of wings can be seen on either side. The entry into the institution has a lane of acacia tree that directly leads to the three outstanding Palladian arches.
The northern side has the Fullerton Hall. On the main floor of this building, there is an open court. This building is made up of domes that have stained glass. The building has a capacity of 425 people who can be accommodated in one sitting. The Ryerson Library is located opposite to the Fullerton Hall on the southern part of the compound. It is also an open court. Another significant architectural design in this institute is the Gunsaulus Hall.
It is a two-story bridge spanning the central railroad tracks at the back of the Beaux-Arts building. Adjacent to the Beaux-Arts building on the eastern side is the Blackstone Hall. This hall is divided into several small galleries. The administration offices of this institution are found in the Benjamin F. Ferguson Memorial Building. The southern side of the compound has the Morton Wing its location ensures symmetry in the Ferguson’s building. It hosts several galleries apart from offering more exhibition space.
The Rubloff Building situated close to the open grounds houses rooms used for classes, the open viewing museum, a film center, and studios used to conduct art activities. The Modern Wing is the largest buildings in this institute, it was opened in 2009. It has increased the galleries by 30 percent. It also houses the Ryan Education Center. It is designed with ultra modern green technology that allows the use of sunlight in most of the rooms.
The Stanley McCormick Memorial court is a beautiful garden located in the northern side of the institute. The southern side has the fountain of the great lakes. Several other gardens and landscapes are located inside the facility’s gates.
Contents of museum
This museum is specialized in collecting post-impressionist and impressionist art. These are permanent collections of the museum. The collected works contain over 5000 works from different cultures and expressions. It contains over 260,000 different types of art. It has the oldest artistic paintings such as the early Japanese art as well as modern paintings.
Some of the impressionist and post-impressionist paintings include paintings by Claude Monet, Pierre-Auguste Renoir, Paul Cézanne, Henri de Toulouse-Lautrec, and Gustave Caillebotte. There are also non-French paintings of the impressionist and non-impressionist art in the galleries of the museum. Great American art is also exhibited in the museum. Examples of these great artists include Mary Cassatt, Grant Wood, and Edward Hopper.
There are several other works that are present in the museum apart from the paintings. The Asian and European furnishings and the designs are located in the Thorne small temporary housing. Several pieces of American furniture are found in the gallery of American decorative art.
Most of the pieces of furniture are from the middle ages to the mid 20th century. Furthermore, the museum has the finger gallery for the visually impaired people. These galleries exhibit fine Braille art that is experienced through the sense of touch. In addition, other galleries contain very old artifacts from the Egyptian, Roman, and Greek kingdoms such as gold coins and mummy.
The most comprehensive representation of the American art is found in the Terra collections. This gallery exhibits collections of American art done by the Terra foundations. In addition, the African American gallery is also an important historical gallery of the group. This section exhibits several arts that display how Africans were segregated based on racial lines. Generally, this museum has a collection of artistic information that brings art back to life. It is therefore one of the richest art collections in the world.
Museum’s outreach to the general public
The main purpose of the art institute of Chicago is to educate and motivate the public. Its entire collection is used to ensure that the latter purpose is achieved. It is therefore an educational institution that has specialized in the field of art. Its main goal is to educate the public on matters regarding art.
This is achieved through various means. For instance, the museum has an art institution that welcomes any individual that has passion and wants to study art. This institution is funded partly by the museum and the contributions collected from well wishers. Several educational programs offered at this institution assist several artists to build their talents.
Furthermore, this institute serves the community through various outreach programs, free access to public spaces within the museum, and also free access to the galleries. Several educational outreach programs are conducted by the museum. Such educational programs include hosting school groups, charity donations, and supporting the local cultural groups. The institute serves about 82,000 students annually. Most of these students are drawn from the public schools in Chicago.
Several facilities within the museum can be accessed by members of the public without any charges. The southern and northern backyards are usually open during the dry seasons. Members of the public are also provided with free training programs by the Ryan Education Center. The programs offered include library, studio spaces, and galleries. The libraries are open to students, families, and children. The students are allowed to borrow the resources found in the library section.
The Bluhm Sculpture on the third floor modern wing is also free to public access. Apart from the revolving displays of monuments, it presents a perfect position for viewing the skyline. The museum is also an important affiliate of the Museum in the park. This organization is based in Chicago. It is dedicated to providing excellent and diverse learning experiences, inspiring the society, and luring tourists. All these are commitments that ensure the community gains a lot from the museum as part of their treasured assets.
The institute has made it a lot easy for the public to access its services through a detailed website. This website highlights the available arts, major events, current exhibitions, and all the other activities conducted by the museum. Moreover, the institution provides floor plans and brochures that are available online as well as in hard copies at the main office. These ensure ease of access to the services offered by the institution.
In the recent past, there have been numerous movies shot as well as books written highlighting the way violence and discrimination affect Africans and people of different from white skin color. People may assume that apartheid or discrimination due to the color of skin no longer exists, but research proves otherwise (Matsinhe 58).
Apartheid and its legacies were covered in movies in the 21st century in a bid to create awareness in the minds of individuals regarding the issue. Two such films that have created awareness about issues of violence and discrimination against Africans are, “A Walk in the Night”, and “A Dry White Season”.
A Walk in the Night is a film based on Alex La Guma’s book and is set in the early 1960’s in Cape Town (Matsinhe 61). At that time, the city was experiencing destructive racism as well as hatred in the society (Matsinhe 77). The film revolves around a young steelworker by the name Mikey, who is fired from his work place by a white supervisor, who happens to be a racist (Matsinhe 86).
In his desperation to find work, he opts to start selling drugs and with time ends up breaking up with his girlfriend Zelda. Mikey’s anger finally gets the best of him, and results in a series of incidents that have tragic results (Matsinhe 90). A Dry White Season is a film by Andre P. Brink, which is also set in South Africa at the time when the nation was experiencing apartheid.
Discussion
Brink’s film is about a school teacher, Ben du Toit, who has endured insults all his life due to his support of justice for minorities. An incident takes place involving the son of his black gardener who does not show up back in the neighborhood, later realizing that the boy has been murdered (Matsinhe 94). The film is all about the experience Ben undergoes because of the violent nature of the justice system.
It is quite obvious from these two films, that the daily experiences of violence as well as discrimination affect the protagonists, including their sense of right and wrong (Matsinhe 98). In A Walk in the Night, racism, segregation as well as labor exploitation can be traced by a reader.
White employers tend to fire their employees due to their skin color, for instance, in Mikey’s case being of a mixed race (Matsinhe 100). Apparently, it is the Whites who also control the country’s economy during that time. As a result of having to endure such violence and discrimination, the characters in this film end up developing hatred (Matsinhe 113).
In A Dry White Season, the characters also endure violence and discrimination due to their skin color. Taking place in Soweto, a white school teacher witnesses the arrest and beating of a black school boy, who ends up disappearing (Matsinhe 120). Upon realizing that the school boy has been murdered, Ben du Toit decides to investigate the incidence.
The story is about the boy was murdered by a policeman who took gratification from beating the school boy to death (Matsinhe 128). Because the school teacher is involved in the black schoolboy’s case, he soon finds himself isolated from his white friends and other members of his family. The characters involved in this particular movie also end up developing hatred towards the justice system and discrimination (Matsinhe 132).
Conclusion
A Walk in the Night and A Dry White Season are two films that are based on the cases of apartheid by Africans in the South Africa. The directors have emphasized the presence of racial tension as well as the economic despair in the South Africa. The audience is made aware of what really transpired and is still taking place in regards to discrimination and violence because of skin color. Both movies also teach the importance of forgiveness and pursuit of justice irrespective of the odds against a person.
Works Cited
Matsinhe, David M. Apartheid Vertigo: The Rise in Discrimination against Africans in South Africa, Farnham: Ashgate Publishing Ltd., 2013. Print.
“8 mile” is a film covering themes that affect our day to day activities either in families, friends or our workplace setting. Therefore this paper will critically examine one of the areas covered in the film; that is the workplace and the state of the workers especially the working environment and conditions employees conduct their tasks, duties and responsibilities (Hanson 202).
A great example depicted in the movie was the North Detroit Stamping (NDS) Plant, a company that Jimmy Rabbit (the main character) is working for. It was a metallic plant involved in manufacturing vehicle parts that would later be assembled (Budhwar & Aryee 143). The movie has clearly depicted the challenges workers of the company were facing when undertaking their duties. The most notable example includes the poor relationship between the supervisors and their subordinates.
This is evident when the company’s supervisor granted Jimmy a surprise overtime that he has been asking for in the past without success. Another case in the movie is when a number of depressed workers of the company started talking about their problems during lunch hour (break) on some of the harsh treatment they were going through in the workplace (Hanson 22).
A: Learning Points from the Video
There are various learning points that a human resource manager can acquire from the film that may help the manager be in a position of improving the workers’ productivity, morale, job satisfaction and communication within an organization. The first learning point a human resource manager regards the work environment.
The movie has clearly indicated that the employees are working in a very dangerous condition; this is because they lack the necessary tools that will enable them carryout their duties more effectively. This is depicted by the fact that some employees never had earmuffs, hand gloves, goggles, helmets and other personal protective devices essential in ensuring that they are safe (Ozbilgin 35). Ideally work environment dictates how employees feel about their tasks and responsibilities.
The other learning experience that a human resource manager can learn from the film is the presence of job-related stress; this is when the employees’ productivity was reducing as a result of poor job environment.
This is exemplified when Jimmy was asking for additional working time so that he could boost his monthly income. However, he was denied the chance by the supervisor who stated that there was no such opportunity. This stressed him a lot which led to him feel he was not cared for and hence not needed in the organization (U.S. Bureau of Labor Statistics par 3).
Unsafe work practices are explored in the film when the employees of the company are heard complaining about the terrible conditions of work they are being exposed to. In this case the employees are seen complaining in form of rhymes on the harsh treatment that they are exposed to. A woman during lunch time complains about the type of food they are constantly being provided by the company, she also complains of the limited time they are given over lunch hour as well as their pay which she says is inadequate (Ulrich 158).
The company has also showed evidences of failure in management and organizational safety practices. This is depicted when the company’s supervisor surprisingly granted Jimmy the opportunity of working for some extra hours just after he was attacked by Papa Docs’ gang. It is worth noting that this should be time he is given time to be off-duty so that he nurses his wounds. Additionally the management did not adequately and timely inform him of the changes (Legge 59).
The other learning point in the film is lack of legal regulations that governs both employees and their employer. This contributed to employees being dismissed without following the due process; workers were being relieved their duties without even being warned.
In this case if the company had implemented the correct legal regulations that protected both the employees and their employer the company to be considered to be a fair place to work in (U.S. Bureau of Labor Statistics, par 7). In fact companies that work like this will end up having a very high rate of employees’ turnover.
The role of the United States of America government concerning workplace is to ensure that employees are working in a safe environment, thus the government will check and ensure that all the labor laws that are set by the International Labor Organization (ILO) as well as its own guidelines and procedures are strictly adhered to and at the same time regulate the hours that an employee works (Bratton & Gold 280).
B: Human Resource Management Theory (Based On Textbook Chapter 8)
The human resources theory that has been explored in Chapter 8 of the book “Essentials of Managing Human Resources” by George W. Bohlander, Scott A. Snell, emphasizes on the need of appraising and improving employees performance (Bohlander & Snell 363). This is one significant quality that a human resource manager in any operational organization is supposed to look into in order to ensure that the employees are in a position of being more productive (Price, pgs 120-129).
The North Detroit Stamping (NDS) Plant management team will be in a position of experiencing an increase in its productivity only if it introduces necessary measures that will improve the employee’s morale while at work; these measures are well demonstrated in chapter 8 of the book when the writers stated some measures that will be considered in ensuring that the employees are well motivated and thus enjoy working (Ulrich 128).
For instance when good work is praised and rewarded, then workers will feel appreciated and will try to improve and put more effort in attaining better results. Rewards can take various forms such as promotion, giving workers accolade in terms of certificate as well as monetary rewards.
In the case of the North Detroit Stamping (NDS) Plant, the management will have to review the working environment of the employees, provide the workers with protective gear and enough time for break to curb fatigue (Bohlander & Snell 373). The other way the company will realize profits is when it will review employees’ pay and improve the working environment for instance by introducing sufficient lighting (Price 126).
C: Application in my world.
My own assessment is a Coal Mining Company; the company aim of becoming the most outstanding coal mining company but these ambitions are not realized. This is because the production of the employees is not high as expected; a thorough analysis that was conducted in the company came up with some vital information stating why the company was not able to reach its expected target (Pfeffer 83).
Research indicated that the employees were not happy with their work environment; this is because they lacked adequate tools that would help guarantee them safety (Bratton & Gold 286). They lacked protective devices like goggles, overalls, gumboots, helmets, overhead torches and hand gloves.
The work environment was also very filthy and dusty as the extracted produce were disposed around the mine. They also indicated that the mine supervisors were very strict and arrogant to the workers as they never allowed the workers to express themselves freely thus, shutting down communication flow between the workers and the management (Ozbilgin 35).
Effects of Working Environment on Employee’s Performance
Poor working condition reduces the productivity of the employees because they are not in a position of performing their duties with a lot of ease; an example is when employees lack protective devices like the helmets, goggles and hand gloves they will be slow when performing their duties while they work in a potentially dangerous areas. For this reason they will record a low output as they will be more cautious when performing their duties (Bohlander & Snell 369).
Poor working environment leads to absenteeism; employees will constantly be absent as a result of illnesses associated with the working environment. Hygiene of the workplace play a very significant role in determining the health of the employees, thus dusty environment will automatically indicate that the employees will regularly fall ill and thus the numbers of employees will constantly reduce hence their productivity (Bohlander & Snell 380).
Conclusion
The film has set the basic challenges that many companies face today and thus providing a clear indication of why most industries do not record increased profits. The company’s management plays a significant role in reduced productivity of there industries; the major reasons being poor working environment, poor pay and lack of effective communication system.
It is worth noting that this can be change if organizations offer their employees an improved working environment, better salaries, improved channel of communication as well as provision of personal protective equipment. In a nutshell the paper has covered relevant issues that are experienced by workers in their workplace; the steps that should be taken to avoid the said issues and issues that every human resource manager opt to be aware of when dealing with employees.
Works Cited
Bohlander, George & Snell, Scott. Essentials of Managing Human Resources. New York: Thomson-Nelson Press, 2011. Print.
Bratton, John & Gold, Jeffrey. Human Resource Management: Theory and Practice. Palgrave Macmillan press, 1994. Print.
Budhwar, Pawan & Aryee, Samuel. Strategic Human Resource Management: Building Research through Practice. London: Prentice Hall, 2008. Print.
8 Mile. Dir. Hanson, Curtis. Prod. Hanson Curtis, Grazer Brian & Lovine Jimmy. DVD Imagine Entertainment, Universal Pictures, 2002.
Legge, Karen. Human Resource Management: Rhetorics and Realities. New York: Palgrave Macmillan Press, 2004. Print.
Ozbilgin, Mustafa. International Human Resource Management: Theory and Practice. New York: Palgrave Macmillan press, 2004. Print.
Pfeffer, Jeffry. Competitive Advantage through People. Harvard: Harvard Business School Press, 1994. Print.
Price, Allan. Human Resource Management: In business context. London: Cengage Learning, 2007. Print.
U.S. Bureau of Labor Statistics Human Resources, Training, and Labor Relations Managers and Specialists, 2009. Web.
Ulrich, David. Human Resource Champions: The Next Agenda for Adding Value and Delivering Results. Boston: Harvard Business School Press, 1996. Print.
Robert Blackburn, an African American, was given the name Robert Hamilton Blackburn at birth. His parents were Jamaican. He was born on 10th December, 1920 in New Jersey, spent his childhood years in Harlem, and died on 21st April, 2003. He is acknowledged as an exceptional printmaker, educator, and artist.
Robert attended P. S. 139 and, later, DeWitt Clinton Secondary School. At high school, he involved himself with The Magpie, where he was an artist and writer. Robert learnt lithography from Harlem Community Art Centre (1935- 1939), in addition to other processes involved in printmaking. He often went to Uptown Community Workshop, where black writers and artists frequented most of the times. He also attended several other schools (Glueck Article 1).
In his career, Robert worked in several institutions, where he was a founder, teacher, and master printer. A writer, Dulcie Leimbach, praised Robert in the New York Times, saying that there was no printmaking work that was as attractive as his. He had acquired immense benefits from WPA (Work Projects Administration) workshops, which motivated him to come up with a place, where artists could prosper.
Robert became an extremely effective teacher and lithographer. It is worth pointing out that his biggest achievement was his great life duration, and the Printmaking Workshop community he established. At the workshop, all kinds of artists came to practice and learn about printmaking arts.
At the age of thirteen years, Robert participated in an official art class, which allowed black artists to work. This is because the Great Depression was on-going (Berstein Article 2). Riva Helfond introduced Robert to lithography, where drawings were made on stone. Robert acquired the various skills involved in the process from Riva. Riva was a great encouragement to Robert, where she helped him build confidence and self- consciousness.
Robert contributed immensely through his aesthetic and technical assistances, in regard to lithography. This was a great encouragement and inspiration to many artists. Robert received many awards because of his exceptional work. The artist’s work cannot be said to be ground breaking. However, he was still regarded as a vital artist, who took part in many exhibitions.
Some of his widely exhibited prints include “Blue Thing”, “Boy with Green Head”, and “Space Shape”. Robert always carried out different chores at the workshop whenever he was not teaching. Various kinds of artists attended the workshop to see demonstrations, for classes, share knowledge and ideas, and encourage each other. Robert used majority of his awards to uplift the workshop. Until today, Robert is a renowned national treasure, who sacrificed his work to assist others.
Printmaking Work
Girl in Red, 1950
This is considered as an exceptionally pivotal work in the artist’s development as he progressed from figurative work to abstraction. Robert utilized a gorgeous color palette, and mixed age- old artistic subjects of portraiture, landscape, and still life. The subject in the work is a small black girl, whose arms are crossed (Berstein Article 2).
The subject involves the onlooker amusingly and unswervingly. In the year 1951, this art was presented at The Library of Congress’ National Exhibition of Prints. During this time, Robert received a Purchase Award from New York’s Brooklyn Museum.
Interior, 1958
Between 1953- 1954, Robert was in Paris, where he participated in a Jay Hay Whitney Traveling Fellowship. On coming back to New York in 1955, Robert engaged in a novel creative era. Between 1950 and 1960, he created numerous minute Cubistic table- top images. These involved lithography and intaglio. This portrayed Robert’s unending desire in mark- making. To him, this was a sign of representation (Glueck Article 1).
Heavy Forms, 1961
Between the year 1958 and 1961, Robert concentrated on various types of this art. The imagery in Heavy Forms can be said to emerge from the previous table- top still life. The artist used immense fluidity on the stone, a keen interest on the margins, and reorientations to the work. This permits various viewing options.
Colour Symphony, 1960
Between 1957 and 1963, Robert was recognized as the prominent ULAE (Universal Limited Art Editions) master printer. As Robert assisted other popular artists in their work, the Color Symphony made his work reach the top because of the color abstraction. While at Universal Limited Art Editions, Robert worked with popular artist specialists in Pop Art and Abstract Expressionism. During most instances, he trained artists about lithographs (Glueck Article 1).
Faux Pas, 1960- 1963
The Faux Pas relates to Robert Rauschenberg’s misfortune, which ended up being a principal event in printmaking’s history. The white stripe at the center of the work indicates how delicate limestone is. Other famous calligraphic works indicate Robert’s broken- stone idea. This also includes the Curious Stone.
Artist’s Picture and Printmaking Work
The Picture of Robert Blackburn
Red Inside, 1972
Woodscape, 1984
Three Ovals, 1960s- 1980s
Yellow Flash, 1972
Man with Load, 1936
In essence, Robert is worth all the praises and rewards, considering that he gave other people the priority to learn. He always looked for ways on how he could benefit young artists. He is an exceptional artist, who left a positive mark.
Works Cited
Berstein, Alice. “Harlem artist Robert Blackburn remembered.” The New York Beacon 22 October 2003. Print.
Glueck, Grace. “Printmaking for the Love of It.” New York Times 12 July 1988. Print.
This essay seeks to provide an analysis of everyday life power dynamics, production of gender, race and class. To this end the 2012 film Django Unchained, starring Jamie Foxx and Christoph Waltz shall be used to offer a platform for the discussion and understanding of various social behaviors. The essay shall first offer a summary of the film in discussion before its linkage with the topic of discussion is presented. A conclusion that sums up the entire discussion shall then be provided.
Film Summary
The film Django Unchained is set in 1858 and it basically tells the story of an African male slave Django who is looking to be reunited with his wife Broomhilda (Tarantino, 2012). In the opening scene, a group of male slaves is being ferried to an unspecified location by the Ace and Dicky Speck, the two Caucasian brothers that have bought them.
Django is one of the slaves and on the sale, he has been separated from Broomhilda. As the convoy trudges along, they meet with Dr. King Schultz, who presents himself as a German Dentist but is in essence a bounty hunter. In the ensuing confrontation, Schultz kills Ace and then shoots the horse that Dicky is riding. Dicky’s foot is crushed under the weight of the dead horse. Schultz then inquires from Django if he has heard of the Brittle Brothers and if he could identify them.
Django confirms their knowledge and an excited Schultz offers to make him a free man. He also offer him $75 to help hunt them down. As they leave, Schultz asks the other slaves, who are now freed to do what they please with Dicky. They end up killing him. After taking down the Brittle Brothers, Schultz asks Django to travel with him bounty-hunting. In return, Schultz promises to help Django track down and rescue Broomhilda.
During the winter break, Django trains in bounty hunting and over the period, together with Schultz, they collect several bounties. In their endeavors, the duo learns that Broomhilda is at the Candyland Plantation in Mississippi. It is expected that Calvin Candie, the owner of the land, will demand a hefty amount for the lady if Schultz and Django present their intentions directly.
In order to avoid being exorbitantly charged and still meet their objective, Schultz and Django approach Candie with the proposal that they would like to buy one of his prize Mandingo fighters. (Mandingo fighting is a form of crude fighting where slaves fight each other to death).
The duo meets Candie at a club in Greenville and place an offer of $12,000 for the fighter. Excited by the amount, Candie invites them to his farm where Schultz secretly lets Broomhilda of their plan. During dinner, Schultz informs Candie that he would like to purchase Broomhilda for $300 because she speaks German. Candie accepts the offer.
However, as the discussions go on, Candie’s most loyal house slave Stephen comes to the realization that Broomhilda and Django know each other and unearths the plot before informing Candie. Angered, Candie demands that Schultz and Djago pay $12,000 for Broohmilda, threatening to kill her if they don’t. Schultz accepts and makes the payments after which the paperwork is signed.
To complete the deal, Candie demands that Schultz shakes his hand. Schultz ends up shooting Candie using a concealed weapon before one of Candie’s aides shoots and kills Schultz. A gun-fight ensues, in which Django shoots and kills many of his attackers. He gives up after one of the men threatens to execute the lady. It is declared that Django should be taken to work in a mine until he dies.
Enroute to the mines, Django lets the drivers know that he is a bounty-hunter and he offers them a cut of the bounty he will receive for killing an outlaw hiding in Candie’s plantation. Unbeknown to the slave-drivers, there are now such outlaws at Candyland. The drivers let him lose and he immediately executes them before riding back to the farm. Back at the Candyland, Django kills everyone and rescues Broomhilda, before riding away with her leaving the farmhouse burning behind them (Tarantino, 2012).
Physical attributes as presented in the film
One of the social elements that were visibly present in the film were the physical attributes of the different characters. The statuses of the different characters in the film were set apart by their different decorations and postures. For example, the free black men were easily distinguished from the slaves by their different dressings.
The free men were allowed to dress in neat and expensive clothes while the slaves had to contend with tattered clothes. The free men could also ride horses, while it was taboo for the slaves to do so. Schultz was easily identified as a dentist by the decoration of his carriage. A big dummy tooth was pinned on top of the roof and wherever he went individuals could tell of his profession by the symbol.
Functionalism as illustrated in the film
Robert Merton asserts that functionalism in an individual is “the status that tells most about her or him as a whole in occupation, which, in turn, probably provides a very good idea of level of education, income, and lifestyle” (Karp et al., 2004). According to Merton, any society is made up of different groups of people, characterized by their similar interests and aspirations.
According to the theories of functionalism, individuals attain a particular status by either being born into it (ascribed status) or achieving it (achieved status). The film Django unchained utilizes this concept of functionalism to set different individuals apart. In the film, Django and Broomhilda are classified as slaves by virtue of their skin-color at the time of birth. Later, as the film progresses, Django attains the status of a free man, by merit, as Schultz writes papers to ascribe accord him this status.
In the transition from one status to the other, Django experienced role strain, role conflict and role competition. As a slave, Django was subjected to difficult work, with little or no pay.
The lack of necessary freedoms was also a challenge by itself. After being made a free man, Django now had to deal with the discrimination he was receiving from fellow African Americans. He also had to behave like a slave-driver even when his instinct wanted him to respond in favor of the slaves. For instance, when they found Candie asking his dongs to attack a slave, Django had to act heartless and let them do as they please.
This was important for him because it would have affected his ultimate mission. This element of role conflict was closely linked to the aspect of role competition because in his freedom, Django had to manage the time needed for each role. A good example was while at Candyland Django had to find time to interact with Broomhilda away from the act of a total stranger.
In his different capacities, Django had to assume different social roles. This is because each status had its own requirements, which determined how and why he was expected to behave in a particular way. For instance as free man, Django was not expected to interact with slaves on a personal basis.
This role required him to act like a slave driver. Harshness to slaves was seen as a mark of a free man, as presented by Stephen, one of Candies black henchmen. This code of conduct, though not expressly stipulated by any form of writing, was known by all and Django picked it up by mutual understanding. A violation of expectation would have led him to suffer painful consequences and it is in the knowledge of this that Django held himself from trying to save the slave that Candie’s henchmen fed to the dogs.
However, some instances presented with failed communication because of the prevailing circumstances. For example, when Django saw Broomhilda being punished, he had to struggle to control himself and in some cases it was Schultz who held him back. The new social situations required Django to act like he never knew Broomhilda but his emotions pushed him to act in a different way.
Bureaucracy as presented in the film
By virtue of the different social interactions in the film, an element of bureaucracy is created. This is in tandem with Max Weber’s hierarchy of authority (Cole,2004). The slaves are considered the lowest in the chain of command and were assigned all the physically-demanding tasks. After the slaves were the free black men. As much as these individuals had the same rights as the white men, they were considered lower in the command rank.
Immediately above them were the white henchmen, whose main responsibility was to oversee the work done by the slaves. These individuals assigned duties in farms and households and also punished slaves who did not fulfill their duties as per expectation. Finally, at the top of the pyramid were the masters. These were primarily farm owners and they also bought and sold slaves as well as fighters. Because of this chain, when Schultz and Django wanted to see Candie, they had to go through intermediaries.
Conclusion
This essay had set out to show how the film Django Unchained can provide a vivid explanation of the different social behaviors and elements. In this regard, a summary of the film was provided before a number of social elements were isolated and discussed, with exemplification drawn from the different characters and situations in the film.
Among the major theories that have been well explored are Max Weber’s theory of Bureaucracy and Robert Merson’s Functionalism. Other social functions not linked to the two theories have also been illustrated. It is, however, worth noting that this discussion did not exhaust all the social elements. This is because the scope was by and large limited by extent. However, the coverage was adequate enough to meet the demands of the task.
Reference List
Cole, G.A. (2004). Management: Theory and practice. United Kingdom: Cengage Learning EMEA
Karp, D.A., Yoels, C.W. & Vahn, B.H. (2004). Sociology in Everyday Life. Illinois: Waveland Press
Claude Monet is one of the most famous representatives of the French Impressionism who determined the basic principles of this movement in art. Thus, to analyze the works by Monet, it is necessary to refer to the particular features of Impressionism as well as the specific techniques used by the artist. It is possible to observe several basic themes in the works by Monet. Many paintings of the artist are inspired by the summer landscapes and vivid pictures of Monet’s garden.
The artist worked basing on plein-air painting in order to depict all the changes in the light and colors of the natural objects. Although Camille Monet in the Garden at Argenteuil (1876) and Morning on the Seine near Giverny (1897) belong to different periods of Monet’s working and reflect rather diverse approaches to painting the landscapes and well-known places, there are some similarities in the works the focus on which allows speaking about the artist’s specific style in art.
Impressionism is characterized by the unique brushwork and color play. The artist’s garden at Argenteuil is the source of the continuous inspiration for Claude Monet. Thus, the garden is depicted in the series of the artist’s paintings.
Furthermore, the artist’s wife Camille is the model for many Monet’s paintings which are characterized by the transparency and lightness of colors associated with the intense sunlight effects (Hagen and Hagen 389-390). Camille Monet in the Garden at Argenteuil (1876) is distinctive in relation to the particular features of the composition and color contrasts.
The impressive hollyhocks are depicted in the centre of the composition. The basic red and green colors used to present the hollyhocks are rather dark, but their contrast provides the necessary intensity for the light and color play. From this point, the figure of Camille standing under the tree is rather pale, and she does not attract the viewers’ attention at first sight (Bailey 74). The background of the painting is the depiction of a pink house.
The usage of light colors for depicting the background is correlated with the color scheme of the sky and Camille’s dressing. Pink and blue colors are virtuously mixed to emphasize the intense of the sunlight in the painting. It is necessary to note that the artist often mixed colors on the canvas intending to achieve the necessary vibrant brightness of colors and their tones (Tucker 90).
The color scheme of Morning on the Seine near Giverny (1897) is rather different. In spite of the fact Monet uses the natural earth colors rarely, the whole painting is presented in the most natural colors which reflect the changes in light typical for the morning on the Seine. The dark greenish colors of the foliage accentuate the transparency of the water depicted in the painting. Pale tones of the sky are reflected in the mirror of the water.
Thus, the water alley among the dark green foliage is in the centre of the painting’s composition (Levine 185-187). If the artist depicts the sunlight effects as dazzling in Camille Monet in the Garden at Argenteuil with references to the figure of Camille and almost invisible pink house, the sunlight in Morning on the Seine near Giverny is full of the morning softness and paleness. However, the delicate and subtle combination of blue and pink colors is presented in both the paintings.
Although the differences in the colors used are observed in the paintings, the artist’s technique is recognizable and can be discussed in detail. In spite of the colors’ intensity, the combination of blue and pink colors in the paintings is rather blinking and vibrating. Moreover, the depth of the dark green colors is presented with the help of the artist’s rapid brushwork (Levine 186).
It is possible to concentrate on the “energized handling” and pulsation of the colors and brushstrokes reflected in the paintings (Bailey 74). Monet’s foliage in two paintings is rather natural in color. Nevertheless, this effect is achieved not because of the usage of ordinary colors and tones, but because of the play with shadows and color mixing.
If the intense colors in Camille Monet in the Garden at Argenteuil seem to be dancing because of the rapid and pulsated brushstrokes, the colors of Morning on the Seine near Giverny are softer and deeper. The brushwork can be discussed as more stable. To paint his works, Monet tried to use only several basic colors, and he impressively combined them to provide the necessary diversity (Tucker 58-60).
Camille Monet in the Garden at Argenteuil (1876) and Morning on the Seine near Giverny (1897) are the great examples of Claude Monet’s style, and these works can be also discussed as typical for the French Impressionism. All the basic elements such as the rapid brushwork and the unusual combination of bright and transparent colors are presented in these paintings.
Furthermore, the works reflect the artist’s concentration on plein-air painting with the help of which it is possible to depict natural objects affected by the light of different intensity.
Works Cited
Bailey, Colin. The Annenberg Collection: Masterpieces of Impressionism and Post-Impressionism. USA: Metropolitan Museum of Art, 2009. Print.
Hagen, Rose, and Rainer Hagen. What Great Paintings Say. USA: Taschen, 2003. Print.
Levine, Steven. Monet, Narcissus, and Self-Reflection: The Modernist Myth of the Self. USA: University of Chicago Press, 1994. Print.
Tucker, Paul. Claude Monet: Life and Art. New Haven: Yale University Press, 1995. Print.
