Juan Gris, Spanish Cubist Painter

Juan Gris (1887-1927) was a Spanish painter who lived and worked in Paris, France, for most of his adult life. He was one of the most significant cubist artists. His work followed the development of the style through all of its stages. Fast Facts: Juan Gris Full Name: Jose Victoriano Gonzalez-PerezOccupation: PainterStyle: CubismBorn: March 23, 1887 in Madrid, SpainDied: May 11, 1927 in Paris, FranceEducation: Madrid School of Arts and SciencesSpouses: Lucie Belin, Charlotte (Josette) HerpinChild: Georges Gonzalez-GrisSelected Works: Portrait of Pablo Picasso (1912), Still Life with Checkered Tablecloth (1915), Coffee Grinder (1920)Notable Quote: You are lost the moment you know what the result will be. Early Life and Career Born in Madrid, Spain, Juan Gris studied engineering at the Madrid School of Arts and Sciences. He was an outstanding student, but his heart was not in academia. Instead, he chose to focus on the drawing skills that came naturally. In 1904, he began to study with the artist Jose Moreno Carbonero, a past instructor of Salvador Dali and Pablo Picasso. Hulton Archive / Getty Images After adopting the name Juan Gris in 1905, the artist moved to Paris, France. He would stay there for most of the rest of his life after having avoided Spanish military service. In Paris, he encountered some of the leading artists of the emerging avant-garde scene including Henri Matisse, Georges Braque, and Pablo Picasso, as well as American writer Gertrude Stein, who would become a collector of Gris work. During the period, Gris contributed satirical drawings to a wide range of Parisian journals. Cubist Painter In 1911, Juan Gris began to seriously focus on his painting. His initial works reflect the emerging cubist style. Pablo Picasso led the early development of cubism along with French artist Georges Braque. Gris considered Picasso an important mentor, but Gertrude Stein wrote that Juan Gris was the only person whom Picasso wished away. Portrait of Pablo Picasso (1912). Corbis Historical / Getty Images Gris exhibited at the Barcelona Exposicio dArt Cubista in 1912, considered the first group exhibition of cubist artists. His early cubist works are in the style of analytical cubism pioneered by Picasso and Braque. The 1912 Portrait of Picasso is an example of this approach. However, within two years, he focused on synthetic cubism, which used collage techniques extensively. The 1915 Still Life with Checkered Tablecloth illustrates the change. Crystal Cubism The outbreak of World War I in 1914 disrupted the life and work of Juan Gris. Gertrude Stein provided him with financial assistance, and he spent time at Henri Matisses studio in the south of France. In 1916, Gris signed a contract with French art dealer Leonce Rosenberg which helped solidify his financial future. Coffee Grinder (1920). Heritage Images / Getty Images Juan Gris simplification of the geometrical structure of his paintings in late 1916 is a distilled version of cubism. He also blurs the distinction between the background and the central object in the picture. This style has been called crystal cubism. Many observers see the technique as the logical extension of developments in cubism. The first major solo exhibition of the work of Juan Gris took place in Paris in 1919. He also participated in the final major exhibit of cubist painters at the Salon des Independents in Paris in 1920. Later Career In the months following the end of World War I in 1919, Juan Gris became ill from the lung disease pleurisy. He traveled to Bandol on the southeastern coast of France to recuperate. There, he met Russian ballet patron Serge Diaghilev, founder of the Ballets Russes. Juan Gris designed sets and costumes for the dance troupe from 1922 through 1924. La Liseuse (1926). Heritage Images / Getty Images More major international exhibitions followed from 1923 through 1925. During the period, Gris enjoyed the greatest fame that he would know during his lifetime. He delivered the lecture, Des possibilites de la peinture at the Sorbonne in 1924. It outlined his major aesthetic theories. Unfortunately, Gris health continued to decline. In 1925, he began to suffer from cardiac and kidney disease. Juan Gris died of kidney failure at age 40 in 1927. Legacy Still Life with Checkered Tablecloth (1915). Metropolitan Museum of Art / Wikimedia Commons / Creative Commons 1.0 While Pablo Picasso and Georges Braque are given credit for first developing the cubist style, Juan Gris is one of the most distinctive artists who devoted his career to the development of the movements theories. Artists ranging from Salvador Dali to Joseph Cornell acknowledged their debts to the innovations of Juan Gris. His use of brand logos and newspaper type anticipated the development of Pop Art a generation later. Source Green, Christopher. Juan Gris. Yale University Press, 1993.

Racism Through the Decades The Adventures of Huckleberry...

The main messages and themes of The Adventures of Huckleberry Finn are supported by the main symbols of the novel which are the raft, the river, and land. Themes of this novel are racism and equality, freedom, and the importance of friendship. The raft that Huck and Jim spent many days floating on symbolizes equality whereas the raft was the only place that they could speak together as equals despite the colors of their skin. The Mississippi river which Huck and Jim floated down shows how free they are compared to being on land. Land represents the exact opposite of the river. It shows how Huck and Jim don’t have freedom and aren’t equal. Eventually, Huck and Jim find out freedom and equality can only be found temporary and not last forever. Without the raft, Huck and Jim wouldn’t have found freedom and equality in their lives. In the novel, Huck says we†¦ let her [the raft] float wherever the current wanted her to; then we lit the pipes, and dangled our legs in the water, and talked about all kinds of things—we was always naked, day and night, whenever the mosquitoes would let us This shows how Huck and Jim lived freely without anyone telling them what they can and can’t do. A raft is a floating platform that can barely be steered and only goes as fast as the river it’s on. The raft not being able to be steered symbolizes Jim’s life. He was born black and has no control over automatically becoming a slave because of his race. He didn’t choose to live his life this way.Show MoreRelatedRacism Through the Decades: The Adventures of Huckleberry Finn by Mark Twain663 Words   |  3 Pages Since the release of The Adventures of Huckleberry Finn in 1885, the way that different races relate to each other (specifically people of European and African descent) has changed as tronomically. 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Maybe one of the reasons Twain will be remembered is because his writings contained morals and positive views. Because Twains writing is so descriptive, people look to his books for realistic interpretations of places, for his memorable characters, and his ability to describe his

Differentiated Instruction Paper Free Essays

Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. We will write a custom essay sample on Differentiated Instruction Paper or any similar topic only for you Order Now It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs. Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration. Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth. In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teac hers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001). Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods. The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on. Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners. Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board. Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work. Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally. Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students. Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers. Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction. According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills. Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom. Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and b ehavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall. How to cite Differentiated Instruction Paper, Essay examples

Strengthen Communication With Your Company - Myassignmenthelp.Com

Question: Discuss About The Strengthen Communication With Your Company? Answer: Introduction Westpac banking corporation is a financial services firm based out of Australia and is considered as one of the big four banks of the country. Westpac has five divisions that service over 13 million customers throughout the world. These five divisions include consumer bank, business bank, BT financial group, Westpac institutional bank and Westpac New Zealand (Westpac, 2017). Corporate communications in the art of communicating internally as well as externally by the firm to its various stakeholders with an aim to create a positive brand value, increase transparency and ensure a continued flow of information. This essay would be throwing light upon various communication strategies followed by Westpac group. Internal communications Internal communications are an integral part of any organization. Like many aspects of business management, stellar communication predominantly forms the backbone of the firm (Forbes, 2014). Internally it is important that different employees, different departments, different hierarchical positions interact with one another with a common aim of the success of the firm and transparent flow of information. Strategies followed by Westpac group to make their internal communication more effective are video simulcasts, group events, recurring meetings, team lunches, internal newsletters and open door policy. External communications External communication refers to communications of the organization with stakeholders outside of the organization. The purpose of external communications is primarily marketing and creating brand awareness. Westpac follows various strategies to ensure that the efficiency of their external communication: Media relations Media relations refer to the relationships that an organization builds with journalists in order to communicate to its stakeholders outside the organization. Westpac invests heavily on its media relations. The purpose of this relationship is to promote the brands newsworthy message to the mass audience. Their website transparently displays all the coverage the firm has yet received in various newspapers, news agencies and journalistic interviews (Westpac, 2017). It is essential for any firm to establish fruitful relationships with journalists as they eventually create the brand perception. Public relations and Events Public relations refer to the firms relationships that help communicating with the general public and individuals at large. These publics can be consumers, clients, government agencies, investors, charities, suppliers and even the media. Public relations takes into account how a company is perceived by the public at large. Social Media Social media platforms are an upcoming and efficient leading communication agents. Social media is an effective two way communication tool which helps companies start a conversation with its customers. Westpac is actively engaging with its customers on twitter and Facebook. Westpac also involves its customer chat experts on Facebook chats and help individuals gain clarity on their financial queries (CMO, 2012). Annual report and annual stake holders meeting A companys annual report and the minutes of its annual stakeholder meeting are released to the general public every year in order to make the consumer aware of the brands performance. This creates trust, transparency and an open flow of information. Stakeholders from any field are allowed to attend this meeting and can throw questions at the companys representatives and gain insights on the companys performance. Their annual report is published on the website and helps Westpac in communicating its performance to its stakeholders (Westpac, 2017). Awards and Accolades Westpac registers itself for various awards and accolades organization by reputed firms like Reuters, Bloomberg, and Dow Jones etc. As on today, Westpac is the most sustainable bank globally according to Dow Jones. This was the 16th year in a row where Westpac won such an acclamation. These awards help in creating a brand image in the eyes of its consumers and other clients. This helps in gaining customers and building trust among existing clients. Email marketing Email marketing is done by Westpac to target a specific segment of market. Immense research goes behind profiling of the individuals who receive these emails at large. This mostly helps the firm introduce new schemes and offers. Usually email marketing helps financial firms as their products are complicated in nature and require detailed information which is difficult to achieve in a television advertisement. However, consumers must be aware of the authenticity of the mail and not fall for spams. To assist its customers, Westpac event released a list of ghost sites that mimic its online banking page (Communication government of Australia, 2013). Chatbots Westpac recently completed a multimillion dollar update of its customer service platform by introducing Chatbots that converse with clients, take their queries and solve their queries without any human intervention. This upgrade would mean that the bank can now handle an estimated 65 million customer interactions each year. Public perception Public perception of Westpac is primarily positive except for a few roadblocks on its way. It has achieved the title of being a part of the big four Australian brands. The wide customer base of over 13 million customers shows that people trust the bank. However, recent scandals and accusations on the bank for interest rate manipulation has hurt the brand image (Sky news, 2016). In a Finance sector union better banking survey conducted last year, 42% respondents said that Westpacs service in unsatisfactory. The bank is currently putting more and more efforts in changing that image by efficient use of marketing strategies. References CMO, 2014, Social is a great way to start conversations, https://www.cmo.com.au/article/547846/westpac_customer_marketing_chief_social_great_way_start_conversations/, viewed on 18 September, 2017. Communications Government of Australia, 2013, Westpac customers targeted again using phishing emails, https://www.communications.gov.au/what-we-do/internet/stay-smart-online/alert-service/westpac-customers-targeted-again-phishing-emails, viewed on 18 September, 2017. Financial Review, 2017, Westpac looks to bots after customer service upgrades, https://www.afr.com/technology/westpac-looks-to-bots-after-customer-service-upgrade-20170604-gwk977, viewed on 18 September, 2017. Forbes, 2016, Strategies to strengthen communication within your company, https://www.forbes.com/forbes/welcome/?toURL=https://www.forbes.com/sites/chuckcohn/2014/10/24/strategies-to-strengthen-communication-within-your-company/refURL=referrer=#5d1c7926b153, viewed on 18 September, 2017. Sky news, 2016, Westpac public trust hit by scandals, https://www.skynews.com.au/news/top-stories/2016/04/06/westpac-public-trust-hit-by-scandals.html, viewed on 18 September, 2017. Westpac, 2017, Media Releases, https://www.westpac.com.au/about-westpac/media/media-releases/, viewed on 18 September, 2017. Westpac, 2017, The groups five key divisions, https://www.westpac.com.au/about-westpac/westpac-group/company-overview/about-us/, viewed on 18 September, 2017. Westpac, 2017, Westpac ranked worlds most sustainable bank, https://www.westpac.com.au/about-westpac/media/media-releases/2016/8-sept/, viewed on 18 September, 2017.