Art History Definition The French Academy

(noun) - The French Academy was founded in 1648 under King Louis XIV as the Acadà ©mie Royale de peinture et de sculpture. In 1661, the Royal Academy of Painting and Sculpture operated under the thumb of Louis XIVs minister of finance Jean-Baptiste Colbert (1619-1683), who personally selected Charles Le Brun (1619-1690) as the director of the academy. After the French Revolution, the Royal Academy became the Acadà ©mie de peinture et sculpture. In 1795 it merged with the Acadà ©mie de musique (founded in 1669) and the Acadà ©mie darchitecture (founded in 1671) to form the Acadà ©mie des Beaux-Arts (French Academy of Fine Arts). The French Academy (as it is known in art history circles) decided on the official art for France. It set the standards under the supervision of a select group of member artists, who were deemed worthy by their peers and the State. The Academy determined what was good art, bad art, and even dangerous art! The French Academy protected French culture from corruption by rejecting avant-garde tendencies among their students and those who submitted to the annual Salon. The French Academy was a national institution that oversaw the training of artists as well as the artistic standards for France. It controlled what French artists studied, what French art could look like and who could be entrusted with such a noble responsibility. The Academy determined who were the most talented young artists and rewarded their efforts with the coveted prize, Le Prix de Rome (a scholarship to study in Italy using the French Academy in Rome for studio space and a home base). The French Academy ran its own school, the École des Beaux-Arts (The School of Fine Arts). Art students also studied with individual artists who were members of the French Academy of Fine Arts. The French Academy sponsored one official exhibition each year to which artists would submit their art. It was called the Salon. (Today there are many Salons because of various factions in the world of French art.) To achieve any measure of success (both in terms of money and reputation), an artist had to exhibit his/her work in the annual Salon. If an artist was rejected by the jury of the Salon which determined who could exhibit in the annual Salon, he/she would have to wait for a whole year to try again for acceptance. To understand the power of the French Academy and its Salon, you might consider the film industrys Academy Awards as a similar situation - though not identical - in this respect. The Academy of Motion Picture Arts and Science nominates only those films, actors, directors, and so forth who produced films within that year. If the film competes and loses, it cannot be nominated for a subsequent year. The Oscar winners in their respective categories stand to gain a great deal in the future--fame, fortune, and greater demand for their services. For artists of all nationalities, acceptance into the annual Salon might make or break a developing career. The French Academy established a hierarchy of subjects in terms of importance and value (remuneration).

Greenleaf And A Rose For Emily - 1191 Words

The short stories ‘Greenleaf’ by Flannery O’Connor and ‘A Rose for Emily’ by William Faulkner tell the the story of isolated individuals living in the historical south. In these stories, Faulkner and O’Connor tell of the unique breed of people that the South produces. The authors create seemingly unrelatable stories with outrageous extremes that are almost comical in their absurdity. These Authors also showcase the typical southern ideal of tradition as it manifests itself into the Southern person’s pride in their appearance, religious beliefs and kindness. In addition, O’Connor and Faulkner trifle with the concept of time. Faulkner s southern town in ‘A Rose for Emily’ seems to be stuck in a sort of limbo as does Ms. Emily, and in†¦show more content†¦Greenleaf’s spiritual rituals in the woods with newspaper clippings of the different sinful things humanity has done that particular morning. She takes this very seriously and one morning goes as far as to say â€Å"Oh Jesus, stab me in the heart.† This is a direct foreshadow of events to come later on in the story. Mrs. May looks down on Mrs. Greenleaf because she doesn’t keep up the southern appearance standard by keeping her house clean and washing her children’s clothes. Her shallow minded view of Mrs. Greenleaf demonstrates Mrs. May’s obsession with appearances and her lack of devotion to Christianity even when it stares her in the face every day through Mrs. Greenleaf. Though she has a choice between becoming a true christian and staying the way she is, she continues to be selfish and push the bull out her life. The Greenleafs think that the bull is a force that can not be controlled by Mrs. May but she does not buy it. That’s why in the end of the story, the bull stabs Mrs. May in the heart as a sign of grace and when it does, Mrs. May â€Å"had the look of a person whose sight has been su ddenly restored but who finds the light unbearable.† Showcasing the fact that Mrs. May was too involved in the world, which has a sinful nature, and sin, that when she was approaching death, the glory Hardee 3 and truth of God was too unbearable for her. The bull stabs Mrs. May in the heart because the heart represents the soul, the bull pierced her soul and sends her toShow MoreRelatedANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesthe middle. In still other cases, the chronology of plot may shift backward and forward in time, as for example in William Faulkner’s A Rose for Emily, where the author deliberately sets aside the chronological ordering of events and their cause/effect relationship in order to establish an atmosphere of unreality, build suspense and mystery, and underscore Emily Grierson’s own attempt to deny the passage of time itself. Perhaps the most frequently and conventionally used device of interrupting

Learning to Read and Write Free Essays

Alana Roberts Essay I February 26th, 2013 â€Å"Learning to Read and Write† by Fredrick Douglas is a story about a slave breaking the bondage of ignorance by learning to read and write. During the course of 7 years Douglas discreetly teaches himself to read and write by means of stealing newspapers, trading food with poor white boys for knowledge and books, as well as copying his master’s handwriting. Douglas learning to read gave him extreme awareness of his condition as he says â€Å"†¦I would at times feel that learning to read had been a curse rather than a blessing. We will write a custom essay sample on Learning to Read and Write or any similar topic only for you Order Now It had given me a view of my wretched condition, without the remedy† (Page 168-169). With his new consciousness he suffered with depression envying his fellow slaves for their â€Å"stupidity. † But, like a true underdog, Douglas perseveres and through hope he escapes to the freedom of the North. There’s a quote by Harriet Tubman â€Å"I freed a thousand slaves, and could have freed a thousand more if they had known they were slaves. † Throughout the essay Douglas evaluates his slave master’s ignorance, his fellow slaves ignorance, and most importantly his own. The definition of a slave is â€Å"a person legally owned by another and having no freedom of action or right to property†. Another definition says slave means â€Å"a person under the domination of another person or some habit or influence. † Douglas finds proof of the flawed ideology that is slavery through the book â€Å"The Colombian Orator. † The book validates Douglas’s belief of human rights and gave him ammo to use against slaveholders who thought otherwise. The dilemma in him learning this illuminating information is his inability to figure a way out of slavery. Douglas writes â€Å"It was this everlasting thinking of my condition that tormented me†¦I saw nothing without seeing it, I heard nothing without hearing it† (Page 169). White slave owners made it unlawful for slaves to read and write, this ignorance kept them in a state of limbo which stopped their evolution. Without the capacity to examine their situation, they did not change their situation and stayed in this wheel of oppression and exploitation. Ignorance also befalls on the oppressors. Douglas sheds light on how slave owners prayed to Christ, went to church every Sunday and yet mistreated people to the upmost degree and punished them for reading. Southerners often justified slavery by saying they were bringing Christianity to slaves. Christianity is a religion based on love and compassion for your fellow man. Since the Europeans did not believe the Africans were worthy to be in the same human category as them they dehumanized them relating them to animals. Although the bible says â€Å"we must never treat any part of God’s creation with contempt. When we do, we are indirectly treating our Creator with contempt. † If they did not believe slaves were worthy to be treated as God’s creation then why did they push their religion on them? The answer is to keep them controlled and confused. Europeans stripped Africans of their traditions starting with their name, this in some degree made Africans like blank canvases ready to be painted anew. Christianity gave slaves hope that one day their situation will change if they prayed hard enough and abide by Christ words. It also gave them a brand new vision of what God should look like. White is good, Black is bad. In the Christian bible they saw Jesus as a white man so in turn they could have related the goodness of Christ to the â€Å"goodness† of their masters. Some slaves even argued about whose master was more kind. I guess this is what Douglas was referring to when he called his fellow slaves â€Å"stupid†. I relate the South hypocritical belief system to that of the Catholic Church during Medieval Times. The church dominated everyone’s lives using fear as a means of getting whatever they wanted from its believers. From a very early age, the people were taught that the only way they could get to Heaven was if the Roman Catholic Church approved them. Just like slaves of America many people could not read or write which kept the priests in power. Peasants worked for free on the church land to pay their tithe or to not have the burden of total damnation. The hypocrisy of Christians of the South exemplifies his mistress who he described before as â€Å"Having bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach† (Page 167). Under the influence of slavery the angelical woman he knew turned into that of a demon in her conquest to prove her superiority over him. With praying to white Jesus not working, Douglas expresses a vulnerable side when talking about contemplating suicide. â€Å"I often found myself regretting my own existence, and wishing myself dead; and but for hope of being free, I have no doubt but that I should have killed myself†¦Ã¢â‚¬  (Page 169). To counter this feeling of hopelessness he birthed a new objective, find the meaning of the word abolition and how it related to himself. Douglas speaks on his ignorance as he writes â€Å" It was always used in such connections as to make it an interesting word to me†¦I found it was â€Å"the act of abolishing†; but then I did not know what was to be abolished. Here I was perplexed. † I find it humorously ironic that he is a prime example of what a abolitionist is and going to become but there was a point in time were he didn’t recognize what the word meant. Using context clues Douglas unmask the true meaning of abolition when reading an article on abolishment of slavery in the District of Columbia. In conclusion Fredrick Douglas’s â€Å"Learning to Read and Write† maturely examines the world in which he lived in. Though Douglas was a slave physically he was never a slave mentally. He analyzes and challenges the norm in his quest for freedom; and because of Douglas’s thirst for knowledge he escapes the bondage of ignorance. Douglas also points out that learning doesn’t make the man free but it is how you use this knowledge to obtain freedom. In our day and age we take for granted things like owning a book, going to school, even the simple principle of being who we want to be. Douglas is a hero to Black Americans as well as people who believe knowledge is power. Work Cited Learning to Read and Write by Fredrick Douglas The Brief McGraw-Hill Reader http://www. sparknotes. com/lit/narrative/themes. html Narrative of the Life of Frederick Douglass http://www. historylearningsite. co. uk/medieval_church. htm The Medieval Church http://www. goodreads. com/author/quotes/18943. Frederick_Douglass Fredrick Douglas Quotes http://www. billygraham. org/articlepage. asp? articleid=6217 Christian view on treatment of animals http://www. cliffsnotes. com/study_guide/literature/life-of-frederick-douglass/critical-essays/douglass-canonical-status-heroic-tale. html How to cite Learning to Read and Write, Essay examples

Hedda Gabler Essay Research Paper In Henrik free essay sample

Hedda Gabler Essay, Research Paper In Henrik Ibsen? s 1890 drama, Hedda Gabler, we meet the beautiful, spoiled, self-involved Hedda. She is the blue girl of the ulterior General Gabler. The full drama takes topographic point in one room and revolves around the destructive behaviour of one adult female. Hedda marries, manipulates and masterminds a frivolous life that ends in her self-destruction. This self-destruction is a predictable stoping for such a cold, dispassionate beauty as Hedda. It is the bold act of a adult female who chooses decease, over complex life. As the drama ends, Hedda is caught in a web of devastation. She has burned Lovberg? s manuscript and jealously manipulated his self-destruction. She entirely is responsible for his inelegant decease and # 8220 ; the kid # 8221 ; . Hedda may hold even gotten away with her actions except for Judge Brack. It is his intuition and his cognition that Hedda is fearful of dirt, that force her into a corner, # 8220 ; Yes, the dirt? of which you are mortally afraid # 8221 ; ( Ibsen 70 ) . We will write a custom essay sample on Hedda Gabler Essay Research Paper In Henrik or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page # 8220 ; And what decisions will people pull from the fact that you did give it to him? # 8221 ; ( Ibsen 70 ) . Hedda sees her life going crippled by Brack? s control, # 8220 ; I am in your power none the less. Capable to your will and your demands. A slave, a slave so! # 8221 ; ( Ibsen 71 ) . She cries, # 8220 ; No, I can non digest the idea of that! Never! # 8221 ; ( Ibsen 71 ) . Judge Brack threatened Hedda because it gave him control over her. Brack had long been infatuated with her beauty and wanted Hedda as his kept woman. He was eager for the possibilities, this new relationship could make, but he did province he would non mistreat this privilege. Bei ng merely a small closer was good plenty for the justice. Because Hedda is a compulsive accountant, Brack? s proposal is terrorizing. Alternatively of taking this circumstance to add escapade to her supposed deadening life, she refuses to accept Brack? s offer. Hedda? s attitude moves the drama to its predicable stoping. Hedda has married a dull minded adult male who loves his work, â€Å"But I! How mortally bored I have been† ( Ibsen 43 ) . Hedda chose Tesman because she thought he would be able to supply her with more fiscal benefits. It was an appropriate action for a adult female of this clip period to pick a mate for â€Å"correctness and respectability† instead than love. In her ennui, she is angry she did non hold the bravery to love Elibert Loveberg and is covetous that Mrs. Elvsted plays such an of import function in Loveberg? s life. Now Hedda? s life will go around around an unwanted gestation and a blackmailing asshole. True to her nature, Hedda exterminates what she can non command. This clip it is herself! While Tesman and Mrs. Elvstad begin work on reconstructing Lovberg? s manuscript, Hedda goes to her sleeping room and â€Å"beautifully† shoots herself in the caput. Hedda Gabler? s self-destruction was a great act of cowardliness for many grounds. She ignored the value of life itself, the ability to alter and the bravery to accept the effect of her old actions. But most significantly, in her egoistic apathy, she boldly commits the slaying of her unborn kid. Unlike Lovberg, Hedda is unemotional and cold in stoping her life. She merely gives up because she sees no self-indulging ground to populate, # 8220 ; after this I will be quiet. # 8221 ; ( Ibsen 71 )