Ancient Egyptian Art and Ancient Japanese Art Essay Example for Free

Ancient Egyptian Art and Ancient Japanese Art Essay Ancient Egyptian art during this time was a big time of this civilization. Ancient Egyptian Art usually depict god, goddess and animals, because of their high religious ways. Egytian art is still today recognized as some the most sophisticated works man has ever seen. I chose to works of art to compare and contrast Egyptian and Japanese art. I will start with Egyptian Art first. The Statue of Memi and Sabu Pair is a three dimensional work of art depicting husband and wife standing together These statues was placed in a serdab, the hidden statue chamber found in no royal tomb chapels of the Old Kingdom. This period of art was Egypt most innovative times because of Pyramids and works like this being made. The Egyptians believed that the spirit of the deceased could use such a statue as a home and enter it in order to benefit from gifts of food that were brought to the offering chapel of the tomb (The Metropolitan Museum of Art). The material used Giza Painted Limestone as part of Old Kingdom, Dynasty 4, between 2575–2465 b. c. This goes in with the time of what I discuss early that Egyptians having religious belief they often idealize and symbolize there dead. The pose is unusual because Memi is returning Sabus embrace by draping his arm around her shoulders showing a relationship between the two (The Metropolitan Museum of Art). Second work of art I chose is Ancient Japanese Art. Japanese Ancient Art is one the most dynamic art periods. They were the first to develop pottery. Ancient Japan pottery Go far back as the 11th BC. The work of art I chose to compare and contrast is Storage jar made of earthenware clay unglazed in Middle Jomon period between 2500–1500 B. C. The earthenware food vessel, which came from the Aomori Prefecture in northeastern Japan, is remarkable for the fine quality of its clay and its sophisticated decoration. The cord-marked herringbone pattern was reproduced by cords knotted together and twisted in opposite directions (The Metropolitan Museum of Art). Like the Egyptians they had very detail of work that symbolizes the culture. Japanese use these potteries to store food and eating. The reason for their vast use of pottery was probably so vast because the culture was always on the go at that time. In conclusion both works of both works of art show vast sophistication and symbolize a style based off their culture beliefs and needs. Egyptian Art may have more vast terminology than Japanese Art. Both have made an impact on society today.

Othellos Fainting as a Point of No Return :: Free Essays Online

Othello's Fainting as a Point of No Return In Act IV, Scene 1 of Shakespeare’s Othello, Othello faints when confronted with the possibility that his wife has been unfaithful. Through the past few scenes, Iago, exploiting Othello’s concerns about his race, has performed a delicate act, slowly but surely leading him towards the inevitable conclusion that his wife and Cassio have ‘cuckolded’ him. When Iago finally refers explicitly to Desdemona’s sexual betrayal, Othello can bear it no longer and faints to escape the reality he cannot bear. From the outset, Othello has been uncomfortable in aristocratic Venetian society. He has deep insecurities about his ability to fulfill his role as Desdemona’s husband, both sexually and socially. Othello is elated when he realizes that beautiful young Desdemona is attracted to him since he perceives himself to be unworthy of her love, primarily due to his old age, physical unattractiveness, and most importantly because he is a black Moor. Thus, his realization of his racial identity figures prominently in his mindset. Sexually, he fears being unable to satisfy his wife’s desires; for it would be only natural for her to, having sealed the vows of marriage, seek a companion more like her. For he is â€Å"rude [†¦] in speech, / And little blessed with the soft phrase of peace† (1.3:81-2), most unfit to wed the daughter of the noble senator Brabanzio[1]. Thus, he makes it clear that he prefers the military atmosphere to the aristocratic civilian one. While Othello has thoroughly internalized his concerns regarding his marriage, shrewd Iago is able to perceive and exploit them. Iago’s villainous brilliance is manifest in his ability to take himself into Othello’s confidence. The relationship that develops between the two is of great significance. Iago is most careful to avoid explicitly accusing Desdemona of adultery until the time is right. Instead, he gradually weaves the thought into Othello’s mind so that Othello is able to independently arrive at the same conclusion. While initially Iago exhibits deference and fear of his king, the power dynamic progressively shifts so that the two become almost equal allies in an unholy conspiracy. Othello, at one point, is almost thankful to Iago for revealing to him the truth, declaring that â€Å"I am bound to thee for ever† (3.3:218). Iago reciprocates in the next scene upon being appointed lieutanant, vowing â€Å"I am your own for ever† (3.3:482). Esp ecially in this scene, Iago can be seen as representing Satan himself, inducing good Othello to err thereby securing a vow of loyalty from his servant.

Piaget’s stages of development Essay

Sensory Motor Stage Piaget’s first stage of development is the sensory motor stage. This stage occurs between the birth of the child and the age of two. During this stage, understanding comes from touching, sucking, chewing, and manipulating objects. About nine months after birth, the child develops what is called ‘object permanence’. Object permanence is the awareness that objects and people continue to exist even if they are out of sight. The infants have the ability to build up mental pictures of objects around them, from the knowledge that they have developed on what can be done with the object. Through manipulation, babies accumulate information on themselves and the world that lead to the slight understanding of how one thing can cause or affect another, and begins to develop simple ideas about time and space. An example of this would be that a baby can realize that if they cry when they are hungry, the mother will attend to them (Fleck, 1975, p. 3). Preoperational Stage Piaget’s second stage of development was the preoperational stage. The preoperational stage of development occurs between the ages of two to seven years. During this stage, children’s though processes are developing. There is a development of language and use of symbols. Children still use egocentric thought, meaning that they view the world entirely from his or her own perspective. ‘Animism’ is also a characteristic of the preoperational stage. This is when a person has the belief that everything that exists has some kind of consciousness. An example of this would be that a child would believe the sink isn’t turning on because it is sick or that the water will be hot because it’s angry. A child at this stage of development appears to view his social relationships and the physical reality egocentrically. This means that they view the world with a marked tendency to evaluate interaction with others in terms of its contribution to their own experience of satisfaction. So moral realism is an aspect of this stage because children think that their thoughts on the difference between right and wrong are shared by everyone else around them. (Appel, 1977, p. 4). Concrete Operational Stage Piaget’s third stage of development is the concrete operational stage. The  concrete operational stage of development occurs in children between the ages of seven and twelve. Before the beginning of this stage, children’s ideas about different objects are formed and dominated by their appearance. An example of this is that they believe there are less toys when they are all piled up rather than spread out across the floor because it takes up more space on the ground. During this stage, the thought process becomes more rational, mature, adult-like, and operational. Children in this stage of development lose their egocentric frame of thought and begin to think logically. This especially is true for the child’s ability to develop logical thought about an object that they are able to physically manipulate. These children have difficulty understanding abstract, hypothetical questions. Children at the concrete-operational level would be expected to draw on the experie nces of others in evaluating their environment, giving more realistic and natural. (Koocher, 1973, p. 2). Formal Operations Stage Piaget’s last stage of development is the formal operational stage. The formal operational stage of development begins at the age of around eleven or twelve and is fully achieved by the age of fifteen and taken throughout the rest of adulthood. The structures of development become the more abstract, logically organized system of adult intelligence. There are two major characteristics of formal operational thought including ‘hypothetic-deductive reasoning’ and ‘propositional reasoning’. Hypothetic-deductive reasoning means that when faced with a problem, the person is able to come up with a general summary of all the possible factors that might affect the outcome, and the different outcomes possible. Propositional reasoning means that adolescents can focus on verbal assertions and evaluate their logical validity without making reference to real-world circumstances. In concrete operational development, children can only evaluate the logic of statements based off of concrete evidence. Formal operational development brings critical, theoretical, and problem-solving types of thought that gives them much more thought and understanding than they had in the past. (Koocher, 1973, p. 8). â€Å"Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of  discovery from the preschool age on, throughout life?† –Jean Piaget On August 9, 1896, developmental psychologist and philosopher Jean Piaget was born. Jean was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults which he disproved showing the strikingly different ways children think in comparison to adults. Piaget’s theories of child development continue to be studied in the field of education. His theory differs from others in several ways. For one, it is concerned with children, rather than all learners. It also focuses on development rather than learning so it does not address learning of information or specific behaviors. It proposes discrete stages of development marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, and ideas.

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