Womanhouse, CalArts 1970s Feminist Art Collaboration

Womanhouse, CalArts 1970s Feminist Art Collaboration Womanhouse was an art experiment that addressed the experiences of women. Twenty-one art students refurbished an abandoned house in Los Angeles and turned it into a provocative 1972 exhibit. Womanhouse received national media attention and introduced the public to the idea of Feminist Art. The students came from the new Feminist Art Program at the California Institute of the Arts (CalArts). They were led by Judy Chicago  and Miriam Schapiro. Paula Harper, an art historian who also taught at CalArts, suggested the idea to create a collaborative art installation in a house. The purpose was more than just to showcase womens art or art about women.   The purpose, according to Linda Nochlins bok on Miriam Schapiro, to  help women  restructure their personalities to be more consistent with their desires to be  artists and to help them build their art making out of their experiences as  women. One inspiration was Judy Chicagos discovery that a womans building had been part of the 1893 Worlds Columbian Exposition in Chicago. The building was designed by a woman architect, and many art works, including one by Mary Cassatt, were featured there. The House The abandoned house in the urban Hollywood area was condemned by the city of Los Angeles. The Womanhouse artists were able to postpone the destruction until after their project. The students devoted enormous amounts of their time in late 1971 to refurbishing the house, which had broken windows and no heat. They struggled with repairs, construction, tools, and cleaning out the rooms that would later house their art exhibits. The Art Exhibits Womanhouse was opened to the public in January and February of 1972, gaining a national audience. Each area of the house featured a different work of art.   â€Å"Bridal Staircase,† by Kathy Huberland, showed a mannequin bride on the stairs. Her long bridal train led to the kitchen and became progressively grayer and dingier along its length. One of the most famous and memorable exhibits was Judy Chicago’s â€Å"Menstruation Bathroom.† The display was a white bathroom with a shelf of feminine hygiene products in boxes and a trash can full of used feminine hygiene products, the red blood striking against the white background. Judy Chicago said that however women felt about their own menstruation would be how they felt seeing it depicted in front of them. Performance Art There were also performance art pieces at Womanhouse, initially done for an all-female audience and later opened to male audiences as well. One exploration of men’s and women’s roles featured actors playing â€Å"He† and â€Å"She,† who were visually depicted as male and female genitalia. In â€Å"Birth Trilogy,† performers crawled through a â€Å"birth canal† tunnel made of the legs of other women. The piece was compared to a Wiccan ceremony. The Womanhouse Group Dynamic The Cal-Arts students were guided by Judy Chicago and Miriam Schapiro to use consciousness-raising and self-examination as processes that preceded making the art. Although it was a collaborative space, there were disagreements about power and leadership within the group. Some of the students, who also had to work at their paying jobs before coming to labor at the abandoned house, thought that Womanhouse required too much of their devotion and left them no time for anything else. Judy Chicago and Miriam Schapiro themselves disagreed about how closely Womanhouse should be tied to the CalArts program. Judy Chicago said things were good and positive when they were at Womanhouse, but became negative once they were back on the CalArts campus, in the male-dominated art institution. Filmmaker Johanna   Demetrakas made a documentary film called Womanhouse about the feminist art event. The 1974 film includes the performance art pieces as well as reflections by the participants. The Women The two primary movers behind Womanhouse were Judy Chicago and Miriam Shapiro. Judy Chicago, who changed her name to that from Judy Gerowitz in 1970, was one of the major figures in Womanhouse. She was in California to establish a Feminist Art Program at Fresno State College. Her husband, Lloyd Hamrol, was also teaching at Cal Arts. Miriam Shapiro was in California at that time, having originally moved to California when her husband Paul Brach was appointed dean at Cal Arts. He accepted the appointment only if Shapiro would also become a faculty member.   She brought her interest in feminism to the project. A few of the other women involved included: Faith WildingBeth BachenheimerKaren LeCocqRobbin Schiff Edited and updated with content added​ by Jone Johnson Lewis.

Justification Essay Example | Topics and Well Written Essays - 750 words

Justification - Essay Example As mentioned by Klosko, the principle of fairness is the key to settle all social problems as it solves the existing problems of other political obligation theories, as well as resolves social conflicts diplomatically through justice (The Principle of Fairness 33). The principle of fairness was first introduced in the works of Hart in 1955, who suggested that fairness is determined by the extent to which two or more parties, both agreeing to restrict their rights, participate in and benefit from a common venture (Klosko, â€Å"The Principle of Fairness† 33). This definition implies that the principle of fairness entails both equality and restriction of rights. On the other hand, Rawls’ theory, which contains similar concepts with Hart’s, posits that such mutual cooperation is governed by rules that restrict all participating parties and that justice is needed to implement such rules (Rawls 10-12). Rawls’ ideas on the principle of fairness also come along with the principles of justice because, in his definition, justice is the key in implementing the rules that govern all mutually advantageous collaborations. With Hart and Rawls’ definitions, it can be said that the main idea of the principle of fairness is mutual cooperation and conformity to rules. Thus, to sum up the two definitions, Klosko proposes that there are five fundamental elements that govern the principles of fairness: 1) cooperative scheme, 2) rules governing the cooperative scheme, 3) restrictions, 4) distinctions between cooperators and non-cooperators, and 5) benefits of the non-cooperators (The Principle of Fairness 34). The cooperative scheme refers to the mutually beneficial ventures of which the participating parties share both the burdens and benefits of such ventures. The governing rules refer to the sacrifices that all participating parties must make in order to yield the desired benefits of the

Are experiences of childhood culturally unique Essay

Are experiences of childhood culturally unique - Essay Example More specifically, the study will focus on cross-cultural examples of childhood experiences. Childhood depends on the environment and the culture where a child grows; different cultures handle their children in extremely different ways. The physical environment alters the games that children play. For example, children who live in the arctic countries cannot play outdoor games during winter. As such, they must learn how to play outdoor games (Fergus 2009, p. 257). On the contrary, those children who grow in the tropics enjoy a whole year of outdoor games and play because of the friendly tropic weather. Differences in technological advancement and the schooling system alter the childhood years of many children across cultures of the world (Fergus 2009, p. 258). Children living in the 21st century experience different childhood from those who lived in the 19th century. Therefore, the past is a strange country where things were done differently from the present. Countless transformations and alterations have taken place in the lives of children; due to changes in ways that parents treat their children and understanding of the general public on issues that concern children (Cross 1997, p. 50). Today, children do not have many responsibilities, and play characterizes their life instead of work. Further, majority of the children spend their days in school receiving formal education, but not working in the mines or farms for wages (Carol & Melvin 2003, p.777). Today, children spend their Childhood life within the family context instead of public life and children no longer produce, but they depend on their parents for upkeep and nourishment. In the recent past, it was legally and socially acceptable for a child to work in the factory. However, if this happens today, social workers will intervene to save the child, and this will bring serious legal penalties to the owner of the factory and the parents of that child (Carol &

The Dublin environment and entrapment within it Essay Example for Free

The Dublin environment and entrapment within it Essay Dubliners: The stories are variations on the theme of rebellion from the Dublin environment and entrapment within it. Discuss how these themes (rebellion/entrapment) are explored in at least THREE of the stories in the collection. Throughout Dubliners the themes of rebellion from the Dublin environment and entrapment within it occur in each story. One story where the protagonists are particularly trapped is Two gallants where Corley and Lenehan are stuck in a vicious cycle involving easy money for drink and easy women for sex, their rebellion from the mundane life of Dublin. Similarly, Gallaher in A Little Cloud is an immoral character but he has escaped Dublin ans by contrast, Little Chandler is trapped with an unhappy marriage and thwarted ambition. The title of Two Gallants is highly ironic, with neither of the central characters being close to gallant, in fact they are the least respectable in the entire collection. The story is in the adolescent phase of the novel though Corley and Lenehan are in their thirties; Joyce describes Lenehans hair as scant and grey showing him to be prematurely aged, exacerbating the contrast between their maturity and their age. This arrested development is an important element in their entrapment, as they are stuck at a level of maturity short of their age, their development paralysed. Moreover, their amoral behaviour is like an unconscious rebellion against the dismal nature of their existence. Joyces intention to portray Dublin in a very negative light is conveyed clearly in this story, not only through the leech like Lenehan and large, globular Corley, but also with his description of Dublin. The circular structure of the story reflects the entrapment of the characters. The fact that Lenehan, with nothing better to do, just wanders the streets, getting nowhere adds to the idea that there is no escape from Dublin. In addition to the circular structure, Joyce refers explicitly to circles. The word circulated is used in the first line and later Lenehans gaze was fixed on the large faint moon circled with a double halo. To consolidate the circular idea, Joyce later refers to a girl Corley used to see off the south circular. The unity of a circle is eternal and confined, like the misery of Dublin. In A Little Cloud, Little Chandler is trapped, not only in the stagnant Dublin but in a miserable marriage: He looked coldly into the eyes of the photograph [of Annie, his wife] and they answered coldly. Certainly they were pretty and the face was pretty. But he found something mean in it. He is in awe of Gallaher who has experienced and seen the world outside Dublin; Gallaher rebelled against Dublin by escaping. Though he is no longer trapped in the city, like the protagonists in Two Gallants, he is another example of arrested development, trapped instead in the adolescent stage of his life. Little Chandler is similarly in a state of arrested development with his child-like characteristics including his hands, which are white and small, also his voice was quietand when he smiled you caught a glimpse of a row of childish white teeth. Little Chandler has his own rebellion at the end of the story when he finds a disturbing outlet for his frustration. Joyce uses the technique of the interior monologue to convey Little Chandlers great anger: It was useless, useless! He was a prisoner for life. His arms trembled with anger and suddenly bending to the childs face he shouted: Stop!' This act, which borders on violence from Chandler whose manners were refined, illustrates the great extent of his dissatisfaction. This lack of fulfilment stems from the entrapment he feels from living in Dublin, which in turn implies the severity of Dublins stagnancy. Another story in the collection with the themes of rebellion and entrapment is Counterparts where Farrington, the protagonist, is trapped like Chandler in an unfulfilling career as a clerk. Farrington spends an inordinate sum on alcohol in the story but at the end of the night he felt humiliated and discontented; he did not even feel drunk. This emphasises the pointlessness of his existence as he drinks to alleviate the monotony of his life, but the money he earns from his unfulfilling job is not even sufficient to make him drunk. Farrington also provides a parallel to Little Chandler in his loveless marriage: His wife was a little sharp-faced women who bullied her husband when he was sober and was bullied by him when he was drunk. In addition, he likewise takes out his rage on his son but the two characters differ considerably as, unlike Chandler, Farrington does seem to be a violent man. He struck his son vigorously with the stick as opposed to Chandler whose cheeks suffused with shameand tears of remorse started to his eyes. A further example would be the entrapment in Eveline which is less metaphorical than in the other mentioned stories, as she is trapped by duty to her abusive father, in addition to her mental prison like that of the other protagonists. She fears the unknown, preferring to embrace a future of certain misery than an uncertain pursuit of happiness: It was hard work a hard life but now that she was about to leave it she did not find it a wholly undesirable life. Each story in the collection contains reference to either rebellion or entrapment, implying Joyces anti-Dublin opinions. It is made clear that without leaving Irelands capital, it is impossible to prosper or advance, a prime example being the Two Gallants arrested development or Little Chandlers and Farringtons increasing frustration resulting in violence. Joyce explores these central themes in detail and uses the ideas of rebellion and frustration to comment on the disparity of Dublin, reiterating repeatedly that people become trapped: You could do nothing in Dublin. Gallaher, however has achieved escape and although Chandler initially elevates him, his vulgarity is exposed leaving the reader uncertain as to whether true success, even outside Dublin, is possible for the Dubliners.

Comparing Merchant of Venice, Taming of the Shrew, and Much Ado About Nothing :: comparison compare contrast essays

Trickery and Disguise in Merchant of Venice, Taming of the Shrew, and Much Ado About Nothing      Ã‚   Shakespeare uses similar comic elements to effect similar outcomes in his works.   Many of his plays utilize trickery and disguise to accomplish similar endings.      Ã‚  Ã‚  Ã‚   Trickery plays a major role in The Merchant of Venice and drives most of the action, while mistaken identity, specifically Portia's disguise as the "learned attorney's" representative, plays a major role in the resolution of the play.   The first instance of trickery in the play is Bassanio's plan to present himself as a financially sound suitor, when in truth, he is not.      Ã‚  Ã‚  Ã‚   Bassanio believes that he would stand a very good chance of being the successful suitor if he had the proper money backing him.   Bassanio then goes to his friend Antonio to try to secure a loan to provide for his wooing.      Ã‚  Ã‚  Ã‚   O my Antonio, had I but the means/To hold a rival   Ã‚  Ã‚  Ã‚   place with one of them [other suitors]/I have a   Ã‚  Ã‚  Ã‚   mind presages me such thrift/That I should   Ã‚  Ã‚  Ã‚   questionless be fortunate!" (Shakespeare,   Ã‚  Ã‚  Ã‚   Merchant 1.1 173-176)      Ã‚  Ã‚  Ã‚   However, Antonio has, "neither the money, nor commodity/to raise a present sum" but urges Bassanio to go through Venice to try to secure a loan using Antonio's bond as credit (Shakespeare, Merchant 1.1 178-179).      Ã‚  Ã‚  Ã‚   One of the resident money-lenders of Venice is an individual called Shylock, a person of Jewish descent. The practice of usury was traditionally banned by the Christian church.   This allowed many Jews, because their belief system contained no objection to profitable money-lending, to become the de facto loan officers.   Bassanio approaches Shylock to ask for a loan, and Shylock seems as if he is going to agree, however, he first asks to speak with Antonio.   It is revealed in an aside that Shylock harbors a secret hatred of Antonio because of his religion and Shylock's belief that Antonio's practices drive down the interest rates that Shylock can charge in Venice. Here we see the second instance of trickery and deception within The Merchant of Venice. Shylock seems to have great knowledge of the positions of Antonio's fleet and ominously notes that, "ships are but boards, sailors but men" (Shakespeare,

Personalities behind the civil rights movement

The Civil Rights Movement was primarily due to discrimination and racism against the African-Americans. It aimed at granting full civil and political rights and equality to all the Americans, regardless of race. This article looks into the earlier phase (1896-1954) of the many movements which constitute the Civil Rights Movements. The Civil Rights Movement would be nothing without the contributions of brave men and women towards the achievement of equal rights. These personalities and leaders made it possible to end slavery, segregation and unfair treatment to the oppressed. Even some of these people were victims themselves who struggled for freedom and justice. These leaders include: Mary McLeod Bethune, John Brown, Linda Brown, Ruby Bridges, Frederick Douglass, Medgar Evers, Marcus Garvey, Jesse Jackson, John F. Kennedy, Martin Luther King, Jr., Abraham Lincoln, Rosa Parks, Homer Plessy, Dred Scott, Sojourner Truth, Nat Turner, Harrit Tubman and Malcolm X. Every one of these leaders has his/her own story to tell, own act of selflessness in order to see the better of the country. Bethune was an African American who became an advisor of the late Franklin D. Roosevelt and created an all black school so that black children can study to have good jobs later on and vote wisely; Brown helped in preventing Kansas from being a slave state and helped slaves in escaping from their captors; Linda Brown became famous for fighting the Board of Education of Topeka to help give all black children a good education; Bridges helped in ending segregation in her school. Douglass, once a slave, helped children to read and write and fought for freedom through the speeches he gave; Evers also fought for equality for the blacks in Mississippi; Garvey started the Back to America Movement, meant to help blacks me treated right; Jackson, one of the greatest Civil Rights leader, was the second black American to run for presidency, which he believed was a key to getting more political power for the blacks; and Lincoln played a big role by issuing the Emancipation Proclamation, which was a declaration of freedom for all slaves. These were just some of those who have great contributions during the Civil Rights Movement. Their primary goal, among others, was to see that every American has equal rights regardless of race or color. To do this, not just whites but blacks must be allowed to have education or to go to an all-whites school. This was important for the blacks because it is one ticket to a good job and future. Achieving this also shows equality in education between blacks and whites. The leaders also fought for the eradication of poverty among the blacks. During those times, their only purpose was being slaves to richer people in their own state. They have no right for freedom, for good jobs around the neighborhood, and for all the good things whites enjoy. The leaders have wanted economic independence for all. Another thing they saw worth fighting for was their right to vote. Many black persons were killed brutally just for encouraging blacks to vote. The whites see this as an insult to them because they think that the blacks have no business dealing with political activities. These leaders also wanted privileges be granted to blacks, especially when it comes to the places where blacks and whites are separated, such as the seating in the buses, bathrooms, housing and school. All these goals constitute social change. The leaders wanted to end the hardships that blacks shouldered everyday. They have also longed for freedom of speech. John F. Kennedy, Martin Luther King, Jr. and Rosa Parks can be considered great leaders during these times. Their contributions have made many changes in the way blacks were treated in different states. Kennedy was the only president to appoint blacks in different federal positions as a way to end racial discrimination. He issued the Civil Rights Act of 1964 to make way for equal treatments and rights. This act abolished the discrimination on buses. Whites and blacks alike can now sit wherever they want to. It abolished discrimination in housing. Before, blacks lived in the seedier parts of town. Only whites have the right to clean, better and richer areas. Kennedy’s Executive Order # 11063 ended this. The act also abolished discrimination in voting and education. King, on the other hand, also played an important role during the Civil Rights Movement. He believed in peaceful demonstrations and rallies, protests and marches to fight against Jim Crow Laws, which segregate blacks and whites. He wanted blacks to enjoy the same privileges as the whites such as voting. His leadership brought about changes and the Jim Crow was defeated. Blacks were able to enjoy the things that used to be denied them. Lastly, Parks became instrumental in sparking the Civil Rights Movement. She was arrested one night for refusing to give the seat to a white passenger in the bus. She was found guilty, and had to pay a fine. Although she lost the case, her arrest made way for the Montgomery Bus Boycott which lasted a year. Her lawyers then filed suit against the segregation, saying it was unconstitutional. This effort was not wasted when the U.S. Supreme Court agreed with Parks’ lawyers. The segregation on the buses was finally over. REFERENCE Payne, Charles M. (1995). I’ve Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle. Berkeley: University of California Press.

Nitrogen Triiodide Chemistry Demonstration

In this spectacular chemistry demonstration, crystals of iodine are reacted with concentrated ammonia to precipitate nitrogen triiodide (NI3). The NI3 is then filtered out. When dry, the compound is so unstable that the slightest contact causes it to decompose into nitrogen gas and iodine vapor, producing a very loud snap and a cloud of purple iodine vapor. Difficulty: Easy Time Required: Minutes Materials Only a few materials are required for this project. Solid iodine and a concentrated ammonia solution are the two key ingredients. The other materials are used to set up and execute the demonstration. up to 1 g iodine (do not use more)concentrated aqueous ammonia (0.880 S.G.)filter paper or paper towelring stand (optional)feather attached to a long stick How to Perform the Nitrogen Triiodide Demo The first step is to prepare the NI3. One method is to simply pour up to a gram of iodine crystals into a a small volume of concentrated aqueous ammonia, allow the contents to sit for 5 minutes, then pour the liquid over a filter paper to collect the NI3, which will be a dark brown/black solid. However, if you grind the pre-weighed iodine with a mortar/pestle beforehand a larger surface area will be available for the iodine to react with the ammonia, giving a significantly larger yield.The reaction for producing the nitrogen triiodide from iodine and ammonia is:3I2 NH3 → NI3 3HIYou want to avoid handling the NI3 at all, so my recommendation would be to set up the demonstration in advance of pouring off the ammonia. Traditionally, the demonstration uses a ring stand on which a wet filter paper with NI3 is placed with a second filter paper of damp NI3 sitting above the first. The force of the decomposition reaction on one paper will cause decomposition to occur on the other pa per as well.For optimal safety, set up the ring stand with filter paper and pour the reacted solution over the paper where the demonstration is to occur. A fume hood is the preferred location. The demonstration location should be free of traffic and vibrations. The decomposition is touch-sensitive and will be activated by the slightest vibration.To activate the decomposition, tickle the dry NI3 solid with a feather attached to a long stick. A meter stick is a good choice (dont use anything shorter). The decomposition occurs according to this reaction:2NI3 (s) → N2 (g) 3I2 (g)In its simplest form, the demonstration is performed by pouring the damp solid onto a paper towel in a fume hood, letting it dry, and activating it with a meter stick. The nitrogen triiodide molecule is not very stable. LAGUNA DESIGN / Getty Images Tips and Safety Caution: This demonstration should only be performed by an instructor, using proper safety precautions. Wet NI3 is more stable than the dry compound, but still should be handled with care. Iodine will stain clothing and surfaces purple or orange. The stain can be removed using a sodium thiosulfate solution. Eye and ear protection are recommended. Iodine is a respiratory and eye irritant; the decomposition reaction is loud.NI3 in the ammonia is very stable and can be transported, if the demonstration is to be performed at a remote location.How it works: NI3 is highly unstable because of the size difference between the nitrogen and iodine atoms. There is not enough room around the central nitrogen to keep the iodine atoms stable. The bonds between the nuclei are under stress and therefore weakened. The outside electrons of the iodine atoms are forced into close proximity, which increases the instability of the molecule.The amount of energy released upon detonating NI3 exceeds that requ ired to form the compound, which is the definition of a high yield explosive. Sources Ford, L. A.; Grundmeier, E. W. (1993). Chemical Magic. Dover. p. 76. ISBN 0-486-67628-5.Holleman, A. F.; Wiberg, E. (2001). Inorganic Chemistry. San Diego: Academic Press. ISBN 0-12-352651-5.Silberrad, O. (1905). The Constitution of Nitrogen Triiodide. Journal of the Chemical Society, Transactions. 87: 55–66. doi:10.1039/CT9058700055Tornieporth-Oetting, I.; Klapà ¶tke, T. (1990). Nitrogen Triiodide. Angewandte Chemie International Edition. 29 (6): 677–679. doi:10.1002/anie.199006771