How to name a story or a poem

How to name a story or a poem. How to name a story or a poem. You should not name the story or poem, but you may use character/place/item names that will give us a clue

Your poem must be typed and uploaded as a FILE (see above file extensions).
Remember, you must change words in the original poem to match stories and/or poems we’ve read!!! Remove fictional references in the original poem to pieces we have not read, and rewrite those sections using fiction we have read. (Don’t leave in references from stories we have not read like the Iliad or Homer.)
The fictional references may be stories or poems (or both). Reference characters, setting–any aspect of setting (even temperature, light), themes, symbols, objects (such as movies, bikes, bodies, stones, boxes, colors, babies, quilts, letters, shoes, onions, and so on). Yes, you can reference a word or two unique to a character (“Gonna get you, Baby!”)
But don’t just substitute the names of characters and stories like a “fill-in-the-blank.” Be creative! Have Sammy (A&P) meet Connie (WAYG) by the railroad tracks on a bicycle or something equally cool and creative.
Don’t vary from the “style” of the original which is the whole purpose of this assignment. (See below)
It must follow the pattern of the original poem (same number of stanzas, lines per stanza etc.). Your poem should have the same number of stanzas (paragraph-like breaks in the poem) and key elements as the original, but it will appear brand new. (See the “correct” examples.)
Don’t put the titles of the pieces in the poem (unless you use the actual words like “a bed of chrysanthemums,” or “build a fire” or “sit in a clean, well-lighted place.” In that instance, it’s okay because you’re using them as images in the poem. Half the fun, when reading these, is guessing what story/poem is being referenced.
Ultimately, you will have a poem that follows the format of “Fictional Characters,” but it will be recognizable to us because we will have read the pieces you add in.

#there is my teacher instruction,
you have to write 9 stanza from these short stories
1/ the story of an hour
2/ the god father
3/Greasy lake
4/clean-well lighted place
5/To build a fire
6/where are you going where have you been

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How to name a story or a poem

How to name a story or a poem

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Discuss the claim that public funds should not be used to support artistic projects or events

Discuss the claim that public funds should not be used to support artistic projects or events. Discuss the claim that public funds should not be used to support artistic projects or events. must use my references list:

Bibliography
Dong, L., & Haruna, M., 2012. The Practice of Urban Renewal Based on Creative Industry: Experience from the Huangjueping Creative Industries in Chongqing-China. Journal of Sustainable Development, 5(5), p101.
Havens, T. R., 2014. Artist and patron in postwar Japan: Dance, music, theater, and the visual arts, 1955-1980. Princeton University Press.
Kenworthy, B., 2002. Public funding of controversial art. [online] Available at: < http://www.firstamendmentcenter.org/public-funding-of-controversial-art> [Accessed 20 November 2015]
Lindsay, J., 1995. Cultural policy and the performing arts in Southeast Asia. Bijdragen tot de taal-, land-en volkenkunde, 656-671.
National Assembly of State Arts Agencies, 2014. Why Should Government Support The Arts? [online] Available at <http://www.nasaa-arts.org/Advocacy/Advocacy-Tools/Why-Government-Support/WhyGovSupport.pdf> [Accessed 20 November 2015].
The Hertage Foundation, 1997. Ten Good Reasons to Eliminate Funding for the National Endowment or the Arts. [online] Available at <http://www.heritage.org/research/reports/1997/04/bg1110-ten-good-reasons-to-eliminate-funding-for-the-nea> [Accessed 20 November 2015].
Wilkerson, M.,2012. Using the Arts to Pay for the Arts: A Proposed New Public Funding Model. The Journal of Arts Management, Law, and Society, 42(3), 103-115.
Xiang, H. Y., & Walker, P. A., 2014. China Cultural and Creative Industries Reports 2013. Springer.

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Discuss the claim that public funds should not be used to support artistic projects or events

Discuss the claim that public funds should not be used to support artistic projects or events

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Art Experience – Project

Art Experience – Project. Art Experience – Project. Art Experience – Project

Post your assignment to Discussions under, “Art Experience Project”.

For this class this assignment is an instrument by which to measure your growth as a student in this course and to observe your mastery of the material we have covered. It also symbolizes the culmination of a body of work by you during this course. This research project should contain relevant references from readings, video, and other personal experiences you have encountered thus far in this course and should represent the best of your achievements and accomplishments in this course.

Arts Event Presentation Guidelines

The “arts” are broadly defined within the context of this class, so an “arts event” may refer to a one time “show” – such as a theatre play, an opera, a ballet, a symphony, etc. Or, it may refer to an exhibit at an art gallery, such as an exhibit at the UO Arts Museum. It may be a local music scene, or “First Fridays,” or a fair. You will want to begin to read the various events calendars in local website and newspaper listings in order for you to choose the event you will research. The following is a list of possible art genres:

– Jazz performance

– Art gallery showing

– Dance performance (ballet, modern, folk, other)

– Pop music performance – concert or club

– Art museum exhibit

– Ethnic group or artist performance

– School of Music performances

– Country Music performance

– Theatre performance

– Classical music concert

– Hip-Hop performance

– Electronic music performance

– Alternative indie film festival…

– etc…..

The topics for the project will follow the questions below. That is, you will be asked to research, record, and reflect on the following regarding your experience with the arts event. You will address the following questions:

1) Where does this arts event take place, and what can you say about its values relative to its location?

2) Who are the artists/performers/creators of this arts event, and what can you say about their training and values as revealed through this arts event?

3) Who is the audience? What can you say about the values of the people who are consumers/viewers/participants in this arts event?

4) How is this arts event marketed, and what does this say about the values of the production?

5) How does this arts event reflect contemporary values and issues?

6) What is the historical relevance of this arts event?

7) What is the cultural context of this arts event?

Additionally, as you research and collect information on this arts event, you will want to think about how best to present it to the class, so that the presentation accurately conveys the values of the arts event, and your view of it. So, you will want to consider how you will relate the importance of place, for instance. Will you take pictures? Will you draw a graphic representation? Will you record it? How will you show the marketing materials? What will you need to collect? What about the artists? Will you need to interview them? How will you be able to determine context? Will you keep track of reviews, listings, do an audience survey?

You will be expected to plan time outside of class or your regular study time to do the research, observations, and recording of the event. It should be fun! Think about getting to know the event or place as intimately as possible. You will be an “ expert” on this event by the end of the quarter.

The PowerPoint Presentation:

Each student will create a PowerPoint Presentation and submit these presentations to the Discussion Board for the class to review. Use photographs you take, images from promotional materials, graphic illustrations, etc. to illustrate a summation of your art experience. Address the subtopic questions above. Be creative about your design and don’t be too text heavy. You must have a minimum of 10 graphic / photo slides and a minimum of 10 text slides – Total minimum of 20 slides.

Personal Reflection Paper

Due Friday February 19, 2016

Each student will write a minimum of a 5-page document that addresses their art experience research. Note, the length does not include images, only text. Discuss your original concept and its evolution to the final product, as well as the challenges and successes that you encountered. You will submit your paper as an MS Word document to Discussions under, “Art Experience Project”.

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Art Experience – Project

Art Experience – Project

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Art Experience Project Presentation and Paper

Art Experience Project Presentation and Paper. Art Experience Project Presentation and Paper. Art Experience Project Presentation and Paper

(Total 10 points)

Due Friday February 19, 2016

Art Experience – Project

Post your assignment to Discussions under, “Art Experience Project”.

For this class this assignment is an instrument by which to measure your growth as a student in this course and to observe your mastery of the material we have covered. It also symbolizes the culmination of a body of work by you during this course. This research project should contain relevant references from readings, video, and other personal experiences you have encountered thus far in this course and should represent the best of your achievements and accomplishments in this course.

Arts Event Presentation Guidelines

The “arts” are broadly defined within the context of this class, so an “arts event” may refer to a one time “show” – such as a theatre play, an opera, a ballet, a symphony, etc. Or, it may refer to an exhibit at an art gallery, such as an exhibit at the UO Arts Museum. It may be a local music scene, or “First Fridays,” or a fair. You will want to begin to read the various events calendars in local website and newspaper listings in order for you to choose the event you will research. The following is a list of possible art genres:

– Jazz performance

– Art gallery showing

– Dance performance (ballet, modern, folk, other)

– Pop music performance – concert or club

– Art museum exhibit

– Ethnic group or artist performance

– School of Music performances

– Country Music performance

– Theatre performance

– Classical music concert

– Hip-Hop performance

– Electronic music performance

– Alternative indie film festival…

– etc…..

The topics for the project will follow the questions below. That is, you will be asked to research, record, and reflect on the following regarding your experience with the arts event. You will address the following questions:

1) Where does this arts event take place, and what can you say about its values relative to its location?

2) Who are the artists/performers/creators of this arts event, and what can you say about their training and values as revealed through this arts event?

3) Who is the audience? What can you say about the values of the people who are consumers/viewers/participants in this arts event?

4) How is this arts event marketed, and what does this say about the values of the production?

5) How does this arts event reflect contemporary values and issues?

6) What is the historical relevance of this arts event?

7) What is the cultural context of this arts event?

Additionally, as you research and collect information on this arts event, you will want to think about how best to present it to the class, so that the presentation accurately conveys the values of the arts event, and your view of it. So, you will want to consider how you will relate the importance of place, for instance. Will you take pictures? Will you draw a graphic representation? Will you record it? How will you show the marketing materials? What will you need to collect? What about the artists? Will you need to interview them? How will you be able to determine context? Will you keep track of reviews, listings, do an audience survey?

You will be expected to plan time outside of class or your regular study time to do the research, observations, and recording of the event. It should be fun! Think about getting to know the event or place as intimately as possible. You will be an “ expert” on this event by the end of the quarter.

The PowerPoint Presentation:

Each student will create a PowerPoint Presentation and submit these presentations to the Discussion Board for the class to review. Use photographs you take, images from promotional materials, graphic illustrations, etc. to illustrate a summation of your art experience. Address the subtopic questions above. Be creative about your design and don’t be too text heavy. You must have a minimum of 10 graphic / photo slides and a minimum of 10 text slides – Total minimum of 20 slides.

Personal Reflection Paper

Due Friday February 19, 2016

Each student will write a minimum of a 5-page document that addresses their art experience research. Note, the length does not include images, only text. Discuss your original concept and its evolution to the final product, as well as the challenges and successes that you encountered. You will submit your paper as an MS Word document to Discussions under, “Art Experience Project”.

By the way i attended an art museum at University of Oregon and took pictures so write about it

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Art Experience Project Presentation and Paper

Art Experience Project Presentation and Paper

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Tantric mandalas

Tantric mandalas. Tantric mandalas. Read about Tantric mandalas at: http://www.exoticindiaart.com/article/mandala/

In which ways are a stupa (like the Great Stupa at Sanchi, India) and aTantric Buddhist mandala similar? Cite at least one quote from your text book, with page number
The book name Art Beyond the West 3rd edition

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Tantric mandalas

Tantric mandalas

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History of interior design

History of interior design. History of interior design. FIND PICTURES OF
1.BAROQUE MARQUETRY and VENEER
2.BAROQUE FINISHES
3.BAROQUE INTERIOR TREATMENTS
4.BAROQUE INTERIOR STUDY

and adding description for each pictures

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History of interior design

History of interior design

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Evidence photos as crime scene photos, newspaper photos, passport photos, and even real estate or insurance photos

Evidence photos as crime scene photos, newspaper photos, passport photos, and even real estate or insurance photos. Evidence photos as crime scene photos, newspaper photos, passport photos, and even real estate or insurance photos. People take photos for a variety of reasons. Some do it as a job, students like you take photos to fulfill assignments, and others take them to use as a kind of evidence. The desire to use of photography as a kind of evidence is obvious since the medium is so accurately at making visual records. We typically think of evidence photos as crime scene photos, newspaper photos, passport photos, and even real estate or insurance photos. However, snapshots are the most basic and plentiful kind of photographic evidence.

We take snapshots to record the personal details of our lives. They include babies, birthdays, proms, parties, pets and just about every aspect of our relationships with friends and family. When we look at these photos, their intention is so straightforward and simple that it seems unnecessary to talk about them having any underlying meaning or subtext, which seems more suited for a discussion about a work of art rather than a simple snapshot. However, it is possible that the meaning of even a common snapshot exists outside the intention of the photographer and audiences may interpret the implication of photo in far different ways than the photographer intended.

An example of this is a photo made by some Penn State students that received critical international media attention in December of 2012. The photo, made around Halloween, depicted a group of 26 college age women who posed for a snapshot. Many wore fake moustaches and were dressed in stereotypical Mexican sombreros and ponchos. Two women were carefully positioned together centrally in the front of the group where they each held signs which read, “Will Mow Lawn For Weed + Beer” and “I Don’t Cut Grass, I Smoke It.” Technically, the photo was an awkwardly made snapshot, slightly out of focus, with a bright light glaring in the upper part of the picture. Its purpose is unclear, but perhaps it the photographer and participants intended it as a memento to be placed in a scrapbook or Facebook page. The media attention focused on the stereotypical representation of Mexican people by a group of predominantly white college-age sorority women.

Onward State, which describes itself as an alternative Penn State blog, first published the picture and an editorial article about it on December 4. The article explained, “The connection between Chi Omega and the racist image was discovered when examining the names of the girls pictured. This proved to be easy as those featured in the image were tagged on Facebook.” It went on to describe the event as a, “bigotry fiesta.”

The (Daily) Mail Online also published the picture and a story. The Daily Mail is a UK based newspaper with a 4 million reader international audience. CBS news and the Huffington Post ran the photos and stories as well. Huffington is the 11th most visited website in the U.S. and they used the article byline, “Racist Party Picture Lands Penn State Chi Omega Sorority In Hot Water.” Regardless of Huffington’s declaration of racism, we know very little about the photo from the media articles, beyond what we can see in it for ourselves.

It is clear that many people interpreted the intentions of the women depicted in the photo (and perhaps even the photo itself) as having racist overtones. So much so that the local sorority leadership felt obliged to issue a public apology and a statement, “ The picture in question does not support any of Chi Omega’s values or reflect what the organization aspires to be.” That leaves us to ponder, what the picture does reflect and why?

Despite the media characterizations of the photo and participants as being racist, the blog responses to the news articles by the audience of readers indicated split opinions; where some responders regarded the photo as overtly racist, others felt that there was no racism apparent and these were merely young women having fun. Others still felt it was only the inclusion of the signs, which made the pictures read as having a racist meaning.

It is unlikely that the women intended to send a message that would brand them as racists to any audience. They most probably failed to understand that the interpretation of their message would be substantially different than they thought it would be. Nor did they take into account that photography is a substantially different medium than it was a generation ago when film and prints ruled. Now, photography is very much a medium of collective digital communications, which means we can share any photo with millions instantaneously.

Perhaps with the spotlight on Penn State after the Sandusky scandal there existed a potential world audience for the photo who had a heightened appetite for critical analysis of anything coming out of the Penn State community. In this climate, the homogeneous culture of the sorority house collided with the diversity of cultures beyond its walls. Regardless of the women’s intent or personal motives, it is clear they discovered that they live in a world where photography is a tool for communal experience, not just within their small clique, but with the world at-large and the picture they posted to Facebook directly communicated complex messages about them to large diverse audiences.

This picture provides an example of where it is useful to take a critically rhetorical approach to understanding and discussing photographs and photography in the Internet age. With rhetorical criticism, we are primarily concerned with how the medium works as a tool of communication as opposed to simply focusing on aesthetics or content. Even a crudely made snapshot can convey powerful meanings. A rhetorical examination of a photograph scrutinizes the relationship between the photo, the photographer, and the audience.

With venues for photos as popular and audience-friendly as Facebook, it is more important than ever that photographers consider the relationships they form with their audience through their photographs. Audiences may interpret photos in a variety of ways, which may have little to do with the original intent of the photographer or photo participants. Nonetheless, as the author of the photo, the photographer is ultimately responsible for its meaning. However, authorship may not be the sole responsibility of the person pushing the button. With the Chi Omega photo, we can make a case that each of those women ultimately shared responsibility for its authorship with the camera operator through their active participation in its production.

An audience may reflect its interpretation of a photo as evidence of the photographer’s underlying motives. Correspondingly, a photographer (or critical observer) may acquire equally revealing knowledge about audiences based on their reactions to compelling images.

The Discussion Tasks:

Write a Position Statement:

For this discussion post a Position Statement that addresses any of the below questions. Feel free to address other pertinent issues on these basic topics beyond the specific questions listed.

1.In the Chi Omega situation outlined above, to what extent do you believe the participants who posed for the photo shared the responsibility of its authorship? Was this primarily a picture made of them or made by them?

1.In a recent controversy, several media outlets made public nude photos of England’s Prince Harry without his knowledge or agreement. Do you believe it is fair or reasonable that snapshot photos of famous or well-known people taken for personal reasons become open to public scrutiny?

1.In another recent story, Diane O’Meara is a woman who had her Facebook photo hijacked by Ronaiah Tuiasosopo to create the “fake woman” central to the Manti Te’o online girlfriend scandal. To what extent do you believe that posting photos online makes a person vulnerable to identity theft and other acts of deception? What are the risks vs. the benefits to posting your photos online?

Our Position Statements are short (500 words or more) research-based papers where you take an informed stand or position on a topic and then argue your position using your research as support. A key element is the concept of taking an “informed position.” That means that you should be able to back up your position with evidence based on research from credible sources. In other words, you need to know what you are talking about and be able to prove it.

A Position Statement is an opinion, however unlike the opinions posted to most blog sites, your work in PHOTO 100 must be critical and scholarly. Base your Position Statement supporting arguments on facts and evidence. Include at least three (3) footnoted authoritative references to validate your position. Use primary source quotations, statistical data, etc. to help build your case.

The basic Position Statement structure is as follows:

Introduction

Identify the issue and state your position on it.
The body

Background information
What does the reader need to know?
Supporting facts
Evidence should logically lead to the position presented in the introduction.
Discuss various sides of the issue
A conclusion

Summarize the main concepts and ideas without repeating yourself.
Suggest solutions to potential problems you address in your position – (i.e. courses of action)
Grammar and spelling should both be at college level. Your instructor will reject late or incomplete assignments.

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Evidence photos as crime scene photos, newspaper photos, passport photos, and even real estate or insurance photos

Evidence photos as crime scene photos, newspaper photos, passport photos, and even real estate or insurance photos

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Essay comparing and contrasting the artworks/buildings

Essay comparing and contrasting the artworks/buildings. Essay comparing and contrasting the artworks/buildings.

Choose two architectural works (either from those discussed in the lectures or new ones of your own choice; in the latter case, provide illustration/s), write an essay comparing and contrasting the artworks/buildings.

The essay should 700-800 words long.

Rubric:

A

Argument: The essay includes a thesis or organizing idea based on at least one significant similarity AND one significant difference. The thesis accurately explains the similarities and differences observed.
Comparison: The similarities and differences chosen help illuminate a significant point relating to subject, style, or function. The essay clearly describes similarities and differences between the works of art.
Visual analysis: The essay uses at least two good visual points to support its thesis.
Structure and style: The essay has an introduction, body and conclusion. Few or no grammar or spelling errors.

B

Argument: The essays includes a thesis or organizing idea based on at least one significant similarity OR difference. The thesis attempts to explain the significant similarity or difference.
Comparison: The similarities and differences chosen are very interesting, and broad enough that they can be supported by visual and historical details relating to subject, style, or function. The essay attempts to describe similarities and differences between the works of art.
Visual Analysis: The essay uses at least one good visual point to support its thesis.
The essay has an introduction, body, but the conclusion is cursory or weak. A few grammar and spelling errors.

C

Argument: the essay’s thesis or organizing idea is not based on significant similarities or differences.
Comparison: The similarities and differences chosen are interesting, but there isn’t much to say about them.
Visual analysis: The essay refers to the appearance of the works of art, but does not analyze them.
Structure and style: The essay has a somewhat coherent structure, but may lack an introduction or conclusion. The two works are discussed largely separately. The essay contains grammar and spelling errors.

D

Argument: The essay does not really have an organizing idea or thesis.
Comparison: The similarities and differences chosen are minor details that don’t provide the structure for a good comparison
Visual analysis: The essay makes no reference to the appearance of the works of art.
Structure and style: The essay does not have a coherent structure, or discusses the two works separately. The essay contains grammar and spelling errors.

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Essay comparing and contrasting the artworks/buildings

Essay comparing and contrasting the artworks/buildings

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A live performance-production critique

A live performance-production critique. A live performance-production critique. =Please read the instruction file for more details! Must Follow the instruction file for every steps!!!
=There is a file called Midterm paper1. You can read it and understand the construction of the essay. You have to choose the living performance that listed in the [ instruction file] since it needs to be played in Seattle in the past one month.
=You MUST read the [textbook doc] that contains course vocabulary and helps to understand the instruction and to complete the essay.

Important!Highlight!!
The order contains 2 parts.
Part 1: Chart
You need to use the [Chart doc.] that I uploaded (see[ file/materials])
[Important: only choose two area of design to compete in the chart. For example, if you choose Lighting Design and Sound Design for your chart and essay, you only need to fill out the basic info of the performance and the two parts of design you choose in the chart.]
(the following instruction is also in the instruction file:)
• Briefly review the chart prior to viewing your second live performance to begin focusing your attention on the production concepts that you will outline in paper #2.
• Complete the production chart (it is highly recommended that this be done immediately or soon after your viewing as you will be heavily relying on specific examples from the production in order to successfully complete your performance review for paper #2).
• Follow the production chart directions closely. Note: You are only selecting TWO areas of design to discuss in detail. All other design questions may be left blank or deleted in your final uploaded document although you will be asked to consider the design area of your choice in relation to the others, so don’t ignore these aspects during your viewing.
• The ‘answer cells’, to the right of the questions, are expandable. You will likely find that you need additional space in certain areas but attempt to keep answers brief; bullet points are also acceptable in this format. Remember: You will have the opportunity to elaborate upon your examples when you construct your paper.)

Part 2: the essay (3pages). [Important: don’t write/ talk about the plot!! You can only talk about the two area of “design” and the critique of the living performance.]
(the following instruction can also be found in instruction file)
• An introductory paragraph that explains 1) What you are discussing (the name of the show) with a brief description.2) What you will be viewing these productions in light of (a live performance-production critique) and 3) A brief list of the specific production aspects/elements you will be discussing in your paper (this aids in focusing your topic).
• The body of the paper should contain numerous specific examples from the live production, course vocabulary, and research conducted for the ‘Production Chart’ assignment. Citations MUST be present for any direct quotes, internet research, etc. See ‘writing lab’ link above. Be sure not to simply list information from your ‘Production Chart’ but rather craft a unique essay that includes this information.
• A concluding paragraph that restates your thesis and briefly addresses your thoughts on experiencing this production.
• A bibliography of ALL sources used within your paper. See ‘writing lab’ link above for formatting.
• Be sure you don’t simply write a summary of the plot as this is not part of the assignment and will result in a substantial grade reduction. Excessive plot synopsis will not be considered towards your grade. Engage with the way the story is being told by the medium and by the artists involved. As this is a performance based course we ask that you engage not with the literary aspects of the show (the story/plot) but rather with HOW the story is being performed on stage (what do you see and hear? what does the performance space itself look like and how does this aid in your understanding of the play?.
[Consider:]
The life of the theatre: How did the space impact the production? Did the theatre run smoothly? Could you detect the work of technicians?
Acting: How did the actors approach their roles? Did they accurately portray their characters? Why or why not?
Directing and design: Focusing on the two areas of design that you have selected (Set, Costumes, Makeup, Sound, Lighting, or Props) consider how the production looked, felt, and sounded, provide specific examples. Was the show well directed? Why or why not?
Attend to all of the five Ws: Who, What, Where, When Why, see production chart for details.
Remember that a theatrical event should be cited in an academic paper. In this paper, the shows are your resources. For full points, all citations must be correctly noted using MLA formatting. If you don’t know how to cite something, look it up!

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A live performance-production critique

A live performance-production critique

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"Madonna Enthroned" by Cimabue and "Madonna and Child Enthroned with Saints" by Giovanni Butteri

"Madonna Enthroned" by Cimabue and "Madonna and Child Enthroned with Saints" by Giovanni Butteri. "Madonna Enthroned" by Cimabue and "Madonna and Child Enthroned with Saints" by Giovanni Butteri. You will choose also a work from our text and compare, contrast, and relate to two works. It can be a modern work that may have formal or contextual connections with an ancient work. Your essay will include a brief formal analysis of each work, important critical information about the artist, period, and/or style, and discussion of the subject matter and interpretation of the works.

THE THESIS STATEMENT: You will discuss and evaluate the chosen works in relation to each other and form a Statement of Thesis, or the problem that you are presenting and what you are going to prove and how you will reach a sound conclusion. The object is to persuade your reader to see these two works of art and the relationship between them as you see them. It is not a report. Here is a good thesis statement for example: “Though there are obvious differences, Polycleitus’s ‘The Spear Bearer’ is in many ways similar to Norman Rockwell’s, ‘Tea Time’ because they both present an idealized image of humans and culture.”

Both papers are to be typed in 12 pt. Times New Roman, Tahoma, Helvetica, or Arial, double-spaced. You should use MLA or Turabian citation style with no more than 20% percent of your paper can be direct quotes from your sources. The Center for Writing Excellence must review all papers. I want you to earn an A
The finished document must be sized to less than 500 KB and submitted to the eCollege Art History I drop-box.
Your paper must have:
a. Title Page
b. Thesis Paragraph with an Underlined Thesis Statement
c. Body of research proving your Thesis
d. Conclusion Paragraph
e. Bibliography listing your scholarly primary sources
f. Save your paper and name it exactly as follows:
Your Name, AH Paper 1, FA09
Example: Joe Smith, AH Paper 1, FA-13

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"Madonna Enthroned" by Cimabue and "Madonna and Child Enthroned with Saints" by Giovanni Butteri

"Madonna Enthroned" by Cimabue and "Madonna and Child Enthroned with Saints" by Giovanni Butteri

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What We Offer:

• Affordable Rates – (15 – 30% Discount on all orders above $50)
• 100% Free from Plagiarism
• Masters & Ph.D. Level Writers
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• 100% Privacy and Confidentiality
• Unlimited Revisions at no Extra Charges
• Guaranteed High-Quality Content