Oscar Micheauxs Films: Literature Review

Oscar Micheauxs Films: Literature Review Green, J. R. (2000).   1. In Straight Lick : The Cinema of Oscar Micheaux (pp. 1-30). Bloomington, US: Indiana University Press. Retrieved from http://www.ebrary.com.libproxy.nau.edu Film director and author Oscar Micheauxs works are compared and contrasted to contemporary filmmaker D.W. Griffiths film, Birth of a Nation.   Micheauxs film, Within Our Gates, like Griffiths film, idealizes a happy bourgeois couple, but the social intricacies and background stories of these couples are very different.   Griffiths character Elsie Stoneman is a privileged and frail white northern woman who later embraces racism and falls in love with a Klu Klux Klan member who rescued her. Micheauxs Sylvia is a mixed African American woman who does not come from a privileged family and is very independent.   She falls in love with Dr. Vivian, not because he rescued her, and raises money for an underprivileged black school.  Ã‚  Ã‚   Micheauxs novel, The Forged Note: A Romance of the Darker Races, illustrates Michaeuxs philosophical moderation compared to Griffiths steadfast Manichean way of thinking. The author notes that Griffiths resolution to conflicts usually involved forc e; Micheauxs resolutions were accomplished by education. Micheauxs portrayal of restitution is two lovers finally joining together as soul mates.   Griffiths restitutions are revenge and repayment.   Both Micheaux and Griffith attempted to portray the ideal bourgeois American society, but with fundamental differences between the two portrayals. Griffith wanted this idyllic icon to remain with the white supremacists and to maintain racial purity.   Micheaux wanted others to be able to access the middle-class life.   The author relates that Micheauxs views were from the bottom looking up as underprivileged people trying to become middle class, while Griffiths views were from the top down, relying on upper class to construct the middle class.   Green, J. R. (2000).   8. In Straight Lick : The Cinema of Oscar Micheaux (pp. 123-136). Bloomington, US: Indiana University Press. Retrieved from http://www.ebrary.com.libproxy.nau.edu The author discusses in detail the stereotyping and caricature of African Americans as dealt with by Oscar Micheaux in his films and particularly the characters in his productions.   Micheauxs main focus in life was to uplift others, but stereotyping and caricatures were often roadblocks for him.   The author considers the film The Exile by Micheaux and relates the struggles of the films characters Jean, Jango, and Edith to the bigger social issues of African American stereotypes among whites.   The argument between Edith and Jango about education is compared to the contemporaneous opinion that African Americans during the period of Prohibition were often overeducated for the jobs they were performing.   The author highlights Micheauxs concerns of the degradation of the dignity of African Americans by taking part in jobs of illegitimate business during Prohibition.   The film The Darktown Revue, the only concert film by Micheaux, provides both positive images and negative r acial stereotypes which the author describes as logical arguments by Micheaux to illustrate the issue of African American twoness.   Alain Lockes timeline of African American music closely matches Micheauxs own musical experiences and can be used to identify Micheauxs films from both a musical and political perspective.   The author explains the word darktown as a black community, but also demonstrates a deeper meaning, that of a sanctuary for African American minstrel entertainers escaping the ethnic caricatures of their stage performances.  Ã‚   These minstrel entertainers suffered a blurred line between fear of failure or criticism and fear of harm or even death. Green, J. R. (2000).   9. In Straight Lick : The Cinema of Oscar Micheaux (pp. 137-156). Bloomington, US: Indiana University Press. Retrieved from http://www.ebrary.com.libproxy.nau.edu Oscar Micheauxs film The Darktown Revue is discussed from the standpoint of how Micheaux handled the many negative caricatures of African Americans and comparisons are drawn to the Fisk Jubilee Singers.   The author relates how the Fisk Jubilee Singers from the black Fisk University in Nashville toured the eastern US during the 1870s and were a success both financially and politically.   This group of black performers is revealed as the group which paved the way for future black musical theater and also worked to uplift the caricature of Black Americans as viewed from the predominantly white public.   Comparisons are drawn to G. D. Pikes story of the Fisk Singers and Micheauxs film The Darktown Revue as both used bourgeois caricatures to effect change in their audiences.   The author notes how the racial climate in Micheauxs years was even more violent than the time of the Fisk Singers nearly sixty years earlier.   Caricature in Micheauxs time was viewed as a roadblock for African American growth.   The author explains the two acts of the Darktown Revue and the caricatures presented.   Micheauxs use of structure in the film is paradigmatically explained as alternating between positive and negative figures, portrayed by the chorus representing middle class African Americans and the performances featuring varied racial caricatures, respectively.   The cutting gaze of Micheaux is explained as his spotlight on negative images.   Contrasts to the Fisk Singers and Micheaux are noted as the Fisk Singers primarily used only positive images.   The author defends Micheauxs perspective on caricatures and compliments his spirit. Jamestown, Massachusetts Bay And Plymouth | Colonies Jamestown, Massachusetts Bay And Plymouth | Colonies The colonies of Jamestown, Plymouth, and Massachusetts Bay each were different by nature, goals, successes, and failures. There were numerous similarities as well as differences. However, each colony was looking for something better that was missing in their main land. Members of each colony had a vision of what they expected the New World to look like. When they arrived, they were given a sense of reality. Each colony had challenges that it would have to overcome to thrive as a new establishment in the New World. The three colonies succeeded at different levels in the New World. Primary Source Assignment 1 The English migrated to the New World around the early1600s. I will be discussing the colonies of Jamestown, Plymouth, and Massachusetts Bay. I feel as though the laws and ideas of the colonists from this century have formed American into what it is today. The first establishment of the New World was Jamestown in 1607. This colony was founded by King James I. King James sent merchants and adventurers that were looking to profit from land and wealth to the New World just as the Spaniards did in Mexico and Peru. The London Company issued a Virginia charter to form plantations in Virginia. This was lead by Sir Thomas Smith, one of the wealthiest merchants aboard the ships to the New World. There were approximately 104 settlers that arrived on a peninsula along the James River. These settlers wanted to make a profit to take back to England. This peninsula was known as Jamestown. The colonists in this low lying swamp area was stricken with disease, contaminated drinking water, and was attacked by Spaniards or Native Americans. This was a serious threat to the early settlers of Jamestown. Those that came to the New World were mainly men. The majority of the population was men. They outnumbered the women six to one. Jamestown needed male labors to attend to the large plantation used for farming. There was no sense of community due to the lack of women settlers. Jamestowns government focused more on the survival of the colony rather than religion. Jamestown would not have survived had it not been for the strong leadership capabilities of Captain John Smith. He brought order out of anarchy (Brands, 2009, p. 35). Captain John Smith traded with the Indians for food. Smith was later saved from execution by an Indian named Pocahontas. Smith forced people to work if they wanted to eat. By enforcing this, many of the colonists disliked Smith; however he was able to keep this colony alive during such a harsh time. During 1609 and 1611, Smith was in England (Brands, 2009, p. 36). This left the Jamestown settlers without a strong leader. During this time, the settlers lacked food, possibly due to the lack of leadership. Some colonists became cannibals in order to attempt to survive. This was known as Starving Time (Brands, 2009, p. 36). The few remaining colonists turned to local Powhatan Indians to help them learn the process of planting and harvesting corn and tobacco. John Rolfe, and English colonists to this region, began to cultivate and experiment with the growing of tobacco. He established a milder form of this crop and exported it to Europe. By doing so, Virginia began to flourish with profits. Tobacco was easy to grow due to the mild climate and fertile soil. Slave trade began to evolve around the tobacco plantations. Land owners would hire out indentured servants from their home land to work these crops to increase production. Slave trade became a leading industry. Jamestown mainly focused on one product for profit. After starving time, laws were written for the colony to provide a sense of order to their situation. The laws, also known as Laws of Virginia, contained duties and obligations of the settlers. If the duties and obligations were not followed there were penalties. Officers were required to ensure that all attended service twice daily and to punish those who irreverently used Gods name or challenged authority. There was only one church, God, and law. Many believed that these laws were necessary in order to survive. These laws were not attractive to potential settlers to Jamestown. The Virginia Company agreed to for the House of Burgess that would make the colony more attractive to the wealthy. The House of Burgess was the first formed in 1619 (Brands, 2009, p. 39). This form of government made decisions for this region. It was overseen by a council in England that could overrule any decisions made from the House of Burgess. The House allowed wealthy planters a say in the government. Th e existence of the House of Burgess was officially recognized by King Charles in 1639 (Brands, 2009, p. 39). Massachusetts Bay colony was lead by a strong, religious, Puritan leader named John Winthrop. He established order prior to arriving in America. His actions and ideas gave the Puritan colony its character. He agreed to come to American with the Massachusetts Bay Company. Winthrop was chosen as governor. He presented a sermon on the ship named Arbella. John Winthrop pushed for a community that revolved around God. Full citizenship was only available to church members. The colonists developed a church government known as Congregationalism. The people of this colony were the church and they agreed to uphold Gods law. Just because you lived in a particular community did not mean that you had to attend their church. Massachusetts Bay Colony largely consisted of Puritan Separatists that wanted religious freedom from the Church of England. They were hoping to be able to practice how they wanted. They wanted to purify the Anglican Church. The vast population of Massachusetts Bay was devoted English families. They focused more on a strong sense of community that revolved around God and family. This strong bond ensured their survival as a colony. The government did not partake in a democracy or a theocracy. The elected officials ruled in favor of the people and their responsibilities were to God. Groups of men and women joined together to observe shared goals. The community formed a meetinghouse for this to take place. Even though many villages did not agree on several issues, they relied on the civil courts settle their indifferences. The civil court later formed Lawes and Libteries (Brands, 2009, p. 46). This was a clear explanation of the colonists duties and obligations to their region. The Massachusetts Bay colony chose not to put all their eggs into one basket as the Jamestown settlers did. This colony had many products to sell and trade. Their climate was colder and the soil was rocky which is unsuitable for farming. This Boston colony relied more on small scale agriculture, fishing, shipbuilding, and trading. However, just as Jamestown, this colony traded with, learned from, and ended up at war with the local Indians. They, too, pushed the Indians off of the land when the colony began to expand. Due to the fact that the communities were so family oriented, farms were only large enough for feed their families. The men of the household worked these farms. Since the farms were rather small there was no need for slaves. Massachusetts Bay survived due to more favorable conditions than Jamestown. They had better climate, clean water, and plumbing that helped prevent the spread of disease in their communities. Many of the colonists led long easy going lives due to the stress free God and family oriented structure of their communities. Pilgrims set sail for the New World just as the colonists of Massachusetts Bay did; to find religious freedom. The Separatists moved to Holland and soon feared that their children were going to become Dutch. The Pilgrims were also Puritans like Boston. They selected their own leaders of the church. The Pilgrims requested land from the Virginia Company. A patent was given for them to settle north of the Virginia Colony. A storm caused the Mayflower to veer off course. It landed the settlers in Plymouth. The patent they had for Virginia did not have validity in this area of New England. With no patent, the colonists knew that they would not have authorization to form a civil form of government. To prevent the community from anarchy, 41 men signed a patent, known as the Mayflower Compact (Brands, 2009, p. 42). This document gave the government guidelines on how to conduct themselves the way God had wanted them to. William Bradford assisted in drafting the Mayflower Compact. He later became the second governor of this region. Even though the first several months claimed nearly half of the colonists due to disease and hunger, Bradford encouraged the men and women that it was possible to survive in the New World. Bradford was the person to help quite the differences between the Indians and the colony. Like Jamestown, Plymouth was settled in the lands of the Indians. Squanto was joined with Massasoit in greeting and interacting with the Pilgrims. Bradford was the go between. These Native Americans taught the Pilgrims about hunting, fishing, and agriculture. Massasoit realized that the Indians and colonists shared many interests. Squanto was the interpreter between the Pilgrims and Indians. The Pilgrims owed their survival skills to Squanto, who taught them how to grow many crops and survive the wilderness. The Pilgrims did set up a trading post to trade corn in return for furs from the Indians. The settlers engaged in fishing and lumbering to sale to England for profit. However, the Pilgrims never mastered the skill to fish and the financial return for exported lumber was small. In the beginning, the colony was finically sound. However, due to the limited economic return, Plymouth later became part of the larger Massachusetts Bay colony. In conclusion, population, political, economic, religion and social systems played a large role in Jamestown, Massachusetts Bay, and Plymouth. Though the origins of each colony were English, they all developed different views. Massachusetts and Plymouth were more religious and concerned with the commonwealth of the people because of their strong God and family oriented communities. These colonies migrated as families of six to ten that made for a strong family bond. They had a diverse product due to cold weather and poor quality of soil. They participated in small agriculture, fishing, trading, and shipbuilding. Many of the Massachusetts and Plymouth settlers live long happy lives because they were focused and healthy. Jamestown on the other hand had a harsh non religious form of government due to want to survive. Jamestown settlers were mainly male with a sense of personal gain. As a result of very few women, this colony lacked a sense of community. This colony had a mild climate an d fertile soil which produced mainly tobacco which was a major export product. They lived harder laboring lives in an unhealthy environment. The challenges that all the colonies faced and managed as well as their belief in God, helped them overcome their differences and eventually form a nation.

Human Cloning

Ashley Brackett Biology Ms. Lecco Block 1A Human Cloning: Helpful or Harmful? Human cloning, which was once thought of as the witchcraft involved in fictional stories, is a true thing in the real world. Human cloning involves replicating DNA of one organism into another one (Human Cloning). The controversial topic of cloning is seen by citizens that it could be beneficial for all humans, but by many people it is conceived as immoral and unsafe. Human cloning should not be allowed because the health risks involved, its depraved background, and errors that could occur during the cloning process.Cloning is potentially very dangerous to the clone being formed. For example, in mammalian cloning, at least 95% mammal experimental clones have had miscarriages, stillbirths, and life-threatening anomalies (Reproductive Cloning Arguments). No clones are perfectly healthy and will clearly have difficulty during pregnancies. Pregnancy problems will affect the clone and its child. Also, cloning ca n lead to birth defects to the clones themselves as well (Health Risks). Since clones are scientifically made, their organs are enlarged which is the most common reason for birth defects.Clones are also likely to experience an early death due to their weaker immune system (Health Risks). Clones will experience death possible before normally developed human. Health problems and early death is what makes human cloning unsafe. Along with all the health risks, human cloning is also immoral to a great amount of the populace. Clones are formed because of a nuclear donor and as a result, a clone will never be able to be its own self (Reproductive Cloning Arguments). This will affect a clone’s social development. Making an exact copy of someone is not morally right.Cloning could diminish the sense of uniqueness among human beings (Reproductive Cloning Arguments). People are supposed to have their own personality and physical features. Being an individual is ethical. As well as destro ying a sense of individuality, cloning also would fosters a person’s idea of a human being by how it’s made to how it looks (Reproductive Cloning Arguments). There will be a specific look that all people will believe is perfection. This forms unrealistic images in young children’s minds and also takes away self appreciation.Cloning is immortal and should not be used to create a human being. Cloning is now as an experiment and it is not always perfect. In cloning, many mistakes are made. The most common mistake is DNA imprinting (Health Risks). Improper imprinting on an embryo can lead to organ abnormalities. Because cloning can possibly have errors, a clone is never going to be what it is meant to be which is a copy of a person. Human cloning will never be just right. Human cloning is extremely hazardous, unethical, and can result in many errors. It posts many dangers and makes citizens lose sight of individuality.For these reasons, human cloning should not be a llowed in the United States. Work Cited â€Å"Human Cloning. †Ã‚  Buzzle. N. p. , n. d. Web. 15 Apr. 2013. . Pandey, Kundan. â€Å"Health Risks of Cloning. †Ã‚  Buzzle. N. p. , 16 June 2011. Web. 15     Ã‚  Ã‚  Ã‚  Ã‚  Apr. 2013. . â€Å"Reproductive Cloning Arguments Pros and Cons. †Ã‚  Genetics and Society. Center for     Ã‚  Ã‚  Ã‚  Ã‚  Genetics and Society, 15 May 2006. Web. 15 Apr. 2013. .

Emotion and the arts Essay

The language arts and the fine arts follow parallel developmental patterns in childhood. As in the other phases of child growth certain developmental patterns are characteristic of growth in both the language arts and the fine arts. The language arts, like the fine arts, reach their highest peak for the individual in creative expression. Even a decade ago much teaching of art and musical and most teaching of language emphasized the mechanics involved in skill activities typical of these areas. Children’s language products, like their art products, should not be judged solely by adult standards. The modern teacher hopes that the oral report, dramatization, contribution to discussion, or choral reading is pleasurable; that the child has improved in terms of his own past performance; and that the activity has contributed to wholesome personality growth. In general the process, not the product, is the thing-in both the language arts and the fine arts. In both the language arts and the fine arts, the study of mechanics has a place as a contribution to more artistic expression. In their best forms, both the language arts and the fine arts involve a large measure of interpretation. The language arts and the fine arts have similar values for children; they have similar content in that both are included in that part of our cultural heritage which may be described as â€Å"expressive arts. † Many language activities may be called arts in their own right. It is apt today as it has ever been to speak, for example, of â€Å"the art of conversation,† â€Å"the art of persuasion,† and â€Å"the art of writing. † These and other language activities are arts in and of themselves. They are arts because they involve aesthetic experience, personality enrichment, and creative urges and expression and even because, less frequently perhaps, they involve fine craftsmanship and, on occasion, original contribution to our culture. For this reason, too, the various language arts can be developed more as arts by the classroom teacher. School people have accepted this idea in theory (Rokeach 1968). Art is a projection in material form, of a wide range of emotional and intellectual experiences. It thus adds countless and important records to those which written documents have preserved for us. Art also supplements literature in a special sense, because it not only furnishes material in additional quantity but material which is peculiarly different in kind. The arts of form with their vocabulary of visible shapes and colors can embody and preserve certain significant human interests which literature, from the very nature of the indirect terms which it uses, cannot express. These records of art are intimate in a unique sense, because in many cases we see the actual forms and surfaces which the artists and craftsmen produced. For this reason original art material is peculiarity confidential. It transmits, in addition to the actual subject matter, an element akin to what inflection and gesture add to words. Few educators would disagree with the proposition that education transmits values; art education makes a significant and unique contribution to general education in the study of values. The values embody in visual forms, of course, are not about the techniques of art alone, but speak to the broad concerns of humankind. Indeed, the values present in visual forms are but visual representations of values taught in other subjects. Visual knowing renders values-which are otherwise abstract concepts-vivid and concrete (Rokeach 1968). It also augments the learning of values by creating a bond with what is taught in other disciplines and what is taught in other disciplines and what is experienced in other aspects of life. Students who learn to read visual forms, to know visually what values and counter-values can look like, can then critically examine and question them for their merit, relevance, and utility. The concept of values is complex at best, and the amount of literature on the subject is vast. To make matters more complicated, the word values often is used synonymously to mean beliefs and attitudes. This imprecise usage occurs not only in everyday parlance, but also in much of the social psychology literature. Unfortunately, such confused frequently obscures the issues that the words purport to represent. Each of us has a general approach to life, an ideology concerning the self and the physical and social environment. And ideology is composed of organized and interrelated beliefs, attitudes, values, and the behaviors that support them. An ideology can be consciously held, preconscious held, or subconsciously held. The collective ideology of a culture is represented in its power structures-political, economic, educational, aesthetic sexual, religious, and so on. These structures define the status quo which, in turn, strongly influences the way we feel, think, and act with respect to love and family, work and play, the individual and society, nature and the environment, war and peace, beauty and ugliness, violence and love. An art education shares with general education the concern about the values of humankind. Art education, however, offers a particularly unique contribution: the art content of art education-visual forms-makes values, which are abstract concepts, vivid and concrete. To transmit the values of our heritage is a laudable educational endeavor. To transplant those values indiscriminately into contemporary culture without first critically examining them is unsound-that would be indoctrination rather than education. The critical examination of values helps to promote the progress of civilization. Art education makes a unique contribution to that prigress. Our future depends upon our creativity and our time. As our physical resource become less plentiful, we must rely more heavily on human resources-our creative selves. We must use the time of our lives creatively. The arts meet a basic human need: creative personal expression. In addition to their intrinsic value, the arts give insights into other aspects of life, helping people understand themselves and the world in which they live. It is recognized that quality education should include the development of skills, knowledge, concepts, values, and sensitivities with which to understand and engage the culture of a nation. The arts offer significant opportunities for this development. Learning must incorporate the arts as a central, significant, and integral component. Artistic and educational institutions must recognize and support this concept. The arts can greatly enrich our lives and in so doing have basic value. The arts can and should touch upon every aspect of our lives. Through education we hope to extend appreciation of the arts to all citizens and to build discerning audiences. The arts filled with possibilities. Given the chance, the arts will not fail us. We must not fail the arts. References: Eliade, M. , & Cappadona, D. A. (1985). Symbolism, the sacred, and the arts. Crossroad Publishing. Hjort, John A. , & Laver, S. (1997). Emotion and the arts. Oxford University Press. Kieran, M. , & Lopes D. M. (2003). Imagination, philosophy, and the arts. Routledge. Kouwenhoven, J. A. (1967). The arts in modern American civilization. W. W. Norton. Rokeach, M. (1968). Beliefs, attitudes, and values. San Francisco: Jossey-Bass, Inc.

Implied Curriculum Physical Education for All Students

Physical education is a component of the American education system about which politicians, administrators, doctors, and others frequently debate. Some see it as an integral part of a student’s education - a part that is often underemphasized due to time and budget constraints. Others see it as a non-essential, indicating that a student’s academic day should not be interrupted with something as non-academic as sports (Pill, 2012). In fact, currently only 2.1 percent of high schools provide the nationally recommended daily physical education, CDC found (Society of Health and Physical Educators, 2014). Based on the recommendations from the leading research, however, many schools are adopting a more holistic view of the student, emphasizing†¦show more content†¦This problem, which Soukup, Henrick, and Barton-Weston (2010) relate to a phenomenon called exercise identity, is one that has some researchers concerned. Inspired by the research that shows that active ad olescents are more likely to be active adults, Soukup, Henrick, and Barton-Weston conducted a study on the differences between the exercise identities of athletes versus non-athletes. They found that the affective domain was more likely to determine lifelong exercise than the cognitive domain. That is, students who enjoyed athletics due to camaraderie, competition, etc. were more like to engage in lifelong fitness than those who cognitively knew the benefits of lifelong fitness but did not participate in extracurricular sports. Based on their findings, the researchers recommend that schools work to provide extracurricular athletic activities for all students, whether intervarsity or intramural. Schools should offer after-school activities that will appeal to all students, not just activities for the physically elite. Such activities might include hiking, biking, Ultimate Frisbee, and more. 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