Artist Henri Matisse, an Influential Modernist Painter

Artist Henri Matisse, an Influential Modernist Painter Henri Émile Benoà ®t Matisse (December 31, 1869 – November 3, 1954) is considered one of the most influential painters of the 20th century, and one of the leading Modernists. Known for his use of vibrant colors and simple forms, Matisse helped to usher in a new approach to art. Matisse believed that the artist must be guided by instinct and intuition. Although he began his craft later in life than most artists, Matisse continued to create and innovate well into his 80s. Early Years Henri Matisse was born on December 31, 1869, in Le Cateau, a small town in northern France. His parents, Émile Hippolyte Matisse and Anna Gà ©rard, ran a store that sold grain and paint. Matisse was sent to school in Saint-Quentin, and later to Paris, where he earned his capacità ©- a type of law degree. Returning to Saint-Quentin, Matisse found a job as a law clerk. He came to despise the work, which he considered pointless. In 1890, Matisse was stricken by an illness that would forever alter the young mans life and the world of art. Late Bloomer Weakened by a severe bout of appendicitis, Matisse spent nearly all of 1890 in his bed. During his recuperation, his mother gave him a box of paints to keep him occupied. Matisses new hobby was a revelation. Despite having never shown any interest in art or painting, the 20-year old suddenly found his passion. He would later say that nothing had ever truly interested him before, but once he discovered painting, he could think of nothing else. Matisse signed up for early-morning art classes, leaving him free to continue the law job he so hated. After a year, Matisse moved to Paris to study, eventually earning admission to the leading art school. Matisses father disapproved of his sons new career but continued to send him a small allowance. Student Years The bearded, bespectacled Matisse often wore a serious expression and was anxious by nature. Many fellow art students thought Matisse resembled a scientist more than an artist and thus nicknamed him the doctor. Matisse studied three years with French painter Gustave Moreau, who encouraged his students to develop their own styles. Matisse took that advice to heart, and soon his work was being displayed at prestigious salons. One of his early paintings, Woman Reading, was bought for the home of the French president in 1895. Matisse formally studied art for nearly a decade (1891-1900). While attending art school, Matisse met Caroline Joblaud. The couple had a daughter, Marguerite, born in September 1894. Caroline posed for several of Matisses early paintings, but the couple separated in 1897. Matisse married Amà ©lie Parayre in 1898, and they had two sons together, Jean and Pierre. Amà ©lie would also pose for many of Matisses paintings. Wild Beasts Invade the Art World Matisse and his group of fellow artists experimented with different techniques, distancing themselves from traditional art of the 19th century. Visitors to a 1905 exhibition at the Salon dAutomne were shocked by the intense colors and bold strokes used by the artists. An art critic dubbed them les fauves, French for the wild beasts. The new movement came to be known as Fauvism (1905-1908), and Matisse, its leader, was considered King of the Fauves. Despite receiving some scathing criticism, Matisse continued to take risks in his painting. He sold some of his work but struggled financially for a few more years. In 1909, he and his wife could finally afford a house in the Paris suburbs. Influences on Matisses Style Matisse was influenced early in his career by Post-Impressionists Gauguin, Cà ©zanne, and van Gogh. Mentor Camille Pissarro, one of the original Impressionists, gave advice that Matisse embraced: Paint what you observe and feel. Travel to other countries inspired Matisse as well, including visits to England, Spain, Italy, Morocco, Russia, and later, Tahiti. Cubism (a modern art movement based upon abstract, geometric figures) influenced Matisses work from 1913-1918. These WWI years were difficult for Matisse. With family members trapped behind enemy lines, Matisse felt helpless, and at 44, he was too old to enlist. The darker colors used during this period reflect his dark mood. The Master By 1919, Matisse had become internationally known, exhibiting his work throughout Europe and in New York City. From the 1920s on, he spent much of his time in Nice in the south of France. He continued to create paintings, etchings, and sculptures. Matisse and Amà ©lie drifted apart, separating in 1939. Early in WWII, Matisse had a chance to flee to the United States but chose to stay in France. In 1941, after successful surgery for duodenal cancer, he nearly died from complications. Bedridden for three months, Matisse spent the time developing a new art form, which became one of the artists trademark techniques. He called it drawing with scissors, a method of cutting out shapes from painted paper, later assembling them into designs. Chapel in Vence Matisses final project (1948-1951) was creating the decor for a Dominican chapel in Vence, a small town near Nice, France. He was involved in every aspect of design, from the stained-glass windows and crucifixes to the wall murals and priests robes. The artist worked from his wheelchair and used his color-cutout technique for many of his designs for the chapel. Matisse died on November 3, 1954, after a brief illness. His works remain a part of many private collections and are on exhibit in major museums throughout the world.

Revising E-mails and Podcasts Essay Example | Topics and Well Written Essays - 500 words

Revising E-mails and Podcasts - Essay Example There have been many famous authors on this podcast like Joe Abercrombie  and Kristian Nairn  . I have been a great fan of your podcast Sword and laser as it is the cardinal tool in my learning of science fiction and fantasy literature but there are some improvements which can elevate the performance of your podcast; I sincerely recommend the following with kind suggestions. The first thing which should be diminished from the podcast is the reading session that is provided to the audience in which they read and then the review is started in order to inculcate the audience on the board to have their interest but the situation is different than the perception. The audience should be shown a short video summarizing the theme of the book or the hosts themselves should summarize the theme of the book for the audience and it will be enough to give them a touch about the book that is going to be reviewed and the show time will be saved in this way. The interest of the audience will also be developed because many people are only interested in the salient details of the book, not the in depth study. The podcast will become more interesting and to the point by adapting this improvement and more time can be spent on the review and analysis of the book. The other improvement which is needed in the podcast is the active participation of audience. People cannot ask the questions to the authors and just listen to them whereas in order to sustain the interest and interaction of the podcast, it is really necessary that the audience can pose questions to the writrs. The podcast allows the questions to the authors only from the active members. The third improvement is the types of questions which the hosts ask. Many a times, they asked irrelevant questions and the author of the book seemed to be frustrated. The hosts should be instructed to focus the questions on the topic (52 Podcasts, 2013). I went back

The great pacific patch Essay Example | Topics and Well Written Essays - 500 words

The great pacific patch - Essay Example The western and the eastern garbage patches form the Great Pacific Garbage Patch. Larger proportion of the patch consists of the plastic that is not bio-degradable but instead, photodegradable releasing small plastic particles that are harmful to marine animals. The particles act like sponge that soak toxic chemicals in the sea and suspend on the sea water and seabed sediments. When fish and other marine animals feed on them, they may die and their predators may have less to feed on causing successive deaths (Curtin & Belcher, 2008). Changes in the sea life for algae and other marine life also affect human life. For example, changes in water temperatures disturb the numbers of bacteria and fungi in the waters with negative consequences on marine animals and fish. Fish is essential for the growing human population and diseases arising from microorganisms affect food attainability. Wastes from factories cause harm to these organisms and can as well poison wildlife and humans. Wastes from industries also lead to declining of the sea grasses and reduced pathogenic potentials. Sea skaters also lay their eggs on flotsam objects such as pumice and seashells. Increased number of plastic wastes in the seas and large water bodies has increased egg concentrations in the gyre area because the plastic garbage provides surface for laying of these eggs. The marine wastes can also disturb the food webs at the sea in the north pacific gyre. Planktons and algae on the basement of the sea use sunlight to make their own food. The trash that collects on the surface of water blocks the sunlight from reaching planktons and algae which are the most common autotrophs in the food web. The entire food web may change because fish and other small animals that feed on the planktons and algae will have less to feed on and as a result may die. The predators that feed on these fish will also be affected and the food web will be affected in whole (Bowler, Karl, & Colwell,

Design and creative enterprise Essay Example | Topics and Well Written Essays - 3500 words

Design and creative enterprise - Essay Example Graphic designers have to know all these things about the art of graphic design in order to operate competitively in the current industry (Heller and Fernandes, 2010). The graphic design industry is a fun and creative one. Being a graphic designer enables one to spend the whole day doing what he laves to do. The industry is also quite a lucrative one as it is possible to earn a lot of money from the designs. It is possible for graphic designers to work in a variety of environments. Many graphic design graduates normally find work in companies that deal specifically with the field of graphic design. These companies include design consultancy firms and branding agencies, publishing, marketing and communications companies (Gold, 1995). However, with the introduction of PCs into the industry, the shift is quickly changing and more graphic designers are opting to work independently. The innovation of new graphic design software that is easily available has also contributed a great deal to the increasing number of independent graphic design enterprises and free lance jobs. The graphic design business is easy to scale and one can work with as much flexibility as he wishes (Foote, 2004). Graphic Design Business Graphic design, regardless of whether it is practiced as a large enterprise or as a freelance job, has an important place in the social scene. It can be used to communicate a particular social ideal. It is also used by many business people to attract clients or consumers. It is used as a motivational tool for political campaigns. Graphic arts is also used in travelling guides to help people find their way in places that they do not know (Landa, 2001). In other words, graphic design does much more than just make things look pretty. It is an audience centered approach of visual communication and it is always geared towards meeting all of the clients needs. This is the ideal design practice that helps in the protection of creative values and enables a creative prof essional set up his design business (Goldfarb, 2006). In order to meet all of the clients’ needs, the professional designer has to know the intended audience very well. The ideal design practice requires graphic designers to fully understand the audience so as to be as effective as possible when they are communicating their clients’ ideas (Heller and Fernandes, 2010). This means that he must analyze all relevant data about the audience, including their class, education level, gender, buying habits, favorite television shows, personal traits and many more. The designers then use this psychographic and demographic information to determine what exactly it is that the audience perceives (Foote, 2004). A successful graphic design enterprise does not only rely on the understanding of the audience, but also on the grounding of fine art and creativity which is combined with ample technical knowledge. This technical knowledge encompasses special processes, digital file presenta tion, paper stocks, quality control printing inks and troubleshooting. The ideal design process is a combination of these technical skills as well as creative and research skills. A graphic designer wanting to start his own business must therefore ensure that he has all the technical and non-technical materials he needs to ensure that his business starts off on the right note (Gold, 1995). How to start the graphic Design Business Like any other business, a person

Assessment for Learning techniques and the teaching of Science

Assessment for Learning techniques and the teaching of Science The purpose of this literature review is to research recent literature and research conducted into Assessment for Learning (AfL) techniques and relating directly to the teaching of Science as a subject within Primary Education. This literature review is predominantly designed to address the following research questions: Which are the most commonly used techniques of AfL in science? How is constructivism linked to AfL in Science? Do other subjects use different AfL techniques than are used in science? How common is the use of AfL in science? What is the impact of the use of AfL on pupils understanding of scientific concepts? How does AfL impact on the application of scientific skills at KS2? To research these questions, searches were made using Athens, searching the British Education Index (BEI) and The Educational Resources Information Center (ERIC) and Australian Education Index (AEI) research systems for articles and books relating to Assessment for Learning (AfL), formative assessment and science education which had been published since 1990. Hand searches were also made through Primary Science Review, Science Education and School Science Review. Assessment for Learning (AfL) has been defined as: the process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, 2002) The application of scientific skills at KS2 has been encapsulated by the Welsh Assembly Government in their new Welsh Curriculum documents introduced in 2008 as: Learners should be taught to relate their scientific skills, knowledge and understanding to applications of science in everyday life, including current issues. They should be taught to recognise that scientific ideas can be evaluated by means of information gathered from observations and measurements. (Department for Children, Education, Lifelong Learning and Skills, 2008) Research into AfL (e.g. Black William, 1998 and Osborne Freyberg, 1985) has indicated that whilst it is evident that all children benefit, it is not something added to teaching, but is integral to it (Harlen, 2006b, p. 176). In essence, AfL cannot be an addition to the pedagogical process; conversely it must be inherently encompassed within all teaching and learning practices. Harrison and Black (2004) develop the ideology behind Black and Williams work (1998) relating to AfL techniques and research directly to the subject of Science. Whilst predominantly focussed towards secondary science teaching, this work is still relevant to Primary Education. In this work, they develop the reasoning behind the advantages of the use of AfL within Science lessons. Science provides the means by which learners can interact with the world around them and develop ideas about the phenomena they experience. So, when they attempt activities such as germinating seeds, their studies in science equip them with ways to observe and question what is happening. Through experiments they can begin to work out and predict what might happen if conditions for the growing plant change. To be able to learn science in this way, student needs help in developing process skills to investigate, and communication skills to question and discuss findings. Formative assessment fits well into this learning scenario, since its purpose is for teachers to sift the rich data that arise in classroom discussion and activity, so that professional judgements can be made about the next steps in learning. (Black Harrison, 2004, p. 3) In her paper presented to the British Educational Research Association Annual Conference, Moody (2009) highlights the generally accepted techniques of AfL used within the classroom, which many articles are generally in agreement with, which are: Peer and self-assessment Sharing learning goals and success criteria Effective questioning and dialogue Effective teacher feedback In addition, the importance to an effective classroom climate where children are encouraged to share their thoughts and unconstrained by the correction of wrong answers and the feeling that being wrong is a negative rather than the opportunity to share initial ideas, is essential. When researching methods into AfL and its introduction into the primary classroom, history determines that the Plowden Report (1967) must be mentioned and discussed regarding her research and finding that showed, according to Bell (2008) in hindsight, amazing vision when it indicated that a successful education should include: child-centred approached to teaching a topic based curriculum discovery learning The core principles and values that directly relate to modern AfL techniques and philosophies require that: childrens views are highly valued and actively sought out that their learning engages them in a way that they can actively relate them to other aspects of their lives the learning of skills across the curriculum enables children to be equipped to deal with a variety of situations rather than a single subject discipline. Critics of these ideals as Gillard (2004) describes are the writers of the Black Papers and their followers who criticised much of what the primary schools were doing and blamed the Plowden Report at least in part for what they saw as undesirable trends during the 1970s and 1980s. Driver (1983), however agrees with the underlying philosophy behind the Plowden report findings, stating that It is, after all, the coherence as perceived by the pupil that matters in learning. Driver was also part of the Childrens Learning in Science Project (CLISP) which researched the area that it is as important in teaching and curriculum development to consider and understand childrens own ideas as it is to give a clear presentation of the conventional scientific theories (Driver, 1983) In their article, Lindsay and Clark (2001) describe ways in which AfL strategies (and specifically self- and peer-assessment) can be used to develop a constructivist classroom where children participate in creating and reflecting on their learning (p. 15). They also identify advantages to these techniques specifically develop scientific skills stating that children become more scientific in their enquiriesà ¢Ã¢â€š ¬Ã‚ ¦encourages children to be constantly involved in the scientific process and their role within it (p. 18). Black and Harrison (2004) also discuss the importance of discussion within the science classroom where students feel they can reveal current understanding and be helped to further understanding and feel that this is an essential ingredient to making formative assessment function in the classroom (p. 9). With regards to talk within the classroom, many writers have defined three different kinds: Triadic dialogue (three stages usually teacher initiation, pupil response and teacher evaluation), Authorative discourse (teacher conveying information to the pupils) and Interactive or non-interactive talk. Chin (2006) suggests that the triadic dialogue method is often perceived to have restrictive effects on pupil thinking (p. 1316), that ideas conveyed by the teacher using authorative discourse tend to be ignored and that interactive talk is described as dialogue. Generally in agreement are Asoko and Scott (2006) who propose that effective teaching involves all these approaches (p. 163). Hodgson (2010) describes the sharing of success criteria with the children in a Primary classroom as a key AfL strategy and is linked directly with feedback. Black and Harrison agree with this point in their summary of what they believe are the essential factors of effective feedback: should motivate the child to discuss his or her thoughts with the teacher or a peer (p. 12) in order to initiate the self-development of the child encourages instantaneous action relates back to the success criteria (p. 13) Allows learners to compare their own ideas of achievement against that of the teacher or peer Indicates to the child where to go for help and what they can do to improve (p. 13) (Black Harrison, 2004) Leakey (2001) carried out a study where she reported on her own experiences with experimenting with sharing learning objectives and success criteria with children of a range of ages and believes it to be a successful AfL strategy because it gives children ownership of their own learning (p. 68). Leakey also suggests that it is only with the insight of what it is that they are trying to achieve can children are able to make connections with any feedback that they subsequently receive. Koegh and Naylor (1996) delivered a lecture at Manchester Metropolitan University sharing their ideas that: Constructivist views of learning in science suggest that learners can only make sense of new situations in terms of their existing understanding. Prior knowledge is used by learners to interpret observations; meaning is constructed by individuals in a process of adding to or modifying their existing ideas. (Keogh Naylor, 1996) and cited the works of others who share the same view (Driver (1983); Osbourne Freyberg (1985) and Scott (1987)). The inferences behind the constructivist theory relating to education are that the teacher is required to find out childrens ideas (elicitation) in order to take them into consideration when planning their teaching to provide teaching and learning experiences which will develop the childrens ideas and challenge their understanding of a specific area. Within science education, there has been a great deal of research into the benefits of using constructivism as a method of AfL with many teachers appreciating the concept of constructivism within the science classroom. Curriculum resources have been developed along with specific research including the (Science Processes and Concept Exploration (SPACE) project (1990-92) and as a result research by Nuffield Primary Science who have used this research to develop many pedagogical aids and teaching resources for teachers within the classroom. However, Bentley and Watts (1991) discussed their concerns that there is a distinction between what they define as the strong characteristics of theoretical constructivism and the ability of teachers to apply it to their teaching resulting in a weak version of constructivism that is delivered in the classroom. Leeds (1992) describes that although teachers find it easier to plan activities following an elicitation session where learners preconceived ideas have been identified, the practicalities of tailoring an inclusive education where all childrens learning issues relating to a specific area is near impossible when faced with a class of 30 differing ideas. In relation to the difference between the amount of research into the benefits of a constructivist approach to teaching and the teaching resources and pedagogical guidance available, Claxton (1986) described the mountain of examples of childrens alternative conceptions (p. 126) which were available at that time and noted that the guidance for teachers on how to restructure the learners ideas was less prominent in the literature. More recent research also focuses more closely on the elicitation of ideas, but much less is written about methods and techniques which allow teachers to restructure these ideas as a whole class exercise. The aim of the SPACE project was to: start where the children are, building on the ideas children bring with them to lessons and helping them to develop their understanding of scientific concepts. (Nuffield Foundation) Nuffield Primary Science developed a series of books covering the Science Curriculum, which included many misconceptions of children in each area along with examples of concept cartoons and examples of activities that could be used in order to restructure the highlighted misconceptions and develop childrens thinking, in order to aid teachers within the classroom to enable children to test out their own ideas through practical hands-on activities and investigations. These publications are now unfortunately out of print; however the reports relating to the SPACE project continue to be available from the Nuffield website (Nuffield Primary Science). The use of specific strategies such as concept cartoons (Keogh Naylor, 2000) and mind mapping (Stow, 1997) introduce researched methods of elicitation within the science classroom and offer an effective way of concluding any project where children can revisit the original idea and discuss how and why they have developed throughout the study period. However, teachers require the flexibility and space within the curriculum in order to effectively put these theories into practice in order that the benefits can be maximised. AfL will only be successful when both teachers and children are committed to its process and where both use it as a method for developing current learning and developing and expanding their skills and knowledge base. This idea is supported by the following: Assessment for learning only works if pupils and teachers take action on learning needs. (Ward, Roden, Hewlett, Foreman, 2005) Black and William best summarise the use of AfL within the classroom as follows: There is a body of firm evidence that formative assessment is an essential feature of classroom work and that development of it can raise standards. We know of no other way of raising standards for which such a strong prima facie case can be made on the basis of evidence of such large learning gains. (Black William, 1998)

robert the bruce :: essays research papers

Appeals of the Seven Earls, in Anglo - Scottish Relations 1174 - 1328, ed. and trans. by E.   Ã‚  Ã‚  Ã‚  Ã‚  L. G. Stones, (London: Thomas Nelson and Sons Ltd., 1965) Baigent, Michael and Leigh, Richard, The Temple and the Lodge (New York: Arcade   Ã‚  Ã‚  Ã‚  Ã‚  Publishing, Inc, 1989) Balliol, John, 'Defiance' By King of Scotland, in Anglo - Scottish Relations 1174 - 1328,   Ã‚  Ã‚  Ã‚  Ã‚  ed. and trans. by E. L. G. Stones, (London: Thomas Nelson and Sons Ltd., 1965) Barrow, G. W. S., Robert Bruce and the Community of the Realm of Scotland, (Berkely:   Ã‚  Ã‚  Ã‚  Ã‚  University of California Press, 1965) Bingham, Caroline, The Kings and Queens of Scotland, (New York: Taplinger   Ã‚  Ã‚  Ã‚  Ã‚  Publishing Company, 1976) Bull of Pope Gregory [4 Jan. 1235], in Anglo - Scottish Relations 1174 - 1328, ed. and   Ã‚  Ã‚  Ã‚  Ã‚  trans. by E. L. G. Stones, (London: Thomas Nelson and Sons Ltd., 1965) Bull of Pope Innocent IV [ 6 Apr. 1251], in Anglo - Scottish Relations 1174 - 1328, ed. and   Ã‚  Ã‚  Ã‚  Ã‚  trans. by E. L. G. Stones, (London: Thomas Nelson and Sons Ltd., 1965) Charter of King Richard, in Anglo - Scottish Relations 1174 - 1328, ed. and trans. by E. L.   Ã‚  Ã‚  Ã‚  Ã‚  G. Stones, (London: Thomas Nelson and Sons Ltd., 1965) Cowan, Samuel, J.P., Life of the Princess Margaret Queen of Scotland 1070 - 1093,   Ã‚  Ã‚  Ã‚  Ã‚  (Newcastle-on-Tyne, Mawson Swan and Morgan Limited, 1911) Dart, J., Westmonasterium or the Histories and Antiquities of the Abbey Church of St.   Ã‚  Ã‚  Ã‚  Ã‚  Peters, Westminister. 2 vols, (London, 1723), iii, Chap. 1, p. 12, quoted in Michael   Ã‚  Ã‚  Ã‚  Ã‚  Baigent and Richard Leigh, The Temple and the Lodge (New York: Arcade   Ã‚  Ã‚  Ã‚  Ã‚  Publishing, Inc, 1989) Declaration By the Clergy of Scotland, in Anglo - Scottish Relations 1174 - 1328, ed. and   Ã‚  Ã‚  Ã‚  Ã‚  trans. by E. L. G. Stones, (London: Thomas Nelson and Sons Ltd., 1965) The Declaration of Arbroath, in Scottish Historical Documents, Gordon Donaldson,   Ã‚  Ã‚  Ã‚  Ã‚  ed.,(Edinburgh & London: Scottish Academic Press, 1974) Edward I, Judgement Upon the Petitions, in Anglo - Scottish Relations 1174 - 1328, ed.   Ã‚  Ã‚  Ã‚  Ã‚  and trans. by E. L. G. Stones, (London: Thomas Nelson and Sons Ltd., 1965) Homage of the King of Scotland [1278], in Anglo - Scottish Relations 1174 - 1328, ed. and   Ã‚  Ã‚  Ã‚  Ã‚  trans. by E. L. G. Stones, (London: Thomas Nelson and Sons Ltd., 1965) Knappen, M. M. , Constitutional and Legal History of England (New York: Harcourt,   Ã‚  Ã‚  Ã‚  Ã‚  Brace, and Company, 1942)  Ã‚  Ã‚  Ã‚  Ã‚   Letter of King John of Scotland, in Anglo - Scottish Relations 1174 - 1328, ed. and trans.   Ã‚  Ã‚  Ã‚  Ã‚  by E. L. G. Stones, (London: Thomas Nelson and Sons Ltd.

Gke Task 2

Literature, Arts and the Humanities Romanticism and Realism 02-01-2010 Romanticism and Realism are two very different periods in literary and art history. Although both periods completely disagreed with each other they were a result of the social and economic revolt. Romanticism was an artistic, literary and social movement that originated in the second half of the eighteenth century in Western Europe. The French revolution laid the background for this era as people wanted to get an escape from the confines of daily life.This late era gained momentum in reaction to the Industrial Revolution. Many revolted against higher society and the political aspect of the time. The movement put a new outlook on difficult emotions such as fear and terror. Romanticism was known as a new revival of the medievalism as certain elements of the era are seen as a way to escape the new bustling world and ever populating cities in Europe. This era also attempted to embrace the exotic and the unfamiliar by using the imagination to escape. Although Romanticism began in Germany its effects were seen through the world.This influential era reached America in the early nineteenth century and was just as diverse as the movement that was quickly transitioning in the Western Europe. A modern characteristic of romanticism could be considered misunderstood and anything that may differentiate from the trends of life. Many scholars have different opinions on the characteristics of Romanticism as some believe it is a beginning of a tradition of resistance to the enlightenment and other believe it is a direct result of the French Revolution.Charles Baudelaire was quoted as characterizing romanticism as â€Å"precisely situated neither in choice of subject nor exact truth but in the way of feeling† This era emphasized intuition and imagination that has led many to believe that romantic thinking is simply irrational and crosses the line of what is acceptable thinking in and of the world during this era. In art most found a recurring theme from criticism of the past. Often artist would use woman and children in their works to depict the new pure nature. A famous artist from the Romanticism period named Thomas Cole epicted a Man’s journey through life in his â€Å"Voyage through Life† series. This exceptional expression of art shows a struggle of survival through an immense nature, from birth to death. The realism period made its mark in history from 1830 to 1870. Realism’s main principle was considered to be more of a way of thinking instead of a movement that involved a large culture. Realism went against everything Classicism and Romanticism had so strongly emphasized accusing the movement of being blind to the real world and not depicting the beauty in everyday life.This late 19th century movement took all of the elements that could falsify or bring a cloudy view to the true life hardships and successes out of art to show the beauty of real life Re alism came to France in the late 1840’s with democracy in mind. The English focused realism on social liberation of the middle and lower class by taking a stand against materialistic views from the Royal Academy. Artist during the realism period focused on optic effects and lighting and how it affected everyday life. Artist believed that Science held the key to solving the problems that every day life brought fourth.As a result, a tendency flourished among realists to produce paintings that reflected the everyday mental experiences of contemporary life. This included abstract concepts such as cultures, problems and customs which tended to focus specifically on the immediate surrounds of the artist and thusly include objects and people traditionally not considered of any artistic merit. (â€Å"A Short history,†) Romanticism was the sugar coated escape for the reality occurring around people in the late 18th century however Realism went completely against what romanticis m held to be so important in its period.The Realism period provided a scientific answer for the imbalance in society caused but the Romantic views of people in the late 18th century. Realism showed how important it was to appreciate everyday life and the works that contributed to your society as Romanticism tended to rebel against all political and social influences of the time period. Realism waged a metaphorical battle against any art that depicted emotions or romanticism. Realism seemed to fade when the Impressionism period came to light. This period has some similarities to realism.The Impressionism period reflected a more extended version of realism. Impressionism was more scenic and landscape but still focused on using everyday life as the basis of the art. . Francisco Goya’s performed etchings such as his work â€Å"The Sleep of reason† he believed art should reflect the way the world was without illusion. (â€Å"Learn about realism,†) These periods broug ht us great writers such as Edgar Allen Poe and Nathaniel Hawthorne and artist such as Eugene Delacroix that have greatly influenced the artist and writers of today.Although both periods completely disagreed with each other they were both a result of the social and economic situation that was in need of a solution. Bibliography Learn about realism. (n. d. ). Retrieved from http://www. arthistory-famousartists-paintings. com/Realism. html A Short history on realism. (n. d. ). Retrieved from http://www. frontpainting. com/famous-paintings-realism. html Honour, H. (1974). Romanticism. New York, New York: Westview press .