The Meaning and Impact of Linda Nochlins Feminist Art Criticism

Linda Nochlin was a renowned art critic, historian, writer, and researcher. Through her writing and academic work, Nochlin became an icon of the feminist art movement and history. Her best known essay is titled Why Have There Been No Great Women Artists?, in which she examines the societal reasons that prevented women from gaining recognition in the art world. Key Takeaways Nochlins essay Why Have There Been No Great Women Artists? was published in 1971 in ARTnews, a visual arts magazine.Written from an academic perspective, the essay became a pioneering manifesto for the feminist art movement and feminist art history.Through her academic work and her writing, Nochlin was instrumental in changing the language that surrounds the way we speak of artistic development, paving the way for many of those outside the norm, not just women, to find success as artists. Personal Life Linda Nochlin was born in 1931 in Brooklyn, New York, were she grew up an only child in a wealthy Jewish family. She inherited a love of the arts from her mother and was immersed in New York’s rich cultural landscape from a young age. A volume of Nochlins writing in which her famous essay appears.   Courtesy burlington.co.uk Nochlin attended Vassar College, then a single-sex college for women, where she minored in art history. She pursued a Master’s in English literature at Columbia University before completing doctoral work in art history at the Institute of Fine Arts at New York University while also teaching as a professor of art history at Vassar (where she would teach until 1979). While Nochlin is most famous for her role in feminist art history, she also made a name for herself as a scholar with wide academic interests, writing books on subjects as diverse as realism and impressionism, as well as several volumes of her essays originally published in various publications, including ARTnews and Art in America. Nochlin died in 2017 at the age of 86. At the time of her death she was a Lila Acheson Wallace professor of art history emerita at NYU. â€Å"Why Have There Been No Great Women Artists?† Nochlin’s most famous text is the 1971 essay, originally published in ARTnews, titled â€Å"Why Have There Been No Great Women Artists?,† in which she investigated the institutional roadblocks which have prevented women from ascending to the top ranks of art throughout history. The essay is argued from an intellectual and historical angle, rather than a feminist one, though Nochlin did secure her reputation as a feminist art historian after the publishing of this essay. In her writing, she insisted that the investigation into the inequity in the art world would only serve the arts as a whole: perhaps an interest in why women artists have been systematically excluded from the art historical canon will prompt a thorough investigation into the contexts of all artists, resulting in a more authentic, factual, and intellectually rigorous assessment of art history in general. Characteristic of Nochlin as a writer, the essay methodically lays out an argument to answer the titular question. She begins by insisting on the importance of her essay, in order to assert an â€Å"adequate and accurate view of history†. She then launches into the question at hand. Many feminist art historians, she argues, will try to answer her question by insisting it is predicated on false claims. Indeed, there have been great women artists, they just have produced in obscurity and have never made it into the history books. While Nochlin agrees that there is not nearly enough scholarship on many of these women, the possible existence of female artists that have reached the mythical status of â€Å"genius,† simply would state that the â€Å"status quo is fine,† and that the structural changes that feminists are fighting for have already been achieved. This, Nochlin says, is untrue, and she spends the rest of her essay outlining why. â€Å"The fault lies not in our stars, our hormones, our menstrual cycles, or our empty internal spaces, but in our institutions and our education,† she writes. Women were not permitted to attend live drawing sessions from a nude model (though women were permitted to model nude, an assertion of her place as object and not as self possessed maker), which was an essential chapter of an artist’s education in the 19th century. If not permitted to paint the nude, the few women painters that existed were forced to resort to subjects that were lower in the hierarchy of value assigned to different genres of art at the time, that is, they were relegated to painting still lives and landscapes. Add to this an art historical narrative that values the rise of innate genius and the insistence that wherever genius resides it will make itself known. This type of art historical myth making finds its origins in the biographies of such revered artists as Giotto and Andrea Mantegna, who were â€Å"discovered† tending flocks of livestock in the rural landscape, as close to the â€Å"middle of nowhere† as can be. The perpetuation of the artistic genius is detrimental to the success of female artists in two significant ways. First, it is a justification that, indeed, there are no great female artists because, as is implicitly stated in the genius narrative, greatness makes itself known regardless of circumstance. If a woman possessed genius, her talent would best all adverse conditions in her life (poverty, social duties, and children included) to make her â€Å"great.† Second, if we do accept the ex nihilo genius story, we are not inclined to study art as it exists in context, and therefore are more prone to ignoring important influences (and therefore, more inclined to discount the other intellectual forces surrounding an artist, which may include female artists and artists of color). Of course, there are many life circumstances that make the road to becoming an artist more straightforward. Among them is the custom that an artist profession is passed from father to son, making the choice to be an artist a tradition rather than a break from it, as it would be for women artists. (Indeed, a majority of the most famous pre-20th century women artists were the daughters of artists, though they are, of course, notable exceptions.)   Regarding these institutional and social circumstances as the situation that artistically-inclined women are up against, it is no wonder that more of them have not ascended to the heights of their male contemporaries. Reception Nochlin’s essay was widely acclaimed, as it provided the foundations on which to build alternative understandings of art history. It certainly provided the scaffolding on which other seminal essays such as Nochlin’s colleague Griselda Pollock’s â€Å"Modernity and the Spaces of Femininity† (1988), in which she argues that many women painters did not ascend to the same heights of some other Modernist painters because they were denied access to the spaces best suited to the Modernist project (that is, spaces like Manet’s Folies Bergà ¨re or Monet’s docks, both places from which single women would be discouraged). Artist Deborah Kass believes that Nochlins pioneering work made women’s and queer studies possible (ARTnews.com) as we know them today. Her words have resonated with generations of art historians and have even been emblazoned on T-shirts produced by upscale French fashion label Dior. Though there is still a great disparity between the representation of male versus female artists (and still a greater one between women of color and white female artists), Nochlin was instrumental in changing the language that surrounds the way we speak of artistic development, paving the way for many of those outside the norm, not just women, to find success as artists. Sources (2017). ‘A True Pioneer’: Friends and Colleagues Remember Linda Nochlin. ArtNews.com. [online] Available at: http://www.artnews.com/2017/11/02/a-true-pioneer-friends-and-colleagues-remember-linda-nochlin/#dk.Smith, R. (2017). Linda Nochlin, 86, Groundbreaking Feminist Art Historian, Is Dead. The New York Times. [online] Available at: https://www.nytimes.com/2017/11/01/obituaries/linda-nochlin-groundbreaking-feminist-art-historian-is-dead-at-86.htmNochlin, L. (1973). â€Å"Why Have There Been No Great Women Artists?†Ã‚  Art and Sexual Politics, Collier Books, pp. 1–39.

Operations Management Homework - 843 Words

1. What is the best way to increase value the most, given the following information for one customer? Base Case: Perceived benefits $50 and Price $10.00 Improvement Option A: Perceived benefits $65 and Price $13.00 Improvement Option B: Perceived benefits $65 and Price $12.50 Improvement Option C: Perceived benefits $60 and Price $12.50 We derive the following (using the formula, value = perceived benefits / price (cost) to the customer): * Base Case: value = (50/10) = 5 * Option A: value = (65/13) = 5 * Option B: value = (65/12.50) = 5.20 * Option C: value = (60/12.50) = 4.80 The option B is the best way to increase value the most (but the cost to the customer is higher, and the perceived benefit as well).†¦show more content†¦Use productivity arguments to recommend whether or not to change the current system. †¨ Using the formula: = 50 / 1 = 50 = 90 / 3 = 30 It is better not to change the system, since a single worker can handle 50 cars per hour (taking orders, assembling them and acting as a cashier), on the other hand, 3 workers (one taking orders, the second assembling them, and the third acting as cashier) would handle 30 cars each. 10. What is the average value of a loyal customer (VLC) in a target market segment if the average purchase price is $75 per visit, the frequency of repurchase is six times per year, the contribution margin is 10 percent, and the average customer defection rate is 25 percent? Using the formula: VLC = (P) (RF) (CM) (BLC) VLC = (75) (6) (10%) (1/0.25) VLC = $180.00 The average value of a loyal customer (VLC) is $180.00. 12. What is the average defection rate for grocery store shoppers in a local area of a large city if customers spend $60 per visit, customers shop 52 weeks per year, the grocery store has a 12 percent gross mar- gin, and the value of a loyal customer is estimated at $2,750 per year? 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Dinner with a 50s Legend Story Essay-Walt Disney free essay sample

WillieI sat at my desk staring at the blinking line in Microsoft word.? ?Still a blank page†¦I had been sitting here for three hours and I hadn’t been able to type a word.? ?A sigh escaped my lips as I looked around my boring room leaning back in my navy blue computer chair.? ?My neon green digital alarm clock told me it was? ?9:11? ?PM and I had school tomorrow.? ?I sat forward resting my head on one of my arms and staring at the screen. I could normally just start typing but this time I happened to have a serious case of writer’s block and it was going to kill me and my grade if I didn’t get this paper done. â€Å"? How can writing a paper about one of the most interesting men ever be so difficult † ? I whined pathetically.? ?I have all the information,? ?I did the research,? ?but I had tried to write and nothing ever sounded the way I wanted it to. We will write a custom essay sample on Dinner with a 50s Legend Story Essay-Walt Disney or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ? ?The only words on the page were my name class hour,? ?title,? ?and assignment.? â€Å"? Dinner with Walt Disney†¦Should be easy? †¦Ã¢â‚¬  I sighed looking at the posters of all things Disney.? ?I had posters of Mickey,? ?Donald,? ?Goofy,? ?Daisy,? ?Minnie,? ?all of them really.? ?I even had posters of the Kingdom Hearts game that had been made a few years back.? I looked through my notes and saw the designs for a? ?50? ’? s dress I had drawn when listening to the assignment.? ?It was super cute and I wanted to make it but I didn’t have the material or the time to do it.? ?I closed my laptop and stood up walking over to my bed covered in a Mickey Mouse comforter with Donald and Goofy pillow cases.? ?I fell back with a small bounce and stared at my light gray ceiling. The walls were pastel pink and the floor was carpeted with gray only it was a few shades darker than the paint on the ceiling.? ?I wore a white tank top with a purple off shoulder top that was a bit short on me over top of it,? my legs were covered with dark gray skinny jeans and I only wore plain white socks on my feet.? ?I rolled over onto my stomach and felt a sharp jab to my left side.? ?I sat up and saw a small silver key there.? ?It was oddly shaped like Mickey Mouse’s head and I picked it up curiously.? ?It gleamed in the dim light of my room and I laid down again staring at the strange necklace that had suddenly appeared.? ?I had chosen to write about Walt Disney in the first place because he’s the person that inspired me to chase my dreams. When I was little I would have a new dream for my future after I watched one of the many Disney movies out there.? Sure my research had picked out every aspect of his life for this paper,? ?but I wanted to meet the man who could make a kid have so many dreams and inspire so many people.? ?Meeting him would be amazing? ; ? unfortunately he died a while back making that dream impossible.? ?I sighed sitting up staring at the key. ?â€Å"? Oh well,? ?might as well wear it,? ?it’s cute,? † ? I said placing the long chain around my neck.? ?The key rested over my heart and I smiled feeling a bit better.? ?Then something freaky happened,? ?well,? ?not freaky.? ?It was actually pretty awesome. The key started to glow a bright,? ?pure,? white and then a small beam of light shot out at my wall where I didn’t have anything.? ?A hole began to open up but it wasn’t pulling me in,? ?soon a door had formed with a small stamp of the Mickey Mouse head in the middle that was colored gold.? ?I wasn’t afraid of it,? ?a bit shocked I’ll admit but anything with Mickey Mouse on it that was magic couldn’t be harmful.? ?I stood and walked to the door about to place my hand on it when suddenly it opened revealing the small mouse I had adored my entire life.

Marketing for Citizenship and Sustainability- myassignmenthelp.com

Question: Discuss about theMarketing for Citizenship and Sustainability. Answer: The chosen book bar/caf is an attracting concept where people could be offered books to read, games to play along with offering them refreshments like coffee and snacks. The micro and macro analysis reveals various strengths and weakness of the book bar/caf, along with in-depth analysis of the external environment that casts a major influence on the store. The internal environmental analysis highlights the fact the product strategies and marketing strategies that needs to be considered, in order to ensure the success of the business. The customers are provided with mental relaxation, along with offering them good snacks (Crane and Matten 2016). The caf has a strong completion from the other snacks bars and cafes or beverage companies. However, these are considered as opportunities for the book bar/caf. This is because, the caf consider these competition as benchmark and improve the quality of snacks that are offered to them (Fernandes 2016). Moreover, the external environment is also considered as opportunity, such that the caf is able to adapt to the technological needs and environmental changes, and improve the quality of food and services provided, in order to ensure to remain in competitive advantages (Crane and Matten 2016). The micro and macro environmental analysis, along with the competition offered from the other brands is considered as an opportunity for the book bar/caf to improve the services being provided, along with the quality of snacks being offered. Thus, it is important that the micro and macro environment are analysed successfully, in order to ensure the growth of the book caf. References Crane, A. and Matten, D., 2016. Business ethics: Managing corporate citizenship and sustainability in the age of globalization. Oxford University Press. Fernandes, J.C.L., 2016. Coffeehouse Brasil Caf-The execution of A business plan. Revista de Micro e Pequenas Empresas e Empreendedorismo da Fatec-Osasco, 2(2), pp.271-287.

Anatomy in Primary and Secondary Schools

Anatomy in Primary and Secondary Schools Hashtag: #GreysAnatomy The Study of Human Anatomy GreysAnatomy is actually a word play on the title of a human anatomy textbook Gray’s Anatomy: Descriptive and Applied. The book was written by Henry Gray and initially published in 1858. Historically, the study of anatomy and physiology started when man started to find answers to questions regarding their own bodies. For instance, Leonardo Da Vinci allegedly dissected a human cadaver so he can accurately represent humans in art. Anatomist William Harvey studied the human circulatory system in the late 15th century and discovered for the first time that blood has a pattern in its flow. Another interesting discovery in the field of anatomy and medicine was painless surgery through the medicinal use of ether and nitrous oxide (laughing gas) to control the pain during the operation. BIOLOGY RESEARCH PAPER Anatomy and physiology are branches of biology and medicine, but the former is more focused on the structure of living things (human, animal, and plant) while the latter is more concern on mechanical, physical, and biochemical functions of living organisms. The study of the structure of the human body in primary and secondary schools is normally aimed at providing a foundation for advanced study in fields related to health and fitness. It is also aimed at developing a sense of self-understanding, particularly to children who are curious about what’s inside the body. Moreover, since anatomy is not limited to the human body and extend to all living organisms, students often benefit from comparative anatomy or studying other species in order to learn evolution, structural similarities and common ancestry among human and animals. The biology curriculum in secondary schools, for instance, is not the only concern in developing students’ knowledge of the natural world in relation to everyday life, the power of reasoning and observation but familiarity with the structure and function of the human body. Specifically, students learn the change in living things through evolution, diversity of type and unity of patterns, genetic continuity of life, growth, and development, preservation of life, and others. Biology and Basic Anatomy Curriculum Primary school students are normally introduced to the basic human  skeleton or study of the skeletal system. After learning the structure, composition, and functions of the skeletal framework, students then learn the muscles and other body organs attached to it. Some of the introductory tasks include making a (normally life size) skeleton using colored paper or card and paper fasteners. By drawing the bones, schoolchildren become more aware of the significant features of each bone, identify bones’ proper location and construct appropriate joint structures for them. Moreover, anatomy in this level includes simple experiments in order to explain some of the functions of the human body and compare and recognize the similarities and differences between human and animals. However, anatomy in secondary schools is quite more complex as it involves microscopic anatomy such as the study of the structure and function of cells and tissues, senses, blood, heart, the major organs of the digestive system, and others. Some are focusing on the primary functions of the human brain, structures that enable biological systems to interact, energy and materials required to sustain life. Overall, all key stages of anatomy-related science curriculum are aimed at providing knowledge about human and animal body structure and understanding of life processes. For instance, knowledge of human and animal anatomy helps students understand the fact that humans and animals need food and water to stay alive, need to exercise, eat the right type and amount of food in order to stay healthy and strong, the beneficial and harmful effects of drugs, ability to produce offspring and senses that makes humans and animals aware of the world around them.

How to Write a Graduation Speech as Valedictorian

How to Write a Graduation Speech as Valedictorian The valedictory speech usually is delivered at the graduation ceremony by the valedictorian, the student with the highest grades in the graduating class, although some colleges and high schools have abandoned the practice of naming a valedictorian. The terms valedictory and valedictorian come from the Latin valedicere, meaning a formal farewell. Understand the Goal The valedictory should fulfill two goals: It should convey a sending off message  to the members of a graduating class and inspire them to leave the comfort and security of their school ready to embark on an exciting new adventure. You have been chosen to deliver this speech because you proved you are an excellent student who can live up to adult responsibilities. Now its time to make every student in your class feel special. As you prepare your speech, think about your shared experiences with the class and the people with whom you shared them, including popular and quiet students, class clowns and brains, teachers, principals, professors, deans, and other school employees. Its important to make everyone feel as if they played an important role in this shared experience. If you have limited experience in certain aspects of school life, ask for help in collecting important names and events you might not know about. Are there clubs or teams that won prizes? Students who volunteered in the community? Compile a List of Highlights Make a list of highlights since freshman year, focusing on the current year. Here are examples of events you could describe: Who received awards or scholarships?Were any sports records broken?Is a teacher retiring after this year?Did your class have a reputation with teachers, good or bad?How many students remain from freshman year?Was there a dramatic event in the world this year?Was there a dramatic event in your school?Was there a funny moment? You might need to conduct personal interviews to learn about these benchmarks. Write the Speech Valedictory speeches often combine humorous and serious elements. Start by greeting your audience with a hook that grabs their attention. For example, you could say the senior year has been full of surprises, or were leaving the faculty with lots of interesting memories, or this senior class has set records in some unusual ways. Organize your speech into topics describing these elements. You might want to start with an event thats on everyones mind, such as a championship basketball season, a student featured on a television show, or a tragic event in the community. Then focus on the other highlights, putting them into context and explaining their importance. For example: This year, Jane Smith won a National Merit Scholarship. This may not seem like a big deal, but Jane overcame a year of illness to achieve this goal. Her strength and perseverance are an inspiration to our whole class. Use Anecdotes and Quotes Come up with anecdotes to illustrate your shared experiences. These brief stories can be funny or poignant. You could say, When the student newspaper printed a story about the family who lost their home to a fire, our classmates rallied and organized a series of fundraisers. Sprinkle in quotes from famous people. Quotes work best in the introduction or conclusion and should reflect the theme of your speech. For example: The pain of parting is nothing to the joy of meeting again.- Charles DickensYou will find the key to success under the alarm clock.- Benjamin FranklinThere is only one success: to be able to spend your life in your own way.- Christopher Morley Plan for Time Be mindful of the appropriate length of your speech. Most people speak about 175 words per minute, so a 10-minute speech should contain about 1750 words. You can fit about 250 words onto a double-spaced page. That translates to seven pages of double-spaced text for 10 minutes of speaking time. Tips for Preparing to Speak Its important to practice your speech before giving it. This will help you troubleshoot problem spots, cut boring parts, and add elements if youre running short. You should: Practice reading your speech aloud to see how it sounds.Time yourself, but remember you may speak faster when youre nervous.Focus on remaining calm.Get plenty of sleep the night before your speech.Eat well before your speech.Don’t try to be funny if it feels unnatural.If youre going to talk about a tragic event your class experienced (it might be awkward not to address it), make sure you do so tactfully. Consult a teacher or adviser if you have any doubts or discomforts. If possible, practice your speech using the microphone in the location where youll be graduating. Your best chance might be just before the event. This will give you an opportunity to experience the sound of your magnified voice, figure out how to stand, and get past any butterflies in your stomach.

Anti-social behaviour presentation reflection Essay

Anti-social behaviour presentation reflection - Essay Example Our vision of our presentation successfully aided us in every part of the preparation. We were very much aware that to convey an understanding of a very interesting topic as ours, we need to fully understand it ourselves. All members of the group acknowledged this and were very committed with our envisioned presentation. To formally mark the commencement of our first week in preparation, we exchanged e-mail addresses and discussed the aspects and elements to include in the presentation. The discussion was highly proactive; each of the members was able to voice out not just the suggested details as well as concerns or issues early on. This procedure helped us establish not just the presentation details but also a good interaction channel in the context of our being a one group. It is noteworthy that all members of the group were fairly in common ground, cooperative, and comfortable working with each other. I believe these things are important because these enable the smooth run and sp eedy facilitation of the group effort. In addition, it helped us to individually develop our communication and synergy skills. The discussion’s output was a simplified structure consisting of the 1) ASBO’s; 2) ASB and its characteristic relationship with the young people; 3) ASBO publication; 4) the ABC’s; 5) Policy -- the law aspect; 5) Sociology and Criminology; and 6) Social Policy. Observing the discussion process and the output, one may foresee the smooth, simple-to-complex route our presentation is planning to take route. This route is very significant for us presenters as it will enable the audience to systematically process the information and insight we provide -- a feat that facilitates our goal to pass understanding of the topic to our audience. Splitting the subtopics, I picked the first part, ASBO’s and the fifth one, Policy. I could already see myself perusing some legislation cases for the subtopic Policy. Looking at ASBO as a policy, I am interested to know its basics -- the conditions or clause, evidence, how the evidence is handled, its efficiency in carrying out its function as well as exploring its flaws. I’m quite curious if its pros outweigh its cons and how do young people see themselves in the context of this policy. Marking the second week of preparation, the group gathered to discuss the researched information, forming them together, and checking how our assigned aspects contribute to the topic as a whole. Again, every member displayed cooperation. In the actual presentation, I suggested to present only the ASBOs part and let another member do the Policy part. Deciding to only present one part just came in reflection of my English speaking ability. Evaluating my current ability to communicate using English as the medium, I honestly doubted if I could effectively present the two parts. The subtopic Policy requires a lot of elaboration; I knew I must forgo an opportunity to expand my communication skil ls in lieu of the group goal. The third week was basically the technical mash-up of our member slides. Seeing the wholeness of our individual efforts was very fulfilling. Looking at our work, I could confidently say that I was really given a chance to participate and my work is very much reflected in the group’