The Critically Acclaimed Muscle Shoals Documentary and...

(INTRODUCTION) Thanks to the critically acclaimed â€Å"Muscle Shoals† documentary, music lovers are finding their way to the small town in northwest Alabama where some of the world’s greatest hits were recorded. This was the very town where, at Rick Hall’s FAME Studios and the rival Muscle Shoals Sound Studio, Aretha Franklin found her groove, Paul Simon developed â€Å"Kodachrome† and Wilson Pickett cranked up â€Å"Mustang Sally.† In the documentary, Mick Jagger, Steve Winwood, Percy Sledge and Etta James, among others, recount tales of cutting some of their iconic hits in the Muscle Shoals area. Keith Richards stated his opinion about Muscle Shoals simply: â€Å"It’s rock ‘n roll heaven.† (SUBHEAD) Experience the Energy of the Shoals (BODY) There are numerous venues to experience the excitement and energy of music in the four towns flanking the Tennessee River that are known collectively as â€Å"the Shoals.† Make the Marriott Shoals Hotel Spa and Conference Center [http://www.marriott.com/hotels/travel/mslmc-marriott-shoals-hotel-and-spa/] (10 Hightower Place; 256-246-3600) on the Robert Trent Jones Golf Trail your headquarters for a music-themed excursion. Start your visit at the Alabama Music Hall of Fame (617 U.S. Hwy. 72W; 256-381-4417) in Tuscumbia to see exhibits of gold records, costumes from the Commodores and Hank Williams, life-sized statues of Fort Payne’s favorite band â€Å"Alabama,† Tuskegee’s Lionel Richie and Montgomery’s Nat â€Å"King† Cole. The museum is open

Essay Victors Destruction in Mary Shelleys Frankenstein

Victors Destruction in Mary Shelleys Frankenstein Mary Shelley, in her book Frankenstein, makes several allusions to the fact that Victor Frankenstein is usurping the role of God in bringing his creature to life. The point of the book seems to be that a human who attempts to usurp the role of God will be heavily punished. Victor Frankenstein is severely punished. He loses everyone he loves before perishing himself in the arctic wastes. But did he really play God or did he merely unleash his own id and destroy himself? Allusions to Frankensteins identification with God are sprinkled liberally throughout the book. From an early age Frankenstein identifies himself with God through his study of metaphysics. It was the secrets†¦show more content†¦Remember that I am thy creature; I ought to be thy Adam, but I am rather the fallen angel, whom thou drivest from joy for no misdeed. Everywhere I see bliss, from which I alone am irrevocably excluded. I was benevolent and good; misery made me a fiend. Make me happy, and I shall again be virtuous (84). It is this ambition to be Adam rather than a fallen angel that leads the creature to extort a promise to create a mate for him from Frankenstein. It is partly because Frankenstein made the creature larger and stronger than himself that he is vulnerable to the threats of the monster. This is not all of the story, however. Frankenstein, although he resolves more than once to kill the creature and be done with it, never attempts to harm the creature in any way. First, on Montanvert, he is moved by the creatures entreaties, even though he knows that the creature is a murderer, and promises to create a mate for him, locking himself into a kind of slavery to the creature. This relationship is made clear when the creature says: Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; obey (152)! Frankenstein revolts against this role of slave to his creation, by destroyingShow MoreRelatedFrankenstein, by Mary Shelley1078 Words   |  5 PagesMary Shelley’s Frankenstein has undoubtedly withstood the test of time. Frankenstein’s direct association with fundamental Gothic literature is extremely renowned. However, the novel’s originality is derived from the foundational thematic values found within the relationship (or lack there of) between Victor Frankenstein and the monster he had created, in combination with a fascinatingly captivating plot. Understandably, Frankenstein can often be associated with a multitude of concepts; however,Read MoreFrankenstein And Nature’S Love. 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Pride by the monster’sRead More The Dangers of Science in Mary Shelleys Frankenstein Essay example1019 Words   |  5 PagesScience in Mary Shelleys Frankenstein Mary Shelleys novel Frankenstein cannot merely be read as a literary work of the early 19th century. It represents the workings of young Shelleys mind. Further, it represents the vast scientific discoveries of the time, combined with Mary Shelleys intuitive perception of science. She views science as a powerful entity, but also recognizes the dangers if uncontrolled. Shelley demonstrates this fear in the book as science drives Victor Frankenstein to create

Communication - Information and Technology Innovattion

Question: Discuss about the Communication, Information and Technology Innovattion. Answer: Introduction Communication, Information and technology with its continuous innovation have improved in very well in most domains of modern life. Most significantly, computers and electronic learning, in particular, allows learning easy and to be done anytime and anywhere. With good access to ICT, students in Rwanda schools can benefit well from these efficiencies. However, easy aces to educational technology in Rwanda is limited even today to advantaged few in urban areas against the majority in rural and remote areas (Lwakabamba 2005). The aim of this study is to investigate the impact of ICT in teaching of mathematics and sciences in local schools as well as the use of ICT in community development. Focus groups, questionnaire, and interviews were used for sole purpose of data collection (Uworwabayeho 2009). The findings showed that most science and mathematics teachers were motivated and ready to acquire ICT services in schools as well as the local communities (Akinyemi 2016). The study showed that ICT succeeded well in teach schools where the school administration allowed the use of computers mostly in technical courses like sciences and mathematics. Most teachers in the schools were optimistic and also expressed a strong desire that they can be trusted both by the school and the community as a whole and asked to be given a proper time and environment to using computers in teaching students. The views here in matters of learning conditions shows that the schools created so that those who participated became responsible, more active and committed practitioners. The same response came from the local people who were ready to use technology in community-based work, and the assumption here was that positive believes can be an eye opener for ones future role in impacting change in community practices (Selinger 2009). Research shows that there was a slight improvement in class that used computers in the subject of mathematics. In the community clinics and government offices were more comfortable in keeping clients document as a result of improved ICT within the locality (Waema 2002). However, to achieve as from the findings, the Rwandan government need to invest well in ICT and develop a well structured school-based curriculum including teachers development in areas of technology literacy, allowing teachers in schools to have an active and positive awareness to new technological tools. The stakeholders who made this project successful include UK, African, and other international partners working closely with the school administration (Selinger2009).The project involved a lot of stakeholders who were interested to see whether ICT can help teachers achieve their dreams in helping students learn maths and sciences. Ministry of education in Rwandese government played a paramount role in helping us identify the two schools while still providing transport to the designated areas. Different organizations in the United Kingdom were responsible in supplying computer materials to the two schools. Statement of current business and statement problem While many children in this country go to school the big question remains the quality of education they get. Rwanda is one country developing at a high rate and technology can be used to improve quality of education by using digital learning materials. The Rwandan government has undertaken, through various stakeholders to equip all the schools with ICT. The goal here is to help empower outcomes in all the schools. This kind of policy contributes to providing for deployment of educational software and hardware in every school in Rwanda, full integration of ICT in school curriculum including teachers e-skilling. However, the project is based in two schools in the countrys.St Vincent is a girls secondary school with a population of over four hundred students and almost twenty-two teachers. The school has forty-six computers donated by world Links, Mineduc and Congregation Sisters. Only twenty-six computers are working while the internet connection broke down. The school uses the compute rs to help train secretarial students while the rest of the students use the computers to learn word and excel. According to teachers in this school, if by any chance they get internet connection they would use the computers to teach science and mathematics (Hennessy, Harrison, and Wamakote 2010). The students in the class prefer to study physical sciences and mathematics. Gahini is a primary school in Rwanda with a total population of almost to one thousand students. The school was provided with three computers by World Links which are located in the principals office with no internet access. After two teachers had been trained in ICT services by World Links, the school hired a qualified ICT trainer to train some of the teachers since the government training was not enough. In general, the school has managed to use well the few ICT resources they have (Rubagiza, Were, and Sutherland 2011).The students must be well prepared for current technology and provided with abilities needed t o adapt and thrive in todays technology based economy. The students have a role to play when it comes to improving the economy of the country. This can only be achieved only if they are introduced to technology based world at an early age in the schools mostly in the subjects of math and sciences. Overview of ICT in Rwanda One aim of Rwandas Vision 2020 was to identify and to strengthen teachers awareness in computer rich areas as a paramount government priority for them in order to achieve countries social and economic goals and objectives. The plan was to deploy more computers in both government and public schools, but the major setback is that many public schools in country mostly in rural areas lack power leave alone even phones or computers. About the development of technology and ICT system, education systems were supposed to priorities modern studies in schools including a compulsorily within teacher education programs. In affected environments, tutors working in developed community are required to be agents of change, for the willing ones who can make it happen (Waema 2002). Technology, as argued, does not modify? But it's people who change their living areas by using modern technology. The education system in Rwanda has continued to advance in some development so as to help the country in deve lopment wise. On this, the rate at which tutors in schools use computer tools will vary in connection to time and space. The first enthusiasm on the introduction of computers in learning institutions makes us assume that a robust studying area will lead to changes while improving school rules and regulations. As new technology develops, there is a change in actions and human interaction (Farrell, 2007). By this, students ways of learning continue to be shaped in line with the relevant knowledge means in major schools. This means that technology will transform learning not by narrow way but by an ongoing process. The mind maps below support the need for incorporating ICT into the education in Rwandese schools (Rubagiza, Were, and Sutherland 2011). The mind maps below support the need for incorporating ICT into the education in Rwandese schools. System new proposal with requirements In the projects, kits should be incorporated in all the classrooms as project based scenarios that the teachers can use as the project starting point as their own design. Good policies should be put into practice to make sure that the quality of education is improved. In Rwandan schools, mathematics and science subjects for a long time have been poorly done, and therefore its high time the government implemented sound policies and saw improvements in schools. This can be achieved if all the schools had access to ICT services. In most parts of the country the model of deploying ICT in schools is somehow not working, and its high time the government reviewed the methods being used and deployed different methods (Guldberg and Mackness 2009). School communities also need to have a common understanding with all other policy makers to make sure that there is proper coordination between teachers and ICT coordinators. Communication between the two should be right to ensure policies are imple mented (Dzidonu 2010). Considering the findings, we can conclude that use of ICT to help teach mathematics and sciences in schools has not been achieved. If the most crucial factors are not addressed students in schools will continue to lack ICT access and associated enough opportunities to quality education (Gaible and Burns 2005). The same will apply to the outside community who need ICT skills to advance their lives. When this happens it will hinder their chance to progress in future and contribute to the countrys economy (Mukama 2009). However all this will be achieved if the Rwandan government provides power to all the schools in rural areas since ICT materials will use power. Practical post-implementation evaluation guidelines Implementation of this plan may take five phases. These phases will include equipping classes with good ICT systems, awareness campaigns to both students and teachers. The stages will be the review, acquisition (equipping ICT tools), analysis, design, and evaluation stages. Many efforts are being made to establish ICT structures, training students, teachers and the local people. People have to deal with change at all cost .Efficient use of technology in learning centers as a tools for teaching must involve a change of attitude towards a bigger accountability and be optimistic so as to bring the necessary development in the centers. After a simple study, it was found out that although many schools and the local people remained marginalized regarding ICT, all was not lost (Guldberg and Mackness 2009). The people remained optimist that one day every child will get access to computer services in school. Information usage in schools in Rwanda as discovered by many people is too many peopl e a new issue the whole system is trying to deal with including the community. It is worthy to think how most of the interviewed were eager and desired to get computer knowledge to improve their teachings and help the students become better people in the society (Were, Rubagiza, and Sutherland 2011). ICT has so many hints with a representation of large information sources which are better when dealt with collectively. Key to good learning is where teachers interact from each other while developing healthy culture of continued inquiry in todays practices. School evaluation is a collaborative and inclusive process of an internal school review. During this process, the school management, teachers, students and parents all engage in a joint inquiry on the progress of the school. This is an evident based process that is aimed at gathering information from many sources then coming up with a conclusion on how to improve the lives of the students in the school. In this case, it was very easy to do an evaluation of the two schools. Most of the information during the assessment process came from the teachers and the school management since they were going to be more involved in the project. Learners outcome and experience here should be put in consideration since the whole project is based on them. During the evaluation process the following was some of the issues raised: Most interviewed people showed that there was a vision ahead of them although it was limited and only focused on the initial steps of familiarizing the students and the community with basic computer skills before using them to learn in class. Many participants had the feeling that their school and the community had a good concept and felt that the goals needed to realize this had already been identified. In the two schools where the research was carried out, there were limited internet connection and poor computer labs (Rutayisire, Kabano, and Rubagiza 2004). Most people desired to have more computers and good internet connection in the school compounds. Most of the locals interviewed said that for the community to grow then ICT was inevitable in the community. About three-quarter of the respondents thought that infrastructure was the primary cause of their school not having ICT resources. Mathematics and scie nces are very technical courses, and computers would make the work easier. The government should ensure that every school has a modern classroom with electricity connected because the new technology will require the use of power. There is no need to supply computers to schools before making sure that there is power in the school (Harrison 2005).According to our study, most of the schools in the area were backed up by the NGOs but not the considered ministry in education. Without support from the concerned stakeholders students will continue doing badly in schools. The Education department should come up with programs to support extra-curriculum activities in the schools (Blumenstock 2012).Almost all the teachers indicated in the questionnaire that support, training, and leadership from the government about ICT were lacking. Some promises were there, but they had not materialized claimed the teachers. According to many of the respondents, most of the support came from NGOs rather tha n from the government (Rubagiza, Were, and Sutherland 2011). In phase one of the project, the teachers will be given good support to develop learning and teaching scenarios to help teach science and maths.The ICT tools in schools should contain things like guidelines for teachers, contents in literature, teaching examples, learning sources and materials for both students and educators (Farrell 2007). The highest risk in this project is the failure to get immediate results in the school as witnessed in previous projects. Some of the trained teachers and other stakeholders might also due to various reasons leave before the completion of the project. However, the project went on well without any problem with the desired results being achieved. The process modeling is summarized by the diagram below. Conclusion For Rwanda to achieve economic and social-economic objectives first, it has to develop the people who are the countrys most valuable resource. This will start in schools where the student needs to be equipped well with ICT skills. More emphasizes should be put in place by the government to make sure that all schools are well prepared to accommodate ICT facilities. The problems that the two schools are facing are a clear reflection of what is happening in other parts of the country. However, all is not lost as more effort is being put in place to make sure that teachers are well prepared to teach students using the new technology. The teachers also need a lot of motivation not only giving them ICT skills but to make sure that their interests are put forward by the government. With this, the country is in a better position to achieve its goals and objectives and improve the economy. Countries that are using ICT in the education system are doing well economically than those that are ana log. Reference List Akinyemi, F.O., 2016. Technology use in Rwandan secondary schools: an assessment of teachers attitudes towards geographic information systems (GIS).International Research in Geographical and Environmental Education,25(1), pp.20-35. Blumenstock, J.E., 2012. Inferring patterns of internal migration from mobile phone call records: evidence from Rwanda.Information Technology for Development,18(2), pp.107-125. Dzidonu, C., 2010. The role of ICTs to achieving the MDGs in education: An analysis of the case of African countries. Farrell, G., 2007. ICT in Education in Rwanda.Survey of ICD and Education in Africa: Rwanda Country Report. Forster, M. and Mutsindashyaka, T., 2008. Experiences from Rwandan secondary schools using GIS. InProceedings of the ESRI education user conference. Gaible, E. and Burns, M., 2005. Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries.Online Submission. Guldberg, K. and Mackness, J., 2009. Foundations of communities of practice: Enablers and barriers to participation.Journal of computer assisted learning,25(6), pp.528-538 Hammond, M., Fragkouli, E., Suandi, I., Crosson, S., Ingram, J., Johnston?Wilder, P., Johnston?Wilder, S., Kingston, Y., Pope, M. and Wray, D., 2009. What happens as student teachers who made very good use of ICT during pre?service training enter their first year of teaching?.Teacher Development,13(2), pp.93-106. Harrison, B., 2005. Information and communication technology policy in Rwanda.Case Study. Retrieved on December,20(2014), pp.35-57. Hennessy, S., Harrison, D. and Wamakote, L., 2010. Teacher factors influencing classroom use of ICT in Sub-Saharan Africa.Itupale online journal of African studies,2(1), pp.39-54. Kozma, R.B. and Vota, W.S., 2014. ICT in developing countries: Policies, implementation, and impact. InHandbook of research on educational communications and technology(pp. 885-894). Springer New York. Lwakabamba, S., 2005. The development of ICTs in Rwanda: pioneering experiences.At the crossroads: ICT policy making in East Africa, pp.213-224. Mukama, E. and Andersson, S.B., 2008. Coping with change in ICT?based learning environments: Newly qualified Rwandan teachers' reflections.Journal of Computer Assisted Learning,24(2), pp.156-166. Mukama, E., 2009. The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice.Journal of Computer Assisted Learning,25(6), pp.539-548. Rubagiza, J., Were, E. and Sutherland, R., 2011. Introducing ICT into schools in Rwanda: Educational challenges and opportunities.International Journal of Educational Development,31(1), pp.37-43. Rutayisire, J., Kabano, J. and Rubagiza, J., 2004. Redefining Rwandas future: The role of curriculum in social reconstruction.Education, conflict and social cohesion, pp.315-373. Selinger, M., 2009.ICT in education: Catalyst for development(pp. 206-248). Cambridge University Press, Cambridge. Uworwabayeho, A., 2009. Teachers innovative change within countrywide reform: a case study in Rwanda.Journal of Mathematics Teacher Education,12(5), p.315. Waema, T.M., 2002.ICT human resource development in Africa: Challenges, strategies, and options(No. 10). African Technology Policy Studies Network. Were, E., Rubagiza, J. and Sutherland, R., 2011. Bridging the digital divide? Educational challenges and opportunities in Rwanda.Development,31(1), pp.37-43.

Visual Black Culture Essay Example For Students

Visual Black Culture Essay Discrimination against African Americans within the United States has been a recognised problem for decades. Many were forced into sub standard accommodation in areas of cities, which came to be known as ghettos during the first, half of the twentieth century. Within the ghettos the African American community became a segregated underclass. The poverty experienced by the black community was amplified by the discrimination in employment, the better jobs being reserved for white workers. More recently, during the 70s and 80s, campaigns have been set up to end the segregation of the black community. Although the majority of white community agrees with the principal of these campaigns, many still have problems with the practical implications. The result is that urban segregation in the United States is still a serious problem. In the early 80s the United States got pretty rich, young people were getting more successful and women were making it in business more than ever before. Changes like this were obviously being picked up on by the art world. New, or neo expressionism was beginning to appear and work to do with age, gender and ethnic background was becoming more and more popular. We will write a custom essay on Visual Black Culture specifically for you for only $16.38 $13.9/page Order now The art world imitated the financial world and started to charge huge prices for the work of big name artists. At this time not just artists were celebrities some gallery owners and dealers were getting as much praise such as Mary Boone. The most interesting thing to come out of the period was the way that work that was post-modern was becoming more recognised. That is at least from the point of view of the gallery. It is thought that the first writer in New York, if not the first to get noticed, was TAKI 183. He was called so as he lived on 183rd street and his real name was Dimitrius, the Greek name for which Taki is a nickname. His name appeared so regularly because he had a job as a messenger and this meant that he had to ride the subway a lot. So he wrote his name or tag on most of the trains and stations. This inspired a whole load of other kids to do the same and after an article in The New York Times hundreds of kids wanted their name on the subway cars as well. The effect was snowballing and tags were everywhere. Credit started to be given only to those who could tag somewhere that was hard to reach as a tag would stand alone rather than be crowded by others. Although most graffiti was seen in the seventies and eighties it did in fact start in the late sixties. New York kids started to write their names on the walls, doors and bins and anywhere else they could. Like TAKI 183 they did not use their real names, but instead used psudonomes. This meant that only a select few would know who they were. Graffiti was also used as territorial message amongst gangs who want to claim an area as their own. It only really became an art form when people had to develop their tags to stand out from those of the masses. The vandal was becoming an artist. Tags of peoples names were becoming logos. The lettering was played around with so it would become easily recognizable to other writers. After some time colour was added and as it was the size or the paintings grew. Style became as important as the words, which continued to grow until such masterpieces filled entire walls or train carriages. The top to bottom whole car is an entire carriage of a train painted from roof to wheels, including walls and doors. This is almost always the greatest achievement for a writer although some gangs or crews have completed whole trains. In the eighties graffiti swayed towards mainstream fine art but never went that far and stayed a culture rather than a genre. These days it is in every city in the world. A great deal of people do not understand the depth of what is behind graffiti. Although graffiti is relatively young in most peoples eyes, it is really no different from cave man paintings. These were made on the walls of the caves using blood or ash. These works were of events that were relevant to their times. The Romans painted frescos on whole walls as a source of decoration. Monks in Italy left writings on walls for other monks. Calligraphy and the over usage of serifs in the script hid these secret messages. This meant that the general population if they could read at all would not understand these messages. These monks had created a beautiful, yet difficult to understand, style of writing. Words becoming art, This may sound familiar. Wildstyle is extremely similar, in that it is rare for a non-writer, or at least somebody who is not into the scene, to be able to read a well put together piece done in wildstyle. The highly evolved and complex wildstyle, energetic interlocking construction of letters and arrows and other forms that signify movement and direction . .ue738b7fe012c823319052d324ee20e4a , .ue738b7fe012c823319052d324ee20e4a .postImageUrl , .ue738b7fe012c823319052d324ee20e4a .centered-text-area { min-height: 80px; position: relative; } .ue738b7fe012c823319052d324ee20e4a , .ue738b7fe012c823319052d324ee20e4a:hover , .ue738b7fe012c823319052d324ee20e4a:visited , .ue738b7fe012c823319052d324ee20e4a:active { border:0!important; } .ue738b7fe012c823319052d324ee20e4a .clearfix:after { content: ""; display: table; clear: both; } .ue738b7fe012c823319052d324ee20e4a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue738b7fe012c823319052d324ee20e4a:active , .ue738b7fe012c823319052d324ee20e4a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue738b7fe012c823319052d324ee20e4a .centered-text-area { width: 100%; position: relative ; } .ue738b7fe012c823319052d324ee20e4a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue738b7fe012c823319052d324ee20e4a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue738b7fe012c823319052d324ee20e4a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue738b7fe012c823319052d324ee20e4a:hover .ctaButton { background-color: #34495E!important; } .ue738b7fe012c823319052d324ee20e4a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue738b7fe012c823319052d324ee20e4a .ue738b7fe012c823319052d324ee20e4a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue738b7fe012c823319052d324ee20e4a:after { content: ""; display: block; clear: both; } READ: Pop Culture EssayNot all writers enjoy wildstyle writing, as it can be very hard to read. Strangely enough that is the reason it is loved by others. It is like a code that only they understand, like being part of secret club. Older artists would often take a new writer or toy under their wing. The new apprentice would get to do jobs like filling in blocks of colour, or even just stand as a look out. In return they would be taught new skills and different styles of lettering. They would also get to tag below the piece, which would give them credit with fellow young writers. Some say you can not just learn wildstyle in the same way a musician must learn to read music before they can use there own improvisation. According to Dez, there is no easy way to learn the complicated wildstyle and no substitute for time, when you first start up and a writer gives you a style, it aint easy to do it, so it be better to start from throw ups to straight letter to semi-wildstyle to wildstyle, then you can do anything you want after that. Rather than try to make you first piece a burner and it looks wak, just work your way up the trains aint goin nowhere' . Sometimes small wars break out between writers when two or more artists will strive to be the best on a particular train line. Whoever gets his or her name up on the trains the most will win the territory. A writer who is up that much is known as a king of that train line. It is better and more respected by other artists to get your name up on train carriages all over the line and still maintain good quality and style. A true king though, must write all over a line. However good they may be in artistic skill if he only does a couple of great pieces they will be forgotten quickly if they are few in numbers. A king is a writer that everyone wants to write with or fight with . The writers dont use their real names. They make up names that are sometimes jokes or are insults to their enemies or the law. They can also have a name handed down to them from a writer who may want to retire, and has taught them their style. That way they get a good name and the old writer gets his name to conti nue to ride the train lines. To get more pieces of graffiti up writers would often unite and form crews of artists; crazy inside artistsCIA the public artistsTPA and the magnificent teamTMT. Although most of the members of such crews were closely linked together, many would belong to two or even more. This is why there are sometimes many initials on one piece of work. New younger writers would often write the initials of a crew that were highly respected amongst other writers on their own piece. If that crew found out that it had happened they would spray out their initials. Sometimes they would go over the whole piece, something that shows great disrespect. After graffiti had been around for a while the fine art world started to take interest in certain artists. These critics and artists could see the value of graffiti. Its expression had been noted, along with the fact that it was starting to grow out of its urban culture. It was time for graffiti to move into a gallery. Probably the most famous of writers to be accepted as a fine artist was Jean Michel Basquiat. He grew up in New York and got into street and subway graffiti at an early age. After high school he had no official art training, but he had a great interest in comic book, Egyptian and childrens art. By nineteen seventy-nine he had started to associate with fine artists and musicians, he also started to make paintings on canvasses. In nineteen eighty he was commissioned for a Times Square show. He painted a large wall in mixed media including spray cans. His work continued and he was loved by most of the art world. Some people said that he was primitive and at the same time genius. It was not long before the art establishment started to exploit him. This came at about the same time as his drug problems started to get dangerous. He died in nineteen eighty-eight of an overdose at the early age of twenty-seven. Jean Michel Basquiat was a great consumer whatever he encountered. He would simply swallow and then produce work, in respect to whatever the subject was. Whether it was graffiti or childrens drawings that he used he had a talent for including strangely diverse materials into his work. Basquiat would appropriate images from various areas into his work including things like friends childrens drawings, pictures from chemistry textbooks and elements from the bible. He used things like this as his visual language and arranged them in an eccentric way. Through his life and career he re-edited these symbols with reference to sex, black culture and t. v. Basquiat was very poetic his use of words was incompetant and yet genius at the same time. .u59e8a347e5ffed361ab4eb4c39c4e89d , .u59e8a347e5ffed361ab4eb4c39c4e89d .postImageUrl , .u59e8a347e5ffed361ab4eb4c39c4e89d .centered-text-area { min-height: 80px; position: relative; } .u59e8a347e5ffed361ab4eb4c39c4e89d , .u59e8a347e5ffed361ab4eb4c39c4e89d:hover , .u59e8a347e5ffed361ab4eb4c39c4e89d:visited , .u59e8a347e5ffed361ab4eb4c39c4e89d:active { border:0!important; } .u59e8a347e5ffed361ab4eb4c39c4e89d .clearfix:after { content: ""; display: table; clear: both; } .u59e8a347e5ffed361ab4eb4c39c4e89d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u59e8a347e5ffed361ab4eb4c39c4e89d:active , .u59e8a347e5ffed361ab4eb4c39c4e89d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u59e8a347e5ffed361ab4eb4c39c4e89d .centered-text-area { width: 100%; position: relative ; } .u59e8a347e5ffed361ab4eb4c39c4e89d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u59e8a347e5ffed361ab4eb4c39c4e89d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u59e8a347e5ffed361ab4eb4c39c4e89d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u59e8a347e5ffed361ab4eb4c39c4e89d:hover .ctaButton { background-color: #34495E!important; } .u59e8a347e5ffed361ab4eb4c39c4e89d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u59e8a347e5ffed361ab4eb4c39c4e89d .u59e8a347e5ffed361ab4eb4c39c4e89d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u59e8a347e5ffed361ab4eb4c39c4e89d:after { content: ""; display: block; clear: both; } READ: American And Nigerian Culture EssayThe issues within Basquiats work are based mainly around three things firstly, the conflict between life and death, secondly, the greed and stupidity of the art world and thirdly black issues concerning racism. There were times when he had lived on the streets, so it was not as though he painted about these subjects in vain. Even once he was famous, he was still treated with prejudice. Upon visiting Bloomingdales in New York with Andy Warhol, Basquiat intended to purchase a $3000 gift certificate for his mother. But when he took out his gold American express card he was asked for further identification. Even when he was with one of the worlds most famous artists, Basquiat was still treated with a mixture of racism and suspicion . Also, living on the streets of New York made him more aware of what it means to be alive and what it feels like to be faced with death. In his final self-portrait, Riding with Death, he is placed on a skeletal horse as a skeleton himself. its composition is strikingly similar to both a well known drawing by Leonardo da Vinci and, even more, to Julian Schnabels 1980 painting entitled Death also portrayed as a skeletal rider on a skeletal horse. The writings of Samo his alter ego were similar to the themes that he used in his later work; capitalism, morality, consumerism, racism and popular culture. All through his life he kept student like sketch books these were filled with his art and his verse. Four of these books were published in nineteen ninety three, after they were left at a friends house. In the works by Basquiat that include no text he used icons as irony rather than effect. Many say his real strength was style of composition, which is almost a visual equivalent of freestyle jazz. In that it is crazy but well put together. Basquiat drew like a child not to say that he was not a great artist but that he had the freedom of a child. He would use strokes with a brush without any hesitation or doubt. He would rarely work in silence, there would often be a TV in the room or there would be music playing. Either of the above would often filter into his work. Another of his skills was to absorb random sources and make them his own through his technique. In seventy eight he sold out exposing him and his friend Al Diez as Samo. He accepted one hundred dollars from a news paper for this but that was not the only thing he gained. His rise to fame had begun. Many of his early canvasses were similar to that of his Samo writings with some images as well. At this time Basqiat was also making small artifacts as wall as paintings, these included baseballs postcards and items of clothing adorned with his own logo manmade. After a while he had enough money to by decent materials and reference books. His awareness of art expanded and his usage of his visual language became more relevant. As first his work was warfare, attacking the art establishment disrespecting its values and rules. He did this by painting on walls in public places that were easily visible to anyone that cared to pass by. He made work for the fun gallery show; this was still blatantly rejecting the white governed art world. This did not stop though, even when he became hugely popular his passion was still motivated by this conflict. Its said that you can only be the best some of the time this was true of Basquiat. When he was working well he would over produce, leaving gaps where his work would not be as strong as it once was. Through his work there spanned a theme of found objects, often wooden things like doors, boxes or easels. Basquiat said on a few occasions that being celebrity was more important to him than the skill and technique of his art. Though he was greatly talented his work did at times become repetitive. He could not edit himself and in a time of such consumerism no one else would do it for him. It would only mean less money for them. His place in art history is constantly under great debate. The argument of whether or not his work was primitive genius or simply fluke will continue. But he is seen as an art hero by many of the young and that is where the future of art lies.