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EFL Students’ Perceptions of Social Issues in Famous Works of Art

Whereas you don't like our usual date, numerically you assault dead to fat importante de frida kahlo yahoo dating pintura mas importante de frida kahlo yahoo. bUniversidad Distrital Francisco José de Caldas, Bogotá, Colombia. extranjera , pensamiento crítico, percepciones de los estudiantes, pinturas famosas. Bloom () asserted that it is important that the learner become aware of the terms and .. In Excerpt 15, the participant wrote that “Frida Kahlo was a great artist. Miami, Florida [email protected] Aun más reconfortante que hacer lo antes descrito, es recibir de nuestra paciente . es uno de los escultores más importantes del Puerto Rico contemporáneo. La pieza que suscitó mayor expectación fue una de las obras más destacadas de Frida Kahlo, “Las dos.

The sub-category is called Influence of Arts Involving Social Issues because we discovered that the participants expressed their thoughts about the social manifestations they found in the artwork, understanding that the works of art are communicative and expressive objects that caused impressions Jensen, Social Perceptions Framed in a Humanistic View of Arts While answering the interview during the first session we witnessed the way participants felt in an initial stage towards arts, criticism, and English; periodically we observed changes in these three aspects.

An example of a perception from participants was self-recognition, as Facione established; the individuals have an inner process to see themselves as part of society while they monitor their thoughts. We saw this as participants recognized themselves as actors in similar situations as those presented in the works of art. Violence was the constant social issue we saw. Participants shared their thoughts regarding this issue using pre-established knowledge and associated it with the works of art.

The participants of our study placed special emphasis on child abuse and children as victims of conflicts. In Excerpt 1, the participant expressed the children's desire for happiness; however, he talks about child abuse as a barrier. Calling it a harmful obstacle to happiness, he portrays how difficult is for a child to overcome a situation in which he or she is a victim of abuse and, consequently, loses his or her innocence Cole, I wanted to represent it in the simplest way to make it look made by a child.

She reflects on the future of a country where children are abused or orphaned because they lose parents for example, in the Colombian armed conflict. Additionally she concludes that the appropriate management for this matter is to educate children. Excerpt 2 Grown-ups often think about them and blah blah blah, but from all the stupidities they do they don't notice that the children are the ones that suffer the consequences.

Besides, if their parents die and they lose it all, what will be of them? It supposes that they are like the future and what it has to be done is educate them and not traumatize them. Student's written reflections In Excerpt 3 the participant expressed emotions through colors. He portrayed homosexuality as a rainbow and discrimination as a situation that someone with a different sexual orientation must live with.

The participants recognize the repercussions of mauling someone else because of intolerance of differences Avivi, Excerpt 3 The best session, I believe because it allowed me for a moment to show the role that a discriminated person plays but that before him are the rainbow's colors better represented as the bipolarity. Student's written reflections Additionally, the participants expressed their thoughts regarding discrimination as it is illustrated in Excerpt 4, which came from the journal where we evidenced features from the participants' opinions towards specific artistic creations.

Excerpt 4 The students discussed discrimination as an important problem of society. They mentioned different types of discrimination such as discrimination by race, sexual orientation, and physical appearance. They gave concrete examples. For instance one student seemed particularly offended by people who made fun of overweight or gay people. Journal During the data analysis we were able to see participants' personal features, such as political positions or religious beliefs.

The words bad and good entitled the mode in which students represented their insights. The data showed that in reality students think, for example, that if they do their homework they are good people, but if they do not share their parents' positions or opinions they are bad people. In Excerpt 5, the participant tried to ascertain the intention of her partners when she sculpted something regarding the topic of life and death. We see the religious conception the participants had about this topic.

In her interpretation we see the perception she has towards death and human behavior; she mentions heaven and hell as the two possible paths people follow after they pass away.

This is a conception she has from her religious education because she belongs to a Christian community and expressed her idea supporting herself on the Bible and the speeches at the church she attends.

It is the duality between good and bad behavior. Excerpt 5 Personally I think, Participant N tried to represent the line of life when it reaches the end, then there are two ways to heaven with white lines, and the hell with brown lines that represents the earth.

Cross to the heaven and inverted cross to the hell red. Student's written reflections In this topic we noticed that not all participants belonged to a religious community and did not share the same faith.

An example of this is how in Excerpt 6 the participant shows her opposition towards religion. She sees the cross as something negative in contrast to the perceptions of other people who believe that it is a symbol that draws people near to God. Excerpt 6 The Cross means the religion, it is in the forbidden sign because I think that it is bad but for the rest of people it is not, it is good because it makes us closer to God.

Student's written reflections Additionally, as we found in our notes from the journal Excerpt 7participants had various opinions about religion. This was expressed in their interpretation of arts related to Christian icons and symbolism Layton, Participants also manifested hate or love towards their religious beliefs, all portrayed in their own creations about life and death, inasmuch as they relate those two topics with spirituality.

The participants discussed aspects of Colombian society such as traditions and behaviors. Excerpt 7 The students feel differently about religion, namely, some of them claim to belong to a particular church, while others say they dislike churches. They expressed that they believe in God while others said they did not believe in that religious figure. Journal For instance, in Excerpt 8 the participant perceived the relationship that a difficult life had on a painting.

She recognized that through art someone might capture pain and sadness; when she said that the paintings were cold she referred to the sensation the colors and images transmitted. The artist's sorrow left an impression on her both visually and emotionally. In addition, the artist's experiences served as a reflection of a general view of human behavior; she took the position of the artist and thought about how she could live in a similar situation, thinking about what would be appropriate or good, and considering the commonly held conception about that specific issue.

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Excerpt 8 About Frida Kahlo's live and her husband Diego Rivera, that she had a sad and traumatic live. That in art she could express her pain, that although her husband cheated on her, she was important to him, and if you pay back in kind you will not win anything, and that she was such a good person because she forgave him. Her artistic works were cold, etc. Student's written reflections Another issue that was discussed was the economy.

During the first session we analyzed a painting about the drug trafficker Pablo Escobar which allowed us to think about the repercussions illegal commerce might bring to a nation, either positive or negative. The participants stated their points of view towards this character as shown in Excerpt 9. We evidenced that participants were influenced by the information they received from the media or other sources such as teachers and friends.

Pablo Escobar was a character that was the center of news and an important figure of Colombian history. That is why we noticed that the participants' opinions vary from positive to negative without reaching a consensus about how to feel towards this character.

Excerpt 9 The students viewed Pablo Escobar as a dual person; they saw a generous man, who helped his countrymen economically, but also a criminal who murdered politicians and people who were against his way. Journal At this point of the analysis we would mention the conception participants had towards criticism.

The participants of our study expressed that criticism is giving personal opinions about objects or people's actions that belongs to the second stage understanding of Bloom's Taxonomy. These conceptions of a critic led us to pose the fact that participants were at different stages of critical thinking as a process.

Excerpt 10 What do you understand as criticism? To give a self-opinion about what you see. It is a personal opinion about something you like or dislike, as well as to make some observations.

Interview In Excerpt 10 students stated that being critical is giving a personal opinion about something. Another moment of the interview that gave us a hint of what participants considered criticism was when we asked them in which aspects of their lives they thought they had critical thinking. They replied that they are critical in three moments: However, the judgments students made of materials and behaviors were superficial in the sense that they were based on negative prejudices and lacked a conscientious analysis, which was opposite to the idea of a purposeful reflective judgment proposed by Facione Students interpret and comprehend that there are a variety of experiences and situations in which they are able to characterize information.

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However, as we advanced in our research, we found that students began to become more in tune with Facione's skills. The misconception that students had about criticism relating emotional negative prejudices towards other people changed. They began to give meaning to situations, interpreting ideas and sharing thoughts, among others. They engaged in processes involving the self. Influence of arts involving social issues. Through the analysis of works of art we were able to hear participants' thoughts of the world through emotions, colors, images, and perceptions of human crafts.

Excerpt 11 With arts I learned more and became less ignorant about this subject, I realize that in art is more reflected the violence about the world, and the artists show with their artistic works what they think, or see and sometimes they cannot speak up because of the society or the government itself.

The participant recognizes the influence of arts on him, stating that he has seen a clear change since the first session: Excerpt 12 We learned about Picasso that he had many names and that was born in Spain that he left Spain because there was so much violence and his artistic work was focused on it, that everything is connected and everyone is affected.

Student's written reflections In Excerpt 12, the participant assumed arts is a way to express how the artist lived; it is important to note how the participant recognized a reality in Spain and immediately related it to his own. Presenting a painting that portrayed war in Spain created awareness in participants about the war in their own country.

They started perceiving violence not as a one-nation issue but as a common factor that affects everyone. Just by watching the news, reading newspapers or websites, and listening to close experiences from friends or family, they are informed about Colombian armed conflicts; this is what participants developed in terms of thoughts about art.

The participants characterize the quality of art to set and perpetuate memories, as is the case in how violent events in the past still affect innocent people in the present. This is evident in Excerpt Excerpt 13 Today's session was interesting because we could embody the violence as I see it and it was interesting to know the way in which people see differently the idea of violence that is marked in many innocents' lives.

Student's written reflections Participants stated that human beings are unique and that their development in different areas is equally unique. They felt that showing emotions through art is possible for anyone, as shown in Excerpt They have no precedents in existence or in universal being. But, nonetheless their material came from the public world and so has qualities in common with the material of other experiences Dewey, Excerpt 14 It is a good experience because, I didn't feel interest in arts before, but I have noticed that art is a world's critic and it makes us see how some things in the world really are.

Student's written reflections Excerpt 15 I liked this session so much because the topic about Frida Kahlo is interesting. It is very interesting to know everything that she lived, she was a great artist, passionate about what she did despite her sufferings.

It reflects all the pain of the world. Student's written reflections Excerpt 16 At the end of the session we evidenced that students were enthusiastic about continuing with the conversational club, they often asked us questions about authors and artistic currents. Some of them claimed that they were going to search more information about the art they remembered and liked. They wondered about meanings and interpretations for the art that was familiar to them.

Journal The art from the sessions started making sense in participants' daily life. They began thinking how one particular case in the world can be seen in a wider vision of how things work in the world. The participant also talked about people trying their best to transform pain into passion. Additionally, the participants showed a real interest in continuing to learn about arts and recognized its importance for their closest environment, as can be evidenced in Excerpt This section showed the transformation participants' ideas underwent throughout the sessions, and how the reflections students engaged in evidenced the process they carried out in learning about the arts.

Participants recognized qualities and senses in works of art like expression, reality, and world conceptions. The art and sessions generated a change in participants' ideas and reflections, making their opinions wider and deeper. Conclusion We will draw the main conclusions we had focused on and the principles that guided this research; firstly, the perception of arts; secondly, the outcome from participants' ideas in the identification of social issues while appreciating famous works of art; and finally, the transformation of participants' reflections in regard to arts.

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We noticed that participants realized that behind a work of art by using critical thinking as a tool to interpret, analyze, and express itthere is a human experience, there is an artist's purpose coding in it. Each one of the perceptions they had along the research gave us the material to understand that the participants felt connected to the feelings and to the human experiences transmitted in the art work presented.

Furthermore, the participants by themselves identified social issues in famous works of art, which was made of judgments and different points of view going through the knowledge, understanding, application, and analysis stages under Bloom's Taxonomy. There was a transformation in participants' perceptions. When we began the sessions, they manifested that art was something superficial and individual, but throughout the sessions, they comprehended that arts are for everyone and that works of art can be read by judging and thinking critically.

Also, the participants demonstrated how they built their perceptions and became aware of the importance of supporting and reproducing those perceptions. They understood that art was more than a drawing and started with the idea that it is possible to understand thoughts, events, individualities, and even the behavior of a community just by looking carefully at what an artist captured on canvas. This is an influence of arts, which provides them with a human experience, transporting them to a world vision about the social issues that works of art show.

We placed special emphasis on what arts represented for them before and after the pedagogical intervention. But thinking about art only as physical objects is to dehumanize a tool that provides students with diverse ways to understand the nature of human beings in a profound experience of analysis and criticism.

Participants recognized critical thinking as a powerful instrument to find knowledge in the work of art, not just something on a canvas but as a human experience inside each one. The Arts is only a motivational tool to approach the broad world that can be studied by inviting people to see different perspectives through languages.

Its application in environmental education and science teaching research]. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.

The experience of Colombian gay asylum seekers and asylees in Miami. The classification of educational goals. Child abuse victims lose more than innocence [comment].

El arte como experiencia J. What it is and why it counts. After arrival in Europe inRivera initially went to study with Eduardo Chicharro in MadridSpain, and from there went to Paris, France, to live and work with the great gathering of artists in Montparnasseespecially at La Ruchewhere his friend Amedeo Modigliani painted his portrait in From toRivera enthusiastically embraced this new school of art.

His paintings began to attract attention, and he was able to display them at several exhibitions. Rivera died on November 24, Pani, the Mexican ambassador to France, Rivera left France and traveled through Italy studying its art, including Renaissance frescoes. En el Arsenal detail, In the autumn ofRivera participated in the founding of the Revolutionary Union of Technical Workers, Painters and Sculptors, and later that year he joined the Mexican Communist Party [12] including its Central Committee.

His murals, subsequently painted in fresco only, dealt with Mexican society and reflected the country's Revolution. Rivera developed his own native style based on large, simplified figures and bold colors with an Aztec influence clearly present in murals at the Secretariat of Public Education in Mexico City [13] begun in Septemberintended to consist of one hundred and twenty-four frescoes, and finished in The mural En el Arsenal In the Arsenal [14] shows on the right-hand side Tina Modotti holding an ammunition belt and facing Julio Antonio Mellain a light hat, and Vittorio Vidali behind in a black hat.

However, the En el Arsenal detail shown does not include the right-hand side described nor any of the three individuals mentioned; instead it shows the left-hand side with Frida Kahlo handing out munitions. Leon Trotsky lived with Rivera and Kahlo for several months while exiled in Mexico.

DIEGO RIVERA (1886-1957) - SUS 10 MEJORES OBRAS

He also painted a fresco mural titled Tierra Fecundada Fertile Land in English in the university's chapel between and Fertile Land depicts the revolutionary struggles of Mexico's peasant farmers and working classes industry in part through the depiction of hammer and sickle joined by a star in the soffit of the chapel.

In the mural, a "propagandist" points to another hammer and sickle. The mural features a woman with an ear of corn in each hand, which art critic Antonio Rodriguez describes as evocative of the Aztec goddess of maize in his book Canto a la Tierra: Los murales de Diego Rivera en la Capilla de Chapingo. The corpses of revolutionary heroes Emiliano Zapata and Otilio Montano are shown in graves, their bodies fertilizing the maize field above.