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How art can impact our society
How art affects society
How art can impact our society
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The 21st Century appears to be headed towards a future of vast corruption and exploitation as a result of the often inhumane and uncivilised individuals who, over the years have become desensitized to poverty, war, consumerism, racism, mental illnesses and political corruption. As the world moves towards further democracy, and decentralization it is vital that art is given the opportunity to stimulate people’s awareness, participation and judgment. Arts purpose is not only to be a fulfilment of society’s visual needs but is needed be utilised as a function to alert people to society’s problems. Australian born George Gittoes, works within war zones to create confronting paintings, film, photography and prose that frequently portray man’s inhumanity to man. Gordon Bennett, also Australian, paints images that depict his own self questioning about his identity and the injustice towards Aboriginal Australians since the time of settlement. George Gittoes (b.1949) creates works that that communicate the issue of the graphic horror of war. A social realist painter, photographer and filmmaker, his approach to art is that ‘he layers and accumulates material until, out of apparent chaos, there is a synthesis of idea, passion and image’ (Mendelssohn, 2014). As an eyewitness to the world's war zones, Gittoes clearly uses his work as a means of communication to society. Gittoes worked in Rwanda in 1995 with the army’s public relations unit and from his observations painted ‘Discarded’ (1995, Oil on canvas, 173 x 260cm). The focal point of the painting portrays a desolate father watching the body of his young daughter being carried away for burial by two Zambian peacekeepers. In the background a crowd of people helplessly watch on as the ... ... middle of paper ... ...ss, to act as a catalyst perhaps, to exceed the boundaries of language and how it defines and limits our understanding of the world in which we live”, (Gordon Bennett, 2014 Para. 9). Works Cited 1. (Bennett, 2014 Para. 9). NGV Gordon Bennett Education Resource. [ONLINE] Available at: http://www.ngv.vic.gov.au/gordonbennett/education/03.html#06. [Accessed 06 May 2014]. 2. (McKenzie, 2010). George Gittoes: Descendence stories, from Night Vision, The Diaries, Studio International. [ONLINE] Available at: http://www.studiointernational.com/index.php/george-gittoes-descendence-stories-from-night-vision-the-diaries. [Accessed 07 May 2014]. 3. Fry, G (1998). George Gittoes. Singapore: CRAFTSMAN HOUSE. p77. 4. (NGV, 2014). NGV Gordon Bennett Education Resource. [ONLINE] Available at: http://www.ngv.vic.gov.au/gordonbennett/education/03.html#06. [Accessed 11 May 2014].
Hicks, Patrick. "War, Literature and the Arts." War, Literature and the Arts. An International Journal of the Humanitie, n.d. Web. 6 Dec. 2013. .
What is the connection between official education policies and key events in Aboriginal Australian history? How have Aboriginal people responded to these policies?
Guthrie , J. W., Heyneman, S. P., & Braxton , J. M. (2002).Encyclopedia of education . (2nd ed., pp. 283-289). Farmington Hill, Michigan: Cengage Gale.
Various Authors (2012) Oxford Big Ideas Australian Curriculum History 10, Oxford University Press, South Melbourne, Victoria
Individuals everywhere grimace at war. Images of the strike of the gun, the burst of the bombs, and the clash of the soldiers all elicit a wince and a shiver. Moviegoers close their eyes during gory battle scenes and open them again only once the whine of the bullets stops rattling in their ears. War is hell, as the common aphorism goes, and the pain of war is equally hellish. Most individuals naturally accept this conclusion despite never experiencing war themselves. Without enduring the actual pain of war injuries, individuals still argue the importance war and its miseries. Individuals rely on media and entertainment for education about the suffering and evils of war. Writers provide an acute sense of a soldier’s physical and mental burdens through vivid imagery and relatable metaphors. Books can express the seemingly inexpressible pain of war through graphic descriptions. Individuals may then assess war—its how and why, its causes and effects—with greater insight. The writer may use the audience’s acquired understanding of war’s pain to address the significance of suffering. Through the clarity and horror of war descriptions, a writer may successfully convey the pain of war and his or her perspective and purpose to a general audience. Through the use of startling imagery, both Tim O’Brien in The Things They Carried and Laura Hillenbrand in Unbroken effectively recreate the pain of war for an audience which could not otherwise fathom its magnitude. However, while O’Brien uses his descriptions to criticize the evils which cause the pain, Hillenbrand employs her equally vivid images to praise the resilience which results from the pain.
Domenico, Desirae M., Ph.D, and Karen H. Jones. "ERIC - Education Resources Information Center." Education Resources Information Center. N.p., Fall 2007. Web. 26 Dec. 2013.
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
Education week, 22(41) p.12. Retrieved September 28, 2003 from EBSCO database (Masterfile) on the World Wide Web: http://www.ebsco.com.
The Distinctively Visual’s fundamental purpose lies in its ability to forge a link between ideas and image, prompting members to challenge perceptions of their world and enhance perspectives of humanity. Henry Lawson’s “The Drover’s Wife” and “In A Dry Season” embody the distinctively visual as a way to vividly recreate life within the Australian Outback and embody notions of survival, isolation and suffering. Perceptively, Nick Ut’s photograph “The Napalm Girl” visualises the brutality of bloodshed in order to prompt audience members into critiquing the construct of war. These texts recreate aspects of their contextual era, offering a variety of perspectives on the world that drive their respective audience members to respond and ultimately
Ministerial Order 90. (2011). [e-book] Education and Care Services National Law,. http://www.education.vic.gov.au [Accessed: 19 Mar 2014].
ACARA. (2012). The Australian Curriculum v3.0. Retrieved March 22nd , 2011, from The Australian Curriculum: http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Introduction/Introduction
The title of the painting, “The Face of War” gives a very clear understanding of what this painting is supposed to represent. When looking at the deeper meaning however, one has to consider the context of the painting. Because it was made during both a civil war-capital letters?? and the Second World War, many aspects of these wars are reflected upon in this piece.
Keating, J. 1998. Australian Training Reform: Implications for Schools (Revised Edition). Curriculum Corporation, Melbourne, Victoria.
Ministerial Council for Education, Early Childhood Development and Youth Affairs (2008). The Melbourne Declaration on Educational goals for young Australians. MCEECDYA: Melbourne.
Warner, D. (2006). Creating a perspective for schooling in the knowledge era. Camberwell, Victoria: Acer Press.