Merce Cunningham. Known for works such as Variations and Nearly Ninety, Merce Cunningham left his impact on the modern dance world with his use of chance operations, his collaboration with various artist and musicians, and later in his life, technology. An apprentice of Martha Graham, Merce went on to teach famous dancers, such as Paul Taylor, who would go on to leave their own footprint in the history of dance. Born on April 16, 1919 in Centralia, Washington, Mercier Philip Cunningham was the
This is a paper written about my impression of “The Truth About Witchcraft Today” by Scott Cunningham. To explain my commentaries I have to state a something about myself that you don’t really care to know. I have been introduced to Wicca before, know many wiccans and sometimes considerer myself a wiccan. But after reading this the most I could call myself would be “Non-practicing Wiccan” I hold wiccan beliefs to my heart but have never tried to perform an act of magic, nor do I hold the sabbats
Merce Cunningham as a Pioneer of Modern Dance In the age of conformity, Merce Cunningham has resisted the temptation to remain aligned with his peers. Cunningham has pioneered a new school of thought in dance, and has set the standard for future pioneers. He is passionate about what he does and it has been evident in his works as a dancer and a choreographer. Cunningham was born on April 16, 1919, in Centralia, Washington. At the age of twelve, Cunningham became interested in dance and started
Darmok at Tanagra Cunningham and Kehle at Bloomington Gauss With Chalk in Hand This essay is the first of three short reflexive papers intended to identify the issues and implications that result from viewing mathematics education through a semiotic lens. By mathematics education I mean to include consideration of mathematics itself as a discipline of on-going human activity, the teaching and learning of mathematics, and any research that contributes to our understanding of these preceding enterprises
a Mockingbird, there are many examples of prejudice showing how morally wrong it was. There are several examples of prejudice in the book: Tom Robinson because he is African American, Boo Radley because of his standing in their society, and the Cunningham Family because of how poor they were. The following paragraphs will discuss these examples. Tom Robinson was one example of prejudice because he was African American. “‘You felt sorry for her? You felt sorry for her?’ Mr. Gilmer was ready to rise
worshiped man, particularly the pharaoh; naturalistic in that they deified the forces of nature; and polytheistic in that they believed in thousands of gods and goddesses (Thompson). These gods were responsible for all aspects of their existence (Cunningham). The Egyptians saw no distinction between the creator and his creation. They believed the gods to be powers, which could be manipulated by man for his own benefit (Thompson). Because they believed in so many gods, the Egyptians invented rituals
way we think about school, they also help create the world of the school" (Cunningham, "Metaphors of Mind" handout). This quote speaks the truth! Metaphors are the tools we use both to structure thinking about our culture and to create culture at the same time. An excellent example of this dual and interconnected role of metaphor is Marshall's belief that "the dominan t metaphor in many schools is SCHOOL IS WORK" (Cunningham, "MOM" handout). Marcel Danesi would say that this metaphor underlies a
present world. The idea of a good life is defined by the devotees accomplisments in the eyes of Osiris “the judge of the dead”. Funeral services were divised to exeplify these belifes and help to guid the spirit of the dead into the afterlife (Cunningham and Reich, 6). The ridged structure of this Thocracy greatly limited individualism in all aspect of life, but most importantly art. The art of the Early kingdom was prodominetly bassed on the divinity of the Pharoh, and his statuse in sociaty
"although more accurately I would say that there is little there that inspires much more than an indifferent shrug in response. Perhaps the blame lay in the purpose of the book, which is set out first to not be "an encyclopedia of Catholic trivia" (Cunningham, 8). I was disappointed to read this, since while an explanation of the meaning of the different titles and offices in the Catholic hierarchy, or an explanation of the various vestments and ceremonies may be "trivia" to some, at least it is information
be as smart as me. The Cunninghams were the poor family they were so poor they couldn't afford shoes for the family and they also never had any food. "Walter Cunningham's face told everybody in the first grade he had hookworms. His absence of shoes told us how he got them." Page 19. This quote shows that the Cunningham's don't have a lot of money at all. This quote also shows that the Cunningham's are so poor they cant even afford a pair of shoes. "Walter Cunningham was sitting there lying
leadership. Most children at her age would fear speaking to the teacher is such a bold fashion. Scout shows advanced maturity for her age, and this allows her to successfully act upon her courage, rather than suppressing its existence. Walter Cunningham, himself, was shy and fearful of speaking to the teacher. Scout over came the petty fears that plagued the remainder of the class, and acted out of Walter's best interest. Her courage spoke in Walter's absence, and inability to express his monetary
Despite his interest and comittment to take regular class in ballet Cunningham never had an intention to become ''a Prince in tights'' (Mackrell, 1997, 82). But he was fascinated with feeling of ballet movements, especially by how'' lively ballet was on its feet, how fast it could move and how many rhythms it could play with'' (Mackrell, 1997, 82). Seems like Cunningham was very interested in ''what is possible'', and exploration of that in the body. In the 1960's dance world start shifting, and
The Families of Maycomb In the novel there are two families in the town of Maycomb that are very different. The Cunningham's and the Ewells have contrasting and opposite reputations. The Cunningham's are very respected in the town while the Ewells very much despised by the community. The Cunningham's show the respectability of hard worker or, where as Ewells are considered lazy. Miss Maudie is another character in the town who lives next to the Finch family. She is similar to the Cunningham's
some of her deepest emotions and desires. Her novel has such a prolific substance that I do not believe that the work could be redone or adapted to any other forum of art, even through the magic of the silver screen. I must compliment Michael Cunningham in his loose adaptation of the Mrs. Dalloway story and the historical revisiting of Virginia Woolf in his novel The Hours. The many adaptations that had to occur in order to capture the very substance of Mrs. Dalloway are the subjects of this work;
Cunningham's The Hours: A Story about Life and Death "The Hours" by Michael Cunningham is a complicated story that explores life and death. Cunningham attempts to distinguish his writings from author Virginia Woolf's by characterizing sanity and insanity while each protagonist contemplates their own life and suicide. Each woman in The Hours wrestles tension and confusion throughout the novel giving a sense that these issues transcend time. By introducing issues of homosexuality, infidelity
writer." Woolf's work of Mrs. Dalloway was read by fifteen-year-old Michael Cunningham in order to impress an older girl in school. As he stated, "the book really knocked me out." Once older, Cunningham wanted to write about Mrs. Dalloway, but thought not too many people would want to read a book about reading a book. He then thought he might want to read a book about reading the right book. Hence, The Hours was written. Cunningham would incorporate Mrs. Dalloway into "a book about reading a book." The
Women Pressured by the Demands of a Patriarchal Society in Michael Cunningham's The Hours In Michael Cunningham's The Hours, Laura Brown, one of the novel's protagonists, is trapped by the responsibility of being a housewife and mother. Cunningham's story uses one of Virginia Woolf's works, Mrs. Dalloway, as a template to weave the lives of three women together in a narrative delicately split into three branching tales that echo each other. One branch of the story leads to a fictional account
The Cunninghams like the Ewells are poor. But the 2 families are really different from each other. The Ewells are white trash and the Cunninghams are very poor people that try to have some honor. An example of Walter Cunningham’s honor is not taking charity. “ The Cunninghams never took more that they could pay back- no church baskets and no scrip stamps...They don’t have much but they get along with it.”(26) Everybody in town knows about the Cunninghams and have some sort of respect
In his novel The Hours, Michael Cunningham creates a dazzling fabric of queer references managing to intertwine the lives of three different women into one smooth narrative. In this essay, I will discuss what makes The Hours queer literature, how the novel has contributed to the queer genre, the cultural significance of the novel, and I will discuss several points made in Jeanette McVicker’s critical article “Gaps and Absences in The Hours.” My aim, however, is not to say that Michael Cunningham’s
hardest. Teaching farm grown kids to think before they take. Harper Lee’s To Kill a Mockingbird shows that the young boy Walter Cunningham Jr. refuses to take anything he cannot pay back, presented when he refuses to take a quarter and eat dinner for free with no strings attached. This character demonstrates the economic class of poverty in the novel. As Walter Cunningham Jr. is nervous to take anything especially money he of coarse would be hesitant to take a quarter from his teacher. The main character