Reconsidering the Hindu god

 

 

Chapter 1, Assignment 2

Artist have assumed various roles in society over the history of mankind. As the textbook puts it, this list answers the question. “What Do Artists Do? (see text, page 7)

Tip: The descriptive essay you are to write for this assignment will take into account how viewers are thought to have understood Shiva in the tenth century and how viewers today might interpret the Shiva figure. You must include discussion of two items from the list below in your discussion.

Summarized below are ways of thinking about art when a creative work was first made, and that with similar recreative consideration today leads to appreciating art.

Notably, artists design and ornament special places for some human purpose.
Secondly, artists create extraordinary versions of ordinary objects.
Another contribution of artists is to record and commemorate events, support grand narratives, or to give voice to alternative explanations and narratives,
Artists convey in tangible form what is unknown in a physical form–for example, beliefs and powerful human emotions.
Artists create a physical form for feelings and ideas important personally and thought to be universally shared.
Artists refresh society’s vision and help participants to view the world in new ways.

Sample Solution

orn a blank canvas and their lives are determined by varying experiences, positive interactions whilst acquiring different attributes and not due to DNA. She believed men and women were born equal and brains were malleable by culture, life experiences and desires, whereas Freud (1961) argued this and believed men and women’s brains were very different and the way they were formed was wholly down to DNA. Freud (1961) founded the study of psychoanalysis, he believed traumas and unresolved issues during childhood could be coaxed out by sensitive talk therapy. This can be seen in settings today by way of one:one counselling or through emotional literacy. Place2Be (1994) delivers school based therapeutic interventions. A large study was carried out on 47,000 children in primary schools, based on the findings of Place2Be, children’s social and emotional wellbeing had improved as perceived by their family members and teachers following interventions (White Et al., 2009). Supporting this Fox and Butler (2007) carried out a small-scale study on 219 pupils, attempting to discover whether counselling is successful in schools. The results suggested that the treatment delivered to the children, had less distress and fewer problems were observed. However, they recommended further research is required, to discover when and to who it was more of a success to. The evidence suggests that pupils receiving psychological therapies were a success however, The National Institute for Health and Care Excellence (NICE, 2010) expressed the opinion and recommended several forms of therapy as first-line interventions, not talk therapy or counselling in isolation. Another essential point regarding one:one counselling and emotional literacy is the relationship a child has with the facilitator. Mindmatters (n.d.) advocates how vital it is for children to have a trusting and caring relationship with the individual, as a result of this trust and understanding, will promote open communication. Similarly, Bowlby (1969) suggested that children come into this world with an innate response of survival; form attachments to survive. Consequently, if secure attachments are not formed this would lead to distress and negative experiences concluding that a trusting relationship is not formed between the pupil and the facilitator. Belsky and Fearon (2002) support Bowlby and state ‘poor attachment outcomes are associated with long-term adverse consequences in cognitive, adaptive, and behavioral domains’. Comparing Maslow (1968c), Bronfenbrenner (1979) Sameroff (2010) and Shonokoff an

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