Renaissance Painter Elisabetta Sirani

Known for: Renaissance woman painter of religious and mythological themes; opened a studio for women artists Dates: January 8, 1638 - August 25, 1665 Occupation: Italian artist, painter, etcher, educator Places: Bologna, Italy Religion: Roman Catholic Family and Background Born and lived in Bologna (Italy)Father: Giovanni (Gian) Andrea SiraniSiblings: Barbara Sirani and Anna Maria Sirani, also artistically inclined More About Elisabetta Sirani One of three artists daughters of a Bolognese artist and teacher, Giovanni Sirani, Elisabetta Sirani had many artworks in her native Bologne to study, both classical and contemporary. She also traveled to Florence and Rome to study the paintings there. While some other girls in her Renaissance culture were taught painting, few had the opportunities for learning that she did. Encouraged by a mentor, Count Carlo Cesare Malvasia, she assisted her father in his teaching and studied with other instructors there. A few of her works began to sell, and it became clear that her talent was greater than her fathers. She painted not only quite well, but also quite quickly. Even so, Elisabetta might have remained no more than her fathers assistant, but he developed gout when she was 17, and her earnings were essential to the family. He may also have discouraged her marrying. Though she painted some portraits, many of her works dealt with religious and historical scenes. She often featured women. Shes known for paintings of the muse Melpomene, Delilah holding scissors, The Madonna of the Rose and several other Madonnas, Cleopatra, Mary Magdalene, Galatea, Judith, Portia, Cain, the biblical Michael, Saint Jerome, and others. Many featured women. Her painting of Jesus and St. John the Baptist was of them as a nursing infant and toddler respectively, with their mothers Mary and Elisabeth in conversation. Her The Baptism of Christ was painted for the Church of the Certosini in Bologna. Elisabetta Sirani opened a studio for women artists, a completely new idea for its time. At 27, Elisabetta Sirani came down with an unexplained illness. She lost weight and became depressed, though continued to work. She was ill from the spring through the summer and died in August. Bologna gave her a large and elegant public funeral. Elisabetta Siranis father blamed her maid for poisoning her; her body was exhumed and the cause of death determined to be a perforated stomach. Its likely that she had had gastric ulcers. Sirianis Virgin and Child on Stamps In 1994, a stamp featuring Siranis Virgin and Child painting was part of the United States Postal Services Christmas stamps. It was the first piece of historical art by a woman so featured.

A Doll s House By Henrik Ibsen - 1860 Words

At the end of Henrik Ibsen’s play A Doll’s House, protagonist Nora exiles herself from her home. She leaves her controlled environment, husband, and children to find her own identity. Nora’s relationship with her husband, her own morals, and assumed roles in society are factors that led her to her decision. In the beginning of the play, the author makes Nora seem like the antagonist, characterizing her as a spendthrift and a flirtatious person when asking for money. On the other hand, Torvald seems to be a loving and caring person. In one of their interactions, after refusing to give his wife money, Torvald says, â€Å"Come, Come my little skylark must not droop her wings. What is this! Is my little squirrel out of temper?†Ã¢â‚¬ ¦show more content†¦After Torvald asks his question, Nora quickly responds, refusing to acknowledge that she ate a macaroon, like how a child would. Since Nora is always treated like a child, she ends up getting used to it and plays her role as Torvald’s â€Å"child.† This in turn reveals that because of the way Torvald treats Nora, she can’t think for herself. The many times she had to undergo Torvald’s treatment makes her realize that she never really had to chance to do something she wanted. All her actions were led by her husband’s order and desires. This influences Nora to make the decision to exile herself from her home to have a chance to gain her own identity. Another thing that influences Nora to decide to leave her home is when she finds out that the love she gave Torvald was not returned. After Torvald reads the letter from Krogstad, he calls Nora a hypocrite, a liar, a criminal, and a thoughtless woman. Just because Nora did one bad thing out of their eight years of marriage, her husband turns his back on her. The act she did, forging a signature to borrow money, was to save Torvald’s life and he didn’t even appreciate it. All he did was blame her for doing things that would ruin his reputation and would put him in the hands of Krogstad. Because this happened, Nora realizes that their marriage was only happy and perfect on the outside. Torvald never truly loved her, she was only someone he could

Case Studies Abstract Free Essays

Case Studies Abstract Alfredo Cano Abstract Innovative methods in language teaching may sometimes be slightly difficult for less experienced teachers. Case studies are a relatively new type of task-based activities for business English students. They have been used in language courses for some time now. We will write a custom essay sample on Case Studies Abstract or any similar topic only for you Order Now It seems, however, that their full teaching potential has not been used yet. Teachers seem to be uncertain of how to use cases in class. The paper presents the main pedagogical aspects of using case studies in business English courses. It gives a short description of the structure of typical mini-cases included in recently published course-books of business English. It discusses the basic principles and techniques of using the case study method in class. The main aim of the paper is to present the advantages of the case study method as a new tool of developing learners’ linguistic and non-linguistic competence. Cases offer valuable teaching material that needs to be fully exploited. Suggestions given in teacher’s books can be supplemented by various innovative tasks aimed at developing the productive skills of speaking and writing. Cases are motivating for business English learners since they give them the authority to decide what to do to solve a real-life business problem (learners are in the role of managers). Learners can present their point of view, discuss its advantages and suggest a course of action. They have a chance to compete and to demonstrate their analytical and managerial skills. Doing the cases learners use language naturally. In the case study method language is a tool to solving a problem, it is a means of communicating in typical business situations. If teachers learn how to use cases more extensively in the future, they will certainly make the teaching process more effective and studentcentered. 1. Introduction The effectiveness of language teaching depends, among others, on teaching materials. Students and teachers need materials that can improve the language acquisition process and offer more opportunities to develop the productive language skills of speaking and writing. These skills, as opposed to the receptive skills of reading and listening comprehension, are more difficult to acquire and require much more practice and time. In her book on business English teaching Donna (2000) stresses the fact that if students believe that in a language course they do tasks relevant for their future professional communication, they are more motivated to learn. Case studies were first used in law to evidence verdicts given by judges and to teach law students. In the 30s of the 20th century cases were introduced in psychiatry. Case reports were written to document diseases and to consult the cases with other specialists. Today, all medical specialties use case reports for didactic and research purposes. Case studies started to be used in business in 1967 when Strauss and Glazer created their ‘grounded theory’. In the mid-70s of the 20th century they were introduced in business schools. Harvard Business School has been using this method intensively to teach future managers how to solve real-life problems. Today, the case study method is widely used as a teaching and researching tool in medicine, psychology, anthropology, sociology, economics, management, finance and other sciences where the presentation and analysis of a real problem is of relevance in teaching and researching. The paper presents the case study method as an interesting and motivating teaching material that can be widely used in teaching business English to adult learners. 2. How to cite Case Studies Abstract, Papers