Art and Industrialization
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Arts Humanities
Date
May 22, 2024
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Uploaded by ProfessorStarling131
Art and Industrialization Ren
Tachioka
1.
The industrial revolution began at different times in different parts of the world.
Watch the video (first item in the folder), “How the Industrial Revolution
Changed the World Forever”. Based on the views and information given in the
video, list three things you consider beneficial about the industrial revolution.
List three things you consider harmful based on the video. What did you think
was interesting about the video? Write at least 50 words.
A.
Three things that I consider beneficial about the industrial revolution are
canal transport, agricultural mechanized machinery, and steam engine. These
were so contributions to the development of the industry. Also, the three
things that I consider harmful to the Industrial Revolution are poverty,
hygiene, and the working environment. These afflicted many people at that
time. What I was particularly interested in the working environment at that
time. At that time, even small children worked 10 to 12 hours a day. This is
not possible in the current working environment. When I learned about this
working environment, I wondered why I needed a small child's workforce
and why I needed a long work of 10 to 12 hours.
2.
Open the folder, “William Blake 1757 - 1827.” What did you think was
interesting about the information presented in this article? Write at least 50
words.
A.
What was particularly interesting to me when I read “William Blake 1757-
1827” was that his work was closely related to the riots that took place in
London at the time. Riots broke out in June 1780 in London due to Lord
George Gordon's Anti-Catholic sermons and resistance to continued war
against American colonists. He witnessed a mob attack. I felt that if he had
not experienced this riot, his works European and American might not have
existed now.
3.
In the same folder, you will find three poems relating to Blake’s experiences of
the industrial revolution in London, England (late- eighteenth and early-
nineteenth centuries). For each of the three poems, pick one section or passage
that made an impression on you or stood out to you in any way. In your own
words, explain why the passage made an impression or stood out and explain
what you think the passage means. In your own words define any technical or
poetic terms used. You may copy and paste passages from the poem into your
response, but they will not count towards the minimum word requirement. Write
at least 25 words per poem (75 words total for #3). A.
London
In every cry of every Man,
In every Infants cry of fear,
In every voice: in every ban,
The mind-forg'd manacles I hear
The reason I chose this place is that all lines 1 to 3 start with “In every” and
the expression was impressive to me. By continuing to use “In every”, I felt
that the whole sentence had a sense of unity and emphasized the sentence
after “In every”. From this emphasis strongly, I felt the desire to be released
from the oppression of those who lived an extremely miserable life. I think
the technical example used in this poem is Anaphora.
The Chimney Sweeper: A little black thing among the snow
Because I was happy upon the heath,
And smil'd among the winter's snow,
They clothed me in the clothes of death,
And taught me to sing the notes of woe.
The reason I chose this place was that this sentence contained a metaphorical
expression that was impressive to me. I felt metaphorical expressions in
“clothes of death” and “sing the notes of woe”. I felt that “clothes of death”
was a metaphor for something dangerous work clothes, and “sing the notes
of woe” was a metaphor for how his parents forced him into dangerous
work. I think the metaphorical expression has the effect of expanding the
reader's imagination. For these reasons, I think the technical example used in
this poem is a metaphor.
The Chimney Sweeper: When my mother died I was very young
And by came an Angel who had a bright key,
And he opened the coffins & set them all free;
Then down a green plain, leaping, laughing they run,
And wash in a river and shine in the Sun.
The reason I chose this place was that this sentence contained a suggestive
expression that was impressive to me. I got the hint at death in the first two
sentences. I felt as if dying was the only way to get out of a difficult life
from the first two sentences. Like the metaphor, the suggestion has the effect
of expanding the reader's imagination. For these reasons, I think the
technical example used in this poem is the suggestion.
4.
Open the folder, “Phillis Wheatley 1753 - 1784.” Read the first item, “Phillis
Wheatley…” In your own words, what did you think was interesting about the
information presented in this article and why did you think it was interesting?
Write at least 50 words. A.
After reading “Phillis Wheatley 1753–1784”, I found it was interesting that
merchant John Wheatley and his wife Susanna Wheatley bought Phillis
Wheatley Peters as her slave, but they taught her how to read and write. The
image of my slave trade era is that whites bought blacks as slaves and blacks
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were only treated badly. So, I found it was interesting to know that Phillis
Wheatley Peters, who was brought in by the slave trade but was able to learn
reading and writing from them. The wonderful poems she wrote might not
have existed in the world if they had not taught her how to read and write.
5.
In the same folder, click on the link and read the poem by Wheatley titled, “On
Imagination.” There are many references to Greek and Roman myth and culture
so please look up any names or words you are not familiar with in the poem. If
possible, read the poem out loud to hear the sounds of the words. Pick one
section or passage from “On Imagination” that made an impression on you or
stood out to you in any way. In your own words, explain why the passage made
an impression or stood out and explain what you think the passage means. In
your own words define any technical or poetic term used. You may copy and
paste passages from the poem into your response, but they will not count
towards the minimum word requirement. Write at least 50 words. A.
On Imagination
Such is thy pow'r, nor are thine orders vain,
O thou the leader of the mental train:
In full perfection all thy works are wrought,
And thine the sceptre o'er the realms of thought.
Before thy throne the subject-passions bow,
Of subject-passions sov'reign ruler thou;
At thy command joy rushes on the heart,
And through the glowing veins the spirits dart.
From this point of the poem, I felt that I was anthropomorphizing the
imagination, and I got the most interesting impression in this poem. I felt
that the meaning of this part of the poem anthropomorphizes the imagination
and shows that it recognizes creativity, love, longing, dedication, growth,
and the power and sway that it has over the soul. Also, I think the technical
example used in this part of the poem is anthropomorphic.
6.
The poem consists of seven stanzas. The first three stanzas consist of four lines
each, but the remaining stanzas are longer. The last (seventh) stanza ends with
the line, “Cease then, my song, cease the unequal lay.” Based on what you know
about the life and imagination of Phillis Wheatley, what do you think this
means? Write at least 25 words.
A.
I think the abolition of slavery during Phillis Wheatley's time was a serious
problem that could only be imagined, as the title of this poem suggests. In
other words, the abolition of slavery in this era was not realistic in the real
world. I also felt that the last statement in this poem, “Cease then, my song,
cease the unequal lay”, shows that reality has unequal problems that even
imagination cannot overcome. For these reasons, this poem means that there
is an unequal relationship between reality and imagination, and I think the
author hopes in the final sentence to stop this inequality.