Strategies of Modern Art Essay Example | Topics and Well Written Essays - 500 words

Strategies of Modern Art - Essay Example The essay "Strategies of Modern Art" investigates the modern art and its strategies. It does this by alluding to Paul Gauguin’s transformative primitivism and synthetist styles. Having been born at a time of European imperialism, Gauguin did not allow himself to succumb to the superiority euphoria of shunning away anything non-European. After distinguishing himself as a painter, print-maker and a sculptor, he could not entertain the impressionist work of art which had been mainly focused on appealing to the eyes of his audience. Instead, he chose to adopt a new strategy that would greatly transform art. His obsession with the Tahiti culture was not only manifested in his obsession with their women, but in the way he depicted their nudity in his paintings. In his strategy, he opted to adopt the new culture and fuse it into his paintings. Thus, he managed to produce excellent pieces that would greatly appeal to his audience. The new strategy introduced by Gauguin was indeed a st ep in the development of modern art. As a father of primitivism, he did a great job by introducing a new style of painting in which he was using bold colors to help in eliciting inherent meanings. Besides, he came up with the idea of using bold colors and evenly distributed throughout the painting. Through this, he managed to ensure that all colors are equally applied without any of them dominating others. Actually, this was a brilliant idea since it transformed painting from the traditional impressionist styles.

Teacher education in Qatar Research Paper Example | Topics and Well Written Essays - 2000 words

Teacher education in Qatar - Research Paper Example A key aim of this study is to find out why TESOL education is floundering in Qatar, and suggest improvements to this situation using modern technology. The aim of the fieldwork is to identify barriers to the use of technology in TESOL and to propose strategies for integrating more technology into Qatari TESOL teacher training and thereby strengthen TESOL provision for all future students and teachers of English in Qatar. Empirical data is gathered by means of questionnaires and structured interviews. The aim of this fieldwork is to establish how technology is being used in teacher education and how far it meets the current needs of teacher trainees. The views of student teachers and their lecturers are gathered and compared, and any strengths and weaknesses are identified. The results are analyzed and recommendations are made on appropriate ways to remedy any deficiencies in TESOL teacher training provision in Qatar. Significance of the study in the Qatari context Along with other de veloping nations, most Arabic speaking countries in the Gulf region are engaged in a comprehensive program of reform in their education systems (Brewer et al. 2006). This is driven partly by forces of globalization, which make demands on the local population such as an ability to speak foreign languages and operate in a multi-cultural work environment, and partly by internal adjustments to phenomena like the need to train students and staff in the use of new technologies (Alghazo, 2006) and a drive for quality improvement across the board.board. There has been an increasing privatisation of schools, in line with Ministry of Education’s policy since 2009, and this places considerable demands on the teacher training programmes which supply newly qualified teachers and some in service training to these schools (Constant et al, 2010). Qatar’s program of education reform is at a critical stage in its development. On the one hand great progress has been made in agreeing new priorities, both in terms of teaching methods and attainment targets, but on the other hand, the lingering presence of outdated methodologies and practices in the classroom is holding students back from achieving the best possible outcomes. English was made compulsory throughout Qatari schools, colleges and universities , and there has been an increasing emphasis on providing subject specific tuition in English as well as pure English language classes (Mansareh, 2011). Very recently, however, there has been a partial revision of this policy, with a new ministry decree encouraging some university courses to revert back to Arabic, and the likelihood that schools may follow suit (Fenton, 2012). There appears to be an on-going debate at the highest level in Qatar about the effectiveness of its English language provision, and its place in the education system. It is vital that the gap between Qatar’s ambitions for English language education and its current practice, is understood, along with the reasons why these problems remain, and potential solutions for addressing any deficiencies. Despite a long tradition of teaching English in Qatar, some of the results have not been ideal. It may be unrealistic to make up for deficiencies in previous planning and practices, but it is both possible and necessary to make better plans for the present and future. Teacher educational programs are the key to the future of Qatar’s education system, and so this study uses a literature review to