Jackson Pollock essays

Jackson Pollock essays "When I am in my painting, I'm not aware of what I'm doing. It is only after a sort of "get acquainted" period that I see what I have been about. I have no fears about making changes, destroying the image, etc., because the painting has a life of its own. I try to let it come through. It is only when I lose contact with the painting that the result is a mess. Otherwise there is pure harmony, an easy give and take, and the painting Jackson Pollock was a revolutionary artist of his times. His vision of painting brought a revolution in the world of art. In this paper I will delve into the life of the great artist and throw light on his achievements as perceived through the society. Pollock's work is highly distinctive from other artists of his times due to the technique described as action paintings'. His critics describe his work of art as the distribution of color and shapes that create undifferentiated symmetry making his paintings sadistic, with emphasis on strong emotional disorientation that was present in his turbulent lifestyle. Though his work was chaotic to others of the same genre the paintings were masterpieces of precision. Jackson Pollock was born on 28 January 1912, in Cody, Wyoming, to his parents LeRoy McCoy Pollock and Stella McClure Pollock. The family relocated to Arizona and later California when Pollock was less than a year old. His paintings contain childhood memories of seeing his father work as a surveyor and on road crews at the Grand Canyon and in the Southwest. Pollock, Precisely, his work is greatly influenced by the picturesque His interest in developing his passion into a career was fostered while attending Manual Arts High School in Los Angeles. Charles and Sanford, his siblings, were also budding artists. In 1930 Pollock moved to the east coast and began to attend Benton's class at the Lea...

The Educational Needs of Students with ODD

The Educational Needs of Students with ODD Oppositional Defiant Disorder (ODD) is one of two pediatric behavioral disorders defined by the Diagnostic and Statistical Manual V (DSM V) that are included as qualifying disabilities in the Individuals with Disabilities Education Act (IDEA). While not as serious as Conduct Disorder, whose symptoms include  aggression and property destruction, ODD still compromises a students ability to succeed academically and develop meaningful relationships with peers and teachers. Students diagnosed with ODD may be found in general education settings if it is determined that the disorder does not prevent them  from participating fully in the general education classroom. It is also possible that some students with ODD in programs for Emotional Disturbances can manage their own behavior well enough that they can successfully be integrated into general education classrooms. Symptoms of ODD Students with Oppositional Defiant Disorder exhibit the following symptoms: Anger and resentmentTendency to argueShort temperUnwillingness to comply with adults requests or rulesTendency to annoy peopleSpite and vindictiveness A mental health professional would only make an ODD  diagnosis if the above symptoms occurred more frequently than they do in a comparable age or developmental group.  Fifteen-year-olds often argue with adults, and they can be touchy or easily annoyed, but a 15-year-old diagnosed with ODD would be significantly more argumentative or touchy in a way that affected their day-to-day functioning. Co-Morbidity with Other Behavioral Challenges or Disabilities The DSM V notes that a significant number of children seen in a clinical setting for Attention Deficit Hyperactivity Disorder (ADHD) are also diagnosed as having ODD. The manual  also notes that many children with impulse control problems are also frequently diagnosed with ODD. Best Practices for Students with ODD All students benefit from classroom settings with structure and clear expectations. It is critical in both general education settings where students with ODD are included, and in  self-contained settings,  that the expectations are clear, explicit, and above all consistent. The most important elements of a successful classroom are: A Structured Environment: Some assumptions about how a classroom should be organized may be inappropriate for students with ODD. Seating arrangements that put children into clusters of four may be fine in settings where children are raised with high expectations but may create too many opportunities for disruptive behavior among children with ODD. Students with ODD often use seating arrangements as occasions for high drama that are much more about work avoidance than interpersonal dynamics. Remember, your role is to be a teacher, not a therapist. Seating students in rows or pairs is often the best way to start the school year. Routines:  Unlike strict rules, routines make expectations clear in a way that is value-neutral. Instead of creating a rule that says Never get out of line, create a routine where students get used to standing in line, walking without touching or bothering their neighbors, and getting quickly and quietly to their destination at school. Establishing routines means being pro-active, and planning thoroughly what your classroom expectations will be. Where will students place their backpacks? Will they be able to access them during the day? Only before lunch? How does one get the teachers attention? Do you raise your hand, place a red cup on top of your desk, or hang a red flag from  your desk? Any one of these options could help create a routine that works well in a structured class. A Reinforcement-Rich Environment: Pay attention to the things your students like or think are important. Most boys (the majority of children with ODD) love free time on the computer, and most schools block access to  objectionable sites. Let students earn their time on the computer by completing academic tasks, by earning points for appropriate behavior, or by reaching behavioral or academic goals. A Calm and Collected Teacher: The function of the behavior associated with Oppositional Defiant Disorder is often to engage people in authority in a tug of war or power play. As a teacher, the most important thing is not to engage in a battle that no one will win.