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Charlie Chaplin’s Modern Times
Charlie Chaplin’s Modern Times
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Charlie Chaplin’s modern times
Charlie Chaplin has been in the movie industry for a long period and his involvement in this industry has left remarkable strides in the whole industry. Being American he affected a very varied audience even to the European audience whereby even among French speakers there is a movie magazine simply called Charlie. It is through his efforts and film genius ability that he presents us with the film modern times which was produced in 1936. This film is a comedy and it is through the concept of being funny that Charlie presents to the American audience the socialist critique of the society of the 20th century. The movie portrays a factory worker whose employer keeps on trying to make him more productive even when it is futile and he cannot do any more work. The employer is majorly focused on the results and the production, however, does not consider the rights, the feelings, and the conditions of the workers.
The employer due to his capitalistic mind and his desire for performance even makes sure that the workers can eat while they are still working and this to a big extent violates their basic rights as human beings. The film is majorly dominated by machines and these machines have large cogs. This can be said to be a way to display and portray the modern world. Due to the pressure and a lot of work with very few minutes of resting the factory worker gets a nervous breakdown. Even though this worker is taken to hospital he gets out with no employment. There is also a scene whereby he eats food in a restaurant and he is unable to pay and therefore he is arrested. At first, he does not like prison however with time he begins to develop a liking of this place because it provides for his needs like food.
The same factory worker also joins a rally for workers who were denied their rights by their employers and in this march, he is also arrested again as the police claim that he is the leader of the multitude which was causing chaos and unrest as they protested. Chaplin’s partner is called Paulette Goddard. She portrays a young woman caught in the unfairness of the world whereby she is trying to help her siblings who have been caught by the authorities from her. She suffers in trying to get them and this a way of showing how the modern world is not fair most of the time because she is also an orphan.
Ellen is also a character and she tries to steal bread because she was starving. When she tries to steal this bread she is caught by the police who only cared about the law and order and never looked into the needs and the issues which faced society. It is during her period when she is arrested that Chaplin meets her and he helps her. As he tried to help her they fall in love. They move in together and even though they are happy together their home is not in the best condition. This is the house that Ellen finds for them both.
Ellen cannot find a job and therefore in the struggle to find a new job she finds herself dancing to people in clubs to make sure she gets some financial support to keep her going. As she gets this job Chaplin is in prison and finds it very difficult to manage. At the end of it, all ellen also is arrested and she is in prison for the offense of stealing a loaf of bread.
In conclusion, we can say that this movie shows how it is very difficult for ladies to prosper at that certain time in society and this is, therefore, a difficult time for them. It also shows the struggles and the issues that Chaplin goes through. It is a great film.
Reference
Chaplin modern times – Bing video. (n.d.). Www.bing.com. Retrieved March 25, 2021, from https://www.bing.com/videos/search?q=chaplin+modern+times&docid=608038404962978944&mid=7680CA6B8522E3A270E97680CA6B8522E3A270E9&view=detail&FORM=VIRE
Music lessons enhance IQ
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Music lessons enhance IQ
The author of the article illustrates through performed experiments on certain individuals that taking music lessons does have a positive impact on IQ. The thing is that music lessons do involve many different approaches until one gets the desired results. A lot of attention has to be put in place when learning and mastering different musical tools and a tune, doing this improves on concentration and mental performance of the person involved.
The research variables applied in the experiments can be seen when looking at the two groups of individuals involved in the experiments. There is a group exposed to music lessons and another that is not. The group that has been exposed tended to develop a higher IQ as opposed to the ones who were not taking lessons.
The participants were selected after applying for the positions of receiving free art classes through an advertisement. They had to be age six as this was the perfect age to take music classes since older children will be hard to achieve certain perfection in music. The participants also had to have a keyboard with a full set of keys to practice on, so the ones who did not have it were not picked. The lessons were offered for a period of one year.
Out of all the participants picked, they were divided into four groups. Two groups took voice or standard keyboard classes, and another two groups took drama or no classes. This method made it easier to compare the results from the various groups. The results from the experiments were collected at an individual level from each group, and the data was compared to the results from an earlier test before the commencement of the programme.
In order to measure results the scientists used certain tests before the classes started: WISC-III, the Kaufman Test of Educational Achievement, and Behavioural Assessment System for Children (Schellenberg 512). Tests applied after the classes showed a detailed picture of childrens’ performance and skills development. Their behaviour was also considered through dedicated part of the testing and added to statistical analysis.
The author concludes that taking music lessons and extracurricular activities has a positive impact on individuals as these activities involve multiple experiences. They help to develop various parts of the human brain and hence boost the IQ level of individuals participating in such activities. Although IQ change was obvious, the behaviour of children involved into music classes didn’t change much.
The experiment did indicate that taking music lessons has a small increase in IQ (Schellenberg 513). Scientists state that IQ boost is connected to enjoyable studying perception which becomes more efficient when kids are gathered in small groups to take lessons. Music is related to development of abstract reasoning and the classes are perceived as enjoyable school lessons (Schellenberg 320).
The research does not indicate if such an increase is significant enough to suggest all children of age six to take up such classes. It is also not clear if such an increase is long lasting or diminishes when one stops taking such classes or stops participating in them.
Work cited
Schellenberg, E. G. “Research report: Music lessons enhance IQ.” Psychological Science 15.8. (2004): 511-513.
Schellenberg, E. G. Music and cognitive abilities. University of Toronto at Mississauga, Ontario, Canada 14.6. (2005): 317-320.
Music is famous of its exclusive influence to the society
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Question 1
Music is famous of its exclusive influence to the society. Various forms of music are helpful in identifying with different groups of people in the world. The world would be extremely boring without the sweetness of music. People connect with different forms of music that make their social life extremely bearable and enjoyable. However, music as a major element in the social world is bringing exclusive influence in the world where all people are wishing for a certain class of music. As a result, different forms of music are creating subcultures within themselves to let different people identify with their values as they remain in the umbrella of that music.
Hip-hop is a worldly celebrated form of music where different people attach themselves to the form of music on unique interests. Different people believe in the music for different reasons. Within itself, the form of music has created a subculture where people engage in the subculture by different ways. The subculture that has become exclusively sensitive within the hip-hop music is the gangsta rap subculture (Riley, 2005). This form of music has become mainly attractive to youths. The main influence of the music to youths is in the United States. This form of music is darling to many youthful souls. They believe it as the way to rock the heart to music. However, following the sensitivity that the youths are creating through the music, the world has also become sensitive of the influence of the music. Gangsta rap is proper definition of the elements that make the sub cultural theory. As the theory defines gangs as proper environment for crime, and violence, represents the issues that the youth experience under the influence of gangsta rap (Harkness, 2013).
The subculture has exposed youths to violent behaviors at tender age. Artists who believe in violent performances define the class of hip-hop music. Their presentations are made of violent incidences, which are affirmed by use of abusive words. Youths who have become friends to this world of music have become wooed to the ill elements that come with the music (Söderman, 2013).They have become the takers of the ill elements defined by the subculture.
This subculture of Hip-hop music represents rich artists who preach crime and violence through their music. The artists to this form of music are individuals with exclusive wealth that makes them highly attractive among youths. This results to existence of only a small group of youths who may fully identify with this kind of music. Some of the youths have been sidelined following their inability to match the expensive style of the artist of the music that they believe to be exclusively attractive to them. Some of the youths who may not afford the lifestyle of gangsta rappers, tend to practice the violent actions they learn from the musicians (Harkness, 2013). This further affirms the element of violence and crime as defined in the sub-cultural theory.
Gansta rap as a solid source of source of crime among youths has resulted to extensive abuse of drugs among youths. They want to practice every behavior they see and this has landed most of the youths to drugs. This behavior makes the youths extremely irresponsible in the society.
However, the influence that the music has brought amongst the youths in terms of crime and violence can be changed if there were campaigners for a new name for the subculture. Although, the subculture is defined by existence of a wide influence and occupation by youths, it can still take a turn if youths remained relevant to the music. The upcoming gangsta rappers should be responsible of eliminating the ill name that has been created. They should unfold a future of a subculture that is attractive and assistive to the youths. They should give the contrary of the current findings of sub-cultural theories defined by different authors.
Question 2
Rapcore or punk is a major subculture of hip-hop music. It is culture define by existence of an extensively moral panic within itself. The moral panic that the subculture defines is use of erotic and abusive language. It is the way of the subculture to communicate in a given form of language. It defines abuse of language through use of extremely sensitive words. Language as a major element of defining a culture is extremely critical in this subculture as the success of the attributions of the group depends on abusive language.
The language that is used touches into various elements of the subculture theory. For example, it touches on class, where the music is mainly performed by flashy artists who represent rich musicians. This is an element that defines the subculture through the subculture theory as a practice for rich individuals. The language of the music is full of praises of the dollar, which is representation of wealth (Söderman, 2013).
The language extends its traits as a moral panic through the punk subculture showing existence of racism. A name like “Nigga”, which is common among such musicians have been useful in the definition of the black people. This is a sign of racism where the whites refer to the blacks by other names. Racism is a definition of subculture element and it is extensively abused through the punk subculture of music (Mccrary, 2003).
Youths, who are well represented in the subculture theory, are concrete definition of what entails the Punk Subculture. The music is usually performed by youths who use erotic language in expressing their songs. This is improper definition of a subculture attracting different people. The language that the artists use has become common among the youths and they feel comfortable to use the language at any point (O’meara, 2003).
Question 3
In a given industry, there may be different forms of subculture. This means there would be exclusive uniqueness in each of the subcultures. However, their differences may not be exclusively wide as some of the subcultures are likely to interact to develop a highly effective and unique sub cultural practice.
Post modernism may be defined as the cultural logic of late capitalism. There are various elements that may define postmodernism in the art industry. For example, the elements of pastiche and historicity are proper support for the above claim. Pastiche has been defined as the blank parody of postmodern literature. The term blank may be significant to define the reflexivity, and intertextuality of the postmodern period, not being connected to historical content in the current times. The style is a representation of the shift that has remained exclusive in defining change at the current times. There is no need for extensive reliance on past practices (Robertson, Ralston, & Crittenden, 2012).
Literature and society are resultants of the extensively dominated, as well as determined by capitalist ideology but as capitalism has changed so has the literal theory. This is main definition of the movement from modernisms to postmodernism.
Parody is an element that defines mocking. It is true that a trait in a given subculture may mock other traits within the same subculture to define a given social element. This dictates there must be one of the elements that will conform to the values of the other. As a result, one order of a subculture may disorder other elements of other subcultures. The mocking may develop other texts that may be extensive useful and influential for change in the society (Robertson, Ralston, & Crittenden, 2012).
On the other hand, meta-narratives such as functionalism and Marxism may be exclusive useful in the definition of postmodernism. They are exclusive elements of influence that may induce change in the society. They are elements that slowly extend modernity to the society. They are proper elements to dictate value in the current society. Proper arguments of the modern society mainly rely on such elements of meta-narratives such as functionalism and Marxism (Hossieni & Khalili, 2011).
Because of application of these theories, subculture reorders have been witnessed and are becoming exclusively vital in defining postmodernisms and the practices that are being witnessed in different fields of the modern society (Hossieni & Khalili, 2011). The music industry also faces exclusive influence to postmodernisms following the change that is being witnessed in the industry.
References
Harkness, G., 2013., Gangs and gangsta rap in Chicago: A microscenes perspective. Poetics, 41(2), 151-176.
Hossieni, A., & Khalili, S., 2011., Explanation of creativity in postmodern educational ideas. Procedia – Social and Behavioral Sciences, 15, 1307-1313.
Mccrary, J., 2003., Effects of Listeners’ and Performers’ Race on Music Preferences. Journal of Research in Music Education, 41(3), 200.
O’meara, C., 2003., The Raincoats: breaking down punk rock’s masculinities.Popular Music, 22(3), 299-313.
Riley, A., 2005., The Rebirth Of Tragedy Out Of The Spirit Of Hip Hop: A Cultural Sociology Of Gangsta Rap Music. Journal of Youth Studies, 8(3), 297-311.
Robertson, C., J., Ralston, D., A., & Crittenden, W., F., 2012., The relationship between cultural values and moral philosophy: a generational subculture theory approach. AMS Review, 2(2-4), 99-107.
Söderman, J., 2013., The formation of ‘Hip-Hop Academicus’ – how American scholars talk about the academisation of hip-hop. British Journal Of Music Education, 30(03), 369-381.