Biography of Andy Warhol, Icon of Pop Art

Andy Warhol (born Andrew Warhola; Aug. 6, 1928–Feb. 22, 1987) was one of the most important artists of pop art, a genre that became popular in the second half of the 20th century. Though he is best remembered for his mass-produced paintings of Campbells soup cans, he created hundreds of other works ranging from commercial advertisements to films. His best-known work, including the soup cans, reflected his views on the banality that he saw in the commercial culture of America. Fast Facts; Andy Warhol Known For: Pop artAlso Known As: Andrew WarholaBorn: Aug. 6, 1928 in Pittsburgh, PennsylvaniaParents: Andrej and Julia WarholaDied: Feb. 22, 1987 in New York, New YorkEducation: Carnegie Institute of Technology (now Carnegie Mellon University)Published Works: Commercial illustrations, paintings, filmsï » ¿Notable Quote: I just happen to like ordinary things. When I paint them, I dont try to make them extraordinary. I just try to paint them ordinary-ordinary. Early Life and Education Andy Warhol was born on Aug. 6, 1928, in Pittsburgh, Pennsylvania, and grew up there with his older brothers, Paul and John, and his parents, Andrej and Julia Warhola, both of whom had emigrated from Czechoslovakia (now called Slovakia). Devout Byzantine Catholics, the family regularly attended Mass and observed their Eastern European heritage. Even as a young boy, Warhol liked to draw, color, and cut and paste pictures. His mother, who was also artistic, encouraged him by giving him a chocolate bar every time he finished a page in his coloring book. Elementary school was traumatic for Warhol, especially once he contracted Sydenhams chorea, also known as St. Vitus dance, a disease that attacks the nervous system and makes the sufferer shake uncontrollably. Warhol missed a lot of school during several month-long periods of bed rest. Additionally, large, pink blotches on Warhols skin, also from the disorder, didnt help his self-esteem or acceptance by other students. This led to nicknames such as â€Å"Spot† and â€Å"Andy the Red-Nosed Warhola† and a lifelong interest in clothing, wigs, cosmetics, and, later, plastic surgery in response to what he perceived as his flaws. During high school, Warhol took art classes there and at the Carnegie Institute (now the Carnegie Museum of Art). He was somewhat of an outcast because he was quiet, could always be found with a sketchbook in his hands, and had shockingly pale skin and white-blond hair. Warhol also loved to go to movies and started a collection of celebrity memorabilia, particularly autographed photos. A number of these pictures appeared in Warhols later artwork. Warhol graduated from high school and then went to the Carnegie Institute of Technology (now Carnegie Mellon University) in 1945, graduating in 1949 with a major in pictorial design. Blotted-Line Technique During college, Warhol developed the blotted-line technique, which involved taping two pieces of blank paper together at an edge and then drawing in ink on one page. Before the ink dried, he pressed the two pieces of paper together. The resulting image was a picture with irregular lines that he could fill in with watercolor. Warhol moved to New York right after college and worked there for a decade as a commercial illustrator. He quickly earned a reputation in the 1950s for using his blotted-line technique in commercial advertisements. Some of Warhols most famous ads were for shoes for I. Miller, but he also drew Christmas cards for Tiffany Co., created book and album covers, and illustrated Amy Vanderbilts Complete Book of Etiquette. Pop Art Around 1960, Warhol decided to make a name for himself in pop art, a new style of art that had begun in England in the mid-1950s and consisted of realistic renditions of popular, everyday items. Warhol had turned away from the blotted-line technique and had decided to use paint and canvas, but he was having trouble deciding what to paint. Warhol began with Coke bottles and comic strips, but his work wasnt getting the attention he wanted. In December 1961, a friend gave Warhol an idea: he should paint what he liked most in the world, perhaps something such as money or a can of soup. Warhol painted both. Warhols first exhibition in an art gallery came in 1962 at the Ferus Gallery in Los Angeles. He displayed his canvases of Campbells soup, one for each of the 32 types of soup made by the company. He sold all the paintings as a set for $1,000. Before long, Warhols work was known all over the world and he was in the vanguard of the new pop art movement. Silk-Screening Unfortunately for Warhol, he found that he couldnt make his paintings fast enough on canvas. In July 1962, he discovered the process of silk screening, which uses a specially prepared section of silk as a stencil, allowing one silk-screen image to create similar patterns multiple times. He immediately began making paintings of political and Hollywood celebrities, most notably a large collection of paintings of Marilyn Monroe. Warhol would use this style for the rest of his life. Mass production not only spread his art; it became his art form. Movies In the 1960s as Warhol continued to paint, he also made films, which were known for creative eroticism, lack of plots, and extreme length—up to 25 hours. From 1963 to 1968, he made nearly 60 movies. One of his movies, Sleep, is a five-and-a-half-hour film of a nude man sleeping. â€Å"We were shooting so many, we never even bothered to give titles to a lot of them,† Warhol later recalled. On July 3, 1968, disgruntled actress Valerie Solanas, one of the hangers-on at Warhols studio known as The Factory, shot him in the chest. Less than 30 minutes later, Warhol was pronounced clinically dead. The doctor then cut Warhols chest open and massaged his heart for a final effort to get it started again. It worked. Though his life was saved, it took a long time for him to recover. Warhol continued to paint during the 1970s and 1980s. He also began publishing a magazine called Interview and several books about himself and pop art. He even dabbled in television, producing two shows—Andy Warhol’s TV  and  Andy Warhol’s Fifteen Minutes,—for MTV and appearing on  The Love Boat  and  Saturday Night Live. Death On Feb. 21, 1987, Warhol underwent routine gallbladder surgery. Though the operation went well, Warhol unexpectedly passed away the following morning from complications. He was 58. Legacy Warhol’s work is featured in an enormous collection at the  Andy Warhol Museum in Pittsburgh, which the website describes as one of the most comprehensive single-artist museums in the world and the largest in North America. It includes paintings, drawings, commercial illustrations, sculptures, prints, photographs, wallpapers, sketchbooks, and books covering Warhol’s career, from his student work to pop art paintings and collaborations. In his will, the artist directed that his entire estate be used to create a foundation for the advancement of the visual arts. The  Andy Warhol Foundation for the Visual Arts was established in 1987. Sources Andy Warhol: American Artist. Encyclopedia Britannica.Andy Warhols Life. Warhol.org.ï » ¿

Obesity You Are Not Alone - 2391 Words

Obesity You are not alone Remember back when you were a child, everything seemed so easy. Your only care was going outside to play and what your parents were making you for dinner. In elementary, middle, and high school everyone can recall that one person that was â€Å"different.† The people who were obese seemed to be treated differently because of their weight. Some people can recognize and understand why individuals are obese, and others judge them upon their appearance. Obesity was and still is considered a bad thing, and some people are still being bullied because of this reason. Little do people know that there is an answer to help obese people, cognitive therapy. Everyone is unique in his or her own way. People come†¦show more content†¦She told her son, â€Å"No sweetheart, you are perfect just the way you are.† Johnny said but people are making fun of me at school. She quickly replied, people do not understand you. You are just different, but that doesn’t make you any less beautiful and smart.† The following days in school, Johnny kept being picked on because of his size, and his self-esteem continued to get lower and lower. He did not understand what he had done wrong and why he was being treated so differently. He would hide in the bathroom for lunch and when it was time for recess; he kept to himself. He battled with this every day, becoming more and more upset, and eventually he became depressed. His mother just thought it was kids being kids she did not understand the extent of his emotions. She continued reminding Johnny that he was perfect, just the way he was. Johnny started feeling overwhelmed and began to eat more and more. As johhny grew up and became an adult, he went through many challenges. Johnny had an idea that if he lost weight things would be better for him. Therefore, he got the typical commercial work out program to try at home for 30 days. He was so excited to start this program. He told himself that he would cut back on his eating and his bad eating habits, and work out every single day. Dr. Robert Hoerr says, I don t think that most of these programs have internal expertise to measure whether they re actually being effective. In addition, the doctor is right about

The Movie Pleasantville - 1541 Words

Pleasantville is a movie where significant change occurs based on the theories of social change. In the movie, the TV show Pleasantville is set in the 1950’s and everything and everyone in that show is in black and white. And being that they’re set in the 1950’s the have the same outdated morals, values and beliefs that are associated with 1950’s culture. However, the town of Pleasantville slowly but surely turns into colour when they go against their societal norms and beliefs and have sex, read, paint, express emotions and many other things. Pleasantville portrays a town that is ready and is in need of social change and how social changes are required for humanity to progress. One could say that the colour changes in Pleasantville are viewed as a bad thing because it would mean that you broke a societal value or norm in Pleasantville where everything is always perfect. However, David and Jennifer prove to the locals that the colour change is anything but bad and how it allows them to express every facet of their minds and not be stuck in the same roles and routines day in and day out. These sociological, anthropological and psychological changes are needed when trying to move forward as a society and Jennifer and David have helped Pleasantville expand their horizons. Psychologically speaking the people in Pleasantville knew in their minds that they wanted some type of change they just did not know how to go about deviating from the norm and were not exposed to anythingShow MoreRelatedThe Movie Pleasantville 1281 Words   |  6 PagesThe film Pleasantville shows the changes in American society over the past 50 years by placing two teenagers into the Pleasantville show, which was from the 50’s. The movie depicts how there is no longer the â€Å"American Dream† and no longer a perfect way of life and the changes the world has made. 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Not only is it a great film, (made popular by New Line Cinema) it contains numerous biblical references. Some of the biblical references in this film may be easier to see and understand than others. But when asked to analyze this film and critique the biblical references you will understand just how many there are. To me the most obviousRead MorePleasantville Essay1690 Words   |  7 PagesPleasantville Essay A lot can happen in sixty years, and America is no exception to that statement. It is arguable that one of the biggest differences regarding America in the 1950s to modern America is culture. The movie â€Å"Pleasantville† reflects much of these cultural differences from 1950s to today in a creative and thoughtful way. It also provides much useful insight into the cultural conflicts America faced throughout the 1950s. The many differences between 1950s culture and modern day culture

Ralph Ellison s Invisible Man - 925 Words

In Ralph Ellison’s, Invisible Man, Grandfather’s dream presents a piece of advice that challenges and opens Invisible Man’s eyes to different perspectives. The dream haunts Invisible Man as he often refers to and reflects upon his grandfather’s advice. Invisible Man struggles with its complex and unclear meaning, but it eventually leads him to find his true identity. Through this struggle, Ellison suggests that power and conflicting ideologies can make it difficult to find one’s identity in a racist society. Grandfather’s dream is not only significant to the work as a whole, but the novel revolves around it. Invisible Man thinks about the dream so much it consumes him. The advice relates to Invisible Man and his experiences throughout pivotal moments in his life. Grandfather begins his advice saying, â€Å"Son, after I’m gone I want you to keep up the good fight† (Ellison 16). Invisible Man wonders what kind of fight he is or will be fighting in his life. A significant battle he faces is fitting in with white society. By attending an all black college, he believes he is on the path to success and being accepted by white men, which he seeks to attain more than anything. Invisible Man disregards the advice because he feels he has everything he has ever wanted, and his grandfather is insane for saying such things on his deathbed. Little does he know, grandfather means to keep up the good fight for racial equality and future generations. The good fight is not in fac t good, forShow MoreRelatedRalph Ellison s Invisible Man1268 Words   |  6 PagesRalph Ellison s â€Å"Invisible Man† is an illustration of African American scholarly work managing the racial fight against African Americans in the USA. 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The Role of Race in Othello Free Essays

â€Å"Although the plots of Shakespeare’s plays are specific, the motivations of the characters — as well as of Shakespeare himself — have been the source of much debate. Arguments continue over interpretations of Shakespeare’s intentions in part because his plays remain so profoundly relevant. † (www. We will write a custom essay sample on The Role of Race in Othello or any similar topic only for you Order Now pbs. org, Teachers’ Guide, Othello : Essay on race, web. ) Othello is the story of a Berber who in the fourteenth century, has reached the top of the pyramid in the Republic of Venice thanks to his value as a valiant general of the army. However, his life ended prematurely and tragically in the darkness of jealousy and crime. Othello is the only one able to defeat the Turks on the Cyprus battlefront. This is why the Doge sent him for this mission and, incidentally, gives him approval to bond with a woman from the nobility of Venice , Desdemona, daughter of Senator Brabantio, despite the reluctance of the latter, which obviously does not this â€Å"Moor† in his family. The drama takes place at the couple’s arrival in Cyprus and victorious of the Turks – without a single fight since it is served by the storm which swept the enemy fleet. Othello becomes the governor of the island and is at the height of his military and personal life since he won the heart and selflessness of Desdemona who even strongly opposed her father to stay with him. From there, it’s a highway to hell that Shakespeare offers us, and we are right to ask the question of why such a tragedy, when Othello had just made an exceptional course and that nothing, could predict such a fall? In the play, the Venetian society claims not to be racist, what is true because it allows Othello to become a governor of Cyprus. But just like our western and modern society, this racism rises under a speech of tolerance and opening. And it re-appears on the occasion of social struggles, of political or economic crises. It is the case in the play on the occasion of the fight between Iago and Cassio. But this racism is also interiorized by Othello. Why does not he speak to Desdemona? Why does not he rely on her? Because he built his life in a violent fight against exclusion, so that he cannot believe in his happiness. His class is printed for ever in the face. Othello is a text on otherness, on the impossibility for a Southerner, a Moor, a Berber from North Africa to find his place in Venice at that time without denying all of the above. But if this denial — and that is the demonstration made by Shakespeare — can last a while, then it turned against its author whose life turns to a tragedy. The play rises the question of the status of the stranger in our human society in general. Similarly, Othello may sound like a denunciation, a text that Shakespeare would have made masked in a classical tragedy that could please his audience. But we can also consider that the work, with its multiple facets exceeded its own author. It seems t that the idea there is probably a reflection on the question of otherness and the need of human societies to be open to the Other, to avoid the risk of dying themselves from the isolation in which they stand, is widespread with regard to this text. The heart of this tragedy is the question of â€Å"acculturation†. To take a place in society, the Stranger or more precisely â€Å"the dominated†, is obliged to begin this process which is to adopt the dominant culture to be recognized in the world of mainstream. The question of the disappearance of the original culture becomes glaring, because without it the â€Å"dominated† loses its soul and so a part of his life. Returning to the text, we can notice first that Othello is often referred to its origins, the color of his skin, his â€Å"strangeness†, in short, non-membership in the Republic of Venice, this irrespectively of the invaluable services he could have render. In the first scene of Act I, Iago, Othello’s â€Å"faithful† servant, who could not bear not to have been appointed by him as lieutenant, is trying to oppose the Senator Brabantio, Desdemona’s father , to the love affair between his master and Desdemona. Iago’s terms would today lead to court prosecution for racism : â€Å"You’ll have your daughter covered with a Barbary horse; You’ll have your nephews neigh to you, you’ll have coursers for cousins, and gennets for germans†. A little further the remarks are no less moderate: â€Å"I am one sir, that comes to tell you your daughter and the moor are making the beast with two backs â€Å". We also learn in this first act, when Othello is obliged to explain the circumstances of his love with Desdemona (â€Å"strange and against nature†), that Brabantio that was linked to him in some â€Å"friendship â€Å"but we understand that it was true as he remained in the place which was his own, without going to compete with the Venetian nobles and hope to enter, for example, in the family. In this situation, the witch trials is already wielded by Brabantio accusing Othello of magic. Othello: â€Å"Her father loved me, he often invited me, he asked me the story of my life †¦ †. This is in sharp contrast to the despair and violence of the father when he learns that his daughter left with Othello. He even make explicit reference to skin color and supposed ugliness of the stranger: Scene 2 of the first act: â€Å"Can a girl so tender, so beautiful would [†¦ ] never ran from the tutelage of her father in a black soot to be like you, to fear, not to delight. . Scene 3 of the first act: â€Å"†¦ become, despite his love of nature [†¦ ] she was afraid to look! â€Å". Othello’s forced denial is complete: he converted to Christianity and blames himself the Turks who represent Muslim revivalism, until his last words which will be discussed further. No word on his Berber origins nor his first religion which is Islam in all likelihood It seems to devote a genuine hatred for the Turks in the name of this total feeling of belonging to the Republic of Venice. He understood that his ascent is the price. It is simply swept away, erased its own and profound identity in its very essence. We can see in the same time as the others always refer to the â€Å"particuliarities† that are his, his â€Å"strangeness,† and then only when it comes to belittle, humiliate and to remove any legitimacy on this earth for which he fought body and soul. His denial is the cause of Othello’s descent into hell, into a kind of belated recognition that he was at the zenith of its glory. The â€Å"homecoming† seems to be inevitable for all of us, especially one who is living an important moment of his life and history. At the peak of his life, the Moor of Venice is undoubtedly aware of his confinement in this gilded citadel – military glory and carnal love. Then he givse up, probably unconsciously, self-destruction and easily falls into the trap of his so called faithful villainous Iago. There is a strong moment in this play, the only one to make a positive reference to the origins of Othello: it is the episode of the handkerchief, a crucial object that comes from his mother when she was on her deathbed. Othello’s mother is quoted there for the first time, as a remnant of that origin killed out of necessity †¦ This hences the importance of the handkerchief Othello and focusing on its loss. The fact that the object has been given to Cassio, Desdemona’s supposed lover, therefore appears quite high. The behavior of Lodovico, the Doge’s sent to Cyprus to recall Othello, is the most emblematic of the shaky status of Othello in this society he wanted to endorse with all his heart: it is as if Othello man considered and respected, was expected at the turn, as if it were enough for him to make any mistakes so that everybody will sound the most negative about him and forget immediately all its virtues. That’s what it feels well in Act 4, Scene One: Lodovico, ironic, after seeing Othello in the grip of jealousy hit Desdemona: â€Å"This would not be believed in Venice, Though I should swear I saw it † . Othello seems to be the subject of a hostile nature, a sort of presumed guilt until he proves he is innocent The tragedy of Othello is that he felt one day that his meteoric success was insignificant because it was really and deeply – socially and culturally — was denied by a block of domination in a society which he lived in and which he has become, paradoxically, one of the banners. Irreversible process, there remained to be a good reason for the man to end the world, and he is guided by hatred Iago who is going to serve him a dish of lies and machinations . Othello then gives up again. Iago does not kill Othello, but gives him the means to destroy himself. After his credit tainted by political and military actions that Venice could not accept, he decides to kill the woman who deeply loved him and to end his own life with these words that clearly show his awareness of the † wrong way â€Å"it has made in his life :† †¦ f one whose hand, like the base Judean, threw the pearl away richer than all his tribe; of one whose subdued eyes, albeit unused to the melting mood, drops tears as fast as the Arabian trees their med’ cinable gum. Set you down this. And say besides that in Aleppo once, where a malignant and turbaned Turk beat a Venetian and traduced the state, I took by th’ throat the circumcised dog and smote him — thus (He stabs himself). † Everything is here, up to the tribe of Othello’s origins and thus he has â€Å"betrayed† †¦ And we might think that â€Å"circumcised dog† is Othello himself. As we said in the beginning, Shakespeare’s work have always been the source of much debate and of many interpretation. In deed, let’s conclude with a quote from the critic Harold Bloom in his book Shakespeare: The Invention of the Human notes, â€Å"We can keep finding the meanings of Shakespeare, but never the meaning. As each generation re-interprets Shakespeare, it’s likely that these issues will continue to challenge, infuriate, and intrigue audiences. How to cite The Role of Race in Othello, Papers

High School Journalism Breaking The Barriers Essay Example For Students

High School Journalism: Breaking The Barriers Essay High School Journalism: Breaking The Barriers Essay Throughout the many trials and tribulations of the adolescent years teenagers try to find many different ways to express themselves and discover who they are. There are different forms of expression including music, art, fashion, and, of course, writing. Whether it is through a personal journal used to express private feelings, or through the high school publications such as the school newspaper or yearbook. These forms of expression give teens an outlet for creativity and a sense of accomplishment. They also teach time management skills such as meeting deadlines, and help develop a work-based environment with other. While these publications remain important to students, school authorities continually challenge them. High school publications are not protected by the first amendment, therefore they are not entitled to free speech. Controversial issues such as homosexuality, teenage pregnancy, and drug issues are forbidden in many high school newspapers because the school officials think it will hurt the schools image, or that it will influence students to make poor decisions. If a student writes about a controversial topic anyway, then it is possible that either their article will not get published, or that the student will be punished for writing dissenting opinions without permission. For example, one high school journalist Mary Margaret Nussbaum came under strong personal attacks from churches and a local family values group after writing a story about the lives of gay teenagers. The family values group took strong action to censor the newspaper by urging the state representative to strengthen not only legislation against first amendment rights in high school publications, but also against homosexuality. While Nussbaum was merely writing the article and did not express any personal opinion in it, she still suffered consequences (McCarthy 3). Another censorship issue came about in Connecticut when a student at Rockville High School, Chris DelVecchio, wrote an editorial stating his opinion on the mayoral candidates. The town committee for the mayor that he spoke against complained and eventually forced the local school board to forbid high school journalists from taking editorial positions on candidates (Featherstone 14). However small these instances may seem, they still pose a larger problem of shaping a new generation of kids that are well informed and should be free to express their opinions, no matter how opposing they may be. Authorities have pressured many high school newspapers so heavily that they have become sort of bulletin boards for positive news. They never explore anything new or exciting, and fail to challenge their readers or authorities in any way (Saltzman 93). High school officials have no problem with their students writing upbeat stores on Homecoming queens or football heroes, but when they step out of the narrow boundaries set for them then the battle begins. Some states have made their public high schools free speech territory on a state level. These states include Arkansas, California, Colorado, Iowa, Kansas, and Massachusetts. These states have not yet been challenged with their decisions. Since the Supreme Court case Hazlewood School District v. Kuhlemeier, which gives a looser interpretation to the previous law stating that officials could limit oppression only when it would disrupt the school functions or invade personal rights (Featherstone 14). In a recent poll, respondents from the Scholastic Journalism Division expressed that they feel the Supreme Court should revise its decision and refrain from stopping any publications at all (Dickson 4). While this is one opinion, many feel differently about the issue. High school journalism is a base form of communication between not only teenagers and their peers, but the administrators as well. If it is taken away it not only breaks down communication internally and externally, but builds barriers as well. Peter Singer EssayWorks Cited Dickson, Tom. Preparing scholastic press advisers for roles after Hazlewood decision. Journalism and Mass Communication. V.51 N4. (Winter 1997): p4. 12pp. EbscoHost. MasterFILE Elite. A19182273. Owens Lib.Maryville, MO. 18 Feb. 2000. http://ebsco.more.net Featherstone, Liza. Free Speech: look whos flunking. Columbia Journalism Review. V. 38 I.2 (July 1999): p14. EbscoHost. MasterFILE Elite. A55292333. Owens Lib, Maryville, MO. 18 Feb. 2000. http://ebsco.more.net McCarthy, Colman. Student journalist hears from religious right after story on gay teens. National Catholic Reporter. V.33 N.30 (May 30, 1997): p3. .