Technological, Designs & Art Developments Assignment

Technological, Designs & Art Developments - Assignment Example Art is an aspect that is intertwined with culture and traditions and as culture and traditions changed towards civilization so did art. Significant inventions in history changed the approached towards art as artists sought to embrace emerging technologies to be able to portray their art more effectively while at the same time improving on aesthetics. According to Kleiner (2010), developments in art have always occurred roughly during similar periods in history as developments in other fields such as science, philosophy and politics. Therefore, the general realization is that art is an aspect that is intertwined with developments in other areas due to the need for artists to respond to these developments either by critiquing or seeking to highlight important aspects of these developments. The following timeline project will conduct an analysis on the developments in art and design from the 15th to the 20th century with a specific emphasis on four genres. The four genres of focus will be sculptures, drawings, paintings and architecture. The timeline has revealed that art was significantly influenced by historical periods and advancements in the fields of science, politics and philosophy. Moving from the Gothic era to the modernism era, there is the realization that art is a significant part of the society and that art responds to societal changes. During the Gothic era when the Catholic Church significantly influenced most aspects of life, art basically responded to this influence by concentrating on religious designs. The renaissance art on the other hand sought detachment from the church and sculptures could be evident in streets. Baroque art was significant in introducing the use of oil paints. During the enlightenment era, the Catholic Church sought to regain its popularity through art but in vain due to the protestant influences. The Romantic era depicted art not as it is but as it ought to be with regard

Read the three articles in the instructions . Then, write three Assignment

Read the three articles in the instructions . Then, write three synopsis of the work - Assignment Example uses direct communication). He comments that the concepts of high-context and low-context cultures and polychronic (i.e. multitasking) versus monochronic time (i.e. one thing at a time) orientation are useful, but ambiguous. The next theory comes from Hofstede’s cultural dimensions. These dimensions pertain to: power distance, individualism /collectivism, masculinity/femininity and uncertainty avoidance (Dahl 12). Dahl commends the model for its simplicity and widespread application on different cultural interactions. Dahl also explains Trompenaars and Hampden-Turner’s seven value orientations. These orientations are: universalism versus particularism; communitarianism versus individualism; neutral versus emotional; defuse versus specific cultures; achievement versus ascription; human-time relationship and; human-nature relationship (Dahl 14). Dahl explains the connections between these orientations and other intercultural theories. In addition, Dahl describes Shalom Schwartz’s Schwartz Value Inventory (SVI). SVI has two categories: individual-level analysis and cultural-level analysis. Dahl concludes that there is no one theory of cultural dimensions. In the article, â€Å"What Do Employers Really Want? Top Skills and Values Employers Seek from Job-Seekers,† Randall S. Hansen and Katharine Hansen discuss the major skills and values that employers desire from their employees. They want to help job-seekers become more employable for target employers by explaining these skills and values and how the latter can appear in resumes, cover letters, and interviews. Hansen and Hansen discuss that the top main skills that employers want from employees are: communication skills, analytical/research skills, technical literacy, flexibility, interpersonal abilities, leadership and management skills, multicultural sensitivity, planning and organizing skills, problem-solving/reasoning/creativity skills, and teamwork