Hulu - Jean-Michel Basquiat: The Radiant Child - Watch the full movie now.

Hulu - Jean-Michel Basquiat: The Radiant Child - Watch the full movie now.



http://www.hulu.com/watch/255608/jean-michel-basquiat-the-radiant-child

Jean-Michel Basquiat was a phenomenon. He became notorious for his graffiti art under the moniker Samo in the late 1970s on the Lower East Side scene, sold his first painting to Deborah Harry for $200 and became best friends with Andy Warhol.

CHRONOLOGY
Jean-Michel Basquiat (1960 – 1988)

Gertrude Stein: The Cone Sisters of Baltimore

Why doesn’t Baltimore claim her among the ranks of artists who put this city on the map?


Despite Stein’s Baltimore connections, the city has never claimed her as one of its heroes in the way that it has claimed Edgar Allan Poe, Billie Holiday and Fitzgerald—or the many other artists who spent portions of their lives here. Maybe it’s because her time in the city raises uncomfortable memories of a no-longer-acceptable institutional sexism and anti-Semitism. Maybe it’s because her years here were tainted by failure. Or maybe it’s because, even today, Gertrude Stein remains, as she was in her lifetime, a bit too queer— in all senses of the word— to be adopted as a native daughter. In any case, Stein’s Baltimore history has been, if not erased, at least discreetly veiled.

The Cone Sisters of Baltimore
The women were the Cone Sisters, Claribel and Etta, daughters of a prosperous Jewish merchant who made a fortune selling denim to Levi Strauss. 

A Tale Of Two Sisters And Their Serious Eye For Art

virtual tour: cone sisters’ apartments

Flash Movie of Cone Collection

Museum and Gallery Listings for July 8 — 14 - NYTimes.com

Museum and Gallery Listings for July 8 — 14 - NYTimes.com

American Folk Art Museum Lincoln Square Branch, 2 Lincoln Square, Columbus Avenue at 66th Street, (212) 595-9533, folkartmuseum.org.
Brooklyn Museum: 200 Eastern Parkway, at Prospect Park, (718) 638-5000,  brooklynmuseum.org.
El Museo del Barrio:  1230 Fifth Avenue, at 104th Street, East Harlem, (212) 831-7272, elmuseo.org. 
Guggenheim Museum: 1071 Fifth Avenue, at 89th Street, (212) 423-3500, guggenheim.org.
International Center of Photography: 1133 Avenue of the Americas, at 43rd Street, 
(212) 857-0000,  icp.org
Jewish Museum: 1109 Fifth Avenue, at 92nd Street, (212) 423-3337, thejewishmuseum.org
Metropolitan Museum of Art: metmuseum.org  (212) 535-7710
MoMA PS 1: 22-25 Jackson Avenue, at 46th Street, Long Island City, Queens, (718) 784-2084, ps1.org. 
Morgan Library & Museum: 225 Madison Avenue, at 36th Street, (212) 685-0008, Ext. 560, themorgan.org.


Museum of Arts and Design: 2 Columbus Circle, Manhattan, (212) 299-7777, madmuseum.org
Museum of Modern Art: (212) 708-9400, moma.org
Neue Galerie: 1048 Fifth Avenue, at 86th Street, (212) 628-6200, neuegalerie.org
Whitney Museum of American Art:  (212) 570-3600, whitney.org
John O’Reilly: 724 Fifth Avenue, tibordenagy.com

Manhattan's "Museum Mile."

Galleries: 57th St.

Willem de Kooning: 32 East 57th Street, Manhattan, (212) 421-3292, thepacegallery.com

Brooklyn Museum Pins Its Digitized Photos to Historypin's Map

Brooklyn Museum Pins Its Digitized Photos to Historypin's Map - NYTimes.com

Using New Tools, Mapping Old Brooklyn

When the digital team at the Brooklyn Museum first looked at the New York images included on Historypin, a social sharing site for old images, something seemed to be missing.

“They had nothing in Brooklyn,” said Shelley Bernstein, the museum’s chief of technology.

The museum, meanwhile, has a lot in Brooklyn. Its collections include more than 3,500 images from the late 19th century, showing a city and borough long since passed; one whose citizens shared their avenues and parks withgeese, sheep and a buffalo named Mike.

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New York City’s museums, all ones on Fifth Avenue

If you have never visited some of the wonderful museums in Spanish Harlem, such as El Museo del Barrio, Museum of the City of New York(MCNY) and its newest member-the Museum of African Art,


Your Gateway to Harlem

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MCNY Collections Portal: Timescapes: A Multimedia Portrait of New York

Image via Wikipedia

MCNY Collections Portal
Timescapes: A Multimedia Portrait of New York

Timescapes, an engrossing 22-minute multimedia experience, traces the growth of New York City from a settlement of a few hundred Europeans, Africans, and Native Americans to its present status as one of the world’s great cities. Created by Jake Barton of Local Projects and James Sanders, co-writer of the PBS seriesNew York: A Documentary History, and narrated by actor Stanley Tucci, the film features animated maps and archival photographs, prints, and paintings from the Museum’s collections.

Timescapes: A Multimedia Portrait of New York

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Home | Lindsay

Home | Lindsay

New York's 103rd mayor, John V. Lindsay, took office full of promise and optimism. His agenda included many of the signature liberal policies of the day – support for civil rights, the war on poverty, mobilization of the power of government to build a better society. 


Eight years later, Lindsay’s record was deeply disputed.  He had initiated major new programs and had gained the trust of many in the minority communities, but he also left a city in many ways worse than he had found it – dirtier, more divided,  and nearly broke. Observers disagreed as to whether these changes happened because of Lindsay or in spite of him.  

Manhattan 5th Avenue Museum Map

Bloom's Taxonomy

New Version

Bloom's Taxonomy







Scientifically creative

Old Version

Bloom's Digital Taxonomy

Common Core State Standards: Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language

English Language Arts Standards » Introduction » Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

Common Core: English Language Arts & Literacy in History/Social Studies.pdf

Using Text Complexity in the Classroom; Danielson’s Framework

"Under the Common Core State Standards, students will be expected to read and comprehend texts with increasing complexity as they progress through school. In fact, the standards specifically require that “by the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.”

Under the Common Core State Standards, students will be expected to read and comprehend texts with increasing complexity as they progress through school. In fact, the standards specifically require that “by the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.”

Measuring Text Complexity: Three Factors


Danielson’s framework
for teaching identifies aspects of a teacher’s responsibilities that empirical studies have demonstrated as promoting improved student learning.1 Because teaching is an extremely complex activity, this framework is useful in laying out the various areas of competence in which professional teachers need to develop expertise. Danielson divides the complex activity of teaching into twenty-two components clustered into four domains of teaching responsibility: (1) planning and preparation, (2) the classroom environment, (3) instruction, and (4) professional responsibilities. These domains and their components are outlined in a following table. A brief review of each of these domains will provide a road map of the skills and competencies new teachers need to develop.

Evaluations That Help Teachers Learn

Charlotte Danielson

The Immortal Life of Henrietta Lacks

Henrietta Lacks was a mother of five in Baltimore, a poor African American migrant from the tobacco farms of Virginia, who died from a cruelly aggressive cancer at the age of 30 in 1951. A sample of her cancerous tissue, taken without her knowledge or consent, as was the custom then, turned out to provide one of the holy grails of mid-century biology: human cells that could survive--even thrive--in the lab. Known as HeLa cells, their stunning potency gave scientists a building block for countless breakthroughs, beginning with the cure for polio. Meanwhile, Henrietta's family continued to live in poverty and frequently poor health, and their discovery decades later of her unknowing contribution--and her cells' strange survival--left them full of pride, anger, and suspicion. For a decade, Skloot doggedly but compassionately gathered the threads of these stories, slowly gaining the trust of the family while helping them learn the truth about Henrietta, and with their aid she tells a rich and haunting story that asks the questions, Who owns our bodies? And who carries our memories? --Tom Nissley



Skloot raises important questions about poverty, science, research and medical ethics in a book that reads more like a novel than reality. It is fascinating, deeply troubling and essential reading about medical issues that are still important today.  In the 1950's, Henrietta Lacks, a young African-American mother of five, is diagnosed with a cervical tumor at Johns Hopkins Hospital. Her doctor removes some of her cancerous cells without her knowledge. Henrietta eventually passes away from her disease, but her cells live on. HeLa cells, as they are known, multiplied and multiplied...becoming the first human cells to do so in a laboratory. Since that time, HeLa cells have been used in experiments that have led to some of the greatest scientific innovations in the past century.
Author: Rebecca Skloot

Student Opinions

Migraine aura art

Migraine aura art

Do you have your own migraine aura art to share? Photos? Pictures that describe your clusters or chronic headaches? Visit our migraine, headache and art page!


Most often it's used to describe visual disturbances - patients see zig zags or flashing lights, for example. Read more about the migraine aura here.

Lou Rawls Official Website

Image via WikipediaLou Rawls Official Website

Lou’s voice is as distinctive and instantly recognizable as any in music. It all began on December 1, 1933, in Chicago with the birth of a boy, who would become the legendary Lou Rawls. From Lou’s early days in gospel, his collaborations with Sam Cooke, “The Dick Clark Show” at the Hollywood Bowl in 1959, the opening for The Beatles in 1966 at Crosley Field in Cincinnati, his monologues in the 1970s that presaged rap music to becoming a “crossover” artist before the term was invented, there has been one constant in Lou Rawls’ career––a voice that one critic proclaimed was “sweet as sugar, soft as velvet, strong as steel, smooth as butter.


Lou Rawls' 1989 At Last album reached #1 on the jazz chart and brought a Grammy nomination for Best Jazz Vocal. This made Rawls one of the rare artists to earn Grammy nods in Pop, Jazz and R&B, not mention Children's.


Lou Rawls is heard singing background on a number of Sam Cooke '60s classics, including 1962's Bring It On Home To Me.


Music Samplers

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T.D. Jakes Gives Leadership Principles

Image by Old Shoe Woman via FlickrT.D. Jakes Gives Leadership Principles

he motto "igniting the flame of servant leadership," and Jakes certainly did that. He told the story of Jesus washing the disciples' feet, showing that God Himself knew that the way up was down. He reminded us that if we exalt ourselves God has promised to humble us, but if we humble ourselves, God will exalt us.

But he did say that many white Americans cannot appreciate the significance of realizing that the American Dream is accessible to all Americans.

He pointed out that companies that do not change, such as the grocery story A&P, no longer exist. He told us to not surround ourselves with people who think just like we do, and that diversity is not just in the color of skin but also in how we think. Meeting new people, understanding new people and even experiencing their pain helps us to be more accessible.

"Businesses wither and become stale if they stay the same." But the message that he emphasized over and over again was that "the only way to become big is to get small enough to serve." A quote I jotted down in my notes is: "Real power is not at the top, but at the bottom."

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Better Lives for Mexicans Cut Allure of Going North

Economic, demographic and social changes in Mexico are suppressing illegal immigration as much as the poor economy or legal crackdowns in the United States.

A growing body of evidence suggests that a mix of developments — expanding economic and educational opportunities, rising border crime and shrinking families — are suppressing illegal traffic as much as economic slowdowns or immigrant crackdowns in the United States.

 “I’m not going to go to the States because I’m more concerned with my studies,” said Angel Orozco, 18. Indeed, at the new technological institute where he is earning a degree in industrial engineering, all the students in a recent class said they were better educated than their parents — and that they planned to stay in Mexico rather than go to the United States. 

 American census figures analyzed by the nonpartisan Pew Hispanic Center also show that the illegal Mexican population in the United States has shrunk and that fewer than 100,000 illegal border-crossers and visa-violators from Mexico settled in the United States in 2010, down from about 525,000 annually from 2000 to 2004. Although some advocates for more limited immigration argue that the Pew studies offer estimates that do not include short-term migrants, most experts agree that far fewer illegal immigrants have been arriving in recent years.

Pew Hispanic Center 
Immigration

Almost all of the Center's research, regardless of topic, includes separate tabulations of data for U.S.-born and foreign-born Hispanics. The documents listed here focus specifically on trends in migration flows, the characteristics of the foreign-born population and attitudes towards immigration policy issues.

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How a Democracy Works - NYTimes.com

How a Democracy Works --NY times editorial scolds Obama

Mr. Obama can bolster public safety by pulling the plug on Secure Communities, a program that sends fingerprints of everyone booked by state or local police to Department of Homeland Security databases to be checked for immigration violations. It was supposed to focus on dangerous felons, but the heavy majority of those it catches are noncriminals or minor offenders — more than 30 percent have no convictions for anything. 

The president should listen to the many law enforcement professionals and local officials, like the governors of New York and Illinois, who want nothing to do with Secure Communities. They say it endangers the public by catching the wrong people and stifling community cooperation with law enforcement. 

The president can push much harder against the noxious anti-immigrant laws proliferating in the national free-for-all. The administration sued to stop Arizona’s radical scheme. But Utah, Alabama, Indiana and Georgia are trying to do the same thing. 

He can grant relief from deportation to young people who would have qualified for the Dream Act, a filibustered bill that grants legal status to the innocent undocumented who enter college or the military. He can do the same for workers who would qualify for the Power Act, a stalled bill that seeks to prevent employers from using the threat of deportation and immigration raids to retaliate against employees who press for their rights on the job.

How a Democracy Works - NYTimes.com

Coming Out As An 'Undocumented' Immigrant

His mother sent him from the Philippines to live with his grandparents in the U.S. when he was 12, in 1993, and they had led him to believe he was a legitimate U.S. resident. But when he was 16, he stumbled on the truth: His green card was fake, and his family had lied to him. 

Journalist Jose Antonio Vargas revealed that he is an undocumented immigrant. This was a big surprise, since he's hardly lived his life in the shadows. 

In addition to writing his story in the New York Times Magazine, Vargas recently started an advocacy group called Define American to "elevate and reframe how we think about immigration." 

By JOSE ANTONIO VARGAS Published: June 22, 2011 

http://www.npr.org/2011/07/07/137648605/a-journalist-comes-out-as-an-illegal-immigrant

 Why Jose Antonio Vargas Should Leave The U.S.  

Mark Krikorian 

http://www.npr.org/2011/07/07/137653256/why-jose-antonio-vargas-should-leave-the-u-s

"It's not so much that he's undocumented. It's that he's an illegal immigrant — he had illegal documents," says Krikorian, the executive director of the Center for Immigration Studies, a think tank that advocates a "low immigration, high enforcement" immigration policy. "He came here as a child [but] ... he came here with an identity formed as a Filipino. In other words, he came at 12."

Because you have to understand that what we're proposing here is an amnesty — in other words, legalizing illegal immigrants at the expense of legal immigrants who did not sneak in or were brought in illegally into the country. And it seems to me that that's a pretty high bar to meet. And it just doesn't seem to me to say that any person involved here has certain skills and they'll be able to earn a living and distinguish themselves — that just seems to me not enough of a rationale."

Transcript

Dr. Billy Taylor, a Jazz pianist, composer, educator and broadcaster

Dr. Billy Taylor, a Jazz pianist, composer, educator and broadcaster
July 24, 1921 – December 28, 2010^[1][2]
NY Times

http://www.nytimes.com/imagepages/2010/12/30/30taylor.html

The distinguished ambassador of the jazz community to the world-at-large, Dr. Billy Taylor's recording career spanned over six decades. He also composed over three hundred and fifty songs, as well as works for theatre, dance and symphony orchestras. ... made Washington's Kennedy Center one of the nation's premier concert venues for jazz.

Among his most notable works is "I Wish I Knew How It Would Feel to Be Free", achieving great popularity with Civil Rights Movement of the 1950s and 1960s. Nina Simone covered the song in her 1967 album Silk and Soul, and the song continues to be recorded by many artists worldwide, most recently by Levon Helm.

Billy Taylor's Piano Regimen 

 Billy Taylor's oral history video excerpts at The National Visionary Leadership Project

Billy Taylor, revered musician, broadcaster and spokesman for jazz, dies at 89 

Jazz Living Legend Award 2001

oxford music online

 As the artistic director for the Kennedy Center's Jazz program, Billy was the leading voice in building one of the most potent jazz programs in this nation.

No, Billy also cared to highlight the work of jazz artists who he considered excellent but who did not get the level of acclaim he believed they deserved.

The Betty Carter Jazz Ahead series, which Billy championed, allowed young jazz artists to learn and perform. Billy didn't just want to teach new audiences, he also wanted to help young performers to master their craft.

The Mary Lou Williams Women in Jazz Program, another one of Billy's ideas, has allowed a generation of female jazz artists to gain much-needed visibility.

In each of these endeavors, Billy was forceful, passionate and yet modest. He knew more about jazz than anyone else, and he had distinct ideas about how, who and what should be presented. But he never asked for credit, publicly or privately. He was always happy for someone else to take a bow.

 Scott Joplin, “Jelly Roll” Morton, Art Tatum, Duke Ellington, and other masters pay homage to the tradition

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Winard Harper: Drummer

Winard Harper

Drummer WINARD HARPER is passionate about jazz. "This music is powerful," he says. "It can do a lot of good for people. If they'd spend some time each day listening to it, we would see many changes in the world."

Inspired by the musicianship of greats such as Clifford Brown, Max Roach, Jackie McLean, Cannonball Adderley, Dr. Billy Taylor, Art Blakey and Billy Higgins, Harper has been the leader and musical inspiration for a vibrant sextet for almost a decade. The group appears regularly all over the United States from the Kennedy Center in Washington, D.C. to Yoshi's, the legendary West Coast jazz club. Although clearly the dominant force behind this extraordinarily gifted ensemble, Harper has surrounded himself with superbly talented young guardians of the jazz tradition (including Lawrence Clark, Ameen Saleem, Josh Evans, Stacy Dillard and Alioune Faye), who are as entertaining to watch as they are to listen to. 
Recordings

Donald Malloy: Bandleader, Trumpet, Composer, Arranger

Donald Malloy:

Bandleader, Trumpet, Composer, Arranger

In 2006 Donald Malloy made his move out to the east coast to truly begin his career as a professional musician. Bringing with him many musical experiences on the Cleveland jazz scene he was ready to take on the world. Music was flowing in his heart and he had to find an outlet. Then in February 2007 he landed a steady gig at The Garage in New York City and Sight was born.  In March of 2009, Donald released his debut album Spiritualtiy with his cutting edge band SIGHT.

Upon graduating from Oberlin, Donald furthered his education as a graduate student at Rutgers University. There he was mentored by, the legendary William Fielder. Since his move to New York City, Donald has had the honor of performing with such greats as Geri Allen, Victor Lewis, Frank Lacey, Michele Rosewoman, Cecil Brooks III, Mike Mossman, The Drifters, Eddie Palmieri, Conrad Herwig, and Frank Sinatra Jr. Donald, also will be in the new film by producer Michael Hausman (The Firm, Broke Back Mountain, Amadeus) called Downtown Express where his song Juanita from his new album The Mothers will be heard.

He also composed a four movement suite for the Jazz Heritage Orchestra entitled Spirit of New Orleans.

Ifa tradition

Ifa is an indigenous, earth centered African spiritual tradition which was conceptualized by the Yoruba people of Nigeria, West Africa. According to oral literature, the practice of Ifa originated as far back as eight thousand years ago. Therefore, Ifa may indeed be the oldest monotheistic religion in the world.

Ifa is balanced on three legs; Orunmila (Creator), Orisa (Nature Spirits), and the Ancestors. The mysteries and teachings of Ifa revealed in divination are contained in a body of scriptures called Odu.

Ifa is characterized by a deep sense of the interdependence of all life. “Every life form and element of Nature has an inner soul force – including rivers, rocks, clouds, metals, flowers, thunder, and the wind. These natural energies that comprise the Universe are called Orisa. Each Orisa has its own specific function. Humans are in constant communication with Orisa energy, whether we’re aware of it or not.

Brooklyn Hip-Hop Festival 2011

Brooklyn Bodega and The Brooklyn Hip-Hop Festival always strive to unite people through Hip-Hop culture and the BEI emphasizes that mission furthermore by opening up the dialogue to a wide range of topics concerning the Hip-Hop community.

Brooklyn Hip-Hop Festival 2011

Festival Calendar

Pratt Institute200 Willoughby Avenue

Brooklyn, NY 11205

Bodega Education Initiative

The Bodega Education Initiative is a series of talks and discussions designed to create a space of dialogue between the diverse members of the Hip-Hop community. Attendees of BEI will learn about the history and content of Hip-Hop as seen through the pioneers and most intimate members of the culture. BEI will ultimately serve as a meeting point for all the different voices and perspectives within the Hip-Hop community: fans, artists, scholars, and practitioners in order to honor the history as well as add momentum to the culture.

This year’s BEI is "Beyond The Mic" a day of panel discussions and seminars designed to explore intellectual and academic issues facing the Hip-Hop community.

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Looking For An Argument?

"Sometimes it seems that convincing students that they are looking for an argument is itself a difficult argument to win. 


In terms of today’s academic disciplines, when we teach our students to write within a discipline, we are teaching them how to present arguments that fit the conventions of that discipline. 


When a student develops an argument for my class, it doesn’t matter so much whether she succeeds in convincing me that she’s right. What matters is that she convince me that her argument is well formulated according to disciplinary conventions. A crucial and often overlooked first step toward helping students write successfully for a discipline is helping them understand that academic writing involves arguing something.


Before students can formulate their own arguments, they need to examine good models of argument, preferably from the discipline in which we ask them to write. 


Remember that authoritative books are the ones that most need to be defaced. Textbooks and works by prestigious authors are ideal targets. 


For example: What is this author trying to persuade you to do or think? Did she succeed? Why or why not? What was most convincing about the author’s argument? What’s the best counter-argument you can offer?


If it’s worth reading, it’s worth debating in writing.


Personal encounters tend to be more memorable than impersonal ones.Students will perform well on exams if they can remember three things: the names of the authors they’ve read, the authors’ argumentative points, and how to win an argument with each author.


Take a few minutes to scribble an argumentative response to lecture or discussion before rushing home to crawl back in bed.


But nudging students toward a more argumentative relationship with their course material is at least a partial solution to some of the most widespread problems we encounter when trying to teach them to make arguments of their own.


However, it isn’t just students’ attitudes that sometimes need adjustment, but also their critical skills. 


One point I always hammer away at in class is “thesis over theme.”  I explain that yes, that was the topic or theme. But what was the point?  What was the thesis? Most students find it much harder to recognize just what that thesis was, much less state it with any precision. I think it’s important to offer them a solid example of what I’m looking for.


Every field has its own rhetorical rules that govern what makes an argument or hypothesis or interpretation, and the data it purports to explain, sufficiently valuable to be worth the attention of those in the field.   


When we teach writing within a discipline, we’re basically trying to get students to internalize these rules, or as many of them as possible. 


To sum up, then, teaching students to look for and write argumentatively doesn’t involve only teaching students to write thesis statements. It involves helping them look for and recognize and debate arguments they’re already reading and witnessing daily. 

WAC Home

Author:

Kevin J. Barrett, Dept. of African Languages & Literature

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