What we know of prenatal development makes all this attempt made by a mother to mold the character of her unborn child by studying poetry, art, or mathematics during pregnancy seem utterly impossible. How could such extremely complex influences pass from the mother to the child There is no connection between their nervous systems. Even the blood vessels of mother and child do not join directly. An emotional shock to the mother will affect her child, because it changes the activity of her glands and so the chemistry of her blood. Any chemical change in the mother’s blood will affect the child for better or worse. But we can not see how a looking for mathematics or poetic genius can be dissolved in blood and produce a similar liking or genius in the child. In our discussion of instincts we saw that there was reason to believe that whatever we inherit must be of some very simple sort rather than any complicated or very definite kind of behavior. It is certain that no one inherits a knowledge of mathematics. It may be, however, that children inherit more or less of a rather general ability that we may call intelligence. If very intelligent children become deeply interested in mathematics, they will probably make a success of that study. As for musical ability, it may be that what is inherited is an especially sensitive ear, a peculiar structure of the hands or the vocal organs connections between nerves and muscles that make it comparatively easy to learn the movements a musician must execute, and particularly vigorous emotions. If these factors are all organized around music, the child may become a musician. The same factors, in other circumstance might be organized about some other center of interest. The rich emotional equipment might find expression in poetry. The capable fingers might develop skill in surgery. It is not the knowledge of music that is inherited, then nor even the love of it, but a certain bodily structure that makes it comparatively easy to acquire musical knowledge and skill. Whether that ability shall be directed toward music or some other undertaking may be decided entirely by forces in the environment in which a child grows up. Which of the following is the most important to make a child become a musician
A sensitive ear.
B. A peculiar structure of the hands or the vocal organs connections between nerves and muscles.
C. vigorous emotions.
D. Forces in the environment in which a child grows up.
Do you ask yourself any of these questions What is abstract art Is it the same thing as Modern Art How can I interpret and evaluate a piece of abstract art Can it have a subject or a meaning Are there different types of abstract art If you want to discover the answers, and ask more questions, this course is for you! Abstraction is not a style of art, like for example, Baroque or Cubism. It is, rather, about the subject matter and our reading of it. An artist expressing the beauty of a landscape can paint a picture of the landscape, but how can an artist make a piece of artwork about an emotion such as fear, or an idea such as purity, or a quality of a painting such as shape, weight or rhythm It might be worth considering your expectations of some other art forms, music and dance for example. The art critic Herbert Read wrote in 1931, "We must not be afraid of this word ’abstract’. All art is primarily abstract". But many people are afraid of abstract art, and feel that it is alien territory! In this course we will approach abstract art via art with which we, perhaps, feel more comfortable and learn to extend our skills of interpretation and understanding. We will also make sure that terms bandied around in art speak such as "abstract", "figurative", "realism", "representational" are clearly defined. We will explore what we mean by realism and abstraction in Western art by looking at images from the ancient Egyptians, through Classical art, early Christian and Mediaeval art, to the Renaissance, until the late 19th century. We will then explore the break with convention in Modernism, look at experiments with colour and form in the early Modern era, and at some of the key ideas of the first abstract artists. We will examine the historical, social and political context of early Modernism, against the backdrop of rapid industrialization, the Bolshevik revolution and the years leading to the great war. Abstract Art flourished in the 1950s, after the Second World War, with the way being led by American Abstract Expressionism. Why the sudden outpouring of huge abstract paintings Could anyone do the "splash and drip" technique And why did so many abstract painters, including Marc Rothko and Jackson Pollock, meet untimely violent deaths Finally, we will ask. why does abstract art appear to be relatively unfashionable in our Post Modernist times, and has it got a future or shall we relegate it to the art history books The word "relegate" in the last paragraph is synonymous ______.
A. Compile
B. leave...behind
C. remove
D. promote