Fashion and Modernity Essay Example

Fashion and Modernity Essay Example Fashion and Modernity Paper Fashion and Modernity Paper Fashion is dress in which the key feature is rapid and continual changing of styles. Wilson, E. 1985 Adorned in Dreams: Fashion and Modernity London: Virago p. 3 How to identity and obsolescence contribute to this continual change? Illustrate your argument with reference to specific examples. Fashion today is one of the predominant cultural aspects of the Modern Society. We are consistently informed about its latest changes in the quality newspapers, on TV and even in films. Yet it is becoming more of a norm and not, as most of us think, creative. Fashion nowadays is not one established trend; its the multitude of trends. This has replaced the trend which until a few decades ago was the style introduced every fashion season. Therefore, fashion includes a broad range of possibilities now than it did in the first 6 or 7 decades of the last century or any of the past centuries. Whoever wants to be stylish abides by fashion. This causes continuous change. Fashion represents distinctiveness and ephemera. The fact of the ephemera itself is fascinating. Fashion, by description, changes constantly. Since the 1980s and the growth of the global economy, there has been massive growth in the world fashion. The biggest effect of globalization is on fashion, and the changing fashion trends are proof to the fact that the effect of globalization has significantly affected the fashion trends in the whole world. Americanisation is the nucleus of the global consumer society. It has become synonymous with commodification, the rationalising and material power of modernity and Westernisation. The influence of the United States of America on the cultures of other countries of the world is far more negative than positive. Consumers are constantly being manipulated by the foreign influence, which results in the loss of ones own individuality. : For centuries societies have used dress as a form of unspoken communication to show occupation, status and personality. What we wear and how and when we wear it provides others with information of a social situation as well. Even those who reject fashion are connected to it through their refusal. They refer to the current trends in order to break away from it. This is one example of conflicting nature of fashion with its constant changes of styles. These changes indicate reaction against what went before; although they may be self-contradictory too. A Twenties flapper might wear a masculine sweater as to undermine the femininity of her bell-shaped skirt or in the 70s young women wore feminine lace blouse and unisex jeans. Sometimes this paradox appeared pointless. Ever changing, fashion produces only orthodoxy, as the sensation of the never-before-seen adapts to the moralistic principles of the society. The nineteenth-century urban bourgeois, anxious to preserve their distance from the omnipresent gaze in the strangely inquisitive anonymity of the crowd where anyone might see you, developed a discreet style of dress as a protection (E. wilson, 1985 p. 137) Fashion is a modern European occurrence, which is inseparable from capitalism in Europe. It is the progress of the bourgeois 19th century and the industrial revolution. Fashion can only flourish and become a mass event in an industrialized society with developed technology, sound aesthetic taste and uniqueness, as well as wealth. Because fashion is the opulence one must be able to pay for. Both haute couture and mass-production fashion were quick to adapt the youth cult to mainstream fashion. (E. wilson, 1985 p. 174). Although today, in a time of mass production of cheap fashion for all, fashion becomes democratic. But this idea is misleading; even though everyone can be fashionable, fashion still plays the role of social distinction. But the decisive factor is not very emphasized; it shifted from the complete shape to details in preference in fabric and manufacturing. There are also factors such as the way of speaking and personal behavior that reflect social belonging. When dress was the only sign of status these factors werent as primary. Before fashion there was a traditional costume, or simply clothing. Clothing is the more broad term. It stresses the functional roles, such as protection from cold, heat and other environmental factors. But costume did not only protect the human body, it decorated it too, which proves that the core role of fashion has always been to adorn human body. But the difference between fashion and clothing is that the clothing has a sound function. Whereas with fashion it is not enough; we need it to express ourselves to the visually obsessed society through the way we wear clothes, jewellery and body art. We need fashion because others approve it and we always change it because it becomes dull and stops to serve its purpose of being unique.

Typical Course of Study for 9th-Grade

Typical Course of Study for 9th-Grade Ninth grade is an exciting time for most teens. The beginning of the high school years marks the culmination of their primary education, and the  course requirements for high school students  begin their preparation  to enter college or the workforce after graduation. Curriculum for 9th-grade students shifts to address higher level thinking skills and autonomous study skills. In 9th grade, language arts prepares teens for effective oral and written communication. Typical courses in science include physical science and biology, while algebra is the standard for math. Social studies usually focuses on geography, world history, or U.S. history, and electives such as art become a vital part of a students  education. Language Arts A typical course of study for ninth grade language arts includes  grammar, vocabulary, literature, and composition. Students will also cover topics such as public speaking, literary analysis, citing sources, and writing reports. In 9th grade, students may also study  myths, drama, novels, short stories, and poetry. Math Algebra  I is the math course that is typically covered in 9th grade. Some students may complete  pre-algebra  or  geometry. Ninth grade students will cover topics such as real numbers,  rational and irrational numbers, integers, variables,  exponents  and powers,  scientific notation, lines, slopes, the  Pythagorean Theorem, graphing, and using equations to solve problems. They will also gain experience in reasoning skills by working through reading, writing, and solving equations, simplifying and rewriting equations to solve problems, and using graphs to solve problems. Science There is a wide range of topics that 9th-grade students can study for science. Standard high school courses include biology, physical science, life science,  earth science, and physics. Students may also take interest-led courses such as astronomy, botany, geology, marine biology, zoology, or equine science. In addition to covering standard science topics, it’s essential that students gain experience with science practices such as asking questions and forming hypotheses, designing and carrying out experiments,  organizing and interpreting data,  and evaluating and communicating results. This experience usually results from taking science courses with labs and learning to complete lab reports after each. Most colleges and universities expect high school students  to complete two or three lab sciences.  Ã‚   Two of the most common science courses for ninth grade students are biology and physical science. Physical science is the study of the natural world and includes topics such as the earth’s structure, ecology, weather,  climate, erosion, Newton’s laws of motion,  nature,  space, and astronomy. Physical science may also cover  general science principals such as  the scientific method and  simple and complex machines. Biology is the study of living organisms. Most biology courses begin with a study of the cell, the most basic component of all living things. Students will learn about cell structure, anatomy, taxonomy, genetics, human anatomy, sexual and asexual reproduction, plants, animals, and more. Social Studies As with science, there is a wide range of topics that students can study for ninth-grade social studies. Social studies encompass history, culture, people, places, and environments. Students need to gain experience with  social studies skills such as reading maps, using timelines,  critical thinking, evaluating data, problem-solving, and understanding how cultures are affected by geographic location, events, and economics. Standard high school courses for 9th-grade students include American history, world history,  ancient history, and geography. Students studying U.S. history will cover topics such as the exploration and settlement of America, Native Americans, the foundations of American democracy, the Declaration of Independence, the U. S. Constitution, taxation, citizenship, and types of government. They will also study wars such as the American Revolution and the Civil War. Ninth graders studying world history will learn about major world regions. They will learn about the patterns of migration and settlement in each, how the human population is distributed, how people adapt to their environment, and the effects of physical geography on cultures. They will also study wars such as World War I and World War II.   Geography can easily be incorporated into all history topics. Students should learn map and globe skills using a variety of map types (physical, political, topographical, etc.). Art Most high school coursework now requires art credit. Colleges and universities vary on how many elective credits they expect, but 6-8 is average. Art is  a broad topic with ample room for interest-led, elective  studies. Art studies  for ninth grade students can include visual arts such as drawing, photography, graphic design, or architecture. It can also consist of performance art such as drama, dance, or music. Art studies should allow students to develop skills such as watching or listening and responding to art, learning the vocabulary associated with the art topic being studied, and fostering creativity. It should also allow them to encounter topics such as  art history, famous artists and works of art, and  the contributions of various types of art to society and its impact on culture.