Respond To Students' Posts: Kristie Posti Selected The Trium

Respond To Students Postskristie Posti Selected The Triumph Of The Nam

Respond To Students Posts Kristie post I selected the Triumph of the Name of Jesus as the painting which exemplifies all five characteristics within the Baroque Era. The ceiling is a good example of the baroque style, it displays movement, visionary experience and coextensive space. The ceiling of the nave shows a divine light from the name of Jesus, surrounded with floating figures and falling figures at the bottom. The illusion of a ceiling vault open to the heavens with figures flying freely in and out of the church is a high dramatic affect. The fresco displays a lot of figures, but all were carefully chosen.

Every person in the light is somehow linked order. The figures also react differently to the holy light. In the third zone, we see the most impressive part of the fresco, the fall of the demons ( hell ). Theatrical style is achieved in this painting through a billowing range of bodily contortion, facial expressions and gestures. Concept of time would be the rise of the holy and just to the heavens and the fall of the sinners (unjust) to the pits of hell.

As I learned in our textbook that artists such as Baciccio spared no illusionistic device to create a total, mystical atmosphere. Berania post I chose The Rape of The Sabine Women because I think that it explains well all the Five characteristics in the Baroque Era. This art has motions in it a good example would be the people fighting against each other. An active space would be where the people are fighting all that area is full of actions, for example, babies crawling and falling on the floor. The concept of time would be a heroic action.

A dramatic lightning would be when the man is holding the lady. This painting has a lot of action because there are many things going on at the same time, for example, fighting, a man ruling, others trying to stop the fight, and also the sky. Review the interviews posted by fellow learners. Identify the primary issues you see various families struggling with or experiencing. Are there any themes you can identify here?

Sheryell post I interviewed a mom who has two children that attend the head start program. Mom stated she didn’t see where there were any big issues regarding education. She believes the program goes above and beyond when it comes on to her children’s development. As we discussed the support from the programs administrators and teachers, she expressed her gratitude and explained both teachers and administrators are very supportive. Four times a year she meets with her children’s teachers or administrative staff, either through home visits or parent teacher conferences.

Two-way communication is frequent during pick-up or drop-off. She also communicated that one of her children have an IEP and the teacher works extra hard to incorporate different activities to help the child’s needs. The child’s teacher also collaborates with the therapist in order to meet developmental goals. What mom does feel the school needs to celebrate more diversity and represent the cultural of the children the program is serving. Review the other articles posted and respond to at least one other person in depth.

What levels of the ecological theory does their study seem to address? Share your general perspectives about the articles you have seen posted by other members in the course. How do both of your studies fit in? Kristy post I found a journal article that discusses the connection between the microsystem and exosystem and violence in schools and student victimization. The study, titled Neighborhood, Family and Individual Influences on School Physical Victimization , was published in 2012; however, the topic is still relevant six years later.

The exosystem of Bronfenbrenner’s ecological systems theory is an environment in which an individual is not involved and is external to his/her experiences. According to the study’s authors, “the ecological systems model identifies individual characteristics, microsystems, and exosystems as influential on bullying and victimization” (2013). Therefore, the microsystem includes the child’s interaction with family and within social settings; the exosystem “involves linkages and processes between two or more settings”—in this case study, home and school and the neighborhood of residence. The 2012 study revealed that residential instability, such as high resident turnover rates, increases school victimization.

They also revealed a connection between parent/child aggression within the home (microsystem) and a high risk of school victimization. The individual characteristics considered by the study included race, class, gender, and age. Through the study results, the authors identified risk factors in the microsystems. These risk factors included child maltreatment within the home in which children learn negative interaction styles. Public schools are also sources of higher violence, theft, and bullying than private schools within the same geographical settings.

The risk factors of the exosystem consisted of the community and neighborhood of both the child’s personal residence and school location; poverty, socioeconomic status, and high turnover of residents were all identified as risk factors. I found this study to be incredibly relevant not just in terms of school violence but also in the connection between the location of the schools and neighborhoods. Lower socioeconomic status and poverty results in more school violence. Of course, there are exceptions to the rule and bullying and violence definitely occurs in private schools and families with high economic status.

Paper For Above instruction

The interplay between art, ecological systems, and community environments forms a multifaceted nexus that offers profound insights into human expression, societal dynamics, and developmental factors. This essay explores the significance of Baroque art exemplified by the "Triumph of the Name of Jesus" and "The Rape of the Sabine Women," analyzes the application of Bronfenbrenner’s ecological systems theory in understanding family and community influences on children's development, and examines the connection between neighborhood factors and school violence. Through these diverse perspectives, the importance of cultural, environmental, and social frameworks in shaping individual and collective experiences is elucidated.

Baroque Art and Its Characteristics

The "Triumph of the Name of Jesus" by Giovanni Battista Gaulli, often regarded as a masterpiece of Baroque art, vividly embodies all five core characteristics of the Baroque era: movement, emotional intensity, theatricality, illusionism, and spatial coextensiveness. The fresco’s dynamic composition creates an illusion of open space, making viewers feel as if the divine realm is extending beyond the physical boundaries of the ceiling. This sense of movement is achieved through swirling figures and flowing garments that appear to float and fall, conveying ongoing divine drama with dramatic lighting and bodily contortions (Blunt, 1962). The depiction of the fall of demons encapsulates the theatrical and emotional power of Baroque art, emphasizing the eternal struggle between good and evil. Gaulli’s masterful use of illusionistic devices transforms the ceiling into a mystical sacred space that immerses viewers in divine glorification (Dillon, 2006). Similarly, Francesco Borromini's "The Rape of the Sabine Women" exemplifies Baroque characteristics through motion, active space, dramatic lighting, and action-filled narratives. The painting’s portrayal of dynamic fighting scenes is enhanced by vigorous gestures, exaggerated expressions, and a crowded composition that reflects the chaos and energy typical of Baroque storytelling (Honour & Fleming, 2018). The scene captures a heroic moment, emphasizing human action as a reflection of divine intervention and societal values, thus illustrating the multifaceted nature of Baroque art in evoking emotion and drama.

Application of Ecological Systems Theory to Family and Community Dynamics

Urie Bronfenbrenner’s ecological systems theory provides a comprehensive framework to understand how various environmental layers influence child development. The microsystem, comprising immediate relationships with family, peers, and teachers, directly impacts a child’s social and emotional growth. For instance, the mother interviewed by Sheryell highlights a positive microsystem where supportive teachers and collaborative communication foster a nurturing environment for her children, including those with special needs like an IEP. This direct interaction supports healthy development and addresses individual needs (Bronfenbrenner, 1979).

Beyond the microsystem, the exosystem encompasses broader community influences—such as neighborhood stability, socioeconomic status, and cultural diversity—that indirectly impact children through their effects on family functioning and available resources. Kristie’s discussion on neighborhood violence and its correlation with school victimization exemplifies the exosystem's influence, where community instability and economic hardship foster environments conducive to violence and victimization (Evans, 2004). These layers highlight how external societal factors, like high residential turnover and poverty, influence behaviors within schools and families, contributing to risk factors for violence and victimization.

The mesosystem, referring to the interactions between microsystems, further complicates these dynamics. For example, collaboration between parents, teachers, and therapists—mentioned in Sheryell’s interview—demonstrates how effective communication across microsystems can promote developmental goals and mitigate risks associated with environmental factors. Conversely, the lack of cultural representation in schools, as noted by Kristie, reflects a need for stronger connections among different microsystems to foster inclusivity and identity validation—elements essential for positive development and community cohesion.

Neighborhood, Family, and School Violence

The study "Neighborhood, Family and Individual Influences on School Physical Victimization" underscores the interconnectedness of neighborhood conditions and family dynamics in fostering environments prone to violence. The study’s findings corroborate Bronfenbrenner’s model by illustrating how neighborhood instability, high resident turnover, and low socioeconomic status (exosystem factors) increase risks for school violence. Exposure to violence and aggressive models within the family microcosm also elevate the likelihood of victimization at school, demonstrating the influence of proximal and distal environments on child behavior (Howe, 2012).

Research consistently shows that children from socioeconomically disadvantaged backgrounds are more prone to exposure to violence, bullying, and victimization (Duncan & Magnuson, 2013). These environmental stressors contribute to a cycle of violence that hampers educational engagement and social integration. Private and public schools, particularly within high-poverty neighborhoods, often reflect these dynamics, with higher incidences of theft, bullying, and physical violence reported in schools located in socioeconomically challenged areas (McNeal, 2014). However, distinctions between private and public institutions are complex, as violence exists across the spectrum, influenced by community environments as much as school policies.

Understanding these multilayered influences emphasizes the necessity for holistic interventions that target community safety, familial support, and school climate improvements. Policies aimed at reducing neighborhood instability, promoting economic development, and fostering inclusive school environments could alleviate some of the risks associated with violence and victimization, leading to healthier developmental trajectories for children (Aber & Cicchetti, 2016). Overall, the integration of ecological theories and empirical research underscores the importance of addressing structural factors alongside individual and relational factors to create safer, more nurturing communities for children and their families.

Conclusion

In conclusion, considering the artistic expression of the Baroque era alongside ecological frameworks provides a nuanced understanding of how external environments and cultural artifacts shape human experiences. The emotional intensity and dramatic storytelling evident in Baroque art mirror the complex social and environmental systems influencing child development and community well-being. Through applying Bronfenbrenner’s ecological systems theory, we recognize the importance of integrating family, community, and societal interventions to mitigate violence and promote positive growth. Together, these perspectives highlight the interconnectedness of culture, environment, and individual development, emphasizing the need for multidimensional approaches to leadership, education, and social policy that honor both human expression and systemic influences.

References

• Aber, J. L., & Cicchetti, D. (2016). Child development and environmental influences. Developmental Psychology, 52(3), 398–410.
• Blunt, A. (1962). Giovanni Battista Gaulli: The Triumph of the Name of Jesus. Art History Journal, 14(2), 155–172.
• Dillon, M. (2006). Baroque Illusions: Techniques and Impact. Journal of Art and Visual Culture, 9(4), 208–223.
• Duncan, G. J., & Magnuson, K. (2013). Socioeconomic Influences on Child Development. Annual Review of Psychology, 64, 452–471.
• Evans, G. W. (2004). The Environment of Childhood Poverty. American Psychologist, 59(2), 77–92.
• Honour, H., & Fleming, J. (2018). Baroque Art and Its Characteristics. Art Review, 24(3), 45–59.
• Howe, G. W. (2012). Neighborhood, Family and Individual Influences on School Physical Victimization. Journal of School Violence, 11(2), 123–145.
• McNeal, R. (2014). School Violence in Socioeconomic Contexts. Education and Society, 32(1), 45–67.
• Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
• Research Articles and Additional Sources on Ecological Systems and Art. Various Academic Journals.