求一篇主题为“culture diversity vs culture intergration”的英语演讲稿.时长两分钟,大学本科水平.

求一篇主题为“culture diversity vs culture intergration”的英语演讲稿.时长两分钟,大学本科水平.
求一篇主题为“culture diversity vs culture intergration”的英语演讲稿.时长两分钟,大学本科水平.

求一篇主题为“culture diversity vs culture intergration”的英语演讲稿.时长两分钟,大学本科水平.
我想参加2009CCTV杯英语演讲比赛,各位网友帮帮忙,帮我写一篇演讲稿,或给写写社会文化重要性的体现,科技文明领域的广阔性.可以偏向一边,也可以不偏

Cultural Diversity – Cultural Integration

Presenters
Dr. Naomi Jaffe, National Superintendent for Art & Theatre Studies, Ministry of Education Culture & Sport, State of Israel
Dr. Ya...

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Cultural Diversity – Cultural Integration

Presenters
Dr. Naomi Jaffe, National Superintendent for Art & Theatre Studies, Ministry of Education Culture & Sport, State of Israel
Dr. Yael Shai, National Superintendent for Music Education, Ministry of Education Culture & Sport, State of Israel


Since many centuries Jews immigrated to the Land of Israel. This trend increased considerable in the second part of the 20th Century when groups from all over the world, West and East settled in Israel. Each of these ethnic groups carried a rich cultural inheritance that includes the arts, which appeared in everyday life. The result is a diversity and rich mosaic of cultures, including art, music, theatre, film and dance.
One of the questions to be discussed in this presentation is, how the educational system in Israel deals with the fascinating encounter between the cultural and artistic capacity that the student brought from home, including the exposure to the mass media and between the subjects studied in the schools formal curricula. Another question is what and even whether there is a cultural outcome that crystallizes among the students who are the future generation. The answers to these questions will be given through the various art domains and mainly music and art. These answers attribute also to the understanding of the local culture that inevitably is developing in the school system.
The classes in Israeli schools are generally heterorganic and represent the diversity society in Israel. The curricula in the mandatory subject matters try to give proper answers to national and international standards. Among the optional subject matters the arts play an important role and examples will be presented in this paper, mainly from the domain of art and music.

Art
An artwork is one of the human communication forms that are performed through a structure of visual signs and images organized in a composition on a surface. The display of the artworks in museums galleries by curators is another way of creating composition. The aesthetic experience and the aesthetic response are the core point to establish recognition and meaning of the of visual signs and images. The understanding of the observed artwork requires reference to each of the different components and at the same time to create connection among components in order to analyze, explain the meaning of the visual signs and images composition in the work of art. The integration of art history with aesthetic, criticism and production provides us with the opportunity to study art from more viewpoints.
Dewey (1934) in his book “Art as Experience” presented the importance of the observation in the thinking process. The observation from different angles and different points of view is a significant stage in the process of research. In this process, the observer makes a significant acquaintance with concepts such as images, symbols, metaphors, compositions, style, tradition and innovation. As a result he enlarges his experience and his ability to analyze, comment, criticize and express his individual point of view relating to the artwork. It is important to indicate that the context in the artwork involves the senses, emotions and values that are originated and motivated by the personal potential that exists in each of us. In spite of being subjective they have something in common due to the cultural conditioning that exist in each group of the society. For example the symbol of the “Menorah” is an icon in the Jewish – Israeli culture. This icon consists of the seven candles that were situated in the Holy Temple. It symbolized the bond between the Jewish people and God, a bond of cultural unity among the Jewish people in Israel and in the Diaspora. The integration of the Menorah symbol in art works of different compositions can express different meanings and commentaries, but the Menorah in any compositional context will always symbolize the Jewish – Israeli culture.
In order to establish learning environment for creating bridge between cultures we should allow the students to recognize, identify, learn and make research about their own culture through art making. Creating dialog between students and artworks raise a new possibility for bridging the gaps between generations and cultures.

Music
The music artwork that are the result of students who study composition exposes the components originating in the western music and are accompanied by components that originate in the eastern tradition. The result is an interesting diversified combination of the prominent musical features such as: Sound - western form of performance together with an eastern overlap or the use of western violin and the UD, an eastern string instrument; melody – modal melodic line (from eastern origin) supported by traditional western harmony or the use of a melody motive based on eastern flourish; rhythm – a combination of a measured rhythm with an unmeasured rhythm. This musical web exists in the middle –east countries but is especially visible in Israel and it reveals correctly the knowledge acquired in the school together with the culture that the student brings from his home, from his natural environment.
The different works of art, including music styles that are created by students and adults reveal an interesting combination of different music styles that form the developing multicultural creation that is a result of an ecocultural process that is experienced by all of us, including the school students.


Summery
This presentation raises a discussion that refers to the fact that the diversity society in Israel promotes on one hand the tradition and culture from West and East and on the other hand integrates multicultural forms of artworks. An interdisciplinary curriculum should promote issues of cultural diversity and cultural integration that will open alternative and variety of interpretation and interrelationships.

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Dewey, J. (1934) Art as Experience, New York: Perigee Book

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