Therapeutic Value of Art and History of Art Therapy

Therapeutic Value of Art and History of Art Therapy Therapy Emotions Artistic Becoming An Art Therapist â€Å"Art therapy is a type of psychotherapy that encourages the expression of emotions through artistic activities such as painting, drawing or sculpture; psychotherapy based on the belief that the creative process involved in the making of art is healing and life-enhancing† (Webster’s Dictionary). Art therapy opens a creative world for those who cannot express the way they feel by use of verbal communication. To some people, are not enough. Expression through painting, sculpting, and drawing assists one in overcoming the effects of traumatic or unpleasant happenings in his life. Art therapy is a field that is beneficial to people of all ages, gender, emotional status, or mental ability. It is necessary to examine the knowledge of products resulting from and various methods utilized in a variety of disciplines in order to fully understand the vast benefits of implementing art therapy (Repko, 2005). It is used for a wide variety of conditions such as: the terminally ill, mentally challenged, emotionally disturbed, those afflicted with eating disorders, the abused both physically and verbally, and many more. The goal of Art Therapy is free and open expression, emotional well-being, mental stability and well-balanced coping skills for the client. In the profession of Psychology, use of Art Therapy is considered a most crucial component in evaluating, diagnosing and treating patients. Analysis of a persons psyche and mental health is often difficult with the single use of verbal communication. The use of art in healing dates back to the ancient drawings on walls of caves, revealing that although the profession of Art Therapy appears very young in the family of mental health disciplines it is very old and personally natural in practice. There is even evidence that the creative act of art may have prevented or forestalled more serious mental disorders for painters such as Blake, Munch or Van Gogh (McNiff, 1980). Patients who are given the opportunity to free themselves of inhibitions stemming from inner hesitations of new experiences, parental influences, cultural or economic are able to express deep fears, even fantasies or wishes through the expression of art. It is the symbolic language of images that initiates the surfacing of feelings and emotions that one often cannot or dares not to express verbally (Meltzer, 1948). As people outgrow inhibitions their personalities are freed and they can express and project feelings as well as face events that once disturbed them. In therapy, the developmental stages of art expression go from quite restricted and simplistic stereotypic models to images with actual faces or events expressed. Frustrated or once disassociated personalities are released and reintegrated through the use of art expression (McNiff, 1948). Art is often neglected as a serious academic subject in educational institutions. However, with further investigation it can compliment even the most difficult educational programs. Art is important to every student, but especially in programs educating handicapped or exceptional children. J. Dewey expressed in his drive to develop humanness in exceptional children that â€Å"†¦artistic activity is the way in which one may gain in strength and stature, the belief in his own powers, and the self respect which makes artistic activity constructive in the growth of personality† (Dewey, 1970 as sited in Integration of Art Education into Special Education Programs, 1976, n.p.). Curiosity is emerging about the therapeutic values of art, where once there was an emphasis on cognition art is becoming recognized as beneficial in the development and growth of individuals. The goal of both art therapist and art teacher is for an individual to realize his full ego. Teachers and therapists strive to master techniques which affect and develop the inner psyche of students. Margaret Naumburg was the first educator who had a sophisticated understanding of the importance of art in education. She incorporated free art expression into her work and published writings about her experiences. Teachers joined clinicians and educators in institutions dealing with handicapped, the bereaved and the mentally ill (Rubin, 1980). Intense and long-term education with clinical practice is required for an Art Therapist to obtain certification. The very nature of altering one’s personality or well-being in therapy necessitates the seriousness in consideration of the academic and practical preparation of an art therapist. The American Art Therapy Association was formed to regulate and determine and delineate the degree of education and training of art therapists. Standards of registration include strict guidelines with requirements including a master’s program with a highly valued emphasis on graduate training under the supervision and tutelage of art therapists and psychotherapists within clinical settings (McNiff, 1980). A wide variety of disciplines could be examined to understand the value of Art Therapy. Some are: sociology, psychology, economics, artand education. The scope of this paper will focus onhow art therapy is used in analyzing the psychological health of patients and treatment of; the development of individuality through art incorporated into education; and the aesthetic value of expression through the creative act of art. The most critical disciplines to determine the benefits of Art Therapy incorporated into its goal are psychology, art, and education. Examining the perspective of psychology will allow understanding of how a person can be evaluated for emotional and mental health, and methods of treatment prescribed to achieve the ultimate of balanced well-being through the use of the creative act. Psychology is the science of the status of the mind and it processes. Many conditions and happenings in life affect an individual’s physical and mental health. It is imperative to evaluate and prescribe the most beneficial methods of treatment to achieve this balance of mental status. Examining the perspective of art will reveal how expression of emotion and experience within the freedom of verbal communication has a healing affect on an individual and can rid him of past traumas or harmful experiences that prevent ultimate health. Art is the production of what is appealing, considered beautiful or that which is of more than ordinary significance. The avenue of communication through this type of creative expression enhances all individuals who utilize it. Not only is aesthetic value received through artistic expression, rather the therapeutic value far outweighs the former benefits. Finally, in looking at the perspective of education may explain why there is a necessity of years of academic instruction and clinical practice to obtain the certification of art therapy. Education is considered the intellectual preparation for mature life through acquiring knowledge. Its goal is to develop the power to reason based on knowledge and instruction that is imparted to the student. The profession of Art Therapy requires many years of academic study as well as clinical study and internship to obtain certification. Intense focus is on the importance of proper study and training to perform art therapy with an individual. Research of articles, journals and literary information pertaining to each discipline will be conducted. Products of the three disciplines mentioned concerning art therapy will be discussed such as American Art Therapy Association standards and requirements, artistic work of individuals before and after treatment, and exhibits of artistic expression from a variety of painters. The effectiveness of art therapy will also be revealed through drawings and paintings exhibited by different artists and individuals. The purpose of this paper is to reveal the therapeutic value of free expression in drawing, sculpting and the use of images; how art expands the imagination and educational scope of children and adults; and how the development of personality and character is affected when allowed expression through non- verbal means. By looking at similarities in the end product of individuals through various disciplines, the benefits of implementing art therapy will be revealed. Background Art Therapy (All in bold will be defined in Appendix A) began its history in the 1930s in America because of the efforts of Margaret Naumburg. In thirty years it developed into seven courses taught in five institutions by four art therapists including Ms. Naumburg. By 1971 four programs offered master’s degrees in art therapy. These degrees were offered in universities, a medical college and a college known for its fine arts studies. Single courses in art therapy were offered across the country in academic institutions as supplemental education. The historical background of art therapy began very slowly with seemingly nothing happening and then it developed with great speed (Agell, 1980). In the early development of art therapy professionals used it as case work for treating children with behavioral problems in residencies and special schools, hospitalized patients and private clients. â€Å"Art therapists who, convinced of the special qualities inherent in art, persuaded others – artists, teachers, and clinicians – that art expression provided an enduring, moving, and sometimes exquisite message of human experience† (Agell, 1980, p. 9). During the pioneering days, many therapists had been doing art therapy but didn’t know what to call the process or results of something special that was happening in their work. Elinor Utman founded the American Journal of Art Therapy in 1961. This publication provided information regarding the therapeutic use of art in professions. It also enabled art therapists who had formerly been isolated to be unified. This ultimately led to the founding of the American Art Therapy Association (AATA) in 1969 that gave therapists a structure for promoting their field of work, and its ultimate priority was to support the training development of art therapists. Two documents, Guidelines for ArtTherapy Training and Guidelines were created to provide the fundamental standards for training and the educational level required for certification of art therapy. It was determined that professional certification should be with a Master’s degree with recommended didactic and practicum experience (Agell, 1980). Art therapy has developed into four categories: recreational, occupation, general therapeutic and actual art therapy. These types of therapy are typically used with a variety of patients; the most intensive application of the therapy was used on institutionalized tubercular patients. Handicrafts and major arts were used to aid in the depression caused by elongated institutionalization. Physically handicapped patients were trained how to use other limbs or a different set of learning functions. Neurologically impaired patients such as those with cerebral palsy, mongoloid or the blind experienced the benefit of release or development of a satisfactory degree of intellectual functioning through the creative act of art. Those with mental and psychologically deviant conditions experienced art therapy as a therapeutic process and sometimes as a curative process. Art therapy was used for the occupational benefit as well as for enjoyment. â€Å"With the retarded and pathological child we have begun to realize the great help that can be gained from art psychotherapy in the youngest age group (Harms, 1975, p. 242). Research in progress shows that we ought first to distinguish between intellectual and perceptive learning. An impaired child will comprehend a branch of green leaves or a flower much more readily if it is not only explained to him but if he also has drawn it with crayons. The creative method of comprehending is not only much simpler but also reaches deeper into the apperceptive nature of the young child† (Harms, 1975, p.242). Development of Art therapy is used for people with health issues. Anna, age twelve, is a patient who came to treatment after having suffered many traumatic experiences due to a heart defect. She endured five major cardiac surgeries and had many problems that compounded her condition other than the physical difficulties. Having been sexually abused by a family member she exhibited difficulty coping with her feelings about the issues in her life causing stomach aches and a lack in friendships. Anna’s treatment included art therapy and resulted in better management of her anxiety and depression. A part of her treatment was to create a collage to draw out the subconscious feelings she had reached regarding her life issues. The focus of treatment and healing was her serious medical condition along with abuses. Anna’s depiction of herself in the collage was a figure with a large head and small body shown in the center of the paper. She had cut out magazine and placed the â€Å"good† describing herself on the right of her head and to the left, the â€Å"bad†. It was determined that she could not see both sides as a part of the whole head indicating she viewed herself as divided. It was only through art instead of traditional verbal therapy that this depiction of self was revealed. Though she was initially unaware of the divided view of herself through art therapy she reached a measure of healing resulting in healthier coping skills. This was confirmed by the change of images in her art, proving the benefit of art in treatment as well as recovery (Lees, 2003-2005). Victims of violent physical abuse also benefit from art therapy in that they are able to express in images horrible experiences that are either no longer conscious or are too painful to verbalize. As a sexual abuse survivor Susan exhibited a common theme of confusion of feelings and devaluation of self that is often only revealed through art. Art therapy reveals through images the impact the violence of sexual abuse creates. The first drawing of Susan reflected her pain with a single tear on an expressionless face. Her torment was silent, but through continued use of art she was able to express her suppressed emotions and the feelings that overwhelmed her. Progressive pictures depicted images of her feelings of loneliness and helplessness. Art allowed Susan to step outside herself and view what her feelings look like. This was a step used for her to learn how to own her true feelings. Through art she was able to see herself as a grown woman with an inner child. The colors in her art turned from black and colorless to vibrant and vivid. Emotions of anger appeared after the fifth drawing and as art drawings continued through treatment deeper emotions were depicted in the images and color selection. Through art therapy Susan was able to work through the steps of healing which brought hope of a new life without the pain from past experiences (Lees, 2003-2005). A third use of art therapy is with people who have challenges living in the normal realm of life. Children with autism benefit from art therapy by the opportunity to express and communicate with the world through images since they often cannot verbally. Sung, a Korean five year old girl, was filmed with a 35 mm camera to determine the benefit of art in autistic children. In her first session she became familiarized with the supplies used in art – sketchbook and a box of bright wax craypas. Her first drawings were banana-like arcs with heavy lines or large solid dots also containing rectangular patches. Other forms come and go in her depictions. Eventually she became â€Å"mesmerized by activity which fills her entire visual field and is absorbed by the deepening color and her rapidly moving hand seen from scant inches away† (Kellman, 2004, p.13). Sung’s art developed into additional shapes and a common images of heads with big solid eye dots and facial features. As time went on her pictures became more detailed including bodies with clothes and thinner lines. Paints and origami were introduced which developed dexterity. She was able to develop keen vision with spatial capacities as well as the control of fine motor skills. Her art revealed that autistic children frequently â€Å"focus on the geometric structure of a visual scene and on the forms and structures of objects themselves in their drawings† (Kellman, 2004, p.16). Sung was developing her available skills through art. Art therapy has developed into an essential and beneficial form of treatment and therapy. The above three scenarios prove the variety of uses in the expressive language of art. People with physical, mental or emotional difficulties are able to heal or develop with the use of art expression. The extent of healing/development can be measured through the progression of detail in the images. The scope of treatment is determined by the extent or type of art medium necessary. From its beginning in the 1930s, art therapy has developed and become recognized as an authentic therapy to assist people through a variety of disciplines. The objective of this paper is to explain how to become a successful art therapist by showing examples of treatments and giving the guidelines of the educational process. Integrating several disciplines forms a holistic, comprehensive understanding of how to accomplish this profession by using the Comprehensive Perspectives Model (Repko, 2005). Psychology not only benefits the therapist but is also the core reason patients turn to art therapy. Having a background in psychology will give an understanding of the brain and gives insights of how to cope and treat the issue. Art consists of the therapeutic process of learning to show emotion by using drawing pencils, paints and clay for sculpturing. Any individual can benefit from art alone because it subconsciously uses all the senses. Education is what ties the two above disciplines together. Psychology and art alone are very different but with having the proper process in both, together they form a creative solution for those not only in need of therapy, but for all. References Psychology Evans, R., Tissot, C. (2003). Children with autistic spectrum disorders: Perspectives on current research. Early Childhood Development and Care173, 361-362. Kellman, J. (2004).Art of a child with autism: Drawing systems and proto mathematics. Journal of Aesthetic Education. 38, 12-22. Lusebrink, V.B., (2004). Art therapy and the brain: An attempt to understand the underlying process of art expression in therapy. Art Therapy: Journal of the American Art Therapy Association21, 125-135. Meltzer, H. (1948). Studies of the free art expression of behavior problem children and adolescents as a means of diagnosis and therapy. The Journal of Educational Psychology39(6), 382-384. Art Harms, E. (1975). The development of art therapy. Leonardo8, 214-244. Lees, L. A. (2003-2005). Lees psychological services, inc.. Retrieved March 8, 2008, from Examples of How Art Therapy Works Web site:http://heartandmindmatters.com/content/view/8/7/ Packard, S. (1980). The history of art therapy education. Art Education33, 10-13. Rubin, J.A. (1980). Art therapy today. Art Education33, 6-8. Education May, D.C. (1976). Integration of art education into special education programs. Art Education. 29, 16-20. McNiff, Shaun (1980). Art therapy registration and standards of practice. Art Education. 33, 29-30. Stoner, S.D., Drachnik, C., Jensch, K., Jungles, G., Levick, M., Minar, V. (1980). Employment, training program development, and legislative issues. 33, 25-28. Additional Sources Repko, A. (2005) Interdisciplinary practice: A student guide to research and writing. Boston: Pearson. Webster, N (1961). Websters new international dictionary. Cambridge, MA: Riverside Press. Figure Captions Figure 1: Untitled (Lees, 2003 2005) Figure 2: Letting Go (Lees, 2003 2005) Figure 3: Inner Child (Lees, 2003 005) Figure 4: Haling Hope (Lees, 2003 2005) Appendix A: Glossary (Preston, 2008) apperceptive able to relate new percepts to past experience art – â€Å"the means of widening the range of human experiences and creating equivalents for such experiences; an area where experience can be chosen, varied and repeated at will. In the creative act, conflict is re-experienced, resolved and integrated â€Å" (Kramer, 1958, p. 6) art therapy – therapy with the use of creative activities to express emotions enabling individuals to manage/overcome physical and mental problems. curative something that cures; a remedy. dexterity skill and grace in physical movement, especially in the use of the hands or mental skill or cleverness. didactic intended to instruct; inclined to teach or moralize excessively. craypas painting media such as watercolor, temper, acrylic, oils, wax crayons

Freud’s Interpretation of Sophicles’ Oedipus Tyrannus Is Ridiculous

â€Å"Freud's interpretation of Sophocles’ Oedipus Tyrannus is ridiculous. † Discuss This essay will discuss the interpretation of Oedipus Tyrannus by Freud and whether his interpretation holds any weight in using it to aid his own theory, the Oedipus complex, or whether it was a ridiculous reading of the play itself. Freud’s theory will be explored first, before moving on to look at the interpretation itself. This will give a strong sense of how the Oedipus complex comes about in a young child and help in the discussion as to whether Oedipus may have been fulfilling this unconscious desire.The discussion will also touch upon Freud’s belief that it is his own theory that explains the reason for the play’s long-lasting success. Sigmund Freud is the father of a branch of psychology that he named psychoanalysis, as well as having a tremendous influence in how modern psychology has developed since the turn of the 20th Century. Freud was born on May 6th 1856. The first reference to Freud having used Sophocles’ Oedipus Tyrannus to help strengthen his theory of the Oedipus complex, which is explained below, and also the first mention of the Oedipus complex altogether comes in 1900 in Freud’s The Interpretation of Dreams.However, in The Interpretation of Dreams the theory is clearly only just beginning to be devised by Freud as it is not until 1910 that the term ‘Oedipus compex’ is first used. To be able to understand Freud’s interpretation of Oedipus Tyrannus it is vital to grasp what the Oedipus complex actually refers to. Before discussing the Oedipus complex it is important to discuss the earlier psychosexual development of a child, which leads into the development of the Oedipus complex. The first two stages, or the ‘pregenital’ stages, begin very early in life.The first is the oral stage, unsurprisingly, as infants first derive sexual pleasure primarily through the mouth; such as ta sting, sucking, and making sounds. This stage is followed by the anal stage, in which the infant has discovered the anus. This stage is focused on the control of the self and gives the infant the first opportunity to gain a sense of independence and achievement through learning to control the bowel and bladder. With the next stage, the phallic stage, the Oedipus complex tarts becomes apparent. It is during this time that the infant discovers the difference between a boy and girl, the boy begins to see the father as a rival for his mother’s affections, but also develops a fear of the father becoming a rival for the mother’s affections. Alongside these developments the child finds the genital area as an erogenous zone. The ‘castration complex’ can develop throughout this period and it is important to think of the male and female child as, ‘with penis’ or ‘castrated’, relatively.Freud believed that the male child saw the female child as a castrated boy and thus the result of, what seemed to be common in the turn of the century, the threat of parents telling young boys to stop playing with their genitals or they will be cut off. The young boy now believes that the father becomes a real threat to the affections for his mother. Between the age of four and five, Freud believed that the young child develops sexual feelings for his mother, and alongside this wants to have complete possession of her and thus hostile feelings develop towards the father.However, the possibility of castration that the young boy has understood to be seen in the naked girl, poses a horrific possibility to the boy. With the loss of his penis at stake, as in the young boy’s mind this is the form of retaliation the father will take to any hostile action from the child, the boy focuses his attention towards other feminine sources for sexual satisfaction. This is the Oedipus complex laid out as unimpeded development of the young boy and variations to this development through childhood is how Freud can explain ‘abnormal’ sexual behavior.For the young girl the Oedipus complex follows a different path once the difference between boy and girl has been realised. The lack of a penis is seen, through the young girl’s eyes, as the fault of her mother, because of this the girl moves away from the need to possess the mother and begins to long for the father in a similarly sexual manner and the wish for him to impregnate her. It is the resulting child that Freud imagines can ‘cure’ the girl of her ‘penis envy’ seeing the baby as a replacement for the missing organ.For Freud however the female never really surpasses this stage of penis envy. With Freud’s interpretation of Sophocles’ Oedipus Tyrannus it is the male side of the Oedipus complex that is discussed. It is obvious that Oedipus indeed performs the actions that one would attribute to the desires of the Oedipus complex being fulfilled: The murder of his father and the sexual union with his mother. Freud’s interpretation, however, seems to conveniently ignore certain aspects of Sophocles’ Oedipus Tyrannus, which upon inspection provide obstacles for Freud’s theory to navigate.In the development of his theory on the Oedipus complex, Freud undertook a great deal of self analysis and as such it is questionable as to how generalised his thoughts can be used to understand the human development. Freud had seen the play Oedipus Tyrannus and; â€Å"saw himself in a very concrete sense as Oedipus. † With this in mind Freud’s interpretation of Oedipus Tyrannus is not lessened in itself, but this does have bearings on his interpretation as proof of the Oedipus complex. Tragedy, as in all art forms, is open to interpretation no matter what the original artist intended as the meaning.For Freud, Oedipus represents the fulfilment of the early sexual desires towards the mother and the aggressive behaviour towards the father. However, that Oedipus does not know that these two people are his biological parents seems to belittle Freud’s use of Oedipus as an exemplum for his theory. Freud’s use of Oedipus is meant to show that the Oedipus complex â€Å"transcends time and place. † That Oedipus has a lack of knowledge of his true parents doesn’t seem to affect Freud in his use of Oedipus in this way. In my opinion, however, this use is severely at odds to the point that Freud attempts to make.A child, according to the Oedipus complex, that grew up with non-biological parents should have had little to no effect upon the early stages that lead to the development of the Oedipus complex, thus little to no effect upon the complex itself. Oedipus was sent away as an infant to be killed, but instead grew up with different parents. This, therefore, gives no reason to think that the idea that Oedipus sleeping with his biological mothe r and killing his biological father is the Oedipus complex realising itself within Oedipus.The interpretation by Freud seems to have used the popularity of Oedipus Tyrannus, at the time he was developing his theory, to help in popularising and explaining the Oedipus complex. Although Freud himself seems to have believed that Oedipus was, indeed, a good example of his theory: Broken down simply his argument runs, 1. There is a universal psychological conflict (Oedipus complex), as I have discovered in my clinical experience. 2. This is confirmed by a drama which has universal effectiveness. 3.Why this drama is universally effective can only be understood if my hypothesis is correct. This reference to why the drama is universally effective is Freud’s belief that the play in itself is not that challenging a concept. According to Freud it is only if his theory is correct that the ability of Oedipus Tyrannus to have had the â€Å"universal power to move† at all. This scient ific sounding argument leaves little option for Freud to be wrong, as the play has indeed enjoyed thousands of years of success.This, however, is according to Freud. Freud’s interpretation of Sophocles’ Oedipus Tyrannus seems to continually leave absolutely no room for a lack of the Oedipus complex being present. Throughout Freud seems to have missed what many people miss in Oedipus Tyrannus, Some readers of the Oedipus Rex have told me that they find its atmosphere stifling and oppressive: they miss the tragic exaltation that one gets from Antigone or the Prometheus Vinctus. They miss the courage of Oedipus, he knows of his fate and yet he carries on.His blinding represents the fumbling of humanity for the truth in the world and it is in this strength portrayed Oedipus that one can gain the tragic exaltation normally expected from a Tragedy. Freud’s interpretation of Sophocles’ Oedipus Tyrannus cannot be said to be an outright ridiculous interpretation. It is clear to see, when looking at the Oedipus complex, that Oedipus fulfils the exact fantasy of the young ‘Freudian’ boy. The Killing of his father and having a sexual relationship with his mother, however, when the interpretation is looked at closely it is obvious to see that there are clear flaws.The process of the development of the Oedipus complex cannot occur properly if one of the parents is absent from childhood, let alone both of them. Oedipus fulfils the fantasy of the young boy, but with the ‘wrong’ parents, even though they are his biological parents. The idea that the Oedipus Tyrannus portrays the idea that no matter who, where, or when we exist, the complex is inescapable even if it remains in the subconscious ‘is’ ridiculous. If this was the case then it would have been the king and queen of Corinth that were involved in this play, Oedipus’ adoptive parents.That Freud felt a great similarity between himself and Oedipus i s not ridiculous, in and of itself, it is the belief that his own self-analytical thoughts and the actions of Oedipus are actually similar that brings the interpretation into question. Oedipus acted without knowledge of his true parents, whereas Freud knew his parents and is discussing fantasy from childhood as opposed to actual action. The idea that Freud’s theory provides a reason for Oedipus Tyrannus’ success is definitely ridiculous in nature. Oedipus is the representative of the, albeit tragic, character of perseverance.He knows his fate yet carries on to find the truth, even after he has blinded himself he does not rest until he has made it to the site where he is prophesied to come to peace. Freud’s interpretation of Sophocles’ Oedipus Tyrannus has many ridiculous aspects to it, but the use to which Freud uses his interpretation does retain an aspect of credibility. Bibliography * Armstrong, R. H. Oedipus as Evidence: http://www. clas. ufl. edu/ips a/journal/articles/psyart1999/oedipus/armstr01. htm (1998) * Gay, P the Freud reader (Vintage 1995) * Storr, A. Freud, A very short introduction (Oxford Uni. Press 1989) * Dodds, E. R.On misunderstanding the Oedipus Rex Ed. E. Segal (Oxford Uni. Press 1983) * Simon, B. And Blass, R. The development and vicissitudes of Freud’s ideas on the Oedipus complex Ed. Neu, J (Cambridge Uni. Press 1991) ——————————————– [ 1 ]. Gay (1995) xxxi [ 2 ]. Gay (1995) 273 [ 3 ]. Storr (1989) 33 [ 4 ]. Storr (1989) 34 [ 5 ]. Simon and Blass (1991) 170 [ 6 ]. Simon and Blass (1991)171 [ 7 ]. Oedipus as Evidence: http://www. clas. ufl. edu/ipsa/journal/articles/psyart1999/oedipus/armstr01. htm (1998) [ 8 ]. Oedipus as Evidence: http://www. clas. ufl. edu/ipsa/journal/articles/psyart1999/oedipus/armstr01. htm

RICCI Surname Meaning and Family History

Derived from the Italian adjective ricco, meaning curly, the Ricci surname  and its variations are a nickname for someone with curly hair. A patronymic or plural form of Riccio. Surname Origin:  Italian Alternate Surname Spellings:  RICCIO, RIZZI, RIZZO, RIZZA, RISSO, RICCELLI, RICCIARELLI, RICCETTI, RICCINI, RICCIOLI, RICCIOLINO, RICCIULLI, RICCIOTTI, RICCIONI, RICCIUTO, RICCERI, RICCITIELLO, RIZZELLO, RIZZIELLO RIZZETTI, RIZZETTO, RIZZINI, RIZZOLI, RIZZOLA, RIZZOTTI, RIZZONI, RIZZONE, RIZZARI, RIZZATO, RIZZIERI, RIZZUTI, RISSOLO   Famous People with the Surname RICCI Christina Ricci - American actressRuggiero Ricci - American violinist Genealogy Resources for the Surname RICCI Meanings of Common Italian SurnamesUncover the meaning of your Italian last name with this free guide to Italian surname meanings and origins for the most common Italian surnames. Ricci  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Ricci  family crest or coat of arms for the Ricci surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. RICCI  Family Genealogy ForumThis free message board is focused on descendants of Ricci  ancestors around the world. Search the archives for messages related to your Ricci ancestors, or join the group and post your own query. FamilySearch - RICCI  GenealogyExplore over 680,000  results from digitized  historical records and lineage-linked family trees related to the Ricci  surname and variations on this free website hosted by the Church of Jesus Christ of Latter-day Saints. RICCI  Surname Mailing ListThis free mailing list for researchers of the Ricci  surname and its variations offers subscription details and a searchable archives of past messages. DistantCousin.com - RICCI  Genealogy Family HistoryExplore free databases and genealogy links for the last name Ricci. GeneaNet - Ricci RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Ricci  surname, with a concentration on records and families from France and other European countries. The Ricci  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Ricci  surname from the website of Genealogy Today.----------------------- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins

The Rhetorical Analysis Of Aston Kutchers Speech - 716 Words

â€Å"Build your own life...find your opportunity, and always be sexy.† The general claim made by Aston Kutcher’s in his speech at the Teen Choice Awards is that to be successful you have to make your own life, work hard, and be thoughtful. He uses ethos and rhetorical devices to support his claim. His purpose is to inform in order to be inspiring. He establishes a serious but casual tone for his audience of mostly teens. Aston Kutcher establishes his ethos through a personal anecdote and personal references. In his speech Kutcher tells the audience about the various jobs he had before he started acting. This anecdote establishes his ethos as a humble person that people can relate to. He talks about the ordinary job he had like washing†¦show more content†¦By emphasizing his miss comings he is showing he has flaws and also that he is willing to admit his flaws. It shows he is self-aware, honest, and relatable all of which will help the audience believe in what he is telling them and believe in his advice. Kutcher uses a long sentence later when he is explaining what he relearned from making the movie about Steve Jobs. This use of a long sentence shows his excitement about this revelation. He is building up to his main point, almost creating suspense, before he reveals it as, â€Å"build your own life.† Kutcher then goes on to repeat â€Å"build your own life† three times. This really emphasizes the meaning his advice about living life in its simplest form. He repeats it because he wants people to remember. Ashton Kutcher used sentence structure and a repeated phrase to communicate, not only his advice but also his passion, clearly and inspire his audience. Ashton Kutcher confronts and directly addresses the audience multiple times in his speech to build rapport. Ashton starts his speech with, â€Å"What’s up,† immediately confronting the audience as if they are all already friends. This creates a more casual and relaxed setting so the audience feels more relatable to him and on the same level. Furthermore, he says â€Å"You know...,† when starting some of his sentences adding to the casual feeling as well as getting the audience involved in what he is saying. He addresses the audience repeatedly by saying â€Å"you guys† such as