What Are The 3 Most Important Reasons For Study Principles...

What are the 3 most important reasons to study principles of persuasion? The first reason it is important to study persuasion is to adapt to the technological age. In this age of technology as stated in Persuasion in Today’s World the author examines persuasion and why it is important that we train ourselves to become responsible receivers of persuasion. (Larson, pg. 5) He does this by first explaining that the average American is exposed to over 5000 persuasive messages a day. It is important to train ourselves to be responsible receivers because persuasive messages have become a grammar of everyday life. These messages are received through a lexicon of different mediums from television to visual art, and also conversations with children. For example: I have a lot of nieces and a nephew who watch both Disney and nick Jr. both stations persuade parents with the idea of â€Å"learning† and they send messages of teaching leading the parents to believe it is ok for the children to watch. This creates tiny consumers that then ask their parents t o buy them things associated with the shows and characters they watch in the programs. While a lot of these persuasive messages feed into the ideologies taught to us by other messages we learn from our parents or ‘society.’ Larson went on to say: â€Å"Persuasion is the result of combined efforts of source and receiver. Even in cases of terrorism and hostage taking, some hostages begin to identify with their captors.†(Larson, Pg.11) While that lastShow MoreRelatedBranding And Marketing : Branding Marketing Essay1409 Words   |  6 Pagesmotivates the employees to achieve more. Principles of branding are differentiation, focus, simplicity, consistency, and visual appeal. The two main theories/principles used in marketing are McCarthy’s 4 Ps and Porter’s 5 forces. Persuasion: Persuasion is the process of changing a person’s attitude or behavior towards an idea, event, person, or an object. Persuasion specifically applies to the promotions, and builds on customer behavior to lead them to purchase. Persuasion is used to convince consumers toRead MoreWhy Students Should Not Be Politicized Classrooms Essay1700 Words   |  7 PagesIn classrooms all over the world, there are bright, intelligent, capable individuals who should, by all standards, be doing well in their academic careers, but for some reason, they are not living up to their potentials. One common explanation for this phenomenon is a lack of motivation on the part of the students, and while motivation is not synonymous with performance, it can be a relatively accurate predictor of academic achievements (Maclellan, 2008). This lack of motivation that seems to beRead MoreA Brief Look at Negotiating Essentials1323 Words   |  5 PagesBefore entering any negotiations it is prudent to set BATN A that stands for Best Alternative to a Negotiated agreement. It is a perceived value and similar to the â€Å"walk-away† value, which is the most essential bargaining power. In negotiations power is an ability to induce the other party to settle for less. The use of power to achieve goals is leverage. If leverage in negotiations is perceived as balanced then the bargaining power of parties is balanced. If it is perceived as unbalanced then theRead MoreCarrie Buck1501 Words   |  7 Pagesskills by studying and analyzing the five metaphors he used in the essay. First, the comparison to Judeo-Christian (Exodus) and pagan Greco-Roman (philosopher Plato) ideas of punishment through 3 generations which is unjust will be tackled. Second, Carrie Buck is an instrument of showing the people what injustice is. Third, the references to Adolf Hitler and the Nazi’s policy of eugenics through gas ovens will be analyzed. Fourth, the issue of the dishonesty of the American legal sy stem and theRead MoreNegotiations2991 Words   |  12 Pages(and persuasion) are everywhere, everyday Negotiation: * Conferring with another so as to arrive at the settlement of some matter (dictionary) * Negotiation is a basic means of getting what you want from others. It is back-and-forth communication designed to reach an agreement when you and the other side have some interests that are ...opposed. (Fisher Ury) Negotiation myths (first four from Thompson 1998): 1. Good negotiators are born - they are self-made, requires study and practice Read MoreEssay on Final Study Guide1546 Words   |  7 PagesBADM 312: Final Study Guide Anything that is in the readings or that we covered in class is fair game for the exam. This should give you a general idea of where you may want to focus your study. The problem of politics and power 1. Understand what power is (a function of†¦) a. A function of resources, dependencies, and alternatives 2. What are individual bases of power? a. Legitimate power (position) b. Expert Power c. Reward power d. Coercive power (abilityRead MoreAnnotated Bibliography On Learning Theories1744 Words   |  7 Pagesabsorb the knowledge you are trying to share. Learning Theories For years, there have been many theorists who have shared their views on how individuals learn. Such research has determined that individuals have different learning styles. It is important for teacher to understand the learning styles of both themselves and their students because it helps them to relay the subject knowledge to the students. The teacher is in a position where they must be able to assess the learning styles of theirRead MoreSupporting Leaders Element and ... Main Executive Element ... Police. Attache. Protocol Dept. Service for. Official. Guest .1437 Words   |  6 Pagesand the Justice of the Peace. 2.The principle of civil control of the military remained intact, the true legacy of Colonial policing after the Revolutionary War. 3. 4.Law Enforcement in the Wild West wasnt very good. They law officers were essentially bounty hunters, they had a lot of trouble with stopping crime but they did what they could to find the man/woman responsible for a crime as long as they knew who he/she was. 5. He had 9 principles you had to go by here they are. The basicRead MoreAristotles Rhetoric Theory2285 Words   |  10 Pages(dramatism) and Toulmin (argument model). George A. Kennedy (2004) wrote the most respected, authoritative and explanatory translation of Aristotle’s Rhetoric but an older translation by W. Rhys Roberts (1954) is available online for free. Aristotle’s mentor, Plato (385 BC), reacted to the unjust rule of Athenian culture, first defining rhetoric in negative terms as a dangerous form of flattery and the persuasion of uneducated mobs of people in courts and assemblies. Aristotle re-definedRead MorePersuasive Communication Theory9998 Words   |  40 PagesChampaign, IL: Sagamore Publishing. Persuasive Communication Theory Page 1 Few subjects in social psychology have attracted as much interest and attention as persuasive communication. One of the first topics to be systematically investigated, persuasion has been the focus of intense research efforts throughout much of social psychologys brief scientific history. Untold experiments have been conducted to unravel the intricate web of factors that appear to play a role in determining the effectiveness

Native American Perspective on Indian Removal Act - 807 Words

In May 1830, Congress passed the Indian Removal Act which forced Native American tribes to move west. Some Indians left swiftly, while others were forced to to leave by the United States Army. Some were even taken away in chains. Andrew Jackson, the seventh president of the United States, strongly reinforced this act. In the Second State of the Union Address, Jackson advocated his Indian Policy. There was controversy as to whether the removal of the Native Americans was justified under the administration of President Andrew Jackson. In my personal opinion, as a Native American, the removal of the tribes was not in any way justified. The removal of the Native Americans was an egocentric move on Jackson’s part. Jackson was only able to†¦show more content†¦Jackson felt the removal of the Cherokees from our land was justified because the government was paying for everything. Money can not compensate for the blood that was shed by our ancestors. When some Indian tribes did not leave the land, federal troops came to Georgia to remove the tribes forcibly. Cherokees resisted leaving their land until the bitter finish. Cherokees were marched by gunpoint which was known as the infamous Trail of Tears. Many died due to the horrid conditions, including my great grandmother. Any sensible person would have considered the consequences of these actions. Jackson tried to make the trade seem peaceful and reasonable, but there is nothing sane about the Trail of Tears. â€Å"The consequence of a speedy removal will be important to the United States, and to the Indians themselves†(91). If Jackson really cared about our well being, like he claimed, why would he allow the horrific Trail of Tears to persist? This exhibits Jacksons insincerity and disregard for the inhuman conditions my ancestors had endure. A main argument Andrew Jackson had was that the Indian Removal Act was only a continuation of a change that was already happened, â€Å"The present policy of the government is but a continuation of the same progressive change by a milder process†(93). He then continued to state how the tribes that previously occupied the eastern states were annihilated to make room for the whites. This was a transparentShow MoreRelatedThe Indian Removal Act By Andrew Jackson877 Words   |  4 Pages In the 1830s, The Indian Removal Act was passed, which forced Native tribes such as the Cherokee to move to the west of the Mississippi River. President Jackson’s actions of the Indian Removal Act lead to the trail of tears, where many Native Americans died along the way. This paper will analyze and explain the different perspectives of the Indian Removal Act. Andrew Jackson discusses that the obligation to help the ‘savage’ Native Americans to become civilized and to settle them in the West.Read MoreKayleigh Poudrier. Hist 221-002. Professor Marram. 31 March1704 Words   |  7 PagesKayleigh Poudrier HIST 221-002 Professor Marram 31 March 2017 It is hard to imagine what it must have felt like to be the Cherokee Indians in the year of 1838. However, in order for one to try to come to some sort of empathetic conclusion, it may be necessary to imagine themselves living and growing up somewhere their whole lives in a place that they love. They would need to imagine having such strong connections to the place that they have called their home and the land surrounding it, and beingRead MoreThe American Revolution Of 1775 And The Separation Of America1263 Words   |  6 PagesAfter the American Revolution of 1775 to 1783 and the separation of America and Britain, America had the power to create their own form of government. This was democracy, where the citizens’ decisions affected how the country was ran and what principles were put into place. Documents such as the Articles of Confederation and the Constitution were created to inform the public of what guidelines and regulations the new nation needed in order to prosper . In this representative government, people’s rightsRead MoreAnalysis Of Bury My Heart At Wounded Knee Essay1320 Words   |  6 PagesBury My Heart at Wounded Knee is a non-fiction book written by Dee Brown on the removal and extinction of the native peoples that called America their home. The title was created by utilizing a line from Stephen Vincent Benà ©t’s poem â€Å"American Names†. Furthermore, the book demonstrates the deteriorating relations between the natives and whites over time through the descriptions of atrocities imposed upon each Native American tribe by the white settlers. The number of these atrocities greatly outnumbersRead MoreThe Concept Of American National Identity Essay1386 Words   |  6 PagesThe concept of American national identity has been one of the founding structures that unifies the group of people that that call and consider themselves to be American. Since the â€Å"founders† of this nation settled in New England t heir patriotism has been celebrated. The legendary story of how the Puritan Pilgrims landed on Plymouth Rock seeking religious freedom is often taught to young children as a way to help them learn one of the key narratives in the formation of the nation. The story is evenRead MoreThe Long, Bitter Trail, Andrew Jackson And The Indians Essay1292 Words   |  6 Pagesthat the America’s were there, natives to the American lands were already here and thriving. As the land was discovered, more and more people from the European side of the Hemisphere traveled across the Atlantic Ocean to stake a claim for land in this newfound world. Throughout these Europeans settling in, and making new homes and lives for themselves these natives stayed to their own ways, and were slowly pushed westward. The problems between the Indians and now Americans were brought to the forefrontRead MoreThe Indian Removal Act1796 Words   |  8 PagesAs American settlers had continued to populate the expans ive land the United States of America which had lay before them, the Native Americans, who had resided there for hundreds of years prior to the Revolutionary War, had become increasingly troubled with every passing moment. Soon, they realized, they would be overtaken entirely by the settlers of the newfound nation. As such, in 1830, the Congress of the United States had passed the Indian Removal Act, which had forced all Native American tribesRead MoreThe Indian Removal Act By President Jackson1371 Words   |  6 Pagesas Manifest Destiny by John C. Calhoun and the message promoting the Indian Removal Act by President Jackson, which uses various appeals and logical fallacies to persuade the audience on the ideal benefits and optimistic virtues without the consideration of the Native American demographic. While expanding, the Americans encountered numerous Native Americans that ranged from a violent interaction to a peaceful treaty of removal in order to satisfy the Americanâ€⠄¢s territorial cupidity. Despite AmericaRead MoreThe Horrors Behind Cherokee Removal967 Words   |  4 PagesHorrors Behind Cherokee Removal The day the colonists first set foot on American soil marked the beginning of an arduous struggle for Native Americans. When the colonists first arrived, there were ten million Native Americans; over the next three centuries, over 90% of the entire population was wiped out due to the white man. The removal of Native Americans marks a humiliating period of United States history. President Andrew Jackson attempted to consolidate the Native Americans when he told them â€Å"‘circumstancesRead MoreThe New World974 Words   |  4 Pages Impressions are perhaps the only valuable information one has to tackle the unknown. Much like To understand the Genesis of stereotypes one must first understand what stereotypes are. In Celluloids Indians Jacquelyn Kilpatrick describes stereotypes as such, â€Å"‘ [s] tereotypes are evaluative concepts about status and roles and as such are central to interpreting and evaluating social groups including one’s own.†Ã¢â‚¬â„¢ (xvi) Kilpatrick explores â€Å"the social, ideological and political construction†(xvi) of

A Critical review of Pedagogy of the Oppressed by Paulo Freire Free Essays

Abstract The paper provides a summary and a critique of Freire’s notions in regard to education, philosophy and politics. The review considers how exploitation and oppression affects humanization. It criticizes the â€Å"Banking model† of education, and recommends the dialogical approach which can transform individuals. We will write a custom essay sample on A Critical review of Pedagogy of the Oppressed by Paulo Freire or any similar topic only for you Order Now Introduction The pedagogy of the oppressed by Paulo Freire brings together the political, educational and philosophical theory. The author explores the aspect of oppression and the foundation of liberation. Paulo Freire holds the notion that in order for persons to experience liberation, there is a need for the development of critical consciousness and thinking process in the person. Freire asserts that this is only possible through a pedagogy that creates a bond between the teacher and the learner, encouraging the learner to participate in dialogue and the practice of humanization via thought and its corresponding action (Freire 2004). The intention of this document is to provide a critical review of Freire’s work by considering his assertions on humanization and dehumanization, and oppression in the context of education and sham generosity. Freire recognizes the importance of humanization to the human kind and believes that the concern for humanization culminates in acknowledgment of dehumanization as an â€Å"ontological possibility as well as a historical truth† (Freire 2004, p. 43). He asserts that if an individual perceives the degree of dehumanization, he may question the viability of humanization. Freire views humanization and dehumanization as potentials for an individual, as an uncompleted being with knowledge of their incompletion. Freire believes that injustice, oppression, exploitation, as well as the violence of the oppressors have thwarted humanization (Freire 2004, p. 44). Humanization is exemplified by the craving of the oppressed for justice, independence and lost humanity. The author asserts that dehumanization is an indication of those deprived of their humanity and also those who have deprived of humanity from others. He asserts that dehumanization is responsible for the distortion of the vocation of humanization. He believes that distortion is a historical occurrence, but not a vocation. The author opposes the idea of admitting dehumanization as a historic vocation, since the idea would lead to cynicism. He further asserts that the struggles for humanization, for liberation of labor, for elimination of discrimination would make no sense. Freire asserts that distortion of humanization may cause the oppressed to retaliate to the oppressors in an effort to recover their humanity. He believes this action by the oppressed changes them into â€Å"oppressors of the oppressors† a situation that makes their effort worthless (Freire 2004, p. 45). The author states that the oppressed has a responsibility of ensuring the liberation of both themselves and the oppressors since the oppressors have no power to unshackle themselves and the individuals they oppress. He believes that the oppressed has sufficient power to transform the oppressors into beings that recognizes humanization. The author considers true generosity as that which employs the fight whose purpose is to distort the vices responsible for the nourishing of sham generosity. He believes that the realization of true generosity and humanity should commence from the oppressed because they understand the importance of a liberated society better than the oppressors (Jackson, 2007). In order to realize liberation, the oppressed must be dedicated to the task, demonstrating love, which is in opposition to the lack of love that exists in the hearts of the oppressors. Freire asserts that the â€Å"fear of freedom† experienced by the oppressed may lead them to adopt the behavior of the oppressor, or subject them to the position of the oppressed. He, therefore, advocates for the examination of the ‘fear of freedom† (Freire 2004, p. 46). The author believes that in order to attain freedom, one must be responsible and steadfast in pursuance of freedom. He believes that people can overcome oppr ession by being conscious of its origin, and developing situations that value humanity. When looking at the teacher and student relationship, Freire criticizes traditional pedagogy because he opposes the aspect of memorization, which he believes turns learners into â€Å"containers† to be filled by the teacher (Freire 2004, p. 72). He asserts that the practice converts education into a practice of deposition in which the teacher is the depositor, and the learner is the receptor. The author terms this concept as â€Å"banking† because it only allows the reception, filling and storage of deposits to â€Å"containers†. According to freire, the â€Å"concept of banking† assumes that learners are devoid of knowledge and, therefore, the teacher or educator should bestow this knowledge to them. The author believes that education should follow a better concept in which the teacher-student relationship transforms into a situation where all become students and teachers at the same time. The author indicates that oppressor’s aim is to change the perception of the oppressed and not the condition that leads to their oppression. He argues that the â€Å"Banking concept† of education perpetuates oppression through the application of patterns and instruments which converts the oppressed into â€Å"welfare recipients† (Freire 2004, p.74). In order to overcome the handcuffs of this concept, the teacher and the learner should employ a partnership approach which promotes critical thinking for both the educator and the learner. Through this approach, students will change into persons able to perform different tasks instead of memorizing words that exist (Holst, 2006). He believes that this practice causes some persons to possess naive consciousness, which despite their, knowledge of possession fails to change it; they perceive the situation as normal. Critical thinking would help students subject themselves to reality and thus fight for their unrestraint . Although Friere advocates for the awareness of reality, he argues that those who succeed in liberating themselves ends up becoming what they were against. Friere advocates for dialogical education, which he perceives as a practice of deliverance. This concept entails a mutual exchange capable of changing situations (Bowers, 2005). The dialogical concept encourages students to criticize various daily situations and find solutions for them. Through problematization of situations, it is possible to create knowledge in the reality that environs the individual (Schugurensky, 2011). It is possible to overcome limiting situations passed on by the oppressors. Freire assertions imply that if; there is a need to perform a study of a generative topic, it is imperative to perform a study of the thoughts of the people in need of liberation. This is for the purpose of avoiding de-contextualization of their work. While liberating persons, the idea is to make the teaching an element of their reality. The author argues that in order to accomplish liberalization of man and defeat oppression, it is important to avoid the use of common ideas (Bowers, 2005). He proposes that one should create own ideas and convey them via praxis and communication. To perform a good study of a generative topic entails the person’s action of visiting the region where the action occurred. This is for the purpose of bringing into the light thinking of the oppressed. Also, the application of thinking to the learning procedure through concentration on group communication among contestants is vital. This is because; through communication or interaction the participants are able to attain consciousness of reality, in addition expressing this reality fully. Freire perceives formal schooling and also the educational system related to it as undesired. This is because he believes that it retards human growth as well as initiative. That is why Freire proposes opposing education methods, one being the practice of liberty, and the other domination. According to freire, education should raise political consciousness. The purpose of Freire’s educational methodology is to subvert the oppressive regimes. The methodology proposed by the author considers development as non material and, therefore, perceives an individual as the chief contributor of nation development. Freire’s notions of education appear rather selective. They do not attempt to articulate the vast richness of their opinions on issues regarding the collective personality of man’s humanity (Pitts 1972, p. 116). Freire’s work does not contain a succinct analysis of gender and a clear description of the role the teacher in the proposed models. The issue of the authority of the educator is partially discussed although he perceives the teacher as an element of oppression. He appears to present a pedagogy of the oppressed, whose main aim is to perform the criticism of colonialism while, on the other hand, viewing the world via the incomplete and meticulous lens of patriarchy. Freire’s work does not acknowledge the issue of gender, class and race of teachers and learners. He also fails to consider their structural locations (Sue, 2007). The author seems to have forgotten that structural inequalities are critical, especially when articulating the idea that transformation is possible via individual thought and action. I believe the author should have reflected on the issue of structural inequality, race and class in order to present a clear description of the possible change via the utopian concept of actions and dreams (Sue, 2007). Freire’s proposition that opposes the â€Å"banking concept† of education is imperative because it presents unique and different teaching and learning approaches. The concept proposed by Freire employs the â€Å"problem posing† tactic useful in different settings (M. Guajardo F. Guajardo 2008). The methodology can be useful to isolated communities for the purpose of initiating both personal and community transformation. This is because when faced with problems, they will respond to the challenges and transform themselves, based on the conception that through the individual though it is possible to realize change (M. Guajardo F. Guajardo 2008). The pedagogy of oppression presents the reader with facts that can become useful in shaping researchers into creators of knowledge. Freire’s work has become an inspiration to learners as well as teachers who have been able to realize the in justices perpetuated by the â€Å"banking approach† of formal educ ation. In addition, different settings including sociological, institutional and economical have benefited from Freire’s notion of education (M. Guajardo F. Guajardo 2008). Conclusion Freire’s view of traditional pedagogy as oppressive and the proposition of the learning concept based on â€Å"problem posing† are useful in transforming communities. His work, however, fails to discuss the significance of a teacher in his proposed concept. In addition, the author’s work does not include the aspect gender, race and class and, therefore, open to criticism. The author discusses the issue of humanization and dehumanization; he asserts that oppressors thwart humanization through the injustice, violence and exploitation that they perpetuate. Freire’s pedagogy is worth recognizing because of its ability transform individuals into thinkers able to fight for their liberation. Bibliography Guajardo, M., Guajardo, F. (2008). Transformative education: Chronicling a pedagogy for social change. Anthropology and Education Quarterly, 39(1), 3-22. Retrieved from http://search.proquest.com/docview/218105661?accountid=35812 Jackson, S. (2007). Freire re-viewed. Educational Theory, 57(2), 199-213. Retrieved from http://search.proquest.com/docview/214138316?accountid=35812 Holst, J. D. (2006). Paulo freire in chile, 1964-1969: Pedagogy of the oppressed in its sociopolitical economic context. Harvard Educational Review, 76(2), 243-270,285-286. Retrieved from http://search.proquest.com/docview/212261176?accountid=35812 Pitts, J.P. (Sep., 1972). Pedagogy of the Oppresse by Paulo Freire; Deschooling Society. by Ivan Illich, Journal of Black Studies, 3 (1), 111-116 Freire, P. (2004). Pedagogy of the oppressed. New York, Continuum. Bowers, R. (2005). Freire (with bakhtin) and the dialogic classroom seminar. Alberta Journal of Educational Research, 51(4), 368-378. Retrieved from http://search.proquest.com/docview/228636846?accountid=35812 Schugurensky, D. (2011). Paulo Freire. London: Continuum International Pub. Group. How to cite A Critical review of Pedagogy of the Oppressed by Paulo Freire, Essay examples

Biography Louis Armstrong free essay sample

Is a very talented musician, actor, and singer. He has lived a prosperous life with a lot of success and an equal amount of downfalls. Louis Armstrongs story goes back to over one hundred years ago. Nicknamed Catch, Staccato, Cottonmouth, Dipper, and Dipterous Louis Armstrong took over and changed the jazz industry to what we know it as today. Louis Armstrong was born on August 4, 1901 in New Orleans, Louisiana. His father, William Armstrong, abandoned the family during Louis infant years. Louis Armstrongs mother, Mahayana Armstrong was a prostitute in Louis early years.Louis pent the first years of his life living with his paternal grandmother, Josephine Armstrong. After age five, Louis lived In a two room house near Liberty and Paroled Streets with his mother and sister, Beatrice who was nicknamed Mama Lucy. The family lived in stark poverty. Louis Armstrong started work for a wealthy white family, the Karaokes;s, collecting used bottles and rags and delivering coal at age seven. In third grade Louis dropped out of school and quit working for the Karaokes family. All Louis did at this time was roam around the streets of New Orleans this Is when he started to gain an Interest In jazz.At age twelve Louis fired a pistol in the streets of New Orleans on New Years and was confined in the Colored Waifs Home for Boys. At the school he learned to play cornet. After being released at age fourteen, Louis Armstrong worked selling papers, unloading boats, and selling coal from a cart. As Louis was working and hanging in the streets he heard a lot of Jazz being played at local danceable, parties, bars. And balls. Even though Louis didnt own any Instruments he soul frequented many clubs to listen to the bands play. He mostly went to the Funky Butt Hall and listened to Joe King Oliver. Joe King Oliver was his favorite and the older man acted as a father to Louis, even giving him his first real cornet. And Instructing him on the instrument. By 191 7 he played in an Oliver inspired group at dive bars in New Orleans Storytellers section. In 1919 he left New Orleans for the first time to Join Fate Marbles band In SST. Louis. Marble led a band that played on the Stresses Mississippi river boat lines. When the boats left from New Orleans Louis Armstrong also played regular gigs in Kid Orgys band.Louis stayed with Marble until 1921 when he returned to New Orleans and played in Gouty Singletons. He also played In parades with the Allen Brass Band, and on the bandstand with Papa Selections Tuxedo Orchestra, and the Silver Leaf Band. When King Oliver left the city in 1919 to go to Chicago. Louis took his place In Kid Orgys band from time to time. In 1922 Louis received a telegram from his mentor Joe Oliver, asking him to join his Creole Jazz Band at Lincoln Gardens in Chicago. This was a dream come true for Louis and his playing in the band soon made him a sensation among other musicians In Chicago. While playing in Olivers Creole Jazz Band, Louis Armstrong met Lillian Hardin, a piano player and arranger for the band. They got married on February 5, 1924. The young Louis Armstrong became popular through his Ingenious ensemble lead and second cornet lines, his cornet duet passages with Oliver, and his solos. He recorded his first solos as a member of the Oliver band In such pieces as Chimes Blues and Tears, Armstrong quit Olivers band to seek further fame. He played for a year in New York City in Fletcher Henderson band and on many recordings with others before returning to Chicago and playing in large orchestras.There he created his most important early works, the Armstrong Hot Five and Hot Seven recordings of 1925- 928, on which he emerged as the first great Jazz soloist. By then the New Orleans ensemble style, which allowed few solo opportunities, could no longer contain his explosive creativity. He retained vestiges of the style in such masterpieces as Hotter than That, Strutting with Some Barbecue, Wild Man Blues, and Potato Head Blues but largely abandoned it while accompanied by pianist Earl Hines in West End Blues and Weather Bird.By that time Louis Armstrong was playing trumpet, and his technique was superior to that of all competitors. All of his musical energy and menus made these recordings major innovations in Jazz. Louis Armstrong was a famous musician by 1929, when he moved from Chicago to New York City and performed in the theatre review Hot Chocolates. He toured America and Europe as a trumpet soloist accompanied by big bands; for several years beginning in 1935, Luis Russell big band served as the Louis Armstrong band.During this time he abandoned the often blues-based original material of his earlier years for a remarkably fine choice of popular songs by such noted composers as Hogan Carmichael, Irving Berlin, and Duke Longtime. With his new collection came a new, amplified style: he created melodic paraphrases and variations as well as chord- change-based improvisations on these songs. His trumpet range continued to expand, as demonstrated in the high-note showpieces in his repertoire.His beautiful tone and gift for structuring bravura solos with brilliant high-note climaxes led to such masterworks as Thats My Home, Body and Soul, and Star Dust. One of the inventors of scat singing, he began to sing lyrics on most of his recordings, varying melodies or decorating with scat phrases in a gravel voice that was immediately identifiable. Although he sang such humorous songs as Hobo, You Cant Ride This Train, he also sang many standard songs, often with an intensity and creativity that equaled those of his trumpet playing.Louis and Lillian Armstrong separated in 1931. From 1935 to the end of his life, Armstrongs career was managed by Joe Glasses, who hired Louis bands and guided his film career and radio appearances. Though his own bands usually played in a more conservative style, Louis was the dominant influence on the swing era, when most trumpeters attempted to emu late his inclination to dramatic structure, melody, or technical virtuosity. Louis and Lillian got divorced on September 30, 1938 Louis Armstrong married Alpha Smith on October 1 1, 1938. The fame and continued travel was too much for Alpha.They got divorced on October 2, 1942. Louis wasted no time in finding another wife, he remarried on October 12, 1942. For the next nine years the Louis Armstrong Orchestra continued to tour and release records, but as the sass drew to a close the publics taste in Jazz began to shift away from the commercial sounds of the Swing era and big band Jazz. The so-called Dixieland Jazz revival was Just beginning and Be Bop was also starting o challenge the status quo in the Jazz world. The Louis Armstrong Orchestra was beginning to look tired and concert and record sales were declining. Critics complained that Louis Armstrong was becoming too commercial. In 1947 Glasses fired and most popular bands in Jazz history. The group was called the Louis Armstrong Alistair and over the years featured exceptional musicians like Barney Bigger, Jack Degrades, Sidney Big Side Cattle, vocalist Villa Middleton, and Earl Hines. The band went through a number of personnel changes over the years but remained extremely popular worldwide. They toured extensively traveling to Africa, Asia, Europe and South America for the next twenty years until Louis failing health caused them to disband.Armstrong became known as Americas Ambassador. In 1963 Armstrong scored a huge international hit with his version of Hello Dolly. This number one single even knocked the Beetles off the top of the charts. In 1968 he recorded another number one hit with the touchingly optimistic What A Wonderful World. Armstrongs health began to fail him and he was hospitalized several times over the remaining three years of his life, but he continued playing and recording. On July 6th 1971 the worlds greatest Jazz musician died in his sleep at his home in Queens, New York.