The Art of Joe Jones
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The Artist and the American Land
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sheldon Museum of Art Catalogues and Publications Sheldon Museum of Art 1975 A Sense of Place: The Artist and the American Land Norman A. Geske Director at Sheldon Memorial Art Gallery, University of Nebraska- Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/sheldonpubs Geske, Norman A., "A Sense of Place: The Artist and the American Land" (1975). Sheldon Museum of Art Catalogues and Publications. 112. https://digitalcommons.unl.edu/sheldonpubs/112 This Article is brought to you for free and open access by the Sheldon Museum of Art at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sheldon Museum of Art Catalogues and Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. VOLUME I is the book on which this exhibition is based: A Sense at Place The Artist and The American Land By Alan Gussow Library of Congress Catalog Card Number 79-154250 COVER: GUSSOW (DETAIL) "LOOSESTRIFE AND WINEBERRIES", 1965 Courtesy Washburn Galleries, Inc. New York a s~ns~ 0 ac~ THE ARTIST AND THE AMERICAN LAND VOLUME II [1 Lenders - Joslyn Art Museum ALLEN MEMORIAL ART MUSEUM, OBERLIN COLLEGE, Oberlin, Ohio MUNSON-WILLIAMS-PROCTOR INSTITUTE, Utica, New York AMERICAN REPUBLIC INSURANCE COMPANY, Des Moines, Iowa MUSEUM OF ART, THE PENNSYLVANIA STATE UNIVERSITY, University Park AMON CARTER MUSEUM, Fort Worth MUSEUM OF FINE ARTS, BOSTON MR. TOM BARTEK, Omaha NATIONAL GALLERY OF ART, Washington, D.C. MR. THOMAS HART BENTON, Kansas City, Missouri NEBRASKA ART ASSOCIATION, Lincoln MR. AND MRS. EDMUND c. -
Good Neighbor Cultural Diplomacy in World War II
Good Neighbor Cultural Diplomacy in World War II: The Art of Making Friends Darlene J. Sadlier, Indiana University, USA In August 1940, President Franklin D. Roosevelt named Nelson A. Rockefeller to head the Office of the Coordinator of Inter-American Affairs (CIAA), a new federal agency whose main objective was to strengthen cultural and commercial relations between the U.S and Latin America, in particular Brazil, in order to route Axis influence and secure hemispheric solidarity. On November 7, 1940, just months after the CIAA‘s inception, Robert G. Caldwell and Wallace K. Harrison, Chairman and Director, respectively, of the agency‘s Cultural Relations Division, received written approval for twenty-six special projects at a cost of nearly one-half million dollars.i The most expensive, at $150,000, was an Inter-American exhibit of art and culture under the direction of the MoMA, to be held simultaneously with parallel exhibits in capital cities throughout the Americas.ii Two hundred fifty-five U.S. paintings were curated by the MoMA in conjunction with other major museums, and in April 1941, these were previewed at the Metropolitan Museum of Art in New York. Portions of the large exhibit then toured eight South American republics, Mexico and Cuba for close to a year, beginning with an exposition at Mexico City‘s Palacio de Bellas Artes in June.iii The emphasis was on modern art and included paintings by Georgia O‘Keefe, Thomas Hart Benton, Edward Hopper, Stuart Davis, Loren MacIver, Eugene Speicher, Peter Hurd and Robert Henri, among others. A file in the MoMA archive has valuations of all the paintings at the time, the highest valued being George Bellows‘s Dempsey and Firpo and Georgia O‘Keefe‘s The White Flower at $25,000 each. -
Studio Art Major
COURSES: STUDIO ART MAJOR: 14 course units, including: ART 1024 Introduction to Visual Art ART 1044 Introduction to Sculpture ART ART 1424 Introduction to Drawing (should be taken by end of sophomore year) ART 4344 Advanced Studio Practices 3 art history courses, including: 1 of the following by the end of the junior year: ARTH 2144 Modern Art ARTH 3124 Women in Art ARTH 3164 Contemporary Art 1 course in non-Western art history 1 art history elective 6 studio art electives at the 2000-level or above Required of all majors during the winter term of senior year: Art 4444 Studio Art Senior Seminar: Theory, Methods and Exhibition STUDIO ART MINOR 6 course units, including: Art 1424 Introduction to Drawing 2 art history courses, including 1 of the following: ARTH 2144 Modern Art ARTH 3124 Women in Art ARTH 3164 Contemporary Art 3 additional studio art electives Office of Admissions 300 North Broadway Lexington, KY 40508 (800) 872-6798 transy.edu ADM1487-0816 ABOUT THE MAJOR: WHERE OUR GRADUATES STUDY: Rooted in a strong liberal arts curriculum, Transylvania’s American University art program encourages the interplay of ideas from a vari- Case Western Reserve University ety of disciplines. Students explore personal and global Polimoda Istituto Internazionale Fashion Design issues in their studio work and analyze these ideas in art Rochester Institute of Technology history and seminar classes. The program’s philosophy San Francisco Art Institute rests on the firm belief that the best art draws from both Savannah College of Art and Design broad social issues and aesthetic concerns. -
Henry Varnum Poor: Commemorating 125 Years
Henry Varnum Poor: Commemorating 125 Years by Ron Michael, Curator, Birger Sandzén Memorial Gallery Extended Essay - August 2012 Seeking Beauty Henry Varnum Poor is an important name not only for those interested in the history of Kansas or American art, but for Angular detail of Self Portrait, circa those who celebrate bountiful lives. Determined to follow his own 1917, lithograph, size unknown. path, he was committed to a life based on unadorned pursuits and a constant search for beauty. He once wrote to friend and fellow artist Birger Sandzén, “I want to make beautiful things so as to make our living as beautiful as possible.”1 Developing and using his multi-faceted talents, he also lived a life of great variety. At various times in his life he combined one or more professions as an artist, craftsman, builder, writer, teacher, organizer, administrator, evaluator and more. He was the perennial “jack-of-all-trades,” or perhaps more appropriately, a “renaissance man.” Just within the arts he explored a vast array of differing media – oils, watercolors, ceramics, pastels, drawings, frescos, etchings, lithography, woodworking, textiles, and illustration. He seemed to turn everything he touched into art. Perhaps nowhere is this better evident than the house he designed and constructed near New City, New York. Dubbed Crow House it was conceived as a place of comfort for his family – away from, but still accessible to, the bustling metropolis of New York and other Eastern cities. As he continued to write in his letter to Birger Sandzén, “The joy and satisfaction in making the house has been tremendous, and the future work of carving and painting our huge beams and stones will be great. -
Newsletter 2009
NEWSLETTER 2009 NEWSLETTER CONTENTS 2 Letter from the Chair and President, Board of Trustees Skowhegan, an intensive 3 Letter from the Chair, Board of Governors nine-week summer 4 Trustee Spotlight: Ann Gund residency program for 7 Governor Spotlight: David Reed 11 Alumni Remember Skowhegan emerging visual artists, 14 Letters from the Executive Directors seeks each year to bring 16 Campus Connection 18 2009 Awards Dinner together a gifted and 20 2010 Faculty diverse group of individuals 26 Skowhegan Council & Alliance 28 Alumni News to create the most stimulating and rigorous environment possible for a concentrated period of artistic creation, interaction, and growth. FROM THE CHAIR & PRESIDENT OF THE BOARD OF TRUSTEES FROM THE CHAIR OF THE BOARD OF GOVERNORS ANN L. GUND Chair / GREGORY K. PALM President BYRON KIM (’86) We write to you following another wonderful Trustees’/ featuring a talk by the artist and in June for a visit leadership. We will miss her, but know she will bring Many years ago, the founders of the Skowhegan great food for thought as we think about the shape a Governors’ Weekend on Skowhegan’s Maine campus, to Skowhegan Trustee George Ahl’s eclectic and her wisdom and experience to bear in the New York School of Painting & Sculpture formed two distinct new media lab should take. where we always welcome the opportunity to see beautiful collection which includes several Skowhegan Arts Program of Ohio Wesleyan University, where governing bodies that have worked strongly together to As with our participants, we are committed to diversity the School’s program in action and to meet the artists. -
Corey Allikas Painting the War: Artistic Depictions of World War II in Europe, 1939-1945 HIST
Corey Allikas Painting the War: Artistic Depictions of World War II in Europe, 1939-1945 HIST 395 - Fall Semester (Galgano) World War II shaped the twentieth century, as its events and aftermath affected the entire globe. The attitudes and actions of the nations' populations determined how the war played out, and the thing that most shaped these peoples' actions was war art. War art in World War II had two important goals: mobilization of citizens and creation of accurate depictions of the battlefield. War art's intended audience was foremost the citizens, as their support for the war was crucial to success. Dependence on civilian support - both through labor and service - was much greater in World War II than in any other previous war. Many participating nations in WWII developed war art programs, with the goal of showing the warfront to garner civilian support back home. Artists ranged from active-duty soldiers, like in the United States, to civilians following troops on tours, like Great Britain. These hired artists were given specific subjects to depict, depending on where they were stationed; the first hand account ensured the most accurate depictions possible. However, the disparity between the actual war fronts and the artists' depictions was present in all major art programs. This paper looks at the war art from the major powers in World War II: Great Britain, the United States, and Germany. It examines the styles adopted by artists in these nations, the subjects artists depicted, and the war art's purpose in society. Germany, to anchor their claim of "supreme race", used traditional art forms similar to the Roman Empire. -
Oral History Interview with Paul Cadmus, 1988 March 22-May 5
Oral history interview with Paul Cadmus, 1988 March 22-May 5 Funding for the digital preservation of this interview was provided by a grant from the Save America's Treasures Program of the National Park Service. Contact Information Reference Department Archives of American Art Smithsonian Institution Washington. D.C. 20560 www.aaa.si.edu/askus Transcript Preface The following oral history transcript is the result of a tape-recorded interview with Paul Cadmus on March 22, 1988. The interview took place in Weston, Connecticut, and was conducted by Judd Tully for the Archives of American Art, Smithsonian Institution. Interview JUDD TULLY: Tell me something about your childhood. You were born in Manhattan? PAUL CADMUS: I was born in Manhattan. I think born at home. I don't think I was born in a hospital. I think that the doctor who delivered me was my uncle by marriage. He was Dr. Brown Morgan. JUDD TULLY: Were you the youngest child? PAUL CADMUS: No. I'm the oldest. I's just myself and my sister. I was born on December 17, 1904. My sister was born two years later. We were the only ones. We were very, very poor. My father earned a living by being a commercial lithographer. He wanted to be an artist, a painter, but he was foiled. As I say, he had to make a living to support his family. We were so poor that I suffered from malnutrition. Maybe that was the diet, too. I don't know. I had rickets as a child, which is hardly ever heard of nowadays. -
Art-Related Archival Materials in the Chicago Area
ART-RELATED ARCHIVAL MATERIALS IN THE CHICAGO AREA Betty Blum Archives of American Art American Art-Portrait Gallery Building Smithsonian Institution 8th and G Streets, N.W. Washington, D.C. 20560 1991 TRUSTEES Chairman Emeritus Richard A. Manoogian Mrs. Otto L. Spaeth Mrs. Meyer P. Potamkin Mrs. Richard Roob President Mrs. John N. Rosekrans, Jr. Richard J. Schwartz Alan E. Schwartz A. Alfred Taubman Vice-Presidents John Wilmerding Mrs. Keith S. Wellin R. Frederick Woolworth Mrs. Robert F. Shapiro Max N. Berry HONORARY TRUSTEES Dr. Irving R. Burton Treasurer Howard W. Lipman Mrs. Abbott K. Schlain Russell Lynes Mrs. William L. Richards Secretary to the Board Mrs. Dana M. Raymond FOUNDING TRUSTEES Lawrence A. Fleischman honorary Officers Edgar P. Richardson (deceased) Mrs. Francis de Marneffe Mrs. Edsel B. Ford (deceased) Miss Julienne M. Michel EX-OFFICIO TRUSTEES Members Robert McCormick Adams Tom L. Freudenheim Charles Blitzer Marc J. Pachter Eli Broad Gerald E. Buck ARCHIVES STAFF Ms. Gabriella de Ferrari Gilbert S. Edelson Richard J. Wattenmaker, Director Mrs. Ahmet M. Ertegun Susan Hamilton, Deputy Director Mrs. Arthur A. Feder James B. Byers, Assistant Director for Miles Q. Fiterman Archival Programs Mrs. Daniel Fraad Elizabeth S. Kirwin, Southeast Regional Mrs. Eugenio Garza Laguera Collector Hugh Halff, Jr. Arthur J. Breton, Curator of Manuscripts John K. Howat Judith E. Throm, Reference Archivist Dr. Helen Jessup Robert F. Brown, New England Regional Mrs. Dwight M. Kendall Center Gilbert H. Kinney Judith A. Gustafson, Midwest -
Cubo-Futurism
Notes Cubo-Futurism Slap in theFace of Public Taste 1 . These two paragraphs are a caustic attack on the Symbolist movement in general, a frequent target of the Futurists, and on two of its representatives in particular: Konstantin Bal'mont (1867-1943), a poetwho enjoyed enormouspopu larityin Russia during thefirst decade of this century, was subsequentlyforgo tten, and died as an emigrein Paris;Valerii Briusov(18 73-1924), poetand scholar,leader of the Symbolist movement, editor of the Salles and literary editor of Russum Thought, who after the Revolution joined the Communist party and worked at Narkompros. 2. Leonid Andreev (1871-1919), a writer of short stories and a playwright, started in a realistic vein following Chekhov and Gorkii; later he displayed an interest in metaphysicsand a leaning toward Symbolism. He is at his bestin a few stories written in a realistic manner; his Symbolist works are pretentious and unconvincing. The use of the plural here implies that, in the Futurists' eyes, Andreev is just one of the numerousepigones. 3. Several disparate poets and prose writers are randomly assembled here, which stresses the radical positionof the signatories ofthis manifesto, who reject indiscriminately aU the literaturewritt en before them. The useof the plural, as in the previous paragraphs, is demeaning. Maksim Gorkii (pseud. of Aleksei Pesh kov, 1�1936), Aleksandr Kuprin (1870-1938), and Ivan Bunin (1870-1953) are writers of realist orientation, although there are substantial differences in their philosophical outlook, realistic style, and literary value. Bunin was the first Rus sianwriter to wina NobelPrize, in 1933.AJeksandr Biok (1880-1921)is possiblythe best, and certainlythe most popular, Symbolist poet. -
Using Art Criticism to Engage Students in Writing
Using Art Criticism to Engage Students in Writing Allen Trent and Pete Moran University of Wyoming Abstract: This article describes using art criticism, a process the authors define as “viewing, thinking, talking, and writing about art,” to engage students in writing. The authors provide theoretical support for art criticism in education, describe the process, and share ways it can be used to address Common Core writing and other content area standards. They also share a sample art criticism lesson taught to fourth graders and include a summary of student learning data documenting student engagement and learning aligned with targeted standards. The article ends with suggestions for using art criticism, finding and using accessible art criticism resources, and integrating art criticism writing with other content areas. “I know what it is. Art criticism is writin’ bad stuff about people’s art!” This response was from a fourth grader, but we have heard similar responses from many students and teachers over the years. While logical, especially considering the common meaning of “criticism,” it is a misconception. Barrett, an art criticism theorist who has devoted his career to translating the process into educational contexts, explains that art criticism is a generally positive endeavor. Critics write about art “because they love it and see it as a valuable phenomenon in the world… Critics do not always agree with the art that is made, but they enjoy thinking about it” (Barrett, 2000, p. 2). Art criticism is the process of viewing, thinking, talking, and writing about art, and as teachers, we have found using the process to be a positive, effective way to engage students in meaningful conversations and writing. -
The Jersey Homesteads Mural: Ben Shahn, Bernarda Bryson, and History Painting in the 1930S”Published in Redefining History Painting, Cambridge University Press, 1995
RESEARCH ESSAY “The Jersey Homesteads Mural: Ben Shahn, Bernarda Bryson, and History Painting in the 1930s”published in Redefining History Painting, Cambridge University Press, 1995. ©Susan Noyes Platt Jersey Homestead Mural, (detail), photograph by Susan Platt In a mural for the community of Jersey Homesteads, (now Roosevelt), New Jersey, Ben Shahn, with the assistance of Bernarda Bryson,1 redefined contemporary history painting by combining the difficult medium of true fresco with unusual historical themes, and a spatial order that dramatizes the psychological aspect of the scenes. Painted during 1937-1938 in a medium which demands rapid work in large simple forms, the mural nonetheless includes three detailed and interrelated historical episodes with many subordinate scenes and references. The primary themes are Jewish immigration, Union organizing, and the planning of a cooperative community in the early New Deal Resettlement Administration. Spatially, the mural combines the traditional linear perspective of the Renaissance, the shallow space of some photographic portraits, the three dimensionality of theatrical sets, and the arrested action of film frames. These various devices serve to underline the contrasts between the dynamic and the static experiences depicted. 2 In narrating history, the mural departs from the tradition of the unified tableau, based in the theory of Diderot, which focuses on a single moment in which the action hangs in the balance, the peripateia. In the traditional tableau there is frequently a single identifiable heroic figure who with gesture and pose, implies the leadership of the moment in history depicted. This concept of history descends into still photography as the "decisive moment." Instead of the peripateia, the mural created in Jersey Homesteads, New Jersey presents groups of figures acting as part of an on-going process. -
1995 Nash Stream Forest Management Plan
Nash Stream Forest MANAGEMENT PLAN State of New Hampshire Department of Resources and Economic Development 1995 050 Nash Stream Forest FOREWORD The Nash Stream Forest is a unique parcel of land in Northern New Hampshire. Its acquisi- tion in 1988, through a collaborative effort between the state of New Hampshire Land Conservation Investment Program, the U.S. Forest Service, The Nature Conservancy, The Trust for New Hampshire Lands, and The Society for the Protection of New Hampshire Forests is equally unique, and serves as a milestone in state, private and federal cooperation. The diversity of the groups represented in this effort is almost as great as the diversity of resources that exists within the Nash Stream Forest and the topography of the land itself. Yet over an eighteen-month period, representatives from each of these groups worked together, to negotiate an arrangement which all felt was in the best interest of the land and the people who use it. All of the groups involved in the purchase and future management of the Nash Stream Forest recognized the importance of protecting the Forest from development, as well as the importance of continuing to use the land in a "multiple-use" manner—for education and research, as a key watershed area, for fish and wildlife, recreation, scenic qualities, and as a sustainable timber resource. These mutual concerns led to the successful purchase of the property, the formation of a Technical Team to assist in the development of a management plan, and to a gubernatorial-appointed Advisory Committee to focus public input and pro- vide insightful advice (see page 9).