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Visual Arts – Specific Rules/Guidelines
Visual Arts – Specific Rules/Guidelines VISUAL ARTS include many art forms that are visual in nature. The artist (student submitting entry) is a person who captures their own thoughts and ideas to create a visual piece of art. Accepted forms of visual art include: Collages, photographic collages (multiple photos cut/pasted), computer-generated image, design, drawing, painting, and printmaking. Non-accepted forms of visual art include: 3D artwork (artwork that is not flat on the surface). Reproductions or enlargements of another artwork. Reflect on the 2020-2021 Theme: I Matter Because… An explanation of the art form might be a useful addition to the artist statement. Whether an entry displays use of formal technique or a simple approach, it will be judged primarily on how well the student uses his or her artistic vision to portray the theme, originality and creativity. Copyright: Use of copyrighted material, including any copyrighted cartoon characters or likeness thereof, is not acceptable in any visual arts submission, with the following exceptions: • Visual artwork may include public places, well-known products, trademarks or certain other copyrighted material as long as that copyrighted material is incidental to the subject matter of the piece and/or is a smaller element of a whole. The resulting work cannot try to establish an association between the student and the trademark/business/material, or influence the purchase/non-purchase of the trademarked good. • Visual arts collages may include portions of existing copyrighted works, such as photographs, magazine clippings, internet images and type cut out of a newspaper, as long as those portions of copyrighted works are used to create a completely new and different work of art. -
4 Year Degree Schedule – Painting/Drawing/Printmaking
SUU Department of Art & Design 2020 – 2021 Catalog Minimum University Requirements Total Credits 120 Art History Credits 9 General Education Core Credits 30 – 35 Art Foundation Credits 28 Art Area Credits 54 University Electives 3 - 14 4 Year Degree Schedule – Painting/Drawing/Printmaking First Year Fall Semester Credits Notes Spring Semester Credits Notes Foundation Foundation ART 1110: Drawing I 3 ART 1130: 3-D Design 3 Course Course Foundation Foundation ART 1120: 2-D Design 3 ART 2110: Drawing II 3 Course Course ART 1050: Intro to Foundation Foundation 3 ART 2210: Digital Tools 3 Photography Course Course Foundation ARTH 2710: Art History Foundation ART 3000: Art Insights .5 3 Course Survey I Course Foundation Gen Ed Core Requirement 3 Gen Ed Course ART 3000: Art Insights .5 Course Gen Ed Knowledge 3 Gen Ed Course Gen Ed Core Requirement 3 Gen Ed Course Requirement Total Credits: 15.5 Total Credits: 15.5 Second Year Fall Semester Credits Notes Spring Semester Credits Notes Art Area ART 3450: Portrait & ART 2410: Painting I 3 3 Art Area Course Course Figure Painting ART 3310: Art Area 3 ART 4410: Painting II 3 Art Area Course Intaglio/Lithography Course ART 3110: Life Drawing & Art Area ART 4310: Advanced 3 3 Art Area Course Anatomy Course Printmaking Foundation ARTH 2720: Art History Foundation ART 3000: Art Insights .5 3 Course Survey II Course Foundation Gen Ed Core Requirement 3 Gen Ed Course Art 3000: Art Insights .5 Course Gen Ed Knowledge 3 Gen Ed Course Gen Ed Core Requirement 3 Gen Ed Course Requirement Total Credits: 15.5 -
Mural Installation Guide City of Frankfort, Kentucky
Mural Installation Guide City of Frankfort, Kentucky This guide is intended to provide answers to basic questions anyone must answer about creating a mural, from how to prepare a wall surface, to what kind of approvals you will need, to appropriate materials to use. The information here has been culled from best practices that have been documented by artists and mural organizations throughout the country. While this guide provides a roadmap, every project will have its own unique circumstances. Anyone taking on a mural project should look for guidance from artists, curators, arts organizations or others who are experienced with the details of mural production. At the end of this publication there is a Resource Guide that provides additional information and tips about where to find help. In This Guide… Part One – Evaluating a Wall I Page 2 Part Two – Approvals and Permissions I Page 4 Part Three – Creating a Design I Page 5 Part Four – Prep Work I Page 6 Part Five – Paint and Supplies I Page 9 Part Six – Maintenance, Repair, Conservation I Page 11 Part Seven – Checklist of Commonly Used Items I Page 12 Part Eight – Resource Guide I Page 13 Part One – Evaluating a Wall The best type of surface to receive paint is one that is a raw, unpainted brick, concrete or stone material that is free of the defects described below. However, keep in mind that the unpainted masonry requires special approval from the Architectural Review Board. Painting unpainted masonry in the historic district is generally not permitted. Wood, metal and other materials that are in new or good condition can also be satisfactory if properly prepared and sealed. -
Impressionist and Modern Art Introduction Art Learning Resource – Impressionist and Modern Art
art learning resource – impressionist and modern art Introduction art learning resource – impressionist and modern art This resource will support visits to the Impressionist and Modern Art galleries at National Museum Cardiff and has been written to help teachers and other group leaders plan a successful visit. These galleries mostly show works of art from 1840s France to 1940s Britain. Each gallery has a theme and displays a range of paintings, drawings, sculpture and applied art. Booking a visit Learning Office – for bookings and general enquires Tel: 029 2057 3240 Email: [email protected] All groups, whether visiting independently or on a museum-led visit, must book in advance. Gallery talks for all key stages are available on selected dates each term. They last about 40 minutes for a maximum of 30 pupils. A museum-led session could be followed by a teacher-led session where pupils draw and make notes in their sketchbooks. Please bring your own materials. The information in this pack enables you to run your own teacher-led session and has information about key works of art and questions which will encourage your pupils to respond to those works. Art Collections Online Many of the works here and others from the Museum’s collection feature on the Museum’s web site within a section called Art Collections Online. This can be found under ‘explore our collections’ at www.museumwales.ac.uk/en/art/ online/ and includes information and details about the location of the work. You could use this to look at enlarged images of paintings on your interactive whiteboard. -
Drawing and Painting Course Syllabus CHS Art Department Contact Information
Drawing and Painting Course Syllabus CHS Art Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Lori Dana Email Address: [email protected] or [email protected] Phone Number: (740) 702-2287 ext. 16241 Online: http://www.ccsd.us/1/Home CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: This is a second level art course focusing on 2 dimensional media. Students will continue to explore the elements and principles of art, current and past practicing artists, technique, and concept as it pertains to art making. A variety of 2 dimensional media will be explored including but not limited to, pencil, charcoal, pastels, acrylics, watercolors, etc. There is a $20 fee for this course. Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at http://www.corestandards.org/the-standards. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. -
André Breton Och Surrealismens Grundprinciper (1977)
Franklin Rosemont André Breton och surrealismens grundprinciper (1977) Översättning Bruno Jacobs (1985) Innehåll Översättarens förord................................................................................................................... 1 Inledande anmärkning................................................................................................................ 2 1.................................................................................................................................................. 3 2.................................................................................................................................................. 8 3................................................................................................................................................ 12 4................................................................................................................................................ 15 5................................................................................................................................................ 21 6................................................................................................................................................ 26 7................................................................................................................................................ 30 8............................................................................................................................................... -
Video Installation in Public Space
Center for Open Access in Science ▪ https://www.centerprode.com/ojsa.html Open Journal for Studies in Arts, 2018, 1(1), 29-42. ISSN (Online) 2620-0635 ▪ https://doi.org/10.32591/coas.ojsa.0101.03029d _________________________________________________________________________ Video Installation in Public Space Lili Atila Dzhagarova South-West University “Neofit Rilski”, Blagoevgrad Theater and Cinema Art Received 31 May 2018 ▪ Revised 27 June 2018 ▪ Accepted 29 July 2018 Abstract The present study is dedicated to the research of video installations placed in the public space, such as exhibition halls, streets and theatrical spaces. The theme “Video installations in the public space” is the understanding of the essence of video and space and its aspects through the production of various spatial solutions and practical imaging solutions in the field of video art. The subject of the study is essence of the problem. In the case of this study the object is the video installations, and the subject is the process of their creation, and the concept of environment. The whole range of phenomena studied is related to the works of video art, their development and expression of opportunities and the idea of environment is an aspect of exploring the space in which they are presented. Keywords: installations, video, public space, phenomenon, movement. 1. Introduction When we think of artists, we think of paint on canvas, or clay masterpieces, or beautiful, timeless drawings, but what do you think when you hear digital artists? The acceptance of digital art into the mainstream art community is a controversy that is slowly becoming history. The controversy is essentially what many people believe in that art is created by the computer, and not by the artist. -
Comparative Literature, Spring 2008 Colt 480 Dada Surrealism T
1 COMPARATIVE LITERATURE, SPRING 2008 COLT 480 DADA SURREALISM T. AND THURS. 12:30—1:50 T.H.H 121 PROF. GLORA ORENSTEIN OFFICE: T.H.H 174 VOICE MAIL: 740—0100 E-MAIL: [email protected] In this course we will explore the Dada and Surrealist Movements in the arts. We will focus on each movement’s aesthetic philosophy and stylistic and conceptual innovations as they manifested in a variety of artistic media: poetry, film, fiction, theatre, painting, manifestos, happenings, and contemporary Neo-Dada and Neo surrealist literary and visual creations. Concepts and forms such as The Marvelous, Automatic Writing, Objective Chance (synchronicity), Black Humor, the Found Object, The Dream Object, The Exquisite Corpse, The Surrealist Object, The Surrealist Image, The Surrealist Game, The Happpening, The Dream Narrative, Communicating Vessels, Paranoic Critical Creations, Frottage, Surrealist Collage, The One in The Other, Panic Theatre/Ephemeras, and many other artistic techniques will be elucidated as they articulate the “convulsive beauty” of Dada and Surrealist art and writing internationally. The women of Surrealism, their work in art and literature, will be a major focus of the course. There is one important aspect of the course that I would like to stress. Throughout the semester I would like you to search the web and establish an extensive file on either Dadists or Surrealists in a country of your choice. Print out a collection of information on contemporary dada or surrealist artists in your selected country or region, and be prepared to hand in this collection on the last day of class. It will take the form of a Class Presentation and it may be the Field Work component of your final research paper/project. -
BRADFORD ART ASSIGNMENT FINAL EDIT-Merged-Compressed (1
ART ASSIGNMENT OPEN CALL MARK BRADFORD In conjunction with the exhibition Mark Bradford: End Papers, the Modern’s education department is pleased to announce an OPEN CALL for high school and middle school student responses to two key works in the show, Medusa, 2020, and Kingdom Day, 2010. It is highly recommended that each student visits the Modern’s galleries to view the selected works in person. The exhibition is on view through January 10, 2021. This packet is a supplement to the gallery experience and offers background information on the artist and works, as well as ideas to consider and activities to complete for the open call. Admission to the Modern is free for participating students. OPEN CALL submission guidelines can be found at the end of this packet. Mark Bradford (b. 1961 in Los Angeles; lives and works in Los Angeles) is a contemporary artist best known for his large-scale abstract paintings created out of paper. Characterized by its layered formal, material, and conceptual complexity, Bradford’s work explores social and political structures that objectify marginalized communities and the bodies of vulnerable populations. Just as essential to Bradford’s work is a social engagement practice through which he reframes objectifying societal structures by bringing contemporary art and ideas into communities with limited access to museums and cultural institutions. Bradford grew up in his mother’s beauty salon, eventually becoming a hairdresser himself, and was quite familiar with the small papers used to protect hair from overheating during the process for permanent waves. Incorporating them into his art was catalytic for Bradford, merging his abstract painting with materials from his life. -
THE USE of MIXED MEDIA in the PRODUCTION of METAL ART by Mensah, Emmanuel (B.A. Industrial Art, Metals)
THE USE OF MIXED MEDIA IN THE PRODUCTION OF METAL ART By Mensah, Emmanuel (B.A. Industrial Art, Metals) A Thesis submitted to the School of Graduate Studies, Kwame Nkrumah University of Science and Technology In partial fulfillment of the requirements for the degree of MASTER OF ARTS (ART EDUCATION) Faculty of Art, College of Art and Social Sciences March 2011 © 2011, Department of General Art Studies DECLARATION I hereby declare that this submission is my own work toward the M.A Art Education degree and that, to the best of my knowledge, it contains no materials previously published by another person or material which has been accepted for the award of any other degree of the university, except where due acknowledgement has been made in the text. ……………………………….. ……………………………….. ………………………….. Student’s name & ID Signature Date Certified by ……………………………….. ……………………………….. ………………………….. Supervisor’s Name Signature Date Certified by ……………………………….. ……………………………….. ………………………….. Head of Department’s Name Signature Date ii ABSTRACT The focus of this study was to explore and incorporate various artistic and non artistic media into the production of metal art. The researcher was particularly interested in integrating more non metallic materials that are not traditional to the production of metal art in the decoration, finishing and the protective coating of metal art works. Basic hand forming techniques including raising, chasing and repoussé, piercing and soldering were employed in the execution of the works. Other techniques such as painting, dyeing and macramé were also used. Non metallic media that were used in the production of the works included leather, nail polish, acrylic paint, epoxy, formica glue, graphite, eye pencil, lagging, foam, wood, shoe polish, shoe lace, eggshell paper, spray paint, cotton cords and correction fluid. -
Introducing the Master Artist: Slideshow Guide
MARY CASSATT – AGES 10 – ADULT | ONLINE EDITION Step 1 - Introducing the Master Artist: Slideshow Guide MOTIVATION BEGIN READING HERE I want you to put yourself in the place of our artist for today. She is a young woman who very nervously approaches her father with news of an important decision she has made. She has been putting off this conversation for a very long time, because she is afraid of her father’s reaction. But she has finally gathered her nerve and carefully watches his face as she reveals her news. Have you ever experienced something like that with your parents? Do you remember a good reaction? Did you receive a negative reaction? Let me finish my story about our artist’s predicament. With trepidation she awaited her father’s answer. With disbelief she heard him blurt out, “I would almost rather see you dead!” What did she tell him to get such an unbelievably harsh response? She told him she wanted to become a professional artist! To understand this situation at all, we have to put ourselves in the time and place of our master artist, Mary Cassatt. Mary was born into a wealthy family in the United States, where she first started her art education. In the late 1800’s all women were expected to be wives and mothers, but not professional artists. Art was a man’s world, but Mary had decided it was time to move to Europe to further her studies and career as an artist. Mary was sure of her decision and stuck to it. -
4 from New York a Group Exhibition Guest Curated by John Beech
CHARLOTTE JACKSON FINE ART PRESENTS: 4 from New York A Group Exhibition Guest Curated by John Beech February 9 through March 4, 2007 Gallery artist John Beech brings the work of three fellow New York artists, Joyce Kim, Christopher Lesnewski, and Michael Voss to Santa Fe for this exhibition. In keeping with Beech’s own interest in materiality and the de-contextualizing of the everyday, the works of each of these artists, although visually very different, share a concern with the physical properties of materials used in their construction. Works in this exhibition will include painting and sculpture in a variety and blending of techniques from collage and painting to construction and printing. John Beech’s own work defies one particular description because he creates so many different kinds of art objects. From his photographs of dumpsters painted over with acrylics, to his glue paintings which project from the wall, to his rotating sculptures constructed with various types of wheels and rotating hardware, one of the elements present in all of Beech’s work is a proletarian view and use of everyday materials. Most of Beech’s works are made of items that can be picked up in any hardware store. For example, one piece featured in this exhibition is made of a painted fleece blanket attached to a wheel. The works themselves, constructed of familiar materials achieve a dissonance whereby the viewer is forced to see both art and the “ordinary” world in a new way. This sense of the familiar, set slightly askew, is present in the works of the other artists in this exhibition.