BRUNO CIVITICO American Classicism
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Modernism 1 Modernism
Modernism 1 Modernism Modernism, in its broadest definition, is modern thought, character, or practice. More specifically, the term describes the modernist movement, its set of cultural tendencies and array of associated cultural movements, originally arising from wide-scale and far-reaching changes to Western society in the late 19th and early 20th centuries. Modernism was a revolt against the conservative values of realism.[2] [3] [4] Arguably the most paradigmatic motive of modernism is the rejection of tradition and its reprise, incorporation, rewriting, recapitulation, revision and parody in new forms.[5] [6] [7] Modernism rejected the lingering certainty of Enlightenment thinking and also rejected the existence of a compassionate, all-powerful Creator God.[8] [9] In general, the term modernism encompasses the activities and output of those who felt the "traditional" forms of art, architecture, literature, religious faith, social organization and daily life were becoming outdated in the new economic, social, and political conditions of an Hans Hofmann, "The Gate", 1959–1960, emerging fully industrialized world. The poet Ezra Pound's 1934 collection: Solomon R. Guggenheim Museum. injunction to "Make it new!" was paradigmatic of the movement's Hofmann was renowned not only as an artist but approach towards the obsolete. Another paradigmatic exhortation was also as a teacher of art, and a modernist theorist articulated by philosopher and composer Theodor Adorno, who, in the both in his native Germany and later in the U.S. During the 1930s in New York and California he 1940s, challenged conventional surface coherence and appearance of introduced modernism and modernist theories to [10] harmony typical of the rationality of Enlightenment thinking. -
Power of the Stick Year 8
Year 8 - Knowledge Organiser - Giacometti The width from shoulder to shoulder = 2heads The elbow roughly lines up with the bottom of the What is proportion? – Proportion is comparison ribcage just above the waist It is important to draw the human figure in proportion. The tip of the middle finger to the armpit = 3 heads Though there are subtle differences between individuals Width of the waist at the belly is 1 head length wide human proportions fit within a fairly standard range, which With the arm stretched out the hand reaches have varied considerably over different periods and regions. midthigh. In modern figure drawing, the basic unit of measurement is Hand = face (chin to hairline) the ‘head’, which is the distance from the top of the head to the chin. Motion -The body is a supple and agile system, The proportions used in figure drawing are: influenced by gravity. It has no natural rigid position • An average person is generally 7 ½ heads tall. • An ideal figure , used when aiming for an impression 1.An exaggerated walking gait. of nobility or grace, is drawn at 8 heads tall. The hip joints move because of • An heroic figure , gods and superheroes, is 8 ½ gravity. The motion of the 1 heads tall. (bigger chest and longer legs) shoulders moves in reverse to the hip joints. 2. A sideways lying person, resting on 1 arm. This causes Power of the Stick • An unbalanced pose conveys the rest of the body (ribcage) to red circle = centreFigure of gravity dynamics, action and motion hang on the resting shoulder. -
Philip Pearlstein
PHILIP PEARLSTEIN 1924 Born in Pittsburgh, PA on May 24 1942-49 B.F.A. from Carnegie Institute of Technology, Pittsburgh, PA 1955 M.A. from New York University, Institute of Fine Arts, New York, NY 1959-63 Instructor, Pratt Institute, Brooklyn, NY 1962-63 Visiting Critic, Yale University, New Haven, CT 1963-88 Professor of Fine Art, Brooklyn College, Brooklyn, NY 1988 Distinguished Professor Emeritus, Brooklyn College, Brooklyn, NY 2003-06 President, American Academy of Arts and Letters, New York, NY The artist lives and works in New York City. Solo Exhibitions 2018 Philip Pearlstein, Today, Betty Cuningham Gallery, New York, May 10 – June 17 Philip Pearlstein, Paintings 1990- 2017, Saatchi Gallery, London, United Kingdom, January 17 – April 29 2017 Facing You, Betty Cuningham Gallery, New York, May 5 – June 30 Philip Pearlstein: Seventy –Five Years of Painting, Susquehanna Museum of Art, Harrisburg, PA, February 11 – May 21 2016 G.I. Philip Pearlstein, World War II Captured on Paper, Betty Cuningham Gallery, New York, September 14 – October 15 2015-16 Pearlstein | Warhol | Cantor: From Carnegie Tech to New YorK, Betty Cuningham Gallery, New York, NY, Dec. 3 – March 5, 2016 2015 Pearlstein | Warhol | Cantor : From Pittsburgh to New YorK, Andy Warhol Museum, Pittsburgh, PA May 30- September 6 2014 Philip Pearlstein, Betty Cuningham Gallery, New York, NY, May 8 – July 27 Pearlstein at 90, Russell Bowman Art Advisory, Chicago, IL, April 4 – May 31 Philip Pearlstein: Six Paintings, Six Decades, National Academy of Art, New York, NY, Feb. 27 – May 11 Philip Pearlstein – Just The Facts, 50 Years of Looking and Drawing and Painting, Curated by Robert Storr, New York Studio School, New York, NY, January 16 – February 22 2013 Philip Pearlstein’s People, Places, Things, Museum of Fine Arts, St. -
Interview with Philip Pearlstein Studio International by Janet Mckenzie
Interview with Philip Pearlstein Studio International By Janet McKenzie Philip Pearlstein is one of the most important artists of the twentieth century who worked in an abstract expressionist style before shifting to large-scale formalist nudes constructed theatrically with a range of props from merry-go- round horses to the Eames chair. Pearlstein turns 92 this month yet he continues to work on large scale paintings where the nude figure is juxtaposed with a diverse range of objects: from crashed model aeroplanes to marionettes, a model of the White House that is in fact a birdcage, and richly patterned rugs and fabrics. A sense of enigmatic drama is created, perhaps alluding to the anachronistic nature of human existence, to the disconnect that exists between an individual and war and politics in the wider world. Pearlstein studied with Andy Warhol at the Carnegie Institute in Pittsburgh after the war spent in Italy; they travelled together with Pearlstein’s future wife, Dorothy Cantor, also an art student, to New York where Pearlstein studied art history at New York University with Erwin Panofsky. His career has been hugely influential whilst consistently pursuing an independent path for over 60 years. In the lead up to a new exhibition of 170 of his wartime drawings, at the Betty Cuningham Gallery in New York, next month, Pearlstein speaks at length about his remarkable career. Janet McKenzie: You have been an active and productive artist for over 60 years, and so your career has taken place through numerous significant art world changes where you have played an important role. -
ART 213 Figure Drawing (Definitive Version)
ART 2323 – FIGURE DRAWING I MAIN ART BUILDING, ROOM 201 2:00 P.M. -- 4:50 P.M. Instructor: Gerard Huber [email protected] Office Hours 11:00AM to 1:50PM, Tuesday/Thursday, Room #211 in Art Building CATALOGUE DESCRIPTION: The solving of total compositional problems, through drawing media. Emphasis is placed upon the figure, with additional concentration upon other subject matter and nonobjective image making. ADDITIONAL DESCRIPTION: A course in learning how to draw the nude human body accurately and with sensitivity. Objectives of the course are to acquire a comprehensive understanding of the human form by developing a working knowledge of the structural components of the human body. Course Purpose: The purpose of Figure Drawing is to develop perceptual skills in terms of drawing a correctly articulated human figure with accurate proportions from a nude figure. The student will review basic knowledge of the elements of art structure: line, value, shape, texture, and color to lead to their deliberate manipulation of different types of spatial illusion, compositions, and expressive meaning. Course Goals: Figure Drawing is designed to build each student’s perceptual, compositional, and expressive figure drawing skills so that by the end of the semester he or she will: learn to make a drawing of the live human figure based on increased sensory perception as opposed to preconceived ideas of what the figure should look like. be able to draw the human figure in an objectively accurate manner. be able to analyze underlying structure and proportions of male and female human figures. be able to draw the human figure in an expressive manner, with desired mood or emotional nuance. -
Not for the Uncommitted: the Alliance of Figurative Artists, 1969–1975 By
Not for the Uncommitted: The Alliance of Figurative Artists, 1969–1975 By Emily D. Markert Submitted in partial fulfillment of the requirements for the degree Master of Arts in Curatorial Practice California College of the Arts April 22, 2021 Not for the Uncommitted: The Alliance of Figurative Artists, 1969–1975 Emily Markert California College of the Arts 2021 From 1969 through the early 1980s, hundreds of working artists gathered on Manhattan’s Lower East Side every Friday at meetings of the Alliance of Figurative Artists. The art historical canon overlooks figurative art from this period by focusing on a linear progression of modernism towards medium specificity. However, figurative painters persisted on the periphery of the New York art world. The size and scope of the Alliance and the interests of the artists involved expose the popular narrative of these generative decades in American art history to be a partial one promulgated by a few powerful art critics and curators. This exploration of the early years of the Alliance is divided into three parts: examining the group’s structure and the varied yet cohesive interests of eleven key artists; situating the Alliance within the contemporary New York arts landscape; and highlighting the contributions women artists made to the Alliance. Keywords: Post-war American art, figurative painting, realism, artist-run galleries, exhibitions history, feminist art history, second-wave feminism Acknowledgments and Dedication I would foremost like to thank the members of my thesis committee for their support and guidance. I am grateful to Jez Flores-García, my thesis advisor, for encouraging rigorous and thoughtful research and for always making time to discuss my ideas and questions. -
The Art of Figure Drawing the Art of Figure Drawing The
The art of figure drawing the science of modeling "The life Class ", by toby boothman http://fineartamerica.com/featured/the-life-class-toby-boothman.html © 2011 RP Renaud The art of figure drawing the science of modeling Needless to say, the wonderful parody on the cover page by artist Toby Boothman isn't very likely to depict what one will see at art classes or open studios. This photo, with the one recognizable face blurred for privacy, is more in line with what one will experience in the real world. This is a painting session, but a drawing session will not be that much different. Artists will be preserving the image of a model using various media such as pencils, pens, chalk, colored pencils, charcoal or Conté Crayons, and a variety of surfaces such as sheet paper, note pads, easel pads, newsprint (the stuff that newspapers are printed on) or whatever the artist is moved to use. Art is the product of individuality. © 2011 RP Renaud 2 The star of the show So we now have a group of artists, from a few to a classroom full, with one thing on their artistic minds: they want to draw something. The term "life class" presupposes that their subject will be living, and generally that subject is a human being. And that's your cue. You're their model. They want to draw you. Although in some life classes the model is dressed ("draped", in the jargon) in street clothes or costumes, this group of artists wants you to be nude. Get used to that concept before you even consider modeling. -
ART the Art Model's Handbook
ART The Art Model’s Handbook: The Naked Truth about Posing for Art Classes and Fine Artists Andrew Cahner CreateSpace Softcover $16.95 (141pp) 978-1-442-16969-2 “The human form is arguably the most difficult subject for an artist to render,” writes author and experienced art model, Andrew Cahner. “A landscape drawn a little inaccurately will still look like a landscape, but an error in depicting a human likeness will not look right.” Capturing an emotional quality is even more challenging, writes Cahner, adding that mastering figure drawing skills prepares artists to draw all other subjects with ease. Given the importance of live models to this endeavor, it is strange that so little attention has been paid to their training and that few resources exist to orient art school faculty, art model coordinators, and artists themselves. Cahner, an experienced professional art model, has ably filled the gap with The Art Model’s Handbook; going beyond basic modeling and drawing terminology and technique, he describes how the model is an active participant in the creative process of figurative artists, providing not just a visual reference, but also serving as a source of inspiration. Recognizing that, especially in American culture, body issues can deter potentially great models from ever pursuing the career, Cahner explains the difference between fashion modeling, with its need for models whose bodies share a particular idealized form, and art modeling, which requires people of all sizes, shapes, ages, and races. With sensitivity and skill, the author describes what the figure drawing experience is like for both models and artists, and establishes the parameters of mutual respect and concern that must exist between them. -
The Nude Figure: a Visual Reference for the Artist Free
FREE THE NUDE FIGURE: A VISUAL REFERENCE FOR THE ARTIST PDF Mark Edward Smith | 208 pages | 01 Sep 1998 | Watson-Guptill Publications | 9780823032327 | English | New York, United States Nude (art) - Wikipedia The nudeas a form of visual art that focuses on the unclothed human figure, is an enduring tradition in Western art. Unclothed figures often also play a part in other types of art, such as history paintingincluding allegorical and religious artportraitureor the decorative arts. From prehistory to the earliest civilizations, nude female figures are generally understood to be symbols of fertility or well-being. Japanese prints are one of the few non- western traditions that can be called nudes, but the activity of communal bathing in Japan is portrayed as just another social activity, without the significance placed upon the lack of clothing that exists in the West. Through each era, the nude has reflected changes in cultural attitudes regarding sexuality, gender roles, and social structure. The meaning of any image of the unclothed human body depends upon its being placed in a cultural context. In Western culture, the contexts generally recognized are artpornographyand information. Viewers easily identifying some images as belonging to one category, while others images are ambiguous. The 21st century may have created a fourth category, the commodified nude, which intentionally uses ambiguity to attract attention for commercial purposes. With regard to the distinction between art and pornography, Kenneth Clark noted that sexuality was part of the attraction to the nude as a subject of art, stating "no nude, however abstract, should fail to arouse in the spectator some vestige of erotic feeling, even though it be only the faintest shadow—and if it does not do so it is bad art and false morals". -
Nude in a Classroom: the Contemporary World of Life Modelling
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2019 Nude in a Classroom: The Contemporary World of Life Modelling Kannaki Bharali The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3019 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] NUDE IN A CLASSROOM: THE CONTEMPORARY WORLD OF LIFE MODELLING by KANNAKI BHARALI A dissertation submitted to the Graduate Faculty in Sociology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2019 © 2019 KANNAKI BHARALI All Rights Reserved ii Nude in a Classroom: The Contemporary World of Life Modelling by Kannaki Bharali This manuscript has been read and accepted for the Graduate Faculty in Sociology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Date Philip Kasinitz Chair of Examining Committee Date Lynn Chancer Executive Officer Supervisory Committee: Cynthia Epstein David Halle Elizabeth Wissinger THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Nude in a classroom: The Contemporary World of Life Modelling by Kannaki Bharali Advisor: Dr. Phillip Kasinitz Throughout the history of Western art, drawing from live nude models has been considered one of the most efficient way to develop artistic skills. While drawing live nudes used to be something one had to enroll in an art school to do, life drawing has now transformed to a leisure practice across widely diverse cultural groups. -
Beer with a Painter: Catherine Murphy by Jennifer Samet – 2 August 2014
Beer with a Painter: Catherine Murphy By Jennifer Samet – 2 August 2014 Catherine Murphy, “Persimmon” (1991) oil on canvas 25 3/4 x 29 1/2 inches When I arrived at Catherine Murphy’s home in Poughkeepsie, New York, I was led down a long outdoor path to her studio. Murphy was working on a painting of a pie crust; she asked her assistant to put the dough on ice while she spoke with me. I looked around her studio, where curtains blocked the daylight from the windows, at other props: a branch hung from a corner of the ceiling, a mound of elaborately broken plates was the set-up for another painting, a mannequin slouched on a chair, and stuffed squirrels rested on a table. Once Murphy and I started talking, we didn’t get up from our chairs. After a couple of hours of conversation, I opened the studio door. I found my eyes blinking in the sunlight – reminded that we were in the midst of a lush landscape, suddenly noticing the flowering plants lining the path. We walked back to the patio for aranciatas with her husband, the sculptor Harry Roseman, while I let the air and the sound of birds wash over me. There had been a buzz of intensity to Murphy’s studio, with its windows blacked out; it felt warm and slightly claustrophobic. Although Murphy works from observation, hers are not scenic paintings. Her subjects include a garden hose and a garter snake curled on the grass, black garbage bags in the snow, pages from a coloring book, knots in wood, the edge of a chair marred by a cat’s scratches. -
Many Approaches to Figure Drawing Exist, and Artists Don't Have to Limit
The Evolution of Figure Drawing Many approaches to figure drawing exist, and artists don’t have to limit themselves to just one. We examine three longstanding traditions, which artists can use and synthesize in their work. by Robert Zeller n recent years there has been a huge resurgence of interest in the practice of academic figure drawing, accompanied by much debate about the best way to draw the figure in a “classical manner.” Although it may seem an impossibility to add anything truly new or innovative in this field, I propose an approach that can be considered an evolution of existing methods and schools, rather than something radically new. ISimply put, I combine three methods that have been adopted by significant schools of thought on figure drawing throughout the centuries. The first method centers around the study of gesture and is embodied in the rhythmic Italian style of drawing referred to as disegno. The second method is the smooth and subtle creation of form found in the Holly by Robert Zeller French academic method of the 19th century, often referred to today as the atelier method. 2010; graphite on Finally there is the 20th-century architectural-structural approach, which interprets the paper, 24x18 figure as a series of interlocking geometric shapes. 94 Artists Magazine January/February 2018 ArtistsNetwork.com 95 These methods have been around a very long time: Each has roots in the Italian Renaissance, which in turn had roots in INDEPENDENT PRACTICE: Greek Classicism. However, unlike ancient Greek drawing and painting—almost none of which has survived—we have ACADEMIC METHOD examples from all three traditions to help guide our efforts.