Class 5: the Multiple Image
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Page 355 H-France Review Vol. 9 (June 2009), No. 86 Peter Read, Picasso and Apollinaire
H-France Review Volume 9 (2009) Page 355 H-France Review Vol. 9 (June 2009), No. 86 Peter Read, Picasso and Apollinaire: The Persistence of Memory (Ahmanson-Murphy Fine Arts Books). University of California Press: Berkeley, 2008. 334 pp. + illustrations. $49.95 (hb). ISBN 052-0243- 617. Review by John Finlay, Independent Scholar. Peter Read’s Picasso et Apollinaire: Métamorphoses de la memoire 1905/1973 was first published in France in 1995 and is now translated into English, revised, updated and developed incorporating the author’s most recent publications on both Picasso and Apollinaire. Picasso & Apollinaire: The Persistence of Memory also uses indispensable material drawn from pioneering studies on Picasso’s sculptures, sketchbooks and recent publications by eminent scholars such as Elizabeth Cowling, Anne Baldassari, Michael Fitzgerald, Christina Lichtenstern, William Rubin, John Richardson and Werner Spies as well as a number of other seminal texts for both art historian and student.[1] Although much of Apollinaire’s poetic and literary work has now been published in French it remains largely untranslated, and Read’s scholarly deciphering using the original texts is astonishing, daring and enlightening to the Picasso scholar and reader of the French language.[2] Divided into three parts and progressing chronologically through Picasso’s art and friendship with Apollinaire, the first section astutely analyses the early years from first encounters, Picasso’s portraits of Apollinaire, shared literary and artistic interests, the birth of Cubism, the poet’s writings on the artist, sketches, poems and “primitive art,” World War I, through to the final months before Apollinaire’s death from influenza on 9 November 1918. -
Famous Paintings of Picasso Guernica
Picasso ArtStart – 7 Dr. Hyacinth Paul https://www.hyacinthpaulart.com/ The genius of Picasso • Picasso was a cubist and known for painting, drawing, sculpture, stage design and writing. • He developed cubism along with Georges Braque • Born 25th Oct 1881 in Malaga, Spain • Spent time in Spain and France. • Died in France 8th April, 1973, Age 91 Painting education • Trained by his father at age 7 • Attended the School of Fine Arts, Barcelona • 1897, attended Madrid's Real Academia de Bellas Artes, He preferred to study the paintings of Rembrandt, El Greco, Goya and Velasquez • 1901-1904 – Blue period; 1904-1906 Pink period; 1907- 1909 – African influence 1907-1912 – Analytic Cubism; 1912-1919 - Synthetic Cubism; 1919-1929 - Neoclacissism & Surrealism • One of the greatest influencer of 20th century art. Famous paintings of Picasso Family of Saltimbanques - (1905) – National Gallery of Art , DC Famous paintings of Picasso Boy with a Pipe – (1905) – (Private collection) Famous paintings of Picasso Girl before a mirror – (1932) MOMA, NYC Famous paintings of Picasso La Vie (1903) Cleveland Museum of Art, OH Famous paintings of Picasso Le Reve – (1932) – (Private Collection Steven Cohen) Famous paintings of Picasso The Young Ladies of Avignon – (1907) MOMA, NYC Famous paintings of Picasso Ma Jolie (1911-12) Museum of Modern Art, NYC Famous paintings of Picasso The Old Guitarist (1903-04) - The Art Institute of Chicago, IL Famous paintings of Picasso Guernica - (1937) – (Reina Sofia, Madrid) Famous paintings of Picasso Three Musicians – (1921) -
Newly Acquired Works by 15 Artists on Exhibit
THE MUSEUM OF MODERN ART |1 WEST 53 STREET, NEW YORK 19, N. Y. TllIPMONIt CIRCLE 5-8900 £007214- - 1+9 FOR WEDNESDAY RELEASE NEWLY ACQUIRED WORKS BY 15 ARTISTS TO 00 VIEW Recently acquired works of art by 15 artists will be on view on the 1st floor of the Museum of Modern Art, 11 West 53 Street, from July 26 through November 5» The 18 works, 17 of them recently added to the Museum Collection and one on extended loan, include 13 oil paintings, 3 watercolors, one sculpture and one construction. Seven of the artists are well-known Europeans: Picasso, Leger, Mondrian, Beckmann, Klee, de Chirico, Pevsner. Pour prominent Americans are represented: Charles Burchfield, Charles Demuth, Rico Lebrun and Morris Graves; while three of the remaining four American artists are newcomers to the Museum's Collection and its public: Richard Lippold, J.M. Hanson and Richard Pousette-Dart. Jimmy Ernst is already represented in the Collection with an earlier painting. Picasso's Harlequin was painted toward the end of 19l5« Alfred H. Barr, Jr., Director of the Museum Collections says: "The painter, because of his Spanish nationality, had not been directly involved in World War I, but he had seen many of his friends - Braque, Apollinaire, Derain, Cocteau, Leger and others - leave for the front while he remained behind in a frightened and gloomy Paris. Meanwhile his beloved mistress, Eva, had fallen mortally ill and had to be taken to a hospital far from Montparnasse vfoere PicaSso was then living. "It was in this atmosphere of general and personal distress that Picasso painted the Harlequin. -
Las Meninas (Group)
Las Meninas (group) Dated 17.8.57. on the back Cannes Oil on canvas 194 x 260 cm Donated by the artist, 1968 MPB 70.433 The work . Chronologically, this work is the first in the series where Picasso produced a personal interpretation of the whole of Velázquez’s work. The same characters as in Velázquez’s work appear here, although, with an aesthetically different form, with variations in certain elements of the composition. On the one hand, the vertical format is substituted for the horizontal. On the other, where in Velázquez's work the figure around whom the entire composition revolves is the Infanta Margarita, in Picasso's work, the Infanta still has an essential role but so does the figure of the painter who, shown in disproportionate size and holding two palettes, takes a major role, reinforcing in this way the idea that the most important thing in the entire creation of art is the artist himself. In this way, moving towards the right of the composition, the form simplifies and the figures to the right contrast with the more elaborate figures of Velázquez and the first 'menina'. Another major variant is the treatment of light and colour. This variation has a direct effect on the painting’s luminosity with the opening of large windows to the right which, in Velázquez’s work, remain closed. The lack of colour contrasts with this luminosity. Blacks and whites dominate the composition, whether on purpose since Picasso had used this resource before or due to the only reference he had being a large photographic blow-up in black and white. -
NEO-Orientalisms UGLY WOMEN and the PARISIAN
NEO-ORIENTALISMs UGLY WOMEN AND THE PARISIAN AVANT-GARDE, 1905 - 1908 By ELIZABETH GAIL KIRK B.F.A., University of Manitoba, 1982 B.A., University of Manitoba, 1983 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN THE FACULTY OF GRADUATE STUDIES (Department of Fine Arts) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA . October 1988 <£> Elizabeth Gail Kirk, 1988 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of Fine Arts The University of British Columbia 1956 Main Mall Vancouver, Canada V6T 1Y3 Date October, 1988 DE-6(3/81) ABSTRACT The Neo-Orientalism of Matisse's The Blue Nude (Souvenir of Biskra), and Picasso's Les Demoiselles d'Avignon, both of 1907, exists in the similarity of the extreme distortion of the female form and defines the different meanings attached to these "ugly" women relative to distinctive notions of erotic and exotic imagery. To understand Neo-Orientalism, that is, 19th century Orientalist concepts which were filtered through Primitivism in the 20th century, the racial, sexual and class antagonisms of the period, which not only influenced attitudes towards erotic and exotic imagery, but also defined and categorized humanity, must be considered in their historical context. -
UC Irvine Electronic Theses and Dissertations
UC Irvine UC Irvine Electronic Theses and Dissertations Title Surrealism: a Marxist Enterprise in 1930s London Permalink https://escholarship.org/uc/item/6vk769zn Author Obarski, Susan King Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, IRVINE Surrealism: a Marxist Enterprise in 1930s LonDon DISSERTATION submitteD in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Visual Studies by Susan King Obarski Dissertation Committee: Professor James D. Herbert, Chair Professor Cécile Whiting Associate Professor Catherine L. Benamou 2014 © 2014 Susan King Obarski DEDICATION To my parents Joan anD Jim King, and my Daughter Katie Obarski, for their love and unconditional support. ii TABLE OF CONTENTS Page LIST OF FIGURES v ACKNOWLEDGMENTS xi CURRICULUM VITAE xii ABSTRACT OF THE DISSERTATION xiv INTRODUCTION 1 CHAPTER 1: Establishing the Revolutionary Aims of British Surrealism 11 Extending Unit One 15 Aligning with Breton and Local British Traditions 18 Part of a Growing British Left 21 The International Surrealist Exhibition 31 Postmortem anD Response to the Press 46 Standing with anD Against English Culture 48 Conclusions 56 CHAPTER 2: Eileen Agar anD the Compromises of Pursuing A Free Revolutionary Art 65 Surrealism ConceiveD Upmarket 72 Autobiography of an Embryo 76 Angel of Anarchy 93 Agar as ProDucer 97 Cultural Production as a Political Cause 106 Conclusions 113 CHAPTER 3: Speaking to the Masses with Surrealist Film 125 Contributions to the British Surrealist Group 136 Presenting the Social by Experimental Means 144 Evolving Labor and Technology in The Birth of the Robot 154 MoDern Workers in Spare Time 161 Conclusions 174 CHAPTER 4: Exhibiting Picasso’s Guernica: Melding Marxist ideology and Capitalist Enterprise to Oppose Fascism 185 Spain as a Defining Surrealist Issue 189 Unity and Conflict in the A.I.A. -
Art Adventure How to Critique Art
5th Grade - Lesson 3 Art Adventure How to Critique Art ! Objective: To teach the students how to follow a structured method of critiquing an artwork by analyzing the elements and principles of design, as well as how to form an opinion regarding the artwork’s substance and meaning. A) Introduction: Today we are going to discuss how to talk about art. During each of your Art Adventure lessons, there have been opportunities to discuss the works of art that were presented. Did you know that there is actually a way to discuss artwork that follows a structured criteria? This type of discussion of art is called a “critique.” A critique can be a discussion that is verbal or written. Do you remember from previous Art Adventure lessons any of the fundamental elements of art? [Line, Shape, Form, Space, Texture, Color, Value, and Pattern.] How about the principals of art? [Balance, Contrast, Emphasis, Movement, Harmony, Proportion, Unity, Depth, Variety, Rhythm, and Composition.] Critiquing a work of art involves thinking about the fundamental elements and principals of art. Lets review some terms related to critiquing art: B) Vocabulary: • Critique: To express critical judgment, review or evaluate using a set of rules and principles. • Describe: A To give an account of, or represent with spoken words. • Analyze: To separate into parts or elements that can be critically examined. • Interpret: To give the meaning of something. • Judgement: A decision, opinion, evaluation or estimation. • Elements of Design: Line, shape, form, space, texture, color, value and pattern • Principles of Design: Balance, Contrast, Emphasis, Movement, Harmony, Proportions, Unity, Depth, Variety, Rhythm and Composition C) Critique: There are four distinct steps to the process of critiquing a work of art. -
Development of a Visual Arts Curriculum for Young Children
.-... I . At .... DOCUMENT RESUME ED 032 939 24 PS 002 205 By-Grayson. Mary; And Others . Development of a Visual Arts Curriculum for YoungChildren. CAREL Arts and Humanities Curriculum Development Program for Young Children. Central Atlantic Regional Educational Lab., Washington,D.C. Spons Agency-Office of Education (DHEW). Washington. D.C.Bureau of Research. Bureau No-BR -6 -2938 Pub Date Jun 69 . Contract -OEC -2 -7 -062938 -3058 Note-166p. EDRS Price MF-S0.75 HC-$8.40 Descriptors-Artists.*Curriculum Development. Kindergarten. Painting. PerceptualDevelopment. Primary Grades. *Program Descriptions. Space. Teacher Education, TeachingTechniques, *Visual Arts. Visual Perception The objective of the Central Atlantic Regional EducationalLaboratory (CAREL) visual arts program was to develop a curriculum thatwould increase children's visual knowledge of artists and art work. develop theirvisual sensitivity and perceptual ability. and encourage creative production and perceptionof art work. Workshops were conducted to combinecurriculum theory with teaching practice and to Present a conceptual art framework to teachers. The curriculum waspresented to 190 children. grades kindergarten through 3. from all socioeconomiclevels. Focal points were definition of the artist. artistic expressiveness. spatial awarenessand spatial relationships. visual rhythm (recoznized pattern of parts to partsand parts to whole), and visits to an art museum.I eacher preparation and curriculumcontent were evaluated through classroom observation by the CARELstaff. teachers' responses to workshops and questionnaires. and anecodotal records.Results indicated a need for betterteacher preparation and curriculumdesignplanning.Childrenshowed development of visual rhythm. and improvement in their perceptionof aesthetic qualities. Curriculum units and sample evaluations are are included.(DR) F. C\1 i t DEPARTMENT OF HEALTH. -
3"T *T CONVERSATIONS with the MASTER: PICASSO's DIALOGUES
3"t *t #8t CONVERSATIONS WITH THE MASTER: PICASSO'S DIALOGUES WITH VELAZQUEZ THESIS Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Joan C. McKinzey, B.F.A., M.F.A. Denton, Texas August 1997 N VM*B McKinzey, Joan C., Conversations with the master: Picasso's dialogues with Velazquez. Master of Arts (Art History), August 1997,177 pp., 112 illustrations, 63 titles. This thesis investigates the significance of Pablo Picasso's lifelong appropriation of formal elements from paintings by Diego Velazquez. Selected paintings and drawings by Picasso are examined and shown to refer to works by the seventeenth-century Spanish master. Throughout his career Picasso was influenced by Velazquez, as is demonstrated by analysis of works from the Blue and Rose periods, portraits of his children, wives and mistresses, and the musketeers of his last years. Picasso's masterwork of High Analytical Cubism, Man with a Pipe (Fort Worth, Texas, Kimbell Art Museum), is shown to contain references to Velazquez's masterpiece Las Meninas (Madrid, Prado). 3"t *t #8t CONVERSATIONS WITH THE MASTER: PICASSO'S DIALOGUES WITH VELAZQUEZ THESIS Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Joan C. McKinzey, B.F.A., M.F.A. Denton, Texas August 1997 ACKNOWLEDGMENTS The author would like to acknowledge Kurt Bakken for his artist's eye and for his kind permission to develop his original insight into a thesis. -
Picasso's Composition
PABLO PICASSO – AGES 5 – 7 | ONLINE EDITION Step 1 - Introducing the Master Artist: Slideshow Guide MOTIVATION BEGIN READING HERE Today let’s pretend that you have a father who is a famous artist. He wants to paint your PORTRAIT, so you pose for him in his STUDIO. What is a studio? (PLACE WHERE AN ARTIST PAINTS) He is going to paint you twice. In the first portrait you. will be sitting in a chair wearing a clown costume. Can you make that pose? (SHOW POSE) Good! The second one also has you sitting in a chair, but this time you will be holding an orange, which is your favorite fruit. Can you make that pose? (SHOW POSE) Excellent pose! You are a good artist’s model! Do you think the portraits will look the same, because the same artist paints them? Let’s see how this famous artist painted his children. Click Start Lesson To Begin 1. & 2. PAUL AS HARLEQUIN and PALOMA WITH ORANGE Show slide 1 for 3-4 seconds, then show slide 2 Does it look like the same artist painted both portraits? (NO) Do they look very different from each other? (YES) But the same artist painted them! Which one of these portraits do you like the best? (SHOW BOTH IMAGES AGAIN) Do you think his children liked their portraits? These portraits don’t look like the same person made them because they were not painted at the same time. Our artist kept changing the way he painted and became very famous as a result. Let’s meet today’s master artist. -
Three Musicians, 1921
4 ~ Three Musicians, 1921 Pablo Picasso Spanish Oilllff aurwu, 67x 7'3 Y. • (200 x 223 em). Coll«tiDn, The Museum ofMotkmArr, New Ycri (Mrs. Simon Guggenheim Fund). l'ftDIDgraplr 01992, The Musevm of Modem An, New York. About the Artist About the Art Pablo Picasso was born in 1881 in Malaga, Spain. His father Three MusicUms is an example of one of Picasso's most was an artist who taught at the School of Fine Arts and Crafts famous late Cubist paintings. Completed in 1921, this large :>"-:!,_was curator of the local museum. From his early child- canvas depicts three highly abstracted musicians performing ,. Picasso received encouragement for his painting and their music. The size of the painting is slightly larger than two ~gs from his parents. At the age of eleven, Picasso large doors or doorways. Two elements of Cubism are evident enrolled in the School of Fine Arts in La Coruna and at in the use of shapes with sharp angles and interlocking design sixteen he enrolled in the Royal Academy of San Fernando of geometric shapes. Picasso's use of large, bold and colorful in Madrid. As an adult he lived and worked in Paris for over shapes on this canvas is tightly constructed. It is difficult to fifty years and later returned to the Mediterranean coast and pici out the three musicians. Picasso may have intended for finally to the countryside of France, where he is buried. viewers to appreciate the patterns of the shapes more than Over his lifetime, Picasso's paintings went through many the image of the musicians. -
Cubism Futurism Art Deco
20TH Century Art Early 20th Century styles based on SHAPE and FORM: Cubism Futurism Art Deco to show the ‘concept’ of an object rather than creating a detail of the real thing to show different views of an object at once, emphasizing time, space & the Machine age to simplify objects to their most basic, primitive terms 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Pablo Picasso 1881-1973 Considered most influential artist of 20th Century Blue Period Rose Period Analytical Cubism Synthetic Cubism 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Early works by a young Picasso Girl Wearing Large Hat, 1901. Lola, the artist’s sister, 1901. 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Blue Period (1901-1904) Moves to Paris in his late teens Coping with suicide of friend Paintings were lonely, depressing Major color was BLUE! 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Pablo Picasso, Blue Nude, 1902. BLUE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Pablo Picasso, Self Portrait, 1901. BLUE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Pablo Picasso, Tragedy, 1903. BLUE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Pablo Picasso, Le Gourmet, 1901. BLUE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s work at the National Gallery (DC) 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Rose Period Rose Period (1904-1906) Much happier art than before Circus people as subjects Reds and warmer colors Pablo Picasso, Harlequin Family, 1905. ROSE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Rose Period Pablo Picasso, La Familia de Saltimbanques, 1905.