Changing Poses: the Artist's Model, November 12, 2010-June 6, 2011
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Materials & Process
Sculpture: Materials & Process Teaching Resource Developed by Molly Kysar 2001 Flora Street Dallas, TX 75201 Tel 214.242.5100 Fax 214.242.5155 NasherSculptureCenter.org INDEX INTRODUCTION 3 WORKS OF ART 4 BRONZE Material & Process 5-8 Auguste Rodin, Eve, 1881 9-10 George Segal, Rush Hour, 1983 11-13 PLASTER Material & Process 14-16 Henri Matisse, Madeleine I, 1901 17-18 Pablo Picasso, Head of a Woman (Fernande), 1909 19-20 STEEL Material & Process 21-22 Antony Gormley, Quantum Cloud XX (tornado), 2000 23-24 Mark di Suvero, Eviva Amore, 2001 24-25 GLOSSARY 26 RESOURCES 27 ALL IMAGES OF WORKS OF ART ARE PROTECTED UNDER COPYRIGHT. ANY USES OTHER THAN FOR EDUCATIONAL PURPOSES ARE STRICTLY FORBIDDEN. 2 Introduction This resource is designed to introduce students in 4th-12th grades to the materials and processes used in modern and traditional sculpture, specifically bronze, plaster, and steel. The featured sculptures, drawn from the collection of the Nasher Sculpture Center, range from 1881 to 2001 and represent only some of the many materials and processes used by artists whose works of art are in the collection. Images from this packet are also available in a PowerPoint presentation for use in the classroom, available at nashersculpturecenter.org. DISCUSS WITH YOUR STUDENTS Artists can use almost any material to create a work of art. When an artist is deciding which material to use, he or she may consider how that particular material will help express his or her ideas. Where have students seen bronze before? Olympic medals, statues… Plaster? Casts for broken bones, texture or decoration on walls.. -
Public Art Implementation Plan
City of Alexandria Office of the Arts & the Alexandria Commission for the Arts An Implementation Plan for Alexandria’s Public Art Policy Submitted by Todd W. Bressi / Urban Design • Place Planning • Public Art Meridith C. McKinley / Via Partnership Elisabeth Lardner / Lardner/Klein Landscape Architecture Table of Contents 1.0 Introduction 2.0 Vision, Mission, Goals 3.0 Creative Directions Time and Place Neighborhood Identity Urban and Natural Systems 4.0 Project Development CIP-related projects Public Art in Planning and Development Special Initiatives 5.0 Implementation: Policies and Plans Public Art Policy Public Art Implementation Plan Annual Workplan Public Art Project Plans Conservation Plan 6.0 Implementation: Processes How the City Commissions Public Art Artist Identification and Selection Processes Public Art in Private Development Public Art in Planning Processes Donations and Memorial Artworks Community Engagement Evaluation 7.0 Roles and Responsibilities Office of the Arts Commission for the Arts Public Art Workplan Task Force Public Art Project Task Force Art in Private Development Task Force City Council 8.0 Administration Staffing Funding Recruiting and Appointing Task Force Members Conservation and Inventory An Implementation Plan for Alexandria’s Public Art Policy 2 Appendices A1 Summary Chart of Public Art Planning and Project Development Process A2 Summary Chart of Public Art in Private Development Process A3 Public Art Policy A4 Survey Findings and Analysis An Implementation Plan for Alexandria’s Public Art Policy 3 1.0 Introduction The City of Alexandria’s Public Art Policy, approved by the City Council in October 2012, was a milestone for public art in Alexandria. That policy, for the first time, established a framework for both the City and private developers to fund new public art projects. -
Amedeo Modigliani
F o rewo rd I t has been five years since a retrospective of the work of Amedeo e e D th at i e e Modigliani was presented in the Unit d Stat s . uring t m mor of his major works have come to this country and there has been a wider public interest in the man and his achievements . Within the past ear e een ma r e e y ther have b jo xhibitions of his work in Paris , Marseill s , . e C ent er e e Milan and Rome Ther fore , The Contemporary Arts is pl as d to have this opportunity to bring a comprehensive display of his work c . e to Cin innati The majority of the paintings , sculptur and drawings listed in this catalog were exhibited at The Arts Club of Chicago in T e t February and at h Milwaukee Art Cen er in March . This exhibition was organized by The Contemporary Arts C ent er in cooperation with Due these two organizations . to previous commitments a number of e were e e e e obj cts not availabl for th traveling exhibition ; ther fore, th I Cincinnati exhibition has been expanded . would like to express my appreciation to the many people and organizations who gav e assistance and advice in the assembling of the exhibition and the publication of I Mr . W . e er an S . Li this catalog First of all want to thank illiam b m , C rat r e e e . W e u o of Prints , Th Mus um of Mod rn Art ithout his assistanc the exhibition would not have become a reality . -
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. -
Annual Report 1995
19 9 5 ANNUAL REPORT 1995 Annual Report Copyright © 1996, Board of Trustees, Photographic credits: Details illustrated at section openings: National Gallery of Art. All rights p. 16: photo courtesy of PaceWildenstein p. 5: Alexander Archipenko, Woman Combing Her reserved. Works of art in the National Gallery of Art's collec- Hair, 1915, Ailsa Mellon Bruce Fund, 1971.66.10 tions have been photographed by the department p. 7: Giovanni Domenico Tiepolo, Punchinello's This publication was produced by the of imaging and visual services. Other photographs Farewell to Venice, 1797/1804, Gift of Robert H. and Editors Office, National Gallery of Art, are by: Robert Shelley (pp. 12, 26, 27, 34, 37), Clarice Smith, 1979.76.4 Editor-in-chief, Frances P. Smyth Philip Charles (p. 30), Andrew Krieger (pp. 33, 59, p. 9: Jacques-Louis David, Napoleon in His Study, Editors, Tarn L. Curry, Julie Warnement 107), and William D. Wilson (p. 64). 1812, Samuel H. Kress Collection, 1961.9.15 Editorial assistance, Mariah Seagle Cover: Paul Cezanne, Boy in a Red Waistcoat (detail), p. 13: Giovanni Paolo Pannini, The Interior of the 1888-1890, Collection of Mr. and Mrs. Paul Mellon Pantheon, c. 1740, Samuel H. Kress Collection, Designed by Susan Lehmann, in Honor of the 50th Anniversary of the National 1939.1.24 Washington, DC Gallery of Art, 1995.47.5 p. 53: Jacob Jordaens, Design for a Wall Decoration (recto), 1640-1645, Ailsa Mellon Bruce Fund, Printed by Schneidereith & Sons, Title page: Jean Dubuffet, Le temps presse (Time Is 1875.13.1.a Baltimore, Maryland Running Out), 1950, The Stephen Hahn Family p. -
Schiele Catalogue Lores Waterm
Egon Schiele. Women. Egon Schiele. Women. Preface by Richard Nagy Chronology by Jane Kallir Essay by Jill Lloyd RICHARD NAGY LTD 22 Old Bond Street, London, W1S 4PY Preface by Richard Nagy I am often asked how my interest in Egon Schiele began and Leopold, Vienna and Serge Sabarsky, New York; on the other, at about $120,000. Having to catch a plane back to London, For me, the attraction of mounting a Schiele exhibition how I came to the place I am in this particular world. Wolfgang Fischer, London and Galerie St Etienne, New York, I left impromptu, empty-handed. Later that evening I had focusing on women is a combination of two things: the artist’s run by Jane Kallir, the grand daughter of Otto Kallir (the first a call from the Professor who barked at me, “Every time I see rebelliousness and the most exciting drawings of women done My paternal family emigrated from Hungary to Australia when great Schiele scholar) and her indomitable partner Hildegard you it costs me a lot of money! Why don’t you call me before in western art history. Schiele’s incomparable genius puts him at my father was twenty. He was born in Budapest, when it was Bachert, with seventy years experience in the Schiele world and the sales and we can buy together.” This was the beginning the forefront of the artistic rebellion. By 1910 he arrived as an still part of the Austro-Hungarian Empire, a month before Egon more knowledge of where the bodies are buried than any other. -
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. -
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. -
Historical Painting Techniques, Materials, and Studio Practice
Historical Painting Techniques, Materials, and Studio Practice PUBLICATIONS COORDINATION: Dinah Berland EDITING & PRODUCTION COORDINATION: Corinne Lightweaver EDITORIAL CONSULTATION: Jo Hill COVER DESIGN: Jackie Gallagher-Lange PRODUCTION & PRINTING: Allen Press, Inc., Lawrence, Kansas SYMPOSIUM ORGANIZERS: Erma Hermens, Art History Institute of the University of Leiden Marja Peek, Central Research Laboratory for Objects of Art and Science, Amsterdam © 1995 by The J. Paul Getty Trust All rights reserved Printed in the United States of America ISBN 0-89236-322-3 The Getty Conservation Institute is committed to the preservation of cultural heritage worldwide. The Institute seeks to advance scientiRc knowledge and professional practice and to raise public awareness of conservation. Through research, training, documentation, exchange of information, and ReId projects, the Institute addresses issues related to the conservation of museum objects and archival collections, archaeological monuments and sites, and historic bUildings and cities. The Institute is an operating program of the J. Paul Getty Trust. COVER ILLUSTRATION Gherardo Cibo, "Colchico," folio 17r of Herbarium, ca. 1570. Courtesy of the British Library. FRONTISPIECE Detail from Jan Baptiste Collaert, Color Olivi, 1566-1628. After Johannes Stradanus. Courtesy of the Rijksmuseum-Stichting, Amsterdam. Library of Congress Cataloguing-in-Publication Data Historical painting techniques, materials, and studio practice : preprints of a symposium [held at] University of Leiden, the Netherlands, 26-29 June 1995/ edited by Arie Wallert, Erma Hermens, and Marja Peek. p. cm. Includes bibliographical references. ISBN 0-89236-322-3 (pbk.) 1. Painting-Techniques-Congresses. 2. Artists' materials- -Congresses. 3. Polychromy-Congresses. I. Wallert, Arie, 1950- II. Hermens, Erma, 1958- . III. Peek, Marja, 1961- ND1500.H57 1995 751' .09-dc20 95-9805 CIP Second printing 1996 iv Contents vii Foreword viii Preface 1 Leslie A. -
Kansas Curricular Standards for Visual Arts Are Aligned with the National Standards for the Visual Arts
Model Curricular Standards for Visual Arts State Board of Education May 2007 Kansas Curricular Standards for Visual Arts Joyce Huser Fine Arts Education Consultant Kansas State Department of Education 120 Southeast 10th Avenue, Topeka, Kansas, 66612-1182 [email protected] (785) 296-4932 Table of Contents Mission Statement ii Introduction iii Acknowledgements iv Document Usage v Major Objectives of Art Education vi What Constitutes a Quality Art Education? vii Standards, Benchmarks, Indicators, Instructional Samples 1 Basic 2 Intermediate 24 Proficient 46 Advanced 68 Exemplary 90 Scope and Sequence 112 Appendix I 128 Blooms Taxonomy 129 Assessments in Art 135 Kansas Art Teacher Licensure Standards 139 Competitions and Contests 142 Displaying Artwork 144 Shooting Slides of Student Work 145 Museums 146 Needs of Special Students 147 A Safe Work Environment 149 Stages of Artistic Development 151 Technology Time and Scheduling Standards 153 Appendix II 156 Resources/Books 157 Websites 159 Art Museums in Kansas with Educational Materials 162 Appendix III 165 Lesson Plans 166 Appendix IV 253 Glossary 254 i The Mission of the Kansas Curriculum Standards for the Visual Arts The visual arts are a vital part of every Kansas student’s comprehensive education. ii Introduction The Kansas Curricular Standards for the Visual Arts are designed for all visual art students and educators whether experienced or in the preservice years of their teaching career. A range of benchmarks engages students in reaching their greatest potential in the visual arts. Quality activities involve students in thoughtful, creative, and original expression of self. In all cases, students will learn life-skills including critical thinking, astute observation, viewing from multiple perspectives, higher order learning, and authentic problem-solving skills. -
Edgar Degas French, 1834–1917 Woman Arranging Her Hair Ca
Edgar Degas French, 1834–1917 Woman Arranging her Hair ca. 1892, cast 1924 Bronze McNay Art Museum, Mary and Sylvan Lang Collection, 1975.61 In this bronze sculpture, Edgar Degas presents a nude woman, her body leaned forward and face obscured as she styles her hair. The composition of the figure is similar to those found in his paintings of women bathing. The artist displays a greater interest in the curves of the body and actions of the model than in capturing her personality or identity. More so than his posed representations of dancers, the nude served throughout Degas’ life as a subject for exploring new ideas and styles. French Moderns McNay labels_separate format.indd 1 2/27/2017 11:18:51 AM Fernand Léger French, 1881–1955 The Orange Vase 1946 Oil on canvas McNay Art Museum, Gift of Mary and Sylvan Lang, 1972.43 Using bold colors and strong black outlines, Fernand Léger includes in this still life an orange vase and an abstracted bowl of fruit. A leaf floats between the two, but all other elements, including the background, are abstracted beyond recognition. Léger created the painting later in his life when his interests shifted toward more figurative and simplified forms. He abandoned Cubism as well as Tubism, his iconic style that explored cylindrical forms and mechanization, though strong shapes and a similar color palette remained. French Moderns McNay labels_separate format.indd 2 2/27/2017 11:18:51 AM Pablo Picasso Spanish, 1881–1973 Reclining Woman 1932 Oil on canvas McNay Art Museum, Jeanne and Irving Mathews Collection, 2011.181 The languid and curvaceous form of a nude woman painted in soft purples and greens dominates this canvas. -
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.