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Artists' Journeys IMAGE NINE: Paul Gauguin. French, 1848–1903. Noa
LESSON THREE: Artists’ Journeys 19 L E S S O N S IMAGE NINE: Paul Gauguin. French, 1848–1903. IMAGE TEN: Henri Matisse. French, Noa Noa (Fragrance) from Noa Noa. 1893–94. 1869–1954. Study for “Luxe, calme et volupté.” 7 One from a series of ten woodcuts. Woodcut on 1905. Oil on canvas, 12 ⁄8 x 16" (32.7 x endgrain boxwood, printed in color with stencils. 40.6 cm). The Museum of Modern Art, 1 Composition: 14 x 8 ⁄16" (35.5 x 20.5 cm); sheet: New York. Mrs. John Hay Whitney Bequest. 1 5 15 ⁄2 x 9 ⁄8" (39.3 x 24.4 cm). Publisher: the artist, © 2005 Succession H. Matisse, Paris/Artists Paris. Printer: Louis Ray, Paris. Edition: 25–30. Rights Society (ARS), New York The Museum of Modern Art, New York. Lillie P. Bliss Collection IMAGE ELEVEN: Henri Matisse. French, 1869–1954. IMAGE TWELVE: Vasily Kandinsky. French, born Landscape at Collioure. 1905. Oil on canvas, Russia, 1866–1944. Picture with an Archer. 1909. 1 3 7 3 15 ⁄4 x 18 ⁄8" (38.8 x 46.6 cm). The Museum of Oil on canvas, 68 ⁄8 x 57 ⁄8" (175 x 144.6 cm). Modern Art, New York. Gift and Bequest of Louise The Museum of Modern Art, New York. Gift and Reinhardt Smith. © 2005 Succession H. Matisse, Bequest of Louise Reinhardt Smith. © 2005 Artists Paris/Artists Rights Society (ARS), New York Rights Society (ARS), New York/ADAGP,Paris INTRODUCTION Late nineteenth- and early twentieth-century artists often took advantage of innovations in transportation by traveling to exotic or rural locations. -
Karl Wolf-Into the Woods-Fauvism Landscape Leaaon Plan
Legends Legacies & connectionsFROM THE PERMANENT COLLECTION KarlWolf Into The Woods: Fauvist Landscapes THE KELLY Kelly Fitzpatrick Memorial Gallery P. O. Box 641, Wetumpka, AL 36092 | 408 S. Main St., Wetumpka, AL 36092 | Web: thekelly.org | Email: [email protected] Karl Wolf, 1904-1984 The Dixie Art Colony, 1940, Watercolor on Paper, 20” x 14.” Gift of Elizabeth "Bebe" Wolfe, 2015 Acquisition Karl Wolfe was born in Brookhaven, Mississippi in the year 1904. He was the oldest son of Wiley Wilson Wolfe and Elizabeth Heuck. He was still a boy when his family moved to Columbia Mississippi. Karl graduated from the Columbia High School and went to Soule Business College in New Orleans where he studied bookkeeping. He later was accepted to the Chicago Art Institute, graduating in 1928. In his last year of study he won the William R French Traveling Scholarship, and spent the next year traveling and studying in Europe. Karl met his future wife, Mildred Nungester, at the Dixie Art Colony, near Montgomery, Alabama in the 1930’s. Karl and Mildred were friends and colleagues for many years before they married in 1944. In 1942 Karl was drafted into the Army Air Corps and spent the War years at Lowry Field in Colorado, assigned to work as a photographer. After the war Karl and Mildred returned to Jackson, Mississippi, where Karl had begun to establish a clientele before the war. They homesteaded on land Karl had bought before the war, built and shared a studio there and raised a family. Karl became an accomplished and widely respected portrait painter. -
Jean METZINGER (Nantes 1883 - Paris 1956)
Jean METZINGER (Nantes 1883 - Paris 1956) The Yellow Feather (La Plume Jaune) Pencil on paper. Signed and dated Metzinger 12 in pencil at the lower left. 315 x 231 mm. (12 3/8 x 9 1/8 in.) The present sheet is closely related to Jean Metzinger’s large painting The Yellow Feather, a seminal Cubist canvas of 1912, which is today in an American private collection. The painting was one of twelve works by Metzinger included in the Cubist exhibition at the Salon de La Section d’Or in 1912. One of the few paintings of this period to be dated by the artist, The Yellow Feather is regarded by scholars as a touchstone of Metzinger’s early Cubist period. Drawn with a precise yet sensitive handling of fine graphite on paper, the drawing repeats the multifaceted, fragmented planes of the face in the painting, along with the single staring eye, drawn as a simple curlicue. The Yellow Feather was one of several Cubist paintings depicting women in fashionable clothes, and with ostrich feathers in their hats, which were painted by Metzinger in 1912 and 1913. Provenance: alerie Hopkins-Thomas, Paris Private collection, Saint-Germain-en-Laye, until 2011. Literature: Jean-Paul Monery, Les chemins de cubisme, exhibition catalogue, Saint-Tropez, 1999, illustrated pp.134-135; Anisabelle Berès and Michel Arveiller, Au temps des Cubistes, 1910-1920, exhibition catalogue, Paris, 2006, pp.428-429, no.180. Artist description: Trained in the Académie des Beaux-Arts in Nantes, Jean Metzinger sent three paintings to the Salon des Indépendants in 1903 and, having sold them, soon thereafter settled in Paris. -
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. -
A Stylistic and Contextual Analysis of Juan Gris' Cityscape Imagery, 1911-1912 Geoffrey David Schwartz University of Wisconsin-Milwaukee
University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations December 2014 The ubiC st's View of Montmartre: A Stylistic and Contextual Analysis of Juan Gris' Cityscape Imagery, 1911-1912 Geoffrey David Schwartz University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the History of Art, Architecture, and Archaeology Commons Recommended Citation Schwartz, Geoffrey David, "The ubC ist's View of Montmartre: A Stylistic and Contextual Analysis of Juan Gris' Cityscape Imagery, 1911-1912" (2014). Theses and Dissertations. 584. https://dc.uwm.edu/etd/584 This Thesis is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. THE CUBIST’S VIEW OF MONTMARTRE: A STYISTIC AND CONTEXTUAL ANALYSIS OF JUAN GRIS’ CITYSCAPE IMAGERY, 1911-1912. by Geoffrey David Schwartz A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Art History at The University of Wisconsin-Milwaukee December 2014 ABSTRACT THE CUBIST’S VIEW OF MONTMARTE: A STYLISTIC AND CONTEXTUAL ANALYSIS OF JUAN GRIS’ CITYSCAPE IMAGERY, 1911-1912 by Geoffrey David Schwartz The University of Wisconsin-Milwaukee, 2014 Under the Supervision of Professor Kenneth Bendiner This thesis examines the stylistic and contextual significance of five Cubist cityscape pictures by Juan Gris from 1911 to 1912. These drawn and painted cityscapes depict specific views near Gris’ Bateau-Lavoir residence in Place Ravignan. Place Ravignan was a small square located off of rue Ravignan that became a central gathering space for local artists and laborers living in neighboring tenements. -
CUBISM and ABSTRACTION Background
015_Cubism_Abstraction.doc READINGS: CUBISM AND ABSTRACTION Background: Apollinaire, On Painting Apollinaire, Various Poems Background: Magdalena Dabrowski, "Kandinsky: Compositions" Kandinsky, Concerning the Spiritual in Art Background: Serial Music Background: Eugen Weber, CUBISM, Movements, Currents, Trends, p. 254. As part of the great campaign to break through to reality and express essentials, Paul Cezanne had developed a technique of painting in almost geometrical terms and concluded that the painter "must see in nature the cylinder, the sphere, the cone:" At the same time, the influence of African sculpture on a group of young painters and poets living in Montmartre - Picasso, Braque, Max Jacob, Apollinaire, Derain, and Andre Salmon - suggested the possibilities of simplification or schematization as a means of pointing out essential features at the expense of insignificant ones. Both Cezanne and the Africans indicated the possibility of abstracting certain qualities of the subject, using lines and planes for the purpose of emphasis. But if a subject could be analyzed into a series of significant features, it became possible (and this was the great discovery of Cubist painters) to leave the laws of perspective behind and rearrange these features in order to gain a fuller, more thorough, view of the subject. The painter could view the subject from all sides and attempt to present its various aspects all at the same time, just as they existed-simultaneously. We have here an attempt to capture yet another aspect of reality by fusing time and space in their representation as they are fused in life, but since the medium is still flat the Cubists introduced what they called a new dimension-movement. -
Press Dossier
KEES VAN DONGEN From 11th June to 27th September 2009 PRESS CONFERENCE 11th June 2009, at 11.30 a.m. INAUGURATION 11th June 2009, at 19.30 p.m. Press contact: Phone: + 34 93 256 30 21 /26 Fax: + 34 93 315 01 02 [email protected] CONTENTS 1. PRESENTATION 2. EXHIBITION TOUR 3. EXHIBITION AREAS 4. EXTENDED LABELS ON WORKS 5. CHRONOLOGY 1. PRESENTATION This exhibition dedicated to Kees Van Dongen shows the artist‘s evolution from his student years to the peak of his career and evokes many of his aesthetic ties and exchanges with Picasso, with whom he temporarily shared the Bateau-Lavoir. Born in a suburb of Rotterdam, Van Dongen‘s career was spent mainly in Paris where he came to live in 1897. A hedonist and frequent traveller, he was a regular visitor to the seaside resorts of Deauville, Cannes and Monte Carlo, where he died in 1968. Van Dongen experienced poverty, during the years of revelry with Picasso, and then fame before finally falling out of fashion, a status he endured with a certain melancholy. The exhibition confirms Kees Van Dongen‘s decisive role in the great artistic upheavals of the early 20th century as a member of the Fauvist movement, in which he occupied the unique position of an often irreverent and acerbic portraitist. The virulence and extravagance of his canvases provoked immediate repercussions abroad, particularly within the Die Brücke German expressionist movement. Together with his orientalism, contemporary with that of Matisse, this places Van Dongen at the very forefront of the avant-garde. -
Art Assignment #8
Art Assignment #8 Van Gogh Unit Van Gogh Reading/Reading Guide Due Friday, May 15, @4p Dear Art Class, Please read pages 39-61 of the van Gogh book and answer questions 79-139 of the reading guide. Please start this assignment right away. Try to pace yourself and answer at 15 questions per day. If you are part of Google Classroom turn in your google doc there. Please start a new Google Doc with questions and answers. Good luck! Hope everyone is doing well! Mr. Kohn VAN GOGH BOOK READING GUIDE QUESTIONS Pages 39-61 Vincent the Dog 1883-85 I am getting to be like a dog, I feel that the future will probably make me more ugly and rough, and I foresee that “a certain poverty” will be my fate, but, I shall be a painter. --Letter to Theo, December 1883 Vincent came home ready to give his parents another chance to do the right thing. If only his father would apologize for throwing him out of the house, they could all settle down to the important business of Vincent’s becoming an artist. Mr. van Gogh didn’t see it that way. He and Vincent’s mother welcomed their thirty-year-old problem child, but they were ambivalent at the prospect of having him back in the nest. After a few days Vincent wrote humorously yet bitterly to Theo, comparing himself to a stray dog. 39 Dear brother, I feel what Father and Mother think of me instinctively(I do not say intelligently). They feel the same dread of taking me in the house as they would about taking in a big rough dog. -
The Maria at Honfleur Harbor by George-Pierre Seurat
The Maria at Honfleur Harbor By George-Pierre Seurat Print Facts • Medium: Oil on canvas • Date: 1886 • Size: 20 ¾” X 25” • Location: National Gallery Prague • Period: • Style: Impressionism • Genre: Pointillism • Prounounced (ON-flue) • Seurat spent a summer painting six landscapes at Honfleur Harbor. They, for the most part, convey the idea of peaceful living that Seurat must have been experiencing during the summer vacation in which he created these pieces. In none of the paintings are waves crashing to shore nor is the wind forcefully blowing something. Another strange thing to note is that in none of the Honfleur paintings is there the easily recognizable shape of a human being. Maybe Seurat sees crowds of people as causes of stress and therefore never incorporates them into his Honfleur works. It is possible that this is the reason why there's an innate calmness to the six paintings. Artist Facts • Pronounced (sir-RAH) • Born December 2, 1859 • Seurat was born into a wealthy family in Paris, France. • Seurat died March 29, 1891 at the age of just 31. The cause of his death is unknown, but was possibly diphtheria. His one-year-old son died of the same disease two weeks later. • Seurat attended the École des Beaux-Arts in 1878 and 1879. • Chevreul, who developed the color wheel, taught Seurat that if you studied a color and then closed your eyes you would see the complementary color. This was due to retinal adjustment. He called this the halo effect. Thus, when Seurat painted he often used dots of complementary color. -
Suzanne Preston Blier Picasso’S Demoiselles
Picasso ’s Demoiselles The Untold Origins of a Modern Masterpiece Suzanne PreSton Blier Picasso’s Demoiselles Blier_6pp.indd 1 9/23/19 1:41 PM The UnTold origins of a Modern MasTerpiece Picasso’s Demoiselles sU zanne p res T on Blie r Blier_6pp.indd 2 9/23/19 1:41 PM Picasso’s Demoiselles Duke University Press Durham and London 2019 Blier_6pp.indd 3 9/23/19 1:41 PM © 2019 Suzanne Preston Blier All rights reserved Printed in the United States of America on acid- free paper ∞ Cover designed by Drew Sisk. Text designed by Mindy Basinger Hill. Typeset in Garamond Premier Pro and The Sans byBW&A Books Library of Congress Cataloging- in- Publication Data Names: Blier, Suzanne Preston, author. Title: Picasso’s Demoiselles, the untold origins of a modern masterpiece / Suzanne Preston Blier. Description: Durham : Duke University Press, 2019. | Includes bibliographical references and index. Identifiers: LCCN 2018047262 (print) LCCN 2019005715 (ebook) ISBN 9781478002048 (ebook) ISBN 9781478000051 (hardcover : alk. paper) ISBN 9781478000198 (pbk. : alk. paper) Subjects: LCSH: Picasso, Pablo, 1881–1973. Demoiselles d’Avignon. | Picasso, Pablo, 1881–1973—Criticism and interpretation. | Women in art. | Prostitution in art. | Cubism—France. Classification: LCC ND553.P5 (ebook) | LCC ND553.P5 A635 2019 (print) | DDC 759.4—dc23 LC record available at https://lccn.loc.gov/2018047262 Cover art: (top to bottom): Pablo Picasso, Les Demoiselles d’Avignon, detail, March 26, 1907. Museum of Modern Art, New York (Online Picasso Project) opp.07:001 | Anonymous artist, Adouma mask (Gabon), detail, before 1820. Musée du quai Branly, Paris. Photograph by S. P. -
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.