Dali Museum Vocabulary
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Religious Symbolism in Salvador Dali's Art: a Study of the Influences on His Late Work
East Tennessee State University Digital Commons @ East Tennessee State University Undergraduate Honors Theses Student Works 5-2012 Religious Symbolism in Salvador Dali's Art: A Study of the Influences on His Late Work. Jessica R. Hawley East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/honors Part of the Fine Arts Commons Recommended Citation Hawley, Jessica R., "Religious Symbolism in Salvador Dali's Art: A Study of the Influences on His Late Work." (2012). Undergraduate Honors Theses. Paper 34. https://dc.etsu.edu/honors/34 This Honors Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. ’ A t: A Study of the Influences on His Late Work Thesis submitted in partial fulfillment of Honors By Jessica Hawley The Honors College Fine and Performing Art Scholars Program East Tennessee State University April 6, 2012 Dr. Scott Contreras-Koterbay, Faculty Mentor Dr. Peter Pawlowicz, Faculty Reader Patrick Cronin, Faculty Reader Hawley 2 Table of Contents Preface 3 Chapter 1: ’ Ch h 4 Chapter 2: Surrealism 7 Chapter 3: War 10 Chapter 4: Catholicism 12 Chapter 5: Nuclear Mysticism 15 Conclusion 18 Images 19 Bibliography 28 Hawley 3 Preface Salvador was an artist who existed not long before my generation; yet, his influence among the contemporary art world causes many people to take a closer look at the significance of the imagery in his paintings. -
Salvador Dalí February 16 – May 15, 2005
Philadelphia Museum of Art Salvador Dalí February 16 – May 15, 2005 TEACHER RESOURCE MATERIALS: IMAGE PROGRAM These fourteen images represent only a small sample of the wide range of works by Salvador Dalí featured in the exhibition. These materials are intended for use in your classroom before, after or instead of visiting the exhibition. These materials were prepared for use with grades 6 through 12. Therefore, you may need to adapt the information to the particular level of your students. Please note that some of the images included in this program contain nudity and/or violence and may not be appropriate for all ages and audiences. SALVADOR DALÍ Philippe Halsman 1942 Photograph Phillipe Halsman Estate, Howard Greenberg Gallery, New York. Dalí Foundation/Artists Rights Society (ARS), Dalí, Gala-Salvador © 2004 Salvador Discussion Questions: • Describe the way Dalí appears in the photograph. • What do you think Dalí would say if he could speak? This portrait of Dalí was made when the artist was 38 years old. Philippe Halsman, a friend of Dalí’s, photographed the image, capturing the artist’s face animated by a maniacal expression. Since his days as an art student at the Academy in Madrid, Dalí had enjoyed dressing in an eccentric way to exhibit his individuality and artistic genius. In this portrait Dalí’s mustache, styled in two symmetrical curving arcs, enhances the unsettling expressiveness of his face. Dalí often treated his long mustache as a work of art, sculpting the hairs into the curve of a rhinoceros horn or weaving dollar bills into it. Unlike many of Dalí’s other relationships, his friendship with Halsman was quite stable, spanning more than three decades. -
Byzantine Missionaries, Foreign Rulers, and Christian Narratives (Ca
Conversion and Empire: Byzantine Missionaries, Foreign Rulers, and Christian Narratives (ca. 300-900) by Alexander Borislavov Angelov A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in The University of Michigan 2011 Doctoral Committee: Professor John V.A. Fine, Jr., Chair Professor Emeritus H. Don Cameron Professor Paul Christopher Johnson Professor Raymond H. Van Dam Associate Professor Diane Owen Hughes © Alexander Borislavov Angelov 2011 To my mother Irina with all my love and gratitude ii Acknowledgements To put in words deepest feelings of gratitude to so many people and for so many things is to reflect on various encounters and influences. In a sense, it is to sketch out a singular narrative but of many personal “conversions.” So now, being here, I am looking back, and it all seems so clear and obvious. But, it is the historian in me that realizes best the numerous situations, emotions, and dilemmas that brought me where I am. I feel so profoundly thankful for a journey that even I, obsessed with planning, could not have fully anticipated. In a final analysis, as my dissertation grew so did I, but neither could have become better without the presence of the people or the institutions that I feel so fortunate to be able to acknowledge here. At the University of Michigan, I first thank my mentor John Fine for his tremendous academic support over the years, for his friendship always present when most needed, and for best illustrating to me how true knowledge does in fact produce better humanity. -
Status and Protection of Globally Threatened Species in the Caucasus
STATUS AND PROTECTION OF GLOBALLY THREATENED SPECIES IN THE CAUCASUS CEPF Biodiversity Investments in the Caucasus Hotspot 2004-2009 Edited by Nugzar Zazanashvili and David Mallon Tbilisi 2009 The contents of this book do not necessarily reflect the views or policies of CEPF, WWF, or their sponsoring organizations. Neither the CEPF, WWF nor any other entities thereof, assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, product or process disclosed in this book. Citation: Zazanashvili, N. and Mallon, D. (Editors) 2009. Status and Protection of Globally Threatened Species in the Caucasus. Tbilisi: CEPF, WWF. Contour Ltd., 232 pp. ISBN 978-9941-0-2203-6 Design and printing Contour Ltd. 8, Kargareteli st., 0164 Tbilisi, Georgia December 2009 The Critical Ecosystem Partnership Fund (CEPF) is a joint initiative of l’Agence Française de Développement, Conservation International, the Global Environment Facility, the Government of Japan, the MacArthur Foundation and the World Bank. This book shows the effort of the Caucasus NGOs, experts, scientific institutions and governmental agencies for conserving globally threatened species in the Caucasus: CEPF investments in the region made it possible for the first time to carry out simultaneous assessments of species’ populations at national and regional scales, setting up strategies and developing action plans for their survival, as well as implementation of some urgent conservation measures. Contents Foreword 7 Acknowledgments 8 Introduction CEPF Investment in the Caucasus Hotspot A. W. Tordoff, N. Zazanashvili, M. Bitsadze, K. Manvelyan, E. Askerov, V. Krever, S. Kalem, B. Avcioglu, S. Galstyan and R. Mnatsekanov 9 The Caucasus Hotspot N. -
Maria Sofia Pimentel Biscaia Leituras Dialógicas Do Grotesco: Dialogical
Universidade de Aveiro Departamento de Línguas e Culturas 2005 Maria Sofia Pimentel Leituras Dialógicas do Grotesco: Biscaia Textos Contemporâneos do Excesso Dialogical Readings of the Grotesque: Texts of Contemporary Excess Universidade de Aveiro Departamento de Línguas e Culturas 2005 Maria Sofia Pimentel Leituras Dialógicas do Grotesco: Biscaia Textos Contemporâneos do Excesso Dialogical Readings of the Grotesque: Texts of Contemporary Excess Dissertação apresentada à Universidade de Aveiro para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Literatura, realizada sob a orientação científica do Doutor Kenneth David Callahan, Professor Associado do Departamento de Línguas e Culturas da Universidade de Aveiro e da Doutora Maria Aline Salgueiro Seabra Ferreira, Professora Associada do Departamento de Línguas e Culturas da Universidade de Aveiro o júri Presidente Prof. Doutor José Carlos da Silva Neves Professor Catedrático da Universidade de Aveiro Prof. Doutor Mário Carlos Fernandes Avelar Professor Associado com Agregação da Universidade Aberta Profª. Doutora Ana Gabriela Vilela Pereira de Macedo Professora Associada da Universidade do Minho Prof. Doutor Anthony David Barker Professor Associado da Universidade de Aveiro Profª. Doutora Maria Aline Salgueiro Seabra Ferreira Professora Associada da Universidade de Aveiro Prof. Doutor Kenneth David Callahan Professor Associado da Universidade de Aveiro Profª. Doutora Adriana Alves de Paula Martins Professora Auxiliar da Universidade Católica Portuguesa - Viseu Agradecimentos A elaboração desta dissertação foi possível graças ao apoio financeiro da FCT e do FSE, no âmbito do III Quadro Comunitário. As condições de acolhimento proporcionadas pelo Departamento de Línguas e Culturas e pelo Centro de Línguas e Culturas foram essenciais para o cumprimento atempado do projecto. -
Module-9 Background Prose Readings COMEDY and TRAGEDY
Module-9 Background Prose Readings COMEDY AND TRAGEDY What is comedy? The word ‘Comedy’ has been derived the French word comdie, which in turn is taken from the Greeco-Latin word Comedia. The word comedia is made of two words komos, which means revel and aeidein means to sing. According to Oxford Advanced Learner’s Dictionary, comedy means a branch of drama, which deals with everyday life and humourous events. It also means a play of light and amusing type of theatre. Comedy may be defined as a play with a happy ending. Function of Comedy Though, there are many functions of comedy, yet the most important and visible function of comedy is to provide entertainment to the readers. The reader is forced to laugh at the follies of various characters in the comedy. Thus, he feels jubilant and forgets the humdrum life. George Meredith, in his Idea of Comedy, is of the view that comedy appeals to the intelligence unadulterated and unassuming, and targets our heads. In other words, comedy is an artificial play and its main function is to focus attention on what ails the world. Comedy is critical, but in its scourge of folly and vice. There is no contempt or anger in a comedy. He is also of the view that the laughter of a comedy is impersonal, polite and very near to a smile. Comedy exposes and ridicules stupidity and immorality, but without the wrath of the reformer. Kinds of Comedy 1. Classical Comedy Classical comedy is a kind of comedy, wherein the author follows the classical rules of ancient Greek and Roman writers. -
The Effect of War on Art: the Work of Mark Rothko Elizabeth Leigh Doland Louisiana State University and Agricultural and Mechanical College
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2010 The effect of war on art: the work of Mark Rothko Elizabeth Leigh Doland Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Arts and Humanities Commons Recommended Citation Doland, Elizabeth Leigh, "The effect of war on art: the work of Mark Rothko" (2010). LSU Master's Theses. 2986. https://digitalcommons.lsu.edu/gradschool_theses/2986 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. THE EFFECT OF WAR ON ART: THE WORK OF MARK ROTHKO A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Arts in The Interdepartmental Program in Liberal Arts by Elizabeth Doland B.A., Louisiana State University, 2007 May 2010 TABLE OF CONTENTS ABSTRACT…………………………………………………………………iii CHAPTER 1 INTRODUCTION……………………………………………........1 2 EARLY LIFE……………………………………………………....3 Yale Years……………………………………………………6 Beginning Life as Artist……………………………………...7 Milton Avery…………………………………………………9 3 GREAT DEPRESSION EFFECTS………………………………...13 Artists’ Union………………………………………………...15 The Ten……………………………………………………….17 WPA………………………………………………………….19 -
Exhibition Checklist
EXHIBITION CHECKLIST Dalí: Painting and Film June 29 – September 15, 2008 Salvador Dalí, Spanish, 1904-1989 Madrid Night Scene, 1922 Gouache and watercolor on paper 8 1/4 x 6" (21 x 15.2 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 Brothel, 1922 Gouache on paper 8 3/16 x 5 7/8" (20.8 x 15 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 Summer Night, 1922 Gouache on paper 8 3/16 x 5 7/8" (20.8 x 15 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 The Drunkard, 1922 Gouache on paper 8 3/16 x 5 7/8" (20.8 x 15 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 Madrid Suburb, circa 1922-23 Gouache on paper 8 3/16 x 5 7/8" (20.8 x 15 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 Portrait of Luis Buñuel, 1924 Oil on canvas 26 15/16 x 23 1/16" (68.5 x 58.5 cm) Museo Nacional Centro de Arte Reina Sofía, Madrid Salvador Dalí, Spanish, 1904-1989 Portrait of my Father, 1925 Oil on canvas 41 1/8 x 41 1/8" (104.5 x 104.5 cm) Museu Nacional d'Art de Catalunya, Barcelona Salvador Dalí, Spanish, 1904-1989 The Marriage of Buster Keaton, 1925 Collage and ink on paper 8 3/8 x 6 5/8" (21.2 x 16.8 cm) Fundación Federico García Lorca, Madrid Salvador Dalí, Spanish, 1904-1989 Penya segats (Woman on the Rocks), 1926 Oil on panel 10 5/8 x 16 1/8" (27 x 41 cm) Private collection Print Date: 06/20/2008 01:22 PM Page 1 of 15 Salvador Dalí, Spanish, 1904-1989 The Hand, 1927 India ink on paper 7 1/2 x 8 1/4" (19 x 21 cm) Private collection Salvador Dalí, Spanish, 1904-1989 Apparatus and Hand, 1927 Oil on panel 24 1/2 x 18 3/4" (62.2 x 47.6 cm) Salvador Dalí Museum, St. -
Symbolism of Surface and Depth in Edvard
MARJA LAHELMA want life and its terrible depths, its bottomless abyss. to hold on to the ideal, and the other that is at the same Lure of the Abyss: – Stanisław Przybyszewski1 time ripping it apart. This article reflects on this more general issue through Symbolist artists sought unity in the Romantic spirit analysis and discussion of a specific work of art, the paint- Symbolism of Ibut at the same time they were often painfully aware of the ing Vision (1892) by Edvard Munch. This unconventional impossibility of attaining it by means of a material work of self-portrait represents a distorted human head floating in art. Their aesthetic thinking has typically been associated water. Peacefully gliding above it is a white swan – a motif Surface and with an idealistic perspective that separates existence into that is laden with symbolism alluding to the mysteries of two levels: the world of appearances and the truly existing life and death, beauty, grace, truth, divinity, and poetry. The Depth in Edvard realm that is either beyond the visible world or completely swan clearly embodies something that is pure and beautiful separated from it. The most important aim of Symbolist art as opposed to the hideousness of the disintegrating head. would then be to establish a direct contact with the immate- The head separated from the body may be seen as a refer- Munch’s Vision rial and immutable realm of the spirit. However, in addition ence to a dualistic vision of man, and an attempt to separate to this idealistic tendency, the culture of the fin-de-siècle the immaterial part, the soul or the spirit, from the material (1892) also contained a disintegrating penchant which found body. -
Intermediate Painting: Impression, Surrealism, & Abstract
California State University, San Bernardino CSUSB ScholarWorks Course Outlines Curriculum Archive 5-2017 Intermediate Painting: Impression, Surrealism, & Abstract Jessica Agustin Follow this and additional works at: https://scholarworks.lib.csusb.edu/art-course-outlines Recommended Citation Agustin, Jessica, "Intermediate Painting: Impression, Surrealism, & Abstract" (2017). Course Outlines. 7. https://scholarworks.lib.csusb.edu/art-course-outlines/7 This Article is brought to you for free and open access by the Curriculum Archive at CSUSB ScholarWorks. It has been accepted for inclusion in Course Outlines by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. CLASS TITLE: Intermediate Painting DATE: 01/19/2017 SITE: CIM- C Yard TEACHING ARTIST: Jessica Revision to Current Class OVERVIEW OF CLASS In this course, participants will investigate different forms of painting through discussion and art historical examples. Participants will practice previously learned technical skills to explore more conceptual themes in their paintings. At the same time, participants will also learn to experiment with various formal/technical aspects of painting. Intermediate Painting will constitute of a lot of brainstorming, sketching (if needed) and Studio Time and reflection/discussion. ESSENTIAL QUESTION OR THEME What are some of art movements that have influenced art making/painting and how can we apply them to our work? STUDENT LEARNING OUTCOMES These should include at least 3 of the 4 areas: • Technical/ skill o Participants will use their technical skills to build their conceptual skills. • Creativity/ imagination o Participants will learn to take inspiration from their surroundings. o Participants will learn about different types of art styles/movement that will get them out of their comfort zone and try new techniques. -
Review for Igitur (Italy) — Mai 13, 2003 — Pg 1 Review of Mify Narodov Mira (“Myths of the Peoples of the World”), Chief Editor S
Review for Igitur (Italy) — mai 13, 2003 — pg 1 Review of Mify narodov mira (“Myths of the peoples of the world”), chief editor S. A. Tokarev. Moscow: Sovetskaia Entsiklopediia, 1987. Two volumes, 1350 pp. Reviewed by Kevin Tuite, Dépt. d’anthropologie, Univ. de Montréal. 1. Introductory remarks. The encyclopedia under review (henceforth abbreviated MNM) is an alphabetically-arranged two-volume reference work on mythology, compiled by a team of Soviet scholars. Among the eighty or so contributors, two individuals, the celebrated Russian philologists Viacheslav V. Ivanov and Vladimir N. Toporov, wrote most of the longer entries, as well as the shorter articles on Ket, Hittite, Baltic, Slavic and Vedic Hindu mythologies. Other major contributors include Veronika K. Afanas’eva (Sumerian and Akkadian), L. Kh. Akaba and Sh. Kh. Salakaia (Abkhazian), S. B. Arutiunian (Armenian), Sergei S. Averintsev (Judaism and Christianity), Vladimir N. Basilov (Turkic), Mark N. Botvinnik, V. Iarkho and A. A. Takho-Godi (Greek), Mikheil Chikovani and G. A. Ochiauri (Georgian), V. A. Kaloev (Ossetic), Elena S. Kotliar (African), Leonid A. Lelekov (Iranian), A. G. Lundin and Il’ia Sh. Shifman (Semitic), Eleazar M. Meletinskii (Scandinavian, Paleo-Siberian), L. E. Miall (Buddhism), M. I. Mizhaev (Circassian), Mikhail B. Piotrovskii (Islam), Revekka I. Rubinshtein (Egyptian), Elena M. Shtaerman (Roman). Most of the thousands of entries are sketches of deities and other mythological characters, including some relatively obscure ones, from a number of classical and modern traditions. Coverage is especially extensive for the classical Old World and the indigenous populations of the former USSR, but Africa, Asia and the Americas are well represented. -
Memories & Dreams
Memories & Dreams The Studiowith with Salvador Dalí ART HIST RY KIDS WEEK 2 Quote to ponder “Every morning upon awakening, I experience a supreme pleasure: that of being Salvador Dalí, and I ask myself, wonderstruck, what prodigious thing will he do today, this Salvador Dalí?” –Salvador Dalí January 2021 15 Memories & Dreams The Studiowith with Salvador Dalí ART HIST RY KIDS LET’S MEET THE ARTIST Salvador Domingo Felipe Jacinto Dalí i Domenech May 11, 1904 — January 23, 1989 Salvador Dali was born in Figueres– a town in the Catalonia region of Spain. He grew up with a strict father and lenient mother (who encouraged his artistic endeavors and supported his creative personality). She even let him have a pet bat! Dali studied art in Spain and later in Paris where he met legendary painters (like Picasso) who influenced his work. He soon became involved with the Surrealist art movement. In addition to his art, Dali was also known for his funny personality and unusual public behavior. He had outrageous pets, including an ocelot named Babou who never left his side. He took Babou into restaurants and even on plane trips! Sometimes he’d tell people that Babou was just a normal cat that he had painted. He walked around Paris with his pet anteater on a leash. He grew a unique mus- tache and shaped it with pomade. (In 2010 Dali’s mustache was voted the most famous mustache of all time.) Terry Fincher/Daily Express/Hulton Archive/Getty Images Dali’s transformed his daily life into a surreal piece of art.