The Spirit of the Sixties: Art As an Agent for Change
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Oral History Interview with Ann Wilson, 2009 April 19-2010 July 12
Oral history interview with Ann Wilson, 2009 April 19-2010 July 12 Funding for this interview was provided by the Terra Foundation for American Art. Funding for the digital preservation of this interview was provided by a grant from the Save America's Treasures Program of the National Park Service. Contact Information Reference Department Archives of American Art Smithsonian Institution Washington. D.C. 20560 www.aaa.si.edu/askus Transcript Preface The following oral history transcript is the result of a recorded interview with Ann Wilson on 2009 April 19-2010 July 12. The interview took place at Wilson's home in Valatie, New York, and was conducted by Jonathan Katz for the Archives of American Art, Smithsonian Institution. This transcript has been lightly edited for readability by the Archives of American Art. The reader should bear in mind that they are reading a transcript of spoken, rather than written, prose. Interview ANN WILSON: [In progress] "—happened as if it didn't come out of himself and his fixation but merged. It came to itself and is for this moment without him or her, not brought about by him or her but is itself and in this sudden seeing of itself, we make the final choice. What if it has come to be without external to us and what we read it to be then and heighten it toward that reading? If we were to leave it alone at this point of itself, our eyes aging would no longer be able to see it. External and forget the internal ordering that brought it about and without the final decision of what that ordering was about and our emphasis of it, other eyes would miss the chosen point and feel the lack of emphasis. -
The Art of Fernando Botero
36 The Art of Fernando Botero ART The Art of Fernando Botero By Sarah Moody useums are afraid to show works that “Mreveal the truth.” So claimed Professor Peter Selz in a lecture inspired by the exhibition of Colombian artist Fernando Botero’s “Abu Ghraib” series organized by the Center for Latin American Studies last spring. The University of California, Berkeley was the fi rst public institution in the United States to show the powerful series. The approximately 100 drawings and oil paintings resulted from Botero’s shock and rage at what had happened at that Iraqi prison. As part of a series of talks related to the exhibit, Selz examined Botero’s development as an artist in relation to topics of violence and considered the importance of the paintings today. York. New Gallery, Image courtesy of Marlborough Botero. © Fernando Professor Selz began with a discussion of Botero’s artistic development. After winning second prize in the Salón de Artistas Colombianos in 1952, Botero used his winnings to travel to Europe to study the Old Masters. He began in Spain, copying the work of El Greco, Velázquez and Goya. In Florence, he studied the location of generously- proportioned, verisimilar bodies in real spaces, focusing especially on the work of Masaccio and Piero della Francesca “Pear” by Fernando Botero, 1976. and the sensuality of Rubens. Botero then visited the Sistine ceiling in Rome before traveling to Mexico and turning not always approach the originals almost deranged expression in place to the famous muralists Diego Rivera reverentially. According to Selz, Botero of the original’s calm smile. -
Activity E: Peace Symbols
Activity E: Peace symbols Teacher’s Briefing Activity E: Peace symbols Further notes Plenary activity Curriculum links Materials for Students Peace symbol Download this resource www.cnduk.org/activity-e 37 Activity E: Peace symbols: Activity overview Concepts to examine Overview Peace and conflict in daily life, how – After identifying symbols and logos from everyday life, students go on to logos represent ideas and products, examine how body language can be construed as violent. They then examine how peace is portrayed through existing peace symbols and resistance art and go on to design their own symbol. images and artwork. The following activities can also be used as stand alone parts of a lesson. Materials and space needed Instructions Projector/interactive whiteboard for Activity One showing images, space for role play, Aim: Exploration symbols/logos and their meanings paper and art materials for logo – Show students symbols/logos that may be familiar to them design. (brands/charities/political). Ask them to identify them in teams, awarding points for correct answers. Learning outcomes – Discuss the power of logos in small groups and feedback. How do they By the end of the lesson: represent their meanings? What does the school logo represent? What would All students should have been able they wear? Why do they prefer some logos to others? to produce their own peace symbol (including using the CND symbol Activity Two template). Aim: Identify contrasts between body language – Show students pictures of people greeting each other in non-violent ways, such Most students will be able to explain as handshakes and embraces. -
Formalism Post- Formalism
FORMALISM POST- FORMALISM nonsite.org is an online, open access, peer-reviewed quarterly journal of scholarship in the arts and humanities 7 affiliated with Emory College of Arts and Sciences. 2014 all rights reserved. ISSN 2164-1668 EDITORIAL BOARD Bridget Alsdorf Ruth Leys James Welling Jennifer Ashton Walter Benn Michaels Todd Cronan Charles Palermo Lisa Chinn, editorial assistant Rachael DeLue Robert Pippin Michael Fried Adolph Reed, Jr. Oren Izenberg Victoria H.F. Scott Brian Kane Kenneth Warren SUBMISSIONS ARTICLES: SUBMISSION PROCEDURE Please direct all Letters to the Editors, Comments on Articles and Posts, Questions about Submissions to [email protected]. Potential contributors should send submissions electronically via nonsite.submishmash.com/Submit. Applicants for the B-Side Modernism/Danowski Library Fellowship should consult the full proposal guidelines before submitting their applications directly to the nonsite.org submission manager. Please include a title page with the author’s name, title and current affiliation, plus an up-to-date e-mail address to which edited text and correspondence will be sent. Please also provide an abstract of 100-150 words and up to five keywords or tags for searching online (preferably not words already used in the title). Please do not submit a manuscript that is under consideration elsewhere. 1 ARTICLES: MANUSCRIPT FORMAT Accepted essays should be submitted as Microsoft Word documents (either .doc or .rtf), although .pdf documents are acceptable for initial submissions.. Double-space manuscripts throughout; include page numbers and one-inch margins. All notes should be formatted as endnotes. Style and format should be consistent with The Chicago Manual of Style, 15th ed. -
Quaker Affirmations 1
SSttuuddeenntt NNootteebbooookk ffir r A m e a k t A Course i a of Study for o u n Q Young Friends Suggested for Grades 6 - 9 Developed by: First Friends Meeting 3030 Kessler Boulevard East Drive Indianapolis, IN 46220-2913 317.255.2485 [email protected] wwQw.indyfriends.org QQuuaakkeerr AAffffiirrmmaattiioonn:: AA CCoouurrssee ooff SSttuuddyy ffoorr YYoouunngg FFrriieennddss Course Conception and Development: QRuth Ann Hadley Tippin - Pastor, First Friends Meeting Beth Henricks - Christian Education & Family Ministry Director Writer & Editor: Vicki Wertz Consultants: Deb Hejl, Jon Tippin Pre- and Post-Course Assessment: Barbara Blackford Quaker Affirmation Class Committee: Ellie Arle Heather Arle David Blackford Amanda Cordray SCuagrogl eDsonteahdu efor Jim Kartholl GraJedde Ksa y5 - 9 First Friends Meeting 3030 Kessler Boulevard East Drive Indianapolis, IN 46220-2913 317.255.2485 [email protected] www.indyfriends.org ©2015 December 15, 2015 Dear Friend, We are thrilled with your interest in the Quaker Affirmation program. Indianapolis First Friends Meeting embarked on this journey over three years ago. We moved from a hope and dream of a program such as this to a reality with a completed period of study when eleven of our youth were affirmed by our Meeting in June 2015. This ten-month program of study and experience was created for our young people to help them explore their spirituality, discover their identity as Quakers and to inform them of Quaker history, faith and practice. While Quakers do not confirm creeds or statements made for them at baptism, etc, we felt it important that young people be informed and af - firmed in their understanding of who they are as Friends. -
Art in America
MAGAZINE NOV. 01, 2013 THE PARSONS EFFECT by Judith E. Stein, Helène Aylon Betty Bierne Pierson, the rebellious, selfassured offspring of an old New York family, was 13 when she visited the historic Armory Show in 1913 and set her course on becoming an artist. Her conservative parents acquiesced to art lessons but drew the line at higher education for women. At 20, she married Schuyler Livingston Parsons, a man of wealth and social standing. He proved to be as captivated by men Betty Parsons, 1963. as she was by women, and a gambler and an alcoholic to boot. The Photo Alexander Liberman. The Getty couple divorced amicably in Paris, where she spent the 1920s in Research Institute, Los comfort, sharing her life with Adge Baker, a British art student, and Angeles. © J. Paul Getty Trust. taking classes with Ossip Zadkine and Antoine Bourdelle, among others. Her friends included expatriate Americans Hart Crane, Man Ray, Alexander Calder, and Gerald and Sara Murphy, as well as lesbian literati Gertrude Stein, Natalie Barney and Janet Flanner. Disinherited after her divorce, Parsons also lost her alimony support when the stock market crashed. Generous girlhood friends aided her return to the U.S. in 1933, first to Hollywood, where her acquaintances numbered Greta Garbo, Marlene Dietrich, Tallulah Bankhead, Dorothy Parker and Robert Benchley. She then lived in Santa Barbara, teaching art, painting portraits and consulting on French wines at a liquor store. In 1935, she funded a move to New York by selling her engagement ring. Parsons's loyal circle supplemented the slender income she earned from sales of her own art and from commissions by dealers such as Mrs. -
NATHAN OLIVEIRA Figural Variants
FOR IMMEDIATE RELEASE NATHAN OLIVEIRA Figural Variants April 1- May 8, 2021 540 Ramona Street Palo Alto, CA Nathan Oliveira, Imi #3, 1990, 20 x 16 inches, oil on canvas Pamela Walsh Gallery is pleased to present Nathan Oliveira: Figural Variants, an exploration of Oliveira’s visual language as it evolved through his dedicated study of the figure. Associated with the Bay Area Figurative Movement, he was amongst artists who returned to figural subjects after the explosion of Abstract Expressionism swept through New York in the 40s and 50s. Oliveira’s work was rooted in his fascination with abstracting the human form while rendering it with a sense of honesty. He regularly worked with live models, learning their forms through repeated observation and conjuring figural variants through a diversity of mediums. Throughout his extensive career, Oliveira developed his artistic practice to flow seamlessly across multiple disciplines into one continuous voice. We are delighted to share a selection of paintings, sculptures, and prints from 1975 – 2007, highlighting his mastery of the human figure. A key figure in American Art,Nathan Oliveira (1928-2010) was a persistently individualistic artist who took his own path in defiance of the ideology of the time. With an unshakable concern for the figure, Oliveira was a prominent member of the Bay Area Figurative Movement, along with Richard Diebenkorn, David Park, Elmer Bischoff and others. A resident of Palo Alto, he taught at Stanford University for 32 years as a Professor of Studio Art. In 1959, Oliveira gained early fame as a painter, when four of his works were selected by Peter Selz for his curatorial debut exhibition, New Images of Man, at the Museum of Modern Art in NY. -
Christine Giles Bill Bob and Bill.Pdf
William Allan, Robert Hudson and William T. Wiley A Window on History, by George. 1993 pastel, Conte crayon, charcoal, graphite and acrylic on canvas 1 61 /2 x 87 '12 inches Courtesy of John Berggruen Gallery, San Francisco, California Photograph by Cesar Rubio / r.- .. 12 -.'. Christine Giles and Hatherine Plake Hough ccentricity, individualism and nonconformity have been central to San Fran cisco Bay Area and Northern California's spirit since the Gold Rush era. Town Enames like Rough and Ready, Whiskey Flats and "Pair of Dice" (later changed to Paradise) testify to the raw humor and outsider self-image rooted in Northern California culture. This exhibition focuses on three artists' exploration of a different western frontier-that of individual creativity and collaboration. It brings together paintings, sculptures, assemblages and works on paper created individually and collabora tively by three close friends: William Allan, Robert Hudson and William T. Wiley. ·n, Bob and Bill William Allan, the eldest, was born in Everett, Washington, in 1936, followed by Wiley, born in Bedford, Indiana, in 1937 and Hudson, born in Salt Lake City, Utah, in 1938. Their families eventually settled in Richland, in southeast Washington, where the three met and began a life-long social and professional relationship. Richland was the site of one of the nation's first plutonium production plants-Hanford Atomic Works. 1 Hudson remembers Richland as a plutonium boom town: the city's population seemed to swell overnight from a few thousand to over 30,000. Most of the transient population lived in fourteen square blocks filled with trailer courts. -
Dissertação Final Corrigida
Universidade Estadual Paulista “Julio de Mesquita Filho” Instituto de Artes ALINE PIRES LUZ A ARTE PSICODÉLICA E SUA RELAÇÃO COM A ARTE CONTEMPORÂNEA NORTE-AMERICANA E INGLESA DOS ANOS 1960: uma dissolução de fronteiras São Paulo 2014 ALINE PIRES LUZ A ARTE PSICODÉLICA E SUA RELAÇÃO COM A ARTE CONTEMPORÂNEA NORTE-AMERICANA E INGLESA DOS ANOS 1960: uma dissolução de fronteiras Dissertação apresentada ao curso de Pós- Graduação em Artes, do Instituto de Artes da Universidade Estadual Paulista – UNESP, como requisito parcial para obtenção do título de Mestre em Artes Visuais, Área de concentração: História da Arte. Linha de Pesquisa: Abordagens Teóricas, Históricas e Culturais da Arte. Orientador: Prof. Dr. Omar Khouri. São Paulo 2014 ALINE PIRES LUZ A ARTE PSICODÉLICA E SUA RELAÇÃO COM A ARTE CONTEMPORÂNEA NORTE-AMERICANA E INGLESA DOS ANOS 1960: uma dissolução de fronteiras Dissertação aprovada como requisito parcial para obtenção do grau de Mestre em Artes Visuais no curso de Pós-Graduação em Artes, do Instituto de Artes da Universidades Estadual Paulista – UNESP, com área de concentração em História da Arte, pela seguinte banca examinadora: __________________________________________ Prof. Dr. Omar Khouri Instituto de Artes (UNESP) – Orientador. __________________________________________ Prof. Dr. Sérgio Mauro Romagnolo Instituto de Artes (UNESP) __________________________________________ Dr. Júlio César Mendonça Pontifícia Universidade Católica – PUC/SP São Paulo, 10 de Junho de 2014 RESUMO Tem-se por objetivo situar a produção de arte psicodélica vinculada ao movimento de contracultura da década de 1960, em relação à chamada arte contemporânea, que se iniciava no mesmo período e que pode ser tomada como uma arte que se deu no âmbito mainstream , por circular nas principais galerias, museus e fazer parte da História da Arte. -
Introduction and Will Be Subject to Additions and Corrections the Early History of El Museo Del Barrio Is Complex
This timeline and exhibition chronology is in process INTRODUCTION and will be subject to additions and corrections The early history of El Museo del Barrio is complex. as more information comes to light. All artists’ It is intertwined with popular struggles in New York names have been input directly from brochures, City over access to, and control of, educational and catalogues, or other existing archival documentation. cultural resources. Part and parcel of the national We apologize for any oversights, misspellings, or Civil Rights movement, public demonstrations, inconsistencies. A careful reader will note names strikes, boycotts, and sit-ins were held in New York that shift between the Spanish and the Anglicized City between 1966 and 1969. African American and versions. Names have been kept, for the most part, Puerto Rican parents, teachers and community as they are in the original documents. However, these activists in Central and East Harlem demanded variations, in themselves, reveal much about identity that their children— who, by 1967, composed the and cultural awareness during these decades. majority of the public school population—receive an education that acknowledged and addressed their We are grateful for any documentation that can diverse cultural heritages. In 1969, these community- be brought to our attention by the public at large. based groups attained their goal of decentralizing This timeline focuses on the defining institutional the Board of Education. They began to participate landmarks, as well as the major visual arts in structuring school curricula, and directed financial exhibitions. There are numerous events that still resources towards ethnic-specific didactic programs need to be documented and included, such as public that enriched their children’s education. -
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. -
VII. Dorothy Day and the Arts
VII. Dorothy Day and the Arts Dorothy Day was known for her appreciation of the arts. The great Russian writers Leo Tolstoy and Fyodor Dostoevsky were early inspirations and models for Day, and the famed American playwright Eugene O’Neill was a personal friend. Day herself was a novelist and playwright, as well as a journalist and activist. She notably recognized, nurtured, and provided a vehicle (through the Catholic Worker newspaper) for the visual talents of Ade Bethune and Fritz Eisenberg. Day’s sacramental vision of the world asserted that God had made it both good and beautiful, and the arts helped to communicate that fundamental truth. Questions to Consider: 1. Dorothy Day was particularly influenced by her reading of the great Russian novelists Leo Tolstoy and Fyodor Dostoevsky, whose work is often deeply religious. Can you think of literature that you have read which has influenced your own social consciousness or the direction of your faith commitment? Do you think that literature or art in general can support a sense of vocation or call? If so, what might this say regarding our choices about what we read and how what we consume - in terms of art, media, or ideas - shapes who we are? 2. What is your experience of art in relation to the church? Have you seen art used as a way of reflecting the teaching or ideals of the church? Or have you witnessed a strain between the church and the arts, with involvement in the arts seen as a secular (even sometimes dangerous) endeavor? In your experience, are there certain arts that are more or less welcome or more or less represented in the church? 3.