Art and Art History 1
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WAR and VIOLENCE: NEOCLASSICISM (Poussin, David, and West) BAROQUE ART: the Carracci and Poussin
WAR and VIOLENCE: NEOCLASSICISM (Poussin, David, and West) BAROQUE ART: The Carracci and Poussin Online Links: Annibale Carracci- Wikipedia Carracci's Farnese Palace Ceiling – Smarthistory Carracci - Heilbrunn Timeline of Art History Poussin – Wikipedia Poussin's Et in Arcadia Ego – Smarthistory NEOCLASSICISM Online Links: Johann Joachim Winckelmann - Wikipedia, the free encyclopedia Jacques-Louis David - Wikipedia, the free encyclopedia Oath of the Horatii - Smarthistory David's The Intervention of the Sabine Women – Smarthistory NEOCLASSICISM: Benjamin West’s Death of General Wolfe Online Links: Neoclassicism - Wikipedia, the free encyclopedia Benjamin West - Wikipedia, the free encyclopedia The Death of General Wolfe - Wikipedia, the free encyclopedia Death of General Wolfe – Smarthistory Death of General Wolfe - Gallery Highlights Video Wolfe Must Not Die Like a Common Soldier - New York Times NEOCLASSICISM: Jacques Louis David’s Death of Marat Online Links: Jacques-Louis David - Wikipedia, the free encyclopedia The Death of Marat - Wikipedia, the free encyclopedia Charlotte Corday - Wikipedia, the free encyclopedia Art Turning Left - The Guardian Annibale Carracci. Flight into Egypt, 1603-4, oil on canvas The Carracci family of Bologna consisted of two brothers, Agostino (1557-1602) and Annibale (1560-1609), and their cousin Ludovico (1556-1619). In Bologna in the 1580s the Carracci had organized gatherings of artists called the Accademia degli Incamminati (academy of the initiated). It was one of the several such informal groups that enabled artists to discuss problems and practice drawing in an atmosphere calmer and more studious than that of a painter’s workshop. The term ‘academy’ was more generally applied at the time to literary associations, membership of which conferred intellectual rank. -
Visual Arts – Specific Rules/Guidelines
Visual Arts – Specific Rules/Guidelines VISUAL ARTS include many art forms that are visual in nature. The artist (student submitting entry) is a person who captures their own thoughts and ideas to create a visual piece of art. Accepted forms of visual art include: Collages, photographic collages (multiple photos cut/pasted), computer-generated image, design, drawing, painting, and printmaking. Non-accepted forms of visual art include: 3D artwork (artwork that is not flat on the surface). Reproductions or enlargements of another artwork. Reflect on the 2020-2021 Theme: I Matter Because… An explanation of the art form might be a useful addition to the artist statement. Whether an entry displays use of formal technique or a simple approach, it will be judged primarily on how well the student uses his or her artistic vision to portray the theme, originality and creativity. Copyright: Use of copyrighted material, including any copyrighted cartoon characters or likeness thereof, is not acceptable in any visual arts submission, with the following exceptions: • Visual artwork may include public places, well-known products, trademarks or certain other copyrighted material as long as that copyrighted material is incidental to the subject matter of the piece and/or is a smaller element of a whole. The resulting work cannot try to establish an association between the student and the trademark/business/material, or influence the purchase/non-purchase of the trademarked good. • Visual arts collages may include portions of existing copyrighted works, such as photographs, magazine clippings, internet images and type cut out of a newspaper, as long as those portions of copyrighted works are used to create a completely new and different work of art. -
Cataloguing Chinese Art in the Middle and Late Imperial Eras
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations Spring 2010 Tradition and Transformation: Cataloguing Chinese Art in the Middle and Late Imperial Eras YEN-WEN CHENG University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Asian Art and Architecture Commons, Asian History Commons, and the Cultural History Commons Recommended Citation CHENG, YEN-WEN, "Tradition and Transformation: Cataloguing Chinese Art in the Middle and Late Imperial Eras" (2010). Publicly Accessible Penn Dissertations. 98. https://repository.upenn.edu/edissertations/98 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/98 For more information, please contact [email protected]. Tradition and Transformation: Cataloguing Chinese Art in the Middle and Late Imperial Eras Abstract After obtaining sovereignty, a new emperor of China often gathers the imperial collections of previous dynasties and uses them as evidence of the legitimacy of the new regime. Some emperors go further, commissioning the compilation projects of bibliographies of books and catalogues of artistic works in their imperial collections not only as inventories but also for proclaiming their imperial power. The imperial collections of art symbolize political and cultural predominance, present contemporary attitudes toward art and connoisseurship, and reflect emperors’ personal taste for art. The attempt of this research project is to explore the practice of art cataloguing during two of the most important reign periods in imperial China: Emperor Huizong of the Northern Song Dynasty (r. 1101-1125) and Emperor Qianlong of the Qing Dynasty (r. 1736-1795). Through examining the format and content of the selected painting, calligraphy, and bronze catalogues compiled by both emperors, features of each catalogue reveal the development of cataloguing imperial artistic collections. -
Russian Avant-Garde, 1904-1946 Books and Periodicals
Russian Avant-garde, 1904-1946 Books and Periodicals Most comprehensive collection of Russian Literary Avant-garde All groups and schools of the Russian Literary Avant-garde Fascinating books written by famous Russian authors Illustrations by famous Russian artists (Malevich, Goncharova, Lisitskii) Extremely rare, handwritten (rukopisnye) books Low print runs, published in the Russian provinces and abroad Title list available at: www.idc.nl/avantgarde National Library of Russia, St. Petersburg Editor: A. Krusanov Russian Avant-garde, 1904-1946 This collection represents works of all Russian literary avant-garde schools. It comprises almost 800 books, periodicals and almanacs most of them published between 1910-1940, and thus offers an exceptionally varied and well-balanced overview of one of the most versatile movements in Russian literature. The books in this collection can be regarded as objects of art, illustrated by famous artists such as Malevich, Goncharova and Lisitskii. This collection will appeal to literary historians and Slavists, as well as to book and art historians. Gold mine Khlebnikov, Igor Severianin, Sergei Esenin, Anatolii Mariengof, Ilia Current market value of Russian The Russian literary avant-garde was Avant-garde books both a cradle for many new literary styles Selvinskii, Vladimir Shershenevich, David and Nikolai Burliuk, Alexei Most books in this collection cost and the birthplace of a new physical thousands Dollars per book at the appearance for printed materials. The Kruchenykh, and Vasilii Kamenskii. However, -
Dolan Middle School Visual Art Course Syllabus 6
DOLAN MIDDLE SCHOOL VISUAL ART COURSE SYLLABUS 6TH through 8th Grade Teacher: Mrs. Marchetti Course title: Visual Arts Course Description: 6th and 7th Grade: Students will spend the semester completing art projects designed to develop the student’s individual ideas and talents as an artist. The students will explore concepts that will increase their knowledge about art materials and use, art equipment, art history, and the application of it. 8th Grade: Students will further explore the many venues of art education. Students will focus on higher order thinking skills while concentrating on specific applications of the given media. Students will use their skills in various relevant and rigorous projects. Scope and Sequence: The Visual Art Curriculum is divided into the 6 major aspects of art creation. These will serve as a solid foundation for High School and beyond. Projects that cover each of the following aspects will be divided equally over the course of the semester. 1. Drawing: Foundation skill that is taught in many different ways throughout the semester. These may include pencil, charcoal, pastels, pen & ink, and colored pencil. 2. Painting: This are will explore two primary media techniques, watercolor and acrylic. 3. Sculpture: This area exposes students to the unique characteristics of creating in 3 dimensions and usually includes wire and plastering. 4. Printmaking: This area examines the creation process through the lens of producing repeated images. This is usually done through block and plate printing. 5. New Media: This area looks at Contemporary Design, illustration, and photography within the context of computer-based and digital media. -
Grade by Grade Fine Arts Content Standards
Montgomery County Public Schools Pre-k–12 Visual Art Curriculum Framework Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicator 1: Identify and describe observed form By the end of the following grades, students will know and be able to do everything in the previous grade and the following content: Pre-K Kindergarten Grade 1 Grade 2 I.1.PK.a. I.1.K.a. I.1.1.a. I.1.2.a. Identify colors, lines, shapes, and Describe colors, lines, shapes, and Describe colors, lines, shapes, textures, Describe colors, lines, shapes, textures, textures that are found in the textures found in the environment. and forms found in observed objects forms, and space found in observed environment. and the environment. objects and the environment. I.1.K.b. I.1.1.b. I.1.2.b. I.1.PK.b. Represent observed form by combining Represent observed physical qualities Represent observed physical qualities Use colors, lines, shapes, and textures colors, lines, shapes, and textures. of people, animals, and objects in the of people, animals, and objects in the to communicate observed form. environment using color, line, shape, environment using color, line, shape, texture, and form. texture, form, and space. Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: Given examples of lines, the student Take a walk around the school property. The student describes colors, lines, Given examples of assemblage, the identifies lines found in the trunk and Find and describe colors, lines, shapes, shapes, textures, and forms observed in a student describes colors, lines, shapes, branches of a tree. -
Visual Arts Curriculum Guide
Visual Arts Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools’ Visual Arts Curriculum Guide If you plan to use the whole or any parts of this document, it would be appreciated if you credit the Madison Public Schools, Madison, Connecticut for the work. Thank you in advance. Table of Contents Foreword Program Overview Program Components and Framework · Program Components and Framework · Program Philosophy · Grouping Statement · Classroom Environment Statement · Arts Goals Learner Outcomes (K - 12) Scope and Sequence · Student Outcomes and Assessments - Grades K - 4 · Student Outcomes and Assessments - Grades 5 - 8 · Student Outcomes and Assessments / Course Descriptions - Grades 9 - 12 · Program Support / Celebration Statement Program Implementation: Guidelines and Strategies · Time Allotments · Implementation Assessment Guidelines and Procedures · Evaluation Resources Materials · Resources / Materials · National Standards · State Standards Foreword The art curriculum has been developed for the Madison school system and is based on the newly published national Standards for Arts Education, which are defined as Dance, Music, Theater, and Visual Arts. The national standards for the Visual Arts were developed by the National Art Education Association Art Standard Committee to reflect a national consensus of the views of organizations and individuals representing educators, parents, artists, professional associations in education and in the arts, public and private educational institutions, philanthropic organizations, and leaders from government, labor, and business. The Visual Arts Curriculum for the Madison School System will provide assistance and support to Madison visual arts teachers and administrators in the implementation of a comprehensive K - 12 visual arts program. The material described in this guide will assist visual arts teachers in designing visual arts lesson plans that will give each student the chance to meet the content and performance, or achievement, standards in visual arts. -
Fine Art Papers Guide
FINE ART PAPERS GUIDE 100 Series • 200 Series • Vision • 300 Series • 400 Series • 500 Series make something real For over 125 years Strathmore® has been providing artists with the finest papers on which to create their artwork. Our papers are manufactured to exacting specifications for every level of expertise. 100 100 Series | Youth SERIES Ignite a lifelong love of art. Designed for ages 5 and up, the paper types YOUTH and features have been selected to enhance the creative process. Choice of paper is one of the most important 200 Series | Good decisions an artist makes 200SERIES Value without compromise. Good quality paper at a great price that’s economical enough for daily use. The broad range of papers is a great in determining the GOOD starting point for the beginning and developing artist. outcome of their work. Color, absorbency, texture, weight, and ® Vision | Good STRATHMORE size are some of the more important Let the world see your vision. An affordable line of pads featuring extra variables that contribute to different high sheet counts and durable construction. Tear away fly sheets reveal a artistic effects. Whether your choice of vision heavyweight, customizable, blank cover made from high quality, steel blue medium is watercolor, charcoal, pastel, GOOD mixed media paper. Charcoal Paper in our 300, 400 and 500 Series is pencil, or pen and ink, you can be confident that manufactured with a traditional laid finish making we have a paper that will enhance your artistic them the ideal foundation for this medium. The efforts. Our papers are manufactured to exacting laid texture provides a great toothy surface for specifications for every level of expertise. -
Dino Rosin Fine Art Sculptor in Glass;
Dino Rosin Fine Art Sculptor in Glass; By Debbie Tarsitano This past January I was privileged to teach encased flamework design at the Corning Museum School’s Studio. Before traveling to Corning I looked through the course catalogue to see who else was teaching during the week I would be there. There was the name, “Dino Rosin,” and his class “solid sculpture.” As I looked at the small photo of his work in the Corning catalogue, I thought to myself, “I wished I could take his class.” That lone picture in the Corning catalogue told me that here was an artist who understood the true meaning of sculpture. Dino Rosin was born in Venice, Italy on May 30, 1948 and his family moved to the island of Murano while he was still a baby. At age 12 Dino left school to work as an apprentice at the prestigious Barovier and Toso glassworks. In 1963 at age 15, Dino joined his older brothers Loredano and Mirco in their own glass studio “Artvet.” Two years later Loredano and Dino joined Egidio Costantini of Fucina Degli Angeli; while working at this renowned studio, Dino and Loredano collaborated with Picasso and other well-known artists of the time. In 1975, Loredano Rosin opened his own studio and Dino, then aged 27, joined his brother’s new venture, supporting him whole-heartedly. Dino progressed and matured as an artist as he worked alongside his brother Loredano to keep the studio strong. Dino perfected his skills in every area of the studio from mixing batch, the raw materials of glass making, to creating new designs. -
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Global histories a student journal The Construction of Chinese Art History as a Modern Discipline in the Early Twentieth Century Author: Jialu Wang DOI: http://dx.doi.org/10.17169/GHSJ.2019.294 Source: Global Histories, Vol. 5, No. 1 (May 2019), pp. 64-77 ISSN: 2366-780X Copyright © 2019 Jialu Wang License URL: https://creativecommons.org/licenses/by/4.0/ Publisher information: ‘Global Histories: A Student Journal’ is an open-access bi-annual journal founded in 2015 by students of the M.A. program Global History at Freie Universität Berlin and Humboldt-Universität zu Berlin. ‘Global Histories’ is published by an editorial board of Global History students in association with the Freie Universität Berlin. Freie Universität Berlin Global Histories: A Student Journal Friedrich-Meinecke-Institut Koserstraße 20 14195 Berlin Contact information: For more information, please consult our website www.globalhistories.com or contact the editor at: [email protected]. The Construction of Chinese Art History as a Modern Discipline in the Early Twentieth Century by: WANG JIALU Wang Jialu Construction of Chinese Art | 65 | VI - 1 - 2019 Nottingham Ningbo China. ABOUT THE AUTHOR degree in Transcultural Studies at the Studies degree in Transcultural with a particular focus on China and its are Visual, Media and Material Cultures, global art history, and curating practices. global art history, She also holds an MA degree in Identity, She also holds an MA degree in Identity, London and a BA degree in International London contemporary media and cultural studies, Jialu Wang is currently pursuing a Master’s is currently pursuing a Master’s Jialu Wang Culture and Power from University College Culture and Power Communications Studies from University of Communications Studies University of Heidelberg. -
Influence of Science on Ancient Greek Sculptures
www.idosr.org Ahmed ©IDOSR PUBLICATIONS International Digital Organization for Scientific Research ISSN: 2579-0765 IDOSR JOURNAL OF CURRENT ISSUES IN SOCIAL SCIENCES 6(1): 45-49, 2020. Influence of Science on Ancient Greek Sculptures Ahmed Wahid Yusuf Department of Museum Studies, Menoufia University, Egypt. ABSTRACT The Greeks made major contributions to math and science. We owe our basic ideas about geometry and the concept of mathematical proofs to ancient Greek mathematicians such as Pythagoras, Euclid, and Archimedes. Some of the first astronomical models were developed by Ancient Greeks trying to describe planetary movement, the Earth’s axis, and the heliocentric system a model that places the Sun at the center of the solar system. The sculpture of ancient Greece is the main surviving type of fine ancient Greek art as, with the exception of painted ancient Greek pottery, almost no ancient Greek painting survives. The research further shows the influence science has in the ancient Greek sculptures. Keywords: Greek, Sculpture, Astronomers, Pottery. INTRODUCTION The sculpture of ancient Greece is the of the key points of Ancient Greek main surviving type of fine ancient Greek philosophy was the role of reason and art as, with the exception of painted inquiry. It emphasized logic and ancient Greek pottery, almost no ancient championed the idea of impartial, rational Greek painting survives. Modern observation of the natural world. scholarship identifies three major stages The Greeks made major contributions to in monumental sculpture in bronze and math and science. We owe our basic ideas stone: the Archaic (from about 650 to 480 about geometry and the concept of BC), Classical (480-323) and Hellenistic mathematical proofs to ancient Greek [1]. -
Indian Art History from Colonial Times to the R.N
The shaping of the disciplinary practice of art Parul Pandya Dhar is Associate Professor in history in the Indian context has been a the Department of History, University of Delhi, fascinating process and brings to the fore a and specializes in the history of ancient and range of viewpoints, issues, debates, and early medieval Indian architecture and methods. Changing perspectives and sculpture. For several years prior to this, she was teaching in the Department of History of approaches in academic writings on the visual Art at the National Museum Institute, New arts of ancient and medieval India form the Delhi. focus of this collection of insightful essays. Contributors A critical introduction to the historiography of Joachim K. Bautze Indian art sets the stage for and contextualizes Seema Bawa the different scholarly contributions on the Parul Pandya Dhar circumstances, individuals, initiatives, and M.K. Dhavalikar methods that have determined the course of Christian Luczanits Indian art history from colonial times to the R.N. Misra present. The spectrum of key art historical Ratan Parimoo concerns addressed in this volume include Himanshu Prabha Ray studies in form, style, textual interpretations, Gautam Sengupta iconography, symbolism, representation, S. Settar connoisseurship, artists, patrons, gendered Mandira Sharma readings, and the inter-relationships of art Upinder Singh history with archaeology, visual archives, and Kapila Vatsyayan history. Ursula Weekes Based on the papers presented at a Seminar, Front Cover: The Ashokan pillar and lion capital “Historiography of Indian Art: Emergent during excavations at Rampurva (Courtesy: Methodological Concerns,” organized by the Archaeological Survey of India). National Museum Institute, New Delhi, this book is enriched by the contributions of some scholars Back Cover: The “stream of paradise” (Nahr-i- who have played a seminal role in establishing Behisht), Fort of Delhi.