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The Third in a Three Part Series on Art Not Only How to Explain Modern Art (But How to Have Your Students Create Their Own Abstract Project)
The Third in a Three Part Series on Art Not Only How to Explain Modern Art (But How to Have Your Students Create Their Own Abstract Project) Michael Hoctor Keywords: Paul Gauguin Mark Rothko Pablo Picasso Jackson Pollock Synchromy Peggy Guggenheim Armory Show Collage Abstract expressionism Color Field Painting Action Painting MODERN ABSTRACT ART Part Three This article will conclude with a class lesson to help students appreciate and better understand art without narrative. The class will produce a 20th-Century Abstract Art Project, with an optional step into 21st Century Digital Art. REALISM ABSTRACTION DIVIDE This article skips a small rock across a large body of well-documented art history, including 650,000 books covering fine art that are currently available, as well as approximately 55,000 on critical insights, and almost 15,000 books examining the methods of individual artists and how they approached their work. You, of course can read a lot of them in your spare time! But today, our goal is to is gain a better understanding of why, at the very beginning of the 20th century, there was a major departure in how some groups of "avant-garde" painters approached their canvas, abandoning realistic art. The rock's trajectory attempts to show how the camera's extraordinary technology provoked some phenomenal artists to re- examine how they painted, inventing new methods of applying colors in a far less photographic manner that was far more subjective, departing from: what we see to focus on what way we see. 2 These innovators produced art that in time became incredibly valued. -
Lesson Helen Frankenthaler/Color Field Paintings 6 Kimball Art Center & Park City Ed
LESSON 6 Helen Frankenthaler Color Field Paintings Verbal Directions LESSON HELEN FRANKENTHALER/COLOR FIELD PAINTINGS 6 KIMBALL ART CENTER & PARK CITY ED. FOUNDATION LESSON OVERVIEW SUPPLIES • Images of Frankenthaller’s Helen Frankenthaler (1928-2011) was an experimental abstract artwork. expressionist painter, who described her paintings as being • Samples of Color Field improvisations based on real or imaginary ideas of nature. Students Paintings. will work with watercolors and movement to create color fields while • Butcher paper/Tarps/Trays. enriching their understanding of the properties of color in painting. • Scrap paper for Experiments. • White Wax Crayons. INSTRUCTIONAL OBJECTIVES • Watercolor Paper. • Paper Towel/Sponges . • Learn about Helen Frankenthaler. • Liquid watercolors. • Learn about abstraction and the properties of color. • Cups or Palettes • Learn about action painting and the painting process. • Pipettes or Straws. • Create a painting inspired by Helen Frankenthaller’s abstract paintings. HELEN FRANKENTHALLER Helen Frankenthaler (1928-2011) has long been recognized as one of the great American artists of the twentieth century. She was well known among the second generation of postwar American abstract painters and is widely credited for playing a pivotal role in the transition from Abstract Expressionism to Color Field painting. Through her invention of the soak-stain technique, she expanded the possibilities of abstract painting, while at times referencing figuration and landscape in unique ways. She produced a body of work whose impact on contemporary art has been profound and continues to grow. LESSON HELEN FRANKENTHALER/COLOR FIELD PAINTINGS 6 KIMBALL ART CENTER & PARK CITY ED. FOUNDATION LESSON PLAN 1. Introduce students to the work and life of Helen Frankenthaler. -
On Minimalism + Meditation
On Minimalism + Meditation CIRCA GALLERY OCT 24TH, 2018 9:27 AM Lindsy Halleckson Silent Search - No. 26, 2015 CIRCA Gallery Contemporary minimalism as a style and practice is intertwined with meditation from start to finish. The artist often begins the creation of the piece by meditating, or falls into a meditative state while making the piece. On the other end of the process, the viewer can use the minimal nature of the artwork to guide their meditation, or after casually viewing the work may slip into an unintentional state of meditation. MINIMALIST PAINTING IS THE PLACE TO BEGIN MEDITATION THROUGH ART. CIRCA’s current exhibition depth of [color] field focuses on minimal, monochromatic, color field paintings that facilitate this kind of looking or mindful observation—looking into a piece, rather than at it. The very nature of minimal artwork allows the viewer to more easily move into a meditative state, where reality fades and all that remains is the observer and the painting. Without a specific visual subject or topic, the mind is much more open, unencumbered, and blank while viewing. The deep, saturated color of pieces like Brad Durham’s Without Shadows pull the viewer in and guide their eye deep into its textured layers. While other surfaces, like the subtle shifts and perspective-bending color transitions in Lindsy Halleckson’s Silent Search series, make a space for the eye to truly rest, almost as if out of focus. Brad Durham Without Shadows, 2017 CIRCA Gallery INTENTIONAL OBSERVATION IS ESSENTIAL. It’s no secret that the majority of the population dislikes minimalist art. -
Color Field, Then And
Color Field, Then and Now I fear that the visual culture in which these works were admired is now one of those distant “you had to be there” moments, which are impossible to reconstruct. by David Carrier March 7, 2020 Paul Feeley, Formal Haut, 1965, oil-based enamel on canvas, 60 x 60 inches The Fullness of Color: 1960s Painting at the Guggenheim Museum, New York, is a small catalogue-less exhibition that presents a large roomful of Color Field paintings. The show includes Kenneth Noland’s “Trans Shift” (1964), in which a suspended blue and green chevron, set on the white canvas ground, reaches almost to the bottom edge of the frame; Jules Olitski’s “Lysander-I” (1970), where the reddish mist in the upper right quadrant slowly fades into yellow; Alma Thomas’s “Cherry Blossom Symphony” (1972), with a violet background on which small marks of dark blue are superimposed — they look a little like the lozenges in some of Larry Poon’s early paintings. (Thomas actually is the most interesting artist here. Her presence puzzles me, for I don’t usually associate her with these other Color Field painters.) In Morris Louis’s “I-68” (1962), a field of thinly painted colors descends vertically. And Helen Frankenthaler’s “Canal” (1963) sets an irregularly shaped orange-yellow form of billowing color in front of a blue patch and, at the top, behind a dark grayish form. And there are two minor paintings, Gene Davis’s big “Wheelbarrow” (1971) and Paul Feeley’s decorative “Formal Haut” (1965). A review should focus on the art displayed. -
Notices of the American Mathematical Society
OF THE 1994 AMS Election Special Section page 7 4 7 Fields Medals and Nevanlinna Prize Awarded at ICM-94 page 763 SEPTEMBER 1994, VOLUME 41, NUMBER 7 Providence, Rhode Island, USA ISSN 0002-9920 Calendar of AMS Meetings and Conferences This calendar lists all meetings and conferences approved prior to the date this issue insofar as is possible. Instructions for submission of abstracts can be found in the went to press. The summer and annual meetings are joint meetings with the Mathe· January 1994 issue of the Notices on page 43. Abstracts of papers to be presented at matical Association of America. the meeting must be received at the headquarters of the Society in Providence, Rhode Abstracts of papers presented at a meeting of the Society are published in the Island, on or before the deadline given below for the meeting. Note that the deadline for journal Abstracts of papers presented to the American Mathematical Society in the abstracts for consideration for presentation at special sessions is usually three weeks issue corresponding to that of the Notices which contains the program of the meeting, earlier than that specified below. Meetings Abstract Program Meeting# Date Place Deadline Issue 895 t October 28-29, 1994 Stillwater, Oklahoma Expired October 896 t November 11-13, 1994 Richmond, Virginia Expired October 897 * January 4-7, 1995 (101st Annual Meeting) San Francisco, California October 3 January 898 * March 4-5, 1995 Hartford, Connecticut December 1 March 899 * March 17-18, 1995 Orlando, Florida December 1 March 900 * March 24-25, -
Color Field Painting Is a Tendency Within Abstract Expressionism, Distinct from Gestural Abstraction, Or Action Painting
QUICK VIEW: Synopsis Color field painting is a tendency within Abstract Expressionism, distinct from gestural abstraction, or action painting. It was pioneered in the late 1940s by Mark Rothko, Barnett Newman, and Clyfford Still, who were all independently searching for a style of abstraction which might provide a modern, mythic art, and express a yearning for transcendence and the infinite. To achieve this they abandoned all suggestions of figuration and instead exploited the expressive power of color by deploying it in large fields which might envelope the viewer when seen at close quarters. Their work inspired much Post-painterly abstraction, particularly that of Helen Frankenthaler, Morris Louis, Kenneth Noland, and Jules Olitski, though for later color field painters, matters of form tended to be more important that mythic content. Key Ideas / Information • Color field painting emerged out of the attempts of several artists in the late 1940s to devise a modern, mythic art. Seeking to connect with the primordial emotions locked in ancient myths, rather than the symbols themselves, they sought a new style which would do away with any suggestion of illustration. • The style was championed most enthusiastically by critic Clement Greenberg, who acclaimed the advances it achieved in the realm of form and composition. Bemoaning what he saw as the increasingly imitative, academic qualities of some action painters, he argued that color field painting represented the way forward. His advocacy of the style proved highly influential. • Color field painting marks a major development in abstract painting, since it was the first style to resolutely avoid the suggestion of a form or mass standing out against a background. -
Comparing and Contrasting Expressionism, Abstract, and Pop Art William Johnson
University of South Florida Scholar Commons Outstanding Honors Theses Honors College 5-2-2011 Comparing and Contrasting Expressionism, Abstract, and Pop Art William Johnson Follow this and additional works at: http://scholarcommons.usf.edu/honors_et Part of the American Studies Commons Scholar Commons Citation Johnson, William, "Comparing and Contrasting Expressionism, Abstract, and Pop Art" (2011). Outstanding Honors Theses. Paper 86. http://scholarcommons.usf.edu/honors_et/86 This Thesis is brought to you for free and open access by the Honors College at Scholar Commons. It has been accepted for inclusion in Outstanding Honors Theses by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Johnson & Mostajabian 1 William Johnson and Kiana Mostajabian IDH 5975 Wallace Wilson March 29, 2011 From Mondrian to Warhol: Creating Abstract, Abstract Expressionism, and Pop Art Introduction: This is not your typical art history thesis. We have written this thesis to educate not only ourselves, but to give other non art and art history majors, an idea of where to start if you were thinking about exploring the subject. With little background in art and art history, we didn’t know where to start looking, but quickly found three art movements that interested us the most: Abstract, Abstract Expressionism, and Pop Art. With our topics in mind we decided to paint six paintings, two in each movement, and yet it seemed that the six paintings by themselves were not enough. We wanted to learn more. To supplement those six paintings we wrote this paper to give some background information on each movement and how we incorporated the styles of each movement into our paintings. -
MODERN ART and IDEAS 8 1962–1974 a Guide for Educators
MODERN ART AND IDEAS 8 1962–1974 A Guide for Educators Department of Education at The Museum of Modern Art MINIMALISM AND CONCEPTUALISM Artists included in this guide: John Baldessari, Joseph Beuys, Daniel Buren, Dan Flavin, Eva Hesse, Donald Judd, Yves Klein, Joseph Kosuth, Yayoi Kusama, Sol LeWitt, Gordon Matta-Clark, Robert Morris, Richard Serra, and Robert Smithson. TABLE OF CONTENTS 1. A NOTE TO EDUCATORS 2. USING THE EDUCATOR GUIDE 3. SETTING THE SCENE 7. LESSONS Lesson One: Serial Forms/Material Difference Lesson Two: Language Arts Lesson Three: Constructing Space Lesson Four: Public Interventions Lesson Five: Performance into Art 34. FOR FURTHER CONSIDERATION 36. GLOSSARY 39. SELECTED BIBLIOGRAPHY AND RESOURCES 44. MoMA SCHOOL PROGRAMS No part of these materials may be reproduced or published in any form without prior written consent of The Museum of Modern Art. Design © 2007 The Museum of Modern Art, New York A NOTE TO EDUCATORS This is the eighth volume in the Modern Art and Ideas series for educators, which explores 1 the history of modern art through The Museum of Modern Art’s rich collection. While tra- A ditional art-historical categories are the organizing principle of the series, these parameters N O are used primarily as a means of exploring artistic developments and movements in con- T E junction with their social and historical contexts, with attention to the contributions of spe- T O cific artists. E D U C A This guide is informed by issues that arise from the selected works in a variety of mediums T O (painting, sculpture, collage, printmaking, photography, and, significantly, works that tran- R S scend the traditional division of mediums), but its organization and lesson topics are cre- ated with the school curriculum in mind, with particular application to social studies, visual art, history, and language arts. -
American Painting During the Cold War
Artforum, May 1973 American Painting During the Cold War Max Kozloff This article is a somewhat revised version of the introduction to the catalogue of the exhibition, "Twenty-five Years of American Painting 1948–1973," organized by James T. Demetrion at the Des Moines Art Center (Josef Albers, Ron Davis, Richard Diebenkorn, Richard Estes, Sam Francis, Helen Frankenthaler, Robert Irwin, Jasper Johns, Ellsworth Kelly, Willem de Kooning, Roy Lichtenstein, Richard Lindner, Morris Louis, Barnett Newman, Kenneth Noland, Philip Pearlstein, Jackson Pollock, Robert Rauschenberg, Mark Rothko, Frank Stella, Clyfford Still, Wayne Thiebaud, Mark Tobey, Andy Warhol, and William T. Wiley, March 6– April 22, 1973). Catalogue: 72 pages, perfect bound, 9 3/4" square, 23 black-and-white illustrations, 23 colorplates, brief bibliography, $7.00. All colorplates used here are somewhat reduced in size and courtesy of the Des Moines art Center. More celebrated than its counterparts in letters, architecture, and music, American postwar art has become a success story that begs, not to be retold, but told freshly for this decade. The most recent as well as most exhaustive book on Abstract Expressionism is Irving Sandler's The Triumph of American Painting, a title that sums up the self-congratulatory mood of many who participated in its career. Three years ago, the Metropolitan Museum enshrined 43 artists of the New York School, 1940–1970, as one pageant in the chapter of its own centennial. Though elevated as a cultural monument of an unassailable but also a fatiguing grandeur, the virtues of this painting and sculpture will survive the present period in which they are taken too much for granted. -
Abstract Expressionism and Pop Art
MODERN ART AND IDEAS 7 1950–1969 A Guide for Educators Department of Education at The Museum of Modern Art ABSTRACT EXPRESSIONISM AND POP ART Artists included in this guide: Helen Frankenthaler, Richard Hamilton, Jasper Johns, Franz Kline, Willem de Kooning, Roy Lichtenstein, Charles Moore, Barnett Newman, Claes Oldenburg, Jackson Pollock, Robert Rauschenberg, James Rosenquist, Mark Rothko, and Andy Warhol. TABLE OF CONTENTS 1. A NOTE TO EDUCATORS 2. USING THE EDUCATORS GUIDE 3. SETTING THE SCENE 7. LESSONS Lesson One: Revolutions in Painting Lesson Two: Color and Environment Lesson Three: Transforming Everyday Objects Lesson Four: Art and Politics Lesson Five: Artist’s Choice: People 29. FOR FURTHER CONSIDERATION 32. GLOSSARY 34. SELECTED BIBLIOGRAPHY AND RESOURCES 36. MoMA SCHOOL PROGRAMS No part of these materials may be reproduced or published in any form without prior written consent of The Museum of Modern Art Design © 2007 The Museum of Modern Art, New York A NOTE TO EDUCATORS This is the seventh volume in the Modern Art and Ideas series for educators, which explores 1 the history of modern art through The Museum of Modern Art’s rich collection. While tra- A NOTE TO EDUCATORS ditional art historical categories are the organizing principle of the series, these parameters are used primarily as a means of exploring artistic developments and movements in con- junction with their social and historical context, with attention to the contribution of specific artists. The guide is informed by issues posed by the selected works in a variety of mediums (paint- ing, sculpture, prints, photography), but its organization and lesson topics are created with the school curriculum in mind, with particular application to social studies, visual art, his- tory, and language arts. -
Make Room for Color Field
Library Guide Make Room for Color Field Elberta, 1975 Helen Frankenthaler Resource List | 2016 The three painters represented in this exhibition exemplify the Color Field movement, with large canvases bathed in fields of vibrant color. Each artist creates canvases that are, “lyrical and poetic, relying upon the primacy of large swaths of radiant hues, and the interactions of color and form, to convey its meaning.”* In this bibliography we have selected general resources to contextualize the Color Field movement and the artists represented as well as select resources on the artists featured in this intimate exhibition. If you have questions, please contact the reference staff at the Spencer Art Reference Library (telephone: 816.751.1216). Library hours and services are listed on the library website at nelson-atkins.org/library Selected by: Tracey Boswell | Librarian General Resources Auping, Michael. Abstract Expressionism: the Anfam, David. “Colour Field Painting.” Grove Critical Developments. New York: HN Abrams, Art Online. Oxford Art Online, updated and 1987. revised October, 2013. Accessed December 18, Call No: ND212.5 .A25 A96 1978. 2015. http://www.oxfordartonline.com/subscriber/ar Kostelanetz, Richard. “The State of the Art of ticle/grove/art/T018823 Painting.” North American Review, 255 (Winter *Available from the Spencer Art Reference 1970): 52-60. Accessed December 18, 2015. Library. http://www.jstor.org/stable/25117143 Library Resource List 2016 | Make Room for Color Field | 1 *The Nelson-Atkins Museum of Art. Make Smith, Elizabeth A.T. Helen Frankenthaler: Room For Color Field Exhibition Brochure. Kansas Composing with Color: Paintings 1962-1963. New City: The Nelson-Atkins Museum of Art, 2016. -
Helen Frankenthaler : the Calculus for Gender Neutrality Within the Post Abstractionist Color Field Movement
Sotheby's Institute of Art Digital Commons @ SIA MA Theses Student Scholarship and Creative Work 2020 Helen Frankenthaler : The calculus for gender neutrality within the post abstractionist color field movement Aelxandra H. Dodge Sotheby's Institute of Art Follow this and additional works at: https://digitalcommons.sia.edu/stu_theses Part of the Contemporary Art Commons, Feminist, Gender, and Sexuality Studies Commons, and the Modern Art and Architecture Commons Recommended Citation Dodge, Aelxandra H., "Helen Frankenthaler : The calculus for gender neutrality within the post abstractionist color field movement" (2020). MA Theses. 68. https://digitalcommons.sia.edu/stu_theses/68 This Thesis - Open Access is brought to you for free and open access by the Student Scholarship and Creative Work at Digital Commons @ SIA. It has been accepted for inclusion in MA Theses by an authorized administrator of Digital Commons @ SIA. For more information, please contact [email protected]. 1 Helen Frankenthaler: The Calculus for Gender Neutrality Within the Post Abstractionist Color Field Movement By Alexandra H. Dodge 2 Introduction: Helen Frankenthaler’s Education and Formative Years In a decade marked by the omnipresence of black-and-white television, McCarthyism, the end of the Korean War and the fledgling sounds of rock n’ roll, the 1950s invited American artists to utilize color in forms and abstractions to challenge the domesticated, safe boundaries established by European masters. The 1950s perpetuated dominate male, decision–making stereotyping while subordinating females as submissive, adorned homemakers. Sandwiched between the creative genius and evolution of the U.S abstract expressionist movement of the 1940s and the emerging pop artists of the 1960s, the 1950s signaled the development and the ascendency of Helen Frankenthaler.