The Orpheu Generation and the Avant-‐‑Garde: Intersecting Literature and the Visual Arts
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A Obra Gráfica De Amadeo De Souza-Cardoso, Caracterização Material E a Sua Preservação
Susana Pereira Pimentel Licenciada em Conservação e Restauro A obra gráfica de Amadeo de Souza-Cardoso, caracterização material e a sua preservação Dissertação para obtenção do Grau de Mestre em Conservação e Restauro Orientador: Doutora Sílvia Sequeira (DCR, FCT/UNL) Co-orientador: Dra. Vanessa Otero (DCR, FCT/UNL) Co-orientador: Dr. Rui Xavier, (MCG) Juri: Presidente: Professora Doutora Joana Lia Ferreira Arguente: Professora Doutora Márcia Vilarigues Setembro, 2018 Susana Pereira Pimentel Licenciada em Conservação e Restauro A obra gráfica de Amadeo de Souza-Cardoso, caracterização material e a sua preservação Dissertação para obtenção do Grau de Mestre em Conservação e Restauro Orientador: Doutora Sílvia Sequeira (DCR, FCT/UNL) Co-orientador: Dra. Vanessa Otero (DCR, FCT/UNL) Co-orientador: Dr. Rui Xavier, (MCG) Juri: Presidente: Professora Doutora Joana Lia Ferreira Arguente: Professora Doutora Márcia Vilarigues Setembro, 2018 Setembro, 2018 A obra gráfica de Amadeo de Souza-Cardoso, caracterização material e a sua preservação Copyright ©Susana Pereira Pimentel, Faculdade Ciências e Tecnologia, Universidade Nova de Lisboa, A Faculdade de Ciências e Tecnologia e a Universidade Nova de Lisboa têm o direito, perpétuo e sem limites geográficos, de arquivar e publicar esta dissertação através de exemplares impressos reproduzidos em papel ou de forma digital, ou por qualquer outro meio conhecido ou que venha a ser inventado, e de a divulgar através de repositórios científicos e de admitir a sua cópia e distribuição com objectivos educacionais ou de investigação, não comerciais, desde que seja dado crédito ao autor e editor. Agradecimentos Em primeiro lugar gostaria de agradecer ao Museu Calouste Gulbenkian pelo apoio dado a este projecto e pela permissão em analisar todas as obras gráficas do artista Amadeo de Souza Cardoso, pertencentes ao espólio da Coleção Moderna, bem como, ao Departamento de Conservação e Restauro, FCT, Universidade NOVA de Lisboa (DCR, FCT-UNL) por ter aceite o desafio deste estudo. -
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. -
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. -
Parcours Pédagogique Collège Le Cubisme
PARCOURS PÉDAGOGIQUE COLLÈGE 2018LE CUBISME, REPENSER LE MONDE LE CUBISME, REPENSER LE MONDE COLLÈGE Vous trouverez dans ce dossier une suggestion de parcours au sein de l’exposition « Cubisme, repenser le monde » adapté aux collégiens, en Un autre rapport au préparation ou à la suite d’une visite, ou encore pour une utilisation à distance. réel : Ce parcours est à adapter à vos élèves et ne présente pas une liste d’œuvres le traitement des exhaustive. volumes dans l’espace Ce dossier vous propose une partie documentaire présentant l’exposition, suivie d’une sélection d’œuvres associée à des questionnements et à des compléments d’informations. L’objectif est d’engager une réflexion et des échanges avec les élèves devant les œuvres, autour de l’axe suivant « Un autre rapport au réel : le traitement des volumes dans l’espace ». Ce parcours est enrichi de pistes pédadogiques, à exploiter en classe pour poursuivre votre visite. Enfin, les podcasts conçus pour cette exposition vous permettent de préparer et d’approfondir in situ ou en classe. Suivez la révolution cubiste de 1907 à 1917 en écoutant les chroniques et poèmes de Guillaume Apollinaire. Son engagement auprès des artistes cubistes n’a jamais faibli jusqu’à sa mort en 1918 et a nourri sa propre poésie. Podcasts disponibles sur l’application gratuite du Centre Pompidou. Pour la télécharger cliquez ici, ou flashez le QR code situé à gauche. 1. PRÉSENTATION DE L’EXPOSITION L’exposition offre un panorama du cubisme à Paris, sa ville de naissance, entre 1907 et 1917. Au commencement deux jeunes artistes, Georges Braque et Pablo Picasso, nourris d’influences diverses – Gauguin, Cézanne, les arts primitifs… –, font table rase des canons de la représentation traditionnelle. -
The Futurist Moment : Avant-Garde, Avant Guerre, and the Language of Rupture
MARJORIE PERLOFF Avant-Garde, Avant Guerre, and the Language of Rupture THE UNIVERSITY OF CHICAGO PRESS CHICAGO AND LONDON FUTURIST Marjorie Perloff is professor of English and comparative literature at Stanford University. She is the author of many articles and books, including The Dance of the Intellect: Studies in the Poetry of the Pound Tradition and The Poetics of Indeterminacy: Rimbaud to Cage. Published with the assistance of the J. Paul Getty Trust Permission to quote from the following sources is gratefully acknowledged: Ezra Pound, Personae. Copyright 1926 by Ezra Pound. Used by permission of New Directions Publishing Corp. Ezra Pound, Collected Early Poems. Copyright 1976 by the Trustees of the Ezra Pound Literary Property Trust. All rights reserved. Used by permission of New Directions Publishing Corp. Ezra Pound, The Cantos of Ezra Pound. Copyright 1934, 1948, 1956 by Ezra Pound. Used by permission of New Directions Publishing Corp. Blaise Cendrars, Selected Writings. Copyright 1962, 1966 by Walter Albert. Used by permission of New Directions Publishing Corp. The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 1986 by The University of Chicago All rights reserved. Published 1986 Printed in the United States of America 95 94 93 92 91 90 89 88 87 86 54321 Library of Congress Cataloging-in-Publication Data Perloff, Marjorie. The futurist moment. Bibliography: p. Includes index. 1. Futurism. 2. Arts, Modern—20th century. I. Title. NX600.F8P46 1986 700'. 94 86-3147 ISBN 0-226-65731-0 For DAVID ANTIN CONTENTS List of Illustrations ix Abbreviations xiii Preface xvii 1. -
Groups 3 and 6 David Sequeira Cubism and Expressionism Gallery
Groups 3 and 6 David Sequeira Cubism and Expressionism Gallery Sonia Delaunay DUBONNET 1914. Look at the work for a minute or so in silence. COLOUR (our eye follows the colours) and MOVEMENT. Largely secondary colours – (plum) red . Blue (ultramarine) . Yellow (mustardy) . Subtle contrasts . Rainbow palette . Appear to be spontaneous but carefully organised and balanced. e.g. red Geometry in the movement – circular but last quarter is different in colour and shape giving a fixed or static feel. “O” drops down, D and B also move. The “U” is like a wineglass (full). Two “N”s are Russian(?) Painting is joyful, happy, carefree (and yet so careful and contrived) celebratory, a sense of kicking up the heels. It is also hopeful, energetic, creating a feeling of change and excitement. The word Dubonnet is rhythmic. The jingle for the drink was Du beau, du bon, dubonnet…….. We do not really need to know what the word means as it is not really the focus. The painting is not a poster but it may well be an advertisement for the Delaunay’s studio itself – Aetelier “Simultane” which they established. They were intrigued by the notion of simultaneity – esp. of colours and the effects achieved. (Seurat and mixed colours). Friends and colleagues created the Orphism movement around them but they did not accept this label. Sonia came to Paris from Russia in 1905 as a young woman still in her teens. She had been brought up by a wealthy Uncle in St.Petersburg. In 1908 she made a marriage of convenience to a gay art dealer, Wilhem Uhde, who introduced her to “everyone” in the avant garde. -
Cubism in America
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sheldon Museum of Art Catalogues and Publications Sheldon Museum of Art 1985 Cubism in America Donald Bartlett Doe Sheldon Memorial Art Gallery Follow this and additional works at: https://digitalcommons.unl.edu/sheldonpubs Part of the Art and Design Commons Doe, Donald Bartlett, "Cubism in America" (1985). Sheldon Museum of Art Catalogues and Publications. 19. https://digitalcommons.unl.edu/sheldonpubs/19 This Article is brought to you for free and open access by the Sheldon Museum of Art at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sheldon Museum of Art Catalogues and Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. RESOURCE SERIES CUBISM IN SHELDON MEMORIAL ART GALLERY AMERICA Resource/Reservoir is part of Sheldon's on-going Resource Exhibition Series. Resource/Reservoir explores various aspects of the Gallery's permanent collection. The Resource Series is supported in part by grants from the National Endowment for the Arts. A portion of the Gallery's general operating funds for this fiscal year has been provided through a grant from the Institute of Museum Services, a federal agency that offers general operating support to the nation's museums. Henry Fitch Taylor Cubis t Still Life, c. 19 14, oil on canvas Cubism in America .".. As a style, Cubism constitutes the single effort which began in 1907. Their develop most important revolution in the history of ment of what came to be called Cubism art since the second and third decades of by a hostile critic who took the word from a the 15th century and the beginnings of the skeptical Matisse-can, in very reduced Renaissance. -
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. -
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. -
Amadeo De Souza Cardoso Grand Palais 20 Avril – 18 Juillet 2016
L’ESSENTIEL DE L’EXPOSITION À DESTINATION DES ENSEIGNANTS ET DES RELAIS ASSOCIATIFS AMADEO DE SOUZA CARDOSO GRAND PALAIS 20 AVRIL – 18 JUILLET 2016 © RmnGP 2016 AMadeo de SOUZA Cardoso · INtrODUCtiON Dates, titres et visuels indiqués sous réserve de modifications INTRODUCTION Le peintre portugais, Amadeo de Souza Cardoso (1887-1918) a passé une partie de sa brève carrière en France, à Paris. Il entama alors un dialogue complexe et varié avec les œuvres des artistes les plus novateurs du début du vingtième siècle. Partagé entre tradition et modernité, son style inclassable se situe à la pointe des recherches de l’avant-garde. L’exposition présente l’ensemble de son œuvre, demeurée jusque là trop discrète, dans toute sa diversité et sa richesse. Pour la première fois depuis 1958, le public fran- çais va pouvoir découvrir celui qui, pour l’un de ses compatriotes, fut « au commencement de tout ». Exposition organisée par la Fondation Calouste Gulbenkian et la Réunion des musées nationaux - Grand Palais. Commissaire : Helena de Freitas, historienne de l’art et critique au Fundação Calouste Gulbenkian à Lisbonne. GALERIE CÔTÉ CHAMPS ELYSÉES DANS LE GRAND PALAIS esign D : Epok 2 ESSENTIEL DE L’EXPOSITION © RmnGP 2016 graphique réation C AMadeo de SOUZA Cardoso · ENTRETIEN AVEC HELENA DE FREITAS ENTRETIEN AVEC HELENA DE FREITAS COMMISSAIRE DE L’EXPOSITION HISTORIENNE DE L’ART ET CRITIQUE AU FUNDAÇÃO CALOUSTE GULBENKIAN À LISBONNE Différentes raisons peuvent expliquer le XXe siècle, en exposant aux côtés des fait qu’il ne soit pas connu, la plus impor- artistes les plus novateurs, que ce soit tante étant probablement son manque à Paris, New York, Berlin. -
Rayonists and Futurists: a Manifesto, 1913
MIKHAIL LARIONOV AND NATALYA GONCHAROVA Rayonists and Futurists: A Manifesto, 1913 For biographies see pp. 79 and 54. The text of this piece, "Luchisty i budushchniki. Manifest," appeared in the miscel- lany Oslinyi kkvost i mishen [Donkey's Tail and Target] (Moscow, July iQn), pp. 9-48 [bibl. R319; it is reprinted in bibl. R14, pp. 175-78. It has been translated into French in bibl. 132, pp. 29-32, and in part, into English in bibl. 45, pp. 124-26]. The declarations are similar to those advanced in the catalogue of the '^Target'.' exhibition held in Moscow in March IQIT fbibl. R315], and the concluding para- graphs are virtually the same as those of Larionov's "Rayonist Painting.'1 Although the theory of rayonist painting was known already, the "Target" acted as tReTormaL demonstration of its practical "acKieveffllBnty' Becau'S^r^ffie^anous allusions to the Knave of Diamonds. "A Slap in the Face of Public Taste," and David Burliuk, this manifesto acts as a polemical гейроп^ ^Х^ШШУ's rivals^ The use of the Russian neologism ШШ^сТиШ?, and not the European borrowing futuristy, betrays Larionov's current rejection of the West and his orientation toward Russian and East- ern cultural traditions. In addition to Larionov and Goncharova, the signers of the manifesto were Timofei Bogomazov (a sergeant-major and amateur painter whom Larionov had befriended during his military service—no relative of the artist Alek- sandr Bogomazov) and the artists Morits Fabri, Ivan Larionov (brother of Mikhail), Mikhail Le-Dantiyu, Vyacheslav Levkievsky, Vladimir Obolensky, Sergei Romano- vich, Aleksandr Shevchenko, and Kirill Zdanevich (brother of Ilya).