Impressionism Post-Impressionism and Fauvism
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Supplementary Information For
1 2 Supplementary Information for 3 Dissecting landscape art history with information theory 4 Byunghwee Lee, Min Kyung Seo, Daniel Kim, In-seob Shin, Maximilian Schich, Hawoong Jeong, Seung Kee Han 5 Hawoong Jeong 6 E-mail:[email protected] 7 Seung Kee Han 8 E-mail:[email protected] 9 This PDF file includes: 10 Supplementary text 11 Figs. S1 to S20 12 Tables S1 to S2 13 References for SI reference citations www.pnas.org/cgi/doi/10.1073/pnas.2011927117 Byunghwee Lee, Min Kyung Seo, Daniel Kim, In-seob Shin, Maximilian Schich, Hawoong Jeong, Seung Kee Han 1 of 28 14 Supporting Information Text 15 I. Datasets 16 A. Data curation. Digital scans of landscape paintings were collected from the two major online sources: Wiki Art (WA) (1) 17 and the Web Gallery of Art (WGA) (2). For our purpose, we collected 12,431 landscape paintings by 1,071 artists assigned to 18 61 nationalities from WA, and 3,610 landscape paintings by 816 artists assigned with 20 nationalities from WGA. While the 19 overall number of paintings from WGA is relatively smaller than from WA, the WGA dataset has a larger volume of paintings 20 produced before 1800 CE. Therefore, we utilize both datasets in a complementary way. 21 As same paintings can be included in both datasets, we carefully constructed a unified dataset by filtering out the duplicate 22 paintings from both datasets by using meta-information of paintings (title, painter, completion date, etc.) to construct a unified 23 set of painting images. The filtering process is as follows. -
The Impact of Medardo Rosso's Internationalism on His Legacy
Sharon Hecker Born on a train: the impact of Medardo Rosso’s internationalism on his legacy In 1977 and 2014, the Italian Ministry of Culture (Soprintendenza Archeologia, Belle Arti e Paesaggio) declared numerous sculptures by Medardo Rosso (1858–1928) to be of national cultural interest and therefore not exportable.1 This decree is based on the premise of Rosso’s ties to Italy, his country of birth and death, as well as on the Ministry’s belief in his relevance for Italian art, culture and history. However, Rosso’s national identity has never been secure. Today’s claims for his ‘belonging’ to Italy are complicated by his international career choices, including his emigration to Paris and naturalization as a French citizen, his declared identity as an internationalist, and his art, which defies (national) categorization.2 Italy’s legal and political notifica (literally meaning ‘notification’ or national ‘designation’), as it is termed, of Rosso’s works represents a revisionist effort to settle and claim his loyalties. Such attempts rewrite the narrative of art history, and by framing Rosso according to exclusively Italian criteria, limit the kinds of questions asked about his work. They also shed light on Italy’s complex mediations between laying claim to an emerging modernism and to a national art. This essay assesses the long-term effects of Rosso’s transnational travel upon his national reputation and legacy. I contend that Rosso, by his own design, presented himself as an outsider who did not belong to national schools and nationally defined movements of his time. This was a major factor that contributed to his modernity. -
MOR-17-Catalogue 18-3.Indd 1 10/08/17 09:05 497
VENTE PUBLIQUE SAMEDI 16 SEPTEMBRE 2017 - 13H00 PRÉCISES ! EXPOSITION GÉNÉRALE Du samedi 9 septembre au vendredi 16 septembre (Dimanche inclus) de 14h à 19h. Le matin sur rendez-vous uniquement. 24 rue Henri Marichal - 1050 Bruxelles Bus 95 arrêt Delporte Trams 7, 25 arrêt gare d’Etterbeek T. : (32) (0)479 33 95 38 Enchérissez ou suivez la vente online : www.liveauctioneers.com www.drouotlive.com Clôture réservations téléphone : le 15 septembre à 20 h. au plus tard CORRESPONDANCE : 24 rue Henri Marichal - 1050 Bruxelles T. : (32) (0)2 640 22 53 - F. : (32) (0)2 706 23 06 [email protected] VENTE PUBLIQUE DU 16 SEPPTEMBRE 2017 1 MOR-17-catalogue 18-3.indd 1 10/08/17 09:05 497. • ILLUSTRATIONS visibles sur • LES ORDRES D’ACHAT, communiqués www.biblioroom.com par fax ou mail, doivent nous parvenir le 15 septembre à 20h. au plus tard. Les • ILLUSTRATIES te bekijken op réservations de téléphone seront clôturées www.biblioroom.com le 15 septembre à 20h. au plus tard. • ENLÈVEMENT DES LOTS • OPDRACHTEN, via mail of fax, dienen Pendant la vente. ons ten laatste op vrijdag 15 september om Dimanche 10h30 - 13h30 20 uur toegestuurd. De telefonische reser- À partir du MARDI 19 septembre vaties worden afgesloten op 15 september sur rendez-vous. Rue Henri Marichal 24, om 20 uur ten laatste. 1050 Bruxelles • NOUS ACCEPTONS les paiements par • AFHALING Bancontact & cartes de crédit, les 16 & 17 Gedurende de veiling. septembre uniquement. Zondag : 10u30 - 13u30 Vanaf DINSDAG, 19 september, • WIJ AANVAARDEN betalingen met op afspraak. Henri Marichalstraat 24, Bancontact en creditkaarten, alleen op 1050 Brussel 16 & 17 september. -
American Abstract Expressionism
American Abstract Expressionism Cross-Curricular – Art and Social Studies Grades 7–12 Lesson plan and artwork by Edwin Leary, Art Consultant, Florida Description Directions This project deals with the infusion between Art History Teacher preparation: and Art Making through American Abstract Expressionism. Gather examples of artists that dominated this movement, American Abstract Expressionism is truly a U.S. movement that display them in the Art Room with questions of: Who uses emphasizes the act of painting, inherent in the color, texture, organic forms? Dripped and splashed work? Why the highly action, style and the interaction of the artist. It may have been colored work of Kandinsky? Why the figurative aspects of inspired by Hans Hofmann, Arshile Gorky and further developed DeKooning? by the convergence of such artists as Jackson Pollack, William With the students: DeKooning, Franz Kline, Mark Rothko and Wassily Kandinsky. 1 Discuss the emotions, color and structure of the displayed Objectives artists’ work. Discuss why American Abstract Expressionism is less about • Students can interactively apply an art movement to an art 2 process-painting. style than attitude. • This art-infused activity strengthens their observation and 3 Discuss why these artists have such an attachment of self awareness of a specific artist’s expression. expression as found in their paintings yet not necessarily found in more academic work? Lesson Plan Extensions 4 Gather the materials and explain why the vivid colors of Apply this same concept of investigation, application and art Fluorescent Acrylics were used, and what they do within a making to other movements or schools of art. -
Impressionism: Masterworks on Paper
Impressionism: Masterworks on Paper Find below a list of all the resources on this site related to Impressionism: Masterworks on Paper, on view October 14, 2011 January 8, 2012, at the Milwaukee Art Museum. Information for Teachers Background Information Exhibition Walkthrough Technique & Vocabulary Nudity in Art and Your Students Planning Your Visit Classroom Activities Pre-Visit Activity: Playing on Paper Pre-Visit Activity: Parlez-vous Français? Pre-Visit Activity: A Field Trip to Impressionist Europe Post-Visit Activity: Making Marks Part II (see Gallery Activities for Part I) Post-Visit Activity: Répondez S'il Vous Plaît Gallery Activities Making Marks Part I (Eye Spy) Background Information Featuring over 120 works on paper pastels, watercolors, and drawings by some of the most famous artists in the history of Western European art, Impressionism: Masterworks on Paper is an exhibition with a game-changing thesis. Older students can dive into what is fresh in art history as a result of this new scholarship, while younger students can engage with works by Monet, Degas, Van Gogh, Cézanne, and others. Notably, these works on paper are rarely seen because they are extremely delicate and sensitive to light. Works on paper are generally shown for only three months at a time, after which they must go back into storage for at least three years. You probably already know the Impressionists and Post-Impressionists represented in this exhibition but did you know that these artists created art other than painting? Many of their most experimental and groundbreaking techniques and ideas were fleshed out on paper rather than on canvas. -
Tolstoy and Zola: Trains and Missed Connections
Tolstoy and Zola: Trains and Missed Connections Nina Lee Bond Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2011 © 2011 Nina Lee Bond All rights reserved ABSTRACT Tolstoy and Zola: Trains and Missed Connections Nina Lee Bond ŖTolstoy and Zolaŗ juxtaposes the two writers to examine the evolution of the novel during the late nineteenth century. The juxtaposition is justified by the literary critical debates that were taking place in Russian and French journals during the 1870s and 1880s, concerning Tolstoy and Zola. In both France and Russia, heated arguments arose over the future of realism, and opposing factions held up either Tolstoyřs brand of realism or Zolařs naturalism as more promising. This dissertation uses the differences between Tolstoy and Zola to make more prominent a commonality in their respective novels Anna Karenina (1877) and La Bête humaine (1890): the railways. But rather than interpret the railways in these two novels as a symbol of modernity or as an engine for narrative, I concentrate on one particular aspect of the railway experience, known as motion parallax, which is a depth cue that enables a person to detect depth while in motion. Stationary objects close to a travelling train appear to be moving faster than objects in the distance, such as a mountain range, and moreover they appear to be moving backward. By examining motion parallax in both novels, as well as in some of Tolstoyřs other works, The Kreutzer Sonata (1889) and The Death of Ivan Il'ich (1886), this dissertation attempts to address an intriguing question: what, if any, is the relationship between the advent of trains and the evolution of the novel during the late nineteenth century? Motion parallax triggers in a traveler the sensation of going backward even though one is travelling forward. -
Vincent Van Gogh Et Le Japon Vincentvangoghetle Apon け4
"Vincent Van Gogh et le Japon", conférence donnée au centenaire de la mort du peintre à Auvers-sur-Oise,le premier juin 1990, Jinbunronsô,『人文論叢』、三重大学人文学部 Faculty of Humanities and Social Sciences, Mié University, March 25, 1991 pp.77-93. linbun linbun Jinbun RonsoRonso,, Mie University No. 8 ,1991,1991 Vincent Van Gogh et le JJaponapon -au centenaire de la mort du peintre conferenceconférence donneedonnée aà Auvers-sur-OiseAuvers-sur-Oise.!, /1 1 juin 1990 け11ft4 Shigemi IN AG A MesdamesMesdames,, mesdemoiselles mesdemoiselles, , messieursmessieurs, , mes chers amis ,, Je Je suis tres très f1 flatté atte d'etre d'être invite invité par le Bateau DaphneDaphné aà participer aà une manifestaion qu'il a organisee organisee organisée sous les auspices de l' l'AmbassadeAmbassade du Japon. C' C'est est aussi pour moi un grand honneur de vous parler de nouveau de Van GoghGogh,, en commemorationcommémoration de son centenaire. En effet effet, , j'ai deja deja déjà eu l' l'occasion,occasion , en automne 1987 1987,, d'assurer une conference conférence au Centre culturel et d'informa- d'informa tion tion de l' l'AmbassadeAmbassade du ]aJaponpon a Paris . (I (l)Kenneth )Kenneth WhiteWhite,, poete poète voyageur et moimoi,, en tant qu' historien historien d'art d'art,, nous avons presente présenté un artiste japonais que nous admirons tous les deux: Hiroshige. Hiroshige. 11 Il s'agissait de feter fêter un peu officiellement la publication en francais français d'un superbe album de Hiroshige : Cent vues celebres célèbres d'Edoquid'Edo, qui reunit réunit les dernieres dernières images laissees laissées par ce dessinateur dessinateur de l' l'estampeestampe japonaise. -
Fauvism (Henri Matisse) Non-Realistic Colours Are Used but the Paintings Are Seemingly Realistic
Non-Photorealistic Rendering of Images Work Division This project has been dealt with in three phases- Phase 1 Identifying explicit features Phase 2 Verification using viewers Phase 3 Technology(Coding) Phase 1 In this phase we tried to identify the explicit features in a group of paintings belonging to the same period and/or to the same artist. Following are the styles we implemented using image processing tools Fauvism Pointillism Cubism Divisionism Post Impressionism(Van Gogh) Phase 1 Fauvism The subject matter is simple. The paintings are made up of non-realistic and strident colours and are characterized by wild brush work. Phase 1 Pointillism We noticed that the paintings had a lot of noise in them and it looked like they were made by grouping many dots together in a proper way. There’s no focus on the separation of colours. Phase 1 Cubism It looked as if the painting was looked through a shattered glass which makes it look distorted. Phase 1 Divisionism The paintings are made up of small rectangles with curved edges each with a single colour which interact visually. Phase 1 Post Impressionism (Van Gogh) These paintings have small, thin yet visible brush strokes. They have a bright, bold palette. Unnatural and arbitrary colours are used. Phase 2 In this phase we verified the features we identified in phase 1 with other people We showed them a group of paintings belonging to a certain era and/or an artist and asked them to write down the most striking features common to all those paintings. Phase 2 Here are the inferences we made from the statistics collected Fauvism (Henri Matisse) Non-realistic colours are used but the paintings are seemingly realistic. -
Artists at Play Natalia Erenburg, Iakov Tugendkhold, and the Exhibition of Russian Folk Art at the “Salon D’Automne” of 1913
Experiment 25 (2019) 328-345 brill.com/expt Artists at Play Natalia Erenburg, Iakov Tugendkhold, and the Exhibition of Russian Folk Art at the “Salon d’Automne” of 1913 Anna Winestein Executive Director, Ballets Russes Arts Initiative, and Associate, Davis Center at Harvard University and Center for the Study of Europe at Boston University [email protected] Abstract The exhibition of Russian folk art at the Paris “Salon d’Automne” of 1913 has been gen- erally overlooked in scholarship on folk art, overshadowed by the “All-Russian Kustar Exhibitions” and the Moscow avant-garde gallery shows of the same year. This article examines the contributions of its curator, Natalia Erenburg, and the project’s instiga- tor, Iakov Tugendkhold, who wrote the catalogue essay and headed the committee— both of whom were artists who became critics, historians, and collectors. The article elucidates the show’s rationale and selection of exhibits, the critical response to it and its legacy. It also discusses the artistic circles of Russian Paris in which the project origi- nated, particularly the Académie russe. Finally, it examines the project in the context of earlier efforts to present Russian folk art in Paris, and shows how it—and Russian folk art as a source and object of collecting and display—brought together artists, collec- tors, and scholars from the ranks of the Mir iskusstva [World of Art] group, as well as the younger avant-gardists, and allowed them to engage Parisian and European audi- ences with their own ideas and artworks. Keywords “Salon d’Automne” – Natalia Erenburg – Iakov Tugendkhold – Russian folk art – Paris – Mir iskusstva – Mikhail Larionov – Academie russe Overshadowed by both the “All-Russian Kustar Exhibitions” of 1902 and 1913 in St. -
1998 Education
1998 Education JANUARY JUNE 11 Video: Alfred Steiglitz: Photographer 2–5 Workshop: Drawing for the Doubtful, Earnest Ward, artist 17 Teacher Workshop: The Art of Making Books 3 Video: Masters of Illusion 18 Gallery Talk: Arthur Dove’s Nature Abstraction, 10 Video: Cezanne: The Riddle of the Bathers Rose M. Glennon, Curator of Education 17 Video: Mondrian 25 Members Preview: O’Keeffe and Texas 21 Gallery Talk: Nature and Symbol: Impressionist and 26 Colloquium: The Making of the O’Keeffe and Texas Post-impressionism Prints from the McNay Collection, Exhibition, Sharyn Udall, Art Historian, William J. Chiego, Lyle Williams, Curator, Prints and Drawings Director, Rose M. Glennon, Curator of Education 22 Lecture and Members Preveiw: The Garden Setting: Nature Designed, Linda Hardberger, Curator of the Tobin FEBRUARY Collection of Theatre Arts 1 Video: Women in Art: O’Keeffe 24 Teacher Workshop: Arts in Education, Getty 8 Video: Georgia O’Keeffe: The Plains on Paper Education Institute 12 Gallery Talk: Arthur Dove, Georgia O’Keeffe and American Nature, Charles C. Eldredge, title? JULY 15 Video: Alfred Stieglitz: Photographer 7 Members Preview: Kent Rush Retrospective 21 Symposium: O’Keeffe in Texas 12 Gallery Talk: A Discourse on the Non-discursive, Kent Rush, artist MARCH 18 Performance: A Different Notion of Beautiful, Gemini Ink 1 Video: Women in Art: O’Keeffe 19 Performance: A Different Notion of Beautiful, Gemini Ink 8 Lunch and Lecture: A Photographic Affair: Stieglitz’s 26 Gallery Talk: Kent Rush Retrospective, Lyle Williams, Portraits -
Fauvism and Expressionism
Level 3 NCEA Art History Fauvism and Expressionism Workbook Pages Fauvism and Expressionism What this is: Acknowledgements These pages are part of a framework for students studying This workbook was made possible: NCEA Level 3 Art History. It is by no means a definitive • by the suggestions of Art History students at Christchurch document, but a work in progress that is intended to sit Girls’ High School, alongside internet resources and all the other things we • in consultation with Diane Dacre normally do in class. • using the layout and printing skills of Chris Brodrick of Unfortunately, illustrations have had to be taken out in Verve Digital, Christchurch order to ensure that copyright is not infringed. Students could download and print their own images by doing a Google image search. While every attempt has been made to reference sources, many of the resources used in this workbook were assembled How to use it: as teaching notes and their original source has been difficult to All tasks and information are geared to the three external find. Should you become aware of any unacknowledged source, Achievement Standards. I have found that repeated use of the please contact me and I will happily rectify the situation. charts reinforces the skills required for the external standards Sylvia Dixon and gives students confidence in using the language. [email protected] It is up to you how you use what is here. You can print pages off as they are, or use the format idea and the templates to create your own pages. More information: You will find pages on: If you find this useful, you might be interested in the full • the Blaue Reiter workbook. -
Picturing France
Picturing France Classroom Guide VISUAL ARTS PHOTOGRAPHY ORIENTATION ART APPRECIATION STUDIO Traveling around France SOCIAL STUDIES Seeing Time and Pl ace Introduction to Color CULTURE / HISTORY PARIS GEOGRAPHY PaintingStyles GOVERNMENT / CIVICS Paris by Night Private Inve stigation LITERATURELANGUAGE / CRITICISM ARTS Casual and Formal Composition Modernizing Paris SPEAKING / WRITING Department Stores FRENCH LANGUAGE Haute Couture FONTAINEBLEAU Focus and Mo vement Painters, Politics, an d Parks MUSIC / DANCENATURAL / DRAMA SCIENCE I y Fontainebleau MATH Into the Forest ATreebyAnyOther Nam e Photograph or Painting, M. Pa scal? ÎLE-DE-FRANCE A Fore st Outing Think L ike a Salon Juror Form Your Own Ava nt-Garde The Flo ating Studio AUVERGNE/ On the River FRANCHE-COMTÉ Stream of Con sciousness Cheese! Mountains of Fra nce Volcanoes in France? NORMANDY “I Cannot Pain tan Angel” Writing en Plein Air Culture Clash Do-It-Yourself Pointillist Painting BRITTANY Comparing Two Studie s Wish You W ere Here Synthétisme Creating a Moo d Celtic Culture PROVENCE Dressing the Part Regional Still Life Color and Emo tion Expressive Marks Color Collectio n Japanese Prin ts Legend o f the Château Noir The Mistral REVIEW Winds Worldwide Poster Puzzle Travelby Clue Picturing France Classroom Guide NATIONAL GALLERY OF ART, WASHINGTON page ii This Classroom Guide is a component of the Picturing France teaching packet. © 2008 Board of Trustees of the National Gallery of Art, Washington Prepared by the Division of Education, with contributions by Robyn Asleson, Elsa Bénard, Carla Brenner, Sarah Diallo, Rachel Goldberg, Leo Kasun, Amy Lewis, Donna Mann, Marjorie McMahon, Lisa Meyerowitz, Barbara Moore, Rachel Richards, Jennifer Riddell, and Paige Simpson.