David Quigley Learning to Live: Preliminary Notes for a Program Of
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Bauhaus 1 Bauhaus
Bauhaus 1 Bauhaus Staatliches Bauhaus, commonly known simply as Bauhaus, was a school in Germany that combined crafts and the fine arts, and was famous for the approach to design that it publicized and taught. It operated from 1919 to 1933. At that time the German term Bauhaus, literally "house of construction" stood for "School of Building". The Bauhaus school was founded by Walter Gropius in Weimar. In spite of its name, and the fact that its founder was an architect, the Bauhaus did not have an architecture department during the first years of its existence. Nonetheless it was founded with the idea of creating a The Bauhaus Dessau 'total' work of art in which all arts, including architecture would eventually be brought together. The Bauhaus style became one of the most influential currents in Modernist architecture and modern design.[1] The Bauhaus had a profound influence upon subsequent developments in art, architecture, graphic design, interior design, industrial design, and typography. The school existed in three German cities (Weimar from 1919 to 1925, Dessau from 1925 to 1932 and Berlin from 1932 to 1933), under three different architect-directors: Walter Gropius from 1919 to 1928, 1921/2, Walter Gropius's Expressionist Hannes Meyer from 1928 to 1930 and Ludwig Mies van der Rohe Monument to the March Dead from 1930 until 1933, when the school was closed by its own leadership under pressure from the Nazi regime. The changes of venue and leadership resulted in a constant shifting of focus, technique, instructors, and politics. For instance: the pottery shop was discontinued when the school moved from Weimar to Dessau, even though it had been an important revenue source; when Mies van der Rohe took over the school in 1930, he transformed it into a private school, and would not allow any supporters of Hannes Meyer to attend it. -
Sculptural Cubism in Product Design: Using Design History As a Creative Tool
INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION 3 & 4 SEPTEMBER 2015, LOUGHBOROUGH UNIVERSITY, DESIGN SCHOOL, LOUGHBOROUGH, UK SCULPTURAL CUBISM IN PRODUCT DESIGN: USING DESIGN HISTORY AS A CREATIVE TOOL Augustine FRIMPONG ACHEAMPONG and Arild BERG Oslo and Akershus University College of Applied Sciences ABSTRACT In Jan Michl's "Taking down the Bauhaus Wall: Towards living design history as a tool for better design", he explains how the history of design can become a tool for future design practices. He emphasizes how the aesthetics of the past still exist in the present. Although there have been a great deal of studies on the history of design, not much emphasis has been placed on Cubism, which is a very important part of design history. Many designs of the past, such as in the field of architecture and jewellery design, took their inspiration from sculptural cubism. The research question is therefore "How has sculptural Cubism influenced contemporary student product-design practices?" One research method used was the literature review, which was chosen to investigate what has been done in the past. Other methods used were interviews and focus groups, which were chosen to investigate what some contemporary design students knew about cubism. The researcher will also look to solicit knowledge from people outside the design community regarding designers and the work they do, as well as the general impression they have concerning design history and cubism. The concept of Cubism has been used in branding and as a marketing tool and in communication. Keywords: Design history, contemporary design practice, sculptural cubism, aesthetics. -
Discovering the Contemporary
of formalist distance upon which modernists had relied for understanding the world. Critics increasingly pointed to a correspondence between the formal properties of 1960s art and the nature of the radically changing world that sur- rounded them. In fact formalism, the commitment to prior- itizing formal qualities of a work of art over its content, was being transformed in these years into a means of discovering content. Leo Steinberg described Rauschenberg’s work as “flat- bed painting,” one of the lasting critical metaphors invented 1 in response to the art of the immediate post-World War II Discovering the Contemporary period.5 The collisions across the surface of Rosenquist’s painting and the collection of materials on Rauschenberg’s surfaces were being viewed as models for a new form of realism, one that captured the relationships between people and things in the world outside the studio. The lesson that formal analysis could lead back into, rather than away from, content, often with very specific social significance, would be central to the creation and reception of late-twentieth- century art. 1.2 Roy Lichtenstein, Golf Ball, 1962. Oil on canvas, 32 32" (81.3 1.1 James Rosenquist, F-111, 1964–65. Oil on canvas with aluminum, 10 86' (3.04 26.21 m). The Museum of Modern Art, New York. 81.3 cm). Courtesy The Estate of Roy Lichtenstein. New Movements and New Metaphors Purchase Gift of Mr. and Mrs. Alex L. Hillman and Lillie P. Bliss Bequest (both by exchange). Acc. n.: 473.1996.a-w. Artists all over the world shared U.S. -
The Russian Avant-Garde 1912-1930" Has Been Directedby Magdalenadabrowski, Curatorial Assistant in the Departmentof Drawings
Trustees of The Museum of Modern Art leV'' ST,?' T Chairm<ln ,he Boord;Ga,dner Cowles ViceChairman;David Rockefeller,Vice Chairman;Mrs. John D, Rockefeller3rd, President;Mrs. Bliss 'Ce!e,Slder";''i ITTT V P NealJ Farrel1Tfeasure Mrs. DouglasAuchincloss, Edward $''""'S-'ev C Burdl Tn ! u o J M ArmandP Bar,osGordonBunshaft Shi,| C. Burden,William A. M. Burden,Thomas S. Carroll,Frank T. Cary,Ivan Chermayeff, ai WniinT S S '* Gianlui Gabeltl,Paul Gottlieb, George Heard Hdmilton, Wal.aceK. Harrison, Mrs.Walter Hochschild,» Mrs. John R. Jakobson PhilipJohnson mM'S FrankY Larkin,Ronalds. Lauder,John L. Loeb,Ranald H. Macdanald,*Dondd B. Marron,Mrs. G. MaccullochMiller/ J. Irwin Miller/ S.I. Newhouse,Jr., RichardE Oldenburg,John ParkinsonIII, PeterG. Peterson,Gifford Phillips, Nelson A. Rockefeller* Mrs.Albrecht Saalfield, Mrs. Wolfgang Schoenborn/ MartinE. Segal,Mrs Bertram Smith,James Thrall Soby/ Mrs.Alfred R. Stern,Mrs. Donald B. Straus,Walter N um'dWard'9'* WhlTlWheeler/ Johni hTO Hay Whitney*u M M Warbur Mrs CliftonR. Wharton,Jr., Monroe * HonoraryTrustee Ex Officio 0'0'he "ri$°n' Ctty ot^New^or^ °' ' ^ °' "** H< J Goldin Comptrollerat the Copyright© 1978 by TheMuseum of ModernArt All rightsreserved ISBN0-87070-545-8 TheMuseum of ModernArt 11West 53 Street,New York, N.Y 10019 Printedin the UnitedStates of America Foreword Asa resultof the pioneeringinterest of its first Director,Alfred H. Barr,Jr., TheMuseum of ModernArt acquireda substantialand uniquecollection of paintings,sculpture, drawings,and printsthat illustratecrucial points in the Russianartistic evolution during the secondand third decadesof this century.These holdings have been considerably augmentedduring the pastfew years,most recently by TheLauder Foundation's gift of two watercolorsby VladimirTatlin, the only examplesof his work held in a public collectionin the West. -
Staging Revolution: the Constructivist Debate About Composition
Staging Revolution: The Constructivist Debate about Composition Introduction Among the relatively few areas of agreement after the 1917 Russian Revolution, two are particularly noteworthy. The first is the widespread perception that the urban environment was chaotic. Whereas few people agreed as to the source of this chaos (choosing to blame it on the capitalists, the architects, or the intelligentsia), almost everyone believed that urban life after the revolution did not justify the sacrifices and traumas imposed by three years of civil war. The second area of agreement concerned the role of the theater: despite continued and almost irreconcilable differences about what the future should look like, there was almost complete agreement that art and theater could be “weapons” or tools in the revolution. Theater, in particular, would lead the way: from Lenin’s project for monumental propaganda (1918) to the Russian futurists’ declaration that the “streets should be a holiday of art for the people,” there was widespread agreement that art should be taken to the streets, that it was capable of communicating messages in a voice which would be understood, and that theatricality was the key to the unification of the arts. Ironically, one of the reasons why constructivism has been so difficult to study is the fact that it was long understood as a form of art which was against the creation of art. But one of the core values of constructivism was not the rejection of art but the belief that the only type of art which has meaning is one which challenges boundaries and definitions, and that part of this challenge concerns the relationship between the audience and the art work, whether we talk about theater, cinema, photography, or objects. -
The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes. -
What Is Dadaism? Some Explanations and Definitions Dada Was, Officially, Not a Movement, Its Artists Not Artists and Its Art Not Art
What is Dadaism? Some explanations and definitions Dada was, officially, not a movement, its artists not artists and its art not art. That sounds easy enough, doesn't it? Of course, there is a bit more to the story of Dadaism than this simplistic explanation. Dada was a literary and artistic movement born in Europe at a time when the horror of World War It was being played out in what amounted to citizens' front yards. Due to the war, a number of artists, writers and intellectuals - notably of French and German nationality - found themselves congregating in the refuge that Zurich (in neutral Switzerland) offered. Far from merely feeling relief at their respective escapes, this bunch was pretty ticked off that modern European society would allow the war to have happened. They were so angry, in fact, that they undertook the time-honored artistic tradition of protesting. Banding together in a loosely-knit group, these writers and artists used any public forum they could find to (metaphorically) spit on nationalism, rationalism, materialism and any other -ism which they felt had contributed to a senseless war. In other words, the Dadaists were fed up. If society is going in this direction, they said, we'll have no part of it or its traditions. Including...no, wait!...especially artistic traditions. We, who are non-artists, will create non-art - since art (and everything else in the world) has no meaning, anyway. About the only thing these non-artists all had in common were their ideals. They even had a hard time agreeing on a name for their project. -
Futurism-Anthology.Pdf
FUTURISM FUTURISM AN ANTHOLOGY Edited by Lawrence Rainey Christine Poggi Laura Wittman Yale University Press New Haven & London Disclaimer: Some images in the printed version of this book are not available for inclusion in the eBook. Published with assistance from the Kingsley Trust Association Publication Fund established by the Scroll and Key Society of Yale College. Frontispiece on page ii is a detail of fig. 35. Copyright © 2009 by Yale University. All rights reserved. This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publishers. Designed by Nancy Ovedovitz and set in Scala type by Tseng Information Systems, Inc. Printed in the United States of America by Sheridan Books. Library of Congress Cataloging-in-Publication Data Futurism : an anthology / edited by Lawrence Rainey, Christine Poggi, and Laura Wittman. p. cm. Includes bibliographical references and index. ISBN 978-0-300-08875-5 (cloth : alk. paper) 1. Futurism (Art) 2. Futurism (Literary movement) 3. Arts, Modern—20th century. I. Rainey, Lawrence S. II. Poggi, Christine, 1953– III. Wittman, Laura. NX456.5.F8F87 2009 700'.4114—dc22 2009007811 A catalogue record for this book is available from the British Library. This paper meets the requirements of ANSI/NISO Z39.48–1992 (Permanence of Paper). 10 9 8 7 6 5 4 3 2 1 CONTENTS Acknowledgments xiii Introduction: F. T. Marinetti and the Development of Futurism Lawrence Rainey 1 Part One Manifestos and Theoretical Writings Introduction to Part One Lawrence Rainey 43 The Founding and Manifesto of Futurism (1909) F. -
Read Book Kazimir Malevich
KAZIMIR MALEVICH PDF, EPUB, EBOOK Achim Borchardt-Hume | 264 pages | 21 Apr 2015 | TATE PUBLISHING | 9781849761468 | English | London, United Kingdom Kazimir Malevich PDF Book From the beginning of the s, modern art was falling out of favor with the new government of Joseph Stalin. Red Cavalry Riding. Articles from Britannica Encyclopedias for elementary and high school students. The movement did have a handful of supporters amongst the Russian avant garde but it was dwarfed by its sibling constructivism whose manifesto harmonized better with the ideological sentiments of the revolutionary communist government during the early days of Soviet Union. What's more, as the writers and abstract pundits were occupied with what constituted writing, Malevich came to be interested by the quest for workmanship's barest basics. Black Square. Woman Torso. The painting's quality has degraded considerably since it was drawn. Guggenheim —an early and passionate collector of the Russian avant-garde—was inspired by the same aesthetic ideals and spiritual quest that exemplified Malevich's art. Hidden categories: Articles with short description Short description matches Wikidata Use dmy dates from May All articles with unsourced statements Articles with unsourced statements from June Lyubov Popova - You might like Left Right. Harvard doctoral candidate Julia Bekman Chadaga writes: "In his later writings, Malevich defined the 'additional element' as the quality of any new visual environment bringing about a change in perception Retrieved 6 July A white cube decorated with a black square was placed on his tomb. It was one of the most radical improvements in dynamic workmanship. Landscape with a White House. -
Major Exhibition Poses Tough Questions and Reasserts Fluxus Attitude
Contact: Alyson Cluck 212/998-6782 or [email protected] Major Exhibition Poses Tough Questions And Reasserts Fluxus Attitude Fluxus and the Essential Questions of Life and Fluxus at NYU: Before and Beyond open at NYU’s Grey Art Gallery on September 9, 2011 New York City (July 21, 2011)—On view from September 9 through December 3, 2011, at New York University’s Grey Art Gallery, Fluxus and the Essential Questions of Life features over 100 works dating primarily from the 1960s and ’70s by artists such as George Brecht, Robert Filliou, Ken Friedman, George Maciunas, Yoko Ono, Nam June Paik, Mieko Shiomi, Ben Vautier, and La Monte Young. Curated by art historian Jacquelynn Baas and organized by Dartmouth College’s Hood Museum of Art, the exhibition draws heavily on the Hood’s George Maciunas Memorial Collection, and includes art objects, documents, videos, event scores, and Fluxkits. Fluxus and the Essential Questions of Life is accompanied by a second installation, Fluxus at NYU: Before and Beyond, in the Grey’s Lower Level Gallery. Fluxus—which began in the 1960s as an international network of artists, composers, and designers―resists categorization as an art movement, collective, or group. It also defies traditional geographical, chronological, and medium-based approaches. Instead, Fluxus participants employ a “do-it-yourself” attitude, relating their activities to everyday life and to viewers’ experiences, often blurring the boundaries between art and life. Offering a fresh look at Fluxus, the show and its installation are George Maciunas, Burglary Fluxkit, 1971. Hood designed to spark multiple interpretations, exploring Museum of Art, Dartmouth College, George Maciunas Memorial Collection: Gift of the Friedman Family; the works’ relationships to key themes of human GM.986.80.164. -
Robert Morris, Minimalism, and the 1960S
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 1988 The Politics of Experience: Robert Morris, Minimalism, and the 1960s Maurice Berger Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1646 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. -
Rethinking and Remaking a High School Art Foundations Curriculum
Rethinking and Remaking a High School Art Foundations Curriculum Jethro Gillespie A Thesis In the Department of Art Education Presented in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy (Art Education) at Concordia University Montreal, Quebec, Canada February, 2018 © Jethro Gillespie, 2018 CONCORDIA UNIVERSITY SCHOOL OF GRADUATE STUDIES This is to certify that the thesis prepared By: Jethro Gillespie Entitled: Rethinking and Remaking a High School Art Foundations Curriculum and submitted in partial fulfillment of the requirements for the degree of Doctor Of Philosophy (Art Education) complies with the regulations of the University and meets the accepted standards with respect to originality and quality. Signed by the final examining committee: Chair Dr. Mark Watson External Examiner Dr. Mary Hafeli External to Program Dr. Robert Cassidy Examiner Dr. Daniel Barney Examiner Dr. Lorrie Blair Examiner Dr. MJ Thompson Thesis Supervisor Dr. Juan Carlos Castro Approved by Dr. Lorrie Blair, Graduate Program Director Wednesday, April 4, 2018 Dr. Rebecca Taylor Duclos, Dean Faculty of Fine Arts ABSTRACT Rethinking and Remaking a High School Art Foundations Curriculum Jethro Gillespie, Ph.D. Concordia University, 2018 This research study examines my experience as a high school art educator as I attempted to rethink and remake a high school art foundations curriculum. For this study, I utilized a theoretical framework of complexity thinking as it pertains to the dynamic phenomena of teaching and learning to critically approach and challenge traditional pedagogical approaches to teaching an art foundations course. Processing data collected from two classes over the course of a semester (January-May, 2016), I utilized a Design-Based Research (DBR) methodology to iteratively examine the effects of a newly designed curriculum whose central focus was to promote the potential benefits of treating contemporary artists as creative role models by examining various aspects of their artistic practices with students.