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Use It! Don't Lose It
7th Grade IP 612-2 UseUse It!It! Don’tDon’t LoseLose It!It! DAILY LANGUAGE PRACTICE By Marjorie Frank Use It! Don’t Lose It! LANGUAGE Daily Skills Practice Grade 7 by Marjorie Frank Thanks to Erin Linton for her assistance in researching topics, checking facts, and tracking down trivia. Illustrated by Kathleen Bullock Cover by Geoffrey Brittingham Edited by Jill Norris Copy edited by Cary Grayson ISBN 978-0-86530-652-3 Copyright ©2006 by Incentive Publications, Inc., Nashville, TN. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without written permission from Incentive Publications, Inc., with the exception below. Pages labeled with the statement ©2006 by Incentive Publications, Inc., Nashville, TN are intended for reproduction. Permission is hereby granted to the purchaser of one copy of USE IT! DON’T LOSE IT! LANGUAGE DAILY SKILLS PRACTICE 7 to reproduce these pages in sufficient quantities for meeting the purchaser’s own classroom needs only. 2345678910 090807 PRINTED IN THE UNITED STATES OF AMERICA www.incentivepublications.com Don’t let those language skills get lost or rusty! As a teacher you work hard to teach language skills to your students. Your students work hard to master them. Do you worry that your students will forget the material as you move on to the next concept? If so, here’s a plan for you and your students—one that will keep those skills sharp. Use It! Don’t Lose It! provides daily language practice for all the basic skills. -
NINETEENTH-Century EUROPEAN PAINTINGS at the STERLING
NiNeteeNth-CeNtury europeaN paiNtiNgs at the s terliNg aNd FraNCiNe Clark art iNstitute volume oNe Edited by Sarah Lees With an essay by Richard Rand and technical reports by Sandra L. Webber With contributions by Katharine J. Albert, Philippe Bordes, Dan Cohen, Kathryn Calley Galitz, Alexis Goodin, Marc Gotlieb, John House, Simon Kelly, Richard Kendall, Kathleen M. Morris, Leslie Hill Paisley, Kelly Pask, Elizabeth A. Pergam, Kathryn A. Price, Mark A. Roglán, James Rosenow, Zoë Samels, and Fronia E. Wissman iii Nineteenth-Century European Paintings at the Sterling and Library of Congress Cataloging-in-Publication Data Francine Clark Art Institute is published with the assistance of the Getty Foundation and support from the National Sterling and Francine Clark Art Institute. Endowment for the Arts. Nineteenth-century European paintings at the Sterling and Francine Clark Art Institute / edited by Sarah Lees ; with an essay by Richard Rand and technical reports by Sandra L. Webber ; with contributions by Katharine J. Albert, Philippe Bordes, Dan Cohen, Kathryn Calley Galitz, Alexis Goodin, Marc Gotlieb, John House, Simon Kelly, Richard Kendall, Kathleen M. Morris, Leslie Hill Paisley, Kelly Pask, Elizabeth A. Produced by the Sterling and Francine Clark Art Institute Pergam, Kathryn A. Price, Mark A. Roglán, James Rosenow, 225 South Street, Williamstown, Massachusetts 02167 Zoë Samels, Fronia E. Wissman. www.clarkart.edu volumes cm Includes bibliographical references and index. Curtis R. Scott, Director of Publications ISBN 978-1-935998-09-9 (clark hardcover : alk. paper) — and Information Resources ISBN 978-0-300-17965-1 (yale hardcover : alk. paper) Dan Cohen, Special Projects Editor 1. -
Provenance Provenance
Provenance 1 Mary Cassatt, American (active in France), 1844 - 1926 Offering the Panal to the Bullfighter , 1873 Oil on canvas 39 5/8 x 33 1/2 in. (100.6 x 85.1 cm) frame: 48 1/8 x 41 3/8 x 2 11/16 in. (122.2 x 105.1 x 6.8 cm) Sterling and Francine Clark Art Institute, Williamstown, Massachusetts, USA, 1955.1 Provenance: Mr. Engrand, Paris; Mr. Parisot; [Durand-Ruel and Co., New York, May 1947]; [Carroll Carstairs, New York, June 20, 1947]; [M. Knoedler & Co., New York, September 29, 1947]; Robert Sterling Clark, October 2, 1947; Sterling and Francine Clark Art Institute, 1955. 2 Carolus -Duran, French, 1838 - 1917 The Artist's Gardener , 1893 Oil on canvas 32 1/8 x 21 9/16 in. (81.6 x 54.8 cm) frame: 41 7/16 x 31 3/4 x 3 in. (105.3 x 80.6 x 7.6 cm) Sterling and Francine Clark Art Institute, Williamstown, Massachusetts, USA, 1955.40 Provenance: William Robinson, Esq., Gravetye Manor, East Grinstead, Sussex (1894-d. 1935, his sale, Christie’s, London, 19 July 1935, no. 70, as "Un Terrassier: A gardener employed by the artist," sold to Tooth); [Arthur Tooth, London, from 1935]; Harcourt Johnstone, London (possibly by Dec. 1935-41, sale, Sotheby’s, London, 23 Apr. 1941, as "Un Terrassier," sold to Spiller) (The invoice from Knoedler to Clark states that this painting was exhibited at the Russell-Cotes Art Gallery, Bournemouth, from Dec. 1935 to July 1939. An undated label on the reverse of the frame indicates that the painting was being sent from the Russell-Cotes Art Gallery to Harcourt Johnstone, care of Sotheby’s, presumably in order to be sold, suggesting that Johnstone may have lent it to the Art Gallery for the full period. -
Reactions to the Modern World-Introduction and Impressionism
East Tennessee State University Digital Commons @ East Tennessee State University Art Appreciation Open Educational Resource 2020 Lesson 17 Part 1: Reactions to the Modern World-Introduction and Impressionism Marie Porterfield Barry East Tennessee State University, [email protected] Follow this and additional works at: https://dc.etsu.edu/art-appreciation-oer Part of the Art and Design Commons, and the History of Art, Architecture, and Archaeology Commons Editable versions are available for this document and other Art Appreciation lessons at https://dc.etsu.edu/art-appreciation-oer. Recommended Citation Barry, Marie Porterfield, "Lesson 17 arP t 1: Reactions to the Modern World-Introduction and Impressionism" (2020). Art Appreciation Open Educational Resource. East Tennessee State University: Johnson City. https://dc.etsu.edu/art-appreciation-oer/18 This Book Contribution is brought to you for free and open access by Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Art Appreciation Open Educational Resource by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. “Reactions to the Modern World and Impressionism” is part of the ART APPRECIATION Open Educational Resource by Marie Porterfield Barry East Tennessee State University, 2020 Introduction This course explores the world’s visual arts, focusing on the development of visual awareness, assessment, and appreciation by examining a variety of styles from various periods and cultures while emphasizing the development of a common visual language. The materials are meant to foster a broader understanding of the role of visual art in human culture and experience from the prehistoric through the contemporary. -
Degas at the Races. Teaching Program. INSTITUTION National Gallery of Art, Washington, DC
DOCUMENT RESUME ED 470 398 SO 034 128 AUTHOR Jones, Kimberly; Sturman, Shelley; Perlin Ruth R.; Moore, Barabara S. TITLE Degas at the Races. Teaching Program. INSTITUTION National Gallery of Art, Washington, DC. PUB DATE. 1998-00-00 NOTE 34p.; Supported by the First Union Corporation. AVAILABLE FROM National Gallery of Art, 2000B South Club Drive, Landover, MD 20785. Tel: 202-737-4215; e-mail: [email protected]; Web site: http://www.nga.gov/ . PUB.TYPE. Guides'- Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PCO2 Plus 'Postage. DESCRIPTORS *Art Activities; *Art History; *Artists;' Biographies; Creative Activities; *Freehand Drawing; *Painting (Visual Arts); *Sculpture; Secondary Education; Teaching Guides IDENTIFIERS *Degas (Edgar); France (Paris) ABSTRACT This teaching guide discusses Edgar Germain Hilaire Degas (1834-1917); his paintings, and his sculpture. The guide.focuses on his paintings-of-daily activities at the horse racetrack in Paris (France). The unit has a concise biography of Degas. It is divided into two parts: Part 1: "Paintings and Drawings" (Kimberly Jones); and.Part 2: "Sculpture" (Shelley Sturman).. Part 1 shows pictures of 10 Degas paintings and discusses the circumstances of their'production. Part 2 uses the same strategy for nine Degas sculptures. The guide provides classroom activities for visual arts, advertising, journalism, and the depiction of French life during the time that Degas painted and sculpted. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. LI Degas at the Races. Teaching Program. Hillaire Germain National Gallery of Art, Washington, D.C. First Union Corporation, Charlotte, NC. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Of This document has been reproduced as received from the person or organization originating it. -
The Canvas of the Eye: Impressionism
ART HISTORY Journey Through a Thousand Years “The Canvas of the Eye” Week Twelve: Impressionism Impressionism: Painting Modern Life - Renoir: Finding Structure - What is Impressionism? – How the Impressionists Got Their Name - Inside the Artist’s Garden - Monet Was Here – Looking east: how Japan inspired Monet, Van Gogh and other Western artists - Carnation, Lily, Lily, Rose – Edgar Desgas, The Dance Class - Impressionists’ Pictorial Space Claude Monet: “Impression, Sunrise,” 1871, Oil on Canvas Dr. Charles Cramer and Dr. Kim Grant: "Impressionism: Painting Modern Life" From smARThistory, (2019) Claude Monet, The Railroad Bridge in Argenteuil (Le pont du chemin de fer à Argenteuil), 1873-74, oil on canvas, 54 x 71 cm (Musée d’Orsay, Paris) Aggressively modern This is one of many paintings by Monet of the railroad bridge leading to Argenteuil, a small town on the outskirts of Paris where the artist lived in the 1870s. The painting demonstrates the Impressionists’ well-known interest in depicting nature and the effects of weather and light, seen here in the expanse of white clouds in blue sky and the reflections in the rippling surface of the river. Highly textured dark green bushes and grass are built up with visible brushstrokes and anchor the painting’s composition on left and right. The subject of the painting, however, is not a timeless rural scene (these were popular with the public — see, for example, this painting by Corot), but an aggressively modern one of a railroad bridge with a train heading over the river. The bridge was rebuilt at the beginning of the decade after its predecessor was destroyed in the Franco-Prussian war, and its parts were forged at the local ironworks. -
Public Exhibitions of Drawing in Paris, France (1860-1890)
PUBLIC EXHIBITIONS OF DRAWING IN PARIS, FRANCE (1860-1890): A STUDY IN DATA-DRIVEN ART HISTORY by Debra J. DeWitte APPROVED BY SUPERVISORY COMMITTEE: _______________________________________________ Dr. Richard Brettell, Chair _______________________________________________ Dr. Maximilian Schich _______________________________________________ Dr. Mark Rosen _______________________________________________ Dr. Michael L. Wilson Copyright 2017 Debra J. DeWitte All Rights Reserved Jaclyn Jean Gibney, May you work hard and dream big. PUBLIC EXHIBITIONS OF DRAWING IN PARIS, FRANCE (1860-1890): A STUDY IN DATA-DRIVEN ART HISTORY by DEBRA J. DEWITTE, BA, MA DISSERTATION Presented to the Faculty of The University of Texas at Dallas in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY IN HUMANITIES - AESTHETIC STUDIES THE UNIVERSITY OF TEXAS AT DALLAS May 2017 ACKNOWLEDGMENTS I wish first and foremost to thank my advisor Dr. Richard Brettell for his incredible support and generosity during this journey. I was also fortunate to have the ideal group of scholars on my committee. Dr. Maximilian Schich introduced me to the world of data with enthusiasm and genius. Dr. Mark Rosen has the gift of giving both scholarly and practical advice. Dr. Michael Wilson has been a wise guide throughout my graduate career, and fuels a desire to improve and excel. I would also like to thank the Edith O’Donnell Institute of Art History for creating an envirnonment for intellectual exchange, from which I have benefited greatly. The Edith O’Donnell Institute of Art History also funded travel to study sources critical for my topic. Numerous scholars, librarians and archivists were invaluable, but I would especially like to thank Laure Jacquin de Margerie, Isabelle Gaëtan, Marie Leimbacher, Béatrice Joyeux-Prunel, Axelle Huet, and Jon Whiteley. -
Ballet Bachelor
ARTIST PROFILE Left to right: Swaying Dancer, 1877-1879, pastel and gouache on paper, 25.2 x 14.2 inches; The Dance Class, 1873-1876, oil on canvas, 33 x 29 inches. BALLET BACHELOR EDGAR DEGAS created countless intimate depictions of women, but even as the renowned Impressionist mingled with the cultural elite of Paris he seems to have led a largely celibate life, eventually withdrawing from society. w by JASON EDWARD KAUFMAN NY. Fine Art/Getty Images. Opposite: © RMN-Grand Palais / Art Resource, 220 Winter 2016 Winter 2016 221 verybody can walk through a museum and point went from one relative’s house to another for holidays to the ballerinas by Edgar Degas (1834–1917). and dinners, and lived his own separate life free of any The iconic representative of the ever-popular responsibility. He doted on his friends’ families, loved EImpressionist school is best known for his ballet scenes, their children, and made portraits of them and his high and that is usually where knowledge of his career begins school buddies. He would make engagement portraits and ends. But dig a little deeper and the window he of the girls, and once they married he would make opens onto late-19th-century Paris takes us to the homes marriage portraits. He was very devoted to the families of his well-to-do family and friends, to racetracks and of his close friends and his own brothers and sisters. But cafés, inside ladies’ boudoirs, and even into brothels. We he once said that for him the absolute nightmare was to casually encounter musicians, dancers, cabaret singers, have a wife who would come up to his studio at the end shop girls, and laundresses as they go about their work, of the day and ask, ‘Oh Edgar, what pretty thing have and we witness the private routines of bathing women you made today?’” as if seen through a keyhole. -
A Bourdieusian Analysis of Manet and Degas
Colby College Digital Commons @ Colby Honors Theses Student Research 2018 Painters of Modernity: A Bourdieusian Analysis of Manet and Degas Gillian Wei Colby College Follow this and additional works at: https://digitalcommons.colby.edu/honorstheses Part of the Sociology of Culture Commons Colby College theses are protected by copyright. They may be viewed or downloaded from this site for the purposes of research and scholarship. Reproduction or distribution for commercial purposes is prohibited without written permission of the author. Recommended Citation Wei, Gillian, "Painters of Modernity: A Bourdieusian Analysis of Manet and Degas" (2018). Honors Theses. Paper 952. https://digitalcommons.colby.edu/honorstheses/952 This Honors Thesis (Open Access) is brought to you for free and open access by the Student Research at Digital Commons @ Colby. It has been accepted for inclusion in Honors Theses by an authorized administrator of Digital Commons @ Colby. Painters of Modernity: A Bourdieusian Analysis of Manet and Degas Gillian Wei Sociology Department Colby College Waterville, Maine May 4, 2018 A thesis submitted to the faculty of the Sociology Department in fulfillment of the graduation requirements for the Degree of Bachelor of Arts with honors in Sociology Neil Gross, Advisor Marcos Perez, Second Reader 1 ABSTRACT In this thesis, I utilize the theoretical framework of sociologist Pierre Bourdieu to analyze the representation of class ideology in the paintings of French Impressionists Edouard Manet and Edgar Degas. Using Bourdieu’s theories of habitus and class distinction, I investigate various historical and biographical factors to illustrate how Manet and Degas were simultaneously endowed with significant cultural and economic capital of the old elite, yet predisposed to create reactionary art. -
Impressionism: Reflections and Perceptions
MEYER SCHAPIRO Reflections and Perceptions IMPRESSIONISM Reflections and Perceptions PREFATORY NOTE PROFESSOR MEYER SCHAPIRO (1904- 1996) first wrote on Impressionism in 1928 in an essay entitled "Modern Art" published in An Introduction to Contemporary Civilization in the West: A Syllabus, 7th edition, (New York: Columbia University Press, pp. 270-322). He gave courses on Impressionism at Columbia University over the following decades, as well as at New York University in 1935 and the New School for Social Research, and lectures at Vassar College (1944) and in Minneapolis (1957). This volume is an expansion of the six Pattin Lectures that he delivered at Indiana University, Bloomington, in 1961. While lecturing, Professor Schapiro spoke extemporaneously, with slides as his primary guideline, allowing himself to be inspired anew by each painting. The Pattin Lectures were taped and their transcription provided Schapiro with his first complete manuscript on Impressionism. During later years, Schapiro returned to his manuscript to amplify and clarify his ideas. His wife, Dr. Lillian Milgram, assisted him throughout this process by carefully retyping each page and saving each version for future reference. Under Professor Schapiro's direction, two of his students, Robin Sand and John Klein, researched and assembled the basic lists of illustrations for each chapter. While reviewing the galleys of the fourth volume of his Selected Papers (Theory and Philos ophy of Art: Style, Artist, and Society, George Braziller, 1994), Schapiro, then age 89, turned his attention again to Impressionism. He continued to revise his manuscript and the lists of illustra tions. Well aware of his mortality, he asked me to serve as editor for the project of publishing the manuscript. -
John Singer Sargent's Cosmopolitan Aesthetics
! ! ! ‘Curiouser and Curiouser': John Singer Sargent’s Cosmopolitan Aesthetics ! ! 2 Volumes ! Volume I of II ! ! ! Elizabeth Susannah Renes ! ! ! Ph.D. ! ! ! UNIVERSITY OF YORK ! ! ! HISTORY OF ART ! ! ! January 2015 Abstract ! In the introduction to her For Maurice: Five Unlikely Stories (1927), Vernon Lee recounts her childhood wonderings in Italy with a young John Singer Sargent, remarking: ‘…mysterious, uncanny, a wizard, serpent, sphinx; strange, weird, curious. Such, at all events, were the adjectives, the comparisons, with which we capped each other, my Friend John and I… .’1 Curious is, indeed, a curious term. This word and its associates - bizarre, strange, and exotic - appear habitually in the literature surrounding Sargent, including in critical reviews and personal letters. In the wider scope oF the late nineteenth century, the term has an undeniable Aesthetic connotation, being used widely by Pater and Lee herselF, most notably in Pater’s discussion of the Mona Lisa From his Leonardo essay oF 1869. A previously unexplored letter From Sargent to Lee From 20 July 1881 includes a Fascinating and little discussed reFerence to Pater, with Sargent stating, ‘Tell me what you think oF Pater’s essays, I like one or two oF them very much’2 which, in combination with a letter From Lee to her mother in June oF the same year, stating that, ‘he [Sargent] goes in for art for art’s sake’3 implies a tantalizing thread oF association. Did Sargent consider himselF a member oF the Aesthetic cult? IF so, is it possible to read the oFten eccentric and enigmatic body oF works produced in his early career, between 1878 and 1886, as being inluenced by and acting as a response to Aesthetic texts? The aim oF this dissertation is ultimately to answer with a resounding ‘yes’ by examining closely Sargent’s earliest works in order to assert that they were created, and perFormed in participation with many oF the dialogues surrounding beauty and sensation in the last quarter of the nineteenth century. -
A “Series of Operations”: Edgar Degas, the Steeplechase, and the Thematics of Loss
A “SERIES OF OPERATIONS”: EDGAR DEGAS, THE STEEPLECHASE, AND THE THEMATICS OF LOSS by Hyla Leah Robicsek A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy Baltimore, Maryland May, 2014 Abstract This dissertation is the first sustained analysis of Edgar Degas’s two monumental paintings of the steeplechase theme: The Steeplechase, which the artist began around 1866 and continued to revise over the course of four decades, and The Fallen Jockey which he painted around 1896-8. With regard to The Steeplechase my dissertation argues against the conventional art historical view that the painting unproblematically represents Degas’s first major effort to picture modern life. Until now, scholars have viewed the painting within the framework of the art of his impressionist contemporaries, namely those painters who focused on the open air, the vie moderne of Parisian life, the pleasures of the landscape and its many entertainments. Instead, my dissertation redirects attention to the powerful influence of the generation of French painters that preceded Degas, specifically those who themselves took up the theme of horse painting. Through a close textual analysis of Salon criticism, I argue that for Degas, as for his predecessors, the equestrian subject served as a useful pictorial construct by which to grapple with questions to do with the transformation and, ultimately, the loss of history painting—or la grande peinture—during the first half of the nineteenth century. Probing the nature of Degas’s modifications of The Steeplechase, including its final iteration in the form of The Fallen Jockey, this dissertation seeks to demonstrate the depth of Degas’s commitment to ambitious painting—even at the cost of self-exposure of the most intimate kind.