MF-Romanticism .Pdf

Total Page:16

File Type:pdf, Size:1020Kb

MF-Romanticism .Pdf Europe and America, 1800 to 1870 1 Napoleonic Europe 1800-1815 2 3 Goals • Discuss Romanticism as an artistic style. Name some of its frequently occurring subject matter as well as its stylistic qualities. • Compare and contrast Neoclassicism and Romanticism. • Examine reasons for the broad range of subject matter, from portraits and landscape to mythology and history. • Discuss initial reaction by artists and the public to the new art medium known as photography 4 30.1 From Neoclassicism to Romanticism • Understand the philosophical and stylistic differences between Neoclassicism and Romanticism. • Examine the growing interest in the exotic, the erotic, the landscape, and fictional narrative as subject matter. • Understand the mixture of classical form and Romantic themes, and the debates about the nature of art in the 19th century. • Identify artists and architects of the period and their works. 5 Neoclassicism in Napoleonic France • Understand reasons why Neoclassicism remained the preferred style during the Napoleonic period • Recall Neoclassical artists of the Napoleonic period and how they served the Empire 6 Figure 30-2 JACQUES-LOUIS DAVID, Coronation of Napoleon, 1805–1808. Oil on canvas, 20’ 4 1/2” x 32’ 1 3/4”. Louvre, Paris. 7 Figure 29-23 JACQUES-LOUIS DAVID, Oath of the Horatii, 1784. Oil on canvas, approx. 10’ 10” x 13’ 11”. Louvre, Paris. 8 Figure 30-3 PIERRE VIGNON, La Madeleine, Paris, France, 1807–1842. 9 Figure 30-4 ANTONIO CANOVA, Pauline Borghese as Venus, 1808. Marble, 6’ 7” long. Galleria Borghese, Rome. 10 Foreshadowing Romanticism • Notice how David’s students retained Neoclassical features in their paintings • Realize that some of David’s students began to include subject matter and stylistic features that foreshadowed Romanticism 11 Figure 30-5 ANTOINE-JEAN GROS, Napoleon at the Pesthouse at Jaffa, 1804. Oil on canvas, 17’ 5” x 23’ 7”. Louvre, Paris. 12 Figure 30-6 ANNE-LOUIS GIRODET-TRIOSON, The Burial of Atala, 1808. Oil on canvas,. 6’ 11” x 8’ 9”. Louvre, Paris. 13 Figure 30-7 JEAN-AUGUSTE-DOMINIQUE INGRES, Apotheosis of Homer, 1827. Oil on canvas, 12’ 8” x 16’ 10 3/4”. Louvre, Paris. 14 Figure 22-9 RAPHAEL, Philosophy (School of Athens), Stanza della Segnatura, Vatican Palace, Rome, Italy, 1509–1511. Fresco, 19’ x 27’. 15 Figure 30-8 JEAN-AUGUSTE-DOMINIQUE INGRES, Grande Odalisque, 1814. Oil on canvas, approx. 2’ 11 7/8” x 5’ 4”. Louvre, Paris. 16 30.2 The Rise of Romanticism • Examine the exotic, erotic, the landscape, and fictional narrative as subject matter. • Understand the mixture of classical form and Romantic themes 17 Features of Romanticism : P. I. N. E. • P. I. N. E. – Past – longing for the medieval past, pre-industrial Europe (Gothic architecture will be revived) – Irrational/ Inner mind / Insanity – Romantic artists depict the human psyche and topics that transcend the use of reason. One Romantic artist, Gericault chose to do portraits of people in an insane asylum. – Nature – longing for the purity of nature, which defies human rationality – Emotion/ Exotic – Romantics favored emotion and passion over reason. Exotic themes and locales were also popular because they did not adhere to European emphasis on rationality. 18 The French Debate: Color vs. Line • Understand the French debate over theories related to color (expression) vs. line (drawing or form) as appropriate to artistic expression. • Realize that this debate has roots in the paintings and ideas of Nicolas Poussin, considered to have set the canon for French academic paintings, and the works of Peter Paul Rubens, most famous for his rich and sensuous colors. • Differentiate between Poussinistes and Rubenistes. 19 Figure 30-15 THÉODORE GÉRICAULT, Raft of the Medusa, 1818–1819. Oil on canvas, 16’ 1” x 23’ 6”. Louvre, Paris. 20 Figure 30-16 THÉODORE GÉRICAULT, Insane Woman 1822–1823. Oil on canvas, 2’ 4” x 1’ 9”. Musée des Beaux-Arts, Lyons. 21 Figure 30-17 EUGÈNE DELACROIX, Death of Sardanapalus, 1827. Oil on canvas, 12’ 1 1/2” x 16’ 2 7/8”. Louvre, Paris. 22 Figure 30-18 EUGÈNE DELACROIX, Liberty Leading the People, 1830. Oil on canvas, 8’ 6” x 10’ 8”. Louvre, Paris. 23 Figure 30-19 EUGÈNE DELACROIX, Tiger Hunt, 1854. Oil on canvas, 2’ 5” x 3’. Musée d’Orsay, Paris. 24 Antoine-Louis Barye (French, Paris 1796–1875 Paris) Tiger Devouring a Gavial (Tigre dévorant un gavial) Figure 30-20 FRANÇOIS RUDE, Departure of the Volunteers of 1792 (La Marseillaise), Arc de Triomphe, Paris, France, 1833–1836. Limestone, 41’ 8” high. 26 Figure 30-9 HENRY FUSELI, The Nightmare, 1781. Oil on canvas, 3’ 4 3/4” x 4’ 1 1/2”. The Detroit Institute of the Arts (Founders Society Purchase with funds from Mr. and Mrs. Bert L. Smokler and Mr. and Mrs. Lawrence A. Fleishman). 27 Figure 30-10 WILLIAM BLAKE, Ancient of Days, frontispiece of Europe: A Prophecy, 1794. Metal relief etching, hand colored, 9 1/2” x 6 3/4”. The Whitworth Art Gallery, Pierpont Morgan Library, New York. 28 Romantic Landscape Painting • Understand the romantic interest in the landscape as an independent and respected genre in Germany, England, and the United States. 29 Figure 30-21 CASPAR DAVID FRIEDRICH, Abbey in the Oak Forest, 1810. Oil on canvas, 3' 7 1/2" X 5' 7 1/4". Nationalgalerie, Staatliche Museen zu Berlin, Berlin. 30 Figure 30-22 JOHN CONSTABLE, The Haywain, 1821. Oil on canvas, 4’ 3” x 6’ 2”. National Gallery, London. 31 Jacob van Ruisdael, View of Haarlem with Bleaching Grounds Figure 25-26 CLAUDE LORRAIN, Landscape with Cattle and Peasants, 1629. Oil on canvas, 3’ 6” x 4’ 10 1/2”. Philadelphia Museum of Art, Philadelphia (George W. Elkins Collection). 33 Ruisdael Constable Lorraine 34 Figure 30-23 JOSEPH MALLORD WILLIAM TURNER, The Slave Ship (Slavers Throwing Overboard the Dead and Dying, Typhoon Coming On), 1840. Oil on canvas, 2’ 11 11/16” x 4’ 5/16”. Museum of Fine Arts, Boston (Henry Lillie Pierce Fund). 35 Figure 30-24 THOMAS COLE, The Oxbow (View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm), 1836. Oil on canvas, 4’ 3 1/2” x 6’ 4”. Metropolitan Museum of Art, New York (gift of Mrs. Russell Sage, 1908). 36 Figure 30-25 ALBERT BIERSTADT, Among the Sierra Nevada Mountains, California, 1868. Oil on canvas, 6’ x 10’. National Museum of American Art, Smithsonian Institution, Washington, D.C. 37 Figure 30-26 FREDERIC EDWIN CHURCH, Twilight In the Wilderness, 1860s. Oil on canvas, 3’ 4” x 5’ 4”. Cleveland Museum of Art, Cleveland (Mr. and Mrs. William H. Marlatt Fund, 1965.233). 38 Drama, Action, and Color in Spanish Romanticism • Examine the issues of drama, action, and color in the art of Francisco Goya. 39 Figure 30-11 FRANCISCO GOYA, The Sleep of Reason Produces Monsters, from Los Caprichos, ca. 1798. Etching and aquatint, 8 1/2” x 5 7/8”. Metropolitan Museum of Art, New York (gift of M. Knoedler & Co., 1918). 40 Figure 30-12 FRANCISCO GOYA, The Family of Charles IV, 1800. Oil on canvas, approx. 9’ 2” x 11’. Museo del Prado, Madrid. 41 Figure 30-13 FRANCISCO GOYA, Third of May, 1808, 1814. Oil on canvas, 8’ 9” x 13’ 4”. Museo del Prado, Madrid. 42 Figure 30-14 FRANCISCO GOYA, Saturn Devouring One of His Children, 1819–1823. Detached fresco mounted on canvas, 4’ 9 1/8” x 2’ 8 5/8”. Museo del Prado, Madrid. 43 .
Recommended publications
  • Landscape Appurtenant to Residential, Commercial, Industrial, and Institutional Development; And
    RESOLUTION NO. 2007- 116 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF THOUSAND OAKS ADOPTING REVISED GUIDELINES AND STANDARDS FOR LANDSCAPE PLANTING AND IRRIGATION PLANS AND RESCINDING RESOLUTION NO. 93- 74 WHEREAS, the City of Thousand Oaks seeks to improve the physical, social, economic and aesthetic environment by proper design and construction of landscape appurtenant to residential, commercial, industrial, and institutional development; and WHEREAS, landscaping, to be fully appropriate, effective, and have long- term viability, must be designed into the project from the beginning of the design effort; and WHEREAS, appropriate designed landscaping contributes to the beauty and well- being in the City and said landscaping ( xeriscape) should be designed with the need to conserve water within the community; and NOW, THEREFORE, the City Council of the City of Thousand Oaks does resolve as follows: 1. Council Resolution No. 93- 74 IS hereby rescinded and superseded by this resolution. 2. The attached " Guidelines and Standards for Landscape Planting and Irrigation Plans" (Attachment A) are hereby adopted. 3. All new and remodeled developments which require a development permit, major modification, or other entitlement pursuant to Title 9 of the Municipal Code, shall be landscaped to include planting, irrigation system and maintenance of said landscaping improvements in accordance with the attached Guidelines and Standards for Landscape Planting and Irrigation Plans". ATTEST: U~ Linda D. Lawrence, City Clerk r CDD:460- 20/ I./ cdd/ council/ ceres 2007/ MCA 2006- 70478 city Res. No. 2007- 116 Page 1 APPROVED AS TO FORM: Office of City Attorney omeY CERTIFICATION STATE OF CALIFORNIA ) COUNTY OF VENTURA ) SS.
    [Show full text]
  • WAR and VIOLENCE: NEOCLASSICISM (Poussin, David, and West) BAROQUE ART: the Carracci and Poussin
    WAR and VIOLENCE: NEOCLASSICISM (Poussin, David, and West) BAROQUE ART: The Carracci and Poussin Online Links: Annibale Carracci- Wikipedia Carracci's Farnese Palace Ceiling – Smarthistory Carracci - Heilbrunn Timeline of Art History Poussin – Wikipedia Poussin's Et in Arcadia Ego – Smarthistory NEOCLASSICISM Online Links: Johann Joachim Winckelmann - Wikipedia, the free encyclopedia Jacques-Louis David - Wikipedia, the free encyclopedia Oath of the Horatii - Smarthistory David's The Intervention of the Sabine Women – Smarthistory NEOCLASSICISM: Benjamin West’s Death of General Wolfe Online Links: Neoclassicism - Wikipedia, the free encyclopedia Benjamin West - Wikipedia, the free encyclopedia The Death of General Wolfe - Wikipedia, the free encyclopedia Death of General Wolfe – Smarthistory Death of General Wolfe - Gallery Highlights Video Wolfe Must Not Die Like a Common Soldier - New York Times NEOCLASSICISM: Jacques Louis David’s Death of Marat Online Links: Jacques-Louis David - Wikipedia, the free encyclopedia The Death of Marat - Wikipedia, the free encyclopedia Charlotte Corday - Wikipedia, the free encyclopedia Art Turning Left - The Guardian Annibale Carracci. Flight into Egypt, 1603-4, oil on canvas The Carracci family of Bologna consisted of two brothers, Agostino (1557-1602) and Annibale (1560-1609), and their cousin Ludovico (1556-1619). In Bologna in the 1580s the Carracci had organized gatherings of artists called the Accademia degli Incamminati (academy of the initiated). It was one of the several such informal groups that enabled artists to discuss problems and practice drawing in an atmosphere calmer and more studious than that of a painter’s workshop. The term ‘academy’ was more generally applied at the time to literary associations, membership of which conferred intellectual rank.
    [Show full text]
  • Nietzsche and Aestheticism
    University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1992 Nietzsche and Aestheticism Brian Leiter Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Brian Leiter, "Nietzsche and Aestheticism," 30 Journal of the History of Philosophy 275 (1992). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. Notes and Discussions Nietzsche and Aestheticism 1o Alexander Nehamas's Nietzsche: L~fe as Literature' has enjoyed an enthusiastic reception since its publication in 1985 . Reviewed in a wide array of scholarly journals and even in the popular press, the book has won praise nearly everywhere and has already earned for Nehamas--at least in the intellectual community at large--the reputation as the preeminent American Nietzsche scholar. At least two features of the book may help explain this phenomenon. First, Nehamas's Nietzsche is an imaginative synthesis of several important currents in recent Nietzsche commentary, reflecting the influence of writers like Jacques Der- rida, Sarah Kofman, Paul De Man, and Richard Rorty. These authors figure, often by name, throughout Nehamas's book; and it is perhaps Nehamas's most important achievement to have offered a reading of Nietzsche that incorporates the insights of these writers while surpassing them all in the philosophical ingenuity with which this style of interpreting Nietzsche is developed. The high profile that many of these thinkers now enjoy on the intellectual landscape accounts in part for the reception accorded the "Nietzsche" they so deeply influenced.
    [Show full text]
  • Painting Merit Badge Workbook This Workbook Can Help You but You Still Need to Read the Merit Badge Pamphlet
    Painting Merit Badge Workbook This workbook can help you but you still need to read the merit badge pamphlet. This Workbook can help you organize your thoughts as you prepare to meet with your merit badge counselor. You still must satisfy your counselor that you can demonstrate each skill and have learned the information. You should use the work space provided for each requirement to keep track of which requirements have been completed, and to make notes for discussing the item with your counselor, not for providing full and complete answers. If a requirement says that you must take an action using words such as "discuss", "show", "tell", "explain", "demonstrate", "identify", etc, that is what you must do. Merit Badge Counselors may not require the use of this or any similar workbooks. No one may add or subtract from the official requirements found in Scouts BSA Requirements (Pub. 33216 – SKU 653801). The requirements were last issued or revised in 2020 • This workbook was updated in June 2020. Scout’s Name: __________________________________________ Unit: __________________________________________ Counselor’s Name: ____________________ Phone No.: _______________________ Email: _________________________ http://www.USScouts.Org • http://www.MeritBadge.Org Please submit errors, omissions, comments or suggestions about this workbook to: [email protected] Comments or suggestions for changes to the requirements for the merit badge should be sent to: [email protected] ______________________________________________________________________________________________________________________________________________ 1. Explain the proper safety procedures to follow when preparing surfaces and applying coatings. 2. Do the following: a. Explain three ways that coatings can improve a surface. 1. 2. 3. Workbook © Copyright 2020 - U.S.
    [Show full text]
  • Mary Shelley: Teaching and Learning Through Frankenstein Theresa M
    Forum on Public Policy Mary Shelley: Teaching and Learning through Frankenstein Theresa M. Girard, Adjunct Professor, Central Michigan University Abstract In the writing of Frankenstein, Mary Shelley was able to change the course of women’s learning, forever. Her life started from an elite standpoint as the child of Mary Wollstonecraft and William Godwin. As such, she was destined to grow to be a major influence in the world. Mary Shelley’s formative years were spent with her father and his many learned friends. Her adult years were spent with her husband, Percy Bysshe Shelley, and their literary friends. It was on the occasion of the Shelleys’ visit to Lord Byron at his summer home that Mary Shelley was to begin her novel which changed the course of women’s ideas about safety and the home. No longer were women to view staying in the home as a means to staying safe and secure. While women always knew that men could be unreliable, Mary Shelley openly acknowledged that fact and provided a forum from which it could be discussed. Furthermore, women learned that they were vulnerable and that, in order to insure their own safety, they could not entirely depend upon men to rescue them; in fact, in some cases, women needed to save themselves from the men in their lives, often with no one to turn to except themselves and other women. There are many instances where this is shown throughout Frankenstein, such as: Justine’s prosecution and execution and Elizabeth’s murder. Mary Shelley educated women in the most fundamental of ways and continues to do so through every reading of Frankenstein.
    [Show full text]
  • Landscape Approach in Addressing Land Use and Tenure Arrangements Among Pastoral Commnities in Eastern Africa: the Case of Tanzania
    LANDSCAPE APPROACH IN ADDRESSING LAND USE AND TENURE ARRANGEMENTS AMONG PASTORAL COMMNITIES IN EASTERN AFRICA: THE CASE OF TANZANIA Working paper STEPHEN NINDI (1), FIONA FLINTAN (2), DEUS KALENZI (2), VICTOR MWITA (3), ISAACK LUAMBANO (2) Paper prepared for presentation at the “2018 WORLD BANK CONFERENCE ON LAND AND POVERTY” The World Bank - Washington DC, March 25-29, 2019 Copyright 2019 by author(s). All rights reserved. Readers may make verbatim copies of this document for non-commercial purposes by any means, provided that this copyright notice appears on all such copies. Abstract Land use and tenure related conflicts are not new in Tanzania including between farmers and livestock herders. Conflicts are increasingly becoming common places as human and animal population heightens, urbanization grows and increases in other land uses such as agriculture, mining, infrastructure development and other emerging uses. Pastoralists are used to their mobility to ensure sustainable availability of pasture, water and minerals and maintenance of gene diversity. Nonetheless, economic and human development processes have tremendously reduced land available for pastoral mobility resulting in increasing challenges over access to resources and land. For decades conventional village spatial planning has further restricted pastoral movement within village jurisdiction boundaries. Recently, spatial planners have embarked on developing Joint Village Land Use Plans and Agreements to enable more space and diversity for pastoral mobility, protecting shared grazing areas across village boundaries as part of this. As part of a wider and an integrated approach that looks at the challenge in its holistic and integral manner, there is opportunity for reconciling different land uses in the landscape and improving mutual benefits.
    [Show full text]
  • Modernism 1 Modernism
    Modernism 1 Modernism Modernism, in its broadest definition, is modern thought, character, or practice. More specifically, the term describes the modernist movement, its set of cultural tendencies and array of associated cultural movements, originally arising from wide-scale and far-reaching changes to Western society in the late 19th and early 20th centuries. Modernism was a revolt against the conservative values of realism.[2] [3] [4] Arguably the most paradigmatic motive of modernism is the rejection of tradition and its reprise, incorporation, rewriting, recapitulation, revision and parody in new forms.[5] [6] [7] Modernism rejected the lingering certainty of Enlightenment thinking and also rejected the existence of a compassionate, all-powerful Creator God.[8] [9] In general, the term modernism encompasses the activities and output of those who felt the "traditional" forms of art, architecture, literature, religious faith, social organization and daily life were becoming outdated in the new economic, social, and political conditions of an Hans Hofmann, "The Gate", 1959–1960, emerging fully industrialized world. The poet Ezra Pound's 1934 collection: Solomon R. Guggenheim Museum. injunction to "Make it new!" was paradigmatic of the movement's Hofmann was renowned not only as an artist but approach towards the obsolete. Another paradigmatic exhortation was also as a teacher of art, and a modernist theorist articulated by philosopher and composer Theodor Adorno, who, in the both in his native Germany and later in the U.S. During the 1930s in New York and California he 1940s, challenged conventional surface coherence and appearance of introduced modernism and modernist theories to [10] harmony typical of the rationality of Enlightenment thinking.
    [Show full text]
  • Outline of a Sociological Theory of Art Perception∗
    From: Pierre Bordieu The Field of Cultural Production: Essays on Art and Literature ©1984, Columbia University Press Part III: The Pure Gaze: Essays on Art, Chapter 8 Outline of a Sociological Theory of Art Perception∗ PIERRE BOURDIEU 1 Any art perception involves a conscious or unconscious deciphering operation. 1.1 An act of deciphering unrecognized as such, immediate and adequate ‘comprehension’, is possible and effective only in the special case in which the cultural code which makes the act of deciphering possible is immediately and completely mastered by the observer (in the form of cultivated ability or inclination) and merges with the cultural code which has rendered the work perceived possible. Erwin Panofsky observes that in Rogier van der Weyden’s painting The Three Magi we immediately perceive the representation of an apparition’ that of a child in whom we recognize ‘the Infant Jesus’. How do we know that this is an apparition? The halo of golden rays surrounding the child would not in itself be sufficient proof, because it is also found in representations of the nativity in which the Infant Jesus is ‘real’. We come to this conclusion because the child is hovering in mid-air without visible support, and we do so although the representation would scarcely have been different had the child been sitting on a pillow (as in the case of the model which Rogier van der Weyden probably used). But one can think of hundreds of pictures in which human beings, animals or inanimate objects appear to be hovering in mid-air, contrary to the law of gravity, yet without giving the impression of being apparitions.
    [Show full text]
  • Chapter 12. the Avant-Garde in the Late 20Th Century 1
    Chapter 12. The Avant-Garde in the Late 20th Century 1 The Avant-Garde in the Late 20th Century: Modernism becomes Postmodernism A college student walks across campus in 1960. She has just left her room in the sorority house and is on her way to the art building. She is dressed for class, in carefully coordinated clothes that were all purchased from the same company: a crisp white shirt embroidered with her initials, a cardigan sweater in Kelly green wool, and a pleated skirt, also Kelly green, that reaches right to her knees. On her feet, she wears brown loafers and white socks. She carries a neatly packed bag, filled with freshly washed clothes: pants and a big work shirt for her painting class this morning; and shorts, a T-shirt and tennis shoes for her gym class later in the day. She’s walking rather rapidly, because she’s dying for a cigarette and knows that proper sorority girls don’t ever smoke unless they have a roof over their heads. She can’t wait to get into her painting class and light up. Following all the rules of the sorority is sometimes a drag, but it’s a lot better than living in the dormitory, where girls have ten o’clock curfews on weekdays and have to be in by midnight on weekends. (Of course, the guys don’t have curfews, but that’s just the way it is.) Anyway, it’s well known that most of the girls in her sorority marry well, and she can’t imagine anything she’d rather do after college.
    [Show full text]
  • Page 1 of 2 Neoclassicism: an Introduction the Victorian Web
    Neoclassicism: An Introduction The Victorian Web (2000) The English Neoclassical movement, predicated upon and derived from both classical and contemporary French models, (see Boileau's L'Art Poetique (1674) and Pope's "Essay on Criticism" (1711) as critical statements of Neoclassical principles) embodied a group of attitudes toward art and human existence — ideals of order, logic, restraint, accuracy, "correctness," "restraint," decorum, and so on, which would enable the practitioners of various arts to imitate or reproduce the structures and themes of Greek or Roman originals. Though its origins were much earlier (the Elizabethan Ben Jonson, for example, was as indebted to the Roman poet Horace as Alexander Pope would later be), Neoclassicism dominated English literature from the Restoration in 1660 until the end of the eighteenth century, when the publication of Lyrical Ballads (1798) by Wordsworth and Coleridge marked the full emergence of Romanticism. For the sake of convenience the Neoclassic period can be divided into three relatively coherent parts: the Restoration Age (1660-1700), in which Milton, Bunyan, and Dryden were the dominant influences; the Augustan Age (1700- 1750), in which Pope was the central poetic figure, while Defoe, Richardson, Fielding, and Smollett were presiding over the sophistication of the novel; and the Age of Johnson(1750-1798), which, while it was dominated and characterized by the mind and personality of the inimitable Dr. Samuel Johnson, whose sympathies were with the fading Augustan past, saw the beginnings of a new understanding and appreciation of the work of Shakespeare, the development, by Sterne and others, of the novel of sensibility, and the emergence of the Gothic school — attitudes which, in the context of the development of a cult of Nature, the influence of German romantic thought, religious tendencies like the rise of Methodism, and political events like the American and French revolutions — established the intellectual and emotional foundations of English Romanticism.
    [Show full text]
  • The Dark Romanticism of Francisco De Goya
    The University of Notre Dame Australia ResearchOnline@ND Theses 2018 The shadow in the light: The dark romanticism of Francisco de Goya Elizabeth Burns-Dans The University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Arts and Humanities Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Burns-Dans, E. (2018). The shadow in the light: The dark romanticism of Francisco de Goya (Master of Philosophy (School of Arts and Sciences)). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/214 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. i DECLARATION I declare that this Research Project is my own account of my research and contains as its main content work which had not previously been submitted for a degree at any tertiary education institution. Elizabeth Burns-Dans 25 June 2018 This work is licenced under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence. i ii iii ACKNOWLEDGMENTS This thesis would not have been possible without the enduring support of those around me. Foremost, I would like to thank my supervisor Professor Deborah Gare for her continuous, invaluable and guiding support.
    [Show full text]
  • Mathematics K Through 6
    Building fun and creativity into standards-based learning Mathematics K through 6 Ron De Long, M.Ed. Janet B. McCracken, M.Ed. Elizabeth Willett, M.Ed. © 2007 Crayola, LLC Easton, PA 18044-0431 Acknowledgements Table of Contents This guide and the entire Crayola® Dream-Makers® series would not be possible without the expertise and tireless efforts Crayola Dream-Makers: Catalyst for Creativity! ....... 4 of Ron De Long, Jan McCracken, and Elizabeth Willett. Your passion for children, the arts, and creativity are inspiring. Thank you. Special thanks also to Alison Panik for her content-area expertise, writing, research, and curriculum develop- Lessons ment of this guide. Garden of Colorful Counting ....................................... 6 Set representation Crayola also gratefully acknowledges the teachers and students who tested the lessons in this guide: In the Face of Symmetry .............................................. 10 Analysis of symmetry Barbi Bailey-Smith, Little River Elementary School, Durham, NC Gee’s-o-metric Wisdom ................................................ 14 Geometric modeling Rob Bartoch, Sandy Plains Elementary School, Baltimore, MD Patterns of Love Beads ................................................. 18 Algebraic patterns Susan Bivona, Mount Prospect Elementary School, Basking Ridge, NJ A Bountiful Table—Fair-Share Fractions ...................... 22 Fractions Jennifer Braun, Oak Street Elementary School, Basking Ridge, NJ Barbara Calvo, Ocean Township Elementary School, Oakhurst, NJ Whimsical Charting and
    [Show full text]