The Guggenheim Museum, Justin K. Thannhauser Collection
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OKALOOSA VOLUNTEER ART LESSONS O.V.A.L. Team
OKALOOSA VOLUNTEER ART LESSONS O.V.A.L. Team Handbook Okaloosa District Schools Revised 9/2012 OKALOOSA VOLUNTEER ART LESSONS - OVAL ART OVAL Art began in Okaloosa County in 1988. School District Director of Fine Arts, Dr. Bruce Criswell, modeled OVAL Art after a similar program developed in Brevard County. The original manual will remain available as a download. Many changes have occurred since 1988, not least, the development of the Internet; online resources are plentiful and easy to access. Volunteers to deliver the program, alas, are not; therefore, this update will present a pragmatic and streamlined overview of the program as it has been presented in training over the last several years. All that is required of an OVAL volunteer is an enjoyment of art, and enjoyment of working with elementary age children - that's it! WHAT YOU DO: Each grade, from K - 5, has designated art prints for its program. Volunteers go into the classroom periodically, for about 30 minutes, and present the print chosen for that session. This is an art appreciation program, so offering biographical material about the artist, along with asking questions about the print, will give a good basic lesson. You may augment this with other works by the artist - there are plenty of online resources, as well as inexpensive art book series for children; and of course the library is a prime resource as well. Depending upon the print, you may want to have the class draw a version themselves, using the pencils and crayons they have, and whatever 8.5 x 11 paper the teacher can share (do try to let teachers know IN ADVANCE if the class will be drawing). -
Famous Paintings of Picasso Guernica
Picasso ArtStart – 7 Dr. Hyacinth Paul https://www.hyacinthpaulart.com/ The genius of Picasso • Picasso was a cubist and known for painting, drawing, sculpture, stage design and writing. • He developed cubism along with Georges Braque • Born 25th Oct 1881 in Malaga, Spain • Spent time in Spain and France. • Died in France 8th April, 1973, Age 91 Painting education • Trained by his father at age 7 • Attended the School of Fine Arts, Barcelona • 1897, attended Madrid's Real Academia de Bellas Artes, He preferred to study the paintings of Rembrandt, El Greco, Goya and Velasquez • 1901-1904 – Blue period; 1904-1906 Pink period; 1907- 1909 – African influence 1907-1912 – Analytic Cubism; 1912-1919 - Synthetic Cubism; 1919-1929 - Neoclacissism & Surrealism • One of the greatest influencer of 20th century art. Famous paintings of Picasso Family of Saltimbanques - (1905) – National Gallery of Art , DC Famous paintings of Picasso Boy with a Pipe – (1905) – (Private collection) Famous paintings of Picasso Girl before a mirror – (1932) MOMA, NYC Famous paintings of Picasso La Vie (1903) Cleveland Museum of Art, OH Famous paintings of Picasso Le Reve – (1932) – (Private Collection Steven Cohen) Famous paintings of Picasso The Young Ladies of Avignon – (1907) MOMA, NYC Famous paintings of Picasso Ma Jolie (1911-12) Museum of Modern Art, NYC Famous paintings of Picasso The Old Guitarist (1903-04) - The Art Institute of Chicago, IL Famous paintings of Picasso Guernica - (1937) – (Reina Sofia, Madrid) Famous paintings of Picasso Three Musicians – (1921) -
State of the Art Archives, Berlin 2017, Chris Stolwijk © Photo: Robert Gruber
KEYNOTE General Director of RKD – The Netherlands Institute for Art History, The Hague Chris Stolwijk State of the Art Archives, Berlin 2017, Chris Stolwijk © Photo: Robert Gruber Excellencies, dear ladies and gentlemen, dear colleagues, dear friends, it is a great honour and privilege to lecture here in Berlin today, commemo- rating ZADIK’s 25th anniversary. As a colleague, as an art historian, as a researcher, and as a ‘user’ of ZADIK’s ‘Art Dealers' Archives’ and holdings over the last decade, I want to congratulate ZADIK’s board, Prof. Herzog and his team, and the co-organizers wholeheartedly, wishing the art archives a long and healthy life. Besides, I want to thank the co-organizers of this symposium: the Department of Art History at the University of Cologne, basis wien – Documentation Centre for Contempo- rary Art, and the Institute of Modern Art Nuremberg. I also want to take the opportunity to thank my colleagues Monique Hageman, Nora Kolde- hoff, Megan Fontanella, and Stefan Koldehoff. Some years ago, we went on a research journey that, finally, led us to the German capital, where the Thannhauser Gallery bloomed in the 1920s. 27 Chris Stolwijk Resources Resources such as the ZADIK, the Getty Research Institute in Los Angeles, the Frick Reference Library in New York City, and the RKD, to name only a few, can—with their holdings of art dealers’ archives—open wider fields of research concerning provenances, distribution, and recep- tion of individual works of art and the (international) art trade. These archives provide scholars with a wealth of information about artworks that have come into the art market and about the reception of art and artists during specific periods of time. -
To Theo Van Gogh, the Hague, on Or About Friday, 13 July 1883
To Theo van Gogh, The Hague, on or about Friday, 13 July 1883. on or about Friday, 13 July 1883 Metadata Source status: Original manuscript Location: Amsterdam, Van Gogh Museum, inv. nos. b323 V/1962 (sheet 1) and b1036 V/1962 (sheet 2) Date: Vincent asks Theo to send a little extra, because he is already broke as a result of spending money in order to be able to start painting in Scheveningen (l. 49 and ll. 82-85). That places this letter after letter 361 of on or about 11 July 1883, since there he wrote that he wanted to work in Scheveningen. It must also have been written before the coming Sunday, when he is expecting a photographer (l. 79; in letter 363 this photographer indeed turns out to have come). We therefore date the letter on or about Friday, 13 July 1883. Additional: Original [1r:1] Waarde Theo, Voor ik naar Schevening ga wou ik nog even een woordje met U praten. Ik heb t maar eens doorgezet met de Bock dat ik bij hem een pied terre krijg. Misschien zal ik nu & dan bij Blommers eens aangaan ook.1 En dan is mijn plan een tijd lang Schevening geheel & al als hoofdzaak te beschouwen, smorgens er heen te gaan en den dag te blijven, of anders als ik thuis moet zijn dat thuis zijn in t middaguur te stellen als t te warm is en dan savonds er weer heen. Dit zou me nieuwe idees geven vertrouw ik, en rust, niet door stilzitten maar door verandering van omgeving en bezigheid. -
Cubism in America
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sheldon Museum of Art Catalogues and Publications Sheldon Museum of Art 1985 Cubism in America Donald Bartlett Doe Sheldon Memorial Art Gallery Follow this and additional works at: https://digitalcommons.unl.edu/sheldonpubs Part of the Art and Design Commons Doe, Donald Bartlett, "Cubism in America" (1985). Sheldon Museum of Art Catalogues and Publications. 19. https://digitalcommons.unl.edu/sheldonpubs/19 This Article is brought to you for free and open access by the Sheldon Museum of Art at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sheldon Museum of Art Catalogues and Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. RESOURCE SERIES CUBISM IN SHELDON MEMORIAL ART GALLERY AMERICA Resource/Reservoir is part of Sheldon's on-going Resource Exhibition Series. Resource/Reservoir explores various aspects of the Gallery's permanent collection. The Resource Series is supported in part by grants from the National Endowment for the Arts. A portion of the Gallery's general operating funds for this fiscal year has been provided through a grant from the Institute of Museum Services, a federal agency that offers general operating support to the nation's museums. Henry Fitch Taylor Cubis t Still Life, c. 19 14, oil on canvas Cubism in America .".. As a style, Cubism constitutes the single effort which began in 1907. Their develop most important revolution in the history of ment of what came to be called Cubism art since the second and third decades of by a hostile critic who took the word from a the 15th century and the beginnings of the skeptical Matisse-can, in very reduced Renaissance. -
Site/Non-Site Explores the Relationship Between the Two Genres Which the Master of Aix-En- Provence Cultivated with the Same Passion: Landscapes and Still Lifes
site / non-site CÉZANNE site / non-site Guillermo Solana Museo Thyssen-Bornemisza, Madrid February 4 – May 18, 2014 Fundación Colección Acknowledgements Thyssen-Bornemisza Board of Trustees President The Museo Thyssen-Bornemisza Hervé Irien José Ignacio Wert Ortega wishes to thank the following people Philipp Kaiser who have contributed decisively with Samuel Keller Vice-President their collaboration to making this Brian Kennedy Baroness Carmen Thyssen-Bornemisza exhibition a reality: Udo Kittelmann Board Members María Alonso Perrine Le Blan HRH the Infanta Doña Pilar de Irina Antonova Ellen Lee Borbón Richard Armstrong Arnold L. Lehman José María Lassalle Ruiz László Baán Christophe Leribault Fernando Benzo Sáinz Mr. and Mrs. Barron U. Kidd Marina Loshak Marta Fernández Currás Graham W. J. Beal Glenn D. Lowry HIRH Archduchess Francesca von Christoph Becker Akiko Mabuchi Habsburg-Lothringen Jean-Yves Marin Miguel Klingenberg Richard Benefield Fred Bidwell Marc Mayer Miguel Satrústegui Gil-Delgado Mary G. Morton Isidre Fainé Casas Daniel Birnbaum Nathalie Bondil Pia Müller-Tamm Rodrigo de Rato y Figaredo Isabella Nilsson María de Corral López-Dóriga Michael Brand Thomas P. Campbell Nils Ohlsen Artistic Director Michael Clarke Eriko Osaka Guillermo Solana Caroline Collier Nicholas Penny Marcus Dekiert Ann Philbin Managing Director Lionel Pissarro Evelio Acevedo Philipp Demandt Jean Edmonson Christine Poullain Secretary Bernard Fibicher Earl A. Powell III Carmen Castañón Jiménez Gerhard Finckh HSH Prince Albert II of Monaco Giancarlo Forestieri William Robinson Honorary Director Marsha Rojas Tomàs Llorens David Franklin Matthias Frehner Alejandra Rossetti Peter Frei Katy Rothkopf Isabel García-Comas Klaus Albrecht Schröder María García Yelo Dieter Schwarz Léonard Gianadda Sir Nicholas Serota Karin van Gilst Esperanza Sobrino Belén Giráldez Nancy Spector Claudine Godts Maija Tanninen-Mattila Ann Goldstein Baroness Thyssen-Bornemisza Michael Govan Charles L. -
Introduction
Ambrosio – Cubism and the Fourth Dimension To appear in Interdisciplinary Science Reviews, vol. 41, no. 2-3 Please cite from the published version Cubism and the Fourth Dimension Chiara Ambrosio Department of Science and Technology Studies UCL [email protected] Abstract: This article revisits the historiography of Cubism and mathematics, with a particular focus on Pablo Picasso’s uses of geometry at the end of the first decade of the twentieth century. In particular, I consider the artistic appropriation of the concept of the fourth dimension, and its pictorial uses as a conduit for a conceptual reformulation of pictorial space. I investigate Picasso’s distinctive adoption of this geometric framework in relation to one of his 1909 experiments across painting and photography, and advocate the possibility of drawing novel historiographical lessons from Picasso’s work - lessons that bring the historiography of Cubism in a closer dialogue with recent debates in the historiography of science. I conclude with an appeal to consider the continued relevance of this past experiment in art and science when assessing the contemporary drive toward art-science collaborations, and use the case of Cubism and the fourth dimension as a springboard for a critical reflection on the future directions of art-science collaborations. Keywords: Cubism, Fourth Dimension, Art and Science, Interdisciplinarity Introduction “The new painters do not claim to be geometricians any more than painters of the past did. But it is true that geometry is to the plastic arts what grammar is to the art of the writer. Nowadays scientists have gone beyond the three dimensions of Euclidean geometry. -
Transcript (PDF)
Guggenheim Museum Archives Reel-to-Reel collection On Cubism by Maurice Tuchman, 1964 MAURICE TUCHMAN Braque would be hard to do otherwise, since at a certain stage in their development, the work of both Picasso and Braque became virtually a joint exploration. And some of their paintings in 1910 or ’11 can easily be — easily be confused one with the other. Picasso himself, a couple of decades after certain of these 1910 paintings were made, was studying a cubist painting he thought was his and then found that Braque’s signature was on the back. (laughter) Well, there were two key influences upon cubism, Cézanne and primitive sculpture. And on the screen there is an African Negro sculpture at the right, a Bakota funerary fetish. And at the left is a Picasso of 1907 called The Great Dancer. [01:00] The Fauves, Matisse, Derain, and Vlaminck had admired primitive sculpture in Paris two or three years earlier. And simultaneously, in Germany, Nolde and Kirchner and other expressionists discovered the peculiar power and energy of primitive art for themselves. Picasso probably picked up the Fauves enthusiasm for such works of art, as at the right but made use of it in a way Matisse and the others never did. The silhouette in the Picasso is very close to the African work. And in particular, we might note the similar bow- legged stance in both. And also similar is the use of a mask for a face. Picasso’s figure, like the African, is stretched flat. And he [runs?] there’s the greatest distortions of anatomy. -
Leonide Massine: Choreographic Genius with A
LEONIDE MASSINE: CHOREOGRAPHIC GENIUS WITH A COLLABORATIVE SPIRIT A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE GRADUATE SCHOOL OF THE TEXAS WOMAN'S UNIVERSITY DEPARTMENT OF DANCE COLLEGE OF HEALTH, PHYSICAL EDUCATION AND RECREATION BY ©LISA ANN FUSILLO, D.R.B.S., B.S., M.A. DENTON, TEXAS Ml~.Y 1982 f • " /, . 'f "\ . .;) ;·._, .._.. •. ..._l./' lEXAS WUIVIAI'l' S UNIVERSITY LIBRAR't dedicated to the memories of L.M. and M.H.F. ACKNOWLEDGMENTS The author wishes to express her appreciation to the members of her committee for their guidance and assistance: Dr. Aileene Lockhart, Chairman; Dr. Rosann Cox, Mrs. Adrienne Fisk, Dr. Jane Matt and Mrs. Lanelle Stevenson. Many thanks to the following people for their moral support, valuable help, and patience during this project: Lorna Bruya, Jill Chown, Mary Otis Clark, Leslie Getz, Sandy Hobbs, R. M., Judy Nall, Deb Ritchey, Ann Shea, R. F. s., and Kathy Treadway; also Dr. Warren Casey, Lynda Davis, Mr. H. Lejins, my family and the two o'clock ballet class at T.C.U. iv TABLE OF CONTENTS DEDICATION • • • . iii ACKNOWLEDGMENTS . iv LIST OF TABLES • . viii LIST OF FIGURES . ix LIST OF ILLUSTRATIONS . X Chapter I. INTRODUCTION . 1 Purpose • • • • • • • . • • • • 5 Problem • • . • • • • • . • • • 5 Rationale for the Study • • • . • . • • • • 5 Limitations of the Study • • . • • • • • 8 Definition.of Terms • . • • . • . • • 8 General Dance Vocabulary • • . • • . • • 8 Choreographic Terms • • • • . 10 Procedures. • • • . • • • • • • • • . 11 Sources of Data • . • • • • • . • . 12 Related Literature • . • • • . • • . 14 General Social and Dance History • . • . 14 Literature Concerning Massine .• • . • • • 18 Literature Concerning Decorative Artists for Massine Ballets • • • . • • • • • . 21 Literature Concerning Musicians/Composers for Massine Ballets • • • . -
Art Adventure How to Critique Art
5th Grade - Lesson 3 Art Adventure How to Critique Art ! Objective: To teach the students how to follow a structured method of critiquing an artwork by analyzing the elements and principles of design, as well as how to form an opinion regarding the artwork’s substance and meaning. A) Introduction: Today we are going to discuss how to talk about art. During each of your Art Adventure lessons, there have been opportunities to discuss the works of art that were presented. Did you know that there is actually a way to discuss artwork that follows a structured criteria? This type of discussion of art is called a “critique.” A critique can be a discussion that is verbal or written. Do you remember from previous Art Adventure lessons any of the fundamental elements of art? [Line, Shape, Form, Space, Texture, Color, Value, and Pattern.] How about the principals of art? [Balance, Contrast, Emphasis, Movement, Harmony, Proportion, Unity, Depth, Variety, Rhythm, and Composition.] Critiquing a work of art involves thinking about the fundamental elements and principals of art. Lets review some terms related to critiquing art: B) Vocabulary: • Critique: To express critical judgment, review or evaluate using a set of rules and principles. • Describe: A To give an account of, or represent with spoken words. • Analyze: To separate into parts or elements that can be critically examined. • Interpret: To give the meaning of something. • Judgement: A decision, opinion, evaluation or estimation. • Elements of Design: Line, shape, form, space, texture, color, value and pattern • Principles of Design: Balance, Contrast, Emphasis, Movement, Harmony, Proportions, Unity, Depth, Variety, Rhythm and Composition C) Critique: There are four distinct steps to the process of critiquing a work of art. -
New Trier Scobol Solo 2013 Round 12
New Trier Scobol Solo 2013 PORTA Round 12 NIGRA 1. Artemis was tricked into shooting an arrow at one of this deity’s children. This deity and Apollo were forced to construct a wall for Laomedon around the city of Troy, and he seduced Demeter to father the immortal horse Arion. Out of anger towards Minos, this father of Orion caused Pasiphaë [puh-SIH-fuh-ee] to fall in love with a bull. Odysseus blinded this deity’s son Polyphemus. This deity lost the patronage of Athens by a single vote and fathered the merman Triton with his wife Amphitrite [AM-fee-TRY-tee]. Horses were sometimes sacrificed to this god, who could create earthquakes. Name this trident-wielding Greek god of the sea. Answer: Poseidon [accept Orion before “children”; do not accept “Neptune”] 2. Several pictures by this artist used Adrianus Jacobus Zuyderland as a model, including a work showing him dressed all in blue sitting in a chair with his head in his hands. In addition to that work, sometimes called Sorrowing Old Man and sometimes At Eternity’s Gate, this artist painted a man leaning on his right hand with a foxglove plant in front of him. This artist also showed a poor family eating around a table with a small lamp hanging above. In addition to Portrait of Dr. Gachet and The Potato Eaters, this artist painted Starry Night. Name this artist who cut off part of his left ear. Answer: Vincent (Willem) van Gogh 3. In July 2013, Colombia became the first country to eliminate transmission of onchocerciasis [AHN-kuh-sur-SY-uh-siss], the most common parasitic disease of this organ. -
André Derain's
ANDRÉ DERAIN’S ‘TREES BY A LAKE: LE PARC DE CARRIÈRES-SAINT-DENIS THE COURTAULD COLLECTIONS: CONSERVATION AND ART HISTORICAL ANALYSIS WORKS FROM THE COURTAULD GALLERY PROJECT By Cleo Nisse and Francesca WhitluM-Cooper CONTENTS INTRODUCTION 3 ‘TREES BY A LAKE’: FORMAL AND TECHNICAL ANALYSIS 4 WHAT LIES BENEATH: A PAINTING BELOW ‘TREES BY A LAKE’ 7 TEXTURE, SCULPTURE AND DERAIN’S COLLECTION 10 ROGER FRY, LONDON AND THE COURTAULD GALLERY 14 CONCLUDING REMARKS: THE FUTURE OF ‘TREES BY A LAKE’ 17 IMAGES 19 SELECT BIBLIOGRAPHY 32 2 INTRODUCTION Although The Courtauld Institute of Art is renowned for both its art historical and conservation departments, these two strands of its academic activity are not always particularly integrated. Indeed, the layout of the Institute within Somerset House speaks volumes about this distinction: housed in separate wings, on either side of William Chambers’ arched entrance vestibule, the departments seem to typify the all-too-common separation between art historical and technical inquiry. In January 2012, a collaboration between The Courtauld Gallery and The Courtauld Institute of Art sought to bridge this divide. Bringing together a PhD art history student and a postgraduate in the conservation of easel paintings, it sought both to encourage collaboration between the Institute’s two halves and to shed light on one of its paintings: André Derain’s Trees by a Lake: Le Parc de Carrières-Saint-Denis. Dark in appearance and difficult to read, the painting had previously been subject to little technical or art historical analysis. Dating from 1909, it falls between the two most studied periods of Derain’s career, namely his early Fauvist period (ca.