Transparency and Opacity: Recto-Verso Works by Paul Klee
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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
The American Abstract Artists and Their Appropriation of Prehistoric Rock Pictures in 1937
“First Surrealists Were Cavemen”: The American Abstract Artists and Their Appropriation of Prehistoric Rock Pictures in 1937 Elke Seibert How electrifying it must be to discover a world of new, hitherto unseen pictures! Schol- ars and artists have described their awe at encountering the extraordinary paintings of Altamira and Lascaux in rich prose, instilling in us the desire to hunt for other such discoveries.1 But how does art affect art and how does one work of art influence another? In the following, I will argue for a causal relationship between the 1937 exhibition Prehis- toric Rock Pictures in Europe and Africa shown at the Museum of Modern Art (MoMA) and the new artistic directions evident in the work of certain New York artists immediately thereafter.2 The title for one review of this exhibition, “First Surrealists Were Cavemen,” expressed the unsettling, alien, mysterious, and provocative quality of these prehistoric paintings waiting to be discovered by American audiences (fig. ).1 3 The title moreover illustrates the extent to which American art criticism continued to misunderstand sur- realist artists and used the term surrealism in a pejorative manner. This essay traces how the group known as the American Abstract Artists (AAA) appropriated prehistoric paintings in the late 1930s. The term employed in the discourse on archaic artists and artistic concepts prior to 1937 was primitivism, a term due not least to John Graham’s System and Dialectics of Art as well as his influential essay “Primitive Art and Picasso,” both published in 1937.4 Within this discourse the art of the Ice Age was conspicuous not only on account of the previously unimagined timespan it traversed but also because of the magical discovery of incipient human creativity. -
A Guide for Holders of the International Association of Art Card Prepared with Contributions from the Slovak Union of Visual Arts (Slovenská Výtvarná Únia) 2017
A guide for holders of the International Association of Art card Prepared with contributions from the Slovak Union of Visual Arts (Slovenská výtvarná únia) 2017 The International Association of Art (IAA/AIAP) is a non-governmental organization working in official partnership with UNESCO. Its objectives are to stimulate international cooperation among visual artists of all countries, nations or peoples, to improve the socio-economic position of artists nationally and internationally, and to defend their material and moral rights. The IAA issues identity cards to professional visual artists. This card allows free or discounted admission to many galleries and museums in countries around the world. The card is a tool for the lifelong education of artists in their professional artistic research. These institutions, large or small, recognize the benefit they gain from enabling the artists, like art critics and journalists, to visit exhibitions, art events and collections of art, to carry on research, and to gain inspiration. As a member within the IAA network, CARFAC National issues IAA cards exclusively to Canadian professional artists that are members of CARFAC upon request. Only National Committees of the IAA may issue the card. Where to use the IAA card This document includes a chart detailing selected institutions that offer free or discounted admission prices, or other perks to IAA card holders while travelling abroad. This information was obtained from surveying recent users of the card and IAA National Committees worldwide, and is updated regularly – most recently in 2017 by the Slovak Union of Visual Arts (SUVA). Users will find that different areas in Europe are more receptive to the card than others. -
The State of Art Criticism
Page 1 The State of Art Criticism Art criticism is spurned by universities, but widely produced and read. It is seldom theorized, and its history has hardly been investigated. The State of Art Criticism presents an international conversation among art historians and critics that considers the relation between criticism and art history, and poses the question of whether criticism may become a university subject. Participants include Dave Hickey, James Panero, Stephen Melville, Lynne Cook, Michael Newman, Whitney Davis, Irit Rogoff, Guy Brett, and Boris Groys. James Elkins is E.C. Chadbourne Chair in the Department of Art History, Theory, and Criticism at the School of the Art Institute of Chicago. His many books include Pictures and Tears, How to Use Your Eyes, and What Painting Is, all published by Routledge. Michael Newman teaches in the Department of Art History, Theory, and Criticism at the School of the Art Institute of Chicago, and is Professor of Art Writing at Goldsmiths College in the University of London. His publications include the books Richard Prince: Untitled (couple) and Jeff Wall, and he is co-editor with Jon Bird of Rewriting Conceptual Art. 08:52:27:10:07 Page 1 Page 2 The Art Seminar Volume 1 Art History versus Aesthetics Volume 2 Photography Theory Volume 3 Is Art History Global? Volume 4 The State of Art Criticism Volume 5 The Renaissance Volume 6 Landscape Theory Volume 7 Re-Enchantment Sponsored by the University College Cork, Ireland; the Burren College of Art, Ballyvaughan, Ireland; and the School of the Art Institute, Chicago. 08:52:27:10:07 Page 2 Page 3 The State of Art Criticism EDITED BY JAMES ELKINS AND MICHAEL NEWMAN 08:52:27:10:07 Page 3 Page 4 First published 2008 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2007. -
Claes-Göran Holmberg
fLaMMan claes-Göran holmberg Precursors swedish avant-garde groups were very late in founding their own magazines. in france and Germany, little magazines had been pub- lished continuously from the romantic era onwards. a magazine was an ideal platform for the consolidation of a new movement in its formative phase. it was a collective thrust at the heart of the enemy: the older generation, the academies, the traditionalists. By showing a united front (through programmatic declarations, manifestos, es- says etc.) you assured the public that you were to be reckoned with. almost every new artist group or current has tried to create a mag- azine to define and promote itself. the first swedish little magazine to embrace the symbolist and decadent movements of fin-de-siècle europe was Med pensel och penna (With paintbrush and pen, 1904-1905), published in Uppsala by the society of “Les quatres diables”, a group of young poets and students engaged in aestheticism and Baudelaire adulation. Mem- bers were the poet and student in slavic languages sigurd agrell (1881-1937), the student and later professor of art history harald Brising (1881-1918), the student of philosophy and later professor of psychology John Landquist (1881-1974), and the author sven Lidman (1882-1960); the poet sigfrid siwertz (1882-1970) also joined the group later. the magazine did not leave any great impact on swedish literature but it helped to spread the Jugend style of illu- stration, the contemporary love-hate relationship with the city and the celebration of the intoxicating powers of beauty and deca- dence. -
DER BLAUE REITER Textpuzzle
MDS 3.2 Unterrichtsprojekte in der Sekundarstufe Freiburg vom 29.06. bis 19.07.2014 Ozana Klein, Gabriele Weiß, Alexandra Effe DER BLAUE REITER Textpuzzle Der Blaue Reiter ist die Bezeichnung für eine Künstlergruppe Anfang des 20. Jahrhunderts in München. Der Name wurde von Wassily Kandinsky und Franz Marc gewählt. Beide waren Maler und Künstler. Kandinsky hatte bereits 1909 ein Bild … … mit dem Titel „Der Blaue Reiter“ geschaffen. Was die Bezeichnung betrifft, sagte Kandinsky: „Den Namen „Der Blaue Reiter“ erfanden wir am Kaffeetisch in der Gartenlaube in Sindelsdorf. Beide liebten wir Blau: Marc – Pferde und ich – Reiter. So kam der Name … … von selbst.“ Zur Farbe Blau schrieb Kandinsky einmal: „Sie weckt in ihm die Sehnsucht nach Reinem und Übersinnlichem. Es ist die Farbe des Himmels“. August Macke und Franz Marc waren überzeugt, dass jeder Mensch eine innere und eine äußere Erlebniswelt besitzt, die durch die Kunst … … zusammengeführt werden. Außerdem glaubten sie an die Gleichberechtigung aller Kunstformen. Faktisch zählt der Blaue Reiter zum Expressionismus.Kandinsky und Marc gehörten zuerst einer anderen Künstlergruppe an. Sie hieß „Neue Künstlervereinigung München“. Aber besonders Kandinsky hatte … …immer öfter Streit mit den eher traditionell denkenden Mitgliedern der Gruppe wegen seiner sehr abstrakten Malerei und so traten er und Franz Marc 1911 aus. Sie organisierten noch im selben Jahr die erste Blaue-Reiter-Ausstellung, die … … ein großer Erfolg wurde. Die Künstlergruppe „Der Blaue Reiter“ war geboren. Von Anfang an zur Gruppe gehörten auch August Macke und Gabriele Münter, die langjährige Lebensgefährtin von Kandinsky. Sie lebten zusammen in … …Murnau, in der Nähe von Garmisch Partenkirchen im Voralpenland. Ganz in der Nähe, in Sindelsdorf, wohnten Franz und Marie Marc, zu denen sie engen Kontakt hatten. -
Art Appreciation Art Criticism
Art Criticism Well……..? That’s why Critical Thinking matters…..in its broadest sense it can be described as purposeful reflective judgment concerning what to believe or what to do. I don’t know anything about art, but I know what I like. And I really don’t need a class to help me with this... Taste Taste Taste as an aesthetic, sociological, economic and anthropological concept refers to cultural patterns of choice and preference regarding aesthetic judgments. What determines aesthetic judgments? Is it really just a function of our biases? And why should we even care about things we don’t like ? Well, for one…..because art exists for more than one subgroup or individual…. Art is part of our Public (shared) Experience ART is reflective of the HUMAN EXPERIENCE…good and bad. Edvard Munch, “The Scream” 1893, National Gallery, Oslo Norway. ART is not just for interior design and we are not just “CONSUMERS”! …..and this is why Museums and Galleries are so important. ITS GOOD TO GET OUT OF THE HOUSE and AWAY FROM THE MARKETERS!!! AND REMEMBER What are our VALUES • Personal Values • Political Values • Cultural Values • Sub-Cultural Values • Class Values • National Values • Religious Values • Spiritual Values ART IS POWERFUL The reason art can please, is also because it can displease….. ART IS POWERFUL …. it can alternately challenge or reinforce the value system of any given culture. It is one of many place where a peoples discovers who they wish to be…. ART and BEAUTY Art can be beautiful. But what is Beauty? Who gets to decide? ART and BEAUTY Art should comfort the disturbed and disturb the comfortable! It has MANY purposes. -
The Pennsylvania State University the Graduate School College Of
The Pennsylvania State University The Graduate School College of Arts and Architecture CUT AND PASTE ABSTRACTION: POLITICS, FORM, AND IDENTITY IN ABSTRACT EXPRESSIONIST COLLAGE A Dissertation in Art History by Daniel Louis Haxall © 2009 Daniel Louis Haxall Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2009 The dissertation of Daniel Haxall has been reviewed and approved* by the following: Sarah K. Rich Associate Professor of Art History Dissertation Advisor Chair of Committee Leo G. Mazow Curator of American Art, Palmer Museum of Art Affiliate Associate Professor of Art History Joyce Henri Robinson Curator, Palmer Museum of Art Affiliate Associate Professor of Art History Adam Rome Associate Professor of History Craig Zabel Associate Professor of Art History Head of the Department of Art History * Signatures are on file in the Graduate School ii ABSTRACT In 1943, Peggy Guggenheim‘s Art of This Century gallery staged the first large-scale exhibition of collage in the United States. This show was notable for acquainting the New York School with the medium as its artists would go on to embrace collage, creating objects that ranged from small compositions of handmade paper to mural-sized works of torn and reassembled canvas. Despite the significance of this development, art historians consistently overlook collage during the era of Abstract Expressionism. This project examines four artists who based significant portions of their oeuvre on papier collé during this period (i.e. the late 1940s and early 1950s): Lee Krasner, Robert Motherwell, Anne Ryan, and Esteban Vicente. Working primarily with fine art materials in an abstract manner, these artists challenged many of the characteristics that supposedly typified collage: its appropriative tactics, disjointed aesthetics, and abandonment of ―high‖ culture. -
Using Art Criticism to Engage Students in Writing
Using Art Criticism to Engage Students in Writing Allen Trent and Pete Moran University of Wyoming Abstract: This article describes using art criticism, a process the authors define as “viewing, thinking, talking, and writing about art,” to engage students in writing. The authors provide theoretical support for art criticism in education, describe the process, and share ways it can be used to address Common Core writing and other content area standards. They also share a sample art criticism lesson taught to fourth graders and include a summary of student learning data documenting student engagement and learning aligned with targeted standards. The article ends with suggestions for using art criticism, finding and using accessible art criticism resources, and integrating art criticism writing with other content areas. “I know what it is. Art criticism is writin’ bad stuff about people’s art!” This response was from a fourth grader, but we have heard similar responses from many students and teachers over the years. While logical, especially considering the common meaning of “criticism,” it is a misconception. Barrett, an art criticism theorist who has devoted his career to translating the process into educational contexts, explains that art criticism is a generally positive endeavor. Critics write about art “because they love it and see it as a valuable phenomenon in the world… Critics do not always agree with the art that is made, but they enjoy thinking about it” (Barrett, 2000, p. 2). Art criticism is the process of viewing, thinking, talking, and writing about art, and as teachers, we have found using the process to be a positive, effective way to engage students in meaningful conversations and writing. -
The Nature and Importance of Art Criticism and Its Educational Applications for K-12 Teachers
University of Central Florida STARS HIM 1990-2015 2015 The Nature and Importance of Art Criticism and Its Educational Applications for k-12 Teachers Tia Blackmon University of Central Florida, [email protected] Part of the Art Education Commons Find similar works at: https://stars.library.ucf.edu/honorstheses1990-2015 University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by STARS. It has been accepted for inclusion in HIM 1990-2015 by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Blackmon, Tia, "The Nature and Importance of Art Criticism and Its Educational Applications for k-12 Teachers" (2015). HIM 1990-2015. 1856. https://stars.library.ucf.edu/honorstheses1990-2015/1856 THE NATURE OF AND IMPORTANCE OF ART CRITICISM AND ITS EDUCATIONAL APPLICATIONS FOR K-12 TEACHERS by TIA BLACKMON A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Art Education in the College of Education and Human Performance and in The Burnett Honors College at the University of Central Florida Orlando, Florida Fall Term 2015 Thesis Chair: Dr. Thomas Brewer Abstract This thesis will critically examine the importance, purpose, methods, and applications of art criticism. Initial background information on types of critical judgment will lay the foundation to understanding the different methods of art criticism. While the articles and journals read on criticism vary in style and method they all have the goal to become a basic framework for examining the form and content of works of art. -
A Contemporary View of Paul Klee As an Artist-Teacher. PUB DATE Apr 76 NOTE 323P.; Ph.D
DOCUMENT RESUME ED 142 479. SO 010 181 AUTHOR Malcolm, Dorothea C. TITLE A Contemporary View of Paul Klee as an Artist-Teacher. PUB DATE Apr 76 NOTE 323p.; Ph.D. Dissertation, Walden.University EDRS PRICE MF-$0.83'HC-$16.73 Plus Postage. DESCRIPTORS *Art; Art Appreciation; *Artists; Creativity; Doctoral Theses; *Educational Philosophy; *Educational Theories; Elementary Secondary Education; Humanities; Modernism; Painting; Philosophy; Post_Secondary Education; Teaching; *Teaching Techniques IDENTIFIERS *Klee (Paul) ABSTRACT The thesis explores the development of Paul Klee, a German artist, in terms of his educational and artisticphilosophies. The research was limited to his teaching years at the Bauhaus and the Dusseldorf Academy, 1921 through 1933. Kleels own writings served as primary sources, and other sources included his son, a close friend, and Bauhaus contemporaries.:Most of Kleels own writings were amassed on a class-to-class basis. They are a mixtureof theories, instructions, philosophies, and exercises. He explored ideas on student achievement, the art piocess, artistic creation, and form. The thesis contains seven chapters. Included are a short biography; a review of Klee's art training and artistic development; settings in which he taught at the Bauhaus and the Dusseldorf Academy; his role in those schools and the type of teacher he was; his beliefs as expounded in his writings and expanded with comments byrecognized representatives of other disciplines; his written theories; the manner in which he presented his theories; and his concernfor the development of total vision in his students. (Author/AV) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. -
Gerhard Richter
GERHARD RICHTER Born in 1932, Dresden Lives and works in Cologne EDUCATION 1951-56 Studied painting at the Fine Arts Academy in Dresden 1961 Continued his studies at the Fine Arts Academy in Düsseldorf 2001 Doctoris honoris causa of the Université Catholique de Louvain-la-Neuve SELECTED SOLO EXHIBITIONS 2017 About Painting S.M.A.K Museum of Contemporary Art, Ghent 2016 Selected Editions, Setareh Gallery, Düsseldorf 2014 Pictures/Series. Fondation Beyeler, Riehen 2013 Tepestries, Gagosian, London 2012 Unique Editions and Graphics, Galerie Löhrl, Mönchengladbach Atlas, Kunsthalle im Lipsiusbau, Staatliche Kunstsammlungen Dresden, Dresden Das Prinzip des Seriellen, Galerie Springer & Winckler, Berlin Panorama, Neue und Alte Nationalgalerie, Staatliche Museen zu Berlin, Berlin Editions 1965–2011, me Collectors Room, Berlin Survey, Museo de la Ciudad, Quito Survey, Biblioteca Luis Ángel Arango del Banco de la República, Bogotá Seven Works, Portland Art Museum, Portland Beirut, Beirut Art Center, Beirut Painting 2012, Marian Goodman Gallery, New York, NY Ausstellungsraum Volker Bradtke, Düsseldorf Drawings and Watercolours 1957–2008, Musée du Louvre, Paris 2011 Images of an Era, Bucerius Kunst Forum, Hamburg Sinbad, The FLAG Art Foundation, New York, NY Survey, Caixa Cultural Salvador, Salvador Survey, Caixa Cultural Brasilia, Brasilia Survey, Pinacoteca do Estado de São Paulo, São Paulo Survey, Museu de Arte do Rio Grande do Sul Ado Malagoli, Porto Alegre Glass and Pattern 2010–2011, Galerie Fred Jahn, Munich Editions and Overpainted Photographs,