Romare Bearden
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Annual Report 2018–2019 Artmuseum.Princeton.Edu
Image Credits Kristina Giasi 3, 13–15, 20, 23–26, 28, 31–38, 40, 45, 48–50, 77–81, 83–86, 88, 90–95, 97, 99 Emile Askey Cover, 1, 2, 5–8, 39, 41, 42, 44, 60, 62, 63, 65–67, 72 Lauren Larsen 11, 16, 22 Alan Huo 17 Ans Narwaz 18, 19, 89 Intersection 21 Greg Heins 29 Jeffrey Evans4, 10, 43, 47, 51 (detail), 53–57, 59, 61, 69, 73, 75 Ralph Koch 52 Christopher Gardner 58 James Prinz Photography 76 Cara Bramson 82, 87 Laura Pedrick 96, 98 Bruce M. White 74 Martin Senn 71 2 Keith Haring, American, 1958–1990. Dog, 1983. Enamel paint on incised wood. The Schorr Family Collection / © The Keith Haring Foundation 4 Frank Stella, American, born 1936. Had Gadya: Front Cover, 1984. Hand-coloring and hand-cut collage with lithograph, linocut, and screenprint. Collection of Preston H. Haskell, Class of 1960 / © 2017 Frank Stella / Artists Rights Society (ARS), New York 12 Paul Wyse, Canadian, born United States, born 1970, after a photograph by Timothy Greenfield-Sanders, American, born 1952. Toni Morrison (aka Chloe Anthony Wofford), 2017. Oil on canvas. Princeton University / © Paul Wyse 43 Sally Mann, American, born 1951. Under Blueberry Hill, 1991. Gelatin silver print. Museum purchase, Philip F. Maritz, Class of 1983, Photography Acquisitions Fund 2016-46 / © Sally Mann, Courtesy of Gagosian Gallery © Helen Frankenthaler Foundation 9, 46, 68, 70 © Taiye Idahor 47 © Titus Kaphar 58 © The Estate of Diane Arbus LLC 59 © Jeff Whetstone 61 © Vesna Pavlovic´ 62 © David Hockney 64 © The Henry Moore Foundation / Artists Rights Society (ARS), New York 65 © Mary Lee Bendolph / Artist Rights Society (ARS), New York 67 © Susan Point 69 © 1973 Charles White Archive 71 © Zilia Sánchez 73 The paper is Opus 100 lb. -
Annual Report 2015 ANNUAL REPORT 2015 Table of Contents
THE ROYAL OAK FOUNDATION Annual Report 2015 ANNUAL REPORT 2015 Table of Contents Letter from the Chairman and the Executive Director 2 EXPERIENCE & LEARN Membership 3 Heritage Circle UK Study Day 4 Programs and Lectures 5 Scholarships 6 SUPPORT Grants to National Trust Properties 7-8 Financial Summary 9-10 2015 National Trust Appeal 11 2015 National Trust Appeal Donors 12-13 Royal Oak Foundation Annual Donors 14-16 Legacy Circle 17 Timeless Design Gala Benefit 18 Members 19-20 BOARD OF DIRECTORS & STAFF 22 Our Mission The Royal Oak Foundation inspires Americans to learn about, experience and support places of great historic and natural significance in the United Kingdom in partnership with the National Trust of England, Wales and Northern Ireland. royal-oak.org ANNUAL REPORT 2015 2 THE ROYAL OAK FOUNDATION Americans in Alliance with the National Trust of England, Wales and Northern Ireland September 2016 Dear Royal Oak Community: On behalf of the Royal Oak Board of Directors and staff, we express our continued gratitude to you, our loyal community of members, donors and friends, who help sustain the Foundation’s mission to support the National Trust of England, Wales and Northern Ireland. Together, we preserve British history and landscapes and encourage experiences that teach and inspire. It is with pleasure that we present to you the 2015 Annual Report and share highlights from a very full and busy year. We marked our 42nd year as an American affiliate of the National Trust in 2015. Having embarked on a number of changes – from new office space and staff to new programmatic initiatives, we have stayed true to our mission to inspire Americans to learn about, experience, and support places of great historic and natural significance in the UK. -
Grab and Go Camera and Ipad
Concept: Background Information: Understand how to use the Nikon CoolPix L610 camera and IPad to Technology has been integrated into virtually every facet of education. Through capture experiences and create Digital Observation Technology Skills (DOTS) youth are able to experience and digital artifacts. identify various aspects of nature through technology. Two of the tools used to make these connections with nature are the Nikon CoolPix L610 Camera and the Age level: IPad. These tools are designed to record images on the go as well as assist you in 4th- 12th creating digital artifacts that can be shared. Education Standards: How to: Digital Camera HS-PS4-2 1. Turn on the Camera by pressing the on/off button. Success Indicator: 2. The camera should be set to “easy-auto” mode, this will allow for the Youth will be able to record their easiest use of the camera. experiences through images and 3. To record an image simply press down on the big silver button on the top videos, as well as create collages, until a green rectangle appears in the middle of the screen. This will auto movies and trailers to share their focus the image. Once the green rectangle appears press down hard to take experience with others. a picture. 4. To change mode, such as landscape or portrait, press the green camera Preparation icon to the right of the screen and the toggle through the different options. 5. To record a video press the black button with the red circle in the middle. Time: This will start taking a video. -
Photography and Photomontage in Landscape and Visual Impact Assessment
Photography and Photomontage in Landscape and Visual Impact Assessment Landscape Institute Technical Guidance Note Public ConsuDRAFTltation Draft 2018-06-01 To the recipient of this draft guidance The Landscape Institute is keen to hear the views of LI members and non-members alike. We are happy to receive your comments in any form (eg annotated PDF, email with paragraph references ) via email to [email protected] which will be forwarded to the Chair of the working group. Alternatively, members may make comments on Talking Landscape: Topic “Photography and Photomontage Update”. You may provide any comments you consider would be useful, but may wish to use the following as a guide. 1) Do you expect to be able to use this guidance? If not, why not? 2) Please identify anything you consider to be unclear, or needing further explanation or justification. 3) Please identify anything you disagree with and state why. 4) Could the information be better-organised? If so, how? 5) Are there any important points that should be added? 6) Is there anything in the guidance which is not required? 7) Is there any unnecessary duplication? 8) Any other suggeDRAFTstions? Responses to be returned by 29 June 2018. Incidentally, the ##’s are to aid a final check of cross-references before publication. Contents 1 Introduction Appendices 2 Background Methodology App 01 Site equipment 3 Photography App 02 Camera settings - equipment and approaches needed to capture App 03 Dealing with panoramas suitable images App 04 Technical methodology template -
With Dada and Pop Art Influence
With Dada and Pop Art Influence The non-art movement • 1916-1923 • Reaction to the horror of World War I • Artists were mostly French and German. They took refuge in neutral Switzerland. • They were angry at the European society that had allowed the war to happen. • Dada was a form of protest. • It’s intention was to provoke and shock The name “Dada” was chosen because it was nonsensical. They wanted a name that made the least amount of sense. • They used any public forum to spit on: nationalism rationalism materialism and society in general Mona Lisa with a Mustache “The Fountain” “The Bride Stripped Bare by her Bachelors, Even” George Groz “Remember Uncle Augustus the Unhappy Inventor”(collage) Raoul Hausmann “ABCD” (collage) Merit Oppenheim “Luncheon in Fur” Using pre-existing objects or images with little or no transformation applied to them Artist use borrowed elements in their creation of a new work • Dada self-destructed when it was in danger of becoming “acceptable.” • The Dada movement and the Surrealists have influenced many important artists. Joseph Cornell (1903-1972) became one of the most famous artists to use assemblage. His work is both surreal and poetic. A 3-D form of using "found" objects arranged in such a way that they create a piece of art. The Pop American artist, Robert Rauschenberg, uses assemblage, painting, printmaking and collage in his work. He is directly influenced by the Dada-ists. “Canyon” “Monogram” “Bed” “Coca-cola Plan” “Retroactive” • These artist use borrowed elements in their creation to make a new work of art! • As long as those portions of copyrighted works are used to create a completely new and different work of art it was OK. -
Tapestry Translations in the Twentieth Century: the Entwined Roles of Artists, Weavers, and Editeurs
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Textile Society of America Symposium Proceedings Textile Society of America 2004 Tapestry Translations in the Twentieth Century: The Entwined Roles of Artists, Weavers, and Editeurs Ann Lane Hedlund University of Arizona, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/tsaconf Part of the Art and Design Commons Hedlund, Ann Lane, "Tapestry Translations in the Twentieth Century: The Entwined Roles of Artists, Weavers, and Editeurs" (2004). Textile Society of America Symposium Proceedings. 462. https://digitalcommons.unl.edu/tsaconf/462 This Article is brought to you for free and open access by the Textile Society of America at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Textile Society of America Symposium Proceedings by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Tapestry Translations in the Twentieth Century: The Entwined Roles of Artists, Weavers, and Editeurs Ann Lane Hedlund The Gloria F. Ross Center for Tapestry Studies Arizona State Museum, University of Arizona, Tucson [email protected] Historically, European tapestry making involved collaboration among artists, designers, draftsmen, cartoon makers, spinners, dyers, weavers, patrons, dealers, and other professionals. This specialized system of labor continued in modified form into the twentieth century in certain European and American weaving workshops. In contrast and with a small number of exceptions, American tapestry in the last half of the twentieth century has centered on weaver-artists working individually in their studios from their own designs. This paper focuses, in a very preliminary way, on one exceptional example of continuity, or revival, of the European specialized labor system—the creation of a group of twentieth century tapestries orchestrated by editeur Gloria F. -
Washington University Record, July 2, 1987
Washington University School of Medicine Digital Commons@Becker Washington University Record Washington University Publications 7-2-1987 Washington University Record, July 2, 1987 Follow this and additional works at: http://digitalcommons.wustl.edu/record Recommended Citation "Washington University Record, July 2, 1987" (1987). Washington University Record. Book 414. http://digitalcommons.wustl.edu/record/414 This Article is brought to you for free and open access by the Washington University Publications at Digital Commons@Becker. It has been accepted for inclusion in Washington University Record by an authorized administrator of Digital Commons@Becker. For more information, please contact [email protected]. I '/^OH/MGr / O/N/ /V//i/5/7V ,~*:-- § Washington WASHINGTON ■ UNIVERSITY- IN • ST- LOUIS ARCHIVES u*«ry JUL i '87 RECORD Vol. 11 No. 36/July 2, 1987 Science academy's medical institute elects two faculty Two faculty members at the School of Medicine have been elected mem- bers of the prestigious Institute of Medicine of the National Academy of Sciences. New members of the institute are Michel M. Ter-Pogossian, Ph.D., and Samuel A. Wells Jr., M.D. Ter- Pogossian is professor of radiology at the School of Medicine and director of radiation sciences for Mallinckrodt Institute of Radiology. Wells is Bixby Professor and chairman of the De- partment of Surgery at the medical school. He is also chief of surgery at Barnes and Children's Hospitals in the Washington University Medical Center. The two are among 40 new members elected to the institute in recognition of their contributions to health and medicine or related fields. As members of the institute, which was established in 1970, Wells and Ter-Pogossian will help examine health policy issues and advise the federal government. -
Art Matters Lesson Plan Art Play Lesson #3: Pattern & Colored
Art Matters Lesson Plan Art Play Lesson #3: Pattern & Colored Paper Collage Shelly Korte & Vashti B Moss 4/14/2020 Tools Materials scissors (optional) Colored paper (tissue paper, magazine Table cover (optional) pages, and/ or construction paper) Heavy cardboard glue stick plain white paper (cardstock, mixed media paper, or printer paper) Wet wipes Inspired by: Ramona Sakiestewa, contemporary New Mexican Hopi American tapestry and paper artist. Facets/4, dyed and woven wool. 50in x 90in, currently in the Common Ground collection in Albuquerque Museum. https://ramonasakiestewa.com/artwork/ Set Up 1. Cover work area with tarp or spare paper sheets 2. Each artist will have 2-3 sheets of white paper, a selection of colored paper, and a glue stick Instructions Part 1: Relax and Share a. As a group, take a deep breath through your nose and exhale or sigh out of your mouth. Do this two more times as a group. As you relax your shoulders, your face, and your mind, come into the present moment. b. Check in with how you’re feeling and give it a shape and color. If you’re in a group, go around and give everyone a chance to say this out loud. Part 2: Warm-up/Illustrating Words with Shape and Pattern a. Take a deep breath. Relax your shoulders, your arms, your hands. Remember to pause and do this periodically as you work. b. Students artists will tear (or cut) paper into shapes. Considering color, the grain/tearability of the paper. Notice how it feels to tear the paper. Notice how it feels to change tear direction and method. -
Ovidiu Solcan Collage Artist RO&US.Cdr
OVIDIU SOLCAN | COLLAGE ARTIST OVIDIU SOLCAN COLLAGE ARTIST Ovidiu Solcan is the creator of spectacular carefully designed pop-art collages, in which, at a closer look, one can discover interesting details that might escape an inattentive glance. Ovidiu was born in 1983 in the comunist Bucharest, Romania, where he lived and studied architecture. His passion for art started at an early age but the University of Architecture influenced him to start producing recycled magazine collages as a step forward from his previous mix media artworks (digital, graffiti and acrylic). The result was so exciting that, ever since, he has been more fascinated by the torn pieces of paper than paints. Artworks of great architects like Le Corbusier and Friedensreich Hundertwasser were the starting point of his inspiration for his collage art technique as a personal manner to express his visual concepts. He enjoys working with nothing but recycled magazines and all pieces are manually tear or cut apart and glued to the canvas. @ovidiu.solcan has a large audience on Instagram – one of his major ways of exposing his art. As in real life Ovidiu’s artworks have been shown in exhibitions like: - ARTWALK STREET FESTIVAL – Bucharest 2017 & 2018 - North Sea Jazz Festival Rotterdam 2019 - #Brancusi heARTbeat #5th Edition @ Qreator Bucharest 2019 & 2020 - MONEY GO ROUND – Rosso Gallery 2020 – Rome - Luxury The Concept Store 2020 – Hamburg - Pavot Gallery 2020 – Bucharest Ovidiu had a solo studio gallery where his creative process was exhibited live as an installation at The Grand Avenue – Marriott in March - August 2018. During 2019 Ovidiu had a project sharing the joy of collage creation in partnership with Mastercard and Daruieste Viata Association. -
Romare Bearden
Let’s Create A Collage An abstract mixed-media project inspired by the work of Romare Bearden What is COLLAGE and DÉCHIRAGE? Collage is a technique where a piece of art is created by assemblying different images and shapes and adding them in layers to a piece of paper, canvas, or object. A collage might include images or headlines from a magazine or news- paper, photos, color papers, fabric, items found in nature, and/or other objects. Déchirage, which means “to tear” in French, is an artistic style that distresses paper to create a 3D patchwork. Déchirage is a form of décollage (which is the opposite of collage) because the art is created by cutting, tearing away, or otherwise removing pieces of the original image. Romare Bearden, Melon Season, 1967 HOW TO REMEMBER THE DIFFERENCE Mixed media on canvas, 56 1/2 x 44 1/2 in (143.5 x 113 cm) Collage = Adds image layers to create art Signed upper right: Romare Bearden Décollage and Déchirage = Takes away pieces of the image Collection: Neuberger Museum of Art, Purchase College, SUNY Gift of Roy R. Neuberger. 1976.26.45 WHAT DO YOU SEE? In the Melon Season collage shown above, can you spot an example of déchirage where artist Romare Bearden tore or peeled edges of paper away from the artwork? This project was created by the Neuberger Museum of Art Education team. [email protected] Let’s Create A Collage Activity Materials Students will create a collage using magazines, • Cardboard, heavy card stock paper, or a newspapers, and art supplies found around the Canvas Board house. -
Mary Walker Phillips: “Creative Knitting” and the Cranbrook Experience
Mary Walker Phillips: “Creative Knitting” and the Cranbrook Experience Jennifer L. Lindsay Submitted in partial fulfillment of the requirements for the degree Master of Arts in the History of Decorative Arts Masters Program in the History of Decorative Arts The Smithsonian Associates and Corcoran College of Art + Design 2010 ©2010 Jennifer Laurel Lindsay All Rights Reserved TABLE OF CONTENTS LIST OF ILLUSTRATIONS.............................................................................................iii PREFACE........................................................................................................................... x ACKNOWLDGEMENTS ............................................................................................... xiv INTRODUCTION .............................................................................................................. 1 CHAPTER 1. CRANBROOK: “[A] RESEARCH INSTITUTION OF CREATIVE ART”............................................................................................................ 11 Part 1. Founding the Cranbrook Academy of Art............................................................. 11 Section 1. Origins of the Academy....................................................................... 11 Section 2. A Curriculum for Modern Artists in Modern Times ........................... 16 Section 3. Cranbrook’s Landscape and Architecture: “A Total Work of Art”.... 20 Part 2. History of Weaving and Textiles at Cranbrook..................................................... 23 -
826 Schermerhorn
826 schermerhorn COLUMBIA UNIVERSITY DEPARTMENT OF ART HISTORY AND ARCHAEOLOGY MIRIAM AND IRA D. WALLACH FINE ARTS CENTER FALL 2020 Dear students, colleagues, and friends, Had I written this text in February, it would have been guided by the same celebratory spirit as those in the past. There has indeed been much to be grateful for in the department. During the 2019–20 academic year, we received extraordinary gifts that allowed the endowment of no fewer than four new professorships. One, from an anonymous donor, honors the legacy of Howard McP. Davis, a famously great teacher of Renaissance art. Messages sent to me from his former students testify to the profound impact he had on them, and I am thrilled that we can commemorate a predecessor in my own field in this way. A second gift, from the Renate, Hans and Maria Hofmann Trust, supports teaching and scholarship in the field of modern American or European art. Our distinguished colleague Kellie Jones has been appointed the inaugural chairholder. A third, donated by the Sherman Fairchild Foundation and named in honor of the foundation’s former president, Walter Burke, will likewise go to a scholar of early modern European art. A search is underway for the first chairholder. Finally, a gift this spring allowed us to complete fundraising for the new Mary Griggs Burke Professorship in East Asian Buddhist Art History. A search for that position will take place next year. Beyond these four new chairs, the department also has two new chairholders: Holger Klein has completed his first year as Lisa and Bernard Selz Professor of Medieval Art History, and Noam Elcott is the inaugural Sobel– Dunn Chair, a title that will henceforth be held by the chair of Art Humanities.