On America: a Lecture Series by Prominent Art Scholars
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George Bellows on Monhegan Island
David Peters Corbett The World Is Terrible and It Is Not There at All: George Bellows on Monhegan Island Painted on Monhegan Island off the coast of Maine during the summer of 1913, George Bellows’s small oil on panel Churn and Break (fig. 1) depicts a shore and its surrounding sea. The observer’s gaze encounters a mound of dark, almost black, rocks, which glisten with trails of moisture and light. To the left, the sea, sweeping in a great wave up against the rocks, threatens to overtop the ridge. In the midground, further dramatic swells rise and fall, and overhead, in a dreary sky, Bellows’s paint describes the insistent perpendicular fall of rain. Above the rocks and to the right, a plume of spray, dense and gray and white, jets up in a balletic swirl of creamy pigment. Bellows’s painting uses dazzling mixed brushwork to portray the variety of forms and textures of this scene, from the fluid lines and sinuous handling of the fore- ground sea to the dragged marks that describe the descending curtain of rain and cast a shadowy veil across the distance. The world we are confronted by in Churn and Break seems to fall into two disparate levels of experience: on the one hand, a discrete, self-contained universe of vital but inhuman matter, formed by the crashing sea and mute shoreline; on the other, an intimately human domain, the gestural runs and virtuoso flourishes of Bellows’s hand and brush.1 Despite this apparently radical division, the two levels also merge fleetingly into a single identity. -
254 CHAPTER 10 Proportion CHAPTER 10 Proportion
ᮡ FIGURE 10.1 This painting is a fresco. Italian for “fresh,” fresco is an art technique in which paint is applied to a fresh, or wet, plaster surface. Examine the size of the figures depicted in this fresco. Is this depiction always realistic? Diego Rivera. The Making of a Fresco Showing the Building of a City. 1931. Fresco. 6.9 x 9 m (22’7” ϫ 29’9”). Located at the San Francisco Art Institute, San Francisco, California. Gift of William Gerstle. 254 CHAPTER 10 Proportion CHAPTER 10 Proportion ou may be taller than some students in your art class, Yshorter than others. Distinctions like these involve proportion, or relative size. As an art principle, proportion can direct the viewer’s eye to a specific area or object in an artwork. In this chapter, you will: Explain and recognize the Golden Mean. Identify scale and proportion in artworks. Create visual solutions using direct observation to reflect correct human proportions. Compare and contrast the use of proportion in personal artworks and those of others. Figure 10.1 was painted by the Mexican artist Diego Rivera (1886–1957). At age 21, Rivera went to study art in Europe, where he met Paul Cézanne and Pablo Picasso. Returning to Mexico in 1921, Rivera rejected what he had learned. He chose instead to imitate the simplified forms of his pre-Columbian ancestors in Mexico. Rivera also became a champion of the rights of the working class. Social themes inspired him to create large mural paintings. His murals, which adorn the walls of public buildings, all have political or historical themes. -
Bellows, George Also Known As Bellows, George Wesley American, 1882 - 1925
National Gallery of Art NATIONAL GALLERY OF ART ONLINE EDITIONS American Paintings, 1900–1945 Bellows, George Also known as Bellows, George Wesley American, 1882 - 1925 Peter A. Juley & Son, George Bellows, c. 1920, photograph, 1913 Armory Show, 50th anniversary exhibition records, 1962–1963, Archives of American Art, Smithsonian Institution BIOGRAPHY George Bellows was born in Columbus, Ohio, on August 12, 1882, the only child of a successful building contractor from Sag Harbor, Long Island, New York. He entered Ohio State University in 1901, where he played baseball and basketball and made drawings for college publications. He dropped out of college in 1904, went to New York, and studied under Robert Henri (American, 1865 - 1929) at the New York School of Art, where Edward Hopper (American, 1882 - 1967), Rockwell Kent (American, 1882 - 1971), and Guy Pène du Bois (American, 1884 - 1958) were his classmates. A superb technician who worked in a confident, painterly style, Bellows soon established himself as the most important realist of his generation. He created memorable images of club fights, street urchins swimming in the East River, and the Pennsylvania Station excavation site and garnered praise from both progressive and conservative critics. In 1909 he became one of the youngest artists ever admitted as an associate member of the National Academy of Design. In 1910 Bellows began teaching at the Art Students League and married Emma Story, by whom he had two daughters. After 1910 Bellows gradually abandoned the stark urban realism and dark palette characteristic of his early work and gravitated toward painting landscapes, seascapes, and portraits. -
Swing Landscape
National Gallery of Art NATIONAL GALLERY OF ART ONLINE EDITIONS American Paintings, 1900–1945 Stuart Davis American, 1892 - 1964 Study for "Swing Landscape" 1937-1938 oil on canvas overall: 55.9 × 73 cm (22 × 28 3/4 in.) framed: 77.8 × 94.6 × 7 cm (30 5/8 × 37 1/4 × 2 3/4 in.) Corcoran Collection (Museum Purchase and exchange through a gift given in memory of Edith Gregor Halpert by the Halpert Foundation and the William A. Clark Fund) 2014.79.15 ENTRY Swing Landscape [fig. 1] was the first of two commissions that Stuart Davis received from the Mural Division of the Federal Art Project (FAP), an agency of the Works Progress Administration (WPA), to make large-scale paintings for specific sites in New York. The other was Mural for Studio B, WNYC, Municipal Broadcasting Company [fig. 2]. [1] The 1930s were a great era of mural painting in the United States, and Davis, along with such artists as Thomas Hart Benton (American, 1889 - 1975), Arshile Gorky (American, born Armenia, c. 1902 - 1948), and Philip Guston (American, born Canada, 1913 - 1980), was an important participant. In the fall of 1936, Burgoyne Diller (American, 1906 - 1965), the head of the Mural Division and a painter in his own right, convinced the New York Housing Authority to commission artists to decorate some basement social rooms in the Williamsburg Houses, a massive, new public housing project in Brooklyn. A dozen artists were chosen to submit work, and, while Davis’s painting was never installed, it turned out to be a watershed in his development. -
Stripes—The Whole Idea Curated by Edith Newhall
Stripes—the whole idea Curated by Edith Newhall Featuring works by: Gabriele Evertz, James Juszczyk, Joanne Mattera, Don Porcaro, Mary Schiliro, Melissa Staiger, & Kim Uchiyama y introduction to stripes as a certifiable subject for art came in 1971 when I was a student at Moore College of Art and visited England for the first time. It was there that I saw Bridget Riley’s hypnotic stripe paintings in her first museum survey at the Hayward Gallery. A year later, I witnessed firsthand Gene Davis’s spectacular Franklin’s Footsteps as it was being painted on the Benjamin Franklin Parkway. At the time, the 414-foot-long painting of candy-colored stripes in front of the Philadelphia Museum of Art was the largest artwork in the world. Gene Davis, Franklin’s Footpath, 1972 Philadelphia, Pennsylvania Photograph by Henry Groskinsky/The LIFE Images Collection via Getty Images Stripes are first and foremost templates for artists’ personal attractions and philosophies, even when that stance might be “what you see is what you see,” as Frank Stella famously quipped of his early paintings. What’s often forgotten about Frank Stella’s terse remark—made during a Q&A published in ARTnews in 1966—is that he prefaced it by saying, “All I want anyone to get out of my paintings is the fact that you can see the whole idea without any conclusion…” It’s not even clear that Stella wanted his paintings to be considered purely for their formal properties. How can his evocative titles, among them Valparaiso Flesh and Green, Palisades, Honduras Lottery Co., and Palmito Ranch not stir romantic thoughts? Stella later admitted to “emotional ambiguities” in his works. -
Portraiture: People & Places in Time Teaching Resource
Portraiture: People & Places in Time Teaching Resource Ages: 8+ (Grades 3–12) Essential Questions: • What is a portrait? What is a self-portrait? Materials needed: • What are some traditional portraiture • Paper techniques? What are some of the • Pencil, marker, crayon, or pen different artistic mediums that can be • Access to a mirror used to create portraits? • Ruler (optional) • How does an artist use colors and shapes • Materials for adding color to portrait when building a portrait? scenes (optional) • How does an artist use stance and expression to communicate a specific Duration: 1 hour (includes one 15-minute emotion or emotions in a work of activity and two 20-minute activities) portraiture? • What can a portrait of a person or group of people tell us about a specific time and place? Image: John White Alexander (American, 1856–1915). Azalea (Portrait of Helen Abbe Howson), 1885. Oil on canvas. Gift of Mrs. Gertrude Farnham Howson, 1974 (74.19.6). hrm.org/museum-from-home 1 Part 1: Introducing Portraiture Portrait painting, or figural painting, is a fine art genre in which the intent is to depict the visual appearance of the subject, typically a person (sometimes multiple people or even an animal). Portraits in different mediums and contexts help us understand the social history of different times. In addition to painting, portraits can also be made in other mediums such as woodcut, engraving, etching, lithography, sculpture, photography, video and digital media. Historically, portrait paintings were made primarily as memorials to and for the rich and powerful. Over time, portrait-making has become much easier for people to do on their own, and portrait commissions are much more accessible than they once were. -
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. -
Oral History Interview with Philip Guston, 1965 January 29
Oral history interview with Philip Guston, 1965 January 29 Contact Information Reference Department Archives of American Art Smithsonian Institution Washington. D.C. 20560 www.aaa.si.edu/askus Transcript Interview JT: Joseph S. Trovato PG: Philip Guston JT: It was very good of you to postpone your trip to New York by a couple of hours in order to have us to this interview. Since I do not take shorthand I'll make my questions as brief as possible. Where were you born? PG: Montreal, Canada, 1913. JT: How did you start painting? PG: I began painting when I was about fourteen years old. FT: Where were you trained? PG: I am mostly self taught with the exception of a year's scholarship at the Otis Art Institute, Los Angeles. JT: Our main subject is the "New Deal and the Arts," so let me ask you: When did you go on the project? PG: I was assistant on a mural project (PWAP) in Los Angeles for about a year where I worked under Lorser Feitelson. I was also on the easel project there. JT: When did you go to New York? PG: I went to New York in 1936 where I first worked as an assistant to Reginald Marsh as a non-relief artist since I had to await my residency requirement. This was the mural for the Customs House building in New York City. I didn't actually paint on this mural but Marsh asked me to design some lunettes between his panels. Next I went on the WPA mural division. -
Kuvakirjasto Nordstromin Kokoelma.Pdf
Lars-Gunnar Nordströmin kirjakokoelma Taideyliopiston kirjastossa / Lars-Gunnar Nordström's collection in the University of the Arts Helsinki Library Nimeke / Title Tekijä / Author Julkaisuvuosi / Publishing year Julkaisija / Publisher New York : Museum of Modern Art ; Picasso and Braque : pioneering cubism William Rubin 1989 Boston Richard Serra edited by Ernst-Gerhard Güse ; with contributions by Yves-Alain Bois ... [ja muita]. 1988 New York, N.Y. : Rizzoli Piet Mondrian : 1872-1944 Yve-Alain Bois, Joop Joosten, Angelica Zander Rudenstine, Hans Janssen. 1994 Boston : Little, Brown and Company Franciska Clausen. Bd. 2, I "de kolde skuldres land" 1932-1986 Finn Terman Frederiksen. 1988 Randers : Buch Salvador Dalí: rétrospective 1920-1980. Centre Georges Pompidou. 1980 Paris : Centre Georges Pompidou Russia: an architecture for world revolution / El Lissitzky ; translated by Eric Dluhosch Lissitzky, El 1970 London : |b Lund Humphries, |c 1970. Kandinsky François Le Targat 1986/1988 London : Academy Editions New York : Solomon R. Guggenheim Kandinsky at the Guggenheim Vivian Endicott Barnett 1983 Museum : Abbeville Press Varvara Stepanova : a constructivist life A. N. Lavreniev; John E. Bowlt 1988 London : Thames and Hudson P.O. Ultvedt : Tvivel och övermod : arbeten från 1945 till 1988 Per Olof Ultvedt; Malmökonsthall 1988 Malmö: Den konsthall Sonia Delaunay : fashion and fabrics Jacques Damase 1991 New York : H.N. Abrams Jackson Pollock Daniel Abadie; Claire Stoullig; Musée national d'art moderne (France) 1982 Paris : Centre Georges -
John Richard Fudge B
John Richard Fudge b. 1940, Des Moines, IA d. 1999, Lakewood, CO Education 1966 MFA, University of Colorado, Boulder 1963 BFA, University of Colorado, Boulder Solo Exhibitions 2012 John Fudge Paintings and other Allegories, RULE Pop-up at the Pattern Shop Studio 1988 John Fudge: From Hell to Breakfast, Arvada Center for the Arts, Arvada, CO 1983 Twenty-Year Retrospective, Boulder Center for the Visual Arts, Boulder, CO 1978 Regis College, Denver, CO 1977 J. Magnin Gallery, Denver, CO 1974 Walker Street Gallery, New York 1974 Paintings, Wilamaro Gallery, Denver, CO 1972 Wilamaro Gallery, Denver, CO! 1970 Henderson Museum, University of Colorado, Boulder 1968 University of Arizona, Tucson! 1968 University of Colorado, Boulder Select Group Exhibitions 2017 Audacious, Denver Art Museum, Denver, CO 2016 Looking Back: 40 Years/40 Artists, Arvada Center for the Arts, Arvada, CO 2006 The Armory Group: 40 Years, Mizel Center for Arts and Culture, Denver, CO 1999 Using Your Faculties, University of Colorado, Denver, CO 1996 20/20 Vision, Arvada Center for the Arts and Humanities, Arvada, CO! 1995 The 32-Year Show, Emmanuel Gallery, University of Colorado, Denver, CO 1995 John Fudge: Recent Work, Rocky Mountain College of Art and Design, Denver,! CO 1994 Nature Morte, Rule Modern and Contemporary Art, Denver ! 1993 Preternatural Worlds, Center for Visual Arts, Metropolitan State College, Denver, CO 1992 John Fudge and Jim Hayes, Boulder Center for the Visual Arts, Boulder, CO 1990 Fat-Free Surrealism, Michael Leonard Gallery (curator, Red Grooms), -
Robert Indiana: Beyond Love
WHITNEY ROBERT INDIANA: BEYOND LOVE TEACHER GUIDE September 26, 2013–January 5, 2014 ABOUT THIS TEACHER GUIDE How can these materials be used? These materials provide a framework for preparing you and your students for a visit to the exhibition and offer suggestions for follow up classroom reflection and lessons. The discussions and activities introduce some of the exhibition’s key themes and concepts. p. 4 About the Exhibition pp. 5-9 Pre- & Post-visit Activities pp. 10-20 Images and Related Information p. 21 Bibliography & Links Which grade levels are these materials intended for? These lessons and activities have been written for Elementary, Middle, or High School students. We encourage you to adapt and build upon them in order to meet your teaching objectives and students’ needs. Learning standards The projects and activities in these curriculum materials address national and state learning standards for the arts, English language arts, social studies, and technology. The Partnership for Twenty-first Century Learning Skills http://www.p21.org/ Common Core State Standards http://www.corestandards.org/ Links to National Learning Standards http://www.mcrel.org/compendium/browse.asp Comprehensive guide to National Learning Standards by content area http://www.education-world.com/standards/national/index.shtml New York State P-12 Common Core Learning Standards http://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards New York City Department of Education’s Blueprint for Teaching and Learning in the Arts http://schools.nyc.gov/offices/teachlearn/arts/blueprint.html Feedback Please let us know what you think of these materials. -
Agnes Martin, Textiles, and the Linear Experience
Georgia State University ScholarWorks @ Georgia State University Art and Design Theses Ernest G. Welch School of Art and Design Spring 5-3-2017 WARP/WEFT: AGNES MARTIN, TEXTILES, AND THE LINEAR EXPERIENCE Ariana Yandell Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/art_design_theses Recommended Citation Yandell, Ariana, "WARP/WEFT: AGNES MARTIN, TEXTILES, AND THE LINEAR EXPERIENCE." Thesis, Georgia State University, 2017. https://scholarworks.gsu.edu/art_design_theses/214 This Thesis is brought to you for free and open access by the Ernest G. Welch School of Art and Design at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Art and Design Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. WARP/WEFT: AGNES MARTIN, TEXTILES, AND THE LINEAR EXPERIENCE by ARIANA YANDELL Under the Direction of Susan Richmond, PhD ABSTRACT This essay is a study of Agnes Martin (1912-2004), a Canadian-born and American-based contemporary artist, and her earlier painting practice including, but not limited, to her work Falling Blue of 1963. The exploration of this piece and others frames Martin’s early work as a process of material exploration analogous to weaving and fiber art. This framing is enhanced by the friendship and professional exchange between Martin and artist Lenore Tawney (1907-2007). The textile lens, as explored in this paper, has been undeveloped compared to other approaches to Martin’s