Jasper Johns : Process and Printmaking
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Printmaking for Graphic Design Students in the Age of the Digital Screen: an Art, a Craft Or a Creative Intersection
Arts and Design Studies www.iiste.org ISSN 2224-6061 (Paper) ISSN 2225-059X (Online) Vol.66, 2018 Printmaking for Graphic Design Students in the Age of the Digital Screen: An Art, a Craft or a Creative Intersection Dr Debra Livingston School of Communication and Creative Industries, University of the Sunshine Coast Maroochydore DC, Queensland, Australia 4556 Abstract This article discusses the research, exploration, practice and positive impact on student learning outcomes of a ‘Blended Learning’ initiative printmaking project course that was introduced into a digital platform-based graphic design program. Printmaking is the transference of an artwork via various means onto the surface of a substrate, mainly paper, involving media, technologies and crafts that are distinctly different to the digital platform. The pedagogical learning methods involved practice led-research where students explored various printmaking forms whilst developing creative works in these mediums. This practicum initiative for design students that do not have traditional art practices within their program structure was important as it furthers their education whilst developing a number of important personal qualities, particularly those of initiative, perseverance and self- reliance. Importantly, these traditional skills broadened their interplay and understanding between visual arts, the craft of printmaking with conventional and digital technical skills, resulting in a dynamic body of work for their portfolio. The course and following offerings included the conversion of their handcrafted work onto a digital platform into actual design outcomes, thus providing a clear link between the handcrafting and digital technology. Graphic design students completing the printmaking course embraced the opportunity to draw methods from cross‐ disciplinary pursuits to compliment and extend their knowledge and to support fresh, contemporary ideas in which to contribute to their various major design studies. -
Discovering the Contemporary
of formalist distance upon which modernists had relied for understanding the world. Critics increasingly pointed to a correspondence between the formal properties of 1960s art and the nature of the radically changing world that sur- rounded them. In fact formalism, the commitment to prior- itizing formal qualities of a work of art over its content, was being transformed in these years into a means of discovering content. Leo Steinberg described Rauschenberg’s work as “flat- bed painting,” one of the lasting critical metaphors invented 1 in response to the art of the immediate post-World War II Discovering the Contemporary period.5 The collisions across the surface of Rosenquist’s painting and the collection of materials on Rauschenberg’s surfaces were being viewed as models for a new form of realism, one that captured the relationships between people and things in the world outside the studio. The lesson that formal analysis could lead back into, rather than away from, content, often with very specific social significance, would be central to the creation and reception of late-twentieth- century art. 1.2 Roy Lichtenstein, Golf Ball, 1962. Oil on canvas, 32 32" (81.3 1.1 James Rosenquist, F-111, 1964–65. Oil on canvas with aluminum, 10 86' (3.04 26.21 m). The Museum of Modern Art, New York. 81.3 cm). Courtesy The Estate of Roy Lichtenstein. New Movements and New Metaphors Purchase Gift of Mr. and Mrs. Alex L. Hillman and Lillie P. Bliss Bequest (both by exchange). Acc. n.: 473.1996.a-w. Artists all over the world shared U.S. -
Ali Banisadr / MATRIX 185 at the Wadsworth Marks Artist's First Solo
FOR IMMEDIATE RELEASE Media Contact: Kim Hugo, (860) 838-4082 [email protected] Image files to accompany publicity of this exhibition will be available for download at http://press.thewadsworth.org. Email to request login credentials. Ali Banisadr / MATRIX 185 at the Wadsworth Marks Artist’s First Solo Museum Exhibition in the U.S. Hartford, Conn. (September 15, 2020)—Ali Banisadr draws freely from an encyclopedic knowledge of the history of painting to create a distinctive visual language, resulting in works that explore a “between space,” like those of hallucinations and dreams. Ali Banisadr / MATRIX 185 at the Wadsworth Atheneum Museum of Art is the artist’s first solo museum exhibition in the U.S. Ten paintings and two prints by Banisadr join a selection of works from the Wadsworth collection chosen by the artist, as well as a video collage that Banisadr created to show additional inspiration works from the museum’s collection. The exhibition opens October 22, 2020 and will be on view through February 14, 2021. “Banisadr’s depictions of abstracted masses feel especially relevant right now,” says Patricia Hickson, Emily Hall Tremaine Curator of Contemporary Art at the Wadsworth. “His compositions echo the disquiet we are witnessing across the world today, including political rallies, protest marches, and street riots. And yet, as timely as they are, they are equally timeless.” Banisadr’s process has been related to synesthesia as sounds instruct the energy and rhythm in his painterly compositions. His perception of sound as inextricably linked to color and form began in his native Tehran, Iran during the Iran-Iraq War (1980–1988)— the artist recalls drawing while sheltering at home. -
Visual Arts Curriculum Guide
Visual Arts Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools’ Visual Arts Curriculum Guide If you plan to use the whole or any parts of this document, it would be appreciated if you credit the Madison Public Schools, Madison, Connecticut for the work. Thank you in advance. Table of Contents Foreword Program Overview Program Components and Framework · Program Components and Framework · Program Philosophy · Grouping Statement · Classroom Environment Statement · Arts Goals Learner Outcomes (K - 12) Scope and Sequence · Student Outcomes and Assessments - Grades K - 4 · Student Outcomes and Assessments - Grades 5 - 8 · Student Outcomes and Assessments / Course Descriptions - Grades 9 - 12 · Program Support / Celebration Statement Program Implementation: Guidelines and Strategies · Time Allotments · Implementation Assessment Guidelines and Procedures · Evaluation Resources Materials · Resources / Materials · National Standards · State Standards Foreword The art curriculum has been developed for the Madison school system and is based on the newly published national Standards for Arts Education, which are defined as Dance, Music, Theater, and Visual Arts. The national standards for the Visual Arts were developed by the National Art Education Association Art Standard Committee to reflect a national consensus of the views of organizations and individuals representing educators, parents, artists, professional associations in education and in the arts, public and private educational institutions, philanthropic organizations, and leaders from government, labor, and business. The Visual Arts Curriculum for the Madison School System will provide assistance and support to Madison visual arts teachers and administrators in the implementation of a comprehensive K - 12 visual arts program. The material described in this guide will assist visual arts teachers in designing visual arts lesson plans that will give each student the chance to meet the content and performance, or achievement, standards in visual arts. -
Woodcuts to Wrapping Paper: Concepts of Originality in Contemporary Prints Alison Buinicky Dickinson College
Dickinson College Dickinson Scholar Student Scholarship & Creative Works By Year Student Scholarship & Creative Works 1-28-2005 Woodcuts to Wrapping Paper: Concepts of Originality in Contemporary Prints Alison Buinicky Dickinson College Sarah Rachel Burger Dickinson College Blair Hetherington Douglas Dickinson College Michelle Erika Garman Dickinson College Danielle Marie Gower Dickinson College See next page for additional authors Follow this and additional works at: http://scholar.dickinson.edu/student_work Part of the Contemporary Art Commons Recommended Citation Hirsh, Sharon, et al. Woodcuts to Wrapping Paper: Concepts of Originality in Contemporary Prints. Carlisle, Pa.: The rT out Gallery, Dickinson College, 2005. This Exhibition Catalog is brought to you for free and open access by the Student Scholarship & Creative Works at Dickinson Scholar. It has been accepted for inclusion in Student Scholarship & Creative Works By Year by an authorized administrator of Dickinson Scholar. For more information, please contact [email protected]. Authors Alison Buinicky, Sarah Rachel Burger, Blair Hetherington Douglas, Michelle Erika Garman, Danielle Marie Gower, Blair Lesley Harris, Laura Delong Heffelfinger, Saman Mohammad Khan, Ryan McNally, Erin Elizabeth Mounts, Nora Marisa Mueller, Alexandra Thayer, Heather Jean Tilton, Sharon L. Hirsh, and Trout Gallery This exhibition catalog is available at Dickinson Scholar: http://scholar.dickinson.edu/student_work/9 WOODCUTS TO Concepts of Originality in Contemporary Wrapping Paper Prints WOODCUTS TO Concepts of Originality in Contemporary Wrapping Paper Prints January 28 – March 5, 2005 Curated by: Alison Buinicky Sarah Burger Blair H. Douglas Michelle E. Garman Danielle M. Gower Blair L. Harris Laura D. Heffelfinger Saman Khan Ryan McNally Erin E. Mounts Nora M. -
About the Exhibition the Year 2020 Is a Historic One for the Evansville Museum’S Biennial Mid-States Art Exhibition, As It Marks Its Jubilee Anniversary
About the Exhibition The year 2020 is a historic one for the Evansville Museum’s biennial Mid-States Art Exhibition, as it marks its Jubilee Anniversary. The biennial exhibition provides recognition for emerging artists and the opportunity to receive a purchase or merit award. Selected for this retrospective are top award- winning works spanning sixty years which provide a unique overview of the development in trends and techniques of artists in the Midwest. The annual juried competition was organized in 1948 by the Museum’s Director, Charles Bogg; Registrar, Florita Eichel; and Museum Trustee William A. Gumberts. Originally named the Tri- State Art Exhibition, the competition accepted paintings, drawings, prints, sculpture, and crafts for consideration by a jury of two or three art professionals. In the first decade, the number of entries steadily grew; and, in 1960, the Museum organized a separate regional juried exhibition devoted to craft. The Mid- State Craft Exhibition and the Mid-States Art Exhibition were presented annually until 1994 when the decision was made to offer one regional juried competition each year and the two competitions became biennials. The competition is open to artists residing in the six Midwestern states of Indiana, Illinois, Kentucky, Tennessee, Ohio and Missouri. In the exhibition’s sixty-year history, the purchase and merit awards donated by local individuals, businesses, corporations, and philanthropic organizations have allowed the Evansville Museum to purchase 326 works for the Mid-States Art Collection. On this Jubilee Anniversary, we congratulate all the artists who have participated in the Mid-States Art Exhibition and thank the many generous patrons whose gifts have made the acquisition of this important collection possible. -
Finding Aid to the DC Art Association Records, 1969
D.C. Art Association Finding Aid to the D.C. Art Association Records, 1969– 1991, Anacostia Community Museum Archives by Tonijala D. Penn May 2007 Contact Information Anacostia Community Museum Archives Smithsonian Institution 1901 Fort Place, SE Washington. D.C. 20020 202.633.4853 (phone) 202.287.2422 (fax) www.ACMarchives.si.edu Table of Contents Collection Overview......................................................................................................... 1 Administrative Information ............................................................................................... 1 Biographical Note ............................................................................................................ 2 Scope and Content Note ................................................................................................. 2 Subjects .......................................................................................................................... 3 Related or Complementary Material ................................................................................ 3 Series Description/Container List .................................................................................... 3 Series I: Administrative ................................................................................................ 3 Series II: Correspondence ........................................................................................... 4 Series III: Exhibitions .................................................................................................. -
Benefits of Implementing Visual Arts for Elementary School Students
California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses Capstone Projects and Master's Theses 12-2019 Benefits of Implementing Visual Arts for Elementary School Students Desiree Conway California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes_all Part of the Art Education Commons Recommended Citation Conway, Desiree, "Benefits of Implementing Visual Arts for Elementary School Students" (2019). Capstone Projects and Master's Theses. 666. https://digitalcommons.csumb.edu/caps_thes_all/666 This Capstone Project (Open Access) is brought to you for free and open access by the Capstone Projects and Master's Theses at Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact [email protected]. Running head: The Benefits of Implementing Visual Arts 1 Benefits of Implementing Visual Arts for Elementary School Students Desiree C. Conway California State University, Monterey Bay The Benefits of Implementing Visual Arts for Elementary School Students 2 Abstract Walking into an elementary classroom you might have observed that visual arts have been consistently disappearing from elementary school classrooms. Visual arts curriculum is especially important in elementary schools because it helps students to fully understand concepts in other areas of their academics. This senior capstone will focus and discuss the many benefits of implementing visual arts into an elementary school classroom. Through the use of literature review and interviews with teachers. The findings reveal that when visual arts are implemented into elementary schools, they do indeed serve students well and have positive effects in all academic areas of elementary school students. -
Historical Painting Techniques, Materials, and Studio Practice
Historical Painting Techniques, Materials, and Studio Practice PUBLICATIONS COORDINATION: Dinah Berland EDITING & PRODUCTION COORDINATION: Corinne Lightweaver EDITORIAL CONSULTATION: Jo Hill COVER DESIGN: Jackie Gallagher-Lange PRODUCTION & PRINTING: Allen Press, Inc., Lawrence, Kansas SYMPOSIUM ORGANIZERS: Erma Hermens, Art History Institute of the University of Leiden Marja Peek, Central Research Laboratory for Objects of Art and Science, Amsterdam © 1995 by The J. Paul Getty Trust All rights reserved Printed in the United States of America ISBN 0-89236-322-3 The Getty Conservation Institute is committed to the preservation of cultural heritage worldwide. The Institute seeks to advance scientiRc knowledge and professional practice and to raise public awareness of conservation. Through research, training, documentation, exchange of information, and ReId projects, the Institute addresses issues related to the conservation of museum objects and archival collections, archaeological monuments and sites, and historic bUildings and cities. The Institute is an operating program of the J. Paul Getty Trust. COVER ILLUSTRATION Gherardo Cibo, "Colchico," folio 17r of Herbarium, ca. 1570. Courtesy of the British Library. FRONTISPIECE Detail from Jan Baptiste Collaert, Color Olivi, 1566-1628. After Johannes Stradanus. Courtesy of the Rijksmuseum-Stichting, Amsterdam. Library of Congress Cataloguing-in-Publication Data Historical painting techniques, materials, and studio practice : preprints of a symposium [held at] University of Leiden, the Netherlands, 26-29 June 1995/ edited by Arie Wallert, Erma Hermens, and Marja Peek. p. cm. Includes bibliographical references. ISBN 0-89236-322-3 (pbk.) 1. Painting-Techniques-Congresses. 2. Artists' materials- -Congresses. 3. Polychromy-Congresses. I. Wallert, Arie, 1950- II. Hermens, Erma, 1958- . III. Peek, Marja, 1961- ND1500.H57 1995 751' .09-dc20 95-9805 CIP Second printing 1996 iv Contents vii Foreword viii Preface 1 Leslie A. -
Printmaking Through the Ages Utah Museum of Fine Arts • Lesson Plans for Educators • March 7, 2012
Printmaking through the Ages Utah Museum of Fine Arts • www.umfa.utah.edu Lesson Plans for Educators • March 7, 2012 Table of Contents Page Contents 2 Image List 3 Printmaking as Art 6 Glossary of Printing Terms 7 A Brief History of Printmaking Written by Jennifer Jensen 10 Self Portrait in a Velvet Cap , Rembrandt Written by Hailey Leek 11 Lesson Plan for Self Portrait in a Velvet Cap Written by Virginia Catherall 14 Kintai Bridge, Province of Suwo, Hokusai Written by Jennifer Jensen 16 Lesson Plan for Kintai Bridge, Province of Suwo Written by Jennifer Jensen 20 Lambing , Leighton Written by Kathryn Dennett 21 Lesson Plan for Lambing Written by Kathryn Dennett 32 Madame Louison, Rouault Written by Tiya Karaus 35 Lesson Plan for Madame Louison Written by Tiya Karaus 41 Prodigal Son , Benton Written by Joanna Walden 42 Lesson Plan for Prodigal Son Written by Joanna Walden 47 Flotsam, Gottlieb Written by Joanna Walden 48 Lesson Plan for Flotsam Written by Joanna Walden 55 Fourth of July Still Life, Flack Written by Susan Price 57 Lesson Plan for Fourth of July Still Life Written by Susan Price 59 Reverberations, Katz Written by Jennie LaFortune 60 Lesson Plan for Reverberations Written by Jennie LaFortune Evening for Educators is funded in part by the StateWide Art Partnership and the Professional Outreach Programs in the Schools (POPS) through the Utah State Office of Education 1 Printmaking through the Ages Utah Museum of Fine Arts • www.umfa.utah.edu Lesson Plans for Educators • March 7, 2012 Image List 1. Rembrandt Harmensz van Rijn (1606-1669), Dutch Self Portrait in a Velvet Cap with Plume , 1638 Etching Gift of Merrilee and Howard Douglas Clark 1996.47.1 2. -
Specialization: Printmaking Studio Art, 42-Credit B.A
Specialization: Printmaking Studio Art, 42-Credit B.A. Foundation Courses (15 credits, *=Required) *ART 100 Basic Drawing (3 credits) *ART 101 Introduction to Two-Dimensional Design (3 credits) *ART 102 Introduction to Three-Dimensional Design (3 credits) *ART 112 Introduction to Digital Imaging (3 credits) *ARH 167 Tradition and Innovation in the Art of the West (3 credits) General Art History Courses (6 credits, *=Required) *ARH 167 cannot be counted here *Any 100 or 300 level Art History (ARH) Course (3 credits) *Any 100 or 300 level Art History (ARH) Course (3 credits) General Studio Courses /Electives (9 credits total, *=Required) Required: *ART 103 Intro to Print Recommended Elective Areas of Interest: Painting: ART 105 Intro to Painting, 205 Intermediate Printing, 209 Relativity of Color Photo: ART 108 Intro to Photo Drawing: ART 200 Intermediate Drawing, ART 201 Life Drawing Design or Digital Media: ART 212 Two Dimensional Design for Digital Media ART 202 Intermediate Design Sculpture: ART 107 Introduction to Ceramics, ART 106 Introduction to Sculpture Contemporary Art / General Studio Art: ART 355 Seminar in Contemporary Art Art Specialization (12 credits, *=Required) Required: *ART 203 Intermediate Printmaking *ART 303 Advanced Printmaking (Must be taken at least once, can be repeated up to 3 times) Recommended: ART 313 The Artist Multiple ART 486 Independent Study in Printmaking ART 487 Internship in Printmaking Drawing (one course can be substituted for 3 credits of specialization requirement): ART 300 Advanced Drawing / ART 301 Advanced Life Drawing Design/ Digital Media (one course can be substituted for 3 credits of specialization requirement): ART 302 Advanced Design / ART 312 Advanced Two-Dimensional Design for Digital Media / ART 222 Introduction to Animation Painting (one course can be substituted for 3 credits of specialization requirement): ART 305 Advanced Painting . -
The Native American Fine Art Movement: a Resource Guide by Margaret Archuleta Michelle Meyers Susan Shaffer Nahmias Jo Ann Woodsum Jonathan Yorba
2301 North Central Avenue, Phoenix, Arizona 85004-1323 www.heard.org The Native American Fine Art Movement: A Resource Guide By Margaret Archuleta Michelle Meyers Susan Shaffer Nahmias Jo Ann Woodsum Jonathan Yorba HEARD MUSEUM PHOENIX, ARIZONA ©1994 Development of this resource guide was funded by the Nathan Cummings Foundation. This resource guide focuses on painting and sculpture produced by Native Americans in the continental United States since 1900. The emphasis on artists from the Southwest and Oklahoma is an indication of the importance of those regions to the on-going development of Native American art in this century and the reality of academic study. TABLE OF CONTENTS ● Acknowledgements and Credits ● A Note to Educators ● Introduction ● Chapter One: Early Narrative Genre Painting ● Chapter Two: San Ildefonso Watercolor Movement ● Chapter Three: Painting in the Southwest: "The Studio" ● Chapter Four: Native American Art in Oklahoma: The Kiowa and Bacone Artists ● Chapter Five: Five Civilized Tribes ● Chapter Six: Recent Narrative Genre Painting ● Chapter Seven: New Indian Painting ● Chapter Eight: Recent Native American Art ● Conclusion ● Native American History Timeline ● Key Points ● Review and Study Questions ● Discussion Questions and Activities ● Glossary of Art History Terms ● Annotated Suggested Reading ● Illustrations ● Looking at the Artworks: Points to Highlight or Recall Acknowledgements and Credits Authors: Margaret Archuleta Michelle Meyers Susan Shaffer Nahmias Jo Ann Woodsum Jonathan Yorba Special thanks to: Ann Marshall, Director of Research Lisa MacCollum, Exhibits and Graphics Coordinator Angelina Holmes, Curatorial Administrative Assistant Tatiana Slock, Intern Carrie Heinonen, Research Associate Funding for development provided by the Nathan Cummings Foundation. Copyright Notice All artworks reproduced with permission.