Surrealism and Abstract Expressionism: from Pyschic to Plastic Automatism.” in Isabelle Dervaux
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BLACK Baselitz, De Kooning, Mariscotti, Motherwell, Serra
Upsilon Gallery 404 Fifth Avenue, New York, NY 10018 [email protected] www.upsilongallery.com For immediate release BLACK Baselitz, de Kooning, Mariscotti, Motherwell, Serra April 13 – June 3, 2017 Curated by Marcelo Zimmler Spanish Elegy I, Lithograph, on brown HMP handmade paper, 13 3/4 x 30 7/8 in. (35 x 78.5 cm), 1975. Photo by Caius Filimon Upsilon Gallery is pleased to present Black, an exhibition of original and edition work by Georg BaselitZ, Willem de Kooning, Osvaldo Mariscotti, Robert Motherwell and Richard Serra, on view at 146 West 57 Street in New York. Curated by Marcelo Zimmler, the exhibition explores the role played by the color black in Post-war and Contemporary work. In the 1960s, Georg BaselitZ emerged as a pioneer of German Neo–Expressionist painting. His work evokes disquieting subjects rendered feverishly as a means of confronting the realities of the modern age, and explores what it is to be German and a German artist in a postwar world. In the late 1970s his iconic “upside-down” paintings, in which bodies, landscapes, and buildings are inverted within the picture plane ignoring the realities of the physical world, make obvious the artifice of painting. Drawing upon a dynamic and myriad pool of influences, including art of the Mannerist period, African sculptures, and Soviet era illustration art, BaselitZ developed a distinct painting language. Upsilon Gallery 404 Fifth Avenue, New York, NY 10018 [email protected] www.upsilongallery.com Willem de Kooning was born on April 24, 1904, into a working class family in Rotterdam, the Netherlands. -
Religious Symbolism in Salvador Dali's Art: a Study of the Influences on His Late Work
East Tennessee State University Digital Commons @ East Tennessee State University Undergraduate Honors Theses Student Works 5-2012 Religious Symbolism in Salvador Dali's Art: A Study of the Influences on His Late Work. Jessica R. Hawley East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/honors Part of the Fine Arts Commons Recommended Citation Hawley, Jessica R., "Religious Symbolism in Salvador Dali's Art: A Study of the Influences on His Late Work." (2012). Undergraduate Honors Theses. Paper 34. https://dc.etsu.edu/honors/34 This Honors Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. ’ A t: A Study of the Influences on His Late Work Thesis submitted in partial fulfillment of Honors By Jessica Hawley The Honors College Fine and Performing Art Scholars Program East Tennessee State University April 6, 2012 Dr. Scott Contreras-Koterbay, Faculty Mentor Dr. Peter Pawlowicz, Faculty Reader Patrick Cronin, Faculty Reader Hawley 2 Table of Contents Preface 3 Chapter 1: ’ Ch h 4 Chapter 2: Surrealism 7 Chapter 3: War 10 Chapter 4: Catholicism 12 Chapter 5: Nuclear Mysticism 15 Conclusion 18 Images 19 Bibliography 28 Hawley 3 Preface Salvador was an artist who existed not long before my generation; yet, his influence among the contemporary art world causes many people to take a closer look at the significance of the imagery in his paintings. -
Patel Spring 2017 GL ARH 4470 Syllabus
Do not copy without the express written consent of the instructor. Syllabus Spring 2017 ARH 4470/ARH 5482 Contemporary Art A Discipline-Specific Global Learning Course1 Tuesday and Thursday 2-3:15pm Green Library, Room 165 Instructor: Dr. Alpesh Kantilal Patel Assistant Professor, Contemporary Art and Theory Director, MFA in Visual Arts Affiliate Faculty, Center for Women’s and Gender Studies Affiliate Faculty, African and African diaspora Program Contact information for instructor: Department of Art + Art History MM Campus, VH 235 Preferred mode of contact: [email protected] Office hours: Thursday: 12:45-1:45pm Course description: This course examines major artists, artworks, and movements after World War II; as well as broader visual culture—everything from music videos and print advertisements to propaganda and photojournalism—especially as the difference between ‘art’ and non-art increasingly becomes blurred and the objectivity of aesthetics is called into question. Movements studied include Abstract Expressionism, Pop, and Minimalism in the 1950s and 1960s; Post-Minimalism/Process Art, and Land art in the late 1960s and 1970s; Pastiche/Appropriation and rise of interest in “identity” in the 1980s; and the emergence of Post-Identity, Relational Art, Internet/New Media art, and Post- Internet art in the 1990s/post-2000 period. This course will explore the expansion of the art world beyond “Euro- America.” In particular, we will consider the shift from an emphasis on the international to transnational. We will focus not only on artistic production in the US, but also that in Europe, South and East Asia, Africa, and the Middle East. -
The Origins and Meanings of Non-Objective Art by Adam Mccauley
The Origins and Meanings of Non-Objective Art The Origins and Meanings of Non-Objective Art Adam McCauley, Studio Art- Painting Pope Wright, MS, Department of Fine Arts ABSTRACT Through my research I wanted to find out the ideas and meanings that the originators of non- objective art had. In my research I also wanted to find out what were the artists’ meanings be it symbolic or geometric, ideas behind composition, and the reasons for such a dramatic break from the academic tradition in painting and the arts. Throughout the research I also looked into the resulting conflicts that this style of art had with critics, academia, and ultimately governments. Ultimately I wanted to understand if this style of art could be continued in the Post-Modern era and if it could continue its vitality in the arts today as it did in the past. Introduction Modern art has been characterized by upheavals, break-ups, rejection, acceptance, and innovations. During the 20th century the development and innovations of art could be compared to that of science. Science made huge leaps and bounds; so did art. The innovations in travel and flight, the finding of new cures for disease, and splitting the atom all affected the artists and their work. Innovative artists and their ideas spurred revolutionary art and followers. In Paris, Pablo Picasso had fragmented form with the Cubists. In Italy, there was Giacomo Balla and his Futurist movement. In Germany, Wassily Kandinsky was working with the group the Blue Rider (Der Blaue Reiter), and in Russia Kazimer Malevich was working in a style that he called Suprematism. -
Teaching Strategies: How to Explain the History and Themes of Abstract Expressionism to High School Students Using the Integrative Model
Andrews University Digital Commons @ Andrews University Honors Theses Undergraduate Research 2014 Teaching Strategies: How to Explain the History and Themes of Abstract Expressionism to High School Students Using the Integrative Model Kirk Maynard Follow this and additional works at: https://digitalcommons.andrews.edu/honors Part of the Art and Design Commons Recommended Citation Maynard, Kirk, "Teaching Strategies: How to Explain the History and Themes of Abstract Expressionism to High School Students Using the Integrative Model" (2014). Honors Theses. 92. https://digitalcommons.andrews.edu/honors/92 This Honors Thesis is brought to you for free and open access by the Undergraduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Honors Theses by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. 2014 Kirk Maynard HONS 497 [TEACHING STRATEGIES: HOW TO EXPLAIN THE HISTORY AND THEMES OF ABSTRACT EXPRESSIONISM TO HIGH SCHOOL STUDENTS USING THE INTEGRATIVE MODEL] Abstract: The purpose of my thesis is to create a guideline for teachers to explain art history to students in an efficient way without many blueprints and precedence to guide them. I have chosen to focus my topic on Abstract Expressionism and the model that I will be using to present the concept of Abstract Expressionism will be the integrated model instructional strategy. -
American Abstract Expressionism
American Abstract Expressionism Cross-Curricular – Art and Social Studies Grades 7–12 Lesson plan and artwork by Edwin Leary, Art Consultant, Florida Description Directions This project deals with the infusion between Art History Teacher preparation: and Art Making through American Abstract Expressionism. Gather examples of artists that dominated this movement, American Abstract Expressionism is truly a U.S. movement that display them in the Art Room with questions of: Who uses emphasizes the act of painting, inherent in the color, texture, organic forms? Dripped and splashed work? Why the highly action, style and the interaction of the artist. It may have been colored work of Kandinsky? Why the figurative aspects of inspired by Hans Hofmann, Arshile Gorky and further developed DeKooning? by the convergence of such artists as Jackson Pollack, William With the students: DeKooning, Franz Kline, Mark Rothko and Wassily Kandinsky. 1 Discuss the emotions, color and structure of the displayed Objectives artists’ work. Discuss why American Abstract Expressionism is less about • Students can interactively apply an art movement to an art 2 process-painting. style than attitude. • This art-infused activity strengthens their observation and 3 Discuss why these artists have such an attachment of self awareness of a specific artist’s expression. expression as found in their paintings yet not necessarily found in more academic work? Lesson Plan Extensions 4 Gather the materials and explain why the vivid colors of Apply this same concept of investigation, application and art Fluorescent Acrylics were used, and what they do within a making to other movements or schools of art. -
André Breton Och Surrealismens Grundprinciper (1977)
Franklin Rosemont André Breton och surrealismens grundprinciper (1977) Översättning Bruno Jacobs (1985) Innehåll Översättarens förord................................................................................................................... 1 Inledande anmärkning................................................................................................................ 2 1.................................................................................................................................................. 3 2.................................................................................................................................................. 8 3................................................................................................................................................ 12 4................................................................................................................................................ 15 5................................................................................................................................................ 21 6................................................................................................................................................ 26 7................................................................................................................................................ 30 8............................................................................................................................................... -
ED054708.Pdf
DOCUMENT RESUME ED 054 708 HE 002 349 AUTHOR Spencer Richard E.; Awe, Ruth TITLE International Educational Exchange. P. Bibliography. INSTITUTION Institute of International Education, New York N.Y. PUB DATE 70 NOTE 158p- AVAILABLE FROM Institute of Internationa Education, 809 United Nations Plaza, New York, New York 10017 EDRS PRICE MF-S0.65 HC-$6.58 DESC IPTORS *Bibliographies; *Exchange Programs; *Foreign Students; *International Education; International Programs; *Research; Student Exchange Programs; Teacher Exchange Programs ABSTRACT This bibliography was undertaken to facilitate and encourage further research in international education. Sources of the data include library reference works, University Microfilms containing PhD dissertations, US government agencies, foundations and universities. Entries include publications on the International Exchange of Students, Teachers and Specialists and cover: selection, admissions, orientation, scholarships, grants, foreign student advisors, attitudes, and adjustment, hospitality of host country, community relations, academic achievement, returnees, follow-up evaluations, brain drain, professional educators, specialists, US nationals abroad, foreign students and visitors in the US, personnel and program interchanges, immigration policies, international activities of US universities. Entries on.Educational Curriculum cover: English as a second language, linguistics and other languages, courses of study. The last 3 sectional entries are: General Works on International Educational and Cultural Exchange; Cross-Cultural and Psychological Studies Relevant to Educational EX hange; and Bibliographies. (JS) o;c;lopD10-01.0 1 2405-010° w,64.'<cm -10 2B164. 01-0122 1.roz1;x2 .clito ccrupw00 -p 44u2u7LE°- 01-:<-,-.1-01wouuxoctzio 0014.0) 0 MO 'W 0042MOZ WICL,TA° 3 mulwan. 411 :IZI01/1°4 t4. INTERNATIONAL EDUCATIONAL EXCHANGE -4- a)A BIBLIOGRAPHY 4:3 by Richard E. -
The Effect of War on Art: the Work of Mark Rothko Elizabeth Leigh Doland Louisiana State University and Agricultural and Mechanical College
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2010 The effect of war on art: the work of Mark Rothko Elizabeth Leigh Doland Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Arts and Humanities Commons Recommended Citation Doland, Elizabeth Leigh, "The effect of war on art: the work of Mark Rothko" (2010). LSU Master's Theses. 2986. https://digitalcommons.lsu.edu/gradschool_theses/2986 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. THE EFFECT OF WAR ON ART: THE WORK OF MARK ROTHKO A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Arts in The Interdepartmental Program in Liberal Arts by Elizabeth Doland B.A., Louisiana State University, 2007 May 2010 TABLE OF CONTENTS ABSTRACT…………………………………………………………………iii CHAPTER 1 INTRODUCTION……………………………………………........1 2 EARLY LIFE……………………………………………………....3 Yale Years……………………………………………………6 Beginning Life as Artist……………………………………...7 Milton Avery…………………………………………………9 3 GREAT DEPRESSION EFFECTS………………………………...13 Artists’ Union………………………………………………...15 The Ten……………………………………………………….17 WPA………………………………………………………….19 -
Fauvism and Expressionism
Level 3 NCEA Art History Fauvism and Expressionism Workbook Pages Fauvism and Expressionism What this is: Acknowledgements These pages are part of a framework for students studying This workbook was made possible: NCEA Level 3 Art History. It is by no means a definitive • by the suggestions of Art History students at Christchurch document, but a work in progress that is intended to sit Girls’ High School, alongside internet resources and all the other things we • in consultation with Diane Dacre normally do in class. • using the layout and printing skills of Chris Brodrick of Unfortunately, illustrations have had to be taken out in Verve Digital, Christchurch order to ensure that copyright is not infringed. Students could download and print their own images by doing a Google image search. While every attempt has been made to reference sources, many of the resources used in this workbook were assembled How to use it: as teaching notes and their original source has been difficult to All tasks and information are geared to the three external find. Should you become aware of any unacknowledged source, Achievement Standards. I have found that repeated use of the please contact me and I will happily rectify the situation. charts reinforces the skills required for the external standards Sylvia Dixon and gives students confidence in using the language. [email protected] It is up to you how you use what is here. You can print pages off as they are, or use the format idea and the templates to create your own pages. More information: You will find pages on: If you find this useful, you might be interested in the full • the Blaue Reiter workbook. -
Robert Morris, Minimalism, and the 1960S
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 1988 The Politics of Experience: Robert Morris, Minimalism, and the 1960s Maurice Berger Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1646 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. -
Lesson Helen Frankenthaler/Color Field Paintings 6 Kimball Art Center & Park City Ed
LESSON 6 Helen Frankenthaler Color Field Paintings Verbal Directions LESSON HELEN FRANKENTHALER/COLOR FIELD PAINTINGS 6 KIMBALL ART CENTER & PARK CITY ED. FOUNDATION LESSON OVERVIEW SUPPLIES • Images of Frankenthaller’s Helen Frankenthaler (1928-2011) was an experimental abstract artwork. expressionist painter, who described her paintings as being • Samples of Color Field improvisations based on real or imaginary ideas of nature. Students Paintings. will work with watercolors and movement to create color fields while • Butcher paper/Tarps/Trays. enriching their understanding of the properties of color in painting. • Scrap paper for Experiments. • White Wax Crayons. INSTRUCTIONAL OBJECTIVES • Watercolor Paper. • Paper Towel/Sponges . • Learn about Helen Frankenthaler. • Liquid watercolors. • Learn about abstraction and the properties of color. • Cups or Palettes • Learn about action painting and the painting process. • Pipettes or Straws. • Create a painting inspired by Helen Frankenthaller’s abstract paintings. HELEN FRANKENTHALLER Helen Frankenthaler (1928-2011) has long been recognized as one of the great American artists of the twentieth century. She was well known among the second generation of postwar American abstract painters and is widely credited for playing a pivotal role in the transition from Abstract Expressionism to Color Field painting. Through her invention of the soak-stain technique, she expanded the possibilities of abstract painting, while at times referencing figuration and landscape in unique ways. She produced a body of work whose impact on contemporary art has been profound and continues to grow. LESSON HELEN FRANKENTHALER/COLOR FIELD PAINTINGS 6 KIMBALL ART CENTER & PARK CITY ED. FOUNDATION LESSON PLAN 1. Introduce students to the work and life of Helen Frankenthaler.