C's Aesthetics: Philosophy in the Painting
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Review of Frances Spalding, Roger Fry: Art and Life
Reviews The education ofRoger Fry by Andrew Brink Frances Spalding. Roger Fry: Art and Life. Berkeley and Los Angeles: University of California Press, 1980. Pp. xvi+304; 97 illustrations. US $24.95. London: Elek, 1980. Pp. 256. £9.95. FRANCES SPALDlNG'S Roger Fry is a critical biography for which everyone interested in Bloomsbury culture should be grateful. Based on extensive correspondences, it is the fullest account ofhis life we are likely to see. And yet Spalding's biography should be taken in conjunction with Virginia Woolf's remarkable Roger Fry: A Biography (1940) which dis closes the sympathy offriendship no subsequent biographer can hope to regain. Frances Spalding ventured where Virginia Woolf had triumphed for two reasons: much more of Fry's private life now can be told safely, and a thoroughgoing critical estimate ofhis art, criticism and scholarship is in order. Not that Woolf avoided the critical personal or evaluative issues; for instance, her passage on the madness which overtook Fry's wife, Helen, is crafted for truthfulness and delicacy, extraordinarily moving in view of Woolf's own fate, the fate which overtook Woolf despite the solicitude ofher husband. Roger Fry, it can only be said, did all that he could to help his wife; his patience and sympathy were indefatigable, his resourcefulness beyond belief. But her obsessions increased. And finally, when they came back to England in the spring the blow fell. Madness declared itself. "I was a fool to be happy yesterday", he wrote to R. C. Trevelyan.... (P. 103) Spalding adds new information to this (that physiological causes were discovered at autopsy in 1937) but, despite skilful writing sometimes sounding like Woolfs own, she can't come close to the evocative power ofthese words. -
Realism.VL.2.Pdf
Realism Realism 1861- 1914: An artistic movement begun in 19th century France. Artists and writers strove for detailed realistic and factual description. They tried to represent events and social conditions as they actually are, without idealization. This form of literature believes in fidelity to actuality in its representation. Realism is about recreating life in literature. Realism arose as an opposing idea to Idealism and Nominalism. Idealism is the approach to literature of writing about everything in its ideal from. Nominalism believes that ideas are only names and have no practical application. Realism focused on the truthful treatment of the common, average, everyday life. Realism focuses on the immediate, the here and now, the specific actions and their verifiable consequences. Realism seeks a one-to-one relationship between representation and the subject. This form is also known as mimesis. Realists are concerned with the effect of the work on their reader and the reader's life, a pragmatic view. Pragmatism requires the reading of a work to have some verifiable outcome for the reader that will lead to a better life for the reader. This lends an ethical tendency to Realism while focusing on common actions and minor catastrophes of middle class society. Realism aims to interpret the actualities of any aspect of life, free from subjective prejudice, idealism, or romantic color. It is in direct opposition to concerns of the unusual, the basis of Romanticism. Stresses the real over the fantastic. Seeks to treat the commonplace truthfully and used characters from everyday life. This emphasis was brought on by societal changes such as the aftermath of the Civil War in the United States and the emergence of Darwin's Theory of Evolution and its effect upon biblical interpretation. -
Painting Merit Badge Workbook This Workbook Can Help You but You Still Need to Read the Merit Badge Pamphlet
Painting Merit Badge Workbook This workbook can help you but you still need to read the merit badge pamphlet. This Workbook can help you organize your thoughts as you prepare to meet with your merit badge counselor. You still must satisfy your counselor that you can demonstrate each skill and have learned the information. You should use the work space provided for each requirement to keep track of which requirements have been completed, and to make notes for discussing the item with your counselor, not for providing full and complete answers. If a requirement says that you must take an action using words such as "discuss", "show", "tell", "explain", "demonstrate", "identify", etc, that is what you must do. Merit Badge Counselors may not require the use of this or any similar workbooks. No one may add or subtract from the official requirements found in Scouts BSA Requirements (Pub. 33216 – SKU 653801). The requirements were last issued or revised in 2020 • This workbook was updated in June 2020. Scout’s Name: __________________________________________ Unit: __________________________________________ Counselor’s Name: ____________________ Phone No.: _______________________ Email: _________________________ http://www.USScouts.Org • http://www.MeritBadge.Org Please submit errors, omissions, comments or suggestions about this workbook to: [email protected] Comments or suggestions for changes to the requirements for the merit badge should be sent to: [email protected] ______________________________________________________________________________________________________________________________________________ 1. Explain the proper safety procedures to follow when preparing surfaces and applying coatings. 2. Do the following: a. Explain three ways that coatings can improve a surface. 1. 2. 3. Workbook © Copyright 2020 - U.S. -
Wolf Kahn & Emily Mason
Wolf Kahn & Emily Mason A rare opportunity to compare and contrast the work of two very different painters By David Ebony Emily Mason, Surpassing Ermine, 1985–86. Oil on canvas, 60 x 52 inches. Courtesy the Emily Mason and Alice Trumbull Mason Foundation and Miles McEnery Gallery, New York. Artists, lovers, life-partners, art-world rivals, benefactors, and luminaries, Emily Mason (1932–2019) and Wolf Kahn (1927–2020) were all of these things—and more. Miles McEnery Gallery has devoted each of its two spaces to the first posthumous solo gallery exhibitions for the couple, who died within months of each other after more than sixty years of marriage. The shows offer a rare opportunity to compare and contrast the work of two very different painters—one abstract and the other figurative—who shared a passion for vibrant color, the bucolic landscapes of Vermont and Italy, and who both aimed in their works for pure, soul-baring expressivity. Filling the larger gallery at 525 West 22nd street, some 26, mostly large major works by Kahn feature his trademark landscapes with brilliant color contrasts and lively gestural touches. Despite deteriorating eyesight and other physical ailments in his last years, Kahn managed to produce some remarkably intense composi- 1 Wolf Kahn, Woodland Density, 2019, Oil on canvas, 52 x 52 inches. Emily Mason, The Bullock Farm, 1987, Oil on canvas, 52 x 42 inches. Courtesy the artist and Miles McEnery Gallery, New York. Courtesy the Emily Mason and Alice Trumbull Mason Foundation and Miles McEnery Gallery, New York. tions, such as Woodland Density (2019), which shows an imposing row of blaring orange tree trunks set against 1970s on, when she acquired her own studio space on West 20th Street in Manhattan after sharing a work a steel-blue background. -
Eighteenth-Century English and French Landscape Painting
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 12-2018 Common ground, diverging paths: eighteenth-century English and French landscape painting. Jessica Robins Schumacher University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the Other History of Art, Architecture, and Archaeology Commons Recommended Citation Schumacher, Jessica Robins, "Common ground, diverging paths: eighteenth-century English and French landscape painting." (2018). Electronic Theses and Dissertations. Paper 3111. https://doi.org/10.18297/etd/3111 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. COMMON GROUND, DIVERGING PATHS: EIGHTEENTH-CENTURY ENGLISH AND FRENCH LANDSCAPE PAINTING By Jessica Robins Schumacher B.A. cum laude, Vanderbilt University, 1977 J.D magna cum laude, Brandeis School of Law, University of Louisville, 1986 A Thesis Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Art (C) and Art History Hite Art Department University of Louisville Louisville, Kentucky December 2018 Copyright 2018 by Jessica Robins Schumacher All rights reserved COMMON GROUND, DIVERGENT PATHS: EIGHTEENTH-CENTURY ENGLISH AND FRENCH LANDSCAPE PAINTING By Jessica Robins Schumacher B.A. -
Культура І Мистецтво Великої Британії Culture and Art of Great Britain
НАЦІОНАЛЬНА АКАДЕМІЯ ПЕДАГОГІЧНИХ НАУК УКРАЇНИ ІНСТИТУТ ПЕДАГОГІКИ Т.К. Полонська КУЛЬТУРА І МИСТЕЦТВО ВЕЛИКОЇ БРИТАНІЇ CULTURE AND ART OF GREAT BRITAIN Навчальний посібник елективного курсу з англійської мови для учнів старших класів профільної школи Київ Видавничий дім «Сам» 2017 УДК 811.111+930.85(410)](076.6) П 19 Рекомендовано до друку вченою радою Інституту педагогіки НАПН України (протокол №11 від 08.12.2016 року) Схвалено для використання у загальноосвітніх навчальних закладах (лист ДНУ «Інститут модернізації змісту освіти». №21.1/12 -Г-233 від 15.06.2017 року) Рецензенти: Олена Ігорівна Локшина – доктор педагогічних наук, професор, завідувачка відділу порівняльної педагогіки Інституту педагогіки НАПН України; Світлана Володимирівна Соколовська – кандидат педагогічних наук, доцент, заступник декана з науково- методичної та навчальної роботи факультету права і міжнародних відносин Київського університету імені Бориса Грінченка; Галина Василівна Степанчук – учителька англійської мови Навчально-виховного комплексу «Нововолинська спеціалізована школа І–ІІІ ступенів №1 – колегіум» Нововолинської міської ради Волинської області. Культура і мистецтво Великої Британії : навчальний посібник елективного курсу з англійської мови для учнів старших класів профільної школи / Т. К. Полонська. – К. : Видавничий дім «Сам», 2017. – 96 с. ISBN Навчальний посібник є основним засобом оволодіння учнями старшої школи змістом англомовного елективного курсу «Культура і мистецтво Великої Британії». Створення посібника сприятиме подальшому розвиткові у -
How to Make Analogies in a Digital Age*
How to Make Analogies in a Digital Age* WHITNEY DAVIS I will start with a truism even though, like all truisms, it reduces and con- flates distinctions and nuances to which I will need to revert: painting—in the sense of “painting as an art”—has been a classic analog mode of representation, whether or not every painter in the history of art has used it this way. It cannot be a surprise, then, that it might be specifically in painting—in its specifically painterly and pictorial achievements and reversions—that we might best be able to gauge the depth and direction of digital technologies of image production, as well as notions of phenomena, appearance, and representation associated with them in their theoretical foundation and recent history. I The best logical analysis of the analog property of painting as an art—for him, defining depiction as a symbol system—remains Nelson Goodman’s Languages of Art, published in 1968. It will be useful to recall Goodman’s terms, not least because “analog” and “digital” do not figure prominently among them despite their increasingly widespread circulation at the time his book was written.1 Indeed, Goodman seems to have intended Languages of Art partly as a founda- tional explication (and to some extent a critique) of contemporary vocabularies of information, computation, and representation—including a growing tendency to suppose that their domains of “analog” and “digital” exhaustively parse the * This essay originated in my response to a wide-ranging exhibition at the Kunstmuseum Wolfsburg in 2003, from which I have taken my examples of contemporary painting; see Gijs van Tuyl, ed., Painting Pictures: Painting and Media in the Digital Age, exh. -
MF-Romanticism .Pdf
Europe and America, 1800 to 1870 1 Napoleonic Europe 1800-1815 2 3 Goals • Discuss Romanticism as an artistic style. Name some of its frequently occurring subject matter as well as its stylistic qualities. • Compare and contrast Neoclassicism and Romanticism. • Examine reasons for the broad range of subject matter, from portraits and landscape to mythology and history. • Discuss initial reaction by artists and the public to the new art medium known as photography 4 30.1 From Neoclassicism to Romanticism • Understand the philosophical and stylistic differences between Neoclassicism and Romanticism. • Examine the growing interest in the exotic, the erotic, the landscape, and fictional narrative as subject matter. • Understand the mixture of classical form and Romantic themes, and the debates about the nature of art in the 19th century. • Identify artists and architects of the period and their works. 5 Neoclassicism in Napoleonic France • Understand reasons why Neoclassicism remained the preferred style during the Napoleonic period • Recall Neoclassical artists of the Napoleonic period and how they served the Empire 6 Figure 30-2 JACQUES-LOUIS DAVID, Coronation of Napoleon, 1805–1808. Oil on canvas, 20’ 4 1/2” x 32’ 1 3/4”. Louvre, Paris. 7 Figure 29-23 JACQUES-LOUIS DAVID, Oath of the Horatii, 1784. Oil on canvas, approx. 10’ 10” x 13’ 11”. Louvre, Paris. 8 Figure 30-3 PIERRE VIGNON, La Madeleine, Paris, France, 1807–1842. 9 Figure 30-4 ANTONIO CANOVA, Pauline Borghese as Venus, 1808. Marble, 6’ 7” long. Galleria Borghese, Rome. 10 Foreshadowing Romanticism • Notice how David’s students retained Neoclassical features in their paintings • Realize that some of David’s students began to include subject matter and stylistic features that foreshadowed Romanticism 11 Figure 30-5 ANTOINE-JEAN GROS, Napoleon at the Pesthouse at Jaffa, 1804. -
AH 302: the Idea of the Aesthetic Syllabus Course Description Texts
Fall 2020 AH 302: The Idea of the Aesthetic Syllabus The schedule of classes/readings is subject to change. Registered students should consult the syllabus on Google Classrooms, which will be kept updated. Instructor: Katalin Makkai Course times: Monday and Wednesday 15:45-17:15 Email: [email protected] Office hours: TBA Office: P98 004 Course description “Aesthetics” and “aesthetic” are terms that are often taken for granted inside as well as outside academic discourse. We speak of aesthetic experiences and judgments and qualities, and we employ “aesthetics” to designate the study of such matters. Although their root is taken from the Greek, the now-familiar terms (in their now-familiar usages) are, however, comparatively new. They are commonly regarded as having been introduced into the philosophical lexicon in the eighteenth century—a few hundred years ago. This course studies some of the texts that were key to the discovery, or perhaps the invention, of the “aesthetic”. What work was the idea meant to do? How did its evolution retain or reconfigure its original senses and purposes? Is the idea of the aesthetic problematic, ideological, or chimerical? Do we need an idea of the aesthetic to think about art? Texts All readings will be provided during the semester electronically and are to be brought to class as printouts. Electronic devices Students may not use any electronic devices (laptop, tablet, mobile phone) in the classroom, unless an accommodation letter has been issued. Requirements ACADEMIC INTEGRITY Bard College Berlin maintains the staunchest regard for academic integrity and expects good academic practice from students in their studies. -
A Cta Œ Cumenica
2020 N. 2 ACTA 2020 ŒCUMENICA INFORMATION SERVICE OF THE PONTIFICAL COUNCIL FOR PROMOTING CHRISTIAN UNITY e origin of the Pontical Council for Promoting Christian Unity is closely linked with the Second Vatican Council. On 5 June 1960, Saint Pope John XXIII established a ‘Secretariat for Promoting Christian Unity’ as one of the preparatory commissions for the Council. In 1966, Saint Pope Paul VI conrmed the Secretariat as a permanent dicastery CUMENICA of the Holy See. In 1974, a Commission for Religious Relations with the Jews was established within the Secretariat. In 1988, Saint Pope John Paul II changed the Secretariats status to Pontical Council. Œ e Pontical Council is entrusted with promoting an authentic ecumenical spirit in the Catholic Church based on the principles of Unitatis redintegratio and the guidelines of its Ecumenical Directory rst published in 1967, and later reissued in 1993. e Pontical Council also promotes Christian unity by strengthening relationships CTA with other Churches and Ecclesial Communities, particularly through A theological dialogue. e Pontical Council appoints Catholic observers to various ecumenical gatherings and in turn invites observers or ‘fraternal delegates’ of other Churches or Ecclesial Communities to major events of the Catholic Church. Front cover Detail of the icon of the two holy Apostles and brothers Peter and Andrew, symbolizing the Churches of the East and of the West and the “brotherhood rediscovered” (UUS 51) N. 2 among Christians on their way towards unity. (Original at the Pontical -
Scanned Using Book Scancenter 5022
The RUTGERS ART REVIEW Published Annually by the Students of the Graduate Program in Art History at Rutgers university Spring 1984 Volume V II Corporate Matching Funds Martin Eidclberg Carrier Corporation Foundation. Inc. Mrs. Helmut von Erffa Citicorp Dino Philip Galiano Seth A. Gopin Lifetime Benefactor Daria K. Gorman Henfield Foundation Mary C. Gray Nathaniel Gurien Benefactors Marion Husid In memory of Mary Bartlett Linda R. Idetberger Cowdrey Nancy M. KatzolT John and Katherine Kenfield Patrons Mr. and Mrs. Sanford Kirschenbaum In memory of Frank S. Allmuth, Julia M. Lappegaard Class of 1920 Cynthia and David Lawrence Mr. and Mrs. John L. Ayer Patricia I..eightcn Olga and Oev Berendsen Deborah Leuchovius Robert P. and Marcelle Bergman Marion and Allan Maiilin Dianne M. Green Ricky A. Malkin Frima and Larry Hofrichter Tod A. Marder Robert S. Peckar Joan Marter Paul S. Sheikewiiz, M.D. Thomas Mohle Jeffrey Wechsler Roberto A. Moya Scott E. Pringle Supporters Eliot Rowlands Carol and Jerry Alterman Anita Sagarese Randi Joan Alterman John M. Schwebke Richard Derr John Beldon Scott Archer St. Clair Harvey Mr. and Mrs. Eugene Seitz William E. Havemeyer Marie A. Somma Dr. Robert Kaita and Ms. Chiu-Tze Jack and Helga Spector Lin James H. Stubblebine Mr. and Mrs. Edward J. Linky Richard and Miriam Wallman Mr. and Mrs. James McLachlan Harvey and Judith Waterman Barbara and Howard Mitnick Michael F. Weber Elizabeth M. Thompson Sarah B. Wilk Lorraine Zito*Durand Friends Department of Art History, University of Ann Conover, Inc. Delaware Keith Asszony The Pennsylvania State University, Renee and Matthew Baigell Department of Art History William and Elizabeth Bauer The Graduate School-New Brunswick, Naomi Boretz Rutgers University Phillip Dennis Cate Jane Voorhees Zimmerli Art Museum Zeau C. -
Actor and Berkshire Parent Sydney Greenstreet's Letters from the Road
Fall 2011/ Winter 2012 BERKSHIRE BULLETIN Actor and Berkshire Parent Sydney Greenstreet’s Letters From the Road OPENING SHOT Big Buss for Brett MARLEE WALLINGFORD ’76 and BESS MALTZ ANDREWS ’81 welcomed BRETT PUTNAM ’81 to his thirtieth reunion last May. Brett is the son of the ever legendary Em Putnam, a former longtime administrator here. Berkshire Bulletin Fall 2011/Winter 2012 BERKSHIRE BULLETIN 2 Reaction 5 Under the Dome 24 College Essays 26 Alumni Events 28 Reunion Weekend 37 Alumni Authors 38 Our Man in Mexico During Reunion Weekend last spring, LUKE HARAN, president of “The Great Class of 1961,” presented Head of School Mike Maher with a plaque 44 As ever — Sydney formally naming the Great Room in Berkshire Hall, representing a fiftieth-reunion gift of $370,462. A great class, indeed: its members also established two scholar- 55 From Students to Heads ship funds: the Class of 1961 John F. Godman Fund in 1985 and the Class of 1961 Edward H. Hunt Scholarship Fund in 2006. 57 Class Notes 74 In Memoriam Cover: Sydney Greenstreet’s correspondence to Seaver Buck came from whichever city he happened to be appearing in at the time. 80 Of Rogers and Heart Rooted in an inspiring natural setting, Berkshire School instills the highest standards of character and citizenship and a commitment to academic, artistic, and athletic excellence. Our community fosters diversity, a dedication to environmental stewardship, and an enduring love for learning. STEPHEN P. NORMAN ’60, President, Board of Trustees DESIGN: Julie Hammill, Hammill Design Michael J. Maher, Head of School PRINTING: Quality Printing Company, Pittsfield, Mass.