Pablo Picasso Pablo Picasso Was Born in Spain in 1881 and Died in 1973 in France. He Is Considered One of the World's Most

Total Page:16

File Type:pdf, Size:1020Kb

Pablo Picasso Pablo Picasso Was Born in Spain in 1881 and Died in 1973 in France. He Is Considered One of the World's Most Pablo Picasso Pablo Picasso was born in Spain in 1881 and died in 1973 in France. He is considered one of the world’s most famous and successful artists. Some say Picasso was destined to become an artist – his first word was “piz” (pencil)! His father was a painter and also an art professor at The School of Fine Arts in Barcelona. To teach art to his son, he had Picasso copy famous paintings over and over, and draw pictures of the human body from plaster sculptures and live models. At age 13, Picasso was already taking advanced classes at his father’s school. By age 16, Picasso moved on his own to Madrid to study at The Royal Academy of San Fernando, the country’s top art school. Soon after he arrived, Picasso stopped attending classes and became more interested in pursuing his career as an artist. Picasso was enthralled by all Madrid had to offer, especially the artwork of famous painters such as Velasquez, Goya, and El Greco. Within a few years, Picasso became a well-known and respected artist in Paris, France, which was then considered the epicenter of the art world. Picasso joined new friends, such as art collector and poet, Gertrude Stein, fellow artists, Georges Braque and Andre Breton, as well as composer, Igor Stravinsky, in many projects and long discussions about the changes in art, politics, and literature. Picasso became financially successful in his lifetime, which is unusual for many artists. Some of his most famous works of art are: Demoiselles D’Avignon, Guernica, Portrait of Gertrude Stein, Still Life with Guitar, and Three Musicians. Picasso was married twice, and he had four children. He died in 1973 at one of his homes in France. In his career, Picasso completed approximately 50,000 works of art including paintings, sculptures, ceramics, drawings, and tapestries. Picasso is known for many styles of painting, which is unusual for artists of his time, who mainly used one distinct style for their entire career. Picasso’s Artistic Phases Blue Period: Both blue in tone and mood, these paintings often depicted children and women, who were sad and gaunt and had elongated limbs, as seen in the works of El Greco. Rose Period: Picasso’s paintings in this phase were much more colorful, and often pictured circus acrobats, and clowns, called harlequins. African-Influenced Period: Picasso used African people and artifacts as his inspiration in this period. His most famous work during this phase is “Demoiselles d’Avignon”. Cubism: Picasso and his friend, artist Georges Braque, created this new category of painting in which objects are deconstructed and then depicted as various shapes and textures. This was a revolutionary style and one of Picasso’s most recognizable periods of art. Classicism and Surrealism: Classicism was influenced by more traditional, representational artists, while Surrealism was a movement Picasso adopted from other artists in the 1930’s who used symbolism to give meaning to their paintings. Guernica is an example of Picasso’s use of Classicism and Surrealism. Three Musicians Oil on Canvas 79 X 87 ¾” The Museum of Modern Art, New York 1921 Picasso painted two versions of this monumental composition in Fontainebleau, France in the summer of 1921. Fontainebleau is a chateau town just outside of Paris where Picasso had rented a villa for the summer and was using a garage as his studio. Picasso was aware he was painting in a location known for its tapestries and monumental paintings done in a grand French style and that might account for the grandness of this painting. This celebrated work, now in the New York Museum of Modern Art(the other version in Philadelphia) marked his return to high Synthetic Cubism and his use of Commedia dell’ Arte imaginary, which began in the early days in Paris. His continuing association with the refined world of ballet, through his wife and his work designing sets and costumes for Diaghilev, is evident. The Three Musicians is a large painting measuring more than 2 meters wide and high. It is painted in the Synthetic Cubist style and gives the appearance of cut paper. In this work Picasso created out of simple geometric elements, a lyrical expressive group that is loose on details but is firmly composed. The intricate, jigsaw-puzzle-like composition, the flat planes of unshaded color recall the cutout and pasted paper forms with which the style began. These overlapping shapes are at their most complex at the center of the picture, which is also where the lightest hues are concentrated, so that an aura of darkness surrounds a brighter center. Along with the frontal poses of the figures, this creates a feeling of gravity and monumentality, and gives Three Musicians a mysterious, otherworldly air. Color was at last assigned a role in the Cubist composition. Picasso moved from pastel tones to bright, primary colors. The subject of the piece is the three figures from the commedia dell’arte (old Italian comic theater) which was inspired by Picasso’s work for the ballet in years before. He had done sets for the ballets Three- Cornered Hat, Cuandro Flamenco, and Pulcinella. All were staged by Diaghilev. Pierrot and Harlequin are stock characters in the old Italian comic theater and were familiar themes in Picasso's work. This version of the painting shows three main figures, Pierrot, Harlequin and a Monk. On the left, is the masked Pierrot who's playing a clarinet wearing a blue and white suit. The Pierrot figure has been related to the poet, Guillaume Apollinaire, who was a great friend of Picasso's in the years prior to World War II, and who by the time this work was dead. At the right, you see a singing monk dressed in a black robe who holds a sheet of musical notes in his very small sort of claw-like hands or paws. The monk has been connected to another old friend of Picasso, the poet Max Jacob, who earlier this year in 1921, had in fact, entered a Benedictine monastery. And then at center, strumming a guitar is the brightly colored figure of a harlequin, in an orange and yellow diamond-pattered costume, who's often in Picasso's work as a stand-in or an alter ego for the artist himself. The three musicians and dog conjure a bygone period of bohemian life, enjoyed here by Picasso and friends. In the second version of this piece, Harlequin and Pierrot have changed places. Picasso painted these three musicians made of flat, brightly colored, abstract shapes in a shallow, boxlike room. In front of Pierrot stands a table with a pipe and other objects, while beneath him is a dog, whose belly, legs, and tail peep out behind the musician's legs. Like the boxy brown stage on which the three musicians perform, everything in this painting is made up of flat shapes. Behind each musician, the light brown floor is in a different place, extending much farther toward the left than the right. Framing the picture, the floor and the flat walls make the room lopsided, but the musicians seem steady. The music makers are in harmony. It is hard to tell where one musician starts and another stops, because the shapes that create them intersect and overlap like a collage. Pierrot, the figure in blue and white, holds a clarinet in his hands; one hand is connected to a long, thin, black arm, while the other hand lacks an arm. TheThree Musicians emphasize lively colors, angular shapes, and flat patterns. Picasso said he was delighted when "Gertrude Stein joyfully announced... that she had at last understood what... the three musicians was meant to be. It was a still life!" Commedia dell’arte- old Italian comedic improvisational, (sometimes pantomime) traveling troupe that told unscripted stories of love intrigue, clever plots to steal money, mistaken identity. The stories were broken up by interludes of acrobats, jugglers, joke tellers. Pierrot- sad clown dressed in white with a white face who usually loses his love to Harlequin or trustworthy servant who is loyal, charming and likeable Harlequin- comic servant character who steals Pierrot’s love- forebearer to modern clown, acrobatic, mischievous, talks to audience Questions for discussion What do you think the title is? The Three Musicians Measure the length of the piece with ruler. What shapes do you see? triangles, rectangles, circles, squares What objects do you see in the painting? Hands, music notes, instruments, masks, guitar, clarinet, dog’s legs and tail, pipe on table, dog’s head in corner What do you think the people are doing? Playing music, singing on stage or in front of people, a performance Why do you think the dog is there? Maybe one of the men own it, maybe they are at a friend’s house, maybe the dog wandered in….. Do you think the people are in everyday clothes or costumes? Mask on person to the right, the bright colored costume in middle, pointed hat, cape on person on right Do you think this is happy music or sad? Happy- bright costumes, dog’s influence, or sad and sober- the dark background, stage area, stiffness of characters, old building feel If the background was a bright color, how would the painting feel? Cheery, happy, like a carnival Do you like the painting? Would you like to have it in your house? How does this painting make you feel? .
Recommended publications
  • Page 355 H-France Review Vol. 9 (June 2009), No. 86 Peter Read, Picasso and Apollinaire
    H-France Review Volume 9 (2009) Page 355 H-France Review Vol. 9 (June 2009), No. 86 Peter Read, Picasso and Apollinaire: The Persistence of Memory (Ahmanson-Murphy Fine Arts Books). University of California Press: Berkeley, 2008. 334 pp. + illustrations. $49.95 (hb). ISBN 052-0243- 617. Review by John Finlay, Independent Scholar. Peter Read’s Picasso et Apollinaire: Métamorphoses de la memoire 1905/1973 was first published in France in 1995 and is now translated into English, revised, updated and developed incorporating the author’s most recent publications on both Picasso and Apollinaire. Picasso & Apollinaire: The Persistence of Memory also uses indispensable material drawn from pioneering studies on Picasso’s sculptures, sketchbooks and recent publications by eminent scholars such as Elizabeth Cowling, Anne Baldassari, Michael Fitzgerald, Christina Lichtenstern, William Rubin, John Richardson and Werner Spies as well as a number of other seminal texts for both art historian and student.[1] Although much of Apollinaire’s poetic and literary work has now been published in French it remains largely untranslated, and Read’s scholarly deciphering using the original texts is astonishing, daring and enlightening to the Picasso scholar and reader of the French language.[2] Divided into three parts and progressing chronologically through Picasso’s art and friendship with Apollinaire, the first section astutely analyses the early years from first encounters, Picasso’s portraits of Apollinaire, shared literary and artistic interests, the birth of Cubism, the poet’s writings on the artist, sketches, poems and “primitive art,” World War I, through to the final months before Apollinaire’s death from influenza on 9 November 1918.
    [Show full text]
  • Newly Acquired Works by 15 Artists on Exhibit
    THE MUSEUM OF MODERN ART |1 WEST 53 STREET, NEW YORK 19, N. Y. TllIPMONIt CIRCLE 5-8900 £007214- - 1+9 FOR WEDNESDAY RELEASE NEWLY ACQUIRED WORKS BY 15 ARTISTS TO 00 VIEW Recently acquired works of art by 15 artists will be on view on the 1st floor of the Museum of Modern Art, 11 West 53 Street, from July 26 through November 5» The 18 works, 17 of them recently added to the Museum Collection and one on extended loan, include 13 oil paintings, 3 watercolors, one sculpture and one construction. Seven of the artists are well-known Europeans: Picasso, Leger, Mondrian, Beckmann, Klee, de Chirico, Pevsner. Pour prominent Americans are represented: Charles Burchfield, Charles Demuth, Rico Lebrun and Morris Graves; while three of the remaining four American artists are newcomers to the Museum's Collection and its public: Richard Lippold, J.M. Hanson and Richard Pousette-Dart. Jimmy Ernst is already represented in the Collection with an earlier painting. Picasso's Harlequin was painted toward the end of 19l5« Alfred H. Barr, Jr., Director of the Museum Collections says: "The painter, because of his Spanish nationality, had not been directly involved in World War I, but he had seen many of his friends - Braque, Apollinaire, Derain, Cocteau, Leger and others - leave for the front while he remained behind in a frightened and gloomy Paris. Meanwhile his beloved mistress, Eva, had fallen mortally ill and had to be taken to a hospital far from Montparnasse vfoere PicaSso was then living. "It was in this atmosphere of general and personal distress that Picasso painted the Harlequin.
    [Show full text]
  • Development of a Visual Arts Curriculum for Young Children
    .-... I . At .... DOCUMENT RESUME ED 032 939 24 PS 002 205 By-Grayson. Mary; And Others . Development of a Visual Arts Curriculum for YoungChildren. CAREL Arts and Humanities Curriculum Development Program for Young Children. Central Atlantic Regional Educational Lab., Washington,D.C. Spons Agency-Office of Education (DHEW). Washington. D.C.Bureau of Research. Bureau No-BR -6 -2938 Pub Date Jun 69 . Contract -OEC -2 -7 -062938 -3058 Note-166p. EDRS Price MF-S0.75 HC-$8.40 Descriptors-Artists.*Curriculum Development. Kindergarten. Painting. PerceptualDevelopment. Primary Grades. *Program Descriptions. Space. Teacher Education, TeachingTechniques, *Visual Arts. Visual Perception The objective of the Central Atlantic Regional EducationalLaboratory (CAREL) visual arts program was to develop a curriculum thatwould increase children's visual knowledge of artists and art work. develop theirvisual sensitivity and perceptual ability. and encourage creative production and perceptionof art work. Workshops were conducted to combinecurriculum theory with teaching practice and to Present a conceptual art framework to teachers. The curriculum waspresented to 190 children. grades kindergarten through 3. from all socioeconomiclevels. Focal points were definition of the artist. artistic expressiveness. spatial awarenessand spatial relationships. visual rhythm (recoznized pattern of parts to partsand parts to whole), and visits to an art museum.I eacher preparation and curriculumcontent were evaluated through classroom observation by the CARELstaff. teachers' responses to workshops and questionnaires. and anecodotal records.Results indicated a need for betterteacher preparation and curriculumdesignplanning.Childrenshowed development of visual rhythm. and improvement in their perceptionof aesthetic qualities. Curriculum units and sample evaluations are are included.(DR) F. C\1 i t DEPARTMENT OF HEALTH.
    [Show full text]
  • Three Musicians, 1921
    4 ~ Three Musicians, 1921 Pablo Picasso Spanish Oilllff aurwu, 67x 7'3 Y. • (200 x 223 em). Coll«tiDn, The Museum ofMotkmArr, New Ycri (Mrs. Simon Guggenheim Fund). l'ftDIDgraplr 01992, The Musevm of Modem An, New York. About the Artist About the Art Pablo Picasso was born in 1881 in Malaga, Spain. His father Three MusicUms is an example of one of Picasso's most was an artist who taught at the School of Fine Arts and Crafts famous late Cubist paintings. Completed in 1921, this large :>"-:!,_was curator of the local museum. From his early child- canvas depicts three highly abstracted musicians performing ,. Picasso received encouragement for his painting and their music. The size of the painting is slightly larger than two ~gs from his parents. At the age of eleven, Picasso large doors or doorways. Two elements of Cubism are evident enrolled in the School of Fine Arts in La Coruna and at in the use of shapes with sharp angles and interlocking design sixteen he enrolled in the Royal Academy of San Fernando of geometric shapes. Picasso's use of large, bold and colorful in Madrid. As an adult he lived and worked in Paris for over shapes on this canvas is tightly constructed. It is difficult to fifty years and later returned to the Mediterranean coast and pici out the three musicians. Picasso may have intended for finally to the countryside of France, where he is buried. viewers to appreciate the patterns of the shapes more than Over his lifetime, Picasso's paintings went through many the image of the musicians.
    [Show full text]
  • Cubism Futurism Art Deco
    20TH Century Art Early 20th Century styles based on SHAPE and FORM: Cubism Futurism Art Deco to show the ‘concept’ of an object rather than creating a detail of the real thing to show different views of an object at once, emphasizing time, space & the Machine age to simplify objects to their most basic, primitive terms 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Pablo Picasso 1881-1973 Considered most influential artist of 20th Century Blue Period Rose Period Analytical Cubism Synthetic Cubism 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Early works by a young Picasso Girl Wearing Large Hat, 1901. Lola, the artist’s sister, 1901. 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Blue Period (1901-1904) Moves to Paris in his late teens Coping with suicide of friend Paintings were lonely, depressing Major color was BLUE! 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Pablo Picasso, Blue Nude, 1902. BLUE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Pablo Picasso, Self Portrait, 1901. BLUE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Pablo Picasso, Tragedy, 1903. BLUE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Blue Period Pablo Picasso, Le Gourmet, 1901. BLUE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s work at the National Gallery (DC) 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Rose Period Rose Period (1904-1906) Much happier art than before Circus people as subjects Reds and warmer colors Pablo Picasso, Harlequin Family, 1905. ROSE PERIOD 20TH CENTURY ART & ARCHITECTURE Cubism & Picasso Picasso’s Rose Period Pablo Picasso, La Familia de Saltimbanques, 1905.
    [Show full text]
  • Pablo Picasso, One of the Most He Was Gradually Assimilated Into Their Dynamic and Influential Artists of Our Stimulating Intellectual Community
    A Guide for Teachers National Gallery of Art,Washington PICASSO The Early Ye a r s 1892–1906 Teachers’ Guide This teachers’ guide investigates three National G a l l e ry of A rt paintings included in the exhibition P i c a s s o :The Early Ye a rs, 1 8 9 2 – 1 9 0 6.This guide is written for teachers of middle and high school stu- d e n t s . It includes background info r m a t i o n , d i s c u s s i o n questions and suggested activities.A dditional info r m a- tion is available on the National Gallery ’s web site at h t t p : / / w w w. n g a . gov. Prepared by the Department of Teacher & School Programs and produced by the D e p a rtment of Education Publ i c a t i o n s , Education Division, National Gallery of A rt . ©1997 Board of Tru s t e e s , National Gallery of A rt ,Wa s h i n g t o n . Images in this guide are ©1997 Estate of Pa blo Picasso / A rtists Rights Society (ARS), New Yo rk PICASSO:The EarlyYears, 1892–1906 Pablo Picasso, one of the most he was gradually assimilated into their dynamic and influential artists of our stimulating intellectual community. century, achieved success in drawing, Although Picasso benefited greatly printmaking, sculpture, and ceramics from the artistic atmosphere in Paris as well as in painting. He experiment- and his circle of friends, he was often ed with a number of different artistic lonely, unhappy, and terribly poor.
    [Show full text]
  • Pablo Picasso (1881-1973) Picasso and Cubism
    Module: Art Theory and History for Senior Students Course Code: AVI 4M Artists like Henri Matisse and a group known as the Fauves pushed the use of brilliant colour and impasto texture further than van Gogh had dared and Pablo Picasso took Cezanne's experiments with perspective to the next level. The early twentieth century was a turbulent time of industrialization and violent political upheaval and PICASSO AND CUBISM the art of this era was suitably adventurous. We will Post Impressionists like van Gogh and Cezanne begin our look at this time with the development of set the stage for a new generation of artists to push cubism through the work of Pablo Picasso. the boundaries of art even further. Young artists were inspired by the bold approach of these artists but wanted to go even further in the use of expressive colour, and in the flattening of the pictorial space of painting. Man Ray (1890-1976) © ARS, NY Pablo Picasso. 1933. Gelatin silver print. 35.2 x 27.9 cm (13 7/8 x 11 in.). The Metropolitan Museum of Art, Ford Motor Company Collection, Gift of Ford Motor Company and John C. Waddell, 1987 (1987.1100.18). Copy Photograph © The Metropolitan Museum of Art Location :The Metropolitan Three Musicians. 1921. 6’7””x7”33/4”. oil on canvas. Museum of Art, New York, NY, U.S.A. Photo Credit : The Museum of Modern Art, New York. Image copyright © The Metropolitan Museum of Art / Art Resource, NY PABLO PICASSO (1881-1973) Picasso was the child prodigy son of Jose Picasso first visited Paris in 1900, and alter- Ruiz Blasco, a drawing master of Malaga Spain, nated between Paris and Barcelona from 1900-1904.
    [Show full text]
  • Picasso Sculpture Slide Commentary Slide 1: Biography Photo of Picasso
    Picasso Sculpture Slide Commentary Slide 1: Biography Photo of Picasso Pablo Picasso is considered to be one of the greatest and most influential artists of the 20th century. He is best known for his work as a painter, but he experimented with many other art forms. He was born in Spain in 1881 and he lived to be 91 years old; he died in 1973 in France, where he spent most of his life. Picasso loved art even as a young child—his first word was “lap” for “lapiz,” which means pencil in Spanish. He was often in trouble at school for misbehaving and was sent to detention, where he would pass the time by drawing. When he was nine, he made his first painting. His father was a professional painter and an art teacher, and Picasso learned from him. It was clear that Picasso had exceptional talent, so his father enrolled him in the best art school in Spain. Picasso didn’t like formal instruction, so he stopped going. Picasso preferred to learn by watching others and experimenting on his own. He worked hard at his art and constantly challenged himself to make new discoveries. What do you think this place in the photo is? How would you describe it? What forms of art do you see here? Slide 2: Cubist Style Three Musicians, 1921 This is one of Picasso’s paintings that was painted in a particular abstract style called Cubism, a style that was invented by Picasso and his friend, Georges Braque. In Cubism, the artist looks at an object and breaks it down into simple, geometric shapes.
    [Show full text]
  • Educators' Guide
    EDUCATORS’ GUIDE EDUCATORS’ GUIDE This Educators’ Guide helps ABOUT THE EXHIBITION • What are some of the teachers conduct a self-led tour Rendezvous in Paris: Picasso, Chagall, Modigliani & Co. (1900-1939) artistic styles you can see of the International Exhibition in this exhibition? as part of their school visit to In collaboration with Centre Pompidou, this exhibition focuses on the key • Louvre Abu Dhabi. Its purpose contributions of foreign artists to the Paris How did they appear? is to foster learning through art scene during the first half of the 20th century. A collection of 85 artworks features • What do you think students’ observational, important figures including Picasso, Kupka, influenced artists of that analytical, communication and Chagall and Modigliani, revealing the wealth critical thinking abilities. The and depth of the mutual influences and time? exchanges between these artists of varied in-gallery activities are intended backgrounds. • What did they want to for different age groups and show and represent? curricula. We encourage you to GENERAL QUESTIONS adapt and build upon them to • What materials did suit your classroom needs. EXPLORE these questions they use? with your students. ACTIVITIES ENCOURAGE them to observe The activities in this guide are based on closely and read the artwork labels a selection of artworks and are suitable to help them answer questions. for a range of age groups and subjects. You may modify the activities to suit your curriculum and learning objectives. REMIND your students that there The artworks introduce different aspects are no wrong or right answers, of first half of 20th century art in Paris, but it is important to ground their and a number of activities that you can answers on what they see and conduct in the museum galleries and recognise in the artwork.
    [Show full text]
  • The Lovers, 1923 and Three Musicians, 1932 by Pablo Picasso
    Masterpiece: The Lovers, 1923 and Three Musicians, 1932 by Pablo Picasso Keywords: Cubism, Shape, line, Mixed media Grade: 6th Grade Month: December/January Activity: Fractured Friend: a Cooperative Collage TIME: 1-1/2 hours Meet the Artist: Picasso was born in Spain in 1881. His father was an artist who taught at a local university and he encouraged Pablo at an early age to pursue his artistic talents. At the age of 11, Pablo and was sent to art. Picasso’s artworks changed significantly through his career and he created hundreds of paintings and sculptures. He married and had 4 children. When they were younger, he was a fantastically fun dad. He would draw on tablecloths, did magic tricks and would prepare birthday dinner celebrations made up entirely of chocolate. He became most well known for his Cubist paintings. Cubism emphasized line, shape and color. It was a modern art style that is not realistic in nature, but based geometric shapes. It started out with neutral colors, but eventually became a very colorful style. Picasso was very outspoken, opinionated and eccentric. He never threw anything out, hated the telephone, and refused to dust his studio. He loved keeping an odd assortment of pets, including goats, reptiles, a monkey and always some Afghan Hounds. He loved any publicity and made sure he was always reading something about himself. He was a prolific painter, and even in his 90th year, he painted 200 paintings. He was still working on the day he died, at 92, of heart failure. Possible Questions: o Compare and contrast the two prints.
    [Show full text]
  • Fine Arts and Humanities: Grade 7. Cluster III. INSTITUTION District of Columbia Public Schools, Washington, D.C
    DOCUMENT RESUME ED 089 006 CE 001 044 AUTHOR Calhoun, Olivia H. TITLE Fine Arts and Humanities: Grade 7. Cluster III. INSTITUTION District of Columbia Public Schools, Washington, D.C. Dept. of Career Development.; Metropolitan Educational Council for Staff Development, Washington, D.C. SPONS AGENCY Bureau of Adult, Vocational, and Technical'Education (DHEW/OE), Washington, D.C. PUB DATE [72] NOTE 136p.; For the Washington, D.C., Career Development Exemplary Project itself see CE 000 906 EDRS PRICE MF-$0.75 HC-$6.60 PLUS POSTAGE DESCRIPTORS Art; *Career Education; Curriculum Guides; Dance; Drama; *Fine Arts; *Grade 7; Handicrafts; *Humanities; Literature; Music; Occupational Clusters; *Units of Study (Subject Fields) IDENTIFIERS *Career Development;1District of Columbia ABSTRACT A curriculum guide for Grade 7, the document is devoted to the occupational cluster "Fine Arts and Humanities." It is divided into five units: drama aid literature, music, dance, art, and crafts. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, guests, and a list of career opportunities (positions)available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); construction and environment (CE 001 045); agri-business, natural resources, marine sciences (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051).
    [Show full text]
  • PORTRAIT of PICASSO by Roland Penrose
    j'' The Museum of Modem Art ,.st 53 Street, New York, N.Y. 10019 Tel. 956-6100 Cable: Modernart NO. 125 FOR RELEASE: OCTOBER 29, 1971 PORTRAIT OF PICASSO by Roland Penrose. 128 pages; 330 illustrations (6 in color); clothbound $8.95; paperbound $4.95. Published by The Museum of Modern Art, New York. Iclothbound edition distributed to the trade by New York Graphic Society Ltd. in the [United States and Canada; TJaaaaafaLnnfin ffniAMiiftftiiiMiftftinTiirdiiuin rbniTTnitni iringihMMMMMi . A. J t 1 Pablo Picasso's 90th birthday on October 25 is being celebrated all over the world in books, exhibitions, on television and radio programs. The artist himself has not indicated that he will make any public statement, and perhaps the nearest thing to a personal appearance on the "occasion of his birthday is the publication by The Museum of Modern Art of PORTRAIT OF PICASSO, a warm and affectionate visual record of the ar­ tist's life through a collection of portraits, sketches, photographs and documents that illuminate him as creator and man. The Museum will pay further tribute to the great 20th-century master by presenting an exhibition of Picasso's paintings, sculpture, prints and drawings in the Museum Col­ lection — from the first Picasso picture, given in 1930, a year after the Museum was founded, to the Cubist sculpture Guitar, given by the artist in 1971. PICASSO IN THE COLLECTION OF THE MUSEUM OF MODERN ART, directed by William S. Rubin, Chief Curator of the Painting and Sculpture Collection, will be on view from February through April, 1972. At the same time the Museum will publish a book on the works in the show, which constitutes the largest, most important public collection of Picasso's work in the world and includes such masterworks as Les Demoiselles d'Avignon, Three Musicians, Girl before a Mirror, and Guitar.
    [Show full text]