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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. -
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. -
Oral History Interview with Pietro Lazzari, 1964
Oral history interview with Pietro Lazzari, 1964 Funding for the digital preservation of this interview was provided by a grant from the Save America's Treasures Program of the National Park Service. Contact Information Reference Department Archives of American Art Smithsonian Institution Washington. D.C. 20560 www.aaa.si.edu/askus Transcript Interview HP: DR. HARLAN PHILLIPS PL: PIETRO LAZZARI HP: I think while we have the opportunity it's, I think, important to assess in a way what one begins with. You have at least, you know, a dual cultural view, more, probably, so what did you fall heir to in the way of luggage and baggage that you've carried? PL: Well, I do believe I was quite lucky, if we can put it this way, I was born in the last century, 1898, in Rome and not from a family were cultural marked point was strong. My father was very inventive himself, he could draw horses. He loved to walk long distances. I remember as a young boy we used to walk outside the gates of Rome in Via Solaria or toward Ostia, and he was not a very tall man but while he walked, and while he talked he grew, I thought he was very tall, and he was inspired, his chest forward because he was the bandolier, which is a sort of an elite corps in the Italian army and he volunteered very young. So going back to our walks, he was familiar with the Roman ruins and frescoes in churches particularly those churches on the outskirts of Rome. -
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. -
Swing Landscape
National Gallery of Art NATIONAL GALLERY OF ART ONLINE EDITIONS American Paintings, 1900–1945 Stuart Davis American, 1892 - 1964 Study for "Swing Landscape" 1937-1938 oil on canvas overall: 55.9 × 73 cm (22 × 28 3/4 in.) framed: 77.8 × 94.6 × 7 cm (30 5/8 × 37 1/4 × 2 3/4 in.) Corcoran Collection (Museum Purchase and exchange through a gift given in memory of Edith Gregor Halpert by the Halpert Foundation and the William A. Clark Fund) 2014.79.15 ENTRY Swing Landscape [fig. 1] was the first of two commissions that Stuart Davis received from the Mural Division of the Federal Art Project (FAP), an agency of the Works Progress Administration (WPA), to make large-scale paintings for specific sites in New York. The other was Mural for Studio B, WNYC, Municipal Broadcasting Company [fig. 2]. [1] The 1930s were a great era of mural painting in the United States, and Davis, along with such artists as Thomas Hart Benton (American, 1889 - 1975), Arshile Gorky (American, born Armenia, c. 1902 - 1948), and Philip Guston (American, born Canada, 1913 - 1980), was an important participant. In the fall of 1936, Burgoyne Diller (American, 1906 - 1965), the head of the Mural Division and a painter in his own right, convinced the New York Housing Authority to commission artists to decorate some basement social rooms in the Williamsburg Houses, a massive, new public housing project in Brooklyn. A dozen artists were chosen to submit work, and, while Davis’s painting was never installed, it turned out to be a watershed in his development. -
Art in America
MAGAZINE NOV. 01, 2013 THE PARSONS EFFECT by Judith E. Stein, Helène Aylon Betty Bierne Pierson, the rebellious, selfassured offspring of an old New York family, was 13 when she visited the historic Armory Show in 1913 and set her course on becoming an artist. Her conservative parents acquiesced to art lessons but drew the line at higher education for women. At 20, she married Schuyler Livingston Parsons, a man of wealth and social standing. He proved to be as captivated by men Betty Parsons, 1963. as she was by women, and a gambler and an alcoholic to boot. The Photo Alexander Liberman. The Getty couple divorced amicably in Paris, where she spent the 1920s in Research Institute, Los comfort, sharing her life with Adge Baker, a British art student, and Angeles. © J. Paul Getty Trust. taking classes with Ossip Zadkine and Antoine Bourdelle, among others. Her friends included expatriate Americans Hart Crane, Man Ray, Alexander Calder, and Gerald and Sara Murphy, as well as lesbian literati Gertrude Stein, Natalie Barney and Janet Flanner. Disinherited after her divorce, Parsons also lost her alimony support when the stock market crashed. Generous girlhood friends aided her return to the U.S. in 1933, first to Hollywood, where her acquaintances numbered Greta Garbo, Marlene Dietrich, Tallulah Bankhead, Dorothy Parker and Robert Benchley. She then lived in Santa Barbara, teaching art, painting portraits and consulting on French wines at a liquor store. In 1935, she funded a move to New York by selling her engagement ring. Parsons's loyal circle supplemented the slender income she earned from sales of her own art and from commissions by dealers such as Mrs. -
Else Alfelt, Lotti Van Der Gaag, and Defining Cobra
WAS THE MATTER SETTLED? ELSE ALFELT, LOTTI VAN DER GAAG, AND DEFINING COBRA Kari Boroff A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2020 Committee: Katerina Ruedi Ray, Advisor Mille Guldbeck Andrew Hershberger © 2020 Kari Boroff All Rights Reserved iii ABSTRACT Katerina Ruedi Ray, Advisor The CoBrA art movement (1948-1951) stands prominently among the few European avant-garde groups formed in the aftermath of World War II. Emphasizing international collaboration, rejecting the past, and embracing spontaneity and intuition, CoBrA artists created artworks expressing fundamental human creativity. Although the group was dominated by men, a small number of women were associated with CoBrA, two of whom continue to be the subject of debate within CoBrA scholarship to this day: the Danish painter Else Alfelt (1910-1974) and the Dutch sculptor Lotti van der Gaag (1923-1999), known as “Lotti.” In contributing to this debate, I address the work and CoBrA membership status of Alfelt and Lotti by comparing their artworks to CoBrA’s two main manifestoes, texts that together provide the clearest definition of the group’s overall ideas and theories. Alfelt, while recognized as a full CoBrA member, created structured, geometric paintings, influenced by German Expressionism and traditional Japanese art; I thus argue that her work does not fit the group’s formal aesthetic or philosophy. Conversely Lotti, who was never asked to join CoBrA, and was rejected from exhibiting with the group, produced sculptures with rough, intuitive, and childlike forms that clearly do fit CoBrA’s ideas as presented in its two manifestoes. -
PICASSO Les Livres D’Artiste E T Tis R a D’ S Vre Li S Le PICASSO
PICASSO LES LIVRES d’ARTISTE The collection of Mr. A*** collection ofThe Mr. d’artiste livres Les PICASSO PICASSO Les livres d’artiste The collection of Mr. A*** Author’s note Years ago, at the University of Washington, I had the opportunity to teach a class on the ”Late Picasso.” For a specialist in nineteenth-century art, this was a particularly exciting and daunting opportunity, and one that would prove formative to my thinking about art’s history. Picasso does not allow for temporalization the way many other artists do: his late works harken back to old masterpieces just as his early works are themselves masterpieces before their time, and the many years of his long career comprise a host of “periods” overlapping and quoting one another in a form of historico-cubist play that is particularly Picassian itself. Picasso’s ability to engage the art-historical canon in new and complex ways was in no small part influenced by his collaborative projects. It is thus with great joy that I return to the varied treasures that constitute the artist’s immense creative output, this time from the perspective of his livres d’artiste, works singularly able to point up his transcendence across time, media, and culture. It is a joy and a privilege to be able to work with such an incredible collection, and I am very grateful to Mr. A***, and to Umberto Pregliasco and Filippo Rotundo for the opportunity to contribute to this fascinating project. The writing of this catalogue is indebted to the work of Sebastian Goeppert, Herma Goeppert-Frank, and Patrick Cramer, whose Pablo Picasso. -
Art in 1960S
Abstract Expressionism 1940s-1960s A form of abstract art that emphasized spontaneous, intuitive creation of unstructured expressions of the artist’s unconscious Action Painting: emphasized the dynamic handling of paint and techniques that were partly dictated by chance. The act of painting was as significant as the finished work: Jackson Pollock, Willem de Kooning Jackson Pollock, Blue Poles, 1952 William de Kooning, Untitled, 1975 Color-Field Painting: used large, soft-edged fields of flat color: Mark Rothko, Ab Reinhardt Mark Rothko, Lot 24, “No. 15,” 1952 “A square (neutral, shapeless) canvas, five feet wide, five feet high…a pure, abstract, non- objective, timeless, spaceless, changeless, relationless, disinterested painting -- an object that is self conscious (no unconsciousness), ideal, transcendent, aware of no thing but art (absolutely no anti-art). Ad Reinhardt, Abstract Painting,1963 –Ad Reinhardt Minimalism 1960s rejected emotion of action painters sought escape from subjective experience downplayed spiritual or psychological aspects of art focused on materiality of art object used reductive forms and hard edges to limit interpretation tried to create neutral art-as-art Frank Stella rejected any meaning apart from the surface of the painting, what he called the “reality effect.” Frank Stella, Sunset Beach, Sketch, 1967 Frank Stella, Marrakech, 1964 “What you see is what you see” -- Frank Stella Postminimalism Some artists who extended or reacted against minimalism: used “poor” materials such felt or latex emphasized process and concept rather than product relied on chance created art that seemed formless used gravity to shape art created works that invaded surroundings Robert Morris, Felt, 1967 Richard Serra, Cutting Device: Base Plat Measure, 1969 Hang Up (1966) “It was the first time my idea of absurdity or extreme feeling came through. -
Emuseum of Modernart, 11 West 53 Street, Newyork, N, Y
..~ Museum of Modern Art No.4; 53 Street, NewYork, N.Y. 10019 Circle 5·8900 Cable, Modernart FOR RELEASE: Tuesday, May 11, 1965 PRESS PREVIEW: Monday,Mey 10, 1965 11 a.m, - 4 p.m. ICANCOLLAGES,anexhibition from The Museumof Modern Art's special program of traveling exhibitions, will interrupt its current tour end be shCMnat the Museum from May11 through July 25. Twice as manyexhibitions are circulated in the United States and Canada by the Museum'SDapartment of Circulating Exhibitions as are shown yearly at the Museum in NewYork. Last year the exhibitions "lere seen in 139 com- MoMAExh_0766_MasterChecklist munities. The same department, in charge of the Kuseum's foreign program of Circu- lating Exhibitions sponsored by the International Council of the Museum, has prepared 75 exhibitions secu in 65 countries. I The<lOrksin the collage sbow, dating from 1950 to the present, deal with a I i The term I mediumwhich has grown in importance only during the last fifty years. "collage," from the French for pasting or paper-hanging, has been broad ly interpreted I as a technique of cutting and pasting various materials which are aometimes combined with drawing, watercoloor or oil. The exhibition includes the work of someof the foremost makers of collage in I li I this country __ Robert Motherwell, Esteban Vicente, Conred Marca-Rel and Joseph Cornell _ as well as other artists who have broadened the medium. Kynaston McShine, whodirected the exhibition, writes, "[Collage] has been a means of creative liberation, leading us to recogGize not only the beauty of ephemera but also that of texture and spatial effects different from those of painting and sculpture. -
CUBISM and ABSTRACTION Background
015_Cubism_Abstraction.doc READINGS: CUBISM AND ABSTRACTION Background: Apollinaire, On Painting Apollinaire, Various Poems Background: Magdalena Dabrowski, "Kandinsky: Compositions" Kandinsky, Concerning the Spiritual in Art Background: Serial Music Background: Eugen Weber, CUBISM, Movements, Currents, Trends, p. 254. As part of the great campaign to break through to reality and express essentials, Paul Cezanne had developed a technique of painting in almost geometrical terms and concluded that the painter "must see in nature the cylinder, the sphere, the cone:" At the same time, the influence of African sculpture on a group of young painters and poets living in Montmartre - Picasso, Braque, Max Jacob, Apollinaire, Derain, and Andre Salmon - suggested the possibilities of simplification or schematization as a means of pointing out essential features at the expense of insignificant ones. Both Cezanne and the Africans indicated the possibility of abstracting certain qualities of the subject, using lines and planes for the purpose of emphasis. But if a subject could be analyzed into a series of significant features, it became possible (and this was the great discovery of Cubist painters) to leave the laws of perspective behind and rearrange these features in order to gain a fuller, more thorough, view of the subject. The painter could view the subject from all sides and attempt to present its various aspects all at the same time, just as they existed-simultaneously. We have here an attempt to capture yet another aspect of reality by fusing time and space in their representation as they are fused in life, but since the medium is still flat the Cubists introduced what they called a new dimension-movement. -
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.