Images of Works of Art in Museum Collections: the Experience of Open Access a Study of 11 Museums
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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
EDUCATOR GUIDE Story Theme: the Grey Eminences Subject: David Ireland Discipline: Visual Art (Conceptual)
EDUCATOR GUIDE Story Theme: The Grey Eminences Subject: David Ireland Discipline: Visual Art (Conceptual) SECTION I - OVERVIEW ......................................................................................................................2 EPISODE THEME SUBJECT CURRICULUM CONNECTIONS OBJECTIVE STORY SYNOPSIS INSTRUCTIONAL STRATEGIES INSTRUCTIONAL OBJECTIVES EQUIPMENT NEEDED MATERIALS NEEDED INTELLIGENCES ADDRESSED SECTION II – CONTENT/CONTEXT ..................................................................................................3 CONTENT OVERVIEW THE BIG PICTURE RESOURCES – TEXTS RESOURCES – WEBSITES RESOURCES – VIDEO BAY AREA FIELD TRIPS SELECTED CONCEPTUAL ARTISTS SECTION III – VOCABULARY.............................................................................................................9 SECTION IV – ENGAGING WITH SPARK ...................................................................................... 10 Artist David Ireland beside the entrance to his retrospective exhibition at the Berkeley Art Museum. Still image from SPARK story, 2004. SECTION I - OVERVIEW To learn to “read” Conceptual Artworks and EPISODE THEME understand how they communicate The Grey Eminences To help students think conceptually by looking at, talking about and making conceptual art SUBJECT To introduce students to creative ideation by David Ireland beginning instead of materials GRADE RANGES K-12 & Post-secondary EQUIPMENT NEEDED SPARK story about David Ireland on DVD or VHS CURRICULUM CONNECTIONS and related equipment Visual Art -
Video Stylization: Painterly Rendering and Optimization with Content Extraction Liang Lin, Kun Zeng, Yizhou Wang, Ying-Qing Xu, Senior Member, IEEE, and Song-Chun Zhu
IEEE TRANSACTIONS ON CIRCUITS AND SYSTEMS FOR VIDEO TECHNOLOGY, VOL. 23, NO. 4, APRIL 2013 577 Video Stylization: Painterly Rendering and Optimization With Content Extraction Liang Lin, Kun Zeng, Yizhou Wang, Ying-Qing Xu, Senior Member, IEEE, and Song-Chun Zhu Abstract—We present an interactive video stylization system an example produced by our system. Although similar oil- for transforming an input video into a painterly animation. painting effects can be generated manually by the paint- The system consists of two phases: a content extraction phase on-glass technique, such animation production is not only to obtain semantic objects, i.e., recognized content, in a video and establish dense feature correspondences, and a painterly laborious but also requires considerable artistic skills. For rendering phase to select, place, and propagate brush strokes example, it took over two years for artists to manually produce for stylized animations based on the semantic content and object the 22-min Oscar-winning animation Old Man and the Sea.In motions derived from the first phase. Compared with the previous comparison, our interactive system allows an amateur player work, the proposed method has the following three advantages. to produce painterly animations from real-life video clips with First, we propose a two-pass rendering strategy and brush strokes with mixed colors in order to render expressive visual effects. far less time and effort. Second, the brush strokes are warped according to global object In the following, we review the related work for painterly deformations, so that the strokes appear to be naturally attached rendering and video stylization in the literature and provide to the object surfaces. -
2021-22 Bulletin: Graduate School Of
2021–22 Bulletin Graduate School of Art Bulletin 2021-22 Table of Contents (07/22/21) Table of Contents About This Bulletin .......................................................................................................................................................................................... 2 About Washington University in St. Louis ...................................................................................................................................................... 3 Trustees & Administration ........................................................................................................................................................................ 3 Academic Calendar .................................................................................................................................................................................. 3 Campus Resources .................................................................................................................................................................................. 4 University Policies .................................................................................................................................................................................... 7 University Affiliations .............................................................................................................................................................................. 12 Graduate School of Art ................................................................................................................................................................................ -
Studio Notes: Why Classical and Contemporary Paintings Look So Different?
Why Classical and Contemporary Paintings Look So Different? Photos courtesy of The Bridgeman Art Library In November, John E. Buchanan, Jr., executive director of the Portland (OR) Art Museum, invited Robert Gamblin to give a public lecture on WHY classical paintings look different from Impressionist paintings. This is the text of his lecture plus illustrations that highlight a wonderful group of French Baroque paintings on exhibit - "The Triumph of French Painting" - at the Portland Art Museum during the Fall 2003. Why do Classical and Modern Paintings look different? To answer that question, I would like to discuss with you ● the difference between indirect and direct painting techniques ● the evolution of artists' colors ● the role of the artist as creator of our cultural memory. Claude Lorrain and Claude Monet offer good examples of the two basic styles of painting: indirect and direct painting. Structure of the painting, direct vs. indirect The classical approach to painting is called indirect because what you see is a combination of three or more layers of the painting. The viewer sees all three layers visible simultaneously in different parts of the painting. The artist carefully plans the layering to create specific visual effects. Look at the diagram I drew to help it make sense. Here we are looking at the side view of a painting. ● The canvas is at the bottom ● The white ground on top of the canvas ● The actual paint layers on the ground. The first layer, called the imprimatura, is applied over the image drawn on to the ground. A thin "wash" of oil color establishes the middle tone of the painting. -
Art and Artificial Life – a Primer
Art and Artificial Life – a Primer Simon Penny University of California, Irvine [email protected] ABSTRACT December 2009) which is a testament to the enduring and It was not until the late 1980s that the term ‘Artificial Life’ arose inspirational intellectual significance of ideas associated with as a descriptor of a range of (mostly) computer based research Artificial Life. practices which sought alternatives to conventional Artificial Intelligence methods as a source of (quasi-) intelligent behavior in technological systems and artifacts. These practices included Artificial Life could not have emerged as a persuasive paradigm reactive and bottom-up robotics, computational systems which without the easy availability of computation. This is not simply to simulated evolutionary and genetic processes, and are range of proclaim, as did Christopher Langton, that Artificial Life was an other activities informed by biology and complexity theory. A exploration of life on a non-carbon substrate, but that Artificial general desire was to capture, harness or simulate the generative Life is ‘native’ to computing in the sense that large scale iterative and ‘emergent’ qualities of ‘nature’ - of evolution, co-evolution process is crucial to the procedures which generate (most) and adaptation. ‘Emergence’ was a keyword in the discourse. Two artificial life phenomena. The notion that Artificial Life is life decades later, the discourses of Artificial Life continues to have created an ethico-philosophical firestorm concerning intelligence, intellectual force, -
MEDIA ARTS Standards Glossary
Media Arts Glossary Media Arts Glossary New York State Learning Standards for the Arts MEDIA ARTS GLOSSARY of Discipline-Specific Terms & Concepts Copyright 2017 The New York State Education Department New York State Learning Standards for the Arts – Media Arts Page 2 of 16 NOTES: The letters “VA” in the next-to-right-hand column indicate that part or all of the definition is the same in the New York State Visual Arts and Media Arts standards. √ A checkmark in the far right-hand column indicates that a significant part or all of the definition is a New York State addition to defintions published by the National Core Arts Standards (SEADAE, 2014). When only a small part of a definition is added by NYS authors, that part is underlined. NCAS definitions can be found at http://www.nationalartsstandards.org/content/glossary. Media Arts Media art is understood to apply to all forms of time-related art works which are created by recording sound and/or visual images. Media artwork usually depends on a technological component to function. It includes both fine art and commercially-oriented works presented via film, television, radio, audio, video, the internet, interactive and mobile technologies, transmedia storytelling, and satellite. Forms that are shared with contemporary visual arts/fine arts include kinetic sculpture, information art, organic and algorithmic art, interactive art, multimedia installations, etc. Other more commercially- oriented forms include news reporting, documentaries, advertisements, music videos, animation, machinima, video games and game design, and/or a combination of any of these. Media art forms are constantly evolving in response to technological innovations. -
Download Document
Quantifying The Value And Impact Of Cultural Seasons Submitted to: Department of Arts and Culture Submitted by: Nelson Mandela University In Partnership with: Rhodes University, University of Fort Hare and University of KwaZulu-Natal RESEARCH 1 South African Cultural Observatory KDI Report Quantifying The Value And Impact Of Cultural Seasons December 2019 Prepared by: André Gouws Brendan Verster Submitted to the Department of Arts and Culture: 2 Summary Within the field of international relations, it is recognized that Cultural Diplomacy is a key diplomatic tool is used to advance their national interests by governments. Globalization links people, cities, regions and countries closer together that has led to our lives being intertwined with people in all parts of the world. Globalization has an impact on how diplomacy is executed and stresses the importance of Cultural Diplomacy. If there is no certain way to measure it, then how do we know if a Cultural Diplomacy is a success or not? Should Cultural Diplomacy change the target's way of thinking? How long does the process of Cultural Diplomacy work? While the concept of Cultural Seasons may be a new concept in South African, the practice is not. At the height of apartheid, South African diplomats crafted and re-packed cultural activities to appeal to foreign audiences for years. The South African season in France, organized by the French Institute and the National Arts Council, took place from May to December 2013. It was the very first time that a Southern African country was honoured in France in the framework of Cultural Seasons. -
Art Digital Media
DIABLO VALLEY COLLEGE CATALOG 2021-2022 any updates to this document can be found in the addendum at www.dvc.edu/communication/catalog Art digital media plus at least 3 units from: ARTDM-117 Digital Illustration .............................................3 ART DIGITAL MEDIA – ARTDM ARTDM-140 Motion Graphics ...............................................3 Janette Funaro, Dean plus at least 6 units from: ARTDM-160 3D Modeling and Animation I ..........................3 Arts and Communication Division ARTDM-161 3D Modeling and Animation II .........................3 ARTDM-165 Drawing for Digital Animation ..........................3 Possible career opportunities ARTDM-166 Intermediate Drawing for Digital Animation .....3 Digital media or graphic design jobs cover all ends of the cre- total minimum units for the major 21 ative spectrum. Some possible career options include website designer/developer, multimedia designer, computer-graphic artist, animator and cartoonist, interface designer, instruc- Associate in arts degree tional designer, production artist, video specialist, audio Art digital media specialist, multimedia programmer, technical writer, infor- Students completing the program will be able to... mational designer, multimedia company executive, internet consultant, and computer game designer. A. demonstrate an understanding of basic drawing tech- niques. B. produce a digital image from scanned or digital photo- Associate in arts degree graphs. Animation C. utilize digital images for exports to websites, multimedia Students completing the program will be able to... presentations, and print. A. visually and verbally conceptualize in a clear and concise D. utilize production tools for digital audio for multimedia way the artistic/technical direction for an animation proj- projects. ect. E. demonstrate basic techniques for video capture and edit- B. develop technical proficiency using computer hardware ing. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter free, while others may be from any type of computer printer. The quality o f 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 afreet 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 comer 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. Photographs included in the original manuscript have been reproduced xerographically in this copy. IBgher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Infonnation Company 300 North Zed> Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 MUSEUMS, GALLERIES, ART SITES, VIRTUAL CURATING AND THE WORLD WIDE WEB DISSERTATION Presented in Partial Fulfillment of the Requirement for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Markus Kruse, B.F.A., M.A. -
UC San Diego UC San Diego Electronic Theses and Dissertations
UC San Diego UC San Diego Electronic Theses and Dissertations Title Contemporary Data Visualization: A Cultural History and Close Readings Permalink https://escholarship.org/uc/item/8vs4b9w1 Author Zepel, Tara Publication Date 2018 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Contemporary Data Visualization: A Cultural History and Close Readings A Dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Art History, Theory and Criticism by Tara Zepel Committee in charge: Professor Lev Manovich, Co-Chair Professor Peter Lunenfeld, Co-Chair Professor Benjamin Bratton Professor William N. Bryson Professor James Hollan Professor Elizabeth Losh 2018 © Copyright Tara Zepel, 2018 All rights reserved. Signature Page The Dissertation of Tara Zepel is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Co-Chair Co-Chair University of California, San Diego 2018 iii TABLE OF CONTENTS Signature Page ............................................................................................................. iii Table of Contents ......................................................................................................... iv Table of Figures ........................................................................................................... vii Vita................................................................................................................................ -
The Public Domain Vs. the Museum: the Limits of Copyright and Reproductions of Two-Dimensional Works of Art
Petri, G 2014 The Public Domain vs. the Museum: The Limits of Copyright and Reproductions of Two-dimensional Works of Art. Journal of Conservation and Museum Studies, 12(1): 8, pp. 1-12, DOI: http://dx.doi.org/10.5334/ jcms.1021217 RESEARCH ARTICLE The Public Domain vs. the Museum: The Limits of Copyright and Reproductions of Two-dimensional Works of Art Grischka Petri* The problem of museums and public institutions handling reproductions of works in their collections is not only a legal question but also one of museum ethics. Public museums are committed to spreading knowledge and to making their collections accessible. When it comes to images of their holdings, however, they often follow a restrictive policy. Even for works in the public domain they claim copyright for their reproductive photographs. This paper offers an analysis of the different interests at stake, a short survey of important cases, and practical recommendations. Keywords: digital reproduction; copyright; law; ethics; access Introduction far from the National Gallery. The gallery’s collections com- Museum ethics have now entered the digital age, as have prise more than 4,000 paintings, and some 6,800 works images and the copyrights pertaining thereto. In general on paper, such as photographs and prints. Digitisation did terms, the law is regarded as a kind of minimum ethical not bypass the NPG, and it started making digital images standard. As a result, one could be inclined to believe of works from the collection available early in the twenty- that copyright can provide guidance as to how to handle first century.