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Contemporary Art in Indian Context
Artistic Narration, Vol. IX, 2018, No. 2: ISSN (P) : 0976-7444 (e) : 2395-7247Impact Factor 6.133 (SJIF) Contemporary Art in Indian Context Dr. Hemant Kumar Rai Richa Singh Asso. Prof., Research Scholar Deptt. of Drawing & Painting M.F.A. M.M.H. College B.Ed. Ghaziabad, U.P. Reference to this paper should be made as follows: Abstract: This article has a focus on Contemporary Art in Indian context. Dr. Hemant Kumar Rai Through this article emphasizesupon understanding the changes in Richa Singh, Contemporary Art over a period of time in India right from its evolution to the economic liberalization period than in 1990’s and finally in the Contemporary Art in current 21st century. The article also gives an insight into the various Indian Context, techniques and methods adopted by Indian Contemporary Artists over a period of time and how the different generations of artists adopted different techniques in different genres. Finally the article also gives an insight Artistic Narration 2018, into the current scenario of Indian Contemporary Art and the Vol. IX, No.2, pp.35-39 Contemporary Artists reach to the world economy over a period of time. key words: Contemporary Art, Contemporary Artists, Indian Art, 21st http://anubooks.com/ Century Art, Modern Day Art ?page_id=485 35 Contemporary Art in Indian Context Dr. Hemant Kumar Rai, Richa Singh Contemporary Art Contemporary Art refers to art – namely, painting, sculpture, photography, installation, performance and video art- produced today. Though seemingly simple, the details surrounding this definition are often a bit fuzzy, as different individuals’ interpretations of “today” may widely vary. -
Visual Arts – Specific Rules/Guidelines
Visual Arts – Specific Rules/Guidelines VISUAL ARTS include many art forms that are visual in nature. The artist (student submitting entry) is a person who captures their own thoughts and ideas to create a visual piece of art. Accepted forms of visual art include: Collages, photographic collages (multiple photos cut/pasted), computer-generated image, design, drawing, painting, and printmaking. Non-accepted forms of visual art include: 3D artwork (artwork that is not flat on the surface). Reproductions or enlargements of another artwork. Reflect on the 2020-2021 Theme: I Matter Because… An explanation of the art form might be a useful addition to the artist statement. Whether an entry displays use of formal technique or a simple approach, it will be judged primarily on how well the student uses his or her artistic vision to portray the theme, originality and creativity. Copyright: Use of copyrighted material, including any copyrighted cartoon characters or likeness thereof, is not acceptable in any visual arts submission, with the following exceptions: • Visual artwork may include public places, well-known products, trademarks or certain other copyrighted material as long as that copyrighted material is incidental to the subject matter of the piece and/or is a smaller element of a whole. The resulting work cannot try to establish an association between the student and the trademark/business/material, or influence the purchase/non-purchase of the trademarked good. • Visual arts collages may include portions of existing copyrighted works, such as photographs, magazine clippings, internet images and type cut out of a newspaper, as long as those portions of copyrighted works are used to create a completely new and different work of art. -
Dolan Middle School Visual Art Course Syllabus 6
DOLAN MIDDLE SCHOOL VISUAL ART COURSE SYLLABUS 6TH through 8th Grade Teacher: Mrs. Marchetti Course title: Visual Arts Course Description: 6th and 7th Grade: Students will spend the semester completing art projects designed to develop the student’s individual ideas and talents as an artist. The students will explore concepts that will increase their knowledge about art materials and use, art equipment, art history, and the application of it. 8th Grade: Students will further explore the many venues of art education. Students will focus on higher order thinking skills while concentrating on specific applications of the given media. Students will use their skills in various relevant and rigorous projects. Scope and Sequence: The Visual Art Curriculum is divided into the 6 major aspects of art creation. These will serve as a solid foundation for High School and beyond. Projects that cover each of the following aspects will be divided equally over the course of the semester. 1. Drawing: Foundation skill that is taught in many different ways throughout the semester. These may include pencil, charcoal, pastels, pen & ink, and colored pencil. 2. Painting: This are will explore two primary media techniques, watercolor and acrylic. 3. Sculpture: This area exposes students to the unique characteristics of creating in 3 dimensions and usually includes wire and plastering. 4. Printmaking: This area examines the creation process through the lens of producing repeated images. This is usually done through block and plate printing. 5. New Media: This area looks at Contemporary Design, illustration, and photography within the context of computer-based and digital media. -
Grade by Grade Fine Arts Content Standards
Montgomery County Public Schools Pre-k–12 Visual Art Curriculum Framework Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicator 1: Identify and describe observed form By the end of the following grades, students will know and be able to do everything in the previous grade and the following content: Pre-K Kindergarten Grade 1 Grade 2 I.1.PK.a. I.1.K.a. I.1.1.a. I.1.2.a. Identify colors, lines, shapes, and Describe colors, lines, shapes, and Describe colors, lines, shapes, textures, Describe colors, lines, shapes, textures, textures that are found in the textures found in the environment. and forms found in observed objects forms, and space found in observed environment. and the environment. objects and the environment. I.1.K.b. I.1.1.b. I.1.2.b. I.1.PK.b. Represent observed form by combining Represent observed physical qualities Represent observed physical qualities Use colors, lines, shapes, and textures colors, lines, shapes, and textures. of people, animals, and objects in the of people, animals, and objects in the to communicate observed form. environment using color, line, shape, environment using color, line, shape, texture, and form. texture, form, and space. Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: Given examples of lines, the student Take a walk around the school property. The student describes colors, lines, Given examples of assemblage, the identifies lines found in the trunk and Find and describe colors, lines, shapes, shapes, textures, and forms observed in a student describes colors, lines, shapes, branches of a tree. -
Visual Arts Curriculum Guide
Visual Arts Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools’ Visual Arts Curriculum Guide If you plan to use the whole or any parts of this document, it would be appreciated if you credit the Madison Public Schools, Madison, Connecticut for the work. Thank you in advance. Table of Contents Foreword Program Overview Program Components and Framework · Program Components and Framework · Program Philosophy · Grouping Statement · Classroom Environment Statement · Arts Goals Learner Outcomes (K - 12) Scope and Sequence · Student Outcomes and Assessments - Grades K - 4 · Student Outcomes and Assessments - Grades 5 - 8 · Student Outcomes and Assessments / Course Descriptions - Grades 9 - 12 · Program Support / Celebration Statement Program Implementation: Guidelines and Strategies · Time Allotments · Implementation Assessment Guidelines and Procedures · Evaluation Resources Materials · Resources / Materials · National Standards · State Standards Foreword The art curriculum has been developed for the Madison school system and is based on the newly published national Standards for Arts Education, which are defined as Dance, Music, Theater, and Visual Arts. The national standards for the Visual Arts were developed by the National Art Education Association Art Standard Committee to reflect a national consensus of the views of organizations and individuals representing educators, parents, artists, professional associations in education and in the arts, public and private educational institutions, philanthropic organizations, and leaders from government, labor, and business. The Visual Arts Curriculum for the Madison School System will provide assistance and support to Madison visual arts teachers and administrators in the implementation of a comprehensive K - 12 visual arts program. The material described in this guide will assist visual arts teachers in designing visual arts lesson plans that will give each student the chance to meet the content and performance, or achievement, standards in visual arts. -
The Modes of Representation of Faces in South Asian Painting
<Research Notes>Profiled Figures: The Modes of Title Representation of Faces in South Asian Painting Author(s) IKEDA, Atsushi イスラーム世界研究 : Kyoto Bulletin of Islamic Area Studies Citation (2017), 10: 67-82 Issue Date 2017-03-20 URL https://doi.org/10.14989/225230 ©京都大学大学院アジア・アフリカ地域研究研究科附属 Right イスラーム地域研究センター 2017 Type Departmental Bulletin Paper Textversion publisher Kyoto University イスラーム世界研究 第 10 巻(2017 年 3 月)67‒82 頁 Profiled Figures Kyoto Bulletin of Islamic Area Studies, 10 (March 2017), pp. 67–82 Profiled Figures: The Modes of Representation of Faces in South Asian Painting IKEDA Atsushi* Introduction This paper argues that South Asian people’s physical features such as eye and nose prompted Hindu painters to render figures in profile in the late medieval and early modern periods. In addition, I would like to explore the conceptual and theological meanings of each mode i.e. the three quarter face, the profile view, and the frontal view from both Islamic and Hindu perspectives in order to find out the reasons why Mughal painters adopted the profile as their artistic standard during the reign of Jahangīr (1605–27). Various facial modes characterized South Asian paintings at each period. Perhaps the most important example of paintings in South Asia dates from B.C. 1 to A.C. 5 century and is located in the Ajantā cave in India. It depicts Buddhist ascetics in frontal view, while other figures are depicted in three quarter face with their eyes contained within the line that forms the outer edge (Figure 1). Moving to the Ellora cave paintings executed between the 5th and 7th century, some figures show the eye in the far side pushed out of the facial line. -
Indian Art History from Colonial Times to the R.N
The shaping of the disciplinary practice of art Parul Pandya Dhar is Associate Professor in history in the Indian context has been a the Department of History, University of Delhi, fascinating process and brings to the fore a and specializes in the history of ancient and range of viewpoints, issues, debates, and early medieval Indian architecture and methods. Changing perspectives and sculpture. For several years prior to this, she was teaching in the Department of History of approaches in academic writings on the visual Art at the National Museum Institute, New arts of ancient and medieval India form the Delhi. focus of this collection of insightful essays. Contributors A critical introduction to the historiography of Joachim K. Bautze Indian art sets the stage for and contextualizes Seema Bawa the different scholarly contributions on the Parul Pandya Dhar circumstances, individuals, initiatives, and M.K. Dhavalikar methods that have determined the course of Christian Luczanits Indian art history from colonial times to the R.N. Misra present. The spectrum of key art historical Ratan Parimoo concerns addressed in this volume include Himanshu Prabha Ray studies in form, style, textual interpretations, Gautam Sengupta iconography, symbolism, representation, S. Settar connoisseurship, artists, patrons, gendered Mandira Sharma readings, and the inter-relationships of art Upinder Singh history with archaeology, visual archives, and Kapila Vatsyayan history. Ursula Weekes Based on the papers presented at a Seminar, Front Cover: The Ashokan pillar and lion capital “Historiography of Indian Art: Emergent during excavations at Rampurva (Courtesy: Methodological Concerns,” organized by the Archaeological Survey of India). National Museum Institute, New Delhi, this book is enriched by the contributions of some scholars Back Cover: The “stream of paradise” (Nahr-i- who have played a seminal role in establishing Behisht), Fort of Delhi. -
Interpreting an Architectural Past Ram Raz and the Treatise in South Asia Author(S): Madhuri Desai Source: Journal of the Society of Architectural Historians, Vol
Interpreting an Architectural Past Ram Raz and the Treatise in South Asia Author(s): Madhuri Desai Source: Journal of the Society of Architectural Historians, Vol. 71, No. 4, Special Issue on Architectural Representations 2 (December 2012), pp. 462-487 Published by: University of California Press on behalf of the Society of Architectural Historians Stable URL: http://www.jstor.org/stable/10.1525/jsah.2012.71.4.462 Accessed: 02-07-2016 12:13 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Society of Architectural Historians, University of California Press are collaborating with JSTOR to digitize, preserve and extend access to Journal of the Society of Architectural Historians This content downloaded from 160.39.4.185 on Sat, 02 Jul 2016 12:13:51 UTC All use subject to http://about.jstor.org/terms Figure 1 The relative proportions of parts of columns (from Ram Raz, Essay on the Architecture of the Hindus [London: Royal Asiatic Society of Great Britain and Ireland, 1834], plate IV) This content downloaded from 160.39.4.185 on Sat, 02 Jul 2016 12:13:51 UTC All use subject to http://about.jstor.org/terms Interpreting an Architectural Past Ram Raz and the Treatise in South Asia madhuri desai The Pennsylvania State University he process of modern knowledge-making in late the design and ornamentation of buildings (particularly eighteenth- and early nineteenth-century South Hindu temples), was an intellectual exercise rooted in the Asia was closely connected to the experience of subcontinent’s unadulterated “classical,” and more signifi- T 1 British colonialism. -
Brunswick Mural Project 106 Island Drive Saint Simons Island, GA 31522 912-638-8770
Brunswick Mural Project 106 Island Drive Saint Simons Island, GA 31522 912-638-8770 www.glynnvisualarts.org/brunswick-mural-project.html [email protected] INFO FOR ARTISTS Brunswick Mural Project 106 Island Drive Saint Simons Island, GA 31522 912-638-8770 www.glynnvisualarts.org/brunswick-mural-project.html [email protected] Brunswick Mural Committee ROLES AND PROCESS o Serves as the clearing house and coordination point for the Brunswick Mural Project to implement murals o Collects and records names of potential mural artists, building owners and volunteers as a resource bank to execute murals in downtown Brunswick o Identifies and communicates with various community stakeholders including city and county government (elected officials, DDA, Main Street, etc.), businesses, the arts community, the historic preservation board and other interested parties about BMP o Seeks funding and other resources for murals o Glynn Visual Arts as a non-profit community arts center and part of the CoH Arts Sub-Committee acts as repository and distribution point for any monies collected to fund the BMP project Brunswick Mural Project 106 Island Drive Saint Simons Island, GA 31522 912-638-8770 www.glynnvisualarts.org/brunswick-mural-project.html [email protected] ARTIST’S PROCESS 1. Artist submits design ideas and budget to the Mural Committee based on the guidelines included in BMP package 2. Mural Committee matches artist and design with building owner 3. Artist and building owner agree on design, timeline, budget, etc. (contract or MOU may be required) 4. Artist or building owner submits design and completed Certificate of Appropriateness Form to the Historic Preservation Board for approval 5. -
Origin and Development in Medieval India, Mughal School of Miniature Painting Was Recognised As the Art of Aristocracy
Origin and Development In medieval India, Mughal school of miniature painting was recognised as the art of aristocracy. The Mughal Art was quite different from the Sultanate Art or the Islamic Art which was prevalent in Deccan Muslims' empires, because theme, style of art, human figures and artists of the Islamic art came from the Islamic world of Persia or Iran and Turkey. The paintings painted by them were Indian only in the context that they were painted on Indian ground, but the feeling of Indianness was not in them at all. The view of the Mughal Art was quite different from the Sultanate Art or the Islamic Art. It was not only Indian but also looked Indian. The artists of that period had initiated to represent the Islam even in Indian style with the Indian subject-matter. In that way, the Mughal Art was not the Islamic art at all, only the Islamic elements were included in that to make it more prosperous. On the basis of development, there are three phases of the Mughal Art: 1. Art during Akbar's Period. Akbar is acknowledged as the father of Mughal Art. Because his two predecessor rulers—Babar and Humayun—remained busy in stabilizing the empire. When 13-year old Akbar became king, he not only stabilized the Mughal empire with his intellectual skilß and expert leadership but also encouraged his architectural skills, art skills (painting) and book writing skills. For the picturisation of the books he established a Tasvirkhana house in his court. He got a paper-mill established in Syalkot (now in Pakistan) to make compulsory and continuous supply of paper. -
The Visual Arts in What Art Is by Joan Mitchell Blumenthal
The Visual Arts in What Art Is By Joan Mitchell Blumenthal As the twentieth century progressed, those who believed that its art could not becom e more perverse or self- defeating were proved wrong by every charlatan or madman who claimed to be making or respond ing to art. If anything could be a remedy for the current tragic state of the arts, it would be the probing, insightful, and eminently read able analysis of the problem presented by L ouis Torres and Michelle Mard er Kam hi. Understanding that the advancing demise of the arts stems from a vacuum in the philosophical, creative, and critical spheres, the authors begin with a study of esthetic theory, looking into the question of what art has been considered to be historically, and how the task of defining art has been progressively abandoned in this century. At every step, they have been careful to elucidate the opinions of those thinkers whose work has merit, along with an adequate sampling of those whose thoughts are sh own to be clearly incorrect and contradictory. Definin g Wh at Art Is They orient much of their discussion around the definition and theories of Ayn Rand, not because she left an exhaustive study of the arts, nor even one that is faultless and totally consistent, but because her definition and many of her explanations are philosophically and psychologically fundamental, and can be extended—as the authors do throughout the book— to further illuminate the nature and spiritual function of art. After discussing the nature of definitions in general, Torres and Kam hi subject Rand’s definition , “‘ Art is the selective re-creation of reality according to an artist’s metaphysical value judgments’” (26), to detailed scrutiny (chapter 6). -
13. Indian Architecture(5.6
Indian Architecture MODULE - V Painting, Performing Arts and Architecture Notes 13 INDIAN ARCHITECTURE t times it becomes very important to be reminded that we are that civilization which has spanned atleast 4,500 years and which has left its impact on Anearly everything in our lives and society. Imagine UNESCO has listed 830 World Heritage Sites, out of which 26 are in India. This is less than six other countries. Is this not a tangible proof of the creative genius and industry of this ancient land, people, and also of the gifts bestowed on it by nature. Be it the Bhimbetka’s pre historic rock art at one end or the innumerable palaces, mosques, temples, gurudwaras, churches or tombs and sprawling cities and solemn stupas. Going through the cities of Delhi, Agra, Jaipur, Mumbai and Calcutta etc. you find many beautiful buildings. Some are monuments, palaces, temples, churches, mosques and memorials. Many of them had their foundation before Christ and many after the coming of Christ. Many generations have been a part of this architecture which stands mighty and lofty reminding us of that glorious past which has been ours. This is because art and architecture forms an important part of Indian culture. Many distinctive features that we find in the architecture today developed throughout the long period of Indian history. The earliest and most remarkable evidence of Indian architecture is found in the cities of the Harappan Civilization which boast of a unique town planning. In the post Harappan period architectural styles have been classified as Hindu, Buddhist and Jain, The medieval period saw the synthesis of Persian and indigenous styles of architecture.