Repositioning: Land Art and Its Connection To
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Landscape Painting
Landscape Painting Kate Sandilands Joyce Nelson, Sign Crimes/Road Kill: From Mediascape to Landscape (Toronto, Between the Lines 1992). Andrew Wilson, The Culture of Nature: North American Landscape from Disney to the Exxon Valdez (Toronto, Between the Lines 1991). As Raymond Williams wrote some time ago, "the idea of nature contains, though often unnoticed, an extraordinary amount of human history."'At the same time as the idea marks a series of radically different, and historically changing, usages, relations and meanings, it has also come to represent some basic quality, some underlying continuity that differentiates the epiphenomenal from the essential in humanity's vision of itself and the world. Thus, the movement between the "nature" of something and the something called "nature" shows a social order in the throes of self-definition: the tension between the production of an "essence," a sense of a historical trajectory, and the synchronic proliferation of plural meanings, in the working-out of "nature." Joyce Nelson and Andrew Wilson both capture this tension well; each shows the constitution of nature through the multiple, conflicting, and often destructive dis- courses of modernity and postrnodemity. Indeed, they both go a long way toward showing just how much human history is contained in the idea of "nature." In an era marked by "ecological crisis," such investigations would seem crucial indeed. But these books are not panic texts, not works of social inquiry parroting the voices of "hard" science on environmental apocalypse. They are, instead, works which show the tensions and contradictionsof North Americans's relations to "nature," something that all too many contemporary writings of an environmentalistvein overlook in their singular condemnation of the more destructive elements of western social life. -
Eighteenth-Century English and French Landscape Painting
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 12-2018 Common ground, diverging paths: eighteenth-century English and French landscape painting. Jessica Robins Schumacher University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the Other History of Art, Architecture, and Archaeology Commons Recommended Citation Schumacher, Jessica Robins, "Common ground, diverging paths: eighteenth-century English and French landscape painting." (2018). Electronic Theses and Dissertations. Paper 3111. https://doi.org/10.18297/etd/3111 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. COMMON GROUND, DIVERGING PATHS: EIGHTEENTH-CENTURY ENGLISH AND FRENCH LANDSCAPE PAINTING By Jessica Robins Schumacher B.A. cum laude, Vanderbilt University, 1977 J.D magna cum laude, Brandeis School of Law, University of Louisville, 1986 A Thesis Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Art (C) and Art History Hite Art Department University of Louisville Louisville, Kentucky December 2018 Copyright 2018 by Jessica Robins Schumacher All rights reserved COMMON GROUND, DIVERGENT PATHS: EIGHTEENTH-CENTURY ENGLISH AND FRENCH LANDSCAPE PAINTING By Jessica Robins Schumacher B.A. -
The Hudson River School
Art, Artists and Nature: The Hudson River School The landscape paintings created by the 19 th century artist known as the Hudson River School celebrate the majestic beauty of the American wilderness. Students will learn about the elements of art, early 19 th century American culture, the creative process, environmental concerns and the connections to the birth of American literature. New York State Standards: Elementary, Intermediate, and Commencement The Visual Arts – Standards 1, 2, 3, 4 Social Studies – Standards 1, 3 ELA – Standards 1, 3, 4 BRIEF HISTORY By the mid-nineteenth century, the United States was no longer the vast, wild frontier it had been just one hundred years earlier. Cities and industries determined where the wilderness would remain, and a clear shift in feeling toward the American wilderness was increasingly ruled by a new found reverence and longing for the undisturbed land. At the same time, European influences - including the European Romantic Movement - continued to shape much of American thought, along with other influences that were distinctly and uniquely American. The traditions of American Indians and their relationship with nature became a recognizable part of this distinctly American Romanticism. American writers put words to this new romantic view of nature in their works, further influencing the evolution of American thought about the natural world. It found means of expression not only in literature, but in the visual arts as well. A focus on the beauty of the wilderness became the passion for many artists, the most notable came to be known as the Hudson River School Artists. The Hudson River School was a group of painters, who between 1820s and the late nineteenth century, established the first true tradition of landscape painting in the United States. -
International Journal of Education & the Arts
International Journal of Education & the Arts Editors Terry Barrett Peter Webster The Ohio State University University of Southern California Eeva Anttila Brad Haseman Theatre Academy Helsinki Queensland University of Technology http://www.ijea.org/ ISSN: 1529-8094 Volume 17 Number 21 July 23, 2016 Land Art In Preschools. An Art Practice Ingunn Solberg Queen Maud University College of Early Childhood Education, Norway Citation: Solberg, I. (2016). Land art in preschools. An art practice. International Journal of Education & the Arts, 17(21). Retrieved from http://www.ijea.org/v17n21/. Abstract The basis for my article is how, and if, a collaborative land art project can provide opportunities for such co-creating as suggested in the national framework plan for preschools, which explicitly states the child as a co-creator of a shared expressive culture. I further wish to propose land art as a meaningful cultural practice, closely connected to children’s physical awareness and sense of place. In doing so, I use the concepts of sensation, making and knowledge, exploring them as mutually beneficial. The way I worked to explore these matters, was to initiate and conduct a land art project in an open air preschool. I was with a group of children for several days. Adults and children worked together to make a shape, in a landscape well known to the children. While initiating, suggesting and participating, I experienced and observed the children’s interaction with the land, with forms of knowledge and with each other. IJEA Vol. 17 No. 21 - http://www.ijea.org/v17n21/ 2 My experiences and observations, that constitute my data from this project, are composed into a story. -
1 the Alps, Richard Strauss's Alpine Symphony and Environmentalism
Note: This is an expanded version of an article appearing in the journal Green Letters (2011); it is intended for a literary rather than musical readership, and the punctuation and spellings are British. The Alps, Richard Strauss’s Alpine Symphony and Environmentalism By Brooks Toliver Introduction After love and death, nature may well be European music’s preferred theme; it figures significantly in troubadour cansos, pastoral madrigals and operas, tone poems, impressionistic preludes, and elsewhere. In light of this it is puzzling how seldom actual nature is invoked in musical discourse. Composers—Richard Strauss among them—have been known to seek out nature in the manner of landscape painters, but there is no similar tradition among the critics, who ground nature-music and their judgments of it not in nature but in other music and criticism. When confronted with the vivid imagery of Strauss’s Alpine Symphony (1915), contemporaries wrote primarily of the aesthetics of vivid imagery, relegating the images themselves to the level of anecdote. Musicologists are quite adept at exploring the relationship of works to cultural constructions of nature, but relatively few have brought real environments into the discussion of canonical music. There has as yet been no serious consideration of how the Alps might be critical to an appreciation of the Alpine Symphony, nor has anyone theorized what the consequences of the Alpine Symphony might be for the Alps. Surely it is worth asking whether it metaphorically embodies sustaining or destructive relationships to the environment it represents, if it respects or disrespects nonhuman nature, and if love of nature is contingent on a symbolic domination of it, to name just three questions. -
Art History Undergraduate 2000-2001
Art History - pathways & 1000 Level modules School of Art History Head of School Professor P B Humfrey Degree Programmes Single Honours Degree: Art History Joint Honours Degrees: Art History and Ancient History, Biblical Studies, Classical Studies, English, FrenchW, Geography, GermanW, Hebrew, Integrated Information Technology, International Relations, ItalianW, Management, Mathematics, Mediaeval History, Middle East Studies, Modern History, Philosophy, Psychology, RussianW, Social Anthropology, SpanishW. Minor Degree Programme: Mediaeval Studies (See School of History) W available also as ‘with Integrated Year Abroad Degrees’ Programme Prerequisites For all Programmes: A pass at Grade 11 or better in 3 of: AH1001, AH1003, AH2001 and AH2002 Programme Requirements Single Honours Degree: AH3099 and at least a further 180 credits in Art History Honours modules - at least one module in a subject area before 1600 and at least one in a subject area post 1600. Joint Honours Degree: At least 90 credits in Art History Honours modules - at least one module in a subject area before 1600 and at least one in a subject area post 1600. In the case of students who spend part of the Honours Programme abroad on a recognised Exchange Scheme, the Programme Requirements will be amended to take into account courses taken while abroad. Modules AH1001 Art of Renaissance Italy Credits: 20.0 Semester: 1 Description: The module will provide a survey of painting, sculpture and architecture in Italy from c.1280 to 1580. It will trace a chronological development through the work of the major creative personalities, from Giotto at the beginning of the fourteenth century, to Leonardo, Michelangelo, Raphael and Titian in the earlier sixteenth century. -
Hewitt Gallery of Art Catalogues: Psychogeography
psychogeographyartists’ responses to place [and displacement] in real and imagined spaces april 1 - may 1, 2019 gallery director’s statement Frederick Brosen Psychogeography explores artists’ responses to place [and displacement] in real and imagined spaces. From the psychic Ben paljor chatag to the specific, from recollection to recording, the works in this exhibit recreate the power of place in the human jeFF chien-hsing liao imagination. The nine artists in this group exhibition have traversed the dahlia elsayed globe, from the North Pole to Alexandria, Egypt, from Tibet to Italy, and from Flatbush to Central Park. Some travel in ellie ga the imaginative realms, others may never leave the studio. This exhibit takes inspiration from the notion of dérive or kellyanne hanrahan “drifting,” a word coined by French Marxist philosopher, Guy Debord, one of the founders of the Situationists International emily hass movement. Hallie Cohen | Director of the Hewitt Gallery of Art matthew jensen “One can travel this world and see nothing. To achieve sarah olson understanding it is necessary not to see many things, but to look hard at what you do see.” curated By hallie cohen - Giorgio Morandi aBout the artists Frederick Brosen’s exquisite, highly detailed watercolors capture the light, the architecture, and the aura of a New York City street or a Florentine strada, while Ben paljor chatag’s watercolors deal with “inner qualities” he discovered in Tibet before emigrating to the United States. Taiwanese-born jeFF chien-hsing liao’s large- scale black and white photographs of the iconic Central Park are based on the Chinese lunar calendar and call to mind the vertical format and multiple perspectives of traditional Chinese landscape painting. -
Gce History of Art Major Modern Art Movements
FACTFILE: GCE HISTORY OF ART MAJOR MODERN ART MOVEMENTS Major Modern Art Movements Key words Overview New types of art; collage, assemblage, kinetic, The range of Major Modern Art Movements is photography, land art, earthworks, performance art. extensive. There are over 100 known art movements and information on a selected range of the better Use of new materials; found objects, ephemeral known art movements in modern times is provided materials, junk, readymades and everyday items. below. The influence of one art movement upon Expressive use of colour particularly in; another can be seen in the definitions as twentieth Impressionism, Post Impressionism, Fauvism, century art which became known as a time of ‘isms’. Cubism, Expressionism, and colour field painting. New Techniques; Pointilism, automatic drawing, frottage, action painting, Pop Art, Neo-Impressionism, Synthesism, Kinetic Art, Neo-Dada and Op Art. 1 FACTFILE: GCE HISTORY OF ART / MAJOR MODERN ART MOVEMENTS The Making of Modern Art The Nine most influential Art Movements to impact Cubism (fl. 1908–14) on Modern Art; Primarily practised in painting and originating (1) Impressionism; in Paris c.1907, Cubism saw artists employing (2) Fauvism; an analytic vision based on fragmentation and multiple viewpoints. It was like a deconstructing of (3) Cubism; the subject and came as a rejection of Renaissance- (4) Futurism; inspired linear perspective and rounded volumes. The two main artists practising Cubism were Pablo (5) Expressionism; Picasso and Georges Braque, in two variants (6) Dada; ‘Analytical Cubism’ and ‘Synthetic Cubism’. This movement was to influence abstract art for the (7) Surrealism; next 50 years with the emergence of the flat (8) Abstract Expressionism; picture plane and an alternative to conventional perspective. -
Eco-Art and Design Against the Anthropocene
sustainability Article Making the Invisible Visible: Eco-Art and Design against the Anthropocene Carmela Cucuzzella Design and Computation Arts, Concordia University, Montreal, QC H3G 1M8, Canada; [email protected] Abstract: This paper examines a series of art and design installations in the public realm that aim to raise awareness or activate change regarding pressing ecological issues. Such works tend to place environmental responsibility on the shoulders of the individual citizen, aiming to educate but also to implicate them in the age of the Anthropocene. How and what these works aim to accomplish, are key to a better understanding the means of knowledge transfer and potential agents of change in the Anthropocene. We study three cases in this paper. These are examined through: (1) their potential to raise awareness or activate behavior change; (2) how well they are capable of making the catastrophic situations, which are invisible to most people, visible; and (3) how well they enable systemic change in the catastrophic situations. In the three cases studied, we find that they are successful in helping to raise awareness and even change individual behavior, they are successful in rendering the invisible visible, but they are incapable of engendering any systemic change of the catastrophic situations depicted. Keywords: Anthropocene; public art; eco-art installations; eco-design; raising awareness Citation: Cucuzzella, C. Making the Invisible Visible: Eco-Art and Design 1. Introduction against the Anthropocene. Sustainability 2021, 13, 3747. https:// Earth has experienced many planetary-scale shifts in its 4.5-billion-year history. The doi.org/10.3390/su13073747 first signs of life, in fact, forcefully altered the future of the planet. -
The Arts and Environmental Sustainability: an International Overview
D’Art Report 34b The arts and environmental sustainability: an international overview November 2014 IFACCA/Julie’sIFACCA/Julie’s Bicycle:Bicycle: TheThe artsarts andand environmentalenvironmental sustainability:sustainability: anan internationalinternational overviewoverview D’Art D’ArtReport Repor 34b t 34b1 ISSN: 1832-3332 D’Art aims to consolidate and maximise the expertise of the world’s arts councils and ministries of culture. For more information visit www.ifacca.org Disclaimer: This research and report was prepared by Sadhbh Moore and Alison Tickell (Julie’s Bicycle) with editorial input from Sarah Gardner and Annamari Laaksonen (IFACCA) Errors, omissions and opinions cannot be attributed to the respondents listed in this report, associates of Julie’s Bicycle or to the Board or members of IFACCA. Julie’s Bicycle and IFACCA are interested in hearing from anyone who cites this report. This report is licensed under a Creative Commons Attribution 2.5 License: www.creativecommons.org/ licenses/by-nc-nd/2.5/ You are free to copy, distribute, or display this report on condition that: you attribute the work to the author; the work is not used for commercial purposes; and you do not alter, transform, or add to this report. Translated versions of this report are also available in French (translated by Marie Le Sourd, On the Move) and Spanish (translated by Jorge Salavert) Suggested reference: Moore, S and Tickell, A 2014 ‘The arts and environmental sustainability: an international overview’, D’Art Topics in Arts Policy, No. 34b, Julie’s Bicycle and the International Federation of Arts Councils and Culture Agencies, Sydney, http://www.ifacca.org/topic/ecological-sustainability/ We thank the Canada Council for the Arts and Arts Council Ireland for their financial support for this research project. -
GEOPOETICS in the ANTHROPOCENE by Eric Magrane
Creative Geographies and Environments: Geopoetics in the Anthropocene Item Type text; Electronic Dissertation Authors Magrane, Eric Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 28/09/2021 00:18:37 Link to Item http://hdl.handle.net/10150/624580 CREATIVE GEOGRAPHIES AND ENVIRONMENTS: GEOPOETICS IN THE ANTHROPOCENE by Eric Magrane ____________________________ Copyright © Eric Magrane 2017 A Dissertation Submitted to the Faculty of the SCHOOL OF GEOGRAPHY AND DEVELOPMENT In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2017 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Eric Magrane, titled Creative Geographies and Environments: Geopoetics in the Anthropocene, and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. ___________________________________________________Date: 4/11/2017 Sallie Marston ___________________________________________________Date: 4/11/2017 Diana Liverman ___________________________________________________Date: 4/11/2017 John Paul Jones III ___________________________________________________Date: 4/11/2017 Alison Hawthorne Deming ___________________________________________________Date: 4/11/2017 Harriet Hawkins Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. -
Environmental & Ephemeral Art
ART LESSONS at HOME week 1- *optional* enrichment Environmental & Ephemeral Art ~with Mrs. Hemmis This week we will be learning about environmental and ephemeral art. We will become familiar with 3 environmental artists. We will learn to identify and define the characteristics of environmental art. We will learn what it means for art to be ephemeral. We will create a work of environmental art using materials that we find in our environments. *Optional: We can create a memory of our work of art using sketching or photography. We will create an artist statement to describe the process of creating a work of art. What is environmental art? Environmental art is art that is created using materials from our environments (the surroundings in which we live). Traditionally, environmental art is created using materials like: sticks rocks ice mud leaves nuts/seeds earth flowers What does it mean for art to be ephemeral? It means that it is not designed or meant to last forever. It is meant to change or fade away. You may have already created ephemeral art. Have you ever made a sandcastle, snowperson, lego sculpture, block tower? Those are all examples of ephemeral art, because they don’t last forever. 3 Significant Environmental Artists to know: Robert Smithson Andrew Goldsworthy Maya Lin Andrew Goldsworthy Andy Goldsworthy was born the 26th of July 1956, in Cheshire, England. He lives and works in Scotland in a village called Penpont. ... Andy Goldsworthy produces artwork using natural materials (such as flowers, mud, ice, leaves, twigs, pebbles, boulders, snow, thorns, bark, grass and pine cones) Maya Lin Maya Ying Lin (born October 10, 1959) is a Chinese-American architect and artist.