The 17Th Century Part Iii the Baroque
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HIS 105-[Section], Latin American Fiction and History
1 HIS 105-04 Latin American Fiction and History Professor Willie Hiatt, Spring 2010 MWF • 8-8:50 a.m. • Clough Hall 300 OFFICE: Clough Hall 311 OFFICE HOURS: 9-11 a.m. Monday and Wednesday; 1-3 p.m. Tuesday; and by appointment PHONE: Office: 901-843-3656; Cell: 859-285-7037 E-MAIL: [email protected] COURSE OVERVIEW This introduction to Latin American history exposes you to broad literary, social, and cultural currents in the modern period, roughly covering independence from Spain to today. You will analyze novels, short stories, poetry, and plays as historical documents that illuminate national identity, race, gender, class, and politics at specific historical moments. The course engages costumbrismo, modernism, vanguardism, indigenismo, magical realism, and other literary and historical currents from Mexico and the Caribbean in the north to the Andes and Argentina in the south. You will address a number of important questions: How can we read fictional texts as historical documents? How does fiction expand our knowledge of Latin America’s colonial and postcolonial past? What does literature tells us about the region that no other historical documents do? And what does writing across culture and language mean for modern identity and national authenticity? The course covers a number of important themes: Colonial Legacies and Republican Possibilities Nation-Building Civilization vs. Barbarism Cultural Emancipation Liberalism vs. Conservatism Indigenismo (a political, intellectual, and artistic project that defended indigenous masses against exploitation) Imperialism Magical Realism 2 COURSE READINGS You may purchase required books at the Rhodes College bookstore or at local and online retailers. -
Museo De Pinturas De Sevilla;
I EL ARTE EN ESPAÑA EDICIÓN THOMAS "Bajo el patronato de la Comisaria %ègia Turismo y Cultura i/írtistica N.° 19 EL ARTE EN ESPAÑA BAJO EL PATRONATO DE LA COMISARÍA REGIA DEL TURISMO Y CULTURA ARTÍSTICA MUSEO DE PINTURAS DE SEVILLA Cuarenta y ocho ilustraciones con texto de José Qestoso y Pérez Profesor de la Escuela de Artes y Oficios de Sevilla H. DE J. THOMAS, S.A. c. Mallorca, 291 - BARCELONA RESERVADOS LOS DERECHOS DE PROPIEDAD ARTÍSTICA Y LITERARIA MUSEO DE PINTURAS DE SEVILLA 'y UVO su origen a consecuencia de la R. O. de supresión de con- ventos, de 25 de Julio de 1835, por la cual, en 29 de los mismos, fué creada una Junta compuesta de las personas más entendidas en Bellas Artes, que entonces florecían en Sevilla, la cual recibió el encargo de reunir las obras artísticas procedentes de aquellos, que por primera providencia, y por falta de local a propósito, fueron depositadas en la Catedral, por la diligencia y el interés del Dean D. Manuel López Cepero, Presidente de la mencionada Junta, de la que formaron parte los pintores D. Antonio Cabrai Bejarano, don Antonio María Esquivel y D. José Roldán, con otros significados particulares. Las gestiones de tan entusiastas patricios obtuvieron otra R. O. de 16 de Septiembre del citado año, creando un Museo de Pinturas y cediendo para su instalación varios edificios, en de- fecto unos de otros, los cuales, como no reuniesen las apetecidas condiciones, fueron desechados por la Junta, que al cabo obtuvo la cesión del exconvento de religiosos de la Merced, que es el ocupado actualmente. -
Stephen A. Cruikshank
THE MULATA AFFECT: BIOREMEDIATION IN THE CUBAN ARTS by Stephen A. Cruikshank A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in SPANISH AND LATIN AMERICAN STUDIES Department of Modern Languages and Cultural Studies University of Alberta © Stephen A. Cruikshank, 2018 ii Abstract The "mulata affect" may be understood as the repetitive process and movement of power and affect qualified in the mulata image over time. Through a lens of affect theory this study seeks to analyse how the mulata image in Cuba has historically been affected by, and likewise affected, cultural expressions and artistic representations. Relying on a theory of "bioremediation" this study proposes that the racialized body of the mulata, which is remediated through artistic images, consistently holds the potential to affect both national and exotic interpretations of her body and of Cuban culture. Four different artistic expressions of the mulata image are discussed. Beginning in the early twentieth century various artistic mediums are explored in the contexts of the mulata in the paintings of Carlos Enríquez's and the rumbera [rumba dancer] in the graphic illustrations of Conrado Massaguer. In addition, images of the miliciana [the militant woman] in the photography of Alberto Korda following the onset of Cuban Revolution and the jinetera [the sex-worker] in Daniel Díaz Torres film La película de Ana (2012) are discussed. Through an analysis of these four different expressions of the mulata body, this study seeks to expose a genealogy of the mulata image in art and, in doing so, reveal the ongoing visual changes and affective workings of the racialized female body that has contributed to the designations of Cuban culture and identity over time. -
From “Les Types Populaires” to “Los Tipos Populares”: Nineteenth-Century Mexican Costumbrismo
Mey-Yen Moriuchi From “Les types populaires” to “Los tipos populares”: Nineteenth-Century Mexican Costumbrismo Nineteenth-Century Art Worldwide 12, no. 1 (Spring 2013) Citation: Mey-Yen Moriuchi, “From ‘Les types populaires’ to ‘Los tipos populares’: Nineteenth- Century Mexican Costumbrismo,” Nineteenth-Century Art Worldwide 12, no. 1 (Spring 2013), http://www.19thc-artworldwide.org/spring13/moriuchi-nineteenth-century-mexican- costumbrismo. Published by: Association of Historians of Nineteenth-Century Art. Notes: This PDF is provided for reference purposes only and may not contain all the functionality or features of the original, online publication. Moriuchi: From “Les types populaires” to “Los tipos populares”: Nineteenth-Century Mexican Costumbrismo Nineteenth-Century Art Worldwide 12, no. 1 (Spring 2013) From “Les types populaires” to “Los tipos populares”: Nineteenth-Century Mexican Costumbrismo by Mey-Yen Moriuchi European albums of popular types, such as Heads of the People or Les Français peints par eux- mêmes, are familiar to most nineteenth-century art historians. What is less well known is that in the 1850s Mexican writers and artists produced their own version of such albums, Los mexicanos pintados por sí mismos (1854–55), a compilation of essays and illustrations by multiple authors that presented various popular types thought to be representative of nineteenth-century Mexico (fig. 1).[1] Los mexicanos was clearly based on its European predecessors just as it was unequivocally tied to its costumbrista origins. Fig. 1, Frontispiece, Los mexicanos pintados por sí mismos. Lithograph. From Los mexicanos pintados por sí mismos: tipos y costumbres nacionales, por varios autores. (Mexico City: Manuel Porrúa, S.A. 1974). -
Old Spanish Masters Engraved by Timothy Cole
in o00 eg >^ ^V.^/ y LIBRARY OF THE University of California. Class OLD SPANISH MASTERS • • • • • , •,? • • TIIK COXCEPTION OF THE VIRGIN. I!V MURILLO. PRADO Mi;SEUAI, MADKIU. cu Copyright, 1901, 1902, 1903, 1904, 1905, 1906, and 1907, by THE CENTURY CO. Published October, k^j THE DE VINNE PRESS CONTENTS rjuw A Note on Spanish Painting 3 CHAPTER I Early Native Art and Foreign Influence the period of ferdinand and isabella (1492-15 16) ... 23 I School of Castile 24 II School of Andalusia 28 III School of Valencia 29 CHAPTER II Beginnings of Italian Influence the PERIOD OF CHARLES I (1516-1556) 33 I School of Castile 37 II School of Andalusia 39 III School of Valencia 41 CHAPTER III The Development of Italian Influence I Period of Philip II (l 556-1 598) 45 II Luis Morales 47 III Other Painters of the School of Castile 53 IV Painters of the School of Andalusia 57 V School of Valencia 59 CHAPTER IV Conclusion of Italian Influence I of III 1 Period Philip (1598-162 ) 63 II El Greco (Domenico Theotocopuli) 66 225832 VI CONTENTS CHAPTER V PACE Culmination of Native Art in the Seventeenth Century period of philip iv (162 1-1665) 77 I Lesser Painters of the School of Castile 79 II Velasquez 81 CHAPTER VI The Seventeenth-Century School of Valencia I Introduction 107 II Ribera (Lo Spagnoletto) log CHAPTER VII The Seventeenth-Century School of Andalusia I Introduction 117 II Francisco de Zurbaran 120 HI Alonso Cano x. 125 CHAPTER VIII The Great Period of the Seventeenth-Century School of Andalusia (continued) 133 CHAPTER IX Decline of Native Painting ii 1 charles ( 665-1 700) 155 CHAPTER X The Bourbon Dynasty FRANCISCO GOYA l6l INDEX OF ILLUSTRATIONS MuRiLLO, The Conception of the Virgin . -
1. Compare and Contrast the High Renaissance Period with the Baroque Period
Preliminary Handout: David and Goliath Summarize the story of David and Goliath: How is David significant in Medici Florence? High Renaissance Period The Baroque Period Dates of the period: Dates of the period: Locations: Locations: Influences on the period: Influences on the period: Stylistic Characteristics: Stylistic Characteristics: Compare Donatello's David, Michelangelo's David, and Bernini’s David Donatello's David Michelangelo's David Bernini’s David Date Period Material Height Nude? Contrapposto? Moment in story: David represents... Original location: Stylistic Characteristics: Short Answer Essays: Please write a concise paragraph essay answering each of the questions below. You will work in groups and do a short two-minute presentation to the class on one question. 1. Compare and contrast the High Renaissance period with the Baroque period. What are the important influences and stylistic differences? 2. What are the primary defining elements of Italian Baroque sculpture and architecture? Select one Baroque sculpture and one Baroque building in Italy and discuss how they exemplify the style. 3. Compare and contrast Donatello, Michelangelo, and Bernini's David. How does each work embody the stylistic principles of its age? 4. Describe Bernini's Apollo and Daphne. What moment does it depict in Ovid's myth? Why would the Church approve of such a work? 5. How has Bernini drawn from his knowledge of theater, writing plays, and producing stage designs to create an emotionally dramatic experience for worshipers that involve architecture, sculpture, and painting at the Cornaro chapel? 6. How is Gianlorenzo Bernini’s work typical of the Baroque period? Give several examples of his work that support your answer. -
The Distinctiveness of Bohemian Baroque: a Study in the Architecture of Central Europe, C.1680-C.1720
artificialhorizon.org The distinctiveness of Bohemian baroque: a study in the architecture of Central Europe, c.1680-c.1720 RALPH HARRINGTON Between the late seventeenth century and the first years of the eighteenth the architecture of Bohemia underwent a marked transformation as the Italian influences that had been dominant until around 1690 gave way before Southern German and Austrian influences. In 1680 there were 28 architects of Italian origin working in Prague, compared with seven recorded as coming from northern Europe.1 The rapidity with which German influence displaced Italian can be gauged from the fact that by the later 1690s the proportions were reversed, largely as a result of the great immigration of architects, particularly from southern Germany, which took place from 1690 to 1700. This influx of talent ensured that, despite long-established Italian architectural dominance, the great flowering of the Austrian baroque which took place in the 1680s had rapid repercussions in Bohemia, where its influence interacted with local influences to produce a style of architecture altogether distinct from that prevalent in Austria itself. The first phase of the Austrian baroque had itself been dependent on Italian artists, and a large number of architects, sculptors and decorators originating in Italy made vital contributions to the development of the style known as ‘Imperial Baroque’. This Austrian imperial architectural style, dynamic in its manipulation of volumes and planes, grandiloquent in detail but massively authoritarian in overall character, had reached its fullest expression around 1700, finding its greatest exponents in two Italian-trained native architects, Johann Fischer von Erlach (1656- 1723) and Lucas von Hildebrandt (1688-1745). -
Museo De Pinturas De Sevilla
n . 35 EL ARTE EN ESPAÑA BAJO EL PATRONATO DE LA COMISARÍA REGIA' DEL TURISMO Y CULTURA ARTÍSTICA “-J .1 PINTURAS MUSEÓ DE • DE SEVILLA < • i .* ' • Cuarenta y ocho' ilustraciones ^con texto de José Qestosoíy Péri^z ^3^ Profesor de la Escuela de Axtes y Ó'ficios de Sevilla HIJOS DE J. THOMAS c, Mallorca, agí - BARCELONA RESERVADOS LOS DERECHOS DE PROPIEDAD ARTÍSTICA Y LITERARIA MUSEO DE PINTURAS DE SEVILLA 8U origen a consecuencia de la R. O. de supresión de con- ventos, de 25 de Julio de 1835, por la cual, en 29 de los mismos, fué creada una Junta compuesta de las personas más entendidas en Bellas Artes, que entonces florecían en Sevilla, la cual recibió el encargo de reunir las obras artísticas procedentes de aquellos, que Por primera providencia, y por falta de local a propósito, fueron depositadas en la Catedral, por la diligencia y el interés del Dean Manuel López Cepero, Presidente de la mencionada Junta, de la Qne formaron parte los pintores D. Antonio Cabral Bejarano, don Antonio María Esquivel y D. José Roldán, con otros significados Particulares. Las gestiones de tan entusiastas patricios obtuvieron ®tra R, O. de 16 de Septiembre del citado año, creando un Museo de Pinturas y cediendo para su instalación varios edificios, en de- fecto unos de otros, los cuales, como no reuniesen las apetecidas 'condiciones, fueron desechados por la Junta, que al cabo obtuvo la 'Cesión del exconvento de religiosos de la Merced, que es el ocupado ®'ctualmente. De las Actas de la Real Academia de Bellas Artes 'Consta: que en 7 de Octubre de 1839 había ya el Gobierno concedido mencionado edificio; que en Septiembre de 1840 iban ya muy adelantadas las obras que hubo que hacer en él, y que ya al siguien- fueron trasladados definitivamente los cuadros, al local en que ^oy se encuentran. -
An Analysis of the Perceptions Held by School Personnel of Arts Programs in One School District
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 An analysis of the perceptions held by school personnel of arts programs in one school district. Gloria Caballer-Arce University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Caballer-Arce, Gloria, "An analysis of the perceptions held by school personnel of arts programs in one school district." (1986). Doctoral Dissertations 1896 - February 2014. 4067. https://scholarworks.umass.edu/dissertations_1/4067 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. AN ANALYSIS OF THE PERCEPTIONS HELD BY SCHOOL PERSONNEL OF ARTS PROGRAMS IN ONE SCHOOL DISTRICT A Dissertation By GLORIA CABALLER ARCE Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 1986 Education Gloria Caballer Arce 1986 All Rights Reserved AN ANALYSIS OF THE PERCEPTIONS HELD BY SCHOOL PERSONNEL OF ARTS PROGRAMS IN ONE SCHOOL DISTRICT A Dissertation By GLORIA CABALLER ARCE Approved as to style and content by: Luis Fuentes, Chairperson of Committee / f Sonia.Nieto, Member Josephus V.O. Richards, Member Mario D. Fantir/i, D< School of Education To Miguel 1\on IvU i,tnengtk, love, and limitte** undent landing duAlng ttvU dififiicult pnoce64 and Anaida a lifetime &nlend and the bat note model any woman could even have iv ACKNOWLEDGEMENTS I wish to express my deep appreciation to the Chairperson of my Committee, Dr. -
Beginnings: Narrative and the Challenge of New Nations
CHAPTERBeginnings 1 Beginnings: Narrative and the Challenge of New Nations The principal challenge of an introduction to Latin American fiction is to combine a clear and cohesive narrative history with a sensitivity towards the inevitably vast and varied nature of such a phenomenon. Take the very concept of ‘Latin America’ itself. The term refers to a huge subcontinent made up of many different regions and nations. Spanish is the principal language, but in the biggest country, Brazil, Portuguese is spoken. In the Caribbean meantime, other languages, such as French and English, are the national tongues of some states. Within many Spanish-speaking countries, especially Andean ones, various indigenous or ‘Indian’ languages are spoken. And when does ‘Latin America’ begin? Is one to include the period before the arrival of Columbus or can the word ‘Latin’ only refer to the post-Columbian experience? Are the writings of the colonial period Latin American or often merely Spanish (even if written in the so-called New World)? Do Latin American culture and identity really begin in the nineteenth century with Independence and/or with the forging of nation states? Is the term valid anyway or merely the projection of a colonial European mentality? Does it include or do justice to the ethnic range and mix of the subcontinent (for example, of indigen- ous, European, African, other or mixed descent)? And what about the increasingly Hispanicized USA? Is this also the locus of Latin American culture? Unsurprisingly, the sorts of questions and issues raised here have led to long, fractious and often unresolved debates about the scope and nature of Latin American identity and culture. -
COOPER UNION for the ADVANCEMENT of SCIENCE and ART FACULTY of HUMANITIES and SOCIAL SCIENCES COURSE DESCRIPTIONS FALL 2018 HSS1 (3 Credits)
COOPER UNION FOR THE ADVANCEMENT OF SCIENCE AND ART FACULTY OF HUMANITIES AND SOCIAL SCIENCES COURSE DESCRIPTIONS FALL 2018 HSS1 (3 Credits) HSS1 Freshman Seminar. A literature course concentrating on poetry and drama. Selected texts from antiquity and the Renaissance are common to all sections, with works from other genres, periods and cultures chosen by individual instructors. The course develops aesthetic appreciation of literary texts and encourages a range of critical responses. Through close reading and extended discussion students learn to articulate their responses in written and spoken form. 3 credits. HSS3 (3 Credits) HSS3 The Making of Modern Society. A study of the key political, social and intellectual developments of modern Europe in global context. This course is organized chronologically, beginning with the Industrial and French Revolutions. Students develop an understanding of the political grammar and material bases of the present day by exploring the social origins of conservatism, liberalism, feminism, imperialism and totalitarianism. In discussions and in lectures students learn to study and to respond critically in written and spoken form to a variety of historical documents and secondary texts. 3 credits HUMANITIES (3 Credits) HUM 105 Fundamentals of Music: Songwriting as Creative Process. The creative process is crucial to artists, architects, engineers, and students of all persuasions. Yet ”creativity” as a concept and as a process remains shrouded in mystery, both in academia and in everyday life. This class will use music as a launching pad for examining different approaches to creativity, drawing from scholarly and instructional literature on music-making and the creative mind. A number of prominent cognitive psychologists and neuroscientists have hypothesized that music is an ideal medium for developing creative modalities, with some of them theorizing that the development of problem-solving skills is one possible reason music exists in evolutionary terms. -
EDUCATION PACKET Detail of Esteban Chartrand, Beyond the Sunset, 1881, Oil on Canvas, 7 X 12 Inches
February 12 CULTURAL IDENTITY AND THE INTERNATIONAL AVANT GARDE - March 27, 2016 Segundo J. Fernandez [below] René Portocarrero, Ciudad (City), 1954, mixed media on board laid down on canvas, 13 ¼ x 17 ¼ inches. CURATOR Private Collection, Miami, Florida. SPONSORS Florida State University Museum of Fine Arts EDUCATION PACKET Detail of Esteban Chartrand, Beyond the Sunset, 1881, oil on canvas, 7 x 12 inches. Private Collection, Miami, Florida. Image courtesy of Cernuda Arte. Cuban Art in the 20th Century: Cultural Identity and the International Avant Garde TEACHER PACKET How to Use This Packet This packet contains information that will be useful for classroom lessons about Cuban geography, history, culture and art, and will serve to help teachers prepare their students for field trips to the FSU Museum of Fine Art to experience the current exhibition, Cuban Art in the 20th Century: Cultural Identity and the International Avant Garde. The packet includes an overview of Cuban history, an introduction to the exhibition and summary of Cuba’s various art historical periods, as well as biographies of all the major Cuban artists. Finally, lesson plans that apply this material to a classroom setting are also provided for you. 1 To Schedule a Field Trip Please contact Teri Abstein at (850) 645-4681 TABLE OF CONTENTS Cuban Geography, History and Culture ……………….................................................…………………………………… 3 Cuban Art in the Twentieth Century ………………..............................................…………………………….........………… 7 Artists