The World of Regionalism
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THE ARTIST's EYES a Resource for Students and Educators ACKNOWLEDGEMENTS
THE ARTIST'S EYES A Resource for Students and Educators ACKNOWLEDGEMENTS It is with great pleasure that the Bowers Museum presents this Resource Guide for Students and Educators with our goal to provide worldwide virtual access to the themes and artifacts that are found in the museum’s eight permanent exhibitions. There are a number of people deserving of special thanks who contributed to this extraordinary project. First, and most importantly, I would like to thank Victoria Gerard, Bowers’ Vice President of Programs and Collections, for her amazing leadership; and, the entire education and collections team, particularly Laura Belani, Mark Bustamante, Sasha Deming, Carmen Hernandez and Diane Navarro, for their important collaboration. Thank you to Pamela M. Pease, Ph.D., the Content Editor and Designer, for her vision in creating this guide. I am also grateful to the Bowers Museum Board of Governors and Staff for their continued hard work and support of our mission to enrich lives through the world’s finest arts and cultures. Please enjoy this interesting and enriching compendium with our compliments. Peter C. Keller, Ph.D. President Bowers Museum Cover Art Confirmation Class (San Juan Capistrano Mission), c. 1897 Fannie Eliza Duvall (1861-1934) Oil on canvas; 20 x 30 in. Bowers Museum 8214 Gift of Miss Vesta A. Olmstead and Miss Frances Campbell CALIFORNIA MODULE ONE: INTRO / FOCUS QUESTIONS 5 MODULE FOUR: GENRE PAINTING 29 Impressionism: Rebels and Realists 5 Cityscapes 30 Focus Questions 7 Featured Artist: Fannie Eliza Duvall 33 Timeline: -
Color Theory for Painting Video: Color Perception
Color Theory For Painting Video: Color Perception • http://www.ted.com/talks/lang/eng/beau_lotto_optical_illusions_show_how_we_see.html • Experiment • http://www.youtube.com/watch?v=y8U0YPHxiFQ Intro to color theory • http://www.youtube.com/watch?v=059-0wrJpAU&feature=relmfu Color Theory Principles • The Color Wheel • Color context • Color Schemes • Color Applications and Effects The Color Wheel The Color Wheel • A circular diagram displaying the spectrum of visible colors. The Color Wheel: Primary Colors • Primary Colors: Red, yellow and blue • In traditional color theory, primary colors can not be mixed or formed by any combination of other colors. • All other colors are derived from these 3 hues. The Color Wheel: Secondary Colors • Secondary Colors: Green, orange and purple • These are the colors formed by mixing the primary colors. The Color Wheel: Tertiary Colors • Tertiary Colors: Yellow- orange, red-orange, red-purple, blue-purple, blue-green & yellow-green • • These are the colors formed by mixing a primary and a secondary color. • Often have a two-word name, such as blue-green, red-violet, and yellow-orange. Color Context • How color behaves in relation to other colors and shapes is a complex area of color theory. Compare the contrast effects of different color backgrounds for the same red square. Color Context • Does your impression od the center square change based on the surround? Color Context Additive colors • Additive: Mixing colored Light Subtractive Colors • Subtractive Colors: Mixing colored pigments Color Schemes Color Schemes • Formulas for creating visual unity [often called color harmony] using colors on the color wheel Basic Schemes • Analogous • Complementary • Triadic • Split complement Analogous Color formula used to create color harmony through the selection of three related colors which are next to one another on the color wheel. -
John Steuart Curry and the Kansas Mural Controversy and Grant Wood: a Study in American Art and Culture
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for 1988 Review of Rethinking Regionalism: John Steuart Curry and the Kansas Mural Controversy and Grant Wood: A Study in American Art and Culture. Richard W. Etulain University of New Mexico Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Etulain, Richard W., "Review of Rethinking Regionalism: John Steuart Curry and the Kansas Mural Controversy and Grant Wood: A Study in American Art and Culture." (1988). Great Plains Quarterly. 360. https://digitalcommons.unl.edu/greatplainsquarterly/360 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 234 GREAT PLAINS QUARTERLY, FALL 1988 statehouse in Topeka. Emphasizing the details of Curry's life and how they interlocked with national, historical, and political happenings between 1937 and 1942, Kendall focuses par ticularly on the ideological and cultural atti tudes that embroiled Curry, newspaper editors, and thousands of Kansans in the mural contro versy. Most of this smoothly written and adequately illustrated study centers on the cultural back grounds of the Coronado and John Brown panels in the Kansas murals, with less analysis of other sections and details. Placing her art history at the vortex of popular culture, the author pro vides revealing insights into the varied milieus of the 1930s, Curry's intellectual backgrounds, and Kansas history and experience that caused the debate. -
Regionallst PAINTING and AMERICAN STUDIES Regionalism
REGiONALlST PAINTING AND AMERICAN STUDIES KENNETH J. LABUDDE Regionalism in American painting brings to mind immediately the period of the 1930's when the Middlewesterners JohnSteuart Curry, Grant Wood and Thomas Hart Benton enjoyed great reputation as the_ painters of Ameri can art. Curry, the Kansan; Benton, the Missourian; and Wood, the Iowan, each wandered off to New York, to Paris, to the great world of art, but each came home again to Kansas City, Cedar Rapids and Madison, Wisconsin. Only one of the three, Benton, is still living. At the recent dedication of his "Independence and the Opening of the West" in the Truman Library the ar tist declared it was his last big work, for scaffold painting takes too great a toll on a man now 72. Upon this occasion he enjoyed the acclaim of those gathered, but as a shrewdly intelligent, even intellectual man, he may have reflected that Wood and Curry, both dead foi* close to twenty years now, are slipping into obscur ity except in the region of the United States which they celebrated. Collec tors, whether institutional or private, who have the means and the interests to be a part of the great world have gone on to other painters. There are those who will say so much the worse for them, but I am content not to dwell on that issue but to speculate instead about art in our culture and the uses of art in cultural studies. I will explain that I am not convinced by those who hold with the conspir acy theory of art history, whether it be a Thomas Craven of yesterday or a John Canaday of today. -
Studio Art 9: Value, Intensity, and Types of Color April 6–9 Time Allotment: 20 Minutes Per Day
Studio Art 9: Value, Intensity, and Types of Color April 6–9 Time Allotment: 20 minutes per day Hello Great Hearts Northern Oaks 9th grade families! My name is Ms. Hoelscher and I will be one of the founding art teachers at Great Hearts Live Oak in August. I am excited to start my journey a little earlier with you here at Great Hearts Northern Oaks! I studied art and biopsychology at the University of Dallas, graduating in May 2019. Studying the liberal arts in a classical setting changed how I view the world and how I interact with it. My love of classical education and creating has guided me to Great Hearts. I look forward to sharing that passion and love with the students as we delve into Truth, Goodness, and Beauty. Please feel free to reach me at [email protected] if you have any questions or concerns. I will be having office hours starting this week using Zoom. My hours will be on Tuesday and Thursday. Period 4 will be 10:00AM-10:50AM and period 6 will be 1:00PM-1:50PM. I look forward to meeting you all! Packet Overview Date Objective(s) Page Number Monday, April 6 1. Define and describe value and intensity of color. 2-4 Tuesday, April 7 1. Compare and contrast local color and optical 5-6 color. Wednesday, April 8 1. Compare and contrast arbitrary and 7-8 exaggerated/heightened color. Thursday, April 9 1. Demonstrate Impressionistic use of color, value, 9-10 and intensity. Friday, April 10 April Break, no class! Additional Notes: Use a separate piece of paper, sketchbooks or the spaces provided in this packet to create your designs and images. -
Marianne Times Column
Portrait of the Artist: Marianne F. Buckley Curran By Theresa Brown “Portrait of the Artist” is a bi-weekly series introducing Hull Artists to the community by asking each artist to answer 10 questions that will give you a glimpse into their world. Marianne Buckley-Curran’s connection with Hull Artists goes back to its early founding years and the seasonal “Studio at the Beach” in the old MDC garage in the late ‘90s. Like many other Hull Artists, some of her earliest memories are of creative activities and a connection to an artistic family member. In her case a grandfather, who was a Lighthouse Keeper, sign painter, and artist, taught Marianne how to properly use an oil paint brush as a small child. Although art making continued to be an important part of Marianne’s life, practicality and natural athleticism led her to pursue a college degree and career in Physical Education. While taking a break from teaching to raise her family, Marianne was able to link her knowledge and love of art to a part time entrepreneurial venture as an artist agent. She arranged exhibition of works by other artists in area businesses as well as organized and operated local art shows. ****( my strategy was to learn the business of art while I was developing my own artistic vision ) Always surrounded by the artistry of others, Buckley-Curran began to question why she wasn’t exhibiting her own work and started entering her paintings in juried shows. Success in these shows encouraged her to refocus on making art and to study with local painter John Kilroy. -
Regionalism and Local Color Fiction in Nineteenth-Century Us Literature
Filologia y Lingiiistica XXVII(2): 141-153, 2001 THE POLITICS OF PLACE: REGIONALISM AND LOCAL COLOR FICTION IN NINETEENTH-CENTURY U.S. LITERATURE Kari Meyers Skredsvig RESUMEN Este articulo es el primero de una serie dedicada a las relaciones entre autoria femenina y la noci6n de lugar/espacio en la literatura estadounidense. Se presenta un panorama general a fin de contextualizar el regionalismo y el localismo como movimientos literarios y como subgdneros literarios en el desanollo de la literatura estadounidense del siglo diecinueve, mediante el andlisis de los contextos hist6ricos, sociales, politicos y literarios que inicialmente propiciaron estas dos tendencias literarias y posteriormente influyeron en su desapariciSn. Tambidn se examina el contenido cultural y aporte literario de estas etiquetas, asi como la posibilidad de intercambiarlas. ABSTRACT This is the first in a series of articles dealing with the interrelationships of female authorship and space/place in U.S. literature. This article provides an overview for contextualizing regionalism and local color both as literary movements and as literary subgenres in the development of nineteenth-century U.S. literature by exploring the historical, social, political, and literary environments which initially propitiated and later influenced the demise of these two literary tendencies. It also examines the cultural and literary import of these labels, as well as their possible interchangeability. Place and space are components of human reality at its most fundamental level. InThe Poetics of Space, Gaston Bachelard affirms that our home is "our first universe, a real cosmos in every sense of the word" (1994:4). We construct a personal identity not only for and within ourselves, but inevitably grounded in our context, at the same time that the environment constmcts us. -
Nessuno Poteva Aprire Il Libro… Miscellanea Di Studi E Testimonianze Per I Settant’Anni Di Fr
Biblioteche & bibliotecari / Libraries & librarians ISSN 2612-7709 (PRINT) | ISSN 2704-5889 (ONLINE) – 2 – Biblioteche & bibliotecari / Libraries & librarians Comitato Scientifico / Editorial board Mauro Guerrini, Università di Firenze (direttore) Carlo Bianchini, Università di Pavia Andrea Capaccioni, Università di Perugia Gianfranco Crupi, Sapienza Università di Roma Tom Delsey, Ottawa University José Luis Gonzalo Sánchez-Molero, Universidad Complutense de Madrid Graziano Ruffini, Università di Firenze Alberto Salarelli, Università di Parma Lucia Sardo, Università di Bologna Giovanni Solimine, Sapienza Università di Roma La collana intende ospitare riflessioni sulla biblioteconomia e le discipline a essa connesse, studi sulla funzione delle biblioteche e sui suoi linguaggi e servizi, monografie sui rapporti fra la storia delle biblioteche, la storia della biblioteconomia e la storia della professione. L’attenzione sarà rivolta in particolare ai bibliotecari che hanno cambiato la storia delle biblioteche e alle biblioteche che hanno accolto e promosso le figure di grandi bibliotecari. The series intends to host reflections on librarianship and related disci- plines, essays on the function of libraries and its languages and services, monographs on the relationships between the history of libraries, the his- tory of library science and the history of the profession. The focus will be on librarians who have changed the history of libraries and libraries that have welcomed and promoted the figures of great librarians. Nessuno poteva aprire il libro… Miscellanea di studi e testimonianze per i settant’anni di fr. Silvano Danieli, OSM a cura di Mauro Guerrini con la collaborazione della Pontificia Facoltà teologica “Marianum” e della rete bibliotecaria URBE FIRENZE UNIVERSITY PRESS 2019 Nessuno poteva aprire il libro… : miscellanea di studi e testimonianze per i settant’anni di fr. -
The Ideology of Critical Regionalism As a Teaching and Design Resource for the Next 100 Years of Cela
THE IDEOLOGY OF CRITICAL REGIONALISM AS A TEACHING AND DESIGN RESOURCE FOR THE NEXT 100 YEARS OF CELA Hopman, David D. The University of Texas at Arlington, [email protected] 1 ABSTRACT Since its introduction as a term by Alexander Tzonis and Liane Lefaivre (Tzonis and Lefaivre, 1981), Critical Regionalism has emerged as a significant ideology in contemporary landscape architectural discourse worldwide that continues to merit closer attention as a framework for creative regional design. Kristine Woolsey wrote that the only constant in the process of Critical Regionalism is the quality of the ideological position of the architect that evolves over time through practice, experience, and the international debate of the profession (Woolsey, 1991). Looking towards the next 100 years of CELA, it is worth reflecting on where we are ideologically as a profession in relation to Critical Regionalism. Critical Regionalism can be broadly summarized as an embrace of contemporary and historical world culture as an indispensable part of a creative and expressive regionalist design process, a desire to provoke both intellectual (critical thinking) and sensual reactions to a design by the end user, and a broadening of the experience intended by design to embrace the importance of non-visual experience. Personal ideological positions related to Critical Regionalism are informed and modified by influences of region, contemporary culture, and aesthetic components such as environmental psychology, cultural rules, personal growth and creativity, and the appropriation of regional ecology and environmental forces. The author has used research into Critical Regionalism as a guiding ideology for both practice, research, and education for the past 25 years. -
Phototherapy: from Ancient Egypt to the New Millennium
Original Article &&&&&&&&&&&&&& Phototherapy: From Ancient Egypt to the New Millennium Antony F. McDonagh, PhD induce significant phototherapeutic responses, heliotherapy was the only possible form of phototherapy up until the end of the 19th century. From the time of the Pharaohs, most ancient civilizations and cultures have worshipped the sun or sun gods and appear to have Phototherapy with ultraviolet light was widely and successfully used in the made some connection between sunlight and health.1,2 The use of past for treatment of a variety of diseases. Phototherapy with visible light sunbaths by the ancient Romans and Greeks for maintaining general alone has no benefit except in the therapy and prophylaxis of unconjugated health and for therapeutic purposes is particularly well documented. hyperbilirubinemia. For this purpose, radiation in the region of 480 to Whether connections between specific disorders and sunlight 500 nm is most effective and radiation above 550 nm is useless. The exposure were ever made by these ancient cultures is difficult to principle effect of the treatment is not photodegradation of bilirubin, but know, but certainly sunlight can be used successfully to treat many conversion of the pigment to structural isomers that are more polar and skin disorders.3 If nothing else, heliotherapy would have had an more readily excreted than the normal, more toxic ‘‘dark’’ form of the antirachitic and bactericidal action. pigment. This, coupled with some photooxidation of bilirubin, diminishes In ancient China, what has been termed heliotherapy was one of the overall pool of bilirubin in the body and lowers plasma levels. In the the immortalizing techniques of early Daoism, introduced by future, phototherapy may be supplanted by pharmacologic treatment, but in Lingyan Tzu-Ming in the first century AD during the Han dynasty.4 the near future, the most likely advance will be the introduction of novel One technique, described about four centuries later during the Tang forms of light production and delivery. -
Canonicity and the American Public Library: the Case of American Women Writers
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Illinois Digital Environment for Access to Learning and... Canonicity and the American Public Library: The Case of American Women Writers Sarah Wadsworth Abstract Beginning with an overview of the debate over American women writers and the academic canon, this essay inventories four clusters of American women writers—domestic novelists, regionalists, mod- ernists, and writers of diverse ethnicities—within a representative sampling of small-town public libraries across the Midwest from the late nineteenth to the mid-twentieth century. The survey reveals some surprising disjunctures that run counter to trends in the academy. It also highlights the role publishers and bibliographers have played in establishing favored texts for a general readership and demon- strates that publishers of literary classics and bibliographies geared toward librarians have not always promoted the same texts as their academic counterparts. On the whole, it concludes, women writ- ers fared quite well in the hands of publishers and public libraries promoting “the classics” at the same time that they suffered at the hands of major textbook publishers and scholarly editors intent on defining “the canon.” At the 1981 Modern Language Association annual convention, a “New American Literary History” forum sponsored a special session on the topic “A New American Literature Anthology.” Led by Judith Fetterley and Joan Schulz of the MLA’s Commission on the Status of Women, the session sparked a lively dialogue on the neglect of women writers in Amer- ican literature. The commission had recently undertaken a study of the representation of works by women in standard classroom anthologies, and the results were discouraging. -
White Light & Shade
Match the colored strips on the left with Answer: All four colors on the the strip on the right which is the same left would appear as "a", for color seen in room without any light. without light there would be no color. 1 2 3 4 a b c d LIGHT IS ADDITIVE COLOR PERCEPTION Light may be white or colored. Light isadditive. We perceive color in objects because those objects When two or more colored lights are mixed, a have a pigment which absorbes some light rays and lighter mixture results. White light results from reflects those we see. A yellow ball, for example, is combining all three primary colors of light at high perceived as yellow because its pigmentation reflects intensity. Light primaries are the secondary that color. Darker colors will absorb more light, colors of pigment. A rainbow is white light because they have more pigmentation with which to refracted by rain drops. absorb light. PIGMENT IS SUBTRACTIVE LIGHT PRIMARIES Mixing the primary pigments in equal amounts RED ORANGE produces black. Pigment is consideredsubtractive , GREEN for as more pigments are mixed together (excluding BLUE/VIOLET white), darker hues result. Black is the presence of all colors in pigment. PIGMENT PRIMARIES CYAN CREATING THE ILLUSION OF LIGHT AND SHADE MAGENTA YELLOW In order to create the illusion of light falling across different colors and values, artists must recognize how light modifies color. When we say that an apple is red, we refer to its local color of redness. Refer to the illustration below which shows what This local color red exists only in our minds, for this happens when a white light illuminates a portion red will change with every change in lighting.