The City Through the Eyes of Expressionism
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Die Schlafende Laura
http://commons.wikimedia.org/wiki/File:Lyre_%28PSF%29.png Literatur-Gattungen Man unterscheidet drei Gattungen in der Literatur Lyrik – Gedichte Dramatik – Theaterstücke Prosa/ Epik – Epen, Romane, Kurzgeschichten © Claudius Mühlhäusler 2013 Definition Lyrik Lyrik ist die zum Spiel der Lyra (Leier) gehörende Dichtung/ Poesie ( ~ Songtexte, Lyrics) Als Lyrik bezeichnet man Dichtung in Versform Lyrik ist häufig bildhaft-metaphernreich, rhetorisch stark strukturiert, rhythmisiert, manchmal gereimt und (seltener) mit Musik verbunden In einem Gedicht spricht das lyrische Ich, nicht der Dichter © Claudius Mühlhäusler 2013 Schema 1. Einleitung Autor, Titel, Typ, Entstehungszeit, Epoche, Thema [Typ: Gedichtart (Sonett, Ode, Haiku usw.) und Themenstellung des Gedichts (Naturgedicht, Liebesgedicht usw.)] [subjektives] Vorverständnis, Deutungshypothese 2. Hauptteil 2.1 Inhaltsangabe Sinnabschnitte , Thema, Titelbezug, lyrisches Ich, … 2.2 Formale Analyse: Aufbau, rhythmische Form Strophengliederung (wie viele …), Metrum, Reimschema, Kadenz 2.3 Sprachliche Analyse: Sprachform, Klanggestalt … Sprachliche Auffälligkeiten, Stilmittel und deren jeweilige Funktion … Melopoeia: Klang/ Phanopoeia: Bild/ Logopoeia: Begriff/ Syntax: Grammatik 2.4 Inhaltliche Analyse: Detailanalyse Lineare oder aspektorientierte Analyse, Zusammenhänge, Auflösung der Bilder, Metaphorik…, wechselseitige Beziehungen von Form und Inhalt … 2.5 Fazit: Deutung des ganzen Gedichts, Einordnung in Zusammenhänge Intention(en) des Autors, nachvollziehbare Deutung (biographisch, -
Introduction
Introduction BY ROBERT WELTSCH Downloaded from https://academic.oup.com/leobaeck/article/8/1/IX/938684 by guest on 27 September 2021 No greater discrepancy can be imagined than that between the three men with whom we begin the present volume of the Year Book. It is almost a reflection of what, since Sir Charles Snow's famous lecture, has become the current formula of "The Two Cultures". Ismar Elbogen devoted his whole life to Jewish scholarship, he was a true representative of the humanities. Fritz Haber on the other hand was a great scientist, though his biographer, doctor and friend, is eager to point out that at his time the two cultures were not yet so far apart, and that Haber was devoted to poets like Goethe and himself made verses. But what about our third man? For his sake, we may be tempted to add to the array a "Third Culture", the world of Mammon, seen not from the aspect of greed, but, in this special case, to be linked in a unique way with active work for the good of fellow-men — in philanthropy of a magnitude which has very few parallels in the history of all nations. There is little that we could add, in the way of introduction, to the story of Baron Hirsch as told by Mr. Adler-Rudel. Among the Jewish public it is not always remembered that the man was a German Jew, a descendant of a Bavarian family of court bankers who acquired the castle of Gereuth. Owing to the early transfer of his residence to Brussels and later to Paris, and perhaps also due to his collaboration with the Alliance Israelite Universelle, Hirsch is in the mind of the uninformed public often associated with French Jewry. -
Seminarplan GK Sommer 2021
Seminarplan Grundkurs Neuere deutsche Literaturwissenschaft Robert Schütze Sommersemester 2021 Montag, 10.00–12.00 Online-Kurs (optional mit Präsenzanteilen) Organisatorisches Wofür bekomme ich meine CP? Um den Grundkurs am Ende des Semesters kreditiert zu bekommen, absolvieren Sie erfolgreich die folgenden vier Kursbausteine: 1. Jede Woche finden Sie im Moodle-Kurs eine Online-Lerneinheit, die Sie Schritt für Schritt bearbeiten. Einen Großteil der Zeit werden Sie dabei in die Lektüre von Texten und in kleinere schriftliche Aufgaben (z.B. Blog-Einträge) investieren. Jede Lerneinheit schließt mit einem Quiz, in dem Sie mindestens 80% der Punkte erreichen müssen. Sie können das Quiz beliebig oft wiederholen und sich auch die einzelnen Abschnitte der Lerneinheit gern mehrfach ansehen. Außerdem brauchen Sie eine Lerneinheit auch nicht am Stück ›durchpauken‹. Manchmal empfiehlt es sich, zwischendurch zu unterbrechen, eine Kaffeepause einzulegen und später fortzusetzen. Generell ist es sinnvoll, schriftliche Aufgaben zunächst am eigenen Rechner in einem Textverarbeitungsprogramm vorzuschreiben, zu speichern und dann per Copy-and-Paste in Moodle einzufügen, um spontanem Datenverlust wegen einer instabilen Internetverbindung vorzubeugen. Für jede Lerneinheit gibt es eine Frist, die Sie im Abschnitt der jeweiligen Woche nachschauen können und bis zu der Sie die Einheit abgeschlossen haben sollten. Ihre schriftlichen Abgaben lese ich selbstverständlich durchgängig. Sie werden allerdings in der Regel keinen individuellen Kommentar und keine Bewertung bekommen. Dafür stelle ich Ihnen stets eine Musterlösung oder einen Video-Kommentar zur Verfügung, mit dem Sie Ihre Eingaben vergleichen können. Außerdem werden wir einen Teil der Aufgaben in unseren Treffen (entweder per Zoom oder auf dem Campus) besprechen. Sollten Sie weitere Fragen haben, sind Sie herzlich eingeladen, diese im Forum des Moodle-Kurses zu stellen. -
American Abstract Expressionism
American Abstract Expressionism Cross-Curricular – Art and Social Studies Grades 7–12 Lesson plan and artwork by Edwin Leary, Art Consultant, Florida Description Directions This project deals with the infusion between Art History Teacher preparation: and Art Making through American Abstract Expressionism. Gather examples of artists that dominated this movement, American Abstract Expressionism is truly a U.S. movement that display them in the Art Room with questions of: Who uses emphasizes the act of painting, inherent in the color, texture, organic forms? Dripped and splashed work? Why the highly action, style and the interaction of the artist. It may have been colored work of Kandinsky? Why the figurative aspects of inspired by Hans Hofmann, Arshile Gorky and further developed DeKooning? by the convergence of such artists as Jackson Pollack, William With the students: DeKooning, Franz Kline, Mark Rothko and Wassily Kandinsky. 1 Discuss the emotions, color and structure of the displayed Objectives artists’ work. Discuss why American Abstract Expressionism is less about • Students can interactively apply an art movement to an art 2 process-painting. style than attitude. • This art-infused activity strengthens their observation and 3 Discuss why these artists have such an attachment of self awareness of a specific artist’s expression. expression as found in their paintings yet not necessarily found in more academic work? Lesson Plan Extensions 4 Gather the materials and explain why the vivid colors of Apply this same concept of investigation, application and art Fluorescent Acrylics were used, and what they do within a making to other movements or schools of art. -
The Drama of German Expressionism He National Theatre Recently Staged a Pile of the Bank’S Money; His Wife and the Fate of the Main Character
VOLUME 14 NO.3 MARCH 2014 journal The Association of Jewish Refugees The drama of German Expressionism he National Theatre recently staged a pile of the bank’s money; his Wife and the fate of the main character. an important, but rarely seen, play Daughters, representing the conventional The play’s language is stripped down to its by the best-known of the German family life that he abandons; and the various basics for maximum expressive effect, in line TExpressionist dramatists, Georg Kaiser figures that he subsequently encounters in with the Expressionists’ desire to rediscover (1878-1945). From Morning to Midnight his whirlwind, one-day trajectory through the essential humanity of mankind beneath (Von morgens bis mitternachts) was written the deadening layers of modern life. This in 1912 and first performed in April 1917 striking, declamatory style was known at the Munich Kammerspiele. It is a classic as the ‘Telegrammstil’, attributed first to piece of Expressionist theatre, with its the poet August Stramm: ‘Mensch, werde clipped, staccato dialogue, its abandonment wesentlich!’ (‘Man, become essential!’) was of a conventionally structured plot and the final line of the poem ‘Der Spruch’ realistic, individualised characters, and (‘The Saying’) by the Expressionist poet its attempt to pierce through the surface Ernst Stadler. The characteristic mode of detail of everyday bourgeois life to convey expression for these writers was a rhetorical the deeper reality of human existence in an outcry of extreme intensity, which became industrialised, mechanised society devoid of known as ‘der Schrei’ (‘the scream’), with values beyond soulless materialism. obvious reference to the celebrated painting Although this play was performed at by Edvard Munch. -
Chapter 12. the Avant-Garde in the Late 20Th Century 1
Chapter 12. The Avant-Garde in the Late 20th Century 1 The Avant-Garde in the Late 20th Century: Modernism becomes Postmodernism A college student walks across campus in 1960. She has just left her room in the sorority house and is on her way to the art building. She is dressed for class, in carefully coordinated clothes that were all purchased from the same company: a crisp white shirt embroidered with her initials, a cardigan sweater in Kelly green wool, and a pleated skirt, also Kelly green, that reaches right to her knees. On her feet, she wears brown loafers and white socks. She carries a neatly packed bag, filled with freshly washed clothes: pants and a big work shirt for her painting class this morning; and shorts, a T-shirt and tennis shoes for her gym class later in the day. She’s walking rather rapidly, because she’s dying for a cigarette and knows that proper sorority girls don’t ever smoke unless they have a roof over their heads. She can’t wait to get into her painting class and light up. Following all the rules of the sorority is sometimes a drag, but it’s a lot better than living in the dormitory, where girls have ten o’clock curfews on weekdays and have to be in by midnight on weekends. (Of course, the guys don’t have curfews, but that’s just the way it is.) Anyway, it’s well known that most of the girls in her sorority marry well, and she can’t imagine anything she’d rather do after college. -
Core Reading List for M.A. in German Period Author Genre Examples
Core Reading List for M.A. in German Period Author Genre Examples Mittelalter (1150- Wolfram von Eschenbach Epik Parzival (1200/1210) 1450) Gottfried von Straßburg Tristan (ca. 1210) Hartmann von Aue Der arme Heinrich (ca. 1195) Johannes von Tepl Der Ackermann aus Böhmen (ca. 1400) Walther von der Vogelweide Lieder, Oskar von Wolkenstein Minnelyrik, Spruchdichtung Gedichte Renaissance Martin Luther Prosa Sendbrief vom Dolmetschen (1530) (1400-1600) Von der Freyheit eynis Christen Menschen (1521) Historia von D. Johann Fausten (1587) Das Volksbuch vom Eulenspiegel (1515) Der ewige Jude (1602) Sebastian Brant Das Narrenschiff (1494) Barock (1600- H.J.C. von Grimmelshausen Prosa Der abenteuerliche Simplizissimus Teutsch (1669) 1720) Schelmenroman Martin Opitz Lyrik Andreas Gryphius Paul Fleming Sonett Christian v. Hofmannswaldau Paul Gerhard Aufklärung (1720- Gotthold Ephraim Lessing Prosa Fabeln 1785) Christian Fürchtegott Gellert Gotthold Ephraim Lessing Drama Nathan der Weise (1779) Bürgerliches Emilia Galotti (1772) Trauerspiel Miss Sara Samson (1755) Lustspiel Minna von Barnhelm oder das Soldatenglück (1767) 2 Sturm und Drang Johann Wolfgang Goethe Prosa Die Leiden des jungen Werthers (1774) (1767-1785) Johann Gottfried Herder Von deutscher Art und Kunst (selections; 1773) Karl Philipp Moritz Anton Reiser (selections; 1785-90) Sophie von Laroche Geschichte des Fräuleins von Sternheim (1771/72) Johann Wolfgang Goethe Drama Götz von Berlichingen (1773) Jakob Michael Reinhold Lenz Der Hofmeister oder die Vorteile der Privaterziehung (1774) -
GRM 341 – Middle Ages to Modernism German Literature and Culture Before 1918 Frühlingssemester 2016 – 12:40-1:30 – a 326 Wells
GRM 341 – Middle Ages to Modernism German Literature and Culture before 1918 Frühlingssemester 2016 – 12:40-1:30 – A 326 Wells Instructor: Dr. Lynn L. Wolff, Assistant Professor of German Office: B265 Wells Phone: 517-353-3269 Email: [email protected] Office Hours: Mondays 13:30-14:30, Wednesdays 10:30-11:30, and by appointment Kurs-Überblick und Lernziele: In Deutsch 341 werden Sie sowohl literarische Texte als auch Kunstwerke vom Mittelalter bis zur Moderne lesen, besprechen und schriftlich bearbeiten. Sie werden auch kreativ arbeiten: Gedichte schreiben, Bilder und Texte zusammenstellen und Geschichten entwerfen. Sie werden auch über den historischen Kontext lesen, damit Sie die Werke besser verstehen können. In diesem Kurs werden Sie Ihre Kenntnisse über die deutschsprachige Literatur und Kultur vertiefen, indem Sie Texte lesen und ausführlich besprechen. Durch Gruppenarbeit und Schreibaktivitäten werden Sie lernen, Ihre Meinungen zu verschiedenen Themen zu formulieren und zu äußern. Während Sie in der Klasse alle vier Fertigkeiten üben werden, werden Lesen und Schreiben durch Aktivitäten und Aufsätze besonders betont. Sie werden auch Ihren Wortschatz durch das Erlernen von neuen Vokabeln erweitern. Course Description and Goals: Alongside its content focus, this course is also conceived as a continuation of your previous language training. To help facilitate the transition from intermediate- level language courses to advanced coursework in German, we will work intensively on all four skill areas: reading a wide array of original German texts; writing several essays on assigned topics, with occasional peer review and partner work to encourage a dynamic writing and editing process, and keeping a daily journal; listening to film, audio, and of course in the classroom every day; speaking informally, in conversation with the instructor and your fellow students, and more formally, in class presentations. -
Fauvism and Expressionism
Level 3 NCEA Art History Fauvism and Expressionism Workbook Pages Fauvism and Expressionism What this is: Acknowledgements These pages are part of a framework for students studying This workbook was made possible: NCEA Level 3 Art History. It is by no means a definitive • by the suggestions of Art History students at Christchurch document, but a work in progress that is intended to sit Girls’ High School, alongside internet resources and all the other things we • in consultation with Diane Dacre normally do in class. • using the layout and printing skills of Chris Brodrick of Unfortunately, illustrations have had to be taken out in Verve Digital, Christchurch order to ensure that copyright is not infringed. Students could download and print their own images by doing a Google image search. While every attempt has been made to reference sources, many of the resources used in this workbook were assembled How to use it: as teaching notes and their original source has been difficult to All tasks and information are geared to the three external find. Should you become aware of any unacknowledged source, Achievement Standards. I have found that repeated use of the please contact me and I will happily rectify the situation. charts reinforces the skills required for the external standards Sylvia Dixon and gives students confidence in using the language. [email protected] It is up to you how you use what is here. You can print pages off as they are, or use the format idea and the templates to create your own pages. More information: You will find pages on: If you find this useful, you might be interested in the full • the Blaue Reiter workbook. -
Gina, Steamers on the Havel, I Made My Landing on an Island Where..., and Both Day and Evening Now Began to Seep by Georg Heym
Transference Volume 5 Issue 1 | Fall 2017 Article 11 2017 Gina, Steamers on the Havel, I made my landing on an island where..., and Both day and evening now began to seep by Georg Heym William A. Ruleman III Tennessee Wesleyan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/transference Part of the Classical Literature and Philology Commons, Comparative Literature Commons, East Asian Languages and Societies Commons, European Languages and Societies Commons, French and Francophone Language and Literature Commons, German Language and Literature Commons, International and Area Studies Commons, Linguistics Commons, Modern Languages Commons, Modern Literature Commons, Near Eastern Languages and Societies Commons, Poetry Commons, and the Reading and Language Commons Recommended Citation Ruleman, William A. III (2017) "Gina, Steamers on the Havel, I made my landing on an island where..., and Both day and evening now began to seep by Georg Heym," Transference: Vol. 5: Iss. 1, Article 11. Available at: https://scholarworks.wmich.edu/transference/vol5/iss1/11 William Ruleman Georg Heym Gina Gina All round you the scents of the spacious steppes still blow, The air of Polish summers, the surge and shiver Of the wheat fields, when, along the river, Work gangs shoulder on, huge rafts in tow. Deep as black autumnal wells that rise Alone to pierce the early morning’s grays, Such are your eyes, which, with their distant gaze, Shun narrow streets for starry winter skies. And you were made to mount a steed wild and free, Meant for a ride some night when dangers flare, Your Tschapka shining with gilt finery While underneath it flows your fine black hair And bright as silver gleams our weaponry When the white eagle sails the moonlit air. -
Suzanne Preston Blier Picasso’S Demoiselles
Picasso ’s Demoiselles The Untold Origins of a Modern Masterpiece Suzanne PreSton Blier Picasso’s Demoiselles Blier_6pp.indd 1 9/23/19 1:41 PM The UnTold origins of a Modern MasTerpiece Picasso’s Demoiselles sU zanne p res T on Blie r Blier_6pp.indd 2 9/23/19 1:41 PM Picasso’s Demoiselles Duke University Press Durham and London 2019 Blier_6pp.indd 3 9/23/19 1:41 PM © 2019 Suzanne Preston Blier All rights reserved Printed in the United States of America on acid- free paper ∞ Cover designed by Drew Sisk. Text designed by Mindy Basinger Hill. Typeset in Garamond Premier Pro and The Sans byBW&A Books Library of Congress Cataloging- in- Publication Data Names: Blier, Suzanne Preston, author. Title: Picasso’s Demoiselles, the untold origins of a modern masterpiece / Suzanne Preston Blier. Description: Durham : Duke University Press, 2019. | Includes bibliographical references and index. Identifiers: LCCN 2018047262 (print) LCCN 2019005715 (ebook) ISBN 9781478002048 (ebook) ISBN 9781478000051 (hardcover : alk. paper) ISBN 9781478000198 (pbk. : alk. paper) Subjects: LCSH: Picasso, Pablo, 1881–1973. Demoiselles d’Avignon. | Picasso, Pablo, 1881–1973—Criticism and interpretation. | Women in art. | Prostitution in art. | Cubism—France. Classification: LCC ND553.P5 (ebook) | LCC ND553.P5 A635 2019 (print) | DDC 759.4—dc23 LC record available at https://lccn.loc.gov/2018047262 Cover art: (top to bottom): Pablo Picasso, Les Demoiselles d’Avignon, detail, March 26, 1907. Museum of Modern Art, New York (Online Picasso Project) opp.07:001 | Anonymous artist, Adouma mask (Gabon), detail, before 1820. Musée du quai Branly, Paris. Photograph by S. P. -
The Pennsylvania State University the Graduate School College Of
The Pennsylvania State University The Graduate School College of Arts and Architecture CUT AND PASTE ABSTRACTION: POLITICS, FORM, AND IDENTITY IN ABSTRACT EXPRESSIONIST COLLAGE A Dissertation in Art History by Daniel Louis Haxall © 2009 Daniel Louis Haxall Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2009 The dissertation of Daniel Haxall has been reviewed and approved* by the following: Sarah K. Rich Associate Professor of Art History Dissertation Advisor Chair of Committee Leo G. Mazow Curator of American Art, Palmer Museum of Art Affiliate Associate Professor of Art History Joyce Henri Robinson Curator, Palmer Museum of Art Affiliate Associate Professor of Art History Adam Rome Associate Professor of History Craig Zabel Associate Professor of Art History Head of the Department of Art History * Signatures are on file in the Graduate School ii ABSTRACT In 1943, Peggy Guggenheim‘s Art of This Century gallery staged the first large-scale exhibition of collage in the United States. This show was notable for acquainting the New York School with the medium as its artists would go on to embrace collage, creating objects that ranged from small compositions of handmade paper to mural-sized works of torn and reassembled canvas. Despite the significance of this development, art historians consistently overlook collage during the era of Abstract Expressionism. This project examines four artists who based significant portions of their oeuvre on papier collé during this period (i.e. the late 1940s and early 1950s): Lee Krasner, Robert Motherwell, Anne Ryan, and Esteban Vicente. Working primarily with fine art materials in an abstract manner, these artists challenged many of the characteristics that supposedly typified collage: its appropriative tactics, disjointed aesthetics, and abandonment of ―high‖ culture.