PAINTING and RELATED FORMS Painting May Be Classified As a Two
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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: -
The Kingly Treasures Auction 2018 1 December 2018 | 2:00 PM Marina Cruz Untitled Ronald Ventura Embrace León Gallery FINE ART & ANTIQUES
León Gallery FINE ART & ANTIQUES The Kingly Treasures Auction 2018 1 December 2018 | 2:00 PM Marina Cruz Untitled Ronald Ventura Embrace León Gallery FINE ART & ANTIQUES AuctionAuction SaturdaySaturday || DecemberDecember 1,1, 20182018 2:002:00 PMPM PreviewPreview NovemberNovember 2424 -- 30,30, 20182018 9:009:00 AMAM -- 7:007:00 PMPM VenueVenue G/FG/F EurovillaEurovilla 11 RufinoRufino cornercorner LegazpiLegazpi StreetsStreets LegazpiLegazpi Village,Village, MakatiMakati CityCity PhilippinesPhilippines ContactContact www.leon-gallery.comwww.leon-gallery.com [email protected]@leon-gallery.com +632+632 856-27-81856-27-81 Fernando Amorsolo Planting Rice Mark Justiniani Lutaw-Lutaw 9 Foreword 10 - 249 Lots 1 - 167 256 Index 257 Terms and Conditions 258 Registration Form León Gallery FINE ART & ANTIQUES Director Jaime L. Ponce de Leon Curator Lisa Guerrero Nakpil Consultants Martin I. Tinio, Jr Augusto M.R Gonzalez III Ramon N. Villegas (+) Writer Earl Digo Book Design and Layout Jefferson Ricario Senior Graphic Designer Dia Marian P. Magculang Graphic Design & Photography John Gabriel Yu Christine Marie Tabiosas Dana de Vera Kyle Kenneth Bautista Project Assistants Nestorio Capino Jane Daria Ramil Flores Robert Gotinga Generoso Olaco Catalino Mallabo Jr. Anjello Bueno Reneliza de Taza Laurence Anne Torres Wilfredo M. Manalang Anna Lyn Calizo Richelle Custodio Published by León Gallery G/F Eurovilla 1 Rufino corner Legazpi Streets Legazpi Village, Makati City Metro Manila, Philippines This catalogue is published to accompany the auction by León Gallery entitled The Kingly Treasures Auction 2018 All rights reserved. No part of this catalogue may be reproduced or re-printed without the express written consent of León Gallery. -
Klas Art Auction 202O Malaysian & Southeast Asian Art Sunday, 12 July 2O2o
PETALING JAYA, SUNDAY 12 JULY 2020 KLAS ART AUCTION 202O MALAYSIAN & SOUTHEAST ASIAN ART SUNDAY, 12 JULY 2O2O Auction Day Sunday, 12 July 2020 1.00 pm Registration & Brunch Starts 11.30 am Artworks Inspection From 11.30 am onwards KL Lifestyle Art Space 31, Jalan Utara 46200 Petaling Jaya Selangor, Malaysia Supported by Lot 34 Awang Damit Ahmad Iraga “Memori Kelabu” 2004 KL Lifestyle Art Space c/o Mediate Communications Sdn Bhd 31, Jalan Utara 46200 Petaling Jaya Selangor t: +6019 333 7668 e: [email protected] Contact Information General Enquiries Nik +6019 260 9668 [email protected] Bill +6013 361 2668 [email protected] Datuk Gary Thanasan [email protected] Payment and collection Shamila +6019 333 7668 [email protected] Lot 36 Tay Mo Leong, Dato Goddess of Mercy Temple - Georgetown Penang, 1970’s Full Preview Date: 26 June - 11 July 2020 Venue: KL Lifestyle Art Space 31, Jalan Utara 46200 Petaling Jaya Selangor, Malaysia Auction Day Date: Sunday, 12 July 2020 Venue: KL Lifestyle Art Space 31, Jalan Utara 46200 Petaling Jaya Selangor, Malaysia Time: 1.00 pm Lot 73 Syed Thajudeen Lightness of Being, 1999 Map to KL Lifestyle Art Space 5 Contents Auction Information 5 Glossary 9 Lot 1 - Lot 91 20 Auction Terms and Conditions 158 Lot 21 Chen Wen Hsi Squirrels Index of Artists 168 Lumi-May (OL).pdf 1 16/04/2020 2:54 AM SALE 40 2020 Catalogue.indd 8-9 26/06/2020 11:27 AM Glossary 6 TAJUDDIN ISMAIL, DATO 1 ISMAIL ABDUL LATIFF OASIS, 2012 PUNCAK MALAM.. -
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. -
St. Louis Review Center, Inc-Davao Tel. No. (082) 224-2515 Or 222-8732 1 Types of Perspective: One Point – a Representation of Distance by Means of Converging Lines
Music, Arts, Physical Education and Health (MAPEH) Focus: The Visual Arts Competencies: 1. Distinguish and analyze the different elements, principles, and mediums of different visual arts 2. Identify and classify the different themes of visual arts in the Philippines 3. Appreciate and be proud of Philippine visual art masterpiece as part of cultural enrichment PART I – CONTENT UPODATE I. Definition of terms: 1. Painting – refers to the application of color, pigment, or paint to a surface or support. These surfaces may include paper, wood, canvas, metal or walls. Paint is made of pigment mixed in a binder. 2. Sculpture – a three dimensional artwork which may be through different processes, such as carving, modeling, assembling or casting. It may be executed as a free- standing object, in relief, or in environments, and a variety of media may be used. 3. Architecture – the art and science of designing and constructing buildings (structures), and other environmental features. II. The elements of Visual Arts 1. Line – the most basic of all elements. A line is an identifiable path traced by a moving point. Lines vary in types. They can be horizontal, vertical, diagonal, straight or curved thick or thin. Different lines are used to signify, different feelings. For example: Horizontal line – suggests a feeling of rest, serenity, or perfect stability Vertical line – dominance, height, power Diagonal line – uncertainty, unrest, movement or action Curved line – flow, softness, flexibility, grace 2. Shape – shapes and forms are figures which define object s in space. A shape is a two- dimensional figure. Circles, triangles, and squares are common examples of shapes. -
Interiors and Interiority in Vermeer: Empiricism, Subjectivity, Modernism
ARTICLE Received 20 Feb 2017 | Accepted 11 May 2017 | Published 12 Jul 2017 DOI: 10.1057/palcomms.2017.68 OPEN Interiors and interiority in Vermeer: empiricism, subjectivity, modernism Benjamin Binstock1 ABSTRACT Johannes Vermeer may well be the foremost painter of interiors and interiority in the history of art, yet we have not necessarily understood his achievement in either domain, or their relation within his complex development. This essay explains how Vermeer based his interiors on rooms in his house and used his family members as models, combining empiricism and subjectivity. Vermeer was exceptionally self-conscious and sophisticated about his artistic task, which we are still laboring to understand and articulate. He eschewed anecdotal narratives and presented his models as models in “studio” settings, in paintings about paintings, or art about art, a form of modernism. In contrast to the prevailing con- ception in scholarship of Dutch Golden Age paintings as providing didactic or moralizing messages for their pre-modern audiences, we glimpse in Vermeer’s paintings an anticipation of our own modern understanding of art. This article is published as part of a collection on interiorities. 1 School of History and Social Sciences, Cooper Union, New York, NY, USA Correspondence: (e-mail: [email protected]) PALGRAVE COMMUNICATIONS | 3:17068 | DOI: 10.1057/palcomms.2017.68 | www.palgrave-journals.com/palcomms 1 ARTICLE PALGRAVE COMMUNICATIONS | DOI: 10.1057/palcomms.2017.68 ‘All the beautifully furnished rooms, carefully designed within his complex development. This essay explains how interiors, everything so controlled; There wasn’t any room Vermeer based his interiors on rooms in his house and his for any real feelings between any of us’. -
Parangal for Pacita Abad
SPEECH BY CORAZON ALVINA PACITA ABAD: CURATING PACITA ABAD Jack (Mr Garrity), Butch - Department of Education Secretary Florencio Abad, Ateneo University President Father Bienvenido Nebres - also a trustee of the National Museum Board, ALIWW officers specially Ms Felice Sta Maria and Edna, Rita Ledesma, friends and other relations of Pacita, ladies and gentlemen: In my tour of duty as director of the Metropolitan Museum of Manila, I had the pleasure and privilege to curate, cocurate, organize and otherwise engage in projects with Pacita Abad. Though she had been a friend since university days at the University of the Philippines, we had lost touch through her residence and praxis in other parts of the world. So that when the exhibition schedule of the Met was turned over to me when I assumed office there, I was pleased to see that one of the plans was to have an exhibition of artwork, size big, featuring the trapunto of Pacita, and extremely large mix media works, for wall and floor, by Paz Abad Santos. I was tasked to curate this show, and to this day I consider it one of the most exhilarating exhibitions I had ever put together. It was also delightful, not like work at all. It was not wracked with angst; it was not marked by bitter battles as sometimes occur in the course an exhibition from conceptualization through installation - and after -- between artists and curators over independence and freedom in creation and expression on the one hand, and the curatorial muscle that some of us sometimes flex for museology, for personal curatorial ideologies, and in compliance with the museum's exhibition theories and education policies. -
Cesar Legaspi
Cesar Legaspi (1917-1994) National Artist, Visual Arts 1990 One of the Thirteen Moderns Cesar Legaspi, honored as a National Artist in Visual Arts in 1990, is considered the pioneer of neo-realism in the Philippines. Aside from the monochromatic works in his early years, he exploited the full potential of color in his paintings. A proponent of modern art in the country, Legaspi developed cubism in the Philippine context. He was also identified as one of the Thirteen Moderns, a group of modernists led by Victorio C. Edades whose works went against the conservative academic art of that period. Legaspi was born to Manuel Legaspi and Rosario Torrente on April 2, 1917 in Tondo, Manila. He took up painting for one term at the University of the Philippines School of Fine Arts before he decided to take commercial art courses instead. There he received medals for perspective and illustration projects. He earned his Certificate of Proficiency in 1936, after which he continued his education in art under Pablo Amorsolo. He went to Madrid in 1953 and pursued Art Studies under a scholarship at the Cultura Hispanic until 1954. He also went to Paris to study at the Academie Ranson for one month under Henri Goetz. Back in the Philippines, he had his first one-man show at the Luz Gallery in 1963. While this led to an active phase with his major pieces, he also worked as a magazine illustrator and artistic director at an advertising agency. He finally left the agency in 1968 to focus on his painting. -
UNIVERSITY of CALIFORNIA RIVERSIDE Naming
UNIVERSITY OF CALIFORNIA RIVERSIDE Naming the Artist, Composing the Philippines: Listening for the Nation in the National Artist Award A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Music by Neal D. Matherne June 2014 Dissertation Committee: Dr. Deborah Wong, Chairperson Dr. René T.A. Lysloff Dr. Sally Ann Ness Dr. Jonathan Ritter Dr. Christina Schwenkel Copyright by Neal D. Matherne 2014 The Dissertation of Neal D. Matherne is approved: Committee Chairperson University of California, Riverside Acknowledgements This work is the result of four years spent in two countries (the U.S. and the Philippines). A small army of people believed in this project and I am eternally grateful. Thank you to my committee members: Rene Lysloff, Sally Ness, Jonathan Ritter, Christina Schwenkel. It is an honor to receive your expert commentary on my research. And to my mentor and chair, Deborah Wong: although we may see this dissertation as the end of a long journey together, I will forever benefit from your words and your example. You taught me that a scholar is not simply an expert, but a responsible citizen of the university, the community, the nation, and the world. I am truly grateful for your time, patience, and efforts during the application, research, and writing phases of this work. This dissertation would not have been possible without a year-long research grant (2011-2012) from the IIE Graduate Fellowship for International Study with funding from the Andrew W. Mellon Foundation. I was one of eighty fortunate scholars who received this fellowship after the Fulbright-Hays Doctoral Dissertation Research Abroad Program was cancelled by the U.S. -
Chinese Influences in Philippine Culture
Miclat FEATURE ARTICLE Tradition, Misconception, and Contribution: Chinese Influences in Philippine Culture Maningning C. Miclat ABSTRACT This paper discusses Chinese influence on Philippine arts and crafts, as shown in artifacts from the Sino-Philippine trade of pre-Hispanic times—the churches, religious icons, and paintings of the Spanish period— and in the contemporary art of the Chinese Filipinos. The Chinese traditional elements are given new meanings in a new environment, and it is these misconceptions and misinterpretations of the imported concepts that influence and enrich our culture. THE PRE-HISPANIC PAST The Sino-Philippine trade is believed to have begun in AD 982. The History of the Sung Dynasty or Sung Shi, published in 1343- 1374, confirmed that trade contact started during the 10th century. A 13th century Sung Mandarin official, Chau Ju-kua, wrote a geographical work entitled “A Description of Barbarous Peoples” or Chu Fan Chi, the first detailed account on Sino-Philippine trade. The 14th century account of Ma Tulin entitled “A General Investigation of Chinese Cultural Sources” or Wen Shiann Tung Kuo referred to the Philippines as Ma-i.1 The presence of trade is further proven by the Oriental ceramics from China, Vietnam, and Thailand that have been excavated from many places in the archipelago (Zaide: 1990). The Chinese came to the Philippines and traded with the natives peacefully, exchanging Chinese goods with hardwood, pearls, and turtle shells that were valued in China. Traditional Chinese motifs that symbolize imperial power are found in the trade ceramics found in the Philippines. These are the 100 Humanities Diliman (July-December 2000) 1:2, 100-8 Tradition, Misconception, and Contribution dragon and the phoenix; auspicious emblems of prosperity, long life, and wealth, such as fishes, pearls, and blossoms, like peonies; and the eight precious things or Pa Bao, namely, jewelry, coins, open lozenges with ribbons, solid lozenges with ribbons, musical stones, a pair of books, a pair of horns, and the Artemisia leaf. -
K to 12 Curriculum Guide
Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide ART (Grade 1 to Grade 10) May 2016 K to 12 BASIC EDUCATION CURRICULUM CONCEPTUAL FRAMEWORK Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for artistic expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance- based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world. As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating. (See Figure 1 and Figure 2) The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. -
SOURCES and INFLUENCES the Sources and Influences of The
SOURCES AND INFLUENCES The sources and influences of the visual arts in the Philippines may be classified according to the three principal cultural traditions found in the country; the indigenous tradition, which is evidenced by the arts of the natives in the long period before colonization, the arts of the non-hispanized ethnic communities today, and the lowland folk arts which fuse ethnic and colonial aspects; the Spanish tradition, which is seen in the religious paintings and prints, academic paintings, landscapes, portraits, letras y figuras (letters and figures), still-lifes, and other art works done by unschooled and schooled Filipino artists during the Spanish period from 1565 to 1898; and the Euro-American tradition which came in via the Americanized educational system and media and which has been indigenized in the painting and sculptures done by Filipino artists from the 1930s to the present. The Ethnic Tradition Evidences of the ancient arts are the artifacts unearthed in archaeological excavations, which include earthenware, body ornaments and jewelry, and textile fragments. An important body of earthenware consists of burial jars. The ancient tradition of jar burial was diffused throughout the southern part of the Asian mainland, the Malay Archipelago, and the Southeast Asian region, including the Philippines. This practice was related to the tradition of “grave furniture” in which the dead were buried along with various articles of everyday use such as eating utensils and weapons, and in the case of the nobility, with servants and domestic animals. The Manunggul Jar with its lid bearing two rowers in a boat is related to the Southeast Asian belief that the dead ride “spirit boats” across a body of water to reach the other world.