Discovering Art - Context

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Part 3 in a three part series on how Form, Theme and Context come together to create meaning in art. Based on the work of Dr. Renee Sandell. Visit the ISB Art History channel (http://vimeo.com/channels/isbarthistorychannel) and my website (http://mountains.brianreverman.com/) for additional resources.

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Discovering Art - Context

  1. 1. • Circumstances surrounding the making of art contribute to its meaning. We need to find out…• When and where was it made?• Why did the artist create this art work? For whom, or what reason was it made?• How is it significant for the times and culture in which it was made?
  2. 2. When and wherewas it made?For whom, or whatreason was it made?How is it significantfor the times andculture in which itwas made? Jacques Louis David, Death of Socrates, 1787
  3. 3. When and where Paris, France 1787 – right before the Frenchwas it made? RevolutionFor whom, or whatreason was it made?How is it significantfor the times andculture in which itwas made? Jacques Louis David, Death of Socrates, 1787
  4. 4. When and wherewas it made? Commissioned by the Trudaine de MontignyFor whom, or whatreason was it made? brothers who were active in the revolutionary movement in France. It was made in support ofHow is it significant the revolutionary ideas brewing in France at thefor the times and time.culture in which itwas made? Jacques Louis David, Death of Socrates, 1787
  5. 5. When and wherewas it made?For whom, or whatreason was it made?How is it significant This was a strong statement, by a prominentfor the times and artist, on the state of French politics. It wasculture in which itwas made? controversial as it challenged the reign of the Royals. Jacques Louis David, Death of Socrates, 1787
  6. 6. When and wherewas it made?For whom, or whatreason was it made?How is it significantfor the times andculture in which itwas made? Piet Mondrian, Composition in White, Red, Yellow and Blue, 1918
  7. 7. When and where The Netherlands, 1918 – immediately followingwas it made? WWI and only 10 years after the development of Cubist paintingFor whom, or whatreason was it made?How is it significantfor the times andculture in which itwas made? Piet Mondrian, Composition in White, Red, Yellow and Blue, 1918
  8. 8. This is anexample of anearly Cubistpainting. Picassosought to portraysomething as itwas and not howit looked.Therefore hebroke up theguitar player andtried to show allsides of himsimultaneously. Pablo Picasso, Le Guitariste, 1910
  9. 9. When and wherewas it made?For whom, or what To show that beauty could exist as an abstract idea inreason was it made? plastic formHow is it significantfor the times andculture in which itwas made? Piet Mondrian, Composition in White, Red, Yellow and Blue, 1918
  10. 10. When and wherewas it made?For whom, or whatreason was it made?How is it significant Using geometric forms to express a purely abstract idealfor the times and was quite radical for the times.culture in which itwas made? Piet Mondrian, Composition in White, Red, Yellow and Blue, 1918
  11. 11. When and wherewas it made?For whom, or whatreason was it made?How is it significantfor the times andculture in which itwas made? Chris Burden, Transfixed, 1974
  12. 12. When and where Venice, California 1974 – during the Watergate scandalwas it made? and the Vietnam WarFor whom, or whatreason was it made?How is it significantfor the times andculture in which itwas made? Chris Burden, Transfixed, 1974
  13. 13. When and wherewas it made?For whom, or what To make a statement about the state of art andreason was it made? American cultureHow is it significantfor the times andculture in which itwas made? Chris Burden, Transfixed, 1974
  14. 14. When and wherewas it made?For whom, or whatreason was it made?How is it significantfor the times and Burden’s extreme body art expanded the vocabulary ofculture in which it art forms and was very influential in moving art out of thewas made? museum and into the world at large Chris Burden, Transfixed, 1974
  15. 15. Follow the link below to hear a short discussion about this painting. Then return here and comment on how each criteria on the left of the slide helps us understand the CONTEXT in which this painting was made.When and wherewas it made?For whom, or whatreason was it made?How is it significantfor the times andculture in which itwas made? Roy Lichtenstein, Girl With Ball, 1961
  16. 16. Comment on how it helps you, andwhy it is necessary, to have a senseof the interaction between Form,Theme and Context to understand awork of art.

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