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  1. 1. MOVEMENT
  2. 2. Aims and Objectives This term’s work will focus on the theme of MOVEMENT We will try out different ways of exploring the theme through activities and discussion. We will think and look in different ways and experiment with new methods and outcomes.You will make your own piece of work on this theme, so think about ideas and methods that particularly interest them this term as a means of developing your own work.
  3. 3. Lessons this term will be grouped around different ideas in art on the theme of MOVEMENTEach section examines an artist or group of artists and students are asked to consider questions about these aspects of art. An understanding of these will help the development of individual work in class.We are also going to think about the way we look at art…….!
  4. 4. ASSESSMENT OBJECTIVES• AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding (Look at the work of other artists and think about how they work, show that you have really thought about this and use this to give you ideas about ways to develop your own work)• AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes (When you collect images, show that you can select the best and experiment with different ways to develop your ideas to find the one that works best! We should be able to see evidence of this in your sketchbook)• AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms (Think carefully about the images you collect for projects, if you start off with lots of good material then you give your self a chance to do your very best!)• AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements. (This brings everything together – if you have worked hard on Assessment Objectives 1-3 then you will be able to develop some exciting final work, you will also be asked to evaluate your work when you have finished) Quality of Written Communication (QWC) In GCSE specifications which require candidates to produce written material in English, candidates must: • ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear • select and use a form and style of writing appropriate to purpose and to complex subject matter • organise information clearly and coherently, using specialist vocabulary when appropriate.
  5. 5. Who is the artist?What is the title?When was this made?What is the main focus in this piece?What is the artist aiming at?Is there an underlying theme or meaning?What are the significant factors in the painting?Compare these two pictures….
  6. 6. List the similarities between the two picturesList the differences between the two picturesWhat sort of situation might have prompted the making of thepainting on the right?How might the artist havebeen feeling? Lola the Artist’s sister 1902 Weeping woman 1937EvaluationDecide which you think more powerfully expresses the artist’s mood?
  7. 7. Section 1 CUBISM There are a number of artists such as Picasso (below)Braque and Leger who are famous for developing this styleof painting it CUBISM had it’s beginnings in art work done before the 20th century……
  8. 8. Cezanne developed his painting in a very original way. He was often linked to the ‘Impressionist’ painters, although his work is quite different.He uses colour to describe form, however his style almost seems to break the form apart….. Left Cezanne ‘Corner of a Quarry’ 1902 Right Cezanne ‘Portrait of Monsieur Choquet’ (detail)
  9. 9. Cezanne’s painting influenced the work of Picasso and other artists such asBraque. They took the idea much further, they intentionally broke up the form and created images from several viewpoints at the same time.This developed in France and is known as ‘Cubism’. Two early examples are shown below.Left Picasso Ambrose Vollard 1910 Right Braque – ‘Man with a Guitar’ 1911
  10. 10. Picasso – Still Life
  11. 11. Cubism was an art movement with an intellectual purpose, but it was also for a way for Picasso to express some complex and difficult personal feelings.This is particularly evident in his famous painting about the Spanish Civil War about the bombing of Guernica….
  12. 12. Picasso – ‘Guernica’ 1937
  13. 13. above: Robert Capa ‘Falling Soldier’1936below: Picasso ‘Guernica’1937These two pictures both depictdramatic moments in the SpanishCivil War..What is similar about these two pictures?What is different?What sort of situation prompted themaking of these two images?Which is more powerful? Why?Are there any aspects of either of theseimages that you might use in your ownwork?........
  14. 14. Homework• A drawing from direct observation in a ‘CUBIST’ style. Think about overlapping images and drawing from different angles.• Find some examples of CUBISM and stick in your book (record the artist’s name and title).• EXPLAIN HOW THIS FITS OUR THEME OF ‘MOVEMENT’
  15. 15. Section 2FUTURISM
  16. 16. In 1909 an Italian named Marinetti launched aFUTURIST ‘manifesto’ on the front page of one of thebig Paris newspapers ‘Le Figaro’ in which he set out hisideas about a new philosophy for the twentieth century!...He thought that the many technological changes hecould see around him would change society and the waythat people thought about the arts.Futurist painting fits easily into our theme of ‘Movement’as much of the work that the Futurist painters did wastrying to describe movement. They lived and worked inmainly in Italy.They were possibly influenced a little by Cubism, butprobably other developments in European painting toowhich put more emphasis on colour and markmaking…
  17. 17. Picasso Ambrose Vollard 1910 (left, detail)‘Balla – ‘Dynamism of a Man’s Head’ 1914 (right)
  18. 18. Balla – ‘Street Light’ 1909 and ‘Dynamism of Dog on a Leash’ 1912 and
  19. 19. Umberto Boccioni– ‘The City Rises’ 1910
  20. 20. Carra ‘The Red Horseman’ 1915
  21. 21. What is the main focus in both of these pictures? What would you like to ask the artist? Compare these two pictures – What are the similarities? What are the differences?Can you find a way of describing movement…..
  22. 22. Boccioni – ‘The States of Mind – The Farewells’ 1910
  23. 23. Boccioni ‘The Dynamism of a Cyclist’ 1913
  24. 24. Boccioni ‘The Dynamism of a Soccer Player’ 1913
  25. 25. Balla – ‘A car has passed’ 1910
  26. 26. Balla – ‘The speed of a motor car’ 1913
  27. 27. Luigi Russolo ‘The Dynamism of an Automobile’ 1914
  28. 28. Homework• A drawing from direct observation in a ‘FUTURIST’ style. Think about overlapping images and drawing from different angles.• Find some examples of FUTURISM and stick in your book (record the artist’s name and title).• EXPLAIN HOW THIS FITS OUR THEME OF ‘MOVEMENT’
  29. 29. Section 3VORTICISM
  30. 30. In the UK 1912 Lewis became the founder ofVorticism, a literary and artistic movement.Members of the group include paintersChristopher Nevinson and William Roberts, andHenri Gaudier Brzeska sculptor.In his journal, Blast (1914-15), Lewis attackedthe sentimentality of 19th century art andemphasized the value of violence, energy andthe machine. In the visual arts Vorticism wasexpressed in abstract compositions of bold lines,sharp angles and planes
  31. 31. Wyndham LewisWyndham Lewis wanted to show the warin terms of energy –‘A Battery Shelled’ 1919 - the men losetheir human form in action; chimneys waveand bend, and the very shells zigzag inlumps and masses across the sky.From 1916 to 1918 Lewis served on theWestern Front as a battery officer.
  32. 32. Wyndham Lewis – ‘A Battery Shelled’ 1919
  33. 33. Nevinson – ‘French Troops Resting’
  34. 34. Nevinson ‘Machine Gun’1915At the outbreak of theFirst World War,Nevinson, as a pacifist,refused to becomeinvolved in combatduties, and volunteeredinstead to work for theRed CrossSent to France in 1914,Nevinson joined theRoyal Army MedicalCorps and helped lookafter injured soldiersNevinson painted aseries of paintings basedon his experiences inFrance.
  35. 35. • What is the main focus in both of these pictures? What would you like to ask the artist? Compare these two pictures – What are the similarities? What are the differences? How might you depict war?• Left Nevinson ‘Machine Gun’ Right First World War Recruitment Poster
  36. 36. Nevinson‘Returning Soldiers’ 1914He uses the ideas of‘Vorticism’ to make thesoldiers look mechanicalas if they had noindividual personality, buthad become part ofmachine.He introduces the ideathat perhaps it is themachine that operatesthe man rather than theman that operates themachine.
  37. 37. Homework• A drawing from direct observation in a ‘CUBIST’ style. Think about overlapping images and drawing from different angles.• Find some examples of CUBISM and stick in your book (record the artist’s name and title).• EXPLAIN HOW THIS FITS OUR THEME OF ‘MOVEMENT’
  39. 39. Edgar Degas Edgar Degas lived and worked in Paris at the end of the nineteenth century.He is often thought of as part of the Impressionist movement because theway he applies colour is sometimes similar to the ways his contemporariesin the Impressionist movement applied colour, however his subject matterand methods were often quite different. He was one of the first artists to use photography, though this was only todo research for a few pictures (it was a costly and difficult medium to use inthose days). He also used to do quick drawings using tracing paper…..! He would workdirectly from life and do fast linear drawings, then he would overlay onedrawing over another to add or move the figures in his final composition.The picture that you see on the other side of this sheet was probably madein this way and would have been part of a series. He would then experimentwith colours using pastels to see which worked best. He explored different compositions by using the MOVEMENT of the figures,there is also MOVEMENT in the way that he applies colour using livelymarks and mixing the colours.
  40. 40. Degas Drawings (probably done in 1880s)
  41. 41. Degas was a keen photographer, however photography was still in the earlystages of development and the subject had to stand very still as in this picture that he took of Julie Manet in 1895. He therefore had to make lively use of colours and marks to depict MOVEMENT
  42. 42. Degas oftenworked on tracingpaper so that hecould use imagesmore than onceand combinedifferent figures.This also allowedhim to experimenteasily with lots ofdifferentcompositions….
  43. 43. Perhaps some of the work we have looked atalready will give you some ideas for yourown workSome other ideas to get you thinking aboutthe theme of MOVEMENT….
  44. 44. Movement could be a very ordinary event,perhaps something you see happen in the street… Michael Andrews – ‘A Man Who Suddenly Fell Over’ 1952
  45. 45. Movement in the playground….. Oliver Bevanleft ‘Escape’ right ‘In Full Swing’ (1990s)
  46. 46. MOVEMENT might relate tomovement around the world, and or the movement between different cultures. Sonia Boyceexplores in her work both the rich cultural background of herCaribbean heritage, and some of her other work she hassometimes explored some of thedifficulties and prejudice that she has encountered.
  47. 47. Movement from your own countryMarc Chagall was exiled from his native Russia and lived in Paris, but he never forgot his Russian heritage.
  48. 48. Movement could be about the movement oflight changing the appearance of a scene… Monet painted many scenes in series as in the paintings below of Rouen Cathedral done in the 1890s
  49. 49. Movement in time showing change….. Mark Gilbert documents the work of plastic surgeons operating on patients with facial deformities. His paintings are done with thepermission of the patients and help to raise money for surgery as in the two pictures ‘before’ and ‘after’ surgery below (approx 2001)
  50. 50. MOVEMENT could be inspired by something youhave seen on the news and feel strongly about.The artist below has depicted the difficulty of life ina part of the world where there is a dispute overland and many innocent people have been killedJohn KeaneLeft – ‘The Road to the Settlement’Right – ‘Security, Impunity, Geometryand Terror’
  51. 51. Your piece of work on MOVEMENT could be two pieces meant to be seen together, perhaps you may want to make some kind of statement… Lalia al-Shawa’s two pieces ‘Children of Peace’ (toppicture) and ‘Children of War’ (bottom picture) are designed to make us think…..
  52. 52. MOVEMENT could be a picture that tells a story – perhaps there is more going on than we first think….as in Paula Rego’s ‘The Dance’ 1988
  53. 53. Remember -• There are many different ways of researching this theme. It is very important that you gather your own information quickly so that you can discuss your idea easily with your teacher• You will need to do some drawings from direct observation first. The quality of these drawings is very important so do your best!• You could also take photographs, make collages and scan images into the computer and distort them as a means of further developing your ideas• You should think carefully about the work of other artists that could help you to develop your ideas – you will be asked to show this research demonstrate how you have made use of them.
  54. 54. Previous examples of year 11 work on the theme of MOVEMENT
  55. 55. ’…
  56. 56. Fun with Materials
  57. 57. Learning different painting techniques
  58. 58. Abstract Painting
  59. 59. Draw on your own experiences