This chapter introduces key concepts about art and creativity. It defines art as the visual expression of ideas or experiences formed with skill through various media. Creativity is described as the ability to create something new that has value. Both trained and untrained artists can demonstrate creativity. Representational art depicts realistic appearances, while abstract art simplifies or distorts natural forms. Nonrepresentational art has no references outside of the visual forms themselves. The chapter explores these concepts through various works of art and artists.
This document discusses the purposes and functions of art in society. It begins by outlining six main functions of art: for delight, as commentary, in worship and ritual, for commemoration, as a status symbol, and for propaganda. Each function is then explored in more detail with examples. For the function of art for delight, the document examines paintings, pottery, and photographs that aim to provide aesthetic pleasure or surprise. It discusses how definitions of beauty vary across cultures.
This document discusses evaluating art and different approaches to art criticism. It provides examples of applying formal, contextual, and expressive analysis to Titian's Pietà, Sonia Delaunay-Terk's Simultaneous Contrasts, and Jean-Michel Basquiat's Horn Players. Evaluation is subjective and depends on the viewer's perspective, while art criticism aims to make informed judgments about a work's composition, context, and expressive qualities. The document also addresses what makes art great, methods for evaluating art writing, and censorship as an extreme form of evaluation.
The document provides an overview of pre-colonial art in the Philippines from 6185 BC to 1520 AD. It discusses notable pieces including the Tabon Man skull cap from 22,000 years ago, shell bracelets and pendants from 4854 BC, and the Angono Petroglyphs dating to the 3rd millennium BC. Pre-colonial art forms included pottery, jewelry, tattoos, weavings, carvings, and metal crafts. The Manunggul Jar from 890-710 BC depicted Filipino values and culture. Baybayin was an ancient Tagalog script derived from India. The document then briefly discusses the introduction of formal painting, sculpture and architecture during
This document provides an overview of contemporary arts from the Philippine regions, including definitions of modern versus contemporary art. It then discusses various art forms categorized as fine/aesthetic arts versus practical/utilitarian arts. The document outlines different types of practical/utilitarian arts including industrial arts, applied/household arts, civic arts, commercial arts, graphic arts, agricultural arts, business arts, fishery arts, and medical arts. It concludes with a timeline of Philippine art history from pre-colonial to contemporary eras and brief descriptions of national artists in various fields such as architecture, visual arts, cinema, and literature.
The document analyzes the creative industries in the Philippines. It identifies six major fields of creative industries including heritage and fine arts, design and architecture, audiovisuals, printing and publishing, and creative services. The objectives are to identify opportunities for growth, determine economic contribution, analyze sectors, and recommend strategies. A methodology uses a creative economy value chain framework involving chaining, capacitating, communitizing, clustering and converging sectors.
This document discusses integrative art and its application to contemporary art. It defines art as being synonymous with skill, cunning, artifice, and craft. It then lists the standard equipment of art as including technical knowledge, ingenuity, mechanical skill, and expert workmanship. The document goes on to describe the various functions of art, including personal, social, economic, political, historical, cultural, religious, physical, and aesthetic functions. Examples are provided to illustrate some of these different functions.
The document discusses the various purposes and functions of art. It explains that art can communicate information, elevate spirits, show beauty or injustice, and be used for worship, personal expression, and influencing social causes. Additionally, the document discusses what creativity is, noting it as the ability to create something new that has value. It also examines untrained artists who work outside of formal art education and traditions.
This document discusses key concepts in art appreciation. It begins by outlining five learning objectives, including differentiating between art history and art appreciation. It then discusses three assumptions of art: that art is universal, art is not nature, and that art involves experience. Specifically, it states that art is a universal human expression, is a subjective interpretation of nature by humans, and can only be understood through direct experience of the art. The document emphasizes that art appreciation requires creativity, imagination, and expression on the part of the artist.
This document discusses the purposes and functions of art in society. It begins by outlining six main functions of art: for delight, as commentary, in worship and ritual, for commemoration, as a status symbol, and for propaganda. Each function is then explored in more detail with examples. For the function of art for delight, the document examines paintings, pottery, and photographs that aim to provide aesthetic pleasure or surprise. It discusses how definitions of beauty vary across cultures.
This document discusses evaluating art and different approaches to art criticism. It provides examples of applying formal, contextual, and expressive analysis to Titian's Pietà, Sonia Delaunay-Terk's Simultaneous Contrasts, and Jean-Michel Basquiat's Horn Players. Evaluation is subjective and depends on the viewer's perspective, while art criticism aims to make informed judgments about a work's composition, context, and expressive qualities. The document also addresses what makes art great, methods for evaluating art writing, and censorship as an extreme form of evaluation.
The document provides an overview of pre-colonial art in the Philippines from 6185 BC to 1520 AD. It discusses notable pieces including the Tabon Man skull cap from 22,000 years ago, shell bracelets and pendants from 4854 BC, and the Angono Petroglyphs dating to the 3rd millennium BC. Pre-colonial art forms included pottery, jewelry, tattoos, weavings, carvings, and metal crafts. The Manunggul Jar from 890-710 BC depicted Filipino values and culture. Baybayin was an ancient Tagalog script derived from India. The document then briefly discusses the introduction of formal painting, sculpture and architecture during
This document provides an overview of contemporary arts from the Philippine regions, including definitions of modern versus contemporary art. It then discusses various art forms categorized as fine/aesthetic arts versus practical/utilitarian arts. The document outlines different types of practical/utilitarian arts including industrial arts, applied/household arts, civic arts, commercial arts, graphic arts, agricultural arts, business arts, fishery arts, and medical arts. It concludes with a timeline of Philippine art history from pre-colonial to contemporary eras and brief descriptions of national artists in various fields such as architecture, visual arts, cinema, and literature.
The document analyzes the creative industries in the Philippines. It identifies six major fields of creative industries including heritage and fine arts, design and architecture, audiovisuals, printing and publishing, and creative services. The objectives are to identify opportunities for growth, determine economic contribution, analyze sectors, and recommend strategies. A methodology uses a creative economy value chain framework involving chaining, capacitating, communitizing, clustering and converging sectors.
This document discusses integrative art and its application to contemporary art. It defines art as being synonymous with skill, cunning, artifice, and craft. It then lists the standard equipment of art as including technical knowledge, ingenuity, mechanical skill, and expert workmanship. The document goes on to describe the various functions of art, including personal, social, economic, political, historical, cultural, religious, physical, and aesthetic functions. Examples are provided to illustrate some of these different functions.
The document discusses the various purposes and functions of art. It explains that art can communicate information, elevate spirits, show beauty or injustice, and be used for worship, personal expression, and influencing social causes. Additionally, the document discusses what creativity is, noting it as the ability to create something new that has value. It also examines untrained artists who work outside of formal art education and traditions.
This document discusses key concepts in art appreciation. It begins by outlining five learning objectives, including differentiating between art history and art appreciation. It then discusses three assumptions of art: that art is universal, art is not nature, and that art involves experience. Specifically, it states that art is a universal human expression, is a subjective interpretation of nature by humans, and can only be understood through direct experience of the art. The document emphasizes that art appreciation requires creativity, imagination, and expression on the part of the artist.
The document discusses various visual tools and techniques used by artists to create artistic expression, including line, shape, mass, space, time, motion, light, and color. It explores characteristics of these different elements, such as how lines can define shapes and boundaries or depict light and shadow. Examples of works of art are provided to illustrate concepts like linear and atmospheric perspective, implied depth, motion, and representational versus abstract styles. The relationships between form and content, and iconography in conveying symbolic meaning, are also examined.
The document provides an overview of the history and development of motion pictures. It discusses key inventions in early cinema by pioneers like the Lumiere brothers and Edison. It also outlines the different types of films including features, animated films, documentaries and experimental films. Additionally, it describes the various roles involved in filmmaking such as producers, directors, screenwriters, cinematographers, film editors, sound designers, composers and actors. Finally, it summarizes the main stages of filmmaking: pre-production, production, and post-production.
This document outlines the goals of providing general knowledge about different art and design forms including drawing, painting, sculpture, architecture, printmaking, photography, film, crafts, decorative arts, media arts, and their historical and cultural origins. It aims to introduce students to the techniques of various art forms through hands-on experience with practical artwork. The learning objectives also seek to provide personal, social, spiritual, physical, and educational benefits.
1) There are different approaches to evaluating art, including considering personal tastes, the perceived quality, and the intended purpose or meaning behind a work.
2) Art criticism refers to making reasoned judgments about art, and there are three main theories: formal theories focus on composition and stylistic influences; contextual theories examine the cultural and historical context of creation; and expressive theories analyze the artist's expression of personality or perspective.
3) Formal theories emphasize the visual elements and compositional influences of past works, while contextual theories study the environment and culture during creation. Expressive theories seek psychological insights into the individual artist.
This document outlines a lesson plan for a class on contemporary Philippine arts from different regions. The objectives are for students to appreciate contemporary art forms in the Philippines and present an integrated art form based on a region. Students will learn to identify various contemporary art forms, describe their characteristics and practices in different regions. The lesson includes activities where students create artworks reflecting Filipino culture and discuss examples of contemporary art forms like architecture, literature, music and their regional practices. Students will apply concepts by writing essays or developing business plans incorporating contemporary art. The lesson aims to help students understand how contemporary artists capture modern realities.
1. Art is defined as a craft or specialized skill in Latin. It involves experience rather than just facts.
2. Art is assumed to be universal, spanning generations and continents, with age not determining whether something is art. Works are enjoyed for their beauty rather than just their age.
3. Art is also assumed not to be nature itself but rather a human expression and interpretation of nature. Art represents a perception or view of reality directed by the artist.
SHS12_CPAR_Q1_Mod4_Contemporary Philippine Arts from the Regions Filipino Art...jelicaalvarez4
Here are the key points I need to know from this module:
1. Explain how traditions become contemporary and vice versa through the practices of artist awardees of Gawad sa Manlilikha ng Bayan (GAMABA) Awards.
2. Identify the works of National Artists and recognize their contributions to Philippine art and culture.
3. Create a work/poster that promotes traditional art with local and GAMABA awardees as examples.
4. Appreciate the value of the National artists awardees through painting, drawing or performance.
This module will discuss Filipino artists' roles and identify their contributions to contemporary arts. It will explore how traditions become contemporary and
The document provides a daily lesson plan for teaching contemporary Philippine arts from different regions to 11th grade students. It includes objectives to describe various contemporary art forms and their practices from various regions. The lesson plan outlines content on composition of art including elements like line, shape, and principles like balance. It also discusses contemporary art forms like choreography, musical instruments, literary compositions, and theatrical performances. The procedures section describes activities where students will draw their favorite place and present different regional art forms.
The subject covers various contemporary arts practices of the region where the school is located. It aims to provide students with an appreciation of a broad range of styles in the various disciplines with consideration on their elements and principles and engage them to an integrative approach in studying arts. Through this subject, students will broaden and acquire the necessary creative tools that open opportunities in pursuing their individual career goals and aspirations.
This document discusses art appreciation and provides an overview of different types of art. It defines art as an expression of one's thoughts and emotions. The arts are generally grouped into major arts, like painting, sculpture, literature and music, and minor arts, which include decorative and applied arts. The document also categorizes the arts into visual arts, performing arts, literary arts, and popular arts. Finally, it discusses the values of art and some basic assumptions about art, including that art has been created by all people throughout history and is something to experience through sight or sound.
This document is a daily lesson log for a Grade 12 Contemporary Philippine Arts class. It outlines the objectives, content, procedures, and reflections for lessons on the skills, techniques, production, subject matter, materials, and elements of contemporary arts from the different regions of the Philippines. The objectives are for students to classify various art forms in the Philippines, differentiate skills/techniques/production, and identify elements used. The procedures involve teacher presentations and discussions, student analysis and presentations of sample artworks, and a reflective evaluation. The log does not provide details on the number of students or learning outcomes.
This document discusses the relationship between art and various aspects of culture and society from the 20th century to today. It covers how art expresses and comments on life, religion, politics, economics, technology and geography. Artists have portrayed daily life, religious themes, historical events and folk beliefs. The role of art has evolved with advances in areas like photography, film and digital media. Both traditional and modern art forms continue to reflect the times and influence society.
Art History in Renaissance time. feautring Donatello, Leonardo, Michelangelo, Raphael, and Botiicelli
This is made for our class reporting,but my professor changed his mind, so maybe it would be of help to others if I share it.
Contemporary Philippine Arts from the Regions Ron Razo
The document provides an overview of contemporary and traditional arts from the Philippines regions. It discusses major art forms like literature, music, dance, and theater. It also outlines the different types of art including fine or aesthetic arts which are primarily for enjoyment, and practical or utilitarian arts which are intended for practical use. The document then gives a timeline of art in the Philippines from pre-colonial times to the contemporary era, noting the influences and styles of ethnic, Islamic, Spanish, American, Japanese, modern and contemporary periods. It also discusses the title of National Artist which is the highest recognition given to those who have significantly contributed to Philippine arts.
This document discusses Philippine theater groups and the roles involved in theater productions. It describes several major Philippine theater groups, including PETA, Tanghalang Pilipino, Repertory Philippines, New Voice Company, and Trumpets. It also discusses local performing groups and schools as examples of non-professional theater. The roles in a theater production mentioned include director, actors, choreographer, stage manager, light and set designers. The future of original performance in the Philippines is said to be bright with more original Filipino plays being written and produced.
This document provides an overview of Greek and Roman art history from 800 BC to 300 AD. It describes several key aspects of ancient Greek architecture, sculpture, and painting, including the Parthenon, Acropolis, and three orders of columns. It also discusses the three periods of Greek sculpture and their changing focus. For ancient Rome, it outlines major architectural structures like basilicas, the Pantheon and Colosseum, as well as the aqueduct system. Roman art is described as following Greek classical forms with a focus on realism in portrait sculptures and mural paintings.
1. The nature and purposes of art are explored, with art defined as visual creations made with skill through various mediums to express ideas, feelings, insights, or experiences.
2. Art serves various functions such as communicating emotions, sparking thought, helping people understand themselves and life, and allowing creative expression which is a basic human need.
3. While art's meaning is not always clear, experiencing art can enhance our lives regardless of whether we understand it fully. Art has the power to transcend boundaries and tap into shared aspects of the human experience.
Words and images can symbolically refer to things in the world, but are not the things themselves. They have a complex relationship where each can inform the interpretation of the other through context, symbols, and cultural conventions.
2. Distinguish between representation
and abstraction.
3. Discuss how form, as opposed to
content, might also help us to
understand the meaning of a work of
art.
The document discusses various visual tools and techniques used by artists to create artistic expression, including line, shape, mass, space, time, motion, light, and color. It explores characteristics of these different elements, such as how lines can define shapes and boundaries or depict light and shadow. Examples of works of art are provided to illustrate concepts like linear and atmospheric perspective, implied depth, motion, and representational versus abstract styles. The relationships between form and content, and iconography in conveying symbolic meaning, are also examined.
The document provides an overview of the history and development of motion pictures. It discusses key inventions in early cinema by pioneers like the Lumiere brothers and Edison. It also outlines the different types of films including features, animated films, documentaries and experimental films. Additionally, it describes the various roles involved in filmmaking such as producers, directors, screenwriters, cinematographers, film editors, sound designers, composers and actors. Finally, it summarizes the main stages of filmmaking: pre-production, production, and post-production.
This document outlines the goals of providing general knowledge about different art and design forms including drawing, painting, sculpture, architecture, printmaking, photography, film, crafts, decorative arts, media arts, and their historical and cultural origins. It aims to introduce students to the techniques of various art forms through hands-on experience with practical artwork. The learning objectives also seek to provide personal, social, spiritual, physical, and educational benefits.
1) There are different approaches to evaluating art, including considering personal tastes, the perceived quality, and the intended purpose or meaning behind a work.
2) Art criticism refers to making reasoned judgments about art, and there are three main theories: formal theories focus on composition and stylistic influences; contextual theories examine the cultural and historical context of creation; and expressive theories analyze the artist's expression of personality or perspective.
3) Formal theories emphasize the visual elements and compositional influences of past works, while contextual theories study the environment and culture during creation. Expressive theories seek psychological insights into the individual artist.
This document outlines a lesson plan for a class on contemporary Philippine arts from different regions. The objectives are for students to appreciate contemporary art forms in the Philippines and present an integrated art form based on a region. Students will learn to identify various contemporary art forms, describe their characteristics and practices in different regions. The lesson includes activities where students create artworks reflecting Filipino culture and discuss examples of contemporary art forms like architecture, literature, music and their regional practices. Students will apply concepts by writing essays or developing business plans incorporating contemporary art. The lesson aims to help students understand how contemporary artists capture modern realities.
1. Art is defined as a craft or specialized skill in Latin. It involves experience rather than just facts.
2. Art is assumed to be universal, spanning generations and continents, with age not determining whether something is art. Works are enjoyed for their beauty rather than just their age.
3. Art is also assumed not to be nature itself but rather a human expression and interpretation of nature. Art represents a perception or view of reality directed by the artist.
SHS12_CPAR_Q1_Mod4_Contemporary Philippine Arts from the Regions Filipino Art...jelicaalvarez4
Here are the key points I need to know from this module:
1. Explain how traditions become contemporary and vice versa through the practices of artist awardees of Gawad sa Manlilikha ng Bayan (GAMABA) Awards.
2. Identify the works of National Artists and recognize their contributions to Philippine art and culture.
3. Create a work/poster that promotes traditional art with local and GAMABA awardees as examples.
4. Appreciate the value of the National artists awardees through painting, drawing or performance.
This module will discuss Filipino artists' roles and identify their contributions to contemporary arts. It will explore how traditions become contemporary and
The document provides a daily lesson plan for teaching contemporary Philippine arts from different regions to 11th grade students. It includes objectives to describe various contemporary art forms and their practices from various regions. The lesson plan outlines content on composition of art including elements like line, shape, and principles like balance. It also discusses contemporary art forms like choreography, musical instruments, literary compositions, and theatrical performances. The procedures section describes activities where students will draw their favorite place and present different regional art forms.
The subject covers various contemporary arts practices of the region where the school is located. It aims to provide students with an appreciation of a broad range of styles in the various disciplines with consideration on their elements and principles and engage them to an integrative approach in studying arts. Through this subject, students will broaden and acquire the necessary creative tools that open opportunities in pursuing their individual career goals and aspirations.
This document discusses art appreciation and provides an overview of different types of art. It defines art as an expression of one's thoughts and emotions. The arts are generally grouped into major arts, like painting, sculpture, literature and music, and minor arts, which include decorative and applied arts. The document also categorizes the arts into visual arts, performing arts, literary arts, and popular arts. Finally, it discusses the values of art and some basic assumptions about art, including that art has been created by all people throughout history and is something to experience through sight or sound.
This document is a daily lesson log for a Grade 12 Contemporary Philippine Arts class. It outlines the objectives, content, procedures, and reflections for lessons on the skills, techniques, production, subject matter, materials, and elements of contemporary arts from the different regions of the Philippines. The objectives are for students to classify various art forms in the Philippines, differentiate skills/techniques/production, and identify elements used. The procedures involve teacher presentations and discussions, student analysis and presentations of sample artworks, and a reflective evaluation. The log does not provide details on the number of students or learning outcomes.
This document discusses the relationship between art and various aspects of culture and society from the 20th century to today. It covers how art expresses and comments on life, religion, politics, economics, technology and geography. Artists have portrayed daily life, religious themes, historical events and folk beliefs. The role of art has evolved with advances in areas like photography, film and digital media. Both traditional and modern art forms continue to reflect the times and influence society.
Art History in Renaissance time. feautring Donatello, Leonardo, Michelangelo, Raphael, and Botiicelli
This is made for our class reporting,but my professor changed his mind, so maybe it would be of help to others if I share it.
Contemporary Philippine Arts from the Regions Ron Razo
The document provides an overview of contemporary and traditional arts from the Philippines regions. It discusses major art forms like literature, music, dance, and theater. It also outlines the different types of art including fine or aesthetic arts which are primarily for enjoyment, and practical or utilitarian arts which are intended for practical use. The document then gives a timeline of art in the Philippines from pre-colonial times to the contemporary era, noting the influences and styles of ethnic, Islamic, Spanish, American, Japanese, modern and contemporary periods. It also discusses the title of National Artist which is the highest recognition given to those who have significantly contributed to Philippine arts.
This document discusses Philippine theater groups and the roles involved in theater productions. It describes several major Philippine theater groups, including PETA, Tanghalang Pilipino, Repertory Philippines, New Voice Company, and Trumpets. It also discusses local performing groups and schools as examples of non-professional theater. The roles in a theater production mentioned include director, actors, choreographer, stage manager, light and set designers. The future of original performance in the Philippines is said to be bright with more original Filipino plays being written and produced.
This document provides an overview of Greek and Roman art history from 800 BC to 300 AD. It describes several key aspects of ancient Greek architecture, sculpture, and painting, including the Parthenon, Acropolis, and three orders of columns. It also discusses the three periods of Greek sculpture and their changing focus. For ancient Rome, it outlines major architectural structures like basilicas, the Pantheon and Colosseum, as well as the aqueduct system. Roman art is described as following Greek classical forms with a focus on realism in portrait sculptures and mural paintings.
1. The nature and purposes of art are explored, with art defined as visual creations made with skill through various mediums to express ideas, feelings, insights, or experiences.
2. Art serves various functions such as communicating emotions, sparking thought, helping people understand themselves and life, and allowing creative expression which is a basic human need.
3. While art's meaning is not always clear, experiencing art can enhance our lives regardless of whether we understand it fully. Art has the power to transcend boundaries and tap into shared aspects of the human experience.
Words and images can symbolically refer to things in the world, but are not the things themselves. They have a complex relationship where each can inform the interpretation of the other through context, symbols, and cultural conventions.
2. Distinguish between representation
and abstraction.
3. Discuss how form, as opposed to
content, might also help us to
understand the meaning of a work of
art.
This document provides an overview of the history and development of film and digital moving images. It discusses how early film innovators like Eadweard Muybridge captured motion through sequential photography. Important early films and directors are mentioned, including the experimental work of Georges Méliès and techniques developed by D.W. Griffith involving editing and camera movement. The document also covers landmark films from Sergei Eisenstein, Salvador Dalí and Luis Buñuel, Orson Welles, and Federico Fellini. It discusses the rise of Hollywood and attempts to regulate films' content as well as more recent experimental digital works.
This document provides an overview of key principles of design discussed in Chapter 7 of the textbook World of Art. It covers various types of balance (symmetrical, asymmetrical, radial), emphasis and focal point, scale and proportion, and pattern, repetition and rhythm. Examples are given of works that demonstrate these principles, such as Leonardo da Vinci's Vitruvian Man, the Taj Mahal, Hokusai's Great Wave, and the Parthenon. The document also discusses how artists can manipulate elements of design, as seen in works by Velazquez, Ingres, and Suh.
This document provides an overview of various painting media used by artists, including encaustic, fresco, tempera, oil painting, watercolor, and gouache. It discusses the characteristics and techniques of each medium, provides examples of famous works to illustrate the properties of the media, and outlines some of the creative processes involved. Key points covered include how encaustic uses pigment and hot wax, fresco applies pigment to wet or dry plaster, tempera combines pigment with egg yolk, and oil painting allows for blending and glazing effects. Watercolor spreads color along paper fibers while gouache produces opaque color. The document examines artistic works to demonstrate the qualities and expressions afforded by different painting media.
The document discusses the element of line in visual art. It begins by defining different types of lines such as outline, contour, and implied lines. It explores the qualities lines can possess like direction, thickness, and movement. Specific artworks are analyzed to show examples of different line usages, including the expressive lines in Van Gogh's The Starry Night and the rigid grid structure in Sol LeWitt's wall drawings. The document also examines how artists' styles and techniques with lines change over time, such as Hung Liu incorporating drips in her work.
This document discusses drawing materials and techniques. It begins by introducing the history of drawing in the Italian Renaissance and how it came to be considered an art form. It then distinguishes between dry and liquid drawing media, providing examples of each. Dry media discussed include metalpoint, chalk, charcoal, graphite, and pastel. Examples are given of works that demonstrate the capabilities of different drawing materials and techniques, such as Leonardo da Vinci's use of metalpoint and Georgia O'Keeffe's charcoal drawing. The document examines the development of drawing materials over time, such as the invention of lead pencils and Conté crayon.
The document discusses various sculptural techniques including relief, sculpture in-the-round, and environments. It describes subtractive processes like carving and additive processes like modeling and casting. Specific works are analyzed like the Parthenon frieze in low relief, Michelangelo's "Atlas Slave" carved from stone, and the terra cotta warriors from Emperor Qin Shihuangdi's tomb. The lost-wax casting method developed by Greeks is explained along with bronze sculptures like Auguste Rodin's The Burghers of Calais.
The document discusses the concept of liberal arts education and how it aims to produce well-rounded citizens able to think critically and form their own opinions rather than defer to authority. It also examines different approaches to art criticism including formal analysis of visual elements, analyzing the socio-cultural context and values of a work, and interpreting the intentions and psychology of the artist. The document emphasizes that art has the power to both challenge and reinforce cultural values.
1. The document discusses the history and evolution of photography and time-based media such as film. It outlines key developments including the earliest cameras, the invention of photography, and advances in color photography and digital technologies.
2. Form and content are discussed as central themes in photography. Examples are given of photographers who emphasized formal elements or aestheticized their subjects. The Farm Security Administration project to document the Great Depression is also mentioned.
3. Techniques for manipulating photographs like dodging and burning are explained. The relationship between form and content is further explored through the example of Cartier-Bresson's photo of Athens.
This chapter discusses texture, time, and motion in visual art. It defines actual texture as the real tactile qualities of an artwork's materials, while visual texture creates the illusion of texture through techniques like frottage. The chapter also explores how time and motion are conveyed through narratives, kinetic sculptures, happenings, and time-based media. Artists like Pollock and Monet encourage viewing art as a process unfolding over time rather than a static object.
1) The document provides instructions for critiquing artworks using a four step process of description, analysis, interpretation, and evaluation.
2) The description step involves listing objective details of the artwork including title, artist, medium, and subject matter.
3) The analysis step examines how the formal elements of art including line, shape, color, and more are used in the composition.
4) In the interpretation step, the critique draws on the prior description and analysis to discuss feelings and meanings evoked by the artwork.
5) Finally, the evaluation step renders an opinion on the success and merit of the artwork based on the preceding steps.
1. Graphic design refers to using visual elements like images, colors, typography, and layouts to communicate ideas through various mediums like books, magazines, posters, and packages.
2. Graphic design has evolved over time as technology has advanced, allowing for new techniques and greater customization of typefaces.
3. Logos and corporate identities are an important part of graphic design, using symbols and letterforms to identify and brand organizations, often changing over the decades to remain relevant.
This document provides an overview of key concepts in art history. It discusses four main ways that art historians investigate works of art: assessing physical properties, analyzing formal structure, identifying subject matter, and integrating works within their cultural context. It provides examples to illustrate each of these methods, such as analyzing the composition of Raphael's Madonna of the Goldfinch and placing works in context using Panofsky's three-level method of iconographical analysis.
This document provides an overview of concepts in art history. It discusses four key ways that art historians investigate works of art: assessing physical properties, analyzing formal structure, identifying subject matter, and integrating works within their cultural context. It provides examples to illustrate each of these methods. The document also summarizes in detail how these four approaches were used to analyze Rogier van der Weyden's painting "Crucifixion with the Virgin and St. John the Evangelist."
This document provides an overview of key developments in art since the 1950s. It discusses the rise of abstract expressionism and its influence on new forms like assemblage, happenings, and performance art. Artists like Rauschenberg, Kaprow, and Beuys staged multimedia performances that combined different elements. Pop art, exemplified by Warhol and Lichtenstein, incorporated popular culture imagery. Minimalism emerged to reduce artworks to basic forms using industrial materials, as seen in Donald Judd's identical rectangular units. The text explores how these new movements reflected the political, economic, and social changes in the post-World War II era.
The document discusses several artworks by Australian Aboriginal artist Lin Onus and provides ideas for teaching about them. It describes Onus' 1994-1995 series "The Ongoing Adventures of X and Ray" which depicts an unlikely duo of a dog and stingray searching together. The document also recommends focusing on this series when teaching students as the characters would interest them. It emphasizes teaching students about Onus' goals of bridging cultural gaps and leaving a legacy through his art.
This document provides an overview of art in Europe and the United States from the mid-19th century to the late 19th century. It discusses developments in architecture, painting, sculpture, photography, and the emergence of realism and avant-garde styles. Major topics covered include academic architecture in France, orientalist painting, early pioneers of photography like Daguerre and Talbot, Civil War photographer Alexander Gardner, and the political upheavals in Europe in 1848 that influenced realist art movements. The document is from an art history textbook and provides learning objectives and concepts for understanding art of this period.
This document outlines Charles Youngs' approach to motivating student research on Shakespeare through mini video documentaries. For a 9th grade research project on Shakespeare, students create 3-sentence videos on topics like Elizabethan entertainment and Globe Theater architecture. For 12th grade analysis of Macbeth, students analyze soliloquies through 1-2 minute videos selecting textual details and presenting them using digital media. The approach aims to increase student engagement with research tasks and focus through adapting information for traditional and digital media using tools like Animoto.
· Extreme Nonverbals!Extreme Nonverbals!Using the communicat.docxLynellBull52
· Extreme Nonverbals!
Extreme Nonverbals!
Using the communication process as an organizing framework for our class, we have discussed “self” as communicator and listening. This week we will be emphasizing the message —both verbal and nonverbal. Nonverbal messages include all elements that are not linguistic/language based. The field of communication refers to different types of nonverbal messages as “codes,” for example: facial expression, haptics, proxemics, chronemics, kinesics, etc. These codes are controlled by social norms, or social rules and expectations about appropriateness.
Today, you are going to experience the interplay of nonverbals and social norms.
Requirements:
· Choose a specific nonverbal code from the types listed in our text (don’t use the proxemic example below, choose another code.)
· Determine what rules/norms exist regarding this code (remember these are often unwritten).
· Choose several locations—on campus, at home, at work etc.
· Break the social norm/rule in these locations/contexts.
· Observe/reflect on the reactions to this behavior—your own and that of others.
· Post a thorough response to this assignment detailing your experiences and reflections.
· Have fun….and be safe!
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An example: I decide to experiment with the nonverbal code of proxemics or messages that we send based on our use of space and distance. There is a relationship between how well we know a person and how close we sit, stand, if we touch, etc. So, I will break this expectation in several locations/situations. I will enter an elevator and stand super close to someone; I will choose a desk right beside a classmate even when there are other desk choices, etc.
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Applying the Communication Process
This assignment serves as a bridge between the early chapters of our course (what communication is,
why we should study it, how it influences who we are and how we interact in arious contexts etc.) and the latter
chapters which focus on formal presentations.
This past Spring, President Obama delivered the State of the Union address; this assignment will analyze this
presentation in detail using the criteria below.
1. Watch the 2014 State of the Union address-- a link to the both the video and the text/transcript appear as a link to this assignment (as always--right click and open in another window/tab) If this does not work, then just google "2014 State of the Union Address".
http://www.nytimes.com/2014/01/29/us/politics/state-of-the-union-address-text.html?_r=0
2. Reread Chapter 1 of our text; this section highlights the transactional Communication Model.
3. Analyze Obama's speech using/identifying each part of the Communication Model. For example, one of the
elements of the communication process/model is context/occasion. So, when analyzing this you might write/comment that this
is an annual event delivered in a formal location--face-to-face with both houses of.
This document discusses different materials used in art such as clay, ceramics, glass, fiber, metal, wood and asks questions about the dividing line between craft and fine art. It provides examples of works made from these materials including ceramic plates, glass sculptures, woven cloth from different cultures, cut steel sculptures, carved wood pieces and discusses whether utilitarian objects can be considered fine art. The document examines which materials may be more expensive and which types of works might be shown in a museum.
The document contains descriptions of artworks by four artists - Liz Gridley, Julian Clavijo, Cara-Ann Simpson, and one other. It provides details on the title, medium, size and description of each piece, as well as brief biographies of the artists. The artworks incorporate a variety of mediums and themes related to the human body, fragility, sound, and social and political issues.
This document summarizes Jennifer Montreuil's digital ethnography of Second Life, including interviews and observations of three Second Life artists - Antenna Rea, Van Caerndow, and Maximillion Kleene. Montreuil describes the artists' avatars, artistic styles and processes, both in Second Life and real life. She analyzes the data collected and compares her research methods and findings to other studies on virtual worlds and participatory culture. The document discusses the potential future directions of virtual reality and how platforms can both enhance social connections while preventing disconnection from reality.
Sculpture is a 3D art form that can take many forms, including: sculpture in the round (freestanding), relief (projecting from a background), modeling (building up material), carving (subtracting material), casting (reproducing in another material), construction/assemblage (multiple parts), and kinetic (moving) sculptures. Sculptures can also incorporate mixed media, installations, and site-specific works. Common sculptural materials include stone, metal, wood, clay, wax, and new plastics or resins.
This document provides information on several artworks on display at Swarthmore College, including their titles, artists, materials, dates, and brief descriptions. It features sculptures, paintings, photographs and prints from Jake Beckman, David Stromeyer, Steve Tobin, Harry Bertoia, Massey Burke, Charles Hopkinson, Anna Lodge Parrish, Andrew Moore, Celia Reisman, Serena Perrone, and Dong Jiansheng. The artworks represent a variety of mediums and are displayed both outdoors and indoors across the Swarthmore campus.
This document discusses identity and globalization. It explores how identities are based on complex experiences like family, language, ethnicity, and community. It also examines how art can celebrate and reinforce aspects of community identity. While identities may be locally based, art allows them to take on global significance as local ideas and concepts reach international audiences. The document considers examples of indigenous art from Australia, Polynesia, and China that have gained prominence on the global stage.
The Evolution of Traditional to New Media.pptxiamysenpai
The document provides an overview of the evolution of traditional media to new media. It begins with pre-historic forms of media such as petroglyphs, cave paintings, dance, and body art from 200,000 BCE to 4,000 BCE. It then discusses ancient era media from 3000 BCE to 100 BCE, including writing systems like cuneiform and hieroglyphs, the Phoenician alphabet, drama, and papyrus. The document next covers media during the industrial era from 1440 to 1890, highlighting the printing press, photography, telegraphy, the telephone, phonograph, film, and others. Finally, it examines information age media from 1906 to present, including radio, television, computers,
The document discusses the basic design principles that artists use to create artworks: unity and variety, balance, emphasis and subordination, contrast, repetition and rhythm, and scale and proportion. It provides examples of how different artists have utilized these principles in their works through compositions, colors, shapes, sizes, and placement of elements. Mastering these design principles allows artists to effectively organize the visual tools in their toolbox to skillfully build artworks.
The document discusses the history and evolution of photography from its origins with the camera obscura to its establishment as an artistic medium. It covers influential early photographers like Niepce, Daguerre, and Talbot, as well as the development of techniques like the daguerreotype and salt print. The document also explores how photography was used for portraiture and social documentation and change, and how color photography eventually gained acceptance as a legitimate art form.
This document discusses postmodern architecture and art. It provides examples of postmodern buildings designed by architects like Frank Gehry, Santiago Calatrava, and Renzo Piano that are characterized by complex forms and a rejection of strict functionalism. It also discusses how postmodern art and literature reflect pluralism and diversity through varied styles, cultural influences, and new media like video and performance art. Globalization is noted as affecting indigenous cultures and the environment.
The document discusses three micro-lessons on materialism, the fourth dimension, and Picasso and Einstein. It defines materialism as the philosophical view that matter is the fundamental substance of nature and that everything, including thought and consciousness, is the result of material interactions. It explores the concept of a possible fourth dimension through the works of Abbott and Poincare, suggesting a fourth dimensional being could perceive our world in strange ways. It also discusses how Picasso's cubism and Einstein's theory of relativity were both inspired by reconsidering conventional views of perception and reality in line with a materialist worldview.
This document provides a summary of a presentation given at a faculty development day event. It discusses three key ideas:
1) That the true purpose of education is to develop relationships, not just achieve career success or fulfill personal goals. Learning occurs through the mentoring relationships between students and teachers.
2) Education can be metaphorically thought of as a journey involving three mountains - achieving goals, living morally for relationships, and finding simplicity/beauty in complexity.
3) Colleges should aim to be "cathedrals of learning" that reverence education as a sacred process of self-improvement and discovery by surmounting these three mountains through courage and the pursuit of wisdom.
The document provides an overview of three traditions in Chinese philosophy - Confucianism, Taoism, and Buddhism - which are represented metaphorically in the painting "The Three Vinegar Tasters". Confucius finds vinegar sour, representing his view that life requires rules and duty. Lao Tzu finds vinegar sweet, representing the Taoist view to accept life as it is. Buddha finds vinegar bitter, representing the Buddhist view that life is suffering. The document then briefly discusses Shinto and Zen traditions in Japan before concluding with an overview of Islam, noting some misconceptions Westerners have about the religion.
This document outlines micro-lessons on humanities topics, including Akira Kurosawa's film Rashomon, the spoken word poem "To This Day" by Shane Koyczan, and the Moth Radio Hour storytelling organization. The Rashomon lesson discusses how the film tells the same story from four perspectives to show how unreliable witness memory can be. The "To This Day" lesson analyzes how Koyczan uses a variety of artistic methods to effectively deliver his message. The Moth Radio Hour lesson introduces the organization that shares true stories at events and encourages listening to their stories and considering submitting your own.
1) The document discusses several lessons from a Humanities 101 course, including about geographic luck influencing the development of early civilizations, the role of literacy in maintaining power in ancient societies, and the epic tale of Gilgamesh.
2) It describes Jared Diamond's theory that certain civilizations prospered because people in those regions learned to domesticate key crops and animals, and explains how diseases from domesticated animals gave Europeans advantages over other groups.
3) It tells a story from ancient Sumeria about a misbehaving student that illustrates how literacy provided power and influence even thousands of years ago, and how some things have not changed since ancient times.
The document discusses three lessons from a humanities class on micro-lessons:
1) It asks who should be considered the artist for the Spiral Jetty - the designer Smithson or the builder Phillips. Both played important roles in its creation.
2) It discusses the controversy around the selection of Maya Lin's design for the Vietnam Veterans Memorial, which some felt was too abstract and mournful.
3) It briefly describes famous artistic rivalries between Leonardo da Vinci and Michelangelo, and Van Gogh and Gaugin, noting their disagreements and criticism of each other's work.
This document contains summaries of three micro-lessons on issues with maps, issues with time, and unlearning bias. The first lesson explains that all maps distort reality in some way and are subjective representations based on choices of how to stretch and arrange information. The second lesson discusses that the calendar system we use is inaccurate, as October was originally the 10th month, and there is uncertainty around the exact year of Jesus' birth. The third lesson defines confirmation bias as preferring information that confirms preexisting beliefs and stresses the importance of challenging assumptions and avoiding logical fallacies.
For the past 30 years, research has shown a steady drop in students’ creative capacities. Students are losing the ability to imagine and are encouraged to conform. Creativity is important to life success. Teacher Betty Edwards argues that emphasizing language arts and STEM over arts has made us lose visual thinking abilities. Psychologist Mihaly Csikszentmihalyi's research found optimal experiences of "flow" are linked to living creatively and greater life success and longevity.
The document provides instructions for a final project due in Week 15. Students must address an essential question by answering it in 150 words, creating a visual aid to represent their answer, and presenting their solution in a 3-5 minute video or 600-800 word alternative written essay. They are to submit their 3 parts - answer, visual aid, and video or essay - through Blackboard by the deadline. No work will be accepted past the due date of Week 15.
This document outlines the learning plan for transitioning a course from face-to-face to fully online due to COVID-19. It provides guidance on completing course modules and assignments, including canceling a group activity and adjusting points and weights. Formative and summative assessments will be completed online, and the instructor will be available at set times for essay workshops via video chat. The course will end with online project presentations and exams.
The document is a guide for students enrolled in a gamified online course called HUM 202 that teaches about the 21st century. It provides an overview of the course structure and objectives. Students take on the role of "divers" who go on missions by diving into the ancient internet to learn about past visual, technological, and global cultures. The course uses a point-based system where students earn advancement points through multiplayer and solo assignments. The goal is to earn enough points to rank up and complete all missions by the end of the term.
This document provides an overview of a humanities course. It discusses how the course will blur boundaries between different fields like arts, philosophy, and anthropology to understand big human questions. It outlines the types of assignments students will complete, including blogs, journals, essays, and a final exam. It explains that most of the grade will be based on in-class work and participation, with smaller portions from written work and self-checks. The course schedule provides learning goals and due dates for pre-modules, modules, and assessments throughout the semester.
This document discusses various aspects of communication and understanding different perspectives. It suggests that limiting oneself to only one form of communication also limits one's ability to think effectively. To develop creativity and problem solving, one must be fluent in multiple forms of communication including visual, aural, kinesthetic, and written. It also stresses the importance of understanding not just your own answers to life's deep questions but how others arrive at their answers as well, in order to have a fuller understanding of truth. Understanding perspectives and how answers are derived is important for comprehending our present and future.
This document provides a quick start guide for a humanities course. It outlines the course structure, assignments, grading criteria, and module schedule. The course uses a learning management system called Blackboard for announcements, modules, and submitting assignments. It is organized into 8 modules, with participation worth 26% of the grade. The first module must be completed before the end of the first week or the student risks being dropped from the course. All assignments have deadlines by the last date of each module and late work loses 10% per week.
1. The document discusses the transition from premodern to modern thought, highlighting developments in the 19th-20th centuries that challenged traditional views of knowledge and truth.
2. Key developments discussed include Einstein and Picasso's engagement with the 4th dimension, new discoveries in physics, and artistic movements like Cubism, Futurism, and abstraction that represented the world in new ways.
3. Artists like Kandinsky and composers like Stravinsky are presented as forerunners who used their art to move culture from the premodern to the modern era through groundbreaking works that explored spirituality and pushed boundaries.
The document discusses several maps and timelines that are used to understand history and culture, including:
1) The Mercator projection map and arguments that it promotes white supremacy and imperialism.
2) Buckminster Fuller's Dymaxion map and other alternatives to the traditional north-up map orientation.
3) Carl Sagan's Cosmic Calendar, which scales the age of the universe to a single calendar year to help understand timescales in history.
4) A memory matrix comparing archaeological periods, tools, economies, dwellings, clothing, and societies over time.
The document examines why change is difficult and why updated, less ethnocentric models struggle to be widely adopted.
This document discusses the origins and development of early human culture from hunter-gatherer societies to the rise of agriculture and civilization. It covers topics such as Makapansgat culture, artifacts from early cultures like cave art and tools, the significance of the Venus figurines, the transition to agriculture and domestication of plants and animals, innovations like ceramics and construction of megaliths, and the role of mythology in early human societies. Questions are provided under each section to prompt discussion around the key developments and implications for understanding human cultural evolution.
This document discusses various artistic elements and concepts for analyzing and evaluating art, posing questions about each topic. It covers media, methods, voice, sensory experiences, dynamics, critical analysis, composition, line and shape, color, and unity in art. For each element, 1-3 questions are provided to prompt thinking about how that element is used or impacts artistic works and their reception. The overall document serves to provide a framework for discussing and considering different aspects of art.
Hadj Ounis's most notable work is his sculpture titled "Metamorphosis." This piece showcases Ounis's mastery of form and texture, as he seamlessly combines metal and wood to create a dynamic and visually striking composition. The juxtaposition of the two materials creates a sense of tension and harmony, inviting viewers to contemplate the relationship between nature and industry.
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
This tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
Heart Touching Romantic Love Shayari In English with ImagesShort Good Quotes
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
Janet Echelman. Her Secret Is Patience. 2009.Fiber, steel, and lightning. Height 100' with a top diameter of 100'.Civic Space Park, Phoenix, AZ. Courtesy Janet Echelman, Inc. Photograph: Will Novak. [Fig. 1-1]
Sabatino "Simon" Rodia.Nuestro Pueblo, detail of enclosing wall with construction tool impressions. 1921–1954.Mixed media. Height 100'.Watts, California. Photograph: Duane Preble. [Fig. 1-6b]
Philadelphia Wireman. Untitled (Watch Face). c. 1970.Watch face, bottle cap, nail, drawing on paper, and wire. 7" × 3-1/2" × 2-1/4".Courtesy Matthew Marks Gallery. [Fig. 1-7]
Retablo. 1915.Paint on tin. 9" × 11".Fowler Museum at UCLA. Photograph by Don Cole. [Fig. 1-8]
Alana, age 3. Grandma.[Fig. 1-9]
William Harnett. A Smoke Backstage. 1877.Oil on canvas. 7" × 8-1/2".Honolulu Museum of Art, Gift of John Wyatt Gregg Allerton, 1964. (32111). [Fig. 1-10]
Ray Beldner. This Is Definitely Not a Pipe. 2000.Sewn US currency. 24" × 33".Courtesy of the artist. [Fig. 1-12]
Chief's stool. Late 19th–early 20th century.Wood plant fibre. Height 16-1/2".Western Grasslands, Cameroon. Fowler Museum at UCLA. Photograph by Don Cole.[Fig. 1-13]
Circle of Diego Quispe Tito.The Virgin of the Carmel Saving Souls in Purgatory. Late 17th century.Oil on canvas. 41" × 29".Brooklyn Museum of Art, New York/The Bridgeman Art Library. [Fig. 1-21]
Alexis Smith. Black 'n' Blue (for Howie Long). 1997.Mixed media collage. 30" × 22" × 4".Photo by Douglas Parker. Courtesy of the artist and Margo Leavin Gallery, Los Angeles. [Fig. 1-23]