The document provides historical context for the development of modernist art in the early 20th century. Key events like World War I, advances in science, and the rise of ideologies like Marxism and nationalism led artists to reject observational naturalism. Movements like Expressionism, Cubism, Futurism, Dada, and early abstract painting emerged as artists sought new ways to express themselves and make sense of a changing world. The Armory Show in 1913 introduced modern European art to American audiences and influenced the development of modern photography as an art form.
Slideshow complements Gardner's Art Through the Ages (Global) textbooks. Prepared for ART 102 - Montgomery County Community College - Jean Thobaben - Adjunct Instructor.
What Modern Art can teach us about CreativityPodium Wisdom
How can masters like Picasso, Monet, Warhol and Pollock inspire you to be more creative? Come in and find out!
If you enjoyed this, connect with me at https://twitter.com/podiumwisdom. I excavate the web for goodies on persuasion, art, presentation, design and more!
*NOTE: This was a slideshow with audio. For the full version, see it now on YouTube at https://www.youtube.com/watch?v=e_gOezyDhGg.
For my US History class, a brief discussion of modernist art in the early years. CC Lisa M Lane Attribution-NonCommercial-ShareAlike 2012.
Slideshow complements Gardner's Art Through the Ages (Global) textbooks. Prepared for ART 102 - Montgomery County Community College - Jean Thobaben - Adjunct Instructor.
What Modern Art can teach us about CreativityPodium Wisdom
How can masters like Picasso, Monet, Warhol and Pollock inspire you to be more creative? Come in and find out!
If you enjoyed this, connect with me at https://twitter.com/podiumwisdom. I excavate the web for goodies on persuasion, art, presentation, design and more!
*NOTE: This was a slideshow with audio. For the full version, see it now on YouTube at https://www.youtube.com/watch?v=e_gOezyDhGg.
For my US History class, a brief discussion of modernist art in the early years. CC Lisa M Lane Attribution-NonCommercial-ShareAlike 2012.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. Historical Context 1
• First half of 20th century generally called Modernism
• Decisive changes Events:
• Contrasts of ideals
• Intellectual challenge
3
4. Historical Context 2
• Revised views
• Art reflects new discoveries & theories –
• Discoveries
• Advances in all science fields
• Nietzsche
4
5. Historical Context 3
• Marxism
• Anxiety
• Living conditions
• Nationalism/Imperialism leads to WWI –
• End of Imperial Russia, rise of Communism -
5
6. Historical Context 4
• Great Depression
• WWII =
• Ends using military technology = atomic bomb
• Avant-garde became major force =
• “Search for new definitions of and uses for art in
radically changed world”
• Some
6
7. I. Expressionism
“art that is the result of the artist’s unique inner or
personal vision and that often has an emotional
dimension”
“Sought empathy – a connection between internal
states of artists and viewers, not sympathy”
• color and space issues of
• styles of the German Expressionists –
• Abstract Expressionism –
7
8. Kirchner
Matisse Kandinsk
Die Brücke y
(German)
Fauvism Der Blaue
(French) Reiter
(German)
Expressionism
Derain
Marc
Abstract
Picasso Braque Expressionism
Futurism (Italy)
Cubism [motion + sociopolitical
Agenda]
(France) Purism
[machine esthetic]
Boccioni
Analytic Synthetic Le
[analyzing form] [no relation to
tangible objects]
Corbusier
8
9. The Art of the Fauves
• French: “?”
• Directness of Impressionism, but
• Outward Expressionism –
• Simplified designs
• Distorted
• Vigorous
• Flat
• Bare _____________ as part of design
9
10. “Color was not given to us in
order that we should imitate
Nature, but so that we can
express our own emotions.”
- Matisse
“It’s not a woman; it is a
painting.” Exactly the point.
“I did not create a woman. I made
a picture.” Art does not represent
reality; it reconstructs it.
Feel-good paintings – should
bring pleasure to the viewer
Figure 33-1 HENRI MATISSE, Woman
with the Hat, 1905. Oil on canvas, 2’7 ¾” X
1’ 11 ½”. San Francisco Museum of Modern
Art, San Francisco.
10
11. Figure 33-2 HENRI MATISSE, Red Room (Harmony in Red), 1908–1909. Oil on canvas, approx.
5’ 11” x 8’ 1”. State Hermitage Museum, Saint Petersburg. 11
15. Figure 33-3 ANDRÉ DERAIN, The Dance, 1906. Oil on canvas, 6’ 7/8” x 6’ 10 1/4”. Fridart
Foundation, London. 15
16. The German Expressionists
• Art should express the artist feelings rather images
of the real world
• Use of distorted exaggerated forms, ragged
outlines, agitated brushstrokes, and colors for
savage, emotional impact
• Die Brucke – “bridge”, connecting old and new
Kirchner
• Der Blaue Reiter – “blue rider” Kandinsky, Klee
16
18. Figure 33-4 ERNST LUDWIG KIRCHNER, Street, Dresden, 1908 (dated 1907). Oil on canvas, 4’
11 1/4” x 6’ 6 7/8”. Museum of Modern Art, New York (purchase). 18
19. Figure 33-5 EMIL NOLDE, Saint Mary of Egypt among Sinners, 1912. Left panel of a triptych, oil
on canvas, approx. 2’ 10” x 3’ 3”. Hamburger Kunsthalle, Hamburg. 19
21. Figure 33-6 VASSILY KANDINSKY, Improvisation 28 (second version), 1912. Oil on canvas, 3’
7 7/8” x 5’ 3 7/8”. Solomon R. Guggenheim Museum, New York 21
22. Figure 33-7 FRANZ MARC, Fate of the Animals, 1913. Oil on canvas, 6’ 4 3/4” x 8’ 9 1/2”.
Kunstmuseum, Basel. 22
23. The Beginnings of Abstraction
• the rejection of illusion and the develp of
early cubism
• the Cubists dismissal of naturalistic depictions
• the forms and concepts of analytic and
synthetic cubism
• the materials and forms of cubist sculpture.
• other forms of Cubism: purism and futurism
23
24. Early Cubism
• the fragmentation of form and the rejection
of illusion in early Cubism
24
25. • Could draw before he
could talk
• First word was “pencil”
• Blue period – poor
period, reflected his life
• Rose period – happy
subjects, life
• Negro period – African
influence
• Cubism – painting &
sculpture
Figure 33-8 PABLO PICASSO,
Gertrude Stein, 1906–1907. Oil on
canvas, 3’ 3 3/8” x 2’ 8”.
Metropolitan Museum of Art, New
York (bequest of Gertrude Stein,
1947). 25
26. Harbinger of
cubism
Effectively ended
Hazy on anatomy
Fractured
perspective
“I paint what I
know, not what I
see”
Figure 33-9 PABLO
PICASSO, Les
Demoiselles d’Avignon,
June–July 1907. Oil on
canvas, 8’ x 7’ 8”. Museum
of Modern Art, New York 26
30. Figure 33-10 GEORGES BRAQUE,
The Portuguese, 1911. Oil on canvas, 3’
10 1/8” x 2’ 8”. Öffentliche
Kunstsammlung Basel, Kunstmuseum,
Basel (gift of Raoul La Roche, 1952).
30
31. Figure 33-11 ROBERT
DELAUNAY, Champs de Mars
or The Red Tower, 1911. Oil on
canvas, 5’ 3” x 4’ 3”. Art Institute
of Chicago, Chicago. 31
33. Figure 33-12 PABLO PICASSO, Still Life with Chair-Caning, 1912. Oil and oilcloth on canvas, 10
5/8” x 1’ 1 3/4”. Musée Picasso, Paris. 33
34. Figure 33-13 GEORGES BRAQUE, Bottle, Newspaper, Pipe and Glass, 1913. Charcoal and
various papers pasted on paper, 1’ 6 7/8” x 2’ 1 1/4”. Private collection, New York. 34
36. Figure 33-14 PABLO
PICASSO, Maquette for Guitar,
1912. Cardboard, string, and wire
(restored), 25 1/4” x 13” x 7
1/2”. Museum of Modern Art,
New York. 36
38. Figure 33-16 ALEKSANDR ARCHIPENKO, Woman Combing
Her Hair, 1915. Bronze, approx. 1’ 1 3/4” high. Museum of
Modern Art, New York (bequest of Lillie P. Bliss).
38
39. Figure 33-17 JULIO GONZÁLEZ, Woman Combing Her
Hair, ca. 1930–1933. Iron, 4’ 9” high. Moderna Museet,
Stockholm.
39
41. Figure 33-18 FERNAND LÉGER, The City, 1919. Oil on canvas, approx. 7’ 7” x 9’ 9 1/2”.
Philadelphia Museum of Art, Philadelphia (A. E. Gallatin Collection). 41
42. Futurism - Italy
• Interest similar to Cubists, but with
sociopolitical agenda
• Wash away with war
• Influence of modern technology- cars, etc.
• Focuses on movement in time and space,
kinetic art
42
43. Figure 33-19 GIACOMO BALLA, Dynamism of a Dog on a Leash, 1912. Oil on canvas, 2’ 11
3/8” x 3’ 7 1/4”. Albright-Knox Art Gallery, Buffalo, New York
43
44. Figure 33-20 UMBERTO
BOCCIONI, Unique Forms of
Continuity in Space, 1913 (cast
1931). Bronze, 3’ 7 7/8” high x
2’ 10 7/8” x 1’ 3 3/4”. Museum
of Modern Art, New York 44
45. Figure 5-82 Nike alighting on a warship (Nike of Samothrace), from Samothrace, Greece, ca. 190
BCE. Marble, figure approx. 8’ 1” high. Louvre, Paris. 45
46. Dada: A State of Mind
• Dada emphasizes institution, spontaneity,
anarchy and chance as elements in art
• Dada rejects artistic convention
• Nonsense word, seems nonsensical –
protesting insanity of war
• Denouncing, shocking, awaken the
imagination
• “Chance” collage
46
47. Figure 33-21 GINO SEVERINI,
Armored Train, 1915. Oil on canvas,
3’ 10” x 2’ 10 1/8”. Collection of
Richard S. Zeisler, New York.
47
48. Figure 33-22 JEAN ARP, Collage
Arranged According to the Laws of
Chance, 1916–1917. Torn and pasted
paper, 1’ 7 1/8” x 1’ 1 5/8”. Museum of
Modern Art, New York (purchase). 48
49. Figure 33-23 MARCEL DUCHAMP, Fountain, (second version), 1950 (original version produced
1917). Ready-made glazed sanitary china with black paint, 12” high. Philadelphia Museum of Art,
Philadelphia 49
50. Figure 33-24 MARCEL DUCHAMP, The
Bride Stripped Bare by Her Bachelors, Even
(The Large Glass), 1915-23. Oil, lead, wire,
foil, dust, and varnish on glass, 9’ 1 1/2” x 5’ 9
1/8”. Philadelphia Museum of Art,
Philadelphia (Katherine S. Dreier Bequest). 50
51. Figure 33-25 HANNAH HÖCH,
Cut with the Kitchen Knife Dada
through the Last Weimar Beer
Belly Cultural Epoch of Germany,
1919–1920. Photomontage, 3’ 9” x
2’ 11 1/2”. Neue Nationalgalerie,
Staatliche Museen, Berlin. 51
52. Figure 33-26 KURT
SCHWITTERS, Merz 19, 1920.
Paper collage, approx. 7 1/4” x 5
7/8”. Yale University Art Gallery,
New Haven, (gift of Collection
Société Anonyme). 52
53. Transatlantic Dialogues
• American artists in Europe
• Americans grounded in realist tradition before
influence of incoming European artists after
Armory Show & WWI
53
54. Figure 33-27 JOHN SLOAN, Sixth Avenue and 30th Street, 1907, 1909. Oil on canvas, 26 1/4” x
32”. Private Collection (Mr. And Mrs. Meyer P. Potamkin). 54
55. Armory Show
• European artists came to America to show
modern arts – held in the
• Matisse, Picasso, Braque, Duchamp. Kandisky,
Kirchner, Bruncusi
• Showed American public the latest & newest
ideas
• Traveled to Chicago & Boston also
• Stieglitz’s 291
55
56. Figure 33-28 Installation photo of the Armory Show, New York National Guard’s 69th Regiment,
New York, 1913. Courtesy of the Museum of Modern Art, New York.
56
57. Figure 33-29 MARCEL DUCHAMP, Nude
Descending a Staircase, No. 2, 1912. Oil on
canvas, approx. 4’ 10 “x 2’ 11”. Philadelphia
Museum of Art, Philadelphia (Louise and Walter
Arensberg Collection). 57
58. Photography as Art
• Stieglitz – cityscapes
• “Unmanipulated” photos – ie unposed
• Interest in formal elements of photography
• Moves toward abstraction – close ups, reduction
of complexity
58
59. Figure 33-30 ALFRED
STIEGLITZ, The Steerage, 1907
(print 1915). Photogravure (on
tissue), 1’ 3/8” x 10 1/8”.
Courtesy of Amon Carter
Museum, Fort Worth. 59
60. Figure 33-31 EDWARD WESTON, Nude, 1925. Platinum print. Collection, Center for Creative
Photography, University of Arizona, Tucson. 60
61. Discussion Questions
What caused artists in the early 20th century
to reject observational naturalism in art?
61
Editor's Notes
Abstract forms, express particular feelings, that are some forms that are unable to recognize
See some animal forms
American Art, 1907, use to a very recognizable illusionist genre scene, not realism