A
555 w uinverata ave
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Summary of Skills
Education and Coursework
United Sates of America
Experience
Work History
M
, Tucan, Nevada 96059 | H:
Languages Arabic and English
Extremely organized
Microsoft Office, Excel, PowerPoint
proficiency
Quick learner
Issue resolution
Attention to detail
Bachelor of Science, Political science
University -,
Will graduate in Fall 2016
University
Minor in Merchandising will graduate in Fall 2016
University- 2011
Program in Intensive English
Saudi Ladies Institute 2009 - Dammam, Saudi Arabia
Worked one year as an English Teacher.
Worked as Students supervisor for tow weeks
Kindergarten - English Teacher 2010Aleshraq School - Dammam, Saudi Arabia
Students supervisor for Tow weeksKing Fasial University - Dammam, Saudi Arabia
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Outstanding interpersonal skills
Cooperative team member
Excellent analytical skills
ART HISTORY 132
Fauvism
(French Expressionism)
Fauvism
(c. 1904-07)principal artists: Matisse, Derain, Vlaminck, Dufydefinition: “the wild beasts” pejorative label coined by critic Louis Vauxcelles anything but an opponent general tone far from unfavorable; emphasized his close association w/ artistsdemise: Cezanne retrospective 1907 presented at Salon d’Automne changed emphasis to concern w/ form over colorcontext: Anarchismdefinition: political theory that aims to create a society w/out political, economic or social hierarchiesaim: to oppose government & capitalismmethodology: critiques current society, while at same time offers vision of potential new societyFauves:purely artistic radicalismsubject matter does not approach urban & labor issues color as “sticks of dynamite” (Derain)
Henri Matisse
(1869-1954)training: student of Redonclosely studied work of Manet and Cezannebought a small Cézanne Bathers in 1899became interested in Divisionism (c. 1904) became friends w/ Signac & painted w/ him @ St. Tropez role: leader of Fauves (“The Wild Beasts”)tendency: Romantic tradition aim: expressiveness of colormotto: art as being like “a good armchair”“Instinct … thwarted just as one prunes the branches of a tree so that it will grow better”
Matisseinfluence of Signac:subject: pastoral & classical landscapes (c. 1890s)in decades before 1880, avant-garde painters rarely depicted France’s southern shore due, in part, to cultural affiliation between southern France and academic classicismlinked w/ cultural and political conservatism represent anarchist ideal of natural order and harmony that would be found in golden age to comeradicalizes seemingly innocuous depictionsMatisse’s Luxe, calm et volupte (1904-05)title inspired by Baudelaire’s “L’invitation al Voyage”dreamy idyll of languorous nudes far less specified by time, place or politics“mixed” brushwork & completely arbitrary use of color condemned as a lifel.
Colonial Empires About 1900This map is really important .docxdrandy1
Colonial Empires About 1900
This map is really important in understanding how non-Western cultures would have a profound impact on art of the early 20th century. Africa, in particular, was divided among many nations with France taking a huge chunk. Many items would be imported into Europe and would inspire artists like Picasso and Matisse, as you will see.
HENRI MATISSE, Luxe, calme et volupté, 1904-5
Fauvism:
Bold colors of Van Gogh, but used them as complete artistic expression; figure was secondary to color, form, and line; combination of subjective expression and pure optical sensation
Called the fauves by critics who thought the artists like Matisse painted like wild beasts
Combination of Impressionism’s love of nature with Post-Impressionism’s love of expressive color; influenced by African art
Impression upon other coming of age avant-garde artists who were trying to take what Cézanne started even further
Not an entirely cohesive movement as the artists all had their own personal agendas
Henri Matisse first studied law, but in 1891 enrolled in art school and studied under Bouguereau (whose idea later rejected) then studied with Moreau in 1892 who encouraged him to follow his own direction. Later he would experiment with non-descriptive color. He met Andre Derain and Maurice de Vlaminck in 1900 who would also work in the fauvist style.
I’m showing you other works by Matisse so that you get a sense of how much he experimented during the first decade of the 20th century. This piece is a radical reinterpretation of French pastoral landscape painting. We have nudes who don’t have a care in the world, an idyllic female world. There are staccato brushstrokes and color straight from the paint tube applied in a rainbow of colors.
HENRI MATISSE, Blue Nude: Memory of Biskra, 1907
Influences of African art can be seen in the exaggeration of the female body, especially in the breasts and buttocks, and in the mask-like face. The extreme position of the body makes it look like the figure is composed of different people. The color is inherently Fauve in that it isn’t descriptive of nature. This is part of the odalisque tradition, but his painting isn’t seductive and erotic because Matisse believed that he was creating a picture, not a woman.
Figure 24-3 HENRI MATISSE, Red Room (Harmony in Red), 1908–1909. Oil on canvas, approx.
5’ 11” x 8’ 1”. State Hermitage Museum, Saint Petersburg.
This painting is more abstract. The use of color is very unconventional and gives the painting a sense of flatness. It is more decorative in surface patterning; a new pictorial space is defined by color and line. Matisse is doing something important here: he’s tell you that you’re looking at a painting, not an actual view of the world. By emphasizing the flatness of the surface, he’s emphasizing that it is a thing in and of itself.
Figure 24-6 ERNST LUDWIG KIRCHNER, Street, Dresden, 1908 (dated 1907). Oil on canvas, 4’ 11 1/4” x 6’ 6 7/8”. M.
Colonial Empires About 1900This map is really important .docxcargillfilberto
Colonial Empires About 1900
This map is really important in understanding how non-Western cultures would have a profound impact on art of the early 20th century. Africa, in particular, was divided among many nations with France taking a huge chunk. Many items would be imported into Europe and would inspire artists like Picasso and Matisse, as you will see.
HENRI MATISSE, Luxe, calme et volupté, 1904-5
Fauvism:
Bold colors of Van Gogh, but used them as complete artistic expression; figure was secondary to color, form, and line; combination of subjective expression and pure optical sensation
Called the fauves by critics who thought the artists like Matisse painted like wild beasts
Combination of Impressionism’s love of nature with Post-Impressionism’s love of expressive color; influenced by African art
Impression upon other coming of age avant-garde artists who were trying to take what Cézanne started even further
Not an entirely cohesive movement as the artists all had their own personal agendas
Henri Matisse first studied law, but in 1891 enrolled in art school and studied under Bouguereau (whose idea later rejected) then studied with Moreau in 1892 who encouraged him to follow his own direction. Later he would experiment with non-descriptive color. He met Andre Derain and Maurice de Vlaminck in 1900 who would also work in the fauvist style.
I’m showing you other works by Matisse so that you get a sense of how much he experimented during the first decade of the 20th century. This piece is a radical reinterpretation of French pastoral landscape painting. We have nudes who don’t have a care in the world, an idyllic female world. There are staccato brushstrokes and color straight from the paint tube applied in a rainbow of colors.
HENRI MATISSE, Blue Nude: Memory of Biskra, 1907
Influences of African art can be seen in the exaggeration of the female body, especially in the breasts and buttocks, and in the mask-like face. The extreme position of the body makes it look like the figure is composed of different people. The color is inherently Fauve in that it isn’t descriptive of nature. This is part of the odalisque tradition, but his painting isn’t seductive and erotic because Matisse believed that he was creating a picture, not a woman.
Figure 24-3 HENRI MATISSE, Red Room (Harmony in Red), 1908–1909. Oil on canvas, approx.
5’ 11” x 8’ 1”. State Hermitage Museum, Saint Petersburg.
This painting is more abstract. The use of color is very unconventional and gives the painting a sense of flatness. It is more decorative in surface patterning; a new pictorial space is defined by color and line. Matisse is doing something important here: he’s tell you that you’re looking at a painting, not an actual view of the world. By emphasizing the flatness of the surface, he’s emphasizing that it is a thing in and of itself.
Figure 24-6 ERNST LUDWIG KIRCHNER, Street, Dresden, 1908 (dated 1907). Oil on canvas, 4’ 11 1/4” x 6’ 6 7/8”. M.
The document discusses the art movement of Fauvism from 1905-1908. It was influenced by artists like Gauguin, Seurat, and Van Gogh. Fauvism was known for its vibrant use of color and abstraction of color. Artists like Matisse and Derain were considered founders and used exaggerated color that was a departure from Impressionism. Matisse continued experimenting with color, perspective and flattening of space in his later works.
Chapter 5 experiments in color and formPetrutaLipan
This document summarizes key developments in early 20th century visual arts in Europe. It discusses how Post-Impressionist artists like Gauguin, Matisse and Cézanne inspired experimentation with color and form. Gauguin's travels to Tahiti influenced his simplified forms and bold color juxtapositions. Fauvism emerged in 1905, characterized by expressive, non-naturalistic use of color. Matisse was a leading Fauvist artist, along with Derain, Vlaminck, Braque and Dufy. Brancusi pioneered modern sculpture through his simplified, abstract forms that captured the essence of subjects like birds in flight.
about history of modern art.
trying to define Fauvism in a little presentation .. the art of early 20th century, or a little art movement of history...
1. The document discusses the rise of realism and impressionism in art between the 1850s-1880s as responses to industrialization and urbanization in Europe.
2. Artists like Courbet, Manet, Millet, and Daumier captured social realism, while Monet, Renoir, Pissarro, Cassatt, and others developed impressionist techniques to depict light and movement.
3. Architecture in this period evolved from cast iron structures to skyscrapers as cities grew vertically.
The document provides an overview of several key movements and artists that influenced or were part of Impressionism in the late 19th century. It discusses the Pre-Raphaelite Brotherhood, the Barbizon School, and gives timelines and descriptions of important Impressionist works and artists such as Manet, Monet, Renoir, Morisot, Pissarro, Degas, Whistler, and Cassatt. It also briefly mentions the sculptor Rodin and the influence of Japanese woodblock prints on European artists.
The document provides an overview of Fauvism, an early 20th century art movement known for its radical use of expressive color. It discusses key events and artists associated with Fauvism, including how the movement shocked viewers at the 1905 Salon d'Automne exhibition in Paris with their vibrant, non-naturalistic paintings. Henri Matisse emerged as a leader of the Fauvists, liberating color from descriptive functions and pursuing emotional expression through color for the rest of his career, including in his final works using cut paper shapes.
Colonial Empires About 1900This map is really important .docxdrandy1
Colonial Empires About 1900
This map is really important in understanding how non-Western cultures would have a profound impact on art of the early 20th century. Africa, in particular, was divided among many nations with France taking a huge chunk. Many items would be imported into Europe and would inspire artists like Picasso and Matisse, as you will see.
HENRI MATISSE, Luxe, calme et volupté, 1904-5
Fauvism:
Bold colors of Van Gogh, but used them as complete artistic expression; figure was secondary to color, form, and line; combination of subjective expression and pure optical sensation
Called the fauves by critics who thought the artists like Matisse painted like wild beasts
Combination of Impressionism’s love of nature with Post-Impressionism’s love of expressive color; influenced by African art
Impression upon other coming of age avant-garde artists who were trying to take what Cézanne started even further
Not an entirely cohesive movement as the artists all had their own personal agendas
Henri Matisse first studied law, but in 1891 enrolled in art school and studied under Bouguereau (whose idea later rejected) then studied with Moreau in 1892 who encouraged him to follow his own direction. Later he would experiment with non-descriptive color. He met Andre Derain and Maurice de Vlaminck in 1900 who would also work in the fauvist style.
I’m showing you other works by Matisse so that you get a sense of how much he experimented during the first decade of the 20th century. This piece is a radical reinterpretation of French pastoral landscape painting. We have nudes who don’t have a care in the world, an idyllic female world. There are staccato brushstrokes and color straight from the paint tube applied in a rainbow of colors.
HENRI MATISSE, Blue Nude: Memory of Biskra, 1907
Influences of African art can be seen in the exaggeration of the female body, especially in the breasts and buttocks, and in the mask-like face. The extreme position of the body makes it look like the figure is composed of different people. The color is inherently Fauve in that it isn’t descriptive of nature. This is part of the odalisque tradition, but his painting isn’t seductive and erotic because Matisse believed that he was creating a picture, not a woman.
Figure 24-3 HENRI MATISSE, Red Room (Harmony in Red), 1908–1909. Oil on canvas, approx.
5’ 11” x 8’ 1”. State Hermitage Museum, Saint Petersburg.
This painting is more abstract. The use of color is very unconventional and gives the painting a sense of flatness. It is more decorative in surface patterning; a new pictorial space is defined by color and line. Matisse is doing something important here: he’s tell you that you’re looking at a painting, not an actual view of the world. By emphasizing the flatness of the surface, he’s emphasizing that it is a thing in and of itself.
Figure 24-6 ERNST LUDWIG KIRCHNER, Street, Dresden, 1908 (dated 1907). Oil on canvas, 4’ 11 1/4” x 6’ 6 7/8”. M.
Colonial Empires About 1900This map is really important .docxcargillfilberto
Colonial Empires About 1900
This map is really important in understanding how non-Western cultures would have a profound impact on art of the early 20th century. Africa, in particular, was divided among many nations with France taking a huge chunk. Many items would be imported into Europe and would inspire artists like Picasso and Matisse, as you will see.
HENRI MATISSE, Luxe, calme et volupté, 1904-5
Fauvism:
Bold colors of Van Gogh, but used them as complete artistic expression; figure was secondary to color, form, and line; combination of subjective expression and pure optical sensation
Called the fauves by critics who thought the artists like Matisse painted like wild beasts
Combination of Impressionism’s love of nature with Post-Impressionism’s love of expressive color; influenced by African art
Impression upon other coming of age avant-garde artists who were trying to take what Cézanne started even further
Not an entirely cohesive movement as the artists all had their own personal agendas
Henri Matisse first studied law, but in 1891 enrolled in art school and studied under Bouguereau (whose idea later rejected) then studied with Moreau in 1892 who encouraged him to follow his own direction. Later he would experiment with non-descriptive color. He met Andre Derain and Maurice de Vlaminck in 1900 who would also work in the fauvist style.
I’m showing you other works by Matisse so that you get a sense of how much he experimented during the first decade of the 20th century. This piece is a radical reinterpretation of French pastoral landscape painting. We have nudes who don’t have a care in the world, an idyllic female world. There are staccato brushstrokes and color straight from the paint tube applied in a rainbow of colors.
HENRI MATISSE, Blue Nude: Memory of Biskra, 1907
Influences of African art can be seen in the exaggeration of the female body, especially in the breasts and buttocks, and in the mask-like face. The extreme position of the body makes it look like the figure is composed of different people. The color is inherently Fauve in that it isn’t descriptive of nature. This is part of the odalisque tradition, but his painting isn’t seductive and erotic because Matisse believed that he was creating a picture, not a woman.
Figure 24-3 HENRI MATISSE, Red Room (Harmony in Red), 1908–1909. Oil on canvas, approx.
5’ 11” x 8’ 1”. State Hermitage Museum, Saint Petersburg.
This painting is more abstract. The use of color is very unconventional and gives the painting a sense of flatness. It is more decorative in surface patterning; a new pictorial space is defined by color and line. Matisse is doing something important here: he’s tell you that you’re looking at a painting, not an actual view of the world. By emphasizing the flatness of the surface, he’s emphasizing that it is a thing in and of itself.
Figure 24-6 ERNST LUDWIG KIRCHNER, Street, Dresden, 1908 (dated 1907). Oil on canvas, 4’ 11 1/4” x 6’ 6 7/8”. M.
The document discusses the art movement of Fauvism from 1905-1908. It was influenced by artists like Gauguin, Seurat, and Van Gogh. Fauvism was known for its vibrant use of color and abstraction of color. Artists like Matisse and Derain were considered founders and used exaggerated color that was a departure from Impressionism. Matisse continued experimenting with color, perspective and flattening of space in his later works.
Chapter 5 experiments in color and formPetrutaLipan
This document summarizes key developments in early 20th century visual arts in Europe. It discusses how Post-Impressionist artists like Gauguin, Matisse and Cézanne inspired experimentation with color and form. Gauguin's travels to Tahiti influenced his simplified forms and bold color juxtapositions. Fauvism emerged in 1905, characterized by expressive, non-naturalistic use of color. Matisse was a leading Fauvist artist, along with Derain, Vlaminck, Braque and Dufy. Brancusi pioneered modern sculpture through his simplified, abstract forms that captured the essence of subjects like birds in flight.
about history of modern art.
trying to define Fauvism in a little presentation .. the art of early 20th century, or a little art movement of history...
1. The document discusses the rise of realism and impressionism in art between the 1850s-1880s as responses to industrialization and urbanization in Europe.
2. Artists like Courbet, Manet, Millet, and Daumier captured social realism, while Monet, Renoir, Pissarro, Cassatt, and others developed impressionist techniques to depict light and movement.
3. Architecture in this period evolved from cast iron structures to skyscrapers as cities grew vertically.
The document provides an overview of several key movements and artists that influenced or were part of Impressionism in the late 19th century. It discusses the Pre-Raphaelite Brotherhood, the Barbizon School, and gives timelines and descriptions of important Impressionist works and artists such as Manet, Monet, Renoir, Morisot, Pissarro, Degas, Whistler, and Cassatt. It also briefly mentions the sculptor Rodin and the influence of Japanese woodblock prints on European artists.
The document provides an overview of Fauvism, an early 20th century art movement known for its radical use of expressive color. It discusses key events and artists associated with Fauvism, including how the movement shocked viewers at the 1905 Salon d'Automne exhibition in Paris with their vibrant, non-naturalistic paintings. Henri Matisse emerged as a leader of the Fauvists, liberating color from descriptive functions and pursuing emotional expression through color for the rest of his career, including in his final works using cut paper shapes.
This document provides an overview of Fauvism and key Fauvist artists such as Henri Matisse. It discusses the influences on Fauvism including Post-Impressionism, Japanese prints, and the works of Gauguin and Van Gogh. It summarizes several of Matisse's paintings that demonstrate his experimentation with color and rejection of naturalism, such as Luxe, Calme et Volupté, The Joy of Life, and Harmony in Red. The document examines how Matisse's works were innovative in their expressive and emotionally driven use of bold, unnatural color.
The Impressionist movement began in Paris in the 1870s with artists like Monet, Renoir, Pissarro, Sisley, and Degas. They rejected rigid academic painting styles and sought to capture fleeting moments and the effects of light using loose brushwork and vibrant colors. Photography influenced them to focus on subjective impressions rather than realistic detail. They often painted outdoors to experiment with different lighting conditions. While each artist had unique styles, they shared a focus on light, color, and everyday modern subjects painted with spontaneity. Their work marked a major revolution in art by prioritizing individual perception over traditional techniques.
The document provides an overview of Impressionist art and some of the key Impressionist artists. It discusses how Impressionism opposed rigid academic traditions and emphasized capturing light and color outdoors. Artists like Monet, Renoir, Manet, Cassatt, and Degas are described as focusing on landscapes, scenes of daily life, and light effects over detailed compositions. Their works helped establish Impressionism as a new style that broke from conventions.
The document discusses several key figures and movements associated with Dada and Surrealism. It provides background on Duchamp's readymades and how they undermined assumptions about art. It describes Dada's emergence amid World War I and the nihilistic attitudes it expressed. Key ideas included incorporating chance, undermining artistic genius, and using materials like photographs for political commentary. Figures like Picabia, Schwitters, and Man Ray employed techniques like collage, assemblage, photomontage and more to challenge conventions. Dada in Berlin had left-wing political sympathies and used photomontage for social commentary, while Surrealism aimed to access the unconscious through automatism.
I do not have enough context to make a meaningful comparison of how different genders view art based on two individual works. Each artist's work is shaped by numerous cultural, historical and personal factors. It would be an overgeneralization to say one work represents an entire gender's perspective.
Fauvism was an early 20th century avant-garde art movement known for its use of intense, pure, arbitrary colors and short brushstrokes. Key Fauvist artists included Henri Matisse, André Derain, Maurice de Vlaminck, and Georges Rouault. They were influenced by Post-Impressionism and the works of Paul Gauguin, Vincent van Gogh, and Paul Cézanne. Fauvism was a short-lived movement that emerged in 1905 and came to an end by 1908, giving way to Cubism as the next major avant-garde movement.
A R T O F T H E M I D D L E A N D L A T E
1 9 T H C E N T U R Y
Realism in Painting and
Literature
Learning Objectives
To understand the forces which led to the
development of the Realist style
To recognize the major characteristics of Realist
painting
To be able to identify the major subjects of Realist
painting and literature
Realism in Painting
In part due to the impact of photography, the Realist painters wanted to branch
away from fantastic or Romanticized representation of life and nature and
instead strove to depict real-life events with real-life detail.
Realists tried to move away from their own feelings and ideas and instead
represent life as it actually was – not filtered through just one person’s
understanding or emotion. They wanted to represent life without any
embellishments and this meant even dealing with its ugly, dirty, or low sides.
Ultimately, they aimed for objective rather than subjective representation.
They were also concerned with contemporary events – with the here and now
rather than some romanticized past or utopian future.
The subject matter consists almost exclusively of the lower classes and rural poor.
Realists tried to convey the idea that ordinary people in modern times, not
archaic gods or kings and queens, were the proper subject for modern art.
The Realists also generally refused to use traditional iconography in their
paintings, such as Biblical allusions, mythological subjects, or complex symbols.
Gustave Courbet (1819-1877)
Courbet was one of the leading figures in this shift away from Romantic,
sublime, and idealized art toward a more true-to-life style in painting. He,
like most Realists, was also a social activist on the side of the working classes.
What follows are a few quotes from Courbet that reveal his new approach to
painting and which reinforce the characteristics on the previous slide:
“To be able to translate the customs, ideas, and appearances of my time as I
see them – in a word, to create a living art this has been my aim…”
“The art of painting can consist only in the representation of objects visible
and tangible to the painter…[who must apply] his personal faculties to the
ideas and the things of the period in which he lives…”
“I hold also that painting is an essentially concrete art, and can consist only
of the representation of things both real and existing…An abstract object,
invisible or nonexistent, does not belong to the domain of painting”
“A painter should paint only what he can see.” When asked why he never
painted angels, Courbet replied, “Show me an angel, and I’ll paint one.”
Courbet
Self-Portrait
1848
Here is Courbet’s self-portrait. You can tell he
has not tried to create an idealized image of
himself or an overly sentimental image either. It
is simply what he sees in the mirror – for better
or for worse!
Gustave Courbet The Stone-Breake.
Matisse's painting Les toits de Collioure from 1905 breaks from traditional rules of color and representation. It uses blocks of expressive, unnatural color rather than modeling forms realistically. This approach was integral to Fauvism, an early 20th century movement centered around expressive use of color. Matisse's work helped define Fauvism and liberate color from realistic description.
Henri Matisse was a highly influential French artist known for his use of color and fluid style. Over his career he helped define revolutionary developments in painting and sculpture in the early 20th century. While initially labelled a Fauve for his expressive use of color, by the 1920s he was hailed as an upholder of classical French painting traditions. His mastery of color and drawing established him as a leading figure in modern art over his 50-year career.
The document discusses the origins and development of Impressionism in France in the late 19th century, focusing on key Impressionist artists like Monet, Renoir, Degas, and the stylistic innovations they pioneered in capturing light and color. It then examines Post-Impressionism and some of its leading practitioners such as Seurat, van Gogh, Gauguin, who moved beyond Impressionism towards more structured compositions and symbolic content. The movement towards modernism in art in reaction to academic traditions is also addressed.
1) Edouard Manet's painting Olympia from the 19th century challenged traditional gender roles of the time by depicting a nude real woman rather than mythical figures.
2) The painting shocked viewers and critics accustomed to non-realistic nudes in art, as it confronted them with the actual practices of sexuality in high society.
3) One art historian noted the painting reminded viewers of circumstances of familiar nudity, causing embarrassment and highlighting societal hypocrisy.
Henri Matisse was a famous French artist known mainly for his paintings. He was born in 1869 in France and initially studied law, but discovered his true passion for art after an illness. Though his father disapproved of his career change, Matisse devoted his life to painting and developed Fauvism, a style focused on using bright colors and feeling over perspective. He lived for many years in Nice, France, where the light and colors inspired much of his work. Matisse completed major artworks throughout his life and career until his death in 1954 at age 84.
The document discusses the emergence and characteristics of realism in European and American painting between 1800-1850. Realism developed as a reaction against romanticism and its sentimentality. Realist works depicted everyday rural and urban scenes in a naturalistic style showing nature and people as they truly appeared. Key realist artists mentioned include Courbet, Daumier, Manet, Eakins, and Homer, who painted scenes of modern life, politics, and labor in a straightforward visual language. The document also compares realism to preceding romanticism and notes some differences between European and American realist works.
The document provides an overview of various art movements from Neoclassicism to Dadaism. It summarizes key figures, works, styles, and philosophies associated with each movement. Neoclassicism revived classical Greek and Roman forms. Jacques-Louis David was a major Neoclassical painter who also played a role in the French Revolution. Impressionism focused on capturing instantaneous impressions of light and scenes painted outdoors. Cubism fragmented objects into geometric forms. Dadaism rejected logic and rationality in art and embraced spontaneity.
Zoe is a second grader with autism spectrum disorders. Zoe’s father .docxransayo
Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
Zia 2Do You Choose to AcceptYour mission, should you choose.docxransayo
Zia 2
Do You Choose to Accept?
Your mission, should you choose to accept it, is to go out and see Mission: Impossible-Fallout. As I sat back in my red-cushioned seat, accompanied by my brothers, I knew I was in for something special. The film takes place two years after two-thousand fifteens hit movie, Mission: Impossible-Rogue Nation. While I had no clue what to expect, I knew I was going to be in for an incredible ride as soon as the movie began with the intense dialogue between Ethan Hunt (Tom Cruise) and Solomon Lane (Sean Harris). From beginning to end, Mission: Impossible- Fallout delivers crazy action-thriller scenes, inventive special effects, and creative cinematography.
Mission: Impossible-Fallout is based on a story of an American agent who must retrieve nuclear weapons from an enemy terrorist organization with help of his specialized IMF team. The film was consistent the first hour with it involving the audience in the mission of the secret organization and trying to figure out the next move of the evil organization known as the Apostles. However, towards the middle of the movie it was revealed that one of the CIA agents was playing the role of a double spy and was on the side of the Apostles. The plot delivered intense action-packed scenes between the opposing groups that personally had me at the edge of my seat. Whether it was a chase on motorcycles, cars, speedboats, or helicopters, each scene had Ethan Hunt running for his life to save the world. Even though I was only viewing the movie from a comfortable movie theater, Hunt zigzagging through the traffic of France on a motorcycle had my fists clenched and adrenaline pumping. However, that was not even the best thriller of the movie. Ethan Hunt trailing Agent Walker in a helicopter with heavy rounds of artillery being fired at each other through the snowcapped mountains of Kashmir may very well be one of the best action scenes in cinematic history. Mission: Impossible-Fallout can be appreciated and enjoyed by all audiences because of its action-packed scenes that keep everyone extremely engaged in the plot.
Mission: Impossible-Fallout brilliantly illustrates the amazing special effects that serve to create the theme and style of the film. From creating bloody wounds to spectacular backgrounds, special effects are abundant throughout the movie. For instance, as Hunt is jumping off an airplane, the special effects of this scene include wind, rain, thunder, and clouds that make the film visually appealing and almost realistic. The thunder striking him as he is skydiving had my jaw wide open simply because of how incredible the illusion was displayed. In almost every fight between Hunt’s team and the Apostles, multiple types of special effects were utilized. Fighting sequences with Hunt angrily running towards Lane and delivering devastating punches accompanied by “POWs” and “AAAHs” seemed so realistic that it had me feeling queasy in my stomach. The gunfire during these fight.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyan Huang (Jerry)
Assignment 4
Brand Positioning
Professor Gaur
Target audience:
HR in Ping An Bank Co., Ltd. HRs (interviewers who hire people) from Ping An Bank are usually female, aged 30-40, who look friendly and easy-going. They are sophisticated and skeptic when checking people’s resumes and asking questions during interview. Usually, HRs care about four things: 1. Graduate school ranking. 2. Working experience in bank 3. Oral expression. 4. Personal character. They prefer people who are enthusiastic, energetic and hard-working.
Q1:
Compared to other people who also look for jobs in Ping An Bank, my points of parity would be: 1. I have earned a master degree in a Top 40 U.S. graduate school. 2. I have some intern experience in another bank. My points of differentiation would be: 1. I am confidence in speaking and self-expression. I can serve both Chinese and American clients because I speak fluent Mandarin and English. 2. I am energetic and hard-working. I always have passion in learning something new, which is a key for me to develop working skills.
Q2:
My brand essence: “Energetic, hard-working and modest.”
Q3:
Positioning statement:
Ziyan Huang is for employers from bank,
Who look for excellent employees.
Ziyan Huang is an energetic, hard-working NYU graduate student,
That has passion in developing new working skills.
Because he can speak fluent Mandarin and English,
And have one year working experience in China Merchant Bank,
So that employers can trust him as a reliable candidate.
.
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This document provides an overview of Fauvism and key Fauvist artists such as Henri Matisse. It discusses the influences on Fauvism including Post-Impressionism, Japanese prints, and the works of Gauguin and Van Gogh. It summarizes several of Matisse's paintings that demonstrate his experimentation with color and rejection of naturalism, such as Luxe, Calme et Volupté, The Joy of Life, and Harmony in Red. The document examines how Matisse's works were innovative in their expressive and emotionally driven use of bold, unnatural color.
The Impressionist movement began in Paris in the 1870s with artists like Monet, Renoir, Pissarro, Sisley, and Degas. They rejected rigid academic painting styles and sought to capture fleeting moments and the effects of light using loose brushwork and vibrant colors. Photography influenced them to focus on subjective impressions rather than realistic detail. They often painted outdoors to experiment with different lighting conditions. While each artist had unique styles, they shared a focus on light, color, and everyday modern subjects painted with spontaneity. Their work marked a major revolution in art by prioritizing individual perception over traditional techniques.
The document provides an overview of Impressionist art and some of the key Impressionist artists. It discusses how Impressionism opposed rigid academic traditions and emphasized capturing light and color outdoors. Artists like Monet, Renoir, Manet, Cassatt, and Degas are described as focusing on landscapes, scenes of daily life, and light effects over detailed compositions. Their works helped establish Impressionism as a new style that broke from conventions.
The document discusses several key figures and movements associated with Dada and Surrealism. It provides background on Duchamp's readymades and how they undermined assumptions about art. It describes Dada's emergence amid World War I and the nihilistic attitudes it expressed. Key ideas included incorporating chance, undermining artistic genius, and using materials like photographs for political commentary. Figures like Picabia, Schwitters, and Man Ray employed techniques like collage, assemblage, photomontage and more to challenge conventions. Dada in Berlin had left-wing political sympathies and used photomontage for social commentary, while Surrealism aimed to access the unconscious through automatism.
I do not have enough context to make a meaningful comparison of how different genders view art based on two individual works. Each artist's work is shaped by numerous cultural, historical and personal factors. It would be an overgeneralization to say one work represents an entire gender's perspective.
Fauvism was an early 20th century avant-garde art movement known for its use of intense, pure, arbitrary colors and short brushstrokes. Key Fauvist artists included Henri Matisse, André Derain, Maurice de Vlaminck, and Georges Rouault. They were influenced by Post-Impressionism and the works of Paul Gauguin, Vincent van Gogh, and Paul Cézanne. Fauvism was a short-lived movement that emerged in 1905 and came to an end by 1908, giving way to Cubism as the next major avant-garde movement.
A R T O F T H E M I D D L E A N D L A T E
1 9 T H C E N T U R Y
Realism in Painting and
Literature
Learning Objectives
To understand the forces which led to the
development of the Realist style
To recognize the major characteristics of Realist
painting
To be able to identify the major subjects of Realist
painting and literature
Realism in Painting
In part due to the impact of photography, the Realist painters wanted to branch
away from fantastic or Romanticized representation of life and nature and
instead strove to depict real-life events with real-life detail.
Realists tried to move away from their own feelings and ideas and instead
represent life as it actually was – not filtered through just one person’s
understanding or emotion. They wanted to represent life without any
embellishments and this meant even dealing with its ugly, dirty, or low sides.
Ultimately, they aimed for objective rather than subjective representation.
They were also concerned with contemporary events – with the here and now
rather than some romanticized past or utopian future.
The subject matter consists almost exclusively of the lower classes and rural poor.
Realists tried to convey the idea that ordinary people in modern times, not
archaic gods or kings and queens, were the proper subject for modern art.
The Realists also generally refused to use traditional iconography in their
paintings, such as Biblical allusions, mythological subjects, or complex symbols.
Gustave Courbet (1819-1877)
Courbet was one of the leading figures in this shift away from Romantic,
sublime, and idealized art toward a more true-to-life style in painting. He,
like most Realists, was also a social activist on the side of the working classes.
What follows are a few quotes from Courbet that reveal his new approach to
painting and which reinforce the characteristics on the previous slide:
“To be able to translate the customs, ideas, and appearances of my time as I
see them – in a word, to create a living art this has been my aim…”
“The art of painting can consist only in the representation of objects visible
and tangible to the painter…[who must apply] his personal faculties to the
ideas and the things of the period in which he lives…”
“I hold also that painting is an essentially concrete art, and can consist only
of the representation of things both real and existing…An abstract object,
invisible or nonexistent, does not belong to the domain of painting”
“A painter should paint only what he can see.” When asked why he never
painted angels, Courbet replied, “Show me an angel, and I’ll paint one.”
Courbet
Self-Portrait
1848
Here is Courbet’s self-portrait. You can tell he
has not tried to create an idealized image of
himself or an overly sentimental image either. It
is simply what he sees in the mirror – for better
or for worse!
Gustave Courbet The Stone-Breake.
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Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
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In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
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Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
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· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
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· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
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Zia 2
Do You Choose to Accept?
Your mission, should you choose to accept it, is to go out and see Mission: Impossible-Fallout. As I sat back in my red-cushioned seat, accompanied by my brothers, I knew I was in for something special. The film takes place two years after two-thousand fifteens hit movie, Mission: Impossible-Rogue Nation. While I had no clue what to expect, I knew I was going to be in for an incredible ride as soon as the movie began with the intense dialogue between Ethan Hunt (Tom Cruise) and Solomon Lane (Sean Harris). From beginning to end, Mission: Impossible- Fallout delivers crazy action-thriller scenes, inventive special effects, and creative cinematography.
Mission: Impossible-Fallout is based on a story of an American agent who must retrieve nuclear weapons from an enemy terrorist organization with help of his specialized IMF team. The film was consistent the first hour with it involving the audience in the mission of the secret organization and trying to figure out the next move of the evil organization known as the Apostles. However, towards the middle of the movie it was revealed that one of the CIA agents was playing the role of a double spy and was on the side of the Apostles. The plot delivered intense action-packed scenes between the opposing groups that personally had me at the edge of my seat. Whether it was a chase on motorcycles, cars, speedboats, or helicopters, each scene had Ethan Hunt running for his life to save the world. Even though I was only viewing the movie from a comfortable movie theater, Hunt zigzagging through the traffic of France on a motorcycle had my fists clenched and adrenaline pumping. However, that was not even the best thriller of the movie. Ethan Hunt trailing Agent Walker in a helicopter with heavy rounds of artillery being fired at each other through the snowcapped mountains of Kashmir may very well be one of the best action scenes in cinematic history. Mission: Impossible-Fallout can be appreciated and enjoyed by all audiences because of its action-packed scenes that keep everyone extremely engaged in the plot.
Mission: Impossible-Fallout brilliantly illustrates the amazing special effects that serve to create the theme and style of the film. From creating bloody wounds to spectacular backgrounds, special effects are abundant throughout the movie. For instance, as Hunt is jumping off an airplane, the special effects of this scene include wind, rain, thunder, and clouds that make the film visually appealing and almost realistic. The thunder striking him as he is skydiving had my jaw wide open simply because of how incredible the illusion was displayed. In almost every fight between Hunt’s team and the Apostles, multiple types of special effects were utilized. Fighting sequences with Hunt angrily running towards Lane and delivering devastating punches accompanied by “POWs” and “AAAHs” seemed so realistic that it had me feeling queasy in my stomach. The gunfire during these fight.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyan Huang (Jerry)
Assignment 4
Brand Positioning
Professor Gaur
Target audience:
HR in Ping An Bank Co., Ltd. HRs (interviewers who hire people) from Ping An Bank are usually female, aged 30-40, who look friendly and easy-going. They are sophisticated and skeptic when checking people’s resumes and asking questions during interview. Usually, HRs care about four things: 1. Graduate school ranking. 2. Working experience in bank 3. Oral expression. 4. Personal character. They prefer people who are enthusiastic, energetic and hard-working.
Q1:
Compared to other people who also look for jobs in Ping An Bank, my points of parity would be: 1. I have earned a master degree in a Top 40 U.S. graduate school. 2. I have some intern experience in another bank. My points of differentiation would be: 1. I am confidence in speaking and self-expression. I can serve both Chinese and American clients because I speak fluent Mandarin and English. 2. I am energetic and hard-working. I always have passion in learning something new, which is a key for me to develop working skills.
Q2:
My brand essence: “Energetic, hard-working and modest.”
Q3:
Positioning statement:
Ziyan Huang is for employers from bank,
Who look for excellent employees.
Ziyan Huang is an energetic, hard-working NYU graduate student,
That has passion in developing new working skills.
Because he can speak fluent Mandarin and English,
And have one year working experience in China Merchant Bank,
So that employers can trust him as a reliable candidate.
.
Zhtavius Moye
04/19/2019
BUSA 4126
SWOT Analysis
Dr. Setliff
PORSCHE
Strengths
· Brand Recognition
Not only a brand, but a status symbol for wealth and luxury
· Lean Factory Production
Manpower is low compared to the use of raw materials and supplies
· High Profit Share
The reputation is well-known for good treatment
Weaknesses
· Small automotive manufacture
Porsche has offered the same line of cars for years before extending.
· Limited Customer Sector
Not everyone can afford a Porsche
· Location
Since beginning of time, Porsche has been in Stuttgart, Germany. No space to expand
Opportunities
· Expansion
Deliveries increased in China by 12% but needs more in Asia, Japan, and Indonesia.
· Electric Mobility
A chance to expand Porsche name to many more industries and markets with top competitors such as Tesla.
· S1, O2: Brand recognition extends the range for profitability for the 2020 fully electric Porsche Taycan.
· S3, O1: The annual profitability of the company will encourage others to become a part of the business.
· S2, O1: The cost of a Porsche effects expansion, but by expanding to China could significantly increase rates.
· S3, O1: The location in Germany is a problem for expansion due to limited space of Stuttgart.
Threats
· Technology
Modern technology is advancing to lower cost vehicles.
· Market Competition
Vehicles with similar characteristics at lower cost.
· S3, O2: Weighing heavily on the market Porsche’s reputation will continue to stand abroad its competitors.
· S2, O1: Limited labor will call for more software developers in the more modern technology, especially introducing the fully electric Porsche Taycan.
· S1, O1: Porsche is a company that believes in staying at its classic and luxury perception to their buyers. Still giving all newly updated technology certain things such as an automatic start engine will not be an asset.
· S2, O2: Combined leaves Porsche at a limitation of customers making it hard to expand the market.
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 1
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 2
Violation of Civil Rights Act in Elections
Jake Bookard
Savannah State University
Violation of Civil Rights Act in Elections
Introduction
Despite the assurance of minority voter’s rights by the constitution and the fourteenth amendment, cases of rights violation with regards to the voting process are still on the rise in the US. Minority groups are often discriminated or blocked from participating in the voting process both in ways that they can discern and through cunning plans that can involve the voting process. Some of the main reasons why minorities’ constitutional rights are violated include racial discrimination by majority races, and to manipulate the outcome of the elections so as to keep minority groups out of the political leadership structure. The fourteenth amendment and the constitution do not sufficiently safeguard the rights of minority groups during elections beca.
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Zichun Gao Professor Karen Accounting 1A
IBM FInancial Statement Analysis
Financial Ratios 2019 2018 Formula
Current Ratio 1.02 1.29 CA/CL
Profit Margin 12.22% 12.35% Net Income/Total Revenue
Receiveables Turnover 9.80 10.71 Revenue/Average AR
Average Collection Period 36.72 33.62 365/Receiveables Turnover
Inventory Turnover 25.11 25.36 COST/Average Inventory
Days in Inventory 14.53 14.39 365/Inventory Turnover
Debts to Asset Ratio 0.86 0.86 Total Debts/Total Assets
IBM's days in inventory is around two weeks and this means that goods in the inventory
as efficnetly distributed and that there is a consitantly good inventory control for the
company.
The company's debts to assets ratio is the same for two years and this means that the
company has less debt than asset. However, it is still a relatively poor ratio because this
might show that there are potential problems for the company to generate sufficient
revenue.
The current ratio of the company has decreased over the year, and this means that the
company has less liquid assets to cover its short term liabilities. Since the ratio is
currently approaching 1, the company might be having liquidation problem.
The profit margin for IBM is very stable and it has been about 12% for two years. The
company is performing the profit-generating ability at an average level and it is having
an average profit margin in the industry.
The receiveables turnover is good for the company while between these two years, there
is a decline. As the company is collecting its accounts receiveables around 10 times per
year, the collection is frequent.
The company has been collecting money from customers on credit sales approximately
once every month, and the company usually has fast credit collection, which means that
the risk for credit sales is relatively low.
Inventory turnover measures how many times a company sells and replaces inventory
during a year and for IBM, the number of times is stable and it is constantly around 25.
This means that the company has an efficient control of its goods in the inventory.
Free Cash Flow 11.90 11.90 CF_Operation-Capital Expenditures
Return on Assets 0.06 0.08 Net Income/Total Assets
Asset Turnover 0.51 0.65 Revenue/Assets
Figures From Financial Statement
From Income Statement pg.68
Net Income 9431 9828
Total Revenue 77147 79591
Cost 40657 42655
From Consolidated Balance Sheet pg.70
Current Assets 38420 49146
Current Liabilities 37701 38227
Accounts Receiveables 7870 7432
Inventory 1619 1682
Total Assets 152186 123382
Total Liabilities 131202 106452
From Cash Flow Overview pg.59
Net Cash From Op 14.3 15.6
Capital expenditures 2.4 3.7
The company currently has 11.9 billion dollars free cash flow for two years and this is a
relatively high level of free cash flow. With the high free cash flow, the company can
have more oportunity to expand, invest in new projects, pay dividends, or invest the
money into Resea.
Zheng Hes Inscription This inscription was carved on a stele erec.docxransayo
Zheng He's Inscription
This inscription was carved on a stele erected at a temple to the goddess the Celestial Spouse at Changle in Fujian province in 1431. Message written before his last voyage.
The Imperial Ming Dynasty unifying seas and continents, surpassing the three dynasties even goes beyond the Han and Tang dynasties. The countries beyond the horizon and from the ends of the earth have all become subjects and to the most western of the western or the most northern of the northern countries, however far they may be, the distance and the routes may be calculated. Thus the barbarians from beyond the seas, though their countries are truly distant, "have come to audience bearing precious objects and presents.
The Emperor, approving of their loyalty and sincerity, has ordered us (Zheng) He and others at the head of several tens of thousands of officers and flag-troops to ascend (use) more than one hundred large ships to go and confer presents on them in order to make manifest (make it happen) the transforming power of the (imperial) virtue and to treat distant people with kindness. From the third year of Yongle (1405) till now we have seven times received the commission (official permission) of ambassadors to countries of the western ocean. The barbarian countries which we have visited are: by way of Zhancheng (Champa Cambodia), Zhaowa (Java), Sanfoqi (Palembang- Indonesia) and Xianlo (Siam/Thailand) crossing straight over to Xilanshan (Ceylon- Sri Lanka) in South India, Guli (Calicut) [India], and Kezhi (Cochin India), we have gone to the western regions Hulumosi (Hormuz Between Oman and Iran), Adan (Aden), Mugudushu (Mogadishu- Somalia), altogether more than thirty countries large and small. We have traversed more than one hundred thousand li (distance of 500 meters) of immense water spaces and have beheld in the ocean huge waves like mountains rising sky-high, and we have set eyes on barbarian regions far away hidden in a blue transparency of light vapours, while our sails loftily unfurled like clouds day and night continued their course (rapid like that) of a star, traversing those savage waves as if we were treading a public thoroughfare. Truly this was due to the majesty and the good fortune of the Court and moreover we owe it to the protecting virtue of the divine Celestial Spouse.
The power of the goddess having indeed been manifested in previous times has been abundantly revealed in the present generation. When we arrived in the distant countries we captured alive those of the native kings who were not respectful and exterminated those barbarian robbers who were engaged in piracy, so that consequently the sea route was cleansed and pacified (to make someone or something peaceful) and the natives put their trust in it. All this is due to the favours of the goddess.
We have respectfully received an Imperial commemorative composition (essay/piece of writing) exalting the miraculous favours, which is the highest recompense and.
Zhou 1Time and Memory in Two Portal Fantasies An Analys.docxransayo
Zhou 1
Time and Memory in Two Portal Fantasies: An Analysis of Alice’s Adventure in Wonderland and "Windeye"
Life is a collection of moments, and some memories last forever. Brian Evenson
demonstrated this in “Windeye,”a story of a man who faces mental challenges because of the
life-long memory of his sister. In spite of the fact that his mother insists that the sister did not
exist, the protagonist stuck to this belief until his old age. The basis of the protagonist’s
problems is the intense love and unforgettable memories he shared with his imagined sister.
A great portion of his childhood memories is centered around his sister and their exploration
of the windeye. Windeye, the corruption of the word window, is a portal that causes the
disappearance of the protagonist’s sister. The popular portal fantasy, Alice’s Adventure in Wonderland, illustrates a similar story in the same sub-genre where a girl travels through a
rabbit hole and experiences a fantasy world which chronicles her changes from naive child-
like responses to more adult-like problem solving reactions. In “Windeye,” Brian Evenson
utilizes the portal trope to develop conflict and outcomes while exploring the themes of time
and memory. In both stories, the use of the portal trope creates a distinct world that is
separate from reality; however, the outcomes are different, and ultimately, Alice’s Adventure in Wonderland presents the theme of growth while “Windeye” explores time and memories.
The use of time factors allows the reader to travel back to the origin of the story in “Windeye” and experience the beginning of the central conflict. It is in his past that the
protagonist develops strong childhood memories of a sister, which is the cause of his future
mental challenges. In the present, the narrator is old and rickety as he uses a cane to walk but
is still reminiscent of the past (Evenson). He holds firm to the belief that he might have a
chance of meeting his sister again and thus contemplates the future and the sister’s
appearance. The plot of “Windeye” is composed of distinctive life moments: the past, the
present, and the future, which offer a clear and complete description of the events. The theme
Zhou 2
of time allows the reader to understand why the protagonist profoundly feels that his sister exists. In essence, it is time travel that gives the story a picture of the events that lead to the current situation.
The portal fantasy is a fictional literary device where a character enters into a
fantastical world through a portal or a hole. In Alice’s Adventures in Wonderland, Carroll
uses a rabbit hole as a physical portal to move through time. Comparably, Evenson utilizes
the windeye, a window that can only be seen from one side, as a physical portal. When the
sister touches the windeye, her brother believes that she enters into another reality through
the portal as Alice does. In contrast, the protagonist also experiences a new reality as he is.
Zhang 1
Yixiang Zhang
Tamara Kuzmenkov
English 101
June 2, 2020
Comparing Gas-Powered Cars and Electric Cars
Electric cars have become increasingly popular in the past century. These cars use
electric motors instead of conventional gasoline engines. Electric cars pollute less and utilize
energy more efficiently than gas-powered vehicles; therefore, modern research is focusing on
improving electric vehicles, such as increasing the storage capacity of the batteries. This essay
seeks to identify the differences and similarities between the two types of cars focusing on their
performance, price, and convenience.
An electric car is a car that is primarily powered by electricity. The conventional gas-
powered cars require diesel or gasoline to power the engines. These cars have gas tanks that store
fuel and the engine converts the gas to the energy that powers the motor. Similarly, electric cars
have batteries, or fuel cells that store and convert electricity to energy used to propel electric
motors (What Are Electric Cars?). Four components present in electric cars distinguish it from
the gas-powered cars (Alternative Fuels Data Center: How Do All-Electric Cars Work?). The
first is the charge port. Since electricity powers an electric car, there has to be a port to connect
to an external power source when charging the battery. The second is an electric traction motor
that propels the vehicle. The third is a traction battery pack. This battery serves the same purpose
as the gas tank; thus, it stocks electric power to propel the motor. The forth is a direct current
converter. This component converts the current to low voltage power that is needed to power the
electric engine.
Tamara Kuzmenkov
90000001730094
You need to watch the panapto session for this paper assignment and FOLLOW the instructions I give there. Your topic sentence must follow the patterns set forth by your thesis. So, this first paragraph must have a topic sentence about GAS POWERED cars and PRICE. That is what you have set forth in your thesis. Watch the panapto session. And ask me questions if you do not understand what I mean.
Tamara Kuzmenkov
90000001730094
No, you cannot 'announce' what your essay will do. And this is NOT the thesis I approved. What I approved:"Both gas-powered cars and electric cars are now in use, but their price, performance and convenience may vary, which may influence people's decisions about which type to use."
Zhang 2
Differences between gas-powered cars and electric cars
The initial purchase price of an electric car is much higher than that of a gas-powered car.
Consumers intending to own a vehicle have the option of buying or leasing. The initial cost of a
car depends on an individual's disposable income and savings. Knez et al. noted that "When it
comes to financial features, the most important thing seems to be the total price of the vehicle"
(55). The difference in price between electr.
Zhang �1
Nick Zhang
Mr. Bethea
Lyric Peotry
13 November 2018
Reputation by Taylor Swift
After Taylor Swift fell into disrepute, she was truly reborn. As a creative singer
who reveals a lot of real life emotions and details in her works, she constantly refines
and shares her emotional connection with her audience. In her new album, people find
resonance in her work, connect it with their own lives. "Reputation" is not only the
original efforts of Taylor Swift, but also means that she turned gorgeously and
dominated. This album is like a swearing word from her to the world. Revenge fantasy,
sweet love, painful growth... all the good and bad things that happened in these stages
of life, her music seems to have gone through with us all over again.
But last August, the now 28-year-old singer declared that "the old Taylor is
dead" in her eerie single "Look What You Made Me Do," the beginning of a new era for
Swift (Weatherby). The disclosure of the society, the accusations of rumor makers,
these straight-forward lyrics shred the ugly face of those unscrupulous people. Taylor
Swift did not endure the rumors in the society, but created this rock album after the
silence. If 1989 is still what Taylor hopes to gain the understanding of the public, this
album is really a matter of opening up the past concerns, saying goodbye to the past
as well as being a true Taylor Swift. No longer caring about the so-called "reputation ",
preferring to be burned to death by those ridiculous "images." This air of newfound
jadedness is one of the many ways in which Swift broadcasts her long-overdue loss of
Zhang �2
innocence on “Reputation,” an album that captures the singer during the most
turbulent but commercially successful period of her career. (Primeau)
The cover is black and white, the picture is Taylor's head, and the side is the
newspaper's article and title words. The cover of the album may be a metaphor, it
reveals that Taylor can no longer stand the report of the gossip media, and the chain on
the neck represents depression and breathlessness. The theme and style of the album
are all refined from their own lives. The emotions and themes interpreted in her songs
make the audience feel more deeply that her album is her life. Without even using any
real words, fans can surmise what this means — a reference to the endless headlines
and stories the singer has spurred in recent years. (Primeau) Reputation, come to diss
the past and all opponents.
The lyrics and MV are full of real stalks in Taylor Swift's life , with Taylor's
resentment for circles and industry since his debut. In the era of streaming singles, she
is the rare young star who still worships at the altar of the album, an old-fashioned
instinct that serves her surprisingly well. (Battan) "Look What You Made Me Do" is a
counterattack against Kanye West and Kim Kardashian, Katy Perry and numerous
online "black mold". And .
Zero trust is a security stance for networking based on not trusting.docxransayo
The document provides an assignment to research and write a report on the zero trust security model. The report should describe the purpose of zero trust and how it differs from other models, provide an overview of how zero trust works in a network environment, and explain how zero trust incorporates least privilege access through role-based access control and attribute-based access control. The report should be around 2 pages and 600 words.
Zero plagiarism4 referencesNature offers many examples of sp.docxransayo
Zero plagiarism
4 references
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
Post
a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
.
Zero plagiarism4 referencesLearning ObjectivesStudents w.docxransayo
Zero plagiarism
4 references
Learning Objectives
Students will:
Develop diagnoses for clients receiving psychotherapy*
Analyze legal and ethical implications of counseling clients with psychiatric disorders*
* The Assignment related to this Learning Objective is introduced this week and
submitted
in
Week 4
.
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
Using the
Diagnostic and Statistical Manual of Mental Health Disorders
, 5th edition (DSM-5), explain and justify your diagnosis for this client.
Explain any legal and/or ethical implications related to counseling this client.
Support your approach with evidence-based literature.
.
Zero Plagiarism or receive a grade of a 0.Choose one important p.docxransayo
Zero Plagiarism or receive a grade of a 0.
Choose one important police function: Law enforcement, order maintenance or service, etc.
OR
Choose one important police strategy: Traditional Policing, Community Policing, Data Driven Policing, etc.
Write a research paper describing the strateugy or function in detail and discussing the significance of the strategy or function with respect to the roles in society.
Format: Title Page, Outline, Text, and References
Must have 3 sources
You can use your textbook: Cox, Steven M., et al. (2020). Introduction to Policing. Fourth Edition. Thousand Oaks, CA: SAGE Publications, Inc.
Paper must by 6 pages long
APA Style
.
ZACHARY SHEMTOB AND DAVID LATZachary Shemtob, formerly editor in.docxransayo
ZACHARY SHEMTOB AND DAVID LAT
Zachary Shemtob, formerly editor in chief of the Georgetown Law Review, is a clerk in the US District Court for the Southern District of New York. David Lat is a former federal prosecutor. Their essay originally appeared in the New York Times in 2011.
Executions Should Be Televised
Earlier this month, Georgia conducted its third execution this year. This would have passed relatively unnoticed if not for a controversy surrounding its videotaping. Lawyers for the condemned inmate, Andrew Grant DeYoung, had persuaded a judge to allow the recording of his last moments as part of an effort to obtain evidence on whether lethal injection caused unnecessary suffering.
Though he argued for videotaping, one of Mr. DeYoung’s defense lawyers, Brian Kammer, spoke out against releasing the footage to the public. “It’s a horrible thing that Andrew DeYoung had to go through,” Mr. Kammer said, “and it’s not for the public to see that.”
We respectfully disagree. Executions in the United States ought to be made public.
Right now, executions are generally open only to the press and a few select witnesses. For the rest of us, the vague contours are provided in the morning paper. Yet a functioning democracy demands maximum accountability and transparency. As long as executions remain behind closed doors, those are impossible. The people should have the right to see what is being done in their name and with their tax dollars.
This is particularly relevant given the current debate on whether specific methods of lethal injection constitute cruel and unusual punishment and therefore violate the Constitution.
There is a dramatic difference between reading or hearing of such an event and observing it through image and sound. (This is obvious to those who saw the footage of Saddam Hussein’s hanging in 2006 or the death of Neda Agha-Soltan during the protests in Iran in 2009.) We are not calling for opening executions completely to the public — conducting them before a live crowd — but rather for broadcasting them live or recording them for future release, on the web or TV.
When another Georgia inmate, Roy Blankenship, was executed in June, the prisoner jerked his head, grimaced, gasped, and lurched, according to a medical expert’s affidavit. The Atlanta Journal-Constitution reported that Mr. DeYoung, executed in the same manner, “showed no violent signs in death.” Voters should not have to rely on media accounts to understand what takes place when a man is put to death.
Cameras record legislative sessions and presidential debates, and courtrooms are allowing greater television access. When he was an Illinois state senator, President Obama successfully pressed for the videotaping of homicide interrogations and confessions. The most serious penalty of all surely demands equal if not greater scrutiny.
Opponents of our proposal offer many objections. State lawyers argued that making Mr. DeYoung’s execution public raised safety concerns..
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The document is a reflective essay written by Jiawen Zeng about improving their writing skills during their English 3001 writing proficiency course over 10 weeks. The essay discusses the most serious problems Zeng previously faced with their writing, including issues with grammar, verb tenses, and content quality. It describes Zeng's initial strategy of only focusing on highlighted mistakes, but then realizing this was not enough and starting to read more books in English and write more diverse essays. The essay reflects on Zeng meeting the university's writing requirements being just the beginning, and the need to continue improving editing skills and focusing on content, evidence, and meeting further targets.
zClass 44.8.19§ Announcements§ Go over quiz #1.docxransayo
This document summarizes a lecture on the social organization of Hindustani music. It discusses key terms like gharana (musical lineage), khandan (musical family), and the distinction between soloists and accompanists. Socially, soloists came from higher castes than accompanists. Musically, the performance structure involved a soloist leading with accompanists following. Over time, accompanists gained more prominence and independence, filling important musical roles and occasionally challenging the traditional hierarchy. Lineage and pedigree (gharana/khandan) became important for musicians' social and musical identities.
zClass 185.13.19§ Announcements§ Review of last .docxransayo
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Class 18
5.13.19
§ Announcements
§ Review of last class
§ Finish lecture on Qawwali, begin intro to Pakistan
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Announcements
§ Keshav Batish senior recital, June 5 – Extra credit
§ Exam #1 results posted
§ 2 perfect scores, 25 A’s, 46 B’s, 37 C’s, 17 D and lower
§ Summer course on Indian rhythm (second session)
§ Learn tabla and dholak!
§ Enrollment open now!
z
Last class review
§ Qawwali – “Food for the soul”
§ Sufi devotional poetry set to music
§ Performed at dargah
§ ‘Urs
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Terms
§ Mehfil – small, intimate gatherings that involve entertainment of
various sorts, including music, poetry, dance etc.
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Tum Ek Gorakh Dhandha Ho
§ “You are a baffling puzzle”
§ Written by Naz Khialvi (1947-2010)
§ Pakistani lyricist and radio broadcaster
§ Popularized by Ustad Nusrat Fateh Ali Khan (1948-1997)
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Tum Ek Gorakh Dhandha Ho
kabhi yahaan tumhein dhoonda
kabhi wahaan pohancha
tumhaari deed ki khaatir kahaan
kahaan pohancha
ghareeb mit gaye paamaal ho
gaye lekin
kisi talak na tera aaj tak nishaan
pohancha
ho bhi naheen aur har ja ho
tum ik gorakh dhanda ho
At times I searched for you here,
at times I traveled there
For the sake of seeing You, how
far I have come!
Similar wanderers wiped away
and ruined, but
Your sign has still not reached
anyone
You are not, yet You are
everywhere
You are a baffling puzzle
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Bhar Do Jholi Meri
§ Traditional song
§ Popularized in movie “Bajrangi Bhaijaan” (2015)
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Bhar Do Jholi Meri
Tere Darbaar Mein
Dil Thaam Ke Woh Aata Hai
Jisko Tu Chaahe
Hey Nabi Tu Bhulata Hai
Tere Dar Pe Sar Jhukaaye
Main Bhi Aaya Hoon
Jiski Bigdi Haye
Nabi Chaahe Tu Banata Hai
Bhar Do Jholi Meri Ya Mohammad
Lautkar Main Naa Jaunga Khaali
They come into Your court
clenching their hearts
Those people whom You desire to
see , O Prophet!
I’ve also come to Your door with
my head bowed down
You’re the One who can fix
broken fates, O Prophet!
Please fill my lap, O Prophet!
I won’t go back empty handed
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Ustad Nusrat Fateh Ali Khan
(1948-1997)
§ Pakistani vocalist
§ Sang classical (khyāl) but more famous as a Qawwali singer
§ Brought classical performance techniques to Qawwali
§ Visiting artist at University of Washington from 1992-93
§ Legacy carried on through his nephew, Rahat Fateh Ali Khan
z
Introduction to Pakistan
Badshahi Mosque, Lahore
Built in 1671 by Emperor Aurangzeb
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Pakistan
§ Prominent Bronze Age (3000-1500BCE) settlements of Mohenjo
Daro and Harrapa along Indus River Valley
§ Hinduism widespread during Vedic Age (1500-500BCE)
§ Ruled by series of Hindu, Buddhist, and eventually Muslim
(Persian) dynasties
§ Islam introduced by Sufi missionaries from 7th to 13th centuries
§ Ethnically and linguistically diverse
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Indus Valley civilization
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Pakistan ethnicities
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Modern India and Pakistan
§ By the end of 19th century British rule was in effect over much of
old Mughal Empire territory
§ The Hindu and Muslim divide among this territory was be.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
220711130097 Tulip Samanta Concept of Information and Communication Technology
A555 w uinverata ave858xxxxxxSummary of SkillsEducation an.docx
1. A
555 w uinverata ave
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Summary of Skills
Education and Coursework
United Sates of America
2. Experience
Work History
M
, Tucan, Nevada 96059 | H:
Languages Arabic and English
Extremely organized
Microsoft Office, Excel, PowerPoint
proficiency
Quick learner
Issue resolution
Attention to detail
3. Bachelor of Science, Political science
University -,
Will graduate in Fall 2016
University
Minor in Merchandising will graduate in Fall 2016
University- 2011
Program in Intensive English
Saudi Ladies Institute 2009 - Dammam, Saudi Arabia
Worked one year as an English Teacher.
Worked as Students supervisor for tow weeks
Kindergarten - English Teacher 2010Aleshraq School -
Dammam, Saudi Arabia
Students supervisor for Tow weeksKing Fasial University -
Dammam, Saudi Arabia
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5. ART HISTORY 132
Fauvism
(French Expressionism)
Fauvism
(c. 1904-07)principal artists: Matisse, Derain, Vlaminck,
Dufydefinition: “the wild beasts” pejorative label coined by
critic Louis Vauxcelles anything but an opponent general tone
far from unfavorable; emphasized his close association w/
artistsdemise: Cezanne retrospective 1907 presented at Salon
d’Automne changed emphasis to concern w/ form over
colorcontext: Anarchismdefinition: political theory that aims to
create a society w/out political, economic or social
hierarchiesaim: to oppose government &
capitalismmethodology: critiques current society, while at same
time offers vision of potential new
6. societyFauves:purely artistic radicalismsubject matter does not
approach urban & labor issues color as “sticks of dynamite”
(Derain)
Henri Matisse
(1869-1954)training: student of Redonclosely studied work of
Manet and Cezannebought a small Cézanne Bathers in
1899became interested in Divisionism (c. 1904) became friends
w/ Signac & painted w/ him @ St. Tropez role: leader of
Fauves (“The Wild Beasts”)tendency: Romantic tradition aim:
expressiveness of colormotto: art as being like “a good
armchair”“Instinct … thwarted just as one prunes the branches
of a tree so that it will grow better”
Matisseinfluence of Signac:subject: pastoral & classical
landscapes (c. 1890s)in decades before 1880, avant-garde
painters rarely depicted France’s southern shore due, in part, to
cultural affiliation between southern France and academic
classicismlinked w/ cultural and political conservatism
represent anarchist ideal of natural order and harmony that
would be found in golden age to comeradicalizes seemingly
innocuous depictionsMatisse’s Luxe, calm et volupte (1904-
05)title inspired by Baudelaire’s “L’invitation al
Voyage”dreamy idyll of languorous nudes far less specified by
time, place or politics“mixed” brushwork & completely
arbitrary use of color condemned as a lifeless theory of
paintingmore belligerent critics recommended Matisse exile
himself to “land of the Bushmen,” where he’d surely be “taken
for a master”
7. MatisseGreen Stripe (Madame Matisse)c. 1905brushwork:
painterlyrejects finesse of Impressionismrejects Post-
Impressionist dots & dashesvariation of Post-Impressionist
patchy, impasto application (e.g., Cezanne)forms: outlined w/
thick, dark contours introduced by Post-Impressionism (e.g.,
Gauguin, van Gogh)retains naturalistic proportionscomposition:
stablecolor: combination of arbitrary & naturalistic
flesh toneslight/shadow: nearly absent
(Left) Matisse’s Fauvist Green Stripe (1905)
vs.
(right) Bank of America advertisement “See How You’ll Look
When You Retire” (2014)
MatisseWoman in a Hat (1905)brushwork: painterlyrejects Post-
Impressionist dots & dashescloser to patchiness of
Cezanneform:outlined w/ thick, dark contours introduced by
Post-Impressionism (e.g., Gauguin, van Gogh)retains
naturalistic proportions color: vibrantexpressive & arbitrarydoes
not correspond to realityintends to shock viewer
psychologicallyobviates need for light/shadow
(Left) Matisse’s Woman in a Hat (1905)
vs.
8. (right) Matisse’s Red Madras Headdress (1907)
Matisses’s The Joy of Life
(1905-06)
MATISSE’s Fauvist The Joy of Life (1905-06)
vs.
TITIAN’s Venetian Renaissance Bacchannal (c. 1525)
Matisse’s Harmony in Red
(1908)
Matisse’s The Dance
(1909)
Matisse’s The Red Studio
(1911)
9. Andre Derain
(1880-1954)born at Chatou artists’ colony at the gates of
Parisquiet, picturesque spot spared from industrial activity
father was a successful patissier (pastry chef) and town
councillor middle-class educationtraining:first lessons in
painting in 1895 from old friend of his father’s and of
Cézanne’s Académie Carriere (1898) in Paris, where he met
MatisseJune 1900 he met Maurice de Vlaminck, and formed a
close friendship with himrented a disused restaurant in Chatou
which they used as a studiooften shocked their neighbors w/
their anticsmeanwhile, copying in the Louvre and visiting
exhibitions of contemporary artextremely impressed by Van
Gogh retrospective at Bernheim-Jeune Gallery
Derain1905:dealer Ambroise Vollard, to whom he had been
introduced by Matisse, bought the entire contents of his studio
(he did the same with Vlaminck)exhibited at the Salon des
Indépendants (sold four paintings)then exhibited at the Salon
d'Automne w/ Matisse, Vlaminck and othersfollowing success at
the Salon d'Automne, Vollard commissioned views of London;
returned in 1906
1906: spent summer painting at L'Estaque (S. FR)met Picasso;
and next year signed a contract w/ Daniel-Henri Kahnweiler,
Picasso's dealer married on strength of his new financial
securitywent to live in Montmartre, with his wife, Alice
Derain’s Charing Cross Bridge
(1906)
10. (Left) Derain’s Fauvist Charing Cross Bridge, London (1905-
06)
vs.
(right) photographic postcard of River Thames
(Left) Derain’s Charing Cross Bridge, London (1906)
vs.
(right) Monet’s Parliament, Effect of Fog (1904)
IMAGE INDEXSlide 3: DERAIN, Andre. Portrait of Matisse
(1906), Oil on canvas, 21 5/8 x 18 1/8 in.Slide 5:
MATISSE. Green Stripe (Madame Matisse), 1905, Oil and
tempera on canvas, 15 7/8 x 12 7/8 in., Royal Museum of
Fine Arts, Copenhagen.Slide 6: (Left) Matisse’s
Fauvist Green Stripe (1905); vs. (right) Bank of
America advertisement “See How You’ll Look When You
Retire” (2014)Slide 7: MATISSE. Woman with a Hat
(1905), Oil on canvas, 32 1/4 x 23 3/4 in., Collection of
Mrs. Walter A. Haas, San Francisco. Slide 8: (Left)
MATISSE’s Woman with a Hat (1905); and (right)
MATISSE’s The Red Madras Headress (Summer 1907), Oil
on canvas, 39 1/8 x 31 3/4 in., Barnes Foundation,
Merion, PA.Slide 9: MATISSE, Henri. The Joy of Life (1905),
Oil on canvas, 69 1/8 x 94 7/8 in., Barnes Foundation,
Merion, PA.Slide 10: (Left) MATISSE’s Fauvist The Joy of
Life (1905); and (right) TITIAN’s Venetian Renaissance
11. Bacchannal of the Andrians (c. 1520).Slide 11:
MATISSE. Harmony in Red (Spring 1908), Oil on canvas,
70 7/8 x 86 5/8 in., Hermitage Museum, St Petersburg,
Russia.
IMAGE INDEXSlide 12: MATISSE, Henri. The Dance (early
1909), Oil on canvas, 8‘ 6 1/2" x 12'9 1/2“ in.,
Museum of Modern Art (MoMA), New York.Slide 13:
MATISSE. The Red Studio (1911), Oil on canvas, 71 1/4
x 86 ¼ in., The Museum of Modern Art (MoMA), New
York.Slide 15: VLAMINCK, Maurice de. Portrait of Andre
Derain at Collioure, (1905), Metropolitan Museum of
Art, New York.Slide 16: DERAIN, Andre. Charing Cross
Bridge (1906), oil on canvas, 31 5/8 x 39 1/2 in., John
Hay Whitney Collection, National Gallery of Art,
Washington, D.C.Slide 17: (Left) Derain’s Fauvist Charing
Cross Bridge, London (1905-06) vs. (right)
photographic postcard of River Thames.Slide 18: Comparison
between (left) DERAIN’s Fauvist Charing Cross Bridge,
London (1906); and MONET’S Impressionist Parliament,
Effect of Fog (1904), Oil on canvas, 32 1/2 x 36 1/2 in.,
Museum of Fine Arts, St. Petersburg, FL.
IMAGE INDEXSlide 21: DERAIN, Andre. The Turning Road,
L'Estaque (1906), Oil on canvas, 4’2 1/2 x 6’ 4 1/2 in.,
Museum of Fine Arts, Houston.Slide 22: Comparison between
(left) DERAIN’s Fauvist The Turning Road, L'Estaque
(1906); and (right) MONET’s Impressionist The Red
Road near Menton (1884), Oil on canvas, 25 5/8 x 32 in.,
Private collection.
12. ART HISTORY 132
Symbolism
Symbolism
(c. 1865-1915)
term: applied to both visual & literary arts (e.g., Rimbaud)
aim: not to see things, but to see through them to
significance & reality far deeper
definition: subjective interpretation reject observation of optical
world fantasy forms based on imaginationcolor, line, & shapes
used as symbols of personal emotions, rather than to conform to
optical image
function: artist as visionaryto achieve seer’s insight, artists
must become derangedsystematically unhinge & confuse
everyday faculties of sense and reason
themes: religion, mythology, sexual desire (vs.
Baudelairian everyday life)
Odilon Redon
(1840-1916)biography: born to a prosperous family
training: failed entrance exams at École des Beaux-Artsbriefly
studied under Gérôme (1864)career: interrupted by Franco-
Prussian War remained relatively unknown until cult novel by
Huysmans titled Against Nature (1884 )story featured decadent
aristocrat who collected Redon's draw
“… [to bring] to
life, in a human way, improbable beings and making them
13. live according to the laws of probability, by putting – as far as
possible – the logic of the visible at the service of the
invisible”subject matter: “fantastic” influenced by writings of
Edgar Allen Poe strange amoeboid creatures, insects, plants w/
human heads, etc.themes: “fantastic” creaturesmythological
scenes
(Left) Redon’s Symbolist Eye Balloon (1878)
and
(right) Crying Spider (1881)
Redon’s Symbolist Eye Balloon (1878)
vs.
Daumier’s Nadar (c. 1860)
Redon
Cyclops (1898)subject: mythologicalPolyphemus &
psychologicalconscious vs. unconsciouswaking vs.
sleepingtone: hauntingbrushwork: painterly (Impressionist)
composition: dynamiccolor: vibrantwhimsical
harmoniousperspective: aerial
14. Redon’s Symbolist Cyclops (c. 1900)
vs.
Carracci’s Italian Baroque Polyphemus in the Farnese Gallery
(c. 1600)
Henri Rousseau
(1844-1910)biography:served in French army bureaucrat in
Paris Customs Office (1871-1893)took up painting as a hobby
accepted early retirement in 1893 to devote himself to art
career: suffered ridicule & endured poverty
aesthetic: “naïve”
themes: jungle scenes
sources: claimed inspiration from his military experiences in
Mexicoin fact, sources were illustrated books & visits to
zoo/botanical gardens in Paris
Rousseau’s Sleeping Gypsy
(1897)
Rousseau’s The Dream
(1910)
James Ensor
15. (1860-1949)nationality: Belgian
personal crisis: family forbade him to marryplunged to depths
of despair returned to painting religious subjects sold contents
of his studio in 1890s
aesthetic: avant-garde Les XX (the Twenty)goal to promote new
artistic developments throughout Europegroup’s
leader/foundertreated harshly by art critics disbanded after a
decade challenged rules of perspective free use of color and
space and brushwork to enhance the psychological impact
mood: macabre people shown wearing masks that cannot be
distinguished from their true faces
Ensor’s Christ Entering the City of Brussels in 1889
(1888)
(Left) Ensor’s Christ Entering the City of Brussels in 1889
(1888)
vs.
(right) Tintoretto’s Mannerist Last Judgment (c. 1575)
Edvard Munch
(1863-1944) nationality: Norwegianbiography:damaged by
childhood and family tragedy mother dies at age of five
(5)favorite sister dies at age fifteen (15)obsessed by sickness,
insanity and deathmid-age crisis: age 45, profound depression
16. spent eight months in sanatorium in Denmark aim: to describe
“modern psychic life”powerlessness over love & deathemotional
states of jealousy, loneliness, fear, desire, & despairaesthetic:
abstract spent several years in FR & Germanyinfluenced by
Post-Impressionists color, line & figural distortions
Munch
Puberty (1894-95)theme: ages of lifesubject: biographical (?)
death of sisterfigure: naturalisticpose: iconic
frontalitycomposition: stablecolor: mutedlight/shadow: evenly
distributedsymbolic
Munch
Madonna (1894)theme: biblicalsubject: biographicaldeath of
mothererotic, pre-Freudian wish fulfillment (?)figure:
idealized/sexualized formspose: Classical sensuousness
composition: stable enlivened by Classically arranged upraised
elbow tilted headcolor: muted w/ primary accentslight/shadow:
evenly distributed
MunchThe Scream (1893)original title: Despairepigraph: “I
stopped and leaned against the balustrade, almost dead w/
fatigue. Above the blue-black fjord hung the clouds, red
as blood and tongues of fire. My friends had left me, and
alone, trembling w/ anguish, I became aware of the vast,
infinite cry of nature”subject: mental anguish brushwork:
impastofigure: abstract distortion of form facial
features/gestures: expressionisticcomposition: synthetic
dynamismcolor: vibrant compliments vs. mutedlight/shadow:
17. assumed by role of colorperspective: linear & aerial
(Left) Detail from Michelangelo’s Last Judgment (c. 1535)
vs.
(right) Munch The Scream (1893)
Gustav Klimt
(1862-1918)ethnicity: Austrian (Vienna) significance: Vienna
Secession (1897)motto: “To every age its art and to art
its freedom" reaction to chokehold of Academy aimed to bring
more abstract and purer forms to designs target of violent
criticismimages sometimes displayed behind screen to avoid
corrupting youths’ sensibilities Klimt w/drew eight years
laterthemes: (sexual) desire and anxietyaesthetic:
decorativeluxurious forms/figuresflattened spatial
ordersumptuous surfaces/tracery vivid juxtaposition of
colorsgold background
Klimt’s The Kiss
(1907-08)
(Left) full image of Klimt’s The Kiss (1907-08);
18. and
(right) detail of upper torsos and faces
IMAGE INDEXSlide 2: MOREAU, Gustave. The Apparition
(1874-1876), Oil on canvas, 3’ 5’ ¾” x 2’ 4 1/2 “,
Musée du Louvre, Paris.Slide 3: REDON, Odilon. Self
Portrait (1880), Oil on canvas, Musée d'Orsay,
Paris.Slide 4: REDON. (Left) Eye-Balloon (1878), Charcoal,
42.2 x 33.2 cm., The Museum of Modern Art (MoMA),
New York; and (right) The Crying Spider (1881),
Charcoal, 49.5 x 37.5 cm., Private collection, The
Netherlands.Slide 5: (Left) Redon’s Symbolist Eye Balloon (c.
1895); and (right) Daumier’s Nadar (c. 1860).Slide 6:
REDON. The Cyclops (c. 1914), Oil on canvas, 64 x 51
cm., Museum Kroller-Mueller, Otterlo, The
Netherlands.Slide 7: (Left) REDON’s Symbolist Cyclops (c.
1895); and (right) CARRACCI’s Italian Baroque (c.
1600) Polyphemus and Ariadne (c. 1600).
IMAGE INDEXSlide 8: ROUSSEAU. Myself, Portrait-
Landscape (1890), Oil on canvas, 56 1/4 x 43 1/4 in.,
National Gallery, Prague.Slide 9: ROUSSEAU. The Sleeping
Gypsy (1897), Oil on canvas, 4’3" x 6'7"; The Museum of
Modern Art (MoMA), New York.Slide 10: ROUSSEAU. The
Dream (1910), Oil on canvas, 6' 8 1/2" x 9' 9 1/2“, The
Museum of Modern Art (MoMA), New York. Slide 11:
ENSOR. Self Portrait.Slide 12: ENSOR. Christ’s
Entry into Brussels (1889), Oil on canvas, 99 1/2 x 169
1/2 in. 5/ 8 in., J. Paul Getty Museum, Los Angeles.
Slide 13: (Left) Ensor’s Christ Entering the City of Brussels in
1889 (1888); and (right) Tintoretto’s Mannerist Last
19. Judgment (c. 1575)Slide 14: MUNCH. Self-Portrait with
Burning Cigarette (1895), Oil on canvas, 110.5 x 85.5
cm., National Gallery, Oslo.
IMAGE INDEX
Slide 15: MUNCH. Puberty (c. 1895), Oil on canvas, 59 5/8 x
43 1/4 in., Nasjonalgalleriet (National Gallery), Oslo,
Norway.Slide 16: MUNCH. Madonna (1895), Oil on canvas,
91 x 70.5 cm., National Gallery, Oslo, Norway. Slide 17:
MUNCH. The Scream (c. 1895), Casein/waxed crayon and
tempera on cardboard, 35 7/8 x 29 in.,
Nasjonalgalleriet (National Gallery), Oslo.Slide 18:
(Left) Detail from Michelangelo’s Last Judgment (c.
1535); and (right) Munch The Scream (1893)Slide 19:
Photograph of Gustav KLIMT.Slide 20: KLIMT. The
Kiss (1907-08), Oil and gold on canvas, 5’10 ¾” x
5’10 ¾”, Osterreichische Galerie, Vienna.Slide 21: (Left) Full
image of Klimt’s The Kiss (1907); and (right) detail of
upper torsos and faces.
ART HISTORY 132
German Expressionism
20. German Expressionism:
Der Blaue Reiter (“The Blue Rider”)aim: unrestricted freedom
of expression
name: derived from K’s drawing on cover of Almanac featuring
blue horseman blue also Marc's favorite colormotif of horse
favorite subject for K & M
exhibition history: December 1911: launched in Munich
featured 43 artists (including Rousseau and Delaunay)1912:
second exhibition (Munich)grander scale315 works by 31 artists
(including Picasso, Braque, Klee and Goncharova)1913:
Kandinsky, Marc, and Klee exhibited together at influential
“First German Salon d’Automne” in Berlin
Wassily Kandinsky
(1866-1944)
biography: influence of musicK learned piano & cello at early
agefascinated by music’s emotional powerallows freedom of
interpretationnot based on literal qualities; instead, abstract saw
color, as he heard musicused color in highly theoretical way
Schönberg’s First String Quartet (1905)abandons tonal &
harmonic conventionsradically opens musical compositional
structureschromatic structure defined as a “developing
variation”career:studied law & economics at Univ. of Moscow
(1886)lectured at Moscow Faculty of Lawattended Impressionist
exhibition (1895) left Moscow for Munich to study life-
drawing, sketching & anatomy (1897)
German Expressionism:
21. Der Blaue ReiterKandinsky’s On the Spiritual in Art (December
1911)treatise about non-objectivity; saw it as future for
innovative visual artbased on artist’s emotions, rather than
objective reality or materialism“interior necessity” intuition vs.
rationalityform: outward visual expression of artist’s inward
needs color: liberated from form (see Fauvism)composition:
described in overtly musical terms
“melodic”subordinated to a clearly apparent form (e.g.,
geometrical forms or simple lines that create general movement
2) “symphonic” complex; consisting of several formsprincipal
form may externally be very hard to findconclusion: musical
metaphor to describe deliberately cloaked pictorial construction
of form and color
Kandinsky’s Composition IV
(1911)
Kandinsky’s Composition VII
(1913)
KandinskyComposition VIII (1923) theme: moves from
apocalyptic emotion to geometrical rhythm
aesthetic: see influence of Russian Constructivism
absorbed by K while in Russia prior to return to Germany to
teach at Bauhausform: greater compositional role than
colorcomposition. dynamic (symphonic)color: colors w/in forms
22. energize their geometryspatial order: undefined
spacebackground enhances dynamism layered colors define
depthforms recede & advance creating quasi- “push-pull” effect
Franz Marc
(1880-
painteroriginally a theology studenttrained at Munich Academy
of Arttravels to Paris (1903) where he spends several months,
also visiting Brittanyexcited by Impressionists runs away to
Paris, abandoning fiancé day before marriage ceremony
(1907)return to Paris:again entranced by
Impressionistsdiscovers work of Gauguin and Van Goghbegan
intensive study of animals which lead to his mature stylemeets
August MackeIntroduces him to Fauves views Matisse
exhibitintroduces M to future patronWWI: volunteers; dies near
Verdun
MarcBlue Horse (1911)aesthetic::mature stylemixture of
Romanticism, Expressionism and Symbolismmotif: animalpurity
and communion w/ nature that humans had lost“the irreligious
humanity which lived all around me did not excite my true
feelings, whereas the virgin feeling for life of the animal world
set alight everything good in me” spatial order: 3-d perspective:
linear & aeriallight/shadow: establishes volume vs.
principleastri
opposed/overcome
23. Marc’s Fate of the Animals
(1913)
Marc’s Fighting Forms
(1914)
Käthe Kollwitz
(1867– democratmother
expelled from
official state church in PrussiaOct 1914: lost youngest
son on battlefield during World War Itraining:
influenced by grandfather's lessons in religion and
socialism1888: Women's Art School (Munich)twice visited
Paris; enrolled at Académie Julian to learn sculpturethemes:
tragedy of war during first half of 20C subject matter: human
condition for less fortunate that embraced victims of
poverty, hunger, and warnarrative tone: empathetic
political ideology: committed socialist & pacifistmedium:
graphic arts
KollwitzWoman with Dead Child (1903)motif: pietabiography:
subsequently lost youngest son on battlefield during World
War I (Oct 1914)color scheme: prints on themes of social
comment were carried out predominantly in black and
whitehuman form: sculptural massiveness 1904: K attends
Académie Julian where she learnt the basic principles of
sculpturecomposition: crouching, naked female figure w/ child
24. on her lapspatial order: ambiguouslight/shadow: chiaroscuro
effects
KollwitzHelp Russia(1921)“People from bourgeois sphere were
altogether w/out appeal or interest. All middle-class life seemed
pedantic to me. On the other hand, I felt proletariat had guts. It
was not until much later... that I was powerfully moved by the
fate of the proletariat and everything connected w/ its way of
life.... “… compassion and commiseration were at first of very
little importance in attracting me to the representation of
proletarian life; what mattered was simply that I found it
beautiful."
Die Brücke
(1905-13)art movement: “The Bridge”association of artists
linking past to futureworked together in rented storefront
studiosprogram: “protest” artdrawn together by what they were
against, rather than in favor of call on all youth to fight for
greater artistic freedom against older, well-established
powersstyle: expressive possibilities of color, form &
compositional distortionsinspired by van Gogh’s clear
expression of “inner-necessity” vs. Impressionism interest in
material world & finesserapid development of personal styles
Fauvist strong colors (influenced by Matisse exhibit in Berlin in
1908)media/techniques: life drawing in studios“plein air” (e.g.,
Moritzburg lakes near Dresden, at the island of
Fehmarn)woodcuts, lithographs, and drawings
Ludwig Kirchner
25. (1880-1938)
Self-Portrait (1905)founder of Die Brücketraining:studies
architecture in Dresden (1901)studies painting in Munich (1903-
04)short stay in Nuremberg, views Dürer’s original woodblocks
(c. 1500) figures: non-academic“fifteen-minute nudes”attempt
to directly access motifnatural posesangular physical featuresno
regard for anatomical correctness or spatial relations
Kirchner
Two Women in the Street (1913)aesthetic: permutation of
Fauvism subject: mocks bourgeoisiespatial order:
compressedperspective: tiltedfigures: grotesque; distortedbrutal
simplificationsjagged & geometricangular & elongated
featurescomposition: dynamiccolor: vibrant/complimentary, yet
garish
Kirchner
Self-Portrait as Soldier (1915)biography: WWI mobilized to
field artillerysuffers nervous breakdown brushwork:
painterlyperspective: shallow; compressedfigures:
angularsetting: artist’s studionude model paintings placed
against wallssymbolic mutilation bloody stump cut off at wrist,
instead of paintbrush
Emile Nolde
(1867-1956)biography:1884 and 1888: trained as craftsman in
26. furniture 1889: School of Applied Arts in Karlsruhe 1892-1898:
drawing instructor in SW 1898: rejected by Munich
Academy1899-1902: spent next three years taking
private painting classes, visiting Paris, and becoming
familiar w/ Impressionismcareer:already 31 by
time he pursued career as an artistnot original member of Die
Brücke; joins in 1906resigns from group in 1907group pressure
to develop style more closely aligned to other membersas a
result, works in isolationthemes:religiousnudeslandscapes
Nolde
Crucifixion (c. 1915)aesthetic: abstractsubject: religious (see
Gauguin)tone: visceral & forcefulspatial order: ambiguous
settingfigures: grotesquebloody woundsrugged facial
featuresflattened volumescolor: vibrant; large &
unmodulatedbrushwork: crude “impasto”
Neue Sachlichkeit (“New Objectivity”)1923: Gustav Friedrich
Hartlaub, director of Kunsthalle in Mannheim, coined the
term“What we are displaying here is distinguished by — in
itself purely external — characteristics of objectivity w/ which
artists express themselves”aim to "tear the objective form of the
world of contemporary facts and represent current experience in
its tempo and fevered temperature”themes: to present a
direct/honest image of society & warsubject matter:
Romanticattacked society they felt perpetuated inequalities
reaction to firsthand WWI experience urban activity collective
beliefs, rather than personal tone: harsh, bitterprincipal
artists:Grosz (1893-1958)Beckman (1884-1950)Dix (1891-1959)
27. George Grosz
(1893-1959)
Hunger (c. 1915)aesthetic: Expressionisticlinear
“angst”compressed spatial ordertheme: indictment of economic
effect on proletariat figures: realistic facial
featuresclothingperspective: linear
Grosz
Eclipse of the Sun (1925)aesthetic: Romantictheme: post-WWI
societyfigures: caricaturedtone: satirical composition:
dynamiccolor: vibrant & complimentaryperspective:
tiltediconography: militaristicreligiouseconomic
Otto Dix
(1891-1969)
training: entered Academy of Applied Arts (1910)
biography: WWI commander of machine gun unitlater
describe recurring nightmare in which he crawled through
destroyed housescareer: founder of Dresden Secession group
(1919)joins Berlin Secession (1924)themes: Romanticmodern
war’s violence verging on savageryaftermath of warscornful
portrayal Germany's Weimar Republic
Dix
DixSkull (1924)theme: horror of warmedium: graphic
artsaesthetic: grotesquecomposition: dynamiccolor:
28. monochromaticshadow: chiaroscuro
Dix’s The War
(1929-32)
Max Beckmann
(1884-1950)biography: traumatic experiences of WWI career:
dramatic transformation from academic style to distortions of
figure and spacefortunes changed w/ rise of Hitler 1933:
dismissed from teaching1937: > 500 of B’s works confiscated
from German museums; several put on display in “Degenerate
Art” exhibition in Munichessay: “The Artist in the State”
(1927)artist as conscious shaper of transcendent idea “Art is the
mirror of the God that humanity is”“Art becomes a symbol and
source of power for the partly still dormant power in
responsible human beings”
Beckmann
Deposition (1917)aesthetic: expressionisticinfluence: German
Gothicperspective: tiltedfigures: angular &
elongatedcomposition: dynamiccolor: muted flesh
tonesiconography: accurateperspective: deliberately
mishandled
Beckmann’s Night
29. (1918-19)
Beckmann’s Departure
(1933)
IMAGE INDEXSlide 2: Photograph of Wassily
KANDINSKY.Slide 4: KANDINSKY. Sketch for the Blaue
Reiter Almanac (1911), Watercolor, 11 3/8 x 8 ¼
in. Slide 5: KANDINSKY. Murnau with Church (1910), Oil
on cardboard, 25 1/2” x 19 3/4”,
Lenbachhaus, Munich. Slide 6: KANDINSKY.
Composition IV (1911), Oil on canvas, 62 7/8 x 98 5/8
in., Kunstsammlung Nordrhein-Westfallen, Dusseldorf,
Germany. Slide 7: KANDINSKY. Composition VII (1913),
Oil on canvas, 6’ 6 ¾ in. x 9’ 11 1/8 in., Tretyakov
Gallery, Moscow. Slide 8: KANDINSKY. Composition
VIII (1923), Oil on canvas, 55 1/8 x 79 1/8 in.,
Solomon R. Guggenheim Museum, New York.Slide 9:
MACKE, August. Portrait of Franz Marc (1910), Oil on
canvas, Nationalgalarie, Berlin.Slide 10: MARC,
Franz. Blue Horse (1911), Oil on canvas, Oil on canvas,
112.5 x 84.5 cm., Stadtische Galerie im
Lenbachhaus, Munich.
IMAGE INDEXSlide 11: MARC, Franz. The Fate of the
Animals (1913), Oil on canvas, 196 x 266 cm.,
Kunstmuseum, Basel, Switzerland.Slide 12:
MARC, Franz. Fighting Forms (1914), Oil on canvas, 91
30. x 131 cm., Staatsgalerie moderner Kunst, Munich.
Slide 13: Photograph of Käthe KOLLWITZ.Slide 14:
KOLLWITZ, Käthe. Woman with Dead Child (1903),
etching, National Gallery of Art, Washington,
DC.Slide 15: KOLLWITZ, Käthe. Help Russia (1921),
Lithograph, 15 ¾ x 18 ¾ in., Museum of Modern Art
(MoMA), New York. Slide 16:PECHSTEIN, Max.
Poster for Die Brücke Exhibition (c. 1910).Slide 17:
KIRCHNER, Ludwig. Self-Portrait (c. 1910), woodcut.
IMAGE INDEXSlide 18: KIRCHNER. Two Women in the
Street (c. 1915), Oil on canvas, 120.5 x 91 cm.,
Dusseldorf, Germany.Slide 19:KIRCHNER. Self-portrait as
Soldier (1915), Oil on canvas, 27 1/4 x 24 in.,
Allen Memorial Art Museum, Oberlin College,
Ohio.Slide 20: NOLDE. The Prophet (1912), Private
Collection.Slide 21: NOLDE, Emil. Dance Around the Golden
Calf (1910), Oil on canvas, 88 x 105.5 cm.,
Staatsgalerie moderner Kunst, Munich.Slide 22:
NOLDE. Crucifixion (1912), Oil on canvas, 200.5 x
193.5 cm, Nolde-Stiftung Seebull.Slide 23:
GROSZ. Hunger (1915), Pen and ink.Slide 24:
GROSZ. Eclipse of Sun (1926), Oil on canvas, 210 x
184 cm., Heckscher Museum, Huntington, NY.
IMAGE INDEXSlide 26: DIX. Self-Portrait as a Soldier (1914),
ink and watercolor on paper, 68 x 53.5 cm,
Municipal Gallery, Stuttgart.Slide 27: DIX. Skull
(1924), Historial de la Grande Guerre,
Péronne.Slide 28: DIX. The War (1929-323), Oil on
canvas, Gemäldegalerie Neue Meister,
31. DresdenSlide 29: BECKMANN. Self-Portrait (c. 1925).Slide
30: BECKMANN. Deposition (1917), Oil on canvas, 59 1/2
x 50 3/4 in., The Museum of Modern Art (MoMA), New
York.Slide 31: BECKMANN. Night (1918-19), Oil on
canvas, 4’4 3/8” x 5’ ¼”, Kunstsammlung
Nordrhein-Westfalen, Düseldorf.
Cubism:
Dutch & Russian
ART HISTORY 132
*
De StijlPiet Mondrian (1872-1944)early work: naturalistic
context: Theosophya type of philosophical mysticism that seeks
to unite material and spiritual worlds to disclose concealed
essences of realityaestetic: “non-objective”aim: take Cubism to
logical its conclusioninspired by Cézanne breaks down
compositional elements into geometric facets of colorschema:
rigid, strictly imposed pure geometrysurface grid of horizontal
& vertical lines at 90ºcolor
Mondrian’s Red Tree
(1911)
32. Mondrian’s Grey Tree
(1912)
Mondrian’s Composition
(1913)
Mondrian’s Composition in Grey and Ochre
(1918)
De Stijl
Composition (1920)style: non-objectivesevere iconoclastic
theme: renounces world of appearances (see
Theosophy)subject: formalistspatial order: emphasis on 2-d,
flattened plane of canvas surface line: two
directions (horizontal & vertical) of varying widths
composition: irregularcolor: limited schemablack & white
linesprimaries on perimeter
De Stijl
Broadway Boogie Woogie (1943)subject: painted upon arrival
in NYCspatial order: emphasis on 2-d, flattened plane of
canvas surface line: two directions (horizontal
& vertical) of varying widths composition: irregularcolor:
33. w/in centralized area
Mondrian’s De Stijl (“Neo-Plasticism”) Broadway Boogie
Woogie (1943)
vs.
Trowbridge’s Politics of Time (2012)
*
Russian Avant Garde:
SuprematismMalevich (1878-1935) training: Kiev School of
ArtMoscow Academy of Fine Arts (1904-10)political context:
Communist Revolutionaesthetic: non-objectiveaim: to
reduce painting to most simplified elementscolor: pure
geometric zonesaims: to free art from material worldno longer
bound to canvas (picture plane) pure, unapplied formto set up
genuine world order, new philosophy of lifepublications:From
Cubism to Suprematism (1915)The Non-Objective World (1927)
Suprematism:
Malevich
Suprematism (1915)aim: “to free art from burden of
object”effect: radical geometric simplicityaesthetic: non-
34. objectivean art of extreme reductionno reference at all to
realitylimited to formal elements of line, form & colorspatial
order negatedinfluence: Theosophy“The object in itself is
meaningless... the ideas of the conscious mind are worthless”
Suprematism:
Malevich
Airplane Flying (1915)theme: utopianaesthetic: non-
objectiveforms: large, geometric areas of unmodulated
color (see Synthetic Cubism)composition:
dynamicdiagonal arrangementinterlocking formsspatial order:
emphasizes 2-d surface of canvascolor:
primaries + b/wlight/shadow: obviatedbrushwork: deemphasized
Russian Avant Garde:
ConstructivismRodchenko (1891-1956) biography: childhood in
St. Petersburgtraining: 1910-14: provincial art school 1915:
moves to Moscowmature work: investigates material &
formal logic of artartistic maturity w/ rise of Bolshevik
Revolution (1917)deeply committed to ideals of Communist
Revolutionrose to prominence in Lenin’s new cultural
bureaucracy (1918-21)Stalin era: (1924-53) embroils him in
great tragedyutopian aspiration yields to violent dictatorship
Constructivism:
Rodchenko
35. Line & Compass Drawing (1915) medium: compass-and-ruler
drawingaesthetic: non-objectivemechanical precision artistic
self-image as technician or engineerspatial order: emphasizes 2-
dforms: fractured by quasi-Cubist network of
linescomposition: dynamic sense of movement
(see Futurism)color: reduced to black & white
Constructivism:
RodchenkoTwo Circles (1920)aim: revolutionary goal to
achieve ordered, technologically advanced
societyaesthetic: non-objectiveimpersonal; mechanically
precisestripped of narrativemeaning: devoid of
spiritual/metaphysical trappingsarrangement of forms implies
political ideologyperspective: reduced to 2-d
emphasizes planar surface of canvascomposition:
centralizedcolor: completely absent
Russian Avant Garde:
ConstructivismTatlin (1885-1953)early work:exhibited at
several avant-garde exhibitions in Russia (1910)visited Berlin
and Paris (1914) met Picassoresponds to Synthetic Cubism Post-
Communist Revolution (1917)worked for new Soviet Education
Commissariate used art to educate the publican officially
authorized artutilized “real materials in real space”design
principles based on inner behavior and loading capacities of
material
Constructivism:
36. TatlinThird International Tower (1920)patron: Dept. of Artistic
Work of the People’s Commissariat for
Enlightenmentsite: intended for central Moscow; never
constructedaesthetic: utopianaim: “union of purely plastic forms
for utilitarian purpose”power/benefits of industrialization
visual reinforcement of social & political realityforms:
reductive geometry function: monument to honor Russian
Revolution propaganda & news centermaterials: “the culture of
materials”revolving glass & ironsheet metal & woodscale:
envisioned as twice as tall as Empire State Building (c.
early 1930s)composition: dynamictilted spiral cagethree (3)
geometrically shaped chambers to rotating at different speeds
around central axis
Constructivism:
TatlinThird International Tower (1920)arrangement: decreasing
size of chambers paralleled decision-making
hierarchy in political system most authoritative, smallest group
at apexbottom huge cylindrical glass structure used for lectures
& meetings revolves once/yearmiddle cone-shaped chamber
administrative functionsmonthly rotationstopcubic information
centerissues news bulletins & proclamations via most modern
means of communicationopen-air news screen (illuminated @
night)instrument to project words on clouds on overcast
daysdaily revolution
IMAGE INDEXSlide 2: Photograph of Piet MONDRIAN.Slide
3: MONDRIAN. Red Tree (1911), Oil on canvas, 30 7/8 x
42 3/8 in., Haags Gemeentemuseum, The Hague.Slide 4:
MONDRIAN, Piet. Gray Tree (1912).Slide 5:
37. MONDRIAN. Composition in Line and Color (1913), Oil
on canvas, 34 5/8 x 45 1/4 in., Riksmuseum, The
Netherlands.Slide 6: MONDRIAN, Piet. Composition
in Grey and Ochre (1918), oil on canvas, 80.5 x
49.5 cm., Museum of Fine Arts, Houston, TX.Slide 7:
MONDRIAN, Piet. Composition in Red, Yellow, and
Blue (c. 1920), Oil on canvas, 20 ½ x 23 ½ in.,
Museum of Modern Art, New York.Slide 8:
MONDRIAN, Piet. Broadway Boogie Woogie (c. 1945).
IMAGE INDEXSlide 9: MALEVICH, Vladimir. Self Portrait
(1933), Oil on canvas, 73 x 66 cm, The Russian
Museum, St. Petersburg, Russia.Slide 10:
MALEVICH, Vladimir. Suprematism (1915), Oil on
canvas, 34 1/2” x 28 3/8”, State Russian Museum, St.
Petersburg, Russia.Slide 11: MALEVICH,
Vladimir. Aeroplane Flying (1915), Oil on canvas,
22 5/8 x 19 in., The Museum of Modern Art
(MoMA), New York.Slide 12: Photograph of Alexsandr
RODCHENKO.Slide 13: RODCHENKO, Aleksandr. Line and
Compass Drawing (1915), pen and ink on paper, 10
1/16 x 8 1/16 in., Rodchenko Archive, Moscow.Slide 14:
RODCHENKO, Aleksandr. Construction, No. 127 (1920),
Oil on canvas, 24 5/8 x 20 7/8 in., The Pushkin State
Museum of Fine Arts, Department of Private
Collections, Moscow.
IMAGE INDEXSlide 15: TATLIN, Vladimir. Self-portrait as a
Sailor (1911), Tempera on canvas, 28 1/8 x 28 1/8
in., Russian Museum, St. Petersburg, Russia.Slide
16: TATLIN, Vladimir. Monument to the Third International
38. (c. 1920), Museum of Modern Art, Stockholm,
Sweden.Slide 17: PUNIN, Nikolai. Monument to the Third
International (1920), Cover with letterpress
illustration on front, 11 x 8 5/8 in., Gift of The Judith
Rothschild Foundation.
*
ART HISTORY 132
Surrealism
Surrealism
(c. 1925-45)
definition: Breton’s First Manifesto of Surrealism
(1924)“Surrealism rests in the belief in the superior reality of
certain forms of association neglected heretofore; in the
omnipotence of the dream”
definition: Breton’s Second Manifesto of Surrealism (1930)“…
a certain state of mind from which life and death, the real and
the imaginary, past and future, the communicable and the
incommunicable, height and depth, are no longer perceived as
contradictory”
André Breton
39. (1896-1966)biography: petit-bourgeoisie studied medicine and
later psychiatrymet Freud in Vienna (1921)WWI: served in
neurological ward attempted to use Freudian methods to
psychoanalyze his patientswartime meetings w/
Apollinairejoined Paris Dada group (1916)major periodicals:La
Révolution surréaliste (1924-30)Le Surréalisme au service de la
révolution (1930-33)process: “pure psychic automatism”high
degree of immediate absurdity“a monologue poured out as
rapidly as possible, over which the subject's critical faculty has
no control”“The dictation of thought, in the absence of all
control by reason, excluding any aesthetic or moral
preoccupation”
Surrealismcontext: Freud’s The Interpretation of Dreams
(1899)Surrealists preoccupied w/ F’s methods of
investigati
unconscious to resolve a conflict, whether something recent or
something from the recesses of the past unconscious must
distort and warp meaning of its information to make it through
censorship of preconsciousimages in dreams are often not what
appear to be and need deeper interpretation if they are to inform
one symbol or image may have multiple meanings
Max Ernst
(1891-1976)biography:born near Cologneson of amateur painter
& teacher of deaftraining: self-taught while studying
philosophy and psychiatry @ University of Bonn (1909-1914)
exhibited at first German Autumn Salon in 1913in 1914, became
acquainted w/ Arp and they began lifelong friendshipWWI:
40. drafted into German military (1916 )after war, settled in
Cologne founded Cologne Dada group w/ ArpDada:exhibition of
1920 in Cologne closed by police on grounds of obscenityErnst
exhibited w/ Paris Dada group and moved to Paris in 1922leaves
behind wife and sonenters illegally settles into ménage à trois
w/ Paul Éluard and wife, Gala, who eventually married Salvador
Dalí in 1929
Ernst
Oedipus Rex (1922)subject: Freudianloving & hostile wishes
children experience towards parents at height of
phallic phasetheme: sadismstyle: illusionisticperspective: linear
& aerialscale: disjointedarchitecture: dislocated
Ernst
Two Children Are Threatened by a Nightingale (1924)theme:
Freudiansubject: childhood fears & anxiety produced
by dreamstechnique: tromp l’oeil scale: intimateaesthetic:
illusionisticperspective: linear & aerial
Salvador Dalí
(1904-89)biography: son of prosperous notary training:
Academy of Fine Arts (Madrid)read Freud w/ enthusiasm
expelled for indiscipline (1923)met Gala Eluard when she
visited him w/ her husband, poet Paul Eluard (1929)became
Dali's lover, muse, business manager, and chief
inspirationWWII: clashed w/ Surrealists who were
41. predominantly Marxistfascination for Hitlerrelations w/
Surrealist group became increasingly strained after 1934break
finally came when D declared support for Franco in 1939Dali
and Gala escaped from Europe, spending 1940-48 in the United
his name) in 1940
DALI’s The Persistence of Memory
(1931)
DalíPremonition of Civil War (1936)alternative title: “Soft
Construction w/ Boiled Beans”method:
“paranoiac-critical”aesthetic: illusionisticnarrative: allegorical
of auto-strangulation”break w/ Surrealists
came when Dali supported Spanish dictator, Franco, in
1936figure: grotesquedismembered & contorted ecstatic
grimacepetrifying fingers & toeslandscape: lifeless
(Left) Dalí’s Surrealist Premonition of Civil War (1936)
vs.
(right) Goya’s Romantic Saturn Devouring His Son (c. 1815)
Dalí
Crucifixion (1954)relate to Renaissance:figure along
42. CVAaerial & linear perspectivenaturalistic drapery, shadows,
musculaturevariance from Renaissancefloating formsmisplaced
nails & absence of woundsfigures’ scale reversedviewer
deprived of C’s human emotion
Rene Magritte
(1898-1967)nationality: Belgianbiography: mother committed
suicidetraining: Académie Royale des Beaux Arts in
Brussels (1916-18) style: illusionistic; deliberate
literalismexhibition history:first exhibition in Brussels in 1927;
critics heaped abuse depressed by failure, moved to Paris where
he became friends w/ Bretonaim: to challenge pre-
conditioned perceptions of realitysubject: “pre-
consciousness” state before /during waking updid not draw on
hallucinations, dreams, occult phenomena, etc.method:
disjunction between context, size, or juxtaposition of object
Magritte’s Surrealist False Mirror (1926)
Magritte’s Surrealist Lovers (1928)
Magritte’s Surrealist The Treachery of Images (1929)
Joan Miró
43. (1893-1983)
biography: Catalanremained in Paris from 1936 to 1941returned
to Barcelonamoved to NYC after WWII relation to Surrealism:
realm of dreams and fantasyimages evoke subconscious
recognition gained through automatismforms: schematized &
whimsicalfanciful juxtapositions human, animal &
(Altamira)
Miro’s Surrealist Carnival of the Harlequin (1925)
Detail from MIRO’s Surrealist Carnival of Harlequin (1925)
vs.
detail from MATISSE’s Fauvist Harmony in Red (1910)
Miró
Painting (1933)aim: unconscious mindtechnique:
“automatism”freely drawing series of lines w/out considering
what they might be or becomeabsence of all control exercised
by the reason outside all aesthetic or moral
preoccupationsconsciously reworkedforms: abstract;
weightlessspatial order: flattened
44. IMAGE INDEXSlide 2: ERNST, Max. A Friends’ Reunion
(1922), Oil on canvas, 130 x 195 cm, Museum Ludwig,
Köln, Ger-many.Slide 3: Image and photograph of Andre
Breton.Slide 4: Photograph of Sigmund FREUD.Slide 5:
Photograph of Max ERNST.Slide 6: ERNST, Max.
Oedipus Rex (1922), Oil on canvas, 93 x 102 cm., Private
collection, Paris.Slide 7: ERNST, Max. Two Children Are
Threatened by a Nightingale (1924), Oilon wood with
wood construction, 2’ 3 ½” x 1’ 10 ½” x 4 ½”, Museum
of Modern Art, New York.Slide 8: MAN RAY. Salvador Dali
(1929), photograph.Slide 9: DALI, Salvador. The Persistence
of Memory (1931), Oil on canvas, 9 1/2” x 13”,
Museum of Modern Art (MoMA), New York.
IMAGE INDEXSlide 10: DALÍ, Salvador. Soft Construction
with Boiled Beans: Premonition of Civil War (1936), Oil
on canvas, 39 ¾ x 39 in., Philadelphia Museum of
Art.Slide 11: (Left) Dalí’s Surrealist Premonition of Civil War
(1936); and (right) Goya’s Romantic Saturn Devouring
His Son (c. 1815)Slide 12: DALI. Crucifixion ('Hypercubic
Body') (1954), Oil on canvas, 194.5 x 124 cm.,
Metropolitan Museum of Art, New York.Slide 13: Photograph
of René MAGRITTE.Slide 14: MAGRITTE, René. The False
Mirror (1926).Slide 15: MAGRITTE, René. The Lovers
(1928), Oil on canvas, 21 3/8 x 28 7/8 in., Museum
of Modern Art (MoMA), New York.Slide 16: MAGRITTE. The
Treachery of Images (1929), Oil on canvas,
23 1/2” x 37”, Los Angeles County Museum of
Art.
IMAGE INDEXSlide 17: MIRO, Joan. Self-Portrait.Slide 18:
MIRO. Carnival of Harlequin (1925), Oil on canvas, 66 x
45. 93 cm, Albright-Knox Art Gallery, Buffalo, N.Y.Slide
19: (Left) Detail from MIRO’s Carnival of Harlequin (1925);
and (right) detail from MATISSE’s Harmony in Red
(1910).Slide 20: MIRO. Painting (1933), Oil on canvas, 4’
3 ¼” x 5’ 3 ½”, Wadsworth Atheneum, Hartford, CT.
ART HISTORY 132
Dadaism
&
Pittura Metafisica
Dadacontext: environmentalZurich (Switzerland)neutral
territory during WWIrefuge for avant-garde artistsaim: to
shock Swiss bourgeoisie w/ non- sensical performancesterm:
child’s wooden [hobby]horsefirst syllables spoken by children
learning to talkscope: international movement originated in
Zurich and New York at the height of WWIquickly spread to
Germany (Berlin, Cologne, Hanover) and Paris
Dadaaim: destruction of bourgeois values in art and society
credo: “Everything the artist spits is art”
significance: first art movement to turn avant-garde weapons of
confrontation & contradiction
against itself
aesthetic: nihilistic & iconoclasticno formal aesthetic no use for
the person of “sensibility” to take refuge in beauty to attack the
icons of the old culture
46. methods: a kind of “anti-art”iconoclastic attitude toward
traditionexalts commonplace objects, by taking them out of
contextincorporates effects of randomness & chance playful &
experimental (e.g., doodling, automatic writing)historically
unacceptable techniques & materials
Marcel Duchamp
(1887-1968)biography:born to successful notaryfamily interests
included music, art, literature & chessjoined brothers in Paris,
after graduating high schooltraining:1904-05: Academie Julian;
but did not attend classes very oftenabsorbed variety
of influences outside Academy (e.g., Cezanne, Symbolism,
Fauvism, Cubism, et al)career: mastered all avant-garde styles,
before rejecting its formulas; abruptly ends creating
works, in order to play chesssignificance: impact upon
subsequent generations after WWII supersedes Picasso and
Matisse
Duchamp
Bicycle Wheel (1913)aim: to provoke & expose hypocrisy
of avant-gardeargument: avant-garde relying on
formulaemethod: “Conceptual”manipulator of context rather
than forms or objectseffect: subversive definition of originality
Duchamp
Fountain (1917)significance: iconoclastic rendering of
traditional formeven rejected by Salon d’Independantsaesthetic:
conceptual vs. retinalmedium: ‘Ready-Made’ (a.k.a. “found
object”)mass-produced objecttaken out of contextdeprived of
47. original functioninvertedsignature: ironic & random
Duchamp
L.H.O.O.Q. (1919)aesthetic: iconoclasticno use for person of
“sensibility” to take refuge in beauty attacks icon of old
culturemedium: “assisted ready-made”retouched poster of Mona
Lisaadds moustache & goatee (graffiti)issue: gender
hot ass”
DuchampLarge Glass (1915-23) aesthetic: non-objective
(?)subtitle: Bride Stripped Bare by her Bachelors,
Even?officially declared unfinishedmeaning: machine of
sufferingnarrative: intricate mechanical diagrammaterials:
unconventionalcolor: monochromaticmethod: incorporates
effects of chance & randomnesscomposition: two large
panels glass planes placed above other spatial order: top panel
-
Jean Arp
(1887-1966)career: founding member of Dada movement
in Zürich (1916)1920: along w/ Max Ernst, set up
Cologne Dada group1925: appeared in first exhibition of
Surrealist group in Parisdefinition: Dadaism is “revolt of
unbelievers against misbelievers”aim: “Art is a fruit that grows
in man, like a fruit on a plant, or a child in its mother’s
48. womb”method: free association & chancedesire for liberation
from rationalityto remove artist’s will from creative
actrepresented fundamental law of organic realmstyle:
abstractflat pattern curvilinear contours pure bright coloreffect:
maximum expressiveness w/ elementary forms
Arp
Laws of Chance (1915)aesthetic: non-objective;
collagematerials: non-traditional (torn paper)aim: free of human
intervention and closer to nature to divorce imagery from “the
life of the hand”method: chance operationsdrop pieces of paper
on floor arranging them on piece of paper more or less the way
they had fallenforms: irregular composition: irregularspatial
order: flattenedmeaning: randomness/absurdity of who
lives or dies during WWI
Schwitters
(1887-1948)training: Dresden Academy of Artsignificance:
20C’s greatest master of collageassemblages from scraps of
colourjuxtapositionsabstraction and realismaesthetics and
rubbish delicate balance between content and form intricate
interplay of coarse and filigree exhibition history:Sturm Gallery
in Berlin (1918) Sturm Gallery (mid-1919)abstract Merz works
& whimsical Dada drawingscaused a furore among the
criticsthrived on public oppositionfrom 1919 to 1923 created
succession of Merz pictures
Paul Klee
49. (1879-1940)biography: Swiss painter who spent most of
adult life in Germany until expelled by Nazis in 1933
career: taught at the German Bauhausprocess: “psychic
improvisation”influences: related fields of natural history,
anatomy and anthropology nature characterized by permutation
scale: small
mixed media: watercolor washes often combined w/ elaborate
line drawingsaesthetic: coloré traditionwrote extensively about
it; lectures Writings on Form and Design Theoryconceived as
moving around central axis dominated by primary
colorssettings: mysterious dream world tone: satirical & ironic;
gently humorous iconography: Jung’s “collective unconscious”
archaic signs and patternsallusions to dreams, music, and
poetrynarratives: simultaneous, independent themesdistillation
of personal experiences
KleeTwittering Machine (1922)scene: evokes abbreviated
pastoral that fuses natural w/ industrial worldtone:
contrasting sensibilities of humor and
monstrositytechnique: automatic drawing technique
of Surrealists aesthetic: comparisons to caricature &
children's art forms: imaginative likeness to naturewiry, nervous
linecreatures bear resemblance to birds only in beaks and
feathered silhouettescloser to deformations of nature spatial
order: flatcolor: pastel washeslight/shadow: subordinated to
color
Hannah Hoch
(1889-1978)
50. context: Weimar Republicpost-WWI Germany addressing fears
and hopes for modern German womensignificance: dramatic
redefinition of gender roles and sexuality of
womenmedium: photomontagesadapts Cubist idea of collage to
new purpose materials: subversivemade of litter (e.g., bus
tickets, sweet wrappings and other scraps)process: arranging
and glue photographs, advertisements or other found
illustrative material onto a surfacecomposition: puzzling
and incongruous juxtapositions of forms and letters
Hoch
Beautiful Girl (1920)subject: optimism for technology and its
relationship to modern woman narrative:
fracturedmotifs: mass-produced/Industrial Rev.automobile
tirestime pieces (watches)electric light bulbfigure: clad in
modern bathing suite w/ light bulb for her headpose:
seated on a steel girderbackground: silhouette of woman’s
head w/ cats eyeslurks behind scenes stares out at audience
Giorgio de Chirico
(1888-1978)biography: born in Greece to Italian
parentstraining: Polytechnic Institute (Athens, 1900)Academy
of Fine Arts (Munich, 1906)influence of Symbolist painter
Böcklin influence of Nietzsche’s writings to “refute
reality”motifs: strange cityscapessource of imagery was Turin
(Italy)created a fantasy town, a state of mindelements deserted
city arcades & piazzasbrooding statues mannequinslengthening
shadowspassing trainstheme: “metaphysical”signifies alienation,
dreaming and lossaims to destabilize meaning of everyday
objects by making them symbols of
51. fearalienationuncertainty
de Chiricocontext: aesthetic when Surrealists first discovered
him, saw him as “a fixed point”however, became “a
metaphysical or mystic rope to be placed afterwards round our
necks” (Breton)represented in every number of La Révolution
Surréaliste, but article devoted to him by Breton in June 1926
issue passed a crushing judgment on himdue to perceived shift
in style post-1919declared de Chirico unworthy of “marvels” of
his metaphysical period
Pittura Metafisica:
de Chirico
(1888-1978)Melancholy & Mystery of a Street date: 1914theme:
“metaphysical”to destabilize everyday objects symbols of fear,
alienation & uncertaintynarrative: isolation &
forebodingcomposition: dynamicperspective: linear &
aerialMannerist exaggerationsbizarre spatial constructions
color: limited rangelight/shadow: black silhouettes
de Chirico
The Disquieting Muses (1916)setting: TurinMontparnasse train
stationpiazzafactory smokestackscentral figures: Classical
originsClassical sculpture combined w/ mannequin
headabstracted human femalescale: deliberately
disproportionateperspective: mannered light/shadow: dramatic
long shadows
52. IMAGE INDEXSlide 2: TZARA, Tristan. Poster for Dada
Movement (c. 1917). Slide 4: Photograph of DUCHAMP.Slide
5: DUCHAMP, Marcel. Bicycle Wheel (1915).Slide 6:
DUCHAMP, Marcel. Fountain (1917), Readymade:
porcelain urinal, Original lost, Height 60 cm.,
Philadelphia Museum of Art, Philadelphia.Slide
7: DUCHAMP, Marcel. L.H.O.O.Q. (1919), color
reproduction of Leonardo da Vinci’s Mona Lisa altered
with a pencil, 7 3/4 x 5 in., Philadelphia Museum of
Art, Philadelphia.Slide 8: Photograph of Jean ARP.Slide 9:
ARP, Jean. The Laws of Chance (1916-17), torn and
pasted paper, 1’ 7 1/8” x 1’ 1 5/8”, Museum of
Modern Art (MoMA), New York.
IMAGE INDEXSlide 10: SCHWITTERS, Kurt. L’Oeil
Cacodylate (1919).Slide 11: Photograph of Paul KLEE.Slide
12: KLEE. Twittering Machine (1922), Watercolor and pen
and ink on oil transfer drawing on paper, mounted on
cardboard, 25 1/4 x 19 in., (MoMA), New York. Slide
13: Photograph of Hannah HOCH.Slide 14: HOCH, Hannah.
Beautiful Girl (1920).Slide 15:DE CHIRICO, Giorgio. The
Child’s Brain (1914), Oil on canvas, Moderna Museet,
Stockholm, SweedenSlide 16: Photograph of Giorgio DE
CHIRICOSlide 17: DE CHIRICO, Giorgio. Mystery and
Melancholy of a Street (1914), Oil on canvas, Private
Collection.Slide 18: DE CHIRICO, Giorgio. The Disquieting
Muses (1916).
53. ART HISTORY 132
Cubism:
Tubism, Orphism & Futurism
Fernand Leger
(1881-1955)training: failed entrance exam to Ecole des Beaux-
Arts in 1903studied at Ecole des Arts Decoratifs and Academie
Julian
biography: WW Igassed while serving as a stretcher-bearer on
the frontcontact w/ men of different social classes came as a
revelation
art movement: Tubismforms: curvilinear & tubularspatial order:
flattenedcolor: vibrant
post-WWI aesthetic: renounces abstraction discovers beauty of
common objectsclean and precise forms: defined in simplest
terms color: vibrant subject matter: cityscape and machine parts
Leger’s Tubist The Card Players
(1917)
(Left) CEZANNE’s Post-Impressionist The Cardplayers (c.
1890)
vs.
(right) LEGER’s Tubist The Cardplayers (c. 1915)
54. LEGER’s The City
(1919)
LEGER’s Tubist Three Women
(1921)
(Left) LEGER’s Tubist Three Women (c. 1925 CE)
vs.
(right) Classical Greek Three Goddesses (c. 500 BCE)
Robert Delaunay
(1885-1941)Orphism (c. 1911-14)movement name assigned by
reek
mythology) rather than cubes or tubes, experimented w/ color
circleemphasizes “simultaneity”
aim: to depict luminous essence of nature
light: organizing role of representation
aesthetic: coloré traditionas opposed to Cubists who experiment
only in line, giving color secondary role laws of complementary
& simultaneous contrastsobservation of “movement of
55. colors”studies in transparency of colorsimilarity to musical
notes drove D to discover "movement of color"
Delaunay
The Red Tower (1911)phase: self-designated
“destructive”motif: Eiffel Towersign of modernity and progress
subject: vast space, atmosphere, and lightforms: disjointed;
fractured light: fractures space & formsspatial order: imploding
composition: symmetricalviews from awindow framed by
curtainsbuildings bracketing tower curve like draperycolor:
primaries and secondaries located at centermuted
hues frame image
(Left) Delaunay’s Orphist The Red Tower (1911)
vs.
(right) Seurat’s Neo-Impressionist Eiffel Tower (1889)
Delaunay
Homage to Bleriot (1914)theme: airflightfirst Frenchman to fly
over English Channelnarrative: non-temporal &
simultaneousmotif: Eiffel Towerspatial order: suggests depth
through scalecomposition: lyrical use of circlescolor: vibrant &
complementaryprismatic dispersion evenly across
canvaslight/shadow: unifies composition brushwork: non-
divisionist/schematic
56. Umberto Boccioni
(1882-1916)training:1901: Romeattends Accademia di Belle
Artilearns Divisionist techniques from Balla1902: Parisstudies
Impressionism & Post-Impressionismbiography: 1906: travels to
Russia1906-07: moves to Venice1907: settles in
Milanassociated w/ Carrà & meets poet Marinetti1910: helps
formulate Futurist manifestos1911: Parismeets
Picasso/Apollinaire through Severiniexhibition history:1912:
first Futurist show in Parisexhibition travels to London, Berlin,
& Brussels1913: solo show of sculpture & paintings in
ParisWorld War I: July 1915: enlists in army w/
Marinettisuffers accident during cavalry exercisesdies August
1916
Boccioni’s States of Mind: Farewell
(1911)
Boccioni
Dynamism of a Soccer Player (1912)concept:
motioncomposition: compactcolor: subdued primariesspatial
order: implodeslight: fractures formsforms: interpenetratelines
of forcearabesque curves
Boccioni’s Dynamism of a Cyclist
57. (1913)
BoccioniUnique Forms of Continuity in Spacedate:
1913medium: bronzesurface texture: polished aesthetic: adopts
Cubist method of fracturing of planesaim: speed & dynamism of
contemporary lifeform: to make objects live by
showing their extensions in spaceprocess:
“systematization of the interpenetration of
planes”force-linesarabesque curves
(Left) BOCCIONI’s Unique Forms of Continuity in Space (c.
1915)
vs.
(right) Hellenistic Greek Winged Victory (c. 250 BC)
Giacomo Balla
(1871-1958)training:studied briefly at Accademia Albertina di
Belle Arti and the Liceo Artistico in Turin In 1891 exhibited for
the first time under the aegis of the Società Promotrice di Belle
Arti studied at the University (c. 1892) moved to Rome (1895)
worked for several years as an illustrator, caricaturist, and
portrait painterexhibition history:work included in Venice
Biennale (1899) exhibited regularly for the next ten years in
Esposizione internazionale di belle arti at the galleries of the
Società degli Amatori e Cultori di Belle Arti in 1904,
represented in Internationale Kunstausstellung in
58. DusseldorfIn1909, exhibited at Salon d'Automne in Parisin
1900, spent seven months in Parisabout 1903, began to instruct
Severini and Boccioni in divisionist painting techniquesFuturist
painting manifesto of 1910 signed the second with Boccioni,
Carrà, and Severinialthough did not exhibit with the group until
1913in 1912, traveled to London and Dusseldorf, where he
began painting his abstract light studies
Balla
Dynamism of a Dog on a Leash (1912)concept: motion &
speedmethod: superimpositionspatial order: simultaneous
viewsforms: flattenedcomposition: dynamiccolor:
monochromatic
Balla’s Abstract Speed - The Car has Passed
(1913)
Gino Severini
(1883-1966)training:studied at Scuola Tecnica in Cortona
moving to Rome in 1899attended art classes at the Villa Medici
by 1901 met Boccioni Together, Severini and Boccioni visited
studio of Balla introduced to painting w/ “divided” rather than
mixed colorsettles in Paris in November 1906:studied
Impressionist painting met Neo-Impressionist Paul Signaccame
to know most of the Parisian avant-garde (e.g., painters Braque,
Gris, & Picasso, as well as poets Apollinaire & Max
59. Jacob)Futurism:signed “Technical Manifesto” (April 1910),
along w/ Balla, Boccioni & Carra however, less attracted to
subject of machine frequently chose form of dancer to express
Futurist theories of dynamism in art
Severini’s Dynamic Hieroglyphic of the Bal Tabarin
(1912)
Severini
Armored Train (1915)subject: outbreak of WWItheme: speed &
dynamism of mechanized worldnarrative: combat
soldierscomposition: figures placed along central vertical
axissurrounding space penetrated by diagonalscolor: primaries
& secondariesbrushwork:
ART HISTORY 132
Impressionism
*
Napoléon III
60. (1808-1873)
nephew of Napoleon Bonaparte
tried 2x to overthrow Louis Philippe
exiled to NYC for four years; sentenced to life-sentence;
escaped in 1846 to England
returns to FR w/ onset of Revolution of 1848
elected President of Second Republic (1848)
two days of violent fighting in Paris
opposition in rural provincesseveral hundred killed26K
arrested; 10K transportedleading legislators arresteddrastic
revision of 1848 constitutionextends presidential term to 10
yrssharply reduces legislature’s powers1852: declares Second
Empire. 1850s: authoritarian phasepress censorship restrictive
right to assembledeprived Parliament right to debate1860s:
liberalizationpolitical exiles amnestied and allowed to
returnParliament given right to present formal resolutions to
emperor and engage in free debates relaxed controls on press
and public assemblybroadened public education
“Haussmannization”
date: c. 1852-1870
location: downtown Paris renovated
effect: working class neighborhoods moved to
outskirts of Parisstatistics:
cost of 2.5B francs
doubled acreage of city through annexation
at height of reconstruction, 1 in 5 Parisian workers employed in
building tradeachievements:clearing of dense, irregular
medieval slumsregulations imposed on bldg facadeswidened
streets into boulevardsouter circle of railways round
Parissewers/water works (80M francs)construction of expansive
61. parks by end of 1860s, Paris had 2x as many trees as in
1850most transplanted full grown
Franco-Prussian War
& Siege of Paris
(July 1870 – May 1871)Franco-Prussian Warpretext: vacancy of
Spanish throne 1868 revolt deposed Bourbons offered to
Hohenzollern Prince Leopoldnephew of Prussian king Wilhelm
Icauses provocation by Bismarckoutcome: German victory after
44 days, Napoleon III surrenders at Battle of
Sedaneffect:unification of German Empire end of Second
[French] Empireformation of [French] Third RepublicSiege of
ParisGerman army continues towards Paris after Napoleon III’s
surrender at SedanPairs bombarded w/ heavy caliber Krupp
gunsseveral months of famine
[Paris] Commune
(March – May 1871)significance: “most tremendous event in
history of European civil wars”
(Marx)Communards aim to “break up bureaucratic and military
machine” of bourgeoisierecruit from petty artisansinfluenced by
Socialist revolutionariescalled for separation of church and
state“Central Committee" alternative to political and military
power of National Assembly (Thiers)increasingly radical
stanceseparation of church and stateright to vote for
womengrants pensions to unmarried companions/children of NG
killedremission of rents (during Siege)pawnshops return
workmen's tools/household items postpones commercial
62. army to seize cannonsLa Semaine Sanglante (“Bloody
10Kepilogue: Paris remains under martial law for five
years
Impressionism
Charles Baudelaire
(1821-1867)
significance: “father of modern criticism”B prophesized after
Salon of 1845"He shall be the true painter who can pull out of
everyday life its epic side….”
-old, ex-priest and widower;
married 26 year-old orphan1841: B voyage to India to cure
syphillis1842: on return to Paris, meets Jeanne Duvalwoman of
mixed racebecame his mistress 1848: fought at barricades
during Revolutionassociated w/ [Socialist] Proudhon 1851:
opposed coup d'état of Louis-Napoleon
aesthetic: “Decadents” formed w/ Mallarmé and VerlaineThe
Flowers of Evil (1857)sympathy for prostitute, who revolts
against bourgeois familyfound guilty of obscenity The Painter
snobbish aesthete
“Japonisme”context: ethnographicexhibitions in Holland during
1830s of Japanese print collections and books (e.g., Hokusai’s
Manga)appreciation of all things Japanese stimulated by Paris
63. Exposition Universelle (1867)part of 19C’s continuing
“romantic” dialogue w/ exotic culture
aim: to “designate a new field of study — artistic, historic, and
ethnographic”
opens Japanese ports, after two centuries of
isolation_economics/tradeprints & decorative arts (e.g.,
porcelains, furniture) flood into Europe, creating a craze in
1860savidly collected by artists, critics, and
connoisseursJapanese goods obtainable in Parisian department
stores (grand magasins) by 1880
critics (“avant garde”): continually supported value of Japanese
artErnest Chesneau’s “Beaux-Arts, L’Art Japonais” (1868)“…
the authority of the principle of observation in Japanese art is
that it renders w/ a remarkable aesthetic power and an
inimitable perfection of design (re: asymmetry)”Zacharie
Astrucdefender and friend of Manetarticles for L’Etendard
(1867-68) spoke out on Japanese art at Exposition
UniverselleP
Édouard Manet
(1832-83)
daughter of diplomat and goddaughter of the Swedish crown
-ranking Minister of Justice uncle (maternal)
uraged him to pursue painting; often took
M to Louvretraining:1845: M enrolls in drawing course; meets
Proust (future Minister of Fine Arts and
subsequent life-long friend)1850: studio of Thomas
Couturecredo: “Painter of modern life” (Baudelaire)exhibition
history: believed success only obtained by
recognition @ Salonoften rejected; exhibited @ Salon des
Refusés (1863) never exhibited w/ Impressionistsfully supported
their aimsworked closely w/ Monetartistic sources:
64. “universalist”Renaissance (Florentine &
Venetian)BaroqueVelazquez (SP Baroque)Dutch still
lifesJapanisme
Manet’s The Luncheon on the Grass
(1863)
MANET’s Impressionist Luncheon on the Grass (1863)
vs.
GIORGIONE’s Venetian Renaissance Pastoral Symphony (c.
1510)
*
MANET’s Impressionist Luncheon on the Grass (1863)
vs.
detail from RAPHAEL’s High Italian Renaissance
The Judgment of Paris (c. 1520)
65. Manet’s Luncheon on the Grass
detail: still-lifebrushwork: painterlyforms est. by building up
paint, rather than through contourtextures:
varietyfruitleaveswickerblanketlight/shadow:consistent source
creates sense of volume
Manet’s Olympia
(1863)
(Left) Titian’s Venetian Ren. Venus of Urbino (c. 1535)
vs.
(right) Manet’s Impressionist Olympia (1863)
*
(Left) CABANEL’s The Birth of Venus (1863)
vs.
(right) MANET’s Olympia (1863)
66. MANET’s Impressionist The Railroad
(1872-73)
Details from Manet’s The Railway
Manet’s Bar at the Folies-Bergère
(1882)
Details from Manet’s Bar at the Folies-Bergere
*
James Abbot McNeill Whistler
(1834-1903)biography: American-born, British-based
artistattended West Point (for only two months)leaves for Paris,
never to return to USAtraining: Paris (c. 1855)rents studio in
Latin Quarter; adopts life of bohemian artisttraditional art
methods Ecole Impériale atelier of Charles Gabriel Gleyreself-
study (copying at Louvre)friendship w/ Henri Fantin-
Latourintroduced to circle of Courbetincluding Manet &
-60:
London1861-63: Paris1864-65: London1866: visits Chile for
67. political reasons1867-78: London1879: Venice
(Left) WHISTLER’s Caprice in Purple and Gold: The Golden
Screen (1864)
vs.
(right) WHISTLER’s Arrangement in Grey and Black: Portrait
of the Painter's Mother known as “Whistler's Mother” (1871)
Whistler
Nocturne in Blue and Gold: Old Battersea Bridge (1872-
75)process: utilized method of composing
from memorytransposing forms of a scene to canvas w/out
visually returning to actual motifbrushwork: work rapidly
thinned oil paintspecially prepared "sauce“able to bring the
entire canvas to a level of finish in a single sessionsimilar to
f: debt to Japanese art
(Hiroshige)almost abstract span of the bridgebridge itself is
unpaintedannounces its form by leaving dark ground of canvas
exposed
(Left) WHISTLER’s Nocturne in Blue & Gold: Old Battersea
Bridge (1872-75)
vs.
68. (right) HIROSHIGE’s Japanese “Riverside bamboo market”
(1857)
from series One Hundred Famous Views of Edo
WhistlerNocturne in Black and Gold: The Falling Rocket
(1875)exhibition history: Grosvenor Galleryalternative to Royal
Academyshown alongside Pre-Raphaelites 1877: W sues critic
John Ruskin for libelR had been champion of Pre-Raphaelites
and J. M. W. Turnerpraised B-J, while attacked W“ill-educated
conceit of the artist so nearly approached the aspect of willful
imposture”“I have seen, and heard, much of Cockney impudence
before now; but never expected to hear a coxcomb ask two
hundred guineas for flinging a pot of paint in the public's face”
but only awarded mere farthingcourt costs splitsends W into
bankruptcy
Claude Monet
(1840-1926)significance: leader of the Impressionistsaesthetic
aim: fleeting effects of natureapplication of paint:
“impasto”color:dabs of pigment blend in viewer’s eyescreate
sparkle & vibration“complimentary” pairs:red & green; blue &
orange; yellow & purpleoeuvre: remarkable transformationearly
work: directly seen objects (e.g., streets and harbors, beaches,
roads, and resorts) usually filled w/ human beings or showing
traces of human play and activitymature/late work: excludes
human figure gives up still-life genreincreasingly silent &
solitary world
69. Monet’s Impression: Sunrise
(1872)
Monet
Boulevard of the Capucines (1874)setting: boulevard of Nadar’s
studiosubject: winterscapeperspective: linear &
aerialcomposition: dynamiccolor: muted; pastelslight/shadow:
even distributionfigures: abbreviated, implied formsbrushwork:
painterlyfluid & intuitiveforms built up by paint, rather than by
line/contour
Monet: mature style
(c. 1890s)late 1880s and the 1890s: gained critical and financial
success primarily due to efforts of Durand-Ruelsponsored one-
man exhibitions of Monet’s work organized first large-scale
Impressionist group show in United States
aesthetic: more expansive and expressive stylestrictly
illusionistic aspect began to disappearthree-dimensional space
evaporated purely optical surface atmosphere
“serial” paintings:“fixes” the subject matter paints subjects
from more or less same physical position treats subject like an
experimental constant changing effects of could be measured
and recorded allows only natural light and atmospheric
conditions of varying climatic and seasonal conditions to vary
from picture to picturecolor scheme: contrived and artificially
heightened
70. MONET’s (Left) Wheatstacks: End of Summer (1890-91)
and
(right) Grain Stacks: Snow Effect (1890-91)
Monet’s Impressionist Water Lilies
(c. 1900)
(Left) Monet’s Impressionist Water Lilies (c. 1900)
vs.
(right) Hollander’s Water Lilies: Snapper Creek (2015)
Monet’s Japanese Bridge
(1924)
Pierre-Auguste Renoir
(1841-1919)
biography:good friends w/ Monet when both poor &
71. strugglingoften painted w/ Monet in Paris & its suburbsjoyous
personalitysubjects: delightful, intimate outdoor scenes leisure
time & gaiety of middle-class Parisians at cafes and concerts
narrative: spontaneous effect of photography light & shadow:
fleeting effects of sunlightfalls in patches, dappling the
surfacehandling of paint:loose & rapidthick application
(“impasto”)
*
Renoir’s Le Moulin de la Galette
(1876)
RENOIR’s Impressionist Le Moulin de la Galette (c. 1875)
vs.
POUSSIN’s Dance to the Music of Time (c. 1625)
Renoir’s The Luncheon of the Boating Party
(1881)
72. *
Renoir
The Terrace (1881)subject: portraituretheme: bourgeois
economic freedombrushwork: painterlyperspective:
-off by
CVAdynamic: enlivening elementsdiverted gazesdiagonal
railingcolor: vibrant & complimentarylight/shadow: dappling
effects
(Left) RENOIR’s Impressionist The Terrace (c. 1875)
vs.
(right) LEONARDO’s High Renaissance Mona Lisa (c. 1500)
Details from Renoir’s The Terrace
(1881)
Renoir’s The Bathers
(1887)
73. Renoir’s Later Classicizing Tendency
(c. 1890)
205.psd
Berthe Morisot
(1841-1895)biography:daughter of a top civil servant
granddaughter of Rococo painter Fragonardmarried to Eugène
Manet, brother of painter Édouard Manet
training/association:taught by Corot (Barbizon)met Manet in
1868modelled for him & became his pupilbegan working in
“plein air”introduced to Impressionist circle in Parismature
style: impasto brushwork subjects: upper-middle class women,
children & domestic life restricted by social conventions
and constraints of her gender and class subjects chosen from her
family and domestic circles
MorisotHide-and-Seek (1873)subject: bourgeois mother &
childnarrative: calm and staticbrushwork: painterlyfluent, agile,
and spontaneousbold/vigorous streaks, dashes & dabs animated
and energetic rhythmsforms: blur & obliterate
drawingrudimentary characterization of features and
texturesrelatively scant indications of shape and modeling
perspective: linear (implicit)aerialcomposition: stablecolor:
vibrantwarm tonalities subtle use of
complimentarieslight/shadow: diffuse, flickering
74. Morisot’s Servant Hanging Laundry
(1881)
Edgar Degas
(1834-1917)biography:aristocrat from a banking family w/ ties
to cotton industry in New Orleanspolitically & socially
conservativedid not think art should be available to lower
classsubjects:ballet“down-and-outs”emotional indifference of
bourgeoisiestyle: more “linear”strict academic training aim to
appear unstudied, despite working methodically“sense” of
spontaneity in loose brushworkcompositions: influenced by
photographyvoid spacesseverely croppedsharp angles &
perspectives
DegasThe Absinthe Drinker (1876)theme: genre scenesubject:
addiction/isolationfigures: prostitute w/ rag picker
(proletariat)brushwork: sketch-like, yet forms
bordered by dark contourscomposition: dynamic arrangement of
sharp diagonals cropped figures & forms (relate to
photography)void spacescolor: mutedlight/shadow: high-keyed
(morning ?)
DegasWomen Ironing (1884)medium: oiltheme: genre
scenesubject: proletariatnarrative: moment of respite vs.
heroicfigures: massivebrushwork: sketch-likeforms: bordered by
dark contourscomposition: dynamic high anglearrangement of
sharp diagonals color: mutedlight/shadow: even distribution
75. Degas’ Place de la Concorde
(1875)
Degas’ The Rehearsal
(c. 1875)
Mary Cassatt
(1844-1926)biography: born in Pittsburgh, PAtraining: PA
Academy of Fine Arts (1860-62)Jean-Léon Gérôme
(1865)career:1868: Mandolin Player accepted @
Salon1874: resettles in Paris after fleeing Franco-
Prussian Warshows regularly in Salons1877: D invites her to
Impressionistsonly American associatedexhibits in four of eight
shows (1879, 1880, 1881, and 1886)subject matter: common
events in women's lives (see Utamaro) exhibition: ukiyo-e @
École des Beaux- Arts in Paris (Spring 1890)
*
(Left) CASSATT’s Girl Arranging Her Hair (1886)
vs.
76. (right) DEGAS’s Woman Combing Her Hair (1886)
(Left) UTAMARO’s ukiyo-e print Midnight (c. 1790)
vs.
(right) CASSAT’s drypoint etching Maternal Caress (1891)
*
Gustave Caillebotte
(1848-94)
biography: wealthy young man in midst of avant garde
strugglerole: Impressionist groupmanager/marketing agent de
facto negotiated to keep group together through periods of
fractious disagreementrented exhibition space, paid for
advertising, bought framespatron bought paintings from his
needy colleagues & close friendsuncannily astute judgment
bequest of his collection to Francecareer: largely
forgottensubjects: images of urban life compositions: innovative
(see Degas)
Caillebotte’s Paris: A Rainy Day
(1877)
77. Auguste Rodin
(1840-
admission to Ecole des Beaux-Arts 3x due to judges'
Neoclassical tastesearned living as craftsman and ornamentor
for next two decades 1862-63: stricken by death of sister;
w/drew to monastery1870: enlisted in Nat’l Guard during
Franco-Prussian War1875: traveled to Italy for 2 mos. to
study Michelangelo & Donatello1883: began ten-year affair w/
student, Camille Claudel, then 19 yrs oldsignificance: first
sculptor since Berniniaim: to create “new
classics”poses/themes: derived from Hellenistic
Greek art; also Michelangelo
surface texture: unfinished, rough areasrelate to Impressionist
adoption of “sketch-like” brushwork
*
RodinThe Thinker (c. 1880)first cast in 1902 and displayed at
St. Louis World's Fair in 1904approx. 20 other original castings
as well as various other versions, studies, and posthumous
castingsfigure: seated malepose: seatedderived from Greek
Hellenism melancholy (see Raphael’s portrait of
Michelangelo in School)musculature: well-definedfacial
expression: stoicspatial order: negativesurface texture:
“unfinished” roughness allows for dramatic interplay of
light/shadow
(Left) Detail of face from RODIN’s The Thinker
78. and
(right) detail of feet from RODIN’s The Thinker
(Left) RODIN’s The Thinker (c. 1875 CE)
vs.
(right) Greek Hellenistic Tiber Muse (c. 200 BCE)
(Left) RODIN’s The Thinker (c. 1875 CE)
vs.
(right) detail from RAPHAEL’s High Ren The School of Athens
(c. 1500)
(Left) RODIN’s The Thinker (c. 1875 CE)
vs.
(right) Greek Hellenistic Seated Boxer (c. 50 BCE)
Rodin
The Old Courtesan (1885)figure: seated femalemusculature:
naturalistic aging processpose: derived from Hellenistic interest
79. in everyday lifespatial order: negativefacial
expression: stoicsurface texture: “unfinished”roughness allows
for dramatic interplay of light/shadow
(Left) RODIN’s Impressionist The Old Courtesan (c. 1875 CE)
vs.
(right) Greek Hellenistic Old Market Woman (c. 2nd century
BCE)
Rodin
The Kiss (1888)patron: French state for Universal
Exhibition in 1889subject: from Dante’s Infernosecond circle in
Hell (infidelity)Paolo & Francescafigures: seated musculature:
naturalisticpose: derived from Hellenistic interest in
everyday lifespatial order: negativefacial expression: hidden by
embracesurface texture:smooth human qualitiesrough,
“unfinished” natural forms
(Left) RODIN’s Impressionist The Kiss (c. 1885 CE)
vs.
(right) Greek Hellenistic Eros and Psyche (c. 150 BCE)
(Left) RODIN’s Impressionist The Kiss (1885)
80. vs.
(right) CANOVA’s Neoclassical Eros and Psyche (1793)
IMAGE INDEXSlide 2: WINTERHALTER, Franz Xaver.
Portrait of Napoleon III (1852), oil on canvas, 240 x
155 cm., Museo Napoleonico, Rome. Slide
3: Aerial photograph of Parisian boulevard.Slide 4: Map of
Prussia.Slide 5: Pierre Duchene, La Dictateur Thiers
(1871).Slide 7: NADAR. Photograph of Charles
Baudelaire.Slide 8: Henri FANTIN-LATOUR. Edouard Manet
(1867), Oil on canvas, 117.5 x 90 cm., Art Institute
of Chicago.Slide 9: MANET. Luncheon on the Grass
(1863), Oil on canvas, 7’ x 8’10”, Musée d’Orsay,
Paris.Slide 10: (Left) MANET’s Luncheon on the Grass (1863);
and (right) GIORGIONE’s Venetian Renaissance
Passtoral Symphony (1510).Slide 11: (Left)
MANET’s Impressionist Luncheon on the Grass (1863);
and (right) detail from RAPHAEL’s High Italian Renaissance
The Judgment of Paris (c. 1520).
*
IMAGE INDEXSlide 12: Detail of picnic basket from
MANET’s Luncheon on the Grass
(1863)Slide 13: MANET. Olympia (1863), Oil on canvas,
51 3/8 x 74 3/4 in., Musee d'Orsay, Paris.Slide 14:
(Top) MANET’s Impressionist Olympia (1863); and
(bottom) TITIAN’s Venetian Renaissance Venus of
Urbino (c. 1525).Slide 15: (Left) CABANEL’s The Birth of
81. Venus (1863); and (right) MANET’s
Olympia (1863)Slide 16: MANET. Portrait of Zola (c. 1868),
Oil on canvas, 57 1/8 x 44 7/8 in., Musee
d’Orsay.Slide 17: MANET. The Railway (1872-73), Oil on
canvas, The National Gallery of Art,
Washington, DC.Slide 18: Details from MANET’s The
Railway Slide 19: MANET. Bar at the Folies-Bergeres (1881-
82), Oil on canvas, 37 3/4 x 51 1/4 in.,
Courtauld Institute Galleries, London.
*
IMAGE INDEXSlide 20: Details of MANET’s Bar at the Folies-
Bergeres. Slide 21: WHISTLER. Self Portrait (1872), Oil on
canvas, 29 ½ x 21 in., Detroit Institute of Art.Slide 22:
(Left) WHISTLER’s Arrangement in Grey and Black:
Portrait of the Painter's Mother known as "Whistler's
Mother“ (1871), Oil on canvas, 56 3/4 x 64 in., Musee
d'Orsay, Paris; and (right) WHISTLER. Caprice in
Purple and Gold No 2 – The Golden Screen (1864).
Slide 23: WHISTLER. Nocturne: Blue and Gold – Old
Battersea Bridge (1872-77), Oil on canvas, 26 7/8 x 20
1/8 in., Tate Gallery, London.Slide 25: (Left)
HIROSHIGE’s “Riverside bamboo market at
Kyobashi” (1857), from series One Hundred Famous Views
of Edo; and (right) WHISTLER’s Nocturne: Blue and
Gold – Old Battersea Bridge (1872-77).
IMAGE INDEXSlide 26: WHISTLER. Nocturne in Black and
82. Gold: The Falling Rocket (1875), Oil on wood, 23 ¾ x
18 3/8 in., Detroit Institute of Art.Slide 27:
Photograph of MONET.Slide 28: MONET. Impression,
Sunrise (1872), Oil on canvas, 19 x 24 3/8", Musee
Marmottan, Paris.Slide 29: MONET. Boulevard des
Capucines (1873), Oil on canvas, 31 1/4 x 23 ¼
in., Nelson-Atkins Museum of Art, Kansas City,
Missouri.Slide 33: MONET. (Left) Wheatstacks: End of
Summer (1890-91); and (right) Grain Stacks: Snow
Effect (1890-91), Oil on canvas, 60 x 100 cm .,
Hill-Stead Museum, Farmington, CT.
IMAGE INDEXSlide 34: Slide 10: (Left) MONET’s Poplars on
the Epte, Autumn (1891), Philadelphia
Museum of Art; (right) Poplars along the River
Epte, Winter (1891), Oil on canvas, 39 3/8 x 25 5/8 in.,
Private collection.Slide 35: MONET. Water Lilies (1903),
Oil on canvas, 29 3/8 x 41 7/16 in., Private
Collection.Slide 36: MONET. The Japanese Bridge (c. 1918-
24), Oil on canvas, 35 x 45 3/4 in., Minneapolis
Institute of Arts.Slide 37:BAZILLE. Portrait of Renoir (1867),
Oil on canvas, 37 x 32 1/3 in., Musee d'Orsay,
Paris. Slide 38:RENOIR. Le Moulin de la Galette (1876), Oil
on canvas, Musee d'Orsay, Paris.Slide 39:
Comparison between (left) RENOIR’s Impressionist Le
Moulin de la Galette (c. 1875); and (right)
POUSSIN’s French Baroque Dance to the
Music of Time (c. 1625).
IMAGE INDEXSlide 40: RENOIR. The Luncheon of the
Boating Party (1881), Oil on canvas, 51 x 68 in.,
Phillips Collection, Washington, DC.Slide 41: Detail of glass in
83. RENOIR’s The Luncheon of the Boating Party
(1881).Slide 42: RENOIR. On the Terrace (1881), Oil on
canvas, 39 ½ x 31 7/8 in., The Art Institute of
Chicago.Slide 43: (Left) RENOIR’s Impressionist The
Terrace (c. 1875); and (right)
LEONARDO’s High Renaissance Mona Lisa (c. 1500).Slide 44:
RENOIR. Bathers (1887), Oil on canvas, 3’ 10 3/8 x 5’7 ¼
in., Philadelphia Museum of Art.Slide 45: (Left)
RENOIR’s Impressionist Bathers (1887); and (right)
CARRACCI’s Italian Baroque Venus and Anchises (c.
1600) from the Farnese Gallery, Rome.Slide 46:
Details from Renoir’s The Terrace (1881).Slide 47:
MORISOT. In the Garden at Maurecourt (1884), Oil on
canvas, 21 ¼ x 25 5/8 in., The Toledo Museum
of Art.
*
IMAGE INDEXSlide 48: MORISOT. Peasant Hanging out the
Washing (1881), Oil on canvas, 18 x 26 ¼ in.,
Carlsberg Glyptotek, Copenhagen,
Denmark.Slide 49: MORISOT. Hide-and-Seek (1873),
Oil on canvas, 17 3/4 x 21 5/8 in., Bellagio
Gallery of Fine Art, Las Vegas, NV. Slide 50: DEGAS. Portrait
of Degas Reading (1895), Gelatin silver
print, 11 5/16 x 15 5/8 in., J. Paul Getty Museum.Slide 51:
DEGAS. The Absinthe Drinker (1876), Oil on canvas, 36
1/4 x 26 3/4 in., Musee d'Orsay, Paris.Slide 52:
DEGAS. Women Ironing (1884), Oil on canvas, 29 7/8 x
31 7/8 in., Musee d'Orsay, Paris.Slide 53:
DEGAS. Place de la Concorde (1875), Oil on canvas, 30
7/8 x 46 1/4 in., Hermitage, St. Petersburg,
84. Russia.Slide 54: DEGAS. The Rehearsal (c. 1873-78), Oil
on canvas, 18 1/2 x 24 3/8 in., Fogg Art Museum,
Harvard University, Cambridge, MA.
*
IMAGE INDEXSlide 55: CASSATT, Mary. Self-portrait (c.
1880), Watercolor on ivory wove paper, 33 x 24
cm, National Portrait Gallery, Washington, DC.Slide
56: (Left) CASSAT’s Girl Arranging Her Hair (1886); and
(right) DEGAS’ Woman Combing Her Hair (1886)Slide
57: (Left) UTAMARO’s ukiyo-e print Midnight (c. 1790); and
(right) CASSAT’s Maternal Caress (1891),
Drypoint and soft -ground etching, third state,
printed in color, 14 3/8 x 10 9/16 in., The
Metropolitan Museum of Art, New York.Slide 58:
CAILLEBOTTE. Man on a Balcony (1880), Oil on canvas,
117 x 90 cm., Private collection. Slide 59:
CAILLEBOTTE. Paris: A Rainy Day (1877), Oil on
canvas, 83 1/2 x 108 ¾ in., The Art Institute of Chicago.
Slide 60: CAILLEBOTTE. The Floor-Scrapers (1875), Oil on
canvas, 40 x 57 ¾ in., Musee d'Orsay, Paris.Slide
61: Photograph of Auguste RODIN.Slide 62: RODIN, Auguste.
The Thinker (1879-89), bronze, height 27 1/2”,
Metropolitan Museum of Art, NY.
*
85. IMAGE INDEXSlide 63: Detail of face and feet from RODIN’s
The ThinkerSlide 64: Comparison between RODIN’s The
Thinker and (Greek) Hellenistic style Tiber
Muse (c. 200 BC).Slide 65: (Left) RODIN’s The Thinker (c.
1875 CE); and (right) detail of Michelangelo from
Raphael’s School of Athens (c. 1500)Slide 66: Comparison
between RODIN’s The Thinker and (Greek)
Hellenistic style Seated Boxer (c. 50 BC), Bronze, approx.
50” high, Museo Nazionale Romano, Rome. Slide 67:
RODIN, Auguste. The Old Courtesan (1885), Bronze, 20
1/8 x 9 7/8 x 11 3/4 in., Musee Rodin, Paris. Slide 68:
Comparison between RODIN’s The Old Courtesan and
Hellenistic Old Market Woman (c. 2nd century BC),
marble, 49 1/2”, Metropolitan Museum of Art, New
York. Slide 69:RODIN, Auguste. The Kiss (1885), Bronze, 87
x 51 x 55 cm., Musee Rodin, Paris.
*
IMAGE INDEXSlide 70: (Left) RODIN’s Impressionist The
Kiss (1885); and (right) Hellenistic Eros and Psyche
(c. 150 BC), marble, 49” high, Museo
Capitolino, Rome.Slide 71: (Left) RODIN’s Impressionist
The Kiss (1885); (right) CANOVA’s Neoclassical
Eros and Psyche (1793), Musee Louvre, Paris.
ART HISTORY 132
Baroque: Italian
86. Baroque: Italiancontext: ecclesiasticalCouncil of Trent (c.
1565)part of the larger [Catholic] Counter Reformationdefined
role assigned to arts in Catholic Churchheadings:1) clarity,
simplicity & intelligibility2) realistic interpretationin contrast
to Renaissance idealizationappropriateness of age, gender, type,
expression, gesture & dress3) emotional stimulus to piety
Baroque: Italian
“Realist” tendencyCaravaggio (1573-1610)biography: in
permanent revolt against authorityfled
Rome because charged w/ manslaughterdied of malariastyle:
“realist” tendencyrejection of Mannerisminterest in surface
textures & appearanceshuman figure not prettifiednarrative:
heightened emotionmoment of recognition powerful
foreshortening light/shadow: dramatic chiaroscurospatial order:
systematically destroys space between event in
painting and viewer
CaravaggioCalling of St. Matthew (c. 1600)narrative:
NTmoment of recognitiongenre scene: anachronisticmundane
environmentcontemporary clothescomposition: dynamicnarrow
range of browns & flesh tones punctuated by primaries that
circulate vision through compositionlight: chiaroscuro &
“tenebrism”dark setting envelopes occupantssharply lit
figurese.g., Christ’s gesture highlighted by sharply descending
diagonal
87. Caravaggio
Conversion of St. Paul (c. 1600)narrative: NTmoment of
recognitionemotional stimulus to pietyfigures: realisticsetting:
ambiguous & distilledcomposition: clarity, simplicity &
intelligibilitycolor: narrow range punctuated by
complimentslighting: tenebrism & chiaroscurospatial order:
shallowdramatic foreshorteningoverlapping
CaravaggioEntombment (c. 1600)narrative: emotional stimulus
to pietyspatial order: shallow depth;
distilledforeshorteningoverlappingfigures:
realisticagednesscorpse of Christ discolored dangling
armcomposition: dynamiccompact, distilled arrangementvisually
coherentcolor: narrow range punctuated by primaries light:
“tenebrism” & chiaroscurodark backgroundselective
illuminationestablishes volume & mass
Caravaggio
Caravaggio’s Italian Baroque Entombment (c. 1600)
vs.
Raphael’s High Renaissance Deposition (c. 1500)
88. CARAVAGGIO’s Italian Baroque Entombment (c. 1600)
vs.
MICHELANGELO’s High Renaissance Pieta (c. 1500)
Caravaggio’s Supper at Emmaus
(c. 1600)
Baroque: Italian
“classicizing” tendencyCarracci (1560-1609)aesthetic:
“classicizing”movement against Mannerist artificiality training:
private teaching academy drawing from life & Roman
sculptures, coins, medallions clear draftsmanship medium:
fresco (“Grand Manner”)figures: heroic
characteristics:illusionistic surfacesHigh Renaissance
decorationdraws inspiration fromMichelangelo’s Sistine
ChapelRaphael’s frescos in Vatican
CARRACCI’s
“classicizing” tendency Italian Baroque
Flight into Egypt
(c. 1600)
89. Carracci Farnese Gallerystyle: “Classicizing”patron:
Farneseprogram: mythological themessee Ovid's
Metamorphosis also alludes poem written by Lorenzo de Medici
(c. 1475)format: illusionistic enhancement of
architectural space (“quadri riportati”)themes:
mythological moralizing messages hidden religious content
Carracci’s Triumph of Bacchus & Ariadne
Farnese Gallery (c. 1600)
CarracciFarnese Gallery (con’t.)Polyphemus & Galateasubject:
of ancient Greek sculpture Classical DiscobolusHellenistic
Laocoönreverses legsone arm extended down, other uphead
tilted
Carracci’s Italian Baroque Polyphemus and Galatea (c. 1600
CE)
vs.
Myron’s Classical Greek Discus Thrower (c. 450 BCE)
Carracci’s Italian Baroque Polyphemus and Galatea (c. 1600
90. CE)
vs.
Hellenistic Greek Laocoön (c. 150 BCE)
RENI’s “classicizing” tendency
Italian Baroque
Aurora
(1613-14)
Bernini
(1598-1680)significance: successor to Michelangelounique
ability to capture essence of narrative momentaim: to
synthesize/unify sculpture, painting and architecture into
coherent conceptual and visual wholepatrons: many associated
w/ papacyearly age, came to attention of papal nephew,
Scipione Borgheseknighted at age 23, by Gregory XVUrban VII,
Alexander VII, Clement IXquality of naturalism: realismlight:
used as metaphorical device in religious settings often, hidden
light source intensifies focus of religious worship
Bernini
Bust of Scipione Borghese (1632)subject: portraiturepatron:
Cardinal Scipione Borghese maternal uncle elected to papacy as
Pope Paul V (1605)placed SB in charge of internal and external
91. political affairs entrusted w/ finances of papacy and Borghese
familyB’s first patron (c. 1618-24); also patron of
Caravaggiocomposition: dynamicnarrative moment: mid-
speechquality of naturalism: realistic
BerniniApollo and Daphne (1622-25)patron: Cardinal Scipione
Borghesesubject matter: early 17C Italian poetrysee Ovid’s
Metamorphoses intellectual context: frustrated desire and
enduring despair and pain, provoked by lovemeaning:
personal, special resonance for SB, who was widely ridiculed
for his attraction to other mennarrative moment:
transformativeA reaching out toward river nymph D, just as she
is transformed into laurel tree by her father prevent D from
being burned by touch of god of sunfigural type: androgynous
male (see Hellenistic Greek)
Bernini
David (c. 1625)patron: Cardinal Scipione
Borghesescommissioned to decorate Galleria Borghese at
private villastyle: “dynamic” tendenciesinfluences: Hellenistic
GreekBaroque qualities:spatial order: active vs. self-
containedrealism of detail & differentiation of texturedrapery:
abstract play of folds & crevasses attempting pictorial effects
traditionally outside sculpture’s domain
Classical Greek Discus Thrower (c. 450 BCE)
vs.
BERNINI’s Italian Baroque David (c. 1625 CE)
92. *
(Left) DONATELLO’s Italian Early Ren. David (c. 1450)
vs.
(right) BERNINI’s Italian Baroque David (c. 1625)
(Left) BERNINI’s Italian Baroque David (c. 1625)
vs.
(right) MICHELANGELO’s Italian High Ren David (c. 1500)
Bernini
Cornaro Chapel (c. 1650)function: funerary dedicated: Saint
Teresa mystic of Spanish Counter-Reformation 1st Carmelite
nun to be canonizedaesthetic influence: Humanism materials:
multimediamarble panelspainted ceilinggilded bronzesculpture
portraitslighting: windows, both hidden & apparent
Detail (“transverberation”) of Bernini’s
Ecstacy of St. Teresa
(c. 1650)
93. (Left) Detail of BERNINI’s Italian Baroque Ecstasy of St.
Teresa (c. 1650)
vs.
(right) MICHELANGELO’s High Renaissance Pietá (c. 1500)
IMAGE INDEXSlide 3: CARAVAGGIO. Detail of self-
portrait from David (1606- 07), Oil on wood, 90.5 x
116 cm, Kunsthistorisches Museum, Vienna.Slide 4:
CARAVAGGIO. The Calling of Saint Matthew (1600), Oil
on canvas, 10' 7 1/2" X 11' 2”, Contarelli
Chapel, San Luigi dei Francesi, Rome.Slide 5:
Detail of Christ and St. Peter from CARAVAGGIO’s
Calling of St. Matthew.Slide 6: CARAVAGGIO.
Conversion of St. Paul (1600-01), Oil on
canvas, 90 1/2 x 70 in., Cerasi Chapel, Santa Maria del
Popolo, Rome. Slide 7: CARAVAGGIO.
Entombment (c. 1600), Oil on canvas, 300x 203
cm., Pinacoteca Vaticana, Rome.Slide 8: Detail of Mary
from CARAVAGGIO’s Entombment.Slide 9: Comparison
between CARAVAGGIO’s Entombment (c.
1600) vs. RAPHAEL’s High Renaissance Descent from the
Cross (c. 1500).
IMAGE INDEXSlide 10: CARRAVAGIO. Supper at Emmaus
(1601), Oil on canvas, 77 by 55 in., National Gallery,
London.Slide 11: Portrait of Annibale CARRACCI. Slide 12:
CARACCI. Flight into Egypt (c. 1603-04), Oil on canvas,
94. 4’ x 7’6”, Galleria Doria Pamphili, Rome. Slide
13: CARACCI. Loves of the Gods (c. 1600), Ceiling frescoes
in the gallery, Palazzo Farnese, Rome.Slide 14:
CARRACCI. Bacchus and Ariadne, central ceiling panel
from Farnese Gallery (c. 1600).Slide 15:
CARRACCI. Polyphemus and Galatea, from Farnese
Gallery (c. 1600).Slide 16: Comparison between
(Left) CARRACCI’s Polyphemus and Galatea vs.
(right) Classical Greek Discuss Thrower (c. 450
BCE).Slide 17: Comparison between (left) CARRACCI’s
Polyphemus and Galatea vs. (right)
Hellenistic Greek Laocoön (c. 200 BCE).
IMAGE INDEXSlide 18: RENI. Aurora (1613-14), ceiling
fresco in the Casino
Rospigliosi,Rome.Slide 19: BERNINI. Bust of Scipione
Borghese (1632), marble, 31in. high, Galleria
Borghese, Rome.Slide 20: BERNINI. Apollo and Daphne
(1622-25), marble, 96 in. high, Galleria
Borghese, Rome.BERNINI. David (c. 1625), Marble, , lifesize,
Galleria Borghese, Rome.Slide 20: Portrait
of Bernini by BACICCIO (c. 1665)Slide 21: Comparison
between Classical Greek Discuss Thrower (c. 450
BCE) vs. BERNINI’s Baroque David (c. 1625).Slide 22: (Left)
DONATELLO’s Early Renaissance David (c. 1425);
and (right) BERNINI’s David (c. 1625)Slide 23: (Left)
MICHELANGELO’s HIGH Renaissance David (c.
1500); and (right) BERNINI’s David (c. 1625)Slide 24:
BERNINI. Cornaro Chapel (c. 1650), Church of Santa
Maria della Vittoria, Rome.Slide 25: BERNINI.
The Ecstasy of Saint Therese (c. 1650), Marble,
Cappella Cornaro, Santa Maria della Vittoria, Rome.
95. ART HISTORY 132
Baroque: Spanish
Diego Velázquez
(1599-1660)
biography:1623: became court painter to Phillip IV1628:
Rubens’ visit to SP influenced V to visit Italy1629: lives
in Italy for year and a half1649: second visit to Italystyle:
“Realist” tendencyinfluence of Caravaggio’s interest in surface
texturescolor: Venetian richness (re: Titian)brushwork:
“painterly”light: “chiaroscuro” & fascination w/ depicting
fleeting effectsthemes: genre scenesmythologicalroyal portraits
(political & religious)
VelázquezWaterseller of Seville (c. 1625)scene: genretheme:
mercytendency: realismage & facial
featuresclothingcomposition: stable; intelligiblecolor: muted,
narrow rangelight/shadow: tenebrism & chiaroscuro spatial
order: shallow overlappingforeshorteningsurface textures:
reflectionsbeads of water
(Left) Detail from VELÁZQUEZ’s Waterseller of Seville (c.
1625)
vs.
96. (right) detail from CARAVAGGIO’s Entombment (c. 1600)
Detail of water droplet on surface of jug
in VELÁZQUEZ’s Waterseller of Seville (c. 1625)
VelázquezFeast of Bacchus (1628-29)title: a.k.a. “Los
Borrachos”patron: Phillip IVnarrative: mock homagefigures:
ancient god w/ realistic humansspatial order: shallow
perspective: limited to overlapping and
foreshorteningcomposition: frieze-like arrangementbilateral
toneslight/shadow: manipulatedbleached-out Bacchus evenly
distributed humans
(Left) Detail from VELÁZQUEZ’s Los Borrachos (c. 1625)
vs.
(right) CARAVAGGIO’s Bacchus (c. 1600)
Velazquez
Los Borrachos (con’t.)contemporary figures:realistic, vigorous
naturalismruddy facesleathery skinplain garmentscomplex
gestures, gazes & poses enlivens narrative, despite frieze-like
composition
97. VelázquezSurrender at Breda (1635)significance: inspired by
1st trip to Italysubject: history paintingtheme: SP/Catholic
triumph/conquest over Dutch (Protestant)narrative:
courtly tone modified from Perugino’s
Deliverycomposition: Classical frieze-like
arrangementfigures: densely packedlandscape:
panoramicbrushwork: “painterly”color: vibrantlight: evenly
distributedperspective: aerial
(Left) detail from VELÁZQUEZ’s Surrender of Breda (c. 1635)
vs.
(right) detail from PERUGINO’s Italian Early Ren Delivery of
the Keys (c. 1475)
(Left) VELÁZQUEZ’s Spanish Baroque Surrender at Breda (c.
1650)
vs.
(right) UCCELLO’s Italian Early Renaissance Battle of San
Romano (c. 1450)
VelázquezMaids of Honor (c. 1650)title: a.k.a. Las Meninas
genre: royal group portraittheme: implicit Humanismcomparison
98. to Alexander the Great visiting his painter (Apelles) in studio
attendants, & court illip
IV
Velázquez
Las Meniñas (con’t.)self-portraitpainting as endeavor worthy of
courtly recognitionpose: frontalV ordained into royaltyinsignia
of Royal Order of Santiagostylized red crossdid not receive
honor of knighthood until 1659 (three years after execution of
painting)
Velázquez
Las Meniñas (con’t.)Princess Margaritafive-year old daughter
of Philip IV & second wifebrushwork: painterlyelaborate dress
& jewelsmultiplicity of texturesdetails dissolve into intuitive,
chaotic mixture of color
IMAGE INDEXSlide 2: VELÁZQUEZ. Self-portrait (1640),
Oil on canvas, 45.5 x 38 cm., Museo Provincial, Valencia,
Spain.Slide 3: VELÁZQUEZ. The Waterseller of Seville (c.
1625), Oil on canvas, 42 x 31 7/8”, Wellington Museum,
London.Slide 4: (Left) detail from VELÁZQUEZ’s The
Waterseller of Seville (c. 1625); and (right) detail from
CARAVAGGIO’s Entombment (c. 1600).Slide 5:
Detail of water droplet on surface of jug in
VELÁZQUEZ’s The Waterseller of SevilleSlide 6:
VELÁZQUEZ. Los Borrachos (1628-29), Oil on canvas,
65 x 88 ½ in., Museo del Prado, Madrid.Slide 7: (Left)