- There is a notable gap between art historians and philosophers in their approaches, with art historians prioritizing specific works and visual analysis while philosophers emphasize abstract concepts.
- However, art has become more philosophical in questioning its own nature and boundaries, calling for collaboration between the disciplines in developing aesthetic theory.
- An interdisciplinary approach combining philosophical concepts and art historical context/specifics can help comprehend art's salient features and the "incomprehensibility" that needs to be understood, as emphasized by Adorno.
In this module, we consider the work of Viktor Shklovsky and John Dewey as two proponents of the aesthetic as an antidote to habitualized perception and experience.
LING 305 WCOLFV analysis of the Planned Parenthood Fact SheetR.docxSHIVA101531
LING 305 W
COLFV analysis of the Planned Parenthood Fact Sheet
Rhetorical Situation
1. Read the title, subtitles and look at the pictures. What do you think the text is about? What do you know about the situation that gave rise to the call to write?
2. Skim the text and decide on what the author wants to achieve by presenting the information. Who do you think is the intended reader?
3. Is the topic relevant to reader? Does the writer need to raise the reader’s interest in the topic?
Content
4. What background knowledge is necessary for the reader to understand the topic? How does the assumption the writer makes about the reader’s background knowledge reflect the information ex/included?
5. How does the writer build credibility? How did the writer obtain the information? Does the information reflect the knowledge from a certain discipline?
Organization
6. What does the writer list?
7. What does the writer classify?
8. What does the writer illustrate?
Language
9. What is the writer’s tone?
10. How might the word choice influence the reader’s perspective?
11. Explain the tenses used in the text?
12. Does the writer use the passive or the active voice? Why?
Format
13. Considering the other elements of your analysis, how do different features of the format guide the reader through the text?
Values
14. What are some of the values within the discourse community (writer and reader)?
Evaluation
15. What (if anything) about the text is effective?
16. What (if anything) about the text is not effective?
Reading response paper
(typed, 11 or 12 point font, double space, standard margins)
The objective is improved reading comprehension and analysis towards an advanced understanding of modern art theory.
Directions:
Write your name, course title, time of class, and the date at the top of the page.
1. Write the author’s name, title of essay,
2. Formulate in your own words theauthor’s thesis (argument or main point) in the first paragraph.
3. Quote a sentence or two from the reading that proves you understood the author’s thesis and support your position. The selected quotation will be the author’s “thesis statement.”
4. The last paragraph should be used for your conclusion.
5. Your paper must be 500 words or more.
If you have any specific questions about the reading you are summarizing you may also include quotes from the reading along with specific questions you may have pertaining to the quote or quotes stated.
Reading Response papers are evaluated on a scale of 1-10, based on 1) how well the directions were followed and objectives achieved, 2) correct English spelling and grammar, and 3) professional presentation.
Greenberg: Modernism
CLEMENT GREENBERG
Modernist Painting
Forum Lectures (Washington, D. C.: Voice of America), 1960
Arts Yearbook 4, 1961 (unrevised)
Art and Literature, Spring 1965 (slightly revised)
The New Art: A Critical Anthology, ed. Gregory Battcock, 1966
Peinture-cahiers théoriques, no. 8-9, I974 ...
In this module, we consider the work of Viktor Shklovsky and John Dewey as two proponents of the aesthetic as an antidote to habitualized perception and experience.
LING 305 WCOLFV analysis of the Planned Parenthood Fact SheetR.docxSHIVA101531
LING 305 W
COLFV analysis of the Planned Parenthood Fact Sheet
Rhetorical Situation
1. Read the title, subtitles and look at the pictures. What do you think the text is about? What do you know about the situation that gave rise to the call to write?
2. Skim the text and decide on what the author wants to achieve by presenting the information. Who do you think is the intended reader?
3. Is the topic relevant to reader? Does the writer need to raise the reader’s interest in the topic?
Content
4. What background knowledge is necessary for the reader to understand the topic? How does the assumption the writer makes about the reader’s background knowledge reflect the information ex/included?
5. How does the writer build credibility? How did the writer obtain the information? Does the information reflect the knowledge from a certain discipline?
Organization
6. What does the writer list?
7. What does the writer classify?
8. What does the writer illustrate?
Language
9. What is the writer’s tone?
10. How might the word choice influence the reader’s perspective?
11. Explain the tenses used in the text?
12. Does the writer use the passive or the active voice? Why?
Format
13. Considering the other elements of your analysis, how do different features of the format guide the reader through the text?
Values
14. What are some of the values within the discourse community (writer and reader)?
Evaluation
15. What (if anything) about the text is effective?
16. What (if anything) about the text is not effective?
Reading response paper
(typed, 11 or 12 point font, double space, standard margins)
The objective is improved reading comprehension and analysis towards an advanced understanding of modern art theory.
Directions:
Write your name, course title, time of class, and the date at the top of the page.
1. Write the author’s name, title of essay,
2. Formulate in your own words theauthor’s thesis (argument or main point) in the first paragraph.
3. Quote a sentence or two from the reading that proves you understood the author’s thesis and support your position. The selected quotation will be the author’s “thesis statement.”
4. The last paragraph should be used for your conclusion.
5. Your paper must be 500 words or more.
If you have any specific questions about the reading you are summarizing you may also include quotes from the reading along with specific questions you may have pertaining to the quote or quotes stated.
Reading Response papers are evaluated on a scale of 1-10, based on 1) how well the directions were followed and objectives achieved, 2) correct English spelling and grammar, and 3) professional presentation.
Greenberg: Modernism
CLEMENT GREENBERG
Modernist Painting
Forum Lectures (Washington, D. C.: Voice of America), 1960
Arts Yearbook 4, 1961 (unrevised)
Art and Literature, Spring 1965 (slightly revised)
The New Art: A Critical Anthology, ed. Gregory Battcock, 1966
Peinture-cahiers théoriques, no. 8-9, I974 ...
The ArtworldArthur DantoThe Journal of Philosophy, Vol.docxmehek4
The Artworld
Arthur Danto
The Journal of Philosophy, Vol. 61, No. 19, American Philosophical Association Eastern
Division Sixty-First Annual Meeting. (Oct. 15, 1964), pp. 571-584.
Stable URL:
http://links.jstor.org/sici?sici=0022-362X%2819641015%2961%3A19%3C571%3ATA%3E2.0.CO%3B2-6
The Journal of Philosophy is currently published by Journal of Philosophy, Inc..
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/jphil.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic
journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers,
and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take
advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]
http://www.jstor.org
Wed Oct 3 10:24:42 2007
http://links.jstor.org/sici?sici=0022-362X%2819641015%2961%3A19%3C571%3ATA%3E2.0.CO%3B2-6
http://www.jstor.org/about/terms.html
http://www.jstor.org/journals/jphil.html
SYMPOSIUM: THE WORK O P ART
THE ARTWORLD *
Hamlet:
Do you see nothing there9
The Queen:
Nothing a t all; yet all that is I see.
Shakespeare: Hamlet, A c t III, Scene I V
H AMLET and Socrates, though in praise and deprecation respectively, spoke of art as a mirror held up to nature.
As with many disagreements in attitude, this one has a factual
basis. Socrates saw mirrors as but reflecting what we can already
see; so art, insofar as mirrorlike, yields idle accurate duplications
of the appearances of things, and is of no cognitive benefit what-
ever. Hamlet, more acutely, recognized a remarkable feature of
reflecting surfaces, namely that they show us what we could not
otherwise perceive--our own face and form-and so art, insofar
as it is mirrorlike, reveals us to ourselves, and is, even by socratic
criteria, of some cognitive utility after all. As a philosopher, how-
ever, I find Socrates7 discussion defective on other, perhaps less
profound grounds than these. If a mirror-image of o is indeed
an imitation of o, then, if art is imitation, mirror-images are art.
But in fact mirroring objects no more is art than returning
weapons to a madman is ju ...
8/26/2015 Untitled Document
http://www.bdavetian.com/Postmodernism.html 1/5
Postmodernism
Dr. Mary Klages, Associate Professor, English Department, University of Colorado, Boulder
http: www.colorado.edu/English/ENGL2012Klagespomo.html
Postmodernism is a complicated term, or set of ideas, one that has only emerged as an area of academic
study since the mid-1980s. Postmodernism is hard to define, because it is a concept that appears in a wide
variety of disciplines or areas of study, including art, architecture, music, film, literature, sociology,
communications, fashion, and technology. It's hard to locate it temporally or historically, because it's not
clear exactly when postmodernism begins.
Perhaps the easiest way to start thinking about postmodernism is by thinking about modernism, the
movement from which postmodernism seems to grow or emerge. Modernism has two facets, or two
modes of definition, both of which are relevant to understanding postmodernism.
The first facet or definition of modernism comes from the aesthetic movement broadly labeled
"modernism." This movement is roughly coterminous with twentieth century Western ideas about art
(though traces of it in emergent forms can be found in the nineteenth century as well). Modernism, as you
probably know, is the movement in visual arts, music, literature, and drama which rejected the old
Victorian standards of how art should be made, consumed, and what it should mean. In the period of
"high modernism," from around 1910 to 1930, the major figures of modernism literature helped radically
to redefine what poetry and fiction could be and do: figures like Woolf, Joyce, Eliot, Pound, Stevens,
Proust, Mallarme, Kafka, and Rilke are considered the founders of twentieth-century modernism.
From a literary perspective, the main characteristics of modernism include:
1. an emphasis on impressionism and subjectivity in writing (and in visual arts as well); an emphasis on
HOW seeing (or reading or perception itself) takes place, rather than on WHAT is perceived. An example
of this would be stream-of-consciousness writing.
2. a movement away from the apparent objectivity provided by omniscient third-person narrators, fixed
narrative points of view, and clear-cut moral positions. Faulkner's multiply-narrated stories are an
example of this aspect of modernism.
3. a blurring of distinctions between genres, so that poetry seems more documentary (as in T.S. Eliot or ee
cummings) and prose seems more poetic (as in Woolf or Joyce).
4. an emphasis on fragmented forms, discontinuous narratives, and random-seeming collages of different
materials.
5. a tendency toward reflexivity, or self-consciousness, about the production of the work of art, so that
each piece calls attention to its own status as a production, as something constructed and consumed in
particular ways.
6. a rejection of elaborate formal aesthetics in favor of minimalist designs (as in the poetry of William
Carlos Williams) and a rej.
8/26/2015 Untitled Document
http://www.bdavetian.com/Postmodernism.html 1/5
Postmodernism
Dr. Mary Klages, Associate Professor, English Department, University of Colorado, Boulder
http: www.colorado.edu/English/ENGL2012Klagespomo.html
Postmodernism is a complicated term, or set of ideas, one that has only emerged as an area of academic
study since the mid-1980s. Postmodernism is hard to define, because it is a concept that appears in a wide
variety of disciplines or areas of study, including art, architecture, music, film, literature, sociology,
communications, fashion, and technology. It's hard to locate it temporally or historically, because it's not
clear exactly when postmodernism begins.
Perhaps the easiest way to start thinking about postmodernism is by thinking about modernism, the
movement from which postmodernism seems to grow or emerge. Modernism has two facets, or two
modes of definition, both of which are relevant to understanding postmodernism.
The first facet or definition of modernism comes from the aesthetic movement broadly labeled
"modernism." This movement is roughly coterminous with twentieth century Western ideas about art
(though traces of it in emergent forms can be found in the nineteenth century as well). Modernism, as you
probably know, is the movement in visual arts, music, literature, and drama which rejected the old
Victorian standards of how art should be made, consumed, and what it should mean. In the period of
"high modernism," from around 1910 to 1930, the major figures of modernism literature helped radically
to redefine what poetry and fiction could be and do: figures like Woolf, Joyce, Eliot, Pound, Stevens,
Proust, Mallarme, Kafka, and Rilke are considered the founders of twentieth-century modernism.
From a literary perspective, the main characteristics of modernism include:
1. an emphasis on impressionism and subjectivity in writing (and in visual arts as well); an emphasis on
HOW seeing (or reading or perception itself) takes place, rather than on WHAT is perceived. An example
of this would be stream-of-consciousness writing.
2. a movement away from the apparent objectivity provided by omniscient third-person narrators, fixed
narrative points of view, and clear-cut moral positions. Faulkner's multiply-narrated stories are an
example of this aspect of modernism.
3. a blurring of distinctions between genres, so that poetry seems more documentary (as in T.S. Eliot or ee
cummings) and prose seems more poetic (as in Woolf or Joyce).
4. an emphasis on fragmented forms, discontinuous narratives, and random-seeming collages of different
materials.
5. a tendency toward reflexivity, or self-consciousness, about the production of the work of art, so that
each piece calls attention to its own status as a production, as something constructed and consumed in
particular ways.
6. a rejection of elaborate formal aesthetics in favor of minimalist designs (as in the poetry of William
Carlos Williams) and a rej ...
CHAPTER 10Pleasure, Contemplation, and JudgmentThe field o.docxcravennichole326
CHAPTER 10
Pleasure, Contemplation, and Judgment
The field of aesthetics casts a very wide net. The arts are many, and they happen in different places all over the world. They always have. Our enjoyment, appreciation, and judgment of art—together with the question of what defines art to begin with— are the key elements to consider in aesthetics. The word itself is derived from the Greek Αισθητικη ́ , aisthetikos, meaning “coming from the senses.”
More than any other branch of axiology, that is, of the philosophy of making value judgments, aesthetics has sensuality built into it as much as it has seductive, ineffable quality in its critical analysis. Still, though some philosophers disagree, it is not just a matter of taste.
Aesthetics, Art, and Criticism
You might ask, what is it critics do, exactly? Serious arts critics have to travel, usually a lot. They contemplate paintings in museums all over the world, listen to different orchestras in different concert halls, witness ballet and opera wherever they may come to life. Critics also often serve on juries, observe the impact of social and politi-cal forces on the art of their time, reflect on the art of the past and the art of the future and do so by experiencing that art in person. A literary critic can of course just sit and read a book, and that book will be the same artistic object that everyone elsewhere is reading. But the other arts, especially the performing arts, are different. To analyze painting and sculpture, or theater, music, dance, and opera, the critic has to travel wherever these artistic works may be.
Yes, critics travel. And the toughest journey a critic takes is the vast one from the statement “I like this”’ to “This is good.” The shortest distance between those two points is seldom a straight line.
“Today it goes without saying that nothing concerning art goes without saying. Everything about art has become problematic: its inner life, its relation to society, even its right to exist.”
—Theodor Adorno
One easy way of dividing the arts is between what we like, which must be good, and everything else. On some level, this remains the case even in the most complex aesthetics systems. Blaise Pascal’s clever littler dictum that “the heart has its reasons that reason does not know” is as unsettling as it is true. Say something strikes you as absolutely right in the concert hall, something in the theater has a powerful effect on you. You begin to articulate what you will choose to call the reasons for the work’s success. But maybe your heart still has other reasons; these reasons do not begin to touch. It is in this sense that criticism defines not so much what the work of art is as what happens when we witness it. The act of witnessing is what transforms a work of art standing alone into the object of our aesthetic experience. This is the moment of attention, the vehicle for the journey from the report of a private experi- ence—“I like this”—to the public utterance and jud ...
The Short Guide SeriesUnder the Editorship ofSylvan Barn.docxarnoldmeredith47041
The Short Guide Series
Under the Editorship of
Sylvan Barnet
Marcia Stubbs
A Short Guide to Writing about Art
by Sylvan Barnet
A Short Guide to Writing about Biology
by Jan A. Pechenik
A Short Guide to Writing about Chemistry
by Herbert Beall and John Trimbur
A Short Guide to Writing about Film
by Timothy Corrigan
A Short Guide to Writing about History
by Richard Marius & Melvin E. Page
A Short Guide to Writing about Literature
by Sylvan Barnet & William Cain
A Short Guide to Writing about Music
by Jonathan Bellman
A Short Guide to Writing about Science
by David Porush
A Short Guide to Writing about Social Sciences
by Lee J. Cuba
A Short Guide to Writing about Theatre
by Marcia L. Ferguson
A Short Guide to Writing
about Art
TENTH EDITION
SYLVAN BARNET
Tufts University
PEARSON
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
FORMAL ANALYSIS
AND STYLE
It seems to me that the modem painter cannot express this age, the airplane,
the atom bomb, the radio, in the old forms of the Renaissance or of any
other past culture. Each age finds its own technique.
—Jackson Pollock
He has found his style when he cannot do otherwise.
—Paul Klee
All art is at once surface and symbol.
—Oscar Wilde
WHAT FORMAL ANALYSIS IS
The word formal in formal analysis is not used as the opposite of informal,
as in a formal dinner or a formal dance. Rather, a formal analysis—the result
of looking closely—is an analysis of the form the artist produces; that is, an
analysis of the work of art, which is made up of such things as hue, shape,
color, texture, mass, composition. These things give the stone or canvas its
form, its expression, its content, its meaning. Rudolf Amheim s assertion that
the curves in Michelangelo s The Creation of Adam convey “transmitted,
life-giving energy” is a brief example. (See page 71.) Similarly, one might say
that a pyramid resting on its base conveys stability, whereas an inverted
pyramid—one resting on a point—conveys instability or precariousness.
Even if we grant that these forms may not universally carry these meanings,
we can perhaps agree that at least in our culture they do. That is, members of
a given interpretive community perceive certain forms or lines or colors or
whatever in a certain way.
Formal analysis assumes a work of art is
1. a constructed object
2. with a stable meaning
3. that can be ascertained by studying the relationships between the
elements of the work.
46
FORMAL ANALYSIS VERSUS DESCRIPTION 47
If the elements “cohere,” the work is “meaningful.” That is, the work
of art is an independent object that possesses certain properties, and
if we think straight, we can examine these properties and can say what
the work represents and what it means. The work speaks directly to us,
and we underst.
Minimalism - An Aesthetic Return to Peculiar Nature in Hong Kong Art CircuitVincentKwunLeungLee
A research paper on a selected contemporary art trend, called "Minimalism", during Dr. Daniel Lau Chak-kwong's guidance in "Elements in Visual Arts and Approaches to Art Criticism" course
This article shows the evolution from the 17th century speculative Descartes' views to a new, modern, and practical philosophy in the 18th century France. Yet, the core of Descartes philosophy, his critical method, pervives in some 18th century writers such as Rousseau.
The ArtworldArthur DantoThe Journal of Philosophy, Vol.docxmehek4
The Artworld
Arthur Danto
The Journal of Philosophy, Vol. 61, No. 19, American Philosophical Association Eastern
Division Sixty-First Annual Meeting. (Oct. 15, 1964), pp. 571-584.
Stable URL:
http://links.jstor.org/sici?sici=0022-362X%2819641015%2961%3A19%3C571%3ATA%3E2.0.CO%3B2-6
The Journal of Philosophy is currently published by Journal of Philosophy, Inc..
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/jphil.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic
journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers,
and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take
advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]
http://www.jstor.org
Wed Oct 3 10:24:42 2007
http://links.jstor.org/sici?sici=0022-362X%2819641015%2961%3A19%3C571%3ATA%3E2.0.CO%3B2-6
http://www.jstor.org/about/terms.html
http://www.jstor.org/journals/jphil.html
SYMPOSIUM: THE WORK O P ART
THE ARTWORLD *
Hamlet:
Do you see nothing there9
The Queen:
Nothing a t all; yet all that is I see.
Shakespeare: Hamlet, A c t III, Scene I V
H AMLET and Socrates, though in praise and deprecation respectively, spoke of art as a mirror held up to nature.
As with many disagreements in attitude, this one has a factual
basis. Socrates saw mirrors as but reflecting what we can already
see; so art, insofar as mirrorlike, yields idle accurate duplications
of the appearances of things, and is of no cognitive benefit what-
ever. Hamlet, more acutely, recognized a remarkable feature of
reflecting surfaces, namely that they show us what we could not
otherwise perceive--our own face and form-and so art, insofar
as it is mirrorlike, reveals us to ourselves, and is, even by socratic
criteria, of some cognitive utility after all. As a philosopher, how-
ever, I find Socrates7 discussion defective on other, perhaps less
profound grounds than these. If a mirror-image of o is indeed
an imitation of o, then, if art is imitation, mirror-images are art.
But in fact mirroring objects no more is art than returning
weapons to a madman is ju ...
8/26/2015 Untitled Document
http://www.bdavetian.com/Postmodernism.html 1/5
Postmodernism
Dr. Mary Klages, Associate Professor, English Department, University of Colorado, Boulder
http: www.colorado.edu/English/ENGL2012Klagespomo.html
Postmodernism is a complicated term, or set of ideas, one that has only emerged as an area of academic
study since the mid-1980s. Postmodernism is hard to define, because it is a concept that appears in a wide
variety of disciplines or areas of study, including art, architecture, music, film, literature, sociology,
communications, fashion, and technology. It's hard to locate it temporally or historically, because it's not
clear exactly when postmodernism begins.
Perhaps the easiest way to start thinking about postmodernism is by thinking about modernism, the
movement from which postmodernism seems to grow or emerge. Modernism has two facets, or two
modes of definition, both of which are relevant to understanding postmodernism.
The first facet or definition of modernism comes from the aesthetic movement broadly labeled
"modernism." This movement is roughly coterminous with twentieth century Western ideas about art
(though traces of it in emergent forms can be found in the nineteenth century as well). Modernism, as you
probably know, is the movement in visual arts, music, literature, and drama which rejected the old
Victorian standards of how art should be made, consumed, and what it should mean. In the period of
"high modernism," from around 1910 to 1930, the major figures of modernism literature helped radically
to redefine what poetry and fiction could be and do: figures like Woolf, Joyce, Eliot, Pound, Stevens,
Proust, Mallarme, Kafka, and Rilke are considered the founders of twentieth-century modernism.
From a literary perspective, the main characteristics of modernism include:
1. an emphasis on impressionism and subjectivity in writing (and in visual arts as well); an emphasis on
HOW seeing (or reading or perception itself) takes place, rather than on WHAT is perceived. An example
of this would be stream-of-consciousness writing.
2. a movement away from the apparent objectivity provided by omniscient third-person narrators, fixed
narrative points of view, and clear-cut moral positions. Faulkner's multiply-narrated stories are an
example of this aspect of modernism.
3. a blurring of distinctions between genres, so that poetry seems more documentary (as in T.S. Eliot or ee
cummings) and prose seems more poetic (as in Woolf or Joyce).
4. an emphasis on fragmented forms, discontinuous narratives, and random-seeming collages of different
materials.
5. a tendency toward reflexivity, or self-consciousness, about the production of the work of art, so that
each piece calls attention to its own status as a production, as something constructed and consumed in
particular ways.
6. a rejection of elaborate formal aesthetics in favor of minimalist designs (as in the poetry of William
Carlos Williams) and a rej.
8/26/2015 Untitled Document
http://www.bdavetian.com/Postmodernism.html 1/5
Postmodernism
Dr. Mary Klages, Associate Professor, English Department, University of Colorado, Boulder
http: www.colorado.edu/English/ENGL2012Klagespomo.html
Postmodernism is a complicated term, or set of ideas, one that has only emerged as an area of academic
study since the mid-1980s. Postmodernism is hard to define, because it is a concept that appears in a wide
variety of disciplines or areas of study, including art, architecture, music, film, literature, sociology,
communications, fashion, and technology. It's hard to locate it temporally or historically, because it's not
clear exactly when postmodernism begins.
Perhaps the easiest way to start thinking about postmodernism is by thinking about modernism, the
movement from which postmodernism seems to grow or emerge. Modernism has two facets, or two
modes of definition, both of which are relevant to understanding postmodernism.
The first facet or definition of modernism comes from the aesthetic movement broadly labeled
"modernism." This movement is roughly coterminous with twentieth century Western ideas about art
(though traces of it in emergent forms can be found in the nineteenth century as well). Modernism, as you
probably know, is the movement in visual arts, music, literature, and drama which rejected the old
Victorian standards of how art should be made, consumed, and what it should mean. In the period of
"high modernism," from around 1910 to 1930, the major figures of modernism literature helped radically
to redefine what poetry and fiction could be and do: figures like Woolf, Joyce, Eliot, Pound, Stevens,
Proust, Mallarme, Kafka, and Rilke are considered the founders of twentieth-century modernism.
From a literary perspective, the main characteristics of modernism include:
1. an emphasis on impressionism and subjectivity in writing (and in visual arts as well); an emphasis on
HOW seeing (or reading or perception itself) takes place, rather than on WHAT is perceived. An example
of this would be stream-of-consciousness writing.
2. a movement away from the apparent objectivity provided by omniscient third-person narrators, fixed
narrative points of view, and clear-cut moral positions. Faulkner's multiply-narrated stories are an
example of this aspect of modernism.
3. a blurring of distinctions between genres, so that poetry seems more documentary (as in T.S. Eliot or ee
cummings) and prose seems more poetic (as in Woolf or Joyce).
4. an emphasis on fragmented forms, discontinuous narratives, and random-seeming collages of different
materials.
5. a tendency toward reflexivity, or self-consciousness, about the production of the work of art, so that
each piece calls attention to its own status as a production, as something constructed and consumed in
particular ways.
6. a rejection of elaborate formal aesthetics in favor of minimalist designs (as in the poetry of William
Carlos Williams) and a rej ...
CHAPTER 10Pleasure, Contemplation, and JudgmentThe field o.docxcravennichole326
CHAPTER 10
Pleasure, Contemplation, and Judgment
The field of aesthetics casts a very wide net. The arts are many, and they happen in different places all over the world. They always have. Our enjoyment, appreciation, and judgment of art—together with the question of what defines art to begin with— are the key elements to consider in aesthetics. The word itself is derived from the Greek Αισθητικη ́ , aisthetikos, meaning “coming from the senses.”
More than any other branch of axiology, that is, of the philosophy of making value judgments, aesthetics has sensuality built into it as much as it has seductive, ineffable quality in its critical analysis. Still, though some philosophers disagree, it is not just a matter of taste.
Aesthetics, Art, and Criticism
You might ask, what is it critics do, exactly? Serious arts critics have to travel, usually a lot. They contemplate paintings in museums all over the world, listen to different orchestras in different concert halls, witness ballet and opera wherever they may come to life. Critics also often serve on juries, observe the impact of social and politi-cal forces on the art of their time, reflect on the art of the past and the art of the future and do so by experiencing that art in person. A literary critic can of course just sit and read a book, and that book will be the same artistic object that everyone elsewhere is reading. But the other arts, especially the performing arts, are different. To analyze painting and sculpture, or theater, music, dance, and opera, the critic has to travel wherever these artistic works may be.
Yes, critics travel. And the toughest journey a critic takes is the vast one from the statement “I like this”’ to “This is good.” The shortest distance between those two points is seldom a straight line.
“Today it goes without saying that nothing concerning art goes without saying. Everything about art has become problematic: its inner life, its relation to society, even its right to exist.”
—Theodor Adorno
One easy way of dividing the arts is between what we like, which must be good, and everything else. On some level, this remains the case even in the most complex aesthetics systems. Blaise Pascal’s clever littler dictum that “the heart has its reasons that reason does not know” is as unsettling as it is true. Say something strikes you as absolutely right in the concert hall, something in the theater has a powerful effect on you. You begin to articulate what you will choose to call the reasons for the work’s success. But maybe your heart still has other reasons; these reasons do not begin to touch. It is in this sense that criticism defines not so much what the work of art is as what happens when we witness it. The act of witnessing is what transforms a work of art standing alone into the object of our aesthetic experience. This is the moment of attention, the vehicle for the journey from the report of a private experi- ence—“I like this”—to the public utterance and jud ...
The Short Guide SeriesUnder the Editorship ofSylvan Barn.docxarnoldmeredith47041
The Short Guide Series
Under the Editorship of
Sylvan Barnet
Marcia Stubbs
A Short Guide to Writing about Art
by Sylvan Barnet
A Short Guide to Writing about Biology
by Jan A. Pechenik
A Short Guide to Writing about Chemistry
by Herbert Beall and John Trimbur
A Short Guide to Writing about Film
by Timothy Corrigan
A Short Guide to Writing about History
by Richard Marius & Melvin E. Page
A Short Guide to Writing about Literature
by Sylvan Barnet & William Cain
A Short Guide to Writing about Music
by Jonathan Bellman
A Short Guide to Writing about Science
by David Porush
A Short Guide to Writing about Social Sciences
by Lee J. Cuba
A Short Guide to Writing about Theatre
by Marcia L. Ferguson
A Short Guide to Writing
about Art
TENTH EDITION
SYLVAN BARNET
Tufts University
PEARSON
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
FORMAL ANALYSIS
AND STYLE
It seems to me that the modem painter cannot express this age, the airplane,
the atom bomb, the radio, in the old forms of the Renaissance or of any
other past culture. Each age finds its own technique.
—Jackson Pollock
He has found his style when he cannot do otherwise.
—Paul Klee
All art is at once surface and symbol.
—Oscar Wilde
WHAT FORMAL ANALYSIS IS
The word formal in formal analysis is not used as the opposite of informal,
as in a formal dinner or a formal dance. Rather, a formal analysis—the result
of looking closely—is an analysis of the form the artist produces; that is, an
analysis of the work of art, which is made up of such things as hue, shape,
color, texture, mass, composition. These things give the stone or canvas its
form, its expression, its content, its meaning. Rudolf Amheim s assertion that
the curves in Michelangelo s The Creation of Adam convey “transmitted,
life-giving energy” is a brief example. (See page 71.) Similarly, one might say
that a pyramid resting on its base conveys stability, whereas an inverted
pyramid—one resting on a point—conveys instability or precariousness.
Even if we grant that these forms may not universally carry these meanings,
we can perhaps agree that at least in our culture they do. That is, members of
a given interpretive community perceive certain forms or lines or colors or
whatever in a certain way.
Formal analysis assumes a work of art is
1. a constructed object
2. with a stable meaning
3. that can be ascertained by studying the relationships between the
elements of the work.
46
FORMAL ANALYSIS VERSUS DESCRIPTION 47
If the elements “cohere,” the work is “meaningful.” That is, the work
of art is an independent object that possesses certain properties, and
if we think straight, we can examine these properties and can say what
the work represents and what it means. The work speaks directly to us,
and we underst.
Minimalism - An Aesthetic Return to Peculiar Nature in Hong Kong Art CircuitVincentKwunLeungLee
A research paper on a selected contemporary art trend, called "Minimalism", during Dr. Daniel Lau Chak-kwong's guidance in "Elements in Visual Arts and Approaches to Art Criticism" course
This article shows the evolution from the 17th century speculative Descartes' views to a new, modern, and practical philosophy in the 18th century France. Yet, the core of Descartes philosophy, his critical method, pervives in some 18th century writers such as Rousseau.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Basic phrases for greeting and assisting costumers
Aesthetics Versus Art History
1. Published in: James Elkins (ed.): Art history versus Aesthetics.
New York / London 2006.
Eva Schürmann
Art’s call for aesthetic theory1
The notorious gap between art historians and philosophers, which is evinced once again by
the conversation documented in this volume, is not unlike the problem famously formulated
by Kant: Conceptions without intuitions are empty and intuitions without conceptions are
blind. Not that it would not be objectionable – as Kant perfectly well knew and went on to
demonstrate in the Critique of Pure Reason – if there were such a thing as a pure conception
without any kind of intuition, and vice versa. But however provisional or artificial the
distinction between concepts and visual perceptions, thinking and seeing, might be, it
nonetheless highlights differences in figure-ground-constellations, that is to say: in what in
each discipline is prior and what is background. It makes a crucial difference if, on the one
hand, one is chiefly concerned with forming concepts and elaborating critical definitions, or
if, on the other hand, one’s basic enterprise is to look at particular works in order to find out
as much as possible about their visual features. And even if an art historian temporarily
refrains from notions such as form and style to focus on, say, the circumstances of a work’s
production, he or she still stresses the singular art work. By contrast, it is telling that a
philosopher can, under certain circumstances, work very well without opening the eyes to the
concrete givenness of a specific work.
And yet it would be a simplification to say that art historians are mainly concerned with the
particular – in the sense of uniqueness and singularity – since almost every exponent of the
discipline is worried about what is generalizable in a single work, be it the social and
1
I would like to thank my Chicago colleagues David Wellbery and Robert Buch for their comments and
suggestions.
2. historical context or the ascription to a broader artistic movement. Precisely with his
considerations about ‘art-in-general’2
, Thierry de Duve showed how very general an art
historical approach to the particular became in case of modern art. An art historian without
any systematic account of the role and function of art would be a mere philological
researcher. There are very many ways of practicing art history and of dealing with an art
work, but none of those ways contents itself with a simple description of what is to be seen
there.
Although things lie differently with the philosophy of art – since important and influential
theories indeed consisted in very abstract conceptual formulations, for instance those of
Schelling or Schopenhauer – it would again be too easy to think of philosophy as exclusively
directed toward the general and the universal. Philosophers are not merely subsuming the
particular beneath a general heading when they scrutinize which general is the most suitable
for grasping the sense of a singular. Even the generalistic attitudes of some contextualization
theories – for instance Luhmann’s concept of art as a system or Bourdieu’s hypothesis about
the normative impact society has on what is considered to be art – eventually entail important
insights into a single artwork’s embeddedness in a greater configuration and thereby
contribute to a better understanding of its connectedness. And as art historians cannot help to
generalize philosophers inadvertently stumble onto art historical territory when they have to
refer to individual works in order to explain their ideas.
So apparently those attributions do not lead very far.
But to stress an art historian’s talent for visual discernment and a philosopher’s gift for
conceptual astuteness still helps to point out the different priorities and salient features of both
disciplines in order to get an idea of the systematic reasons for differences and
misunderstandings.
2
Thierry De Duve: Kant after Duchamp. Cambridge MIT Press 1998.
3. I suppose that most philosophers would find rather troubling the genetic and historical link
Thierry de Duve draws between Paul McCarthy and Matthias Grünewald “via Bruce
Nauman, back to Dada, and then even further, back to Courbet”3
. They would be irritated not
because it is Paul McCarthy or an issue of disgust (or because they would think that Matthias
Grünewald is incomparatively stronger than McCarthy …) but because it is as incautious as it
is bold to juggle with such strong philosophical-historical assumptions and to suggest such a
far-reaching genetic continuity without justifying the implicit normative assertions at work in
such an approach. That is not to say that such a thesis would not be interesting and
worthwhile to argue within the context of art historical discussion, but for someone with both
a different academic socialization and a strong claim for conceptual justification it is just not
plausible.
On the other hand, it is not difficult to imagine that most art historians would be rather bored
by philosopher’s exegetical worries about what Kant meant or by the – philosophically very
important – difference between the general and the universal, because that difference would
not be of any applicable relevance to their concerns.
Now, if this is so, then we could say: long live the difference! Both are right to concentrate on
their own concerns. They just have different critical agendas and are dealing with
incomparable issues and Hyman is quite right to recommend each to remain on their own
patch4
. We should then rather concentrate on developing an account of their
incommensurability.
I suppose this would be true and sufficient, if there were not the matter of aesthetics as
precisely the intersection and intertwining of questions crucial to both disciplines. Intersection
does not mean that things are helplessly confused, but that a philosophical theory of art and an
art historical account of art occupy, indeed, very much the same ground. They do so all the
3
Pp. [...] in this volume
4
p.p. .. in this volume
4. more since art itself became philosophical. Not only since Duchamp’s ready-mades but
already with paintings that make their own mediality a subject of discussion (e.g. Turner, the
Impressionists etc.) art started to ask philosophical questions that have to be reflected in terms
of aesthetic theory. Duchamp’s bicycle wheel persistently asks: what distinguishes an artwork
from a non-artwork? Jasper Johns’ painting raises the very intricate question: is it a flag or is
it a painting? Magritte makes us nervous by incessantly questioning the difference between
the medium and the mediated. And so does Josef Beuys by shifting the boundaries between
art and life. Those questions became partly more important than the single work. This
becoming-philosophical of art that Danto repeatedly pointed out – for instance when he
described Warhol as a philosopher5
– is the reason why it would be absurd if art historians
would content themselves with leaving aesthetics to philosophers.
For it is art itself that makes claims for aesthetic theory. With its development towards self-
reflexivity, it calls for the approximation of art and philosophy. We need this discipline for
art’s sake and we would be very wrong to resign ourselves to inherited disciplinary
boundaries and differences. What Adorno appropriately called art’s dependency on
commentary makes aesthetics an indispensable enterprise that requires skills philosophers and
art historians can best provide together. Philosophy yields insights in what could serve as a
common denominator of art’s great diversity, disclosing thereby the shared aesthetic ground
for various research projects. Art history can render such insights more specific with regards
to concrete instances by taking into consideration the historical origins, settings and
circumstances of individual works. Only together can philosophical concepts, in their capacity
to disclose previously unnoticed connections, and art historical approaches, in their historic
considerations and visual perspicacity, ensure that we come closer to art’s salient features.
Aesthetics, not in the narrow sense of either Kant’s theory of aesthetic judgement or of any
kind of ideologically overdetermined reading, but as an approach that seeks to develop
5
Arthur Danto: Philosophizing Art. Selected Essays. Berkeley University of California Press 1999.
5. theoretical distinctions while remaining devoted to what Jim Elkins emphasized as the
irreducibly visual and ungeneralisably singular character of works of art.6
One has reason to
think that it is precisely this irreducibility that can scarcely be conceptually determined and
that is in itself something unknown, as Elkins pointed out. But then we are to understand how
indeterminate and unknown it is. It is the work’s “incomprehensibility that needs to be
comprehended”7
as Adorno said.
We could have learned from the Greeks the very notion of theoria as a form of intellectual
vision. Likewise this is what some versions of phenomenology could have taught us. Then
aesthetic theory is already based on concepts as well as on intuitions, that is to say, on their
inseparability. For the antinomy of conceptions and intuitions is in itself a concept. Kant
provided the insight into their very connectedness and mutual condition. And significantly
this is as well an insight provided by art, as again Adorno rightly emphasized: „Art is no more
concept than it is pure intuition, and it is precisely thereby that art protests against their
separation“.8
It is art, thus, that urges us to collaborate in forging aesthetic conceptions that
are not only not empty, but seeing.
The author lives and works at the department of philosophy at the University of Darmstadt,
(Residenzschloß, G - 64283 Darmstadt, Tel: 0+49 (0)6151-16-5366, Schuermann@phil.tu-
darmstadt.de ) She has published a book on the art of James Turrell and the perception theory
of Merleau-Ponty: Erscheinen und Wahrnehmen. Munich 2000. ISBN: 3-7705-3473-5
6
See: James Elkins: Why don’t art historians attend aesthetics conferences? Pp…
7
Theodor W. Adorno: Aesthetic Theory. Newly translated, edited, and with a translator’s introduction by Robert
Hullot-Kentor. University of Minnesota Press 1997. p. 118
8
Theodor W. Adorno: Aesthetic Theory. Newly translated, edited, and with a translator’s introduction by Robert
Hullot-Kentor. University of Minnesota Press 1997. p. 96
6. Eva Schürmann ist Professor for Philosophy at the University of Magdeburg. She studied
Philosophy, Art history and Comparative Literature at the University of Bochum, in Paris and
in Cambridge (U.K.) Master 1994 on Spinozas Ethics. Dissertation 1998 on Perception in
Merleau-Ponty und James Turrell. In 2004 she was visiting professor at the university of
Chicago. From 2009-2011 she was professor for aesthetics at the University of applied
sciences Hamburg.
Recent publications: Sehen als Praxis. Suhrkamp 2008.
eva.schuermann@ovgu.de