A slideshow connected to a thematic lecture about Educating Artists available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Hallie Scott.
A slideshow connected to a lecture of Modern Art from 1900 to 1950 available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Jon Mann.
A slideshow connected to a lecture of Art Since 1965 available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Virginia Spivey.
A slideshow connected to a lecture on Art and Political Commitment available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Karen Koehler.
A slideshow connected to a lecture of Modern Art from 1900 to 1950 available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Jon Mann.
A slideshow connected to a lecture of Art Since 1965 available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Virginia Spivey.
A slideshow connected to a lecture on Art and Political Commitment available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Karen Koehler.
In this class, we dive into twentieth-century art via Duchamp's famous Fountain of 1917, considering the turn to abstraction, involvement with politics, and exploration of the unconscious.
A slideshow connected to a lecture on globalism, transnationalism, and art available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Michelle Yee.
In this class, we dive into twentieth-century art via Duchamp's famous Fountain of 1917, considering the turn to abstraction, involvement with politics, and exploration of the unconscious.
A slideshow connected to a lecture on globalism, transnationalism, and art available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Michelle Yee.
A slideshow connected to a lecture of Feminism & Art available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Saisha Grayson-Knoth.
AHTR Art and Cultural Heritage Looting and DestructionAHTR
A slideshow connected to a lecture on Art and Cultural Heritage Looting and Destruction available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Rhonda Reymond.
A slideshow connected to a lecture on artists whose work deals with issues of disability available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Keri Watson.
A slideshow connected to a lecture on twentieth-century artists whose work deals with issues of race and identity available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Ellen Caldwell.
A slideshow connected to a lecture on Native American identity and American art available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Ellen Caldwell.
A slideshow connected to a lecture of Twentieth-Century Photography available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Beth Saunders.
A slideshow connected to a lecture on Mexican Muralism available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Jon Mann.
A slideshow connected to a lecture on Newspaper Comics in the United States available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Doug Singsen.
A slideshow connected to a lecture on Underground and Alternative Comics in the United States available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Doug Singsen.
A slideshow connected to a lecture of Art Since 1950 available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Virginia Spivey.
A slideshow connected to a lecture of the Art of Polynesia available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Stephanie Beck Cohen.
Vkhutemas, Russian state art and technical schoolAta Chokhachian
Vkhutemas
Russian state art and technical school founded in 1920 in Moscow. The workshops were established by a order from Vladimir Lenin with the intentions, in the words of the Soviet government, "to prepare master artists of the highest qualifications for industry, and builders and managers for professional-technical education. It was formed by merging the first and second Moscow Free Art Studios. It included an art department (painting, sculpture, and architecture) and an industrial department (printing, textile, ceramics, woodworking, and metalworking). Actually, Vkhutemas’ main function was to train stand painters and architects. At the same time, the industrial departments were given the task of training new kinds of artists, able to work with the traditional forms of plastic arts and to create the entire environment of objects surrounding men, including objects of everyday life and work tools. (Hamilton, G.H., 1993)
In this class we consider the influential career of Walter Gropius, along with a discussion of the architecture, curriculum and student life at the Bauhaus.
In this class we discuss the career of Walter Gropius, with a particular focus upon the Bauhaus, which is significant not only for its architecture and curriculum, but for its people.
Print Article
Lyonel Feininger, cover illustration, and
Walter Gropius, text
Programm des Staatlichen Bauhauses in
Weimar (Program of the state Bauhaus in
Weimar; also known as the Bauhaus
Manifesto)
April 1919
Harvard Art Museum, Busch-Reisinger
Museum
Photo by Katya Kallsen
Walter Gropius
THE BAUHAUS IN HISTORY
by Ben Davis
What does the Bauhaus mean to us, today?
This, more than anything else, is the question provoked by the recent
"Bauhaus" show at the Museum of Modern Art, as well as the various other
exhibitions and symposia that marked the 90th anniversary of the
legendary art school last year. In Artforum, K. Michael Hays answered the
question by saying that the Bauhaus represented a belief in the unifying
power of geometry, something we no longer can share. In the January Art
in America, Joan Ockman replies that the school may indeed still be
relevant -- but only the Expressionist early period, so different than what
we normally associate with the term "Bauhaus."
The Bauhaus was more than just an idea, of course, it was an actual
institution. That institution’s historical background figures in each of these
accounts -- to a point. In general, however, what strikes me is how
bloodless most descriptions of the Bauhaus are. History appears more or
less the way it did at the MoMA show, as a timeline outside the galleries;
that is, as ornament, not as integral to understanding the meaning of the
artwork. To truly recover the spark of relevance of Bauhaus practice, you
need to thoroughly dig into what happened in Germany in the years 1919-
1933 -- to put the history back into art history, so to speak.
Four giant facts that loomed over the founding of the Bauhaus in 1919:
* World War I, 1914-1918. The War killed some two million Germans, and
left Germany’s economy -- then the world’s second largest -- in shambles.
The conflict had begun in 1914 with substantial working-class support, on
all sides. It ended with German soldiers in revolt against their officers, and
a deep hatred of the leaders who had initiated the hostilities. Many
Bauhaus students were veterans of the war. Walter Gropius, its first
director, served on the Western Front, was wounded, and won two Iron
Crosses.
* The Russian Revolution of 1917. Growing out of war fatigue, a successful
Marxist-led revolution on Germany’s doorstep overthrew a much-loathed
Czar and replaced him, for heroic moments, with history’s most far-
ranging experiment in worker-run government (soon to be strangled by
civil war and reaction). The Russian example ignited a wide-spread
enthusiasm for social experiment and revolutionary politics, in Germany
and elsewhere.
* The German Revolution of 1918. In November, the discredited German
Kaiser fled the country; the German Empire became the German Republic.
Inspired by the October Revolution, the next months saw power pass over
into a woolly collection of grassroots workers and soldiers councils across
the country. Authority was soon consolidate.
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.
AHTR Sixteenth-Century Northern Europe and IberiaAHTR
A slideshow connected to a lecture of Sixteenth-Century Northern Europe and Iberian Art available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Maureen McGuire.
AHTR Eighteenth- and Nineteenth-Century SculptureAHTR
A slideshow connected to a lecture of Eighteenth- and Nineteenth-Century Sculpture available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Caterina Pierre.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.