Postmodernism emerged as a reaction against modernist formalism in art, which was seen as elitist. Postmodernism is more inclusive, accommodating a wide range of styles, subjects, and formats. Postmodern art often includes irony and reveals an awareness of art-making processes and the workings of the art world.
“Everything is beautiful. Pop is everything.”- One of Any Warhol’s famous quotes rightly explains the rage with which Pop Art had taken over the world. The pop art movement, started in the mid-1950s has redefined the visuals of art and given it a whole new dimension. Following the abstract art popularity, pop art emerged as a complete contrast to the former.
“Everything is beautiful. Pop is everything.”- One of Any Warhol’s famous quotes rightly explains the rage with which Pop Art had taken over the world. The pop art movement, started in the mid-1950s has redefined the visuals of art and given it a whole new dimension. Following the abstract art popularity, pop art emerged as a complete contrast to the former.
A short lesson about the history of pop art and many examples to explain the techniques and themes seen in pop art. 2D pop art assignment on the end, geared towards middle to secondary education students.
A short lesson about the history of pop art and many examples to explain the techniques and themes seen in pop art. 2D pop art assignment on the end, geared towards middle to secondary education students.
contemporary, contemporaneous, coeval, synchronous, simultaneous, coincident mean existing or occurring at the same time. contemporary is likely to apply to people and what relates to them. contemporaneous is more often applied to events than to people.01
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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
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.
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
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Art Since 1970
postmodernism: a reaction against modernist
formalism, seen as elitist . Far more encompassing and
accepting than the more rigid confines of modernist
practice, postmodernism offers something for everyone
by accommodating a wide range of styles, subjects, and
formats, from traditional easel painting to installation and
from abstraction to illusionism. Postmodern art often
includes irony or reveals a self-conscious awareness on
the part of the artist of art-making processes or the
workings of the art world.
-from Gardner’s Art Through the Ages
http://www.youtube.com/watch?v=QdO9orWQ-Nk
2. Art Since 1970
Themes & Styles:
• Appropriation
(pastiche)
• Multi-media works
• Blurring of boundaries
between high vs. low
• Self-consciousness
• Deconstruction
(destabilizing
meaning)
• Socio-political nature
• Inclusiveness &
individuality
Kehinde Wiley
Napoleon Leading the
Army over the Alps, 2005,
oil, American
Jacques-Louis David
Napoleon Crossing the St.
Bernard
Pass, 1801, oil, French
Painting is about the
world that we live in.
Black men live in the
world. My choice is to
include them. This is
my way of saying yes
to us.
-Kehinde Wiley
http://www.youtube.com/watch?v=3jNKBOMOTPA
3. Feminist Art
JUDY CHICAGO, The Dinner Party,
1979. Fig. 15-21.
CINDY SHERMAN, Untitled Film Still
#35, 1979. Fig. 15-22.
4. Ingres, Grande Odalisque, 1814, oil
Fig.12-3
“The Gaze” & Feminist Art
Picasso, Les
Demoiselles
d’Avignon,
1907, oil
5. Barbara Kruger, Untitled (Your Gaze Hits
the Side of My Face), 1981
Photo/collage, fig.15-23
“The Gaze” & Feminist Art
• Trained as graphic
designer
• Incorporates mass media
techniques in order to
subvert them
• Large scale
• Image and text (black &
white)
• Red frame
• Questions assumptions
about beauty and
femininity, objectification
of women
7. Site-specific Art - Earthworks
• Concern for environment
(American SW)
• Draw attention to land
(entropy)
• Question role of
museums and galleries in
art (resists art market)
• Shape and color
determined by site =
spiral salt molecules
• Not always visible
• Envisioned as return to
primordial beginnings
ROBERT SMITHSON, Spiral Jetty,
1970. Fig. 15-38.
http://www.youtube.com/watch?v=vCfm95GyZt4
9. Maya Lin, Vietnam Veterans
Memorial, Washington, D.C.
1981-83, fig.15-34
Architecture (Modernist)
• Result of juried
competition held in 1981
• Selected while Lin was an
architecture student at Yale
• Highly Controversial
• Didn’t glorify the war;
focus on individual cost of
war
• Selected minimalist (and
modernist design) over
classical forms
• List of names of dead,
chronologically from the
center
• Like a black, polished
“cut” into the earth
• One end points at
Washington Monument,
other at Lincoln Memorial
10. RICHARD ROGERS and RENZO
PIANO, Georges Pompidou National
Center of Art and Culture, 1977.
Fig. 15-36.
Architecture (Postmodernist)
ALEXANDRE-GUSTAVE EIFFEL, Eiffel
Tower, 1889. Fig. 13-19.
12. • Deconstructivism
= deconstructing
the nature of
building
• Challenge
expectation of
materials and
appearance
• Creative freedom
& signature style
• Curvilinear vs.
rectilinear forms
FRANK GEHRY, Guggenheim
Bilbao Museo, 1997. Fig. 15-37.
Architecture (Postmodernist)
FRANCESCO BORROMINI, San Carlo alle Quattro
Fontane, 1665–1676. Fig. 10-7.
13. Performance & Conceptual Art
JOSEPH Beuys, How to Explain
Pictures to a Dead Hare, 1965,
fig. 15-41
JOSEPH KOSUTH, One and Three Chairs
1965. Fig. 15-41.
14. New Media
Bill Viola, The Crossing
1996, video/sound
Fig. 15-43http://www.youtube.com/watch?v=fHqhaH6m9pY
• Video/sound installation
• Companion videos (men
engulfed in water &
flames)
• Reflects back on the
viewer’s own body
(sensations) immersed in
a image-sound space
• Spiritual & religious
meanings
• Uses elements (fire,
water) as allegories of
personal transformation
15. JEFF KOONS, Pink Panther, 1988. Fig. 15-30.
Social and Political Art
MARCEL DUCHAMP, Fountain (second version),
1950 (original version produced 1917).
Fig. 14-13.
16. • Postmodernism
• Neo-Pop? Neo-Dada?
(Duchamp’s readymade)
• Commodity culture
• Cartoon character and
centerfold
• Kitschy material (mass-
produced, cute,
sentimental objects)
• In The Banality Show
• Ironic commentary or
love of popular culture? JEFF KOONS, Pink Panther, 1988.
Fig. 15-30.
Social and Political Art
18. Final Exam Review:
Comparative Essay
• What are the individual characteristics of
each work in terms of style & subject?
• How do they relate to the particular historic,
artistic and cultural contexts in which they were
made?
• With what artistic movements are they
associated?
• Why compare the two art works? What are their
similarities & differences?