This document provides an overview of the steps involved in art history: description, analysis, interpretation, and judgment. It uses Berthe Morisot's 1888 painting "La Lecture (Reading)" as an example to demonstrate how an art historian would apply each step. The description provides details on the who, what, when, and where of the artwork. The analysis identifies stylistic elements like Impressionist brushstrokes and subject matter. The interpretation explores the artistic influences on Morisot, including other Impressionist painters. The judgment evaluates the historical significance of Morisot and her artwork.
I've adapted this from an original presentation that wasn't mine; adding a few more slides. Serves as an excellent introduction to Art History and its methodology.
Impressionism & Post-Impressionism Art HistoryS Sandoval
AP ART HISTORY Crash Course - Impressionism and Post-Impressionism
Impressionism artists: United by their depiction of modern life, and rejection of established European Styles, embracing new experimental ideas "Avant-Garde".
The use of synthetic pigments and ready made paint in solid tubes. Impressionist artists were interested in "plein air" landscape painting.
I've adapted this from an original presentation that wasn't mine; adding a few more slides. Serves as an excellent introduction to Art History and its methodology.
Impressionism & Post-Impressionism Art HistoryS Sandoval
AP ART HISTORY Crash Course - Impressionism and Post-Impressionism
Impressionism artists: United by their depiction of modern life, and rejection of established European Styles, embracing new experimental ideas "Avant-Garde".
The use of synthetic pigments and ready made paint in solid tubes. Impressionist artists were interested in "plein air" landscape painting.
History of western art (Giotto, Masaccio)Annie Najib
Early Renaissance is the era which heralded the age of exploration. Digging into the Golden ages of Greek past civilization, this period added its own interpretation to art as well all other fields that went parallel to it. Early Renaissance provided the first steps towards the high mountain peak of the Renaissance period. Bridging the past values and rich culture of Greece to the neo classical period.
Giotto is propably the first artist to have embraced the change which was needed in art. That's why he is considered to be a "father of Western pictorial art".
History of western art (Giotto, Masaccio)Annie Najib
Early Renaissance is the era which heralded the age of exploration. Digging into the Golden ages of Greek past civilization, this period added its own interpretation to art as well all other fields that went parallel to it. Early Renaissance provided the first steps towards the high mountain peak of the Renaissance period. Bridging the past values and rich culture of Greece to the neo classical period.
Giotto is propably the first artist to have embraced the change which was needed in art. That's why he is considered to be a "father of Western pictorial art".
Art History 2 Slides Presented for LectureJime Wimmer
These are slides I've chosen to best represent a Visual Art history Unit for HS Class. It is used to visually connect what the students see as a means to identify movements and artists. It is meant for lecture only, strictly educational setting, non-commercial use only. All artists living/deceased credited on each slide.
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.
Amanda Wardlow-Cosey (MTE/534) Art Criticism - Elements and Principles of Artawardlow30
Art Criticism - the Elements and Principles of Art by Amanda Wardlow-Cosey
Art criticism is analyzing and evaluating any type of art form. Learn about the definition, function, and history of art criticism, and explore how to assess a work of art through description, analysis, interpretation, and evaluation.
More specifically, art criticism: Involves your own interpretation. Is done to help you understand a particular work of art by using what you know of art theory. Establishes where a work fits in with the different artistic styles and movements throughout art history. What makes art so important is its ability to evoke a variety of responses. Sometimes the artist’s intent and a viewer’s perception of a work of art do not match. But these are the instances in which internal and external dialogue begin. Art criticism is the practice of presenting questions and perspectives on a work, and by result, encouraging discussion. Art is so many things but is most powerful when it emotionally impacts its viewers. This most often happens when an artwork evokes a social or cultural context. Art criticism can take the techniques, materials, or aesthetics of an artwork/exhibition and parallel it to greater discussions including politics, race, religion, and gender.
Art can be exciting, vague, or even confusing at times, but critics provide a sense of stability for many who are looking for ways to view or understand art. The fundamental point is not whether art critics are right or wrong. Good critics do not provide us with the answers, they provide opinions that work as templates for our own critical thinking.
Understanding Human Expression: Art is a fundamental form of human expression, reflecting cultural, social, political, and religious values across time and geography. By studying art history, we gain insights into the ways different societies have communicated their ideas and emotions through visual media.
Preserving Cultural Heritage: Artworks are tangible embodiments of cultural heritage. Studying art history helps in preserving and interpreting these artworks, ensuring that they are not lost to time and that future generations can appreciate and learn from them.
Contextualizing Historical Events: Art often reflects the historical context in which it was created. By studying art history, we can gain a deeper understanding of historical events, movements, and ideologies, as well as the lives of people who lived during those times.
Appreciating Diversity: Art history encompasses a vast array of styles, techniques, and traditions from around the world. By studying diverse artworks, students gain an appreciation for different cultures, perspectives, and artistic innovations, fostering tolerance and empathy.
Enhancing Critical Thinking: Analyzing artworks involves critical thinking skills such as observation, interpretation, and evaluation. Studying art history encourages students to think critically about visual imagery, symbolism, and artistic techniques, thereby enhancing their analytical abilities.
Inspiring Creativity: Exposure to a wide range of artistic styles and movements can inspire creativity and innovation. Studying art history provides students with a rich visual vocabulary and historical precedents that can inform their own artistic practice and creative endeavors.
Career Opportunities: Knowledge of art history opens up various career opportunities in fields such as museums, galleries, education, publishing, conservation, and cultural heritage management. Many professions value the research, communication, and analytical skills developed through the study of art history.
In summary, studying art history is essential for understanding human culture, preserving heritage, contextualizing history, appreciating diversity, enhancing critical thinking, inspiring creativity, and pursuing various career paths related to the arts and humanities.
NO SOURCES PLEASE AND 1 hour MAX Essay Prompt Follow this .docxsachazerbelq9l
NO SOURCES PLEASE AND 1 hour MAX
Essay Prompt:
Follow this prompt when preparing for your essay.
Prompt:
Compare and contrast the three methods of interpreting and evaluating art: art as form, art as context, and art as expression. Write your comparison by evaluating/interpreting any one of the asterisked works of art on the image list using these methods. For a more thorough review of these methods consult the supplementary page. Be sure to address the following: How do these theories evaluate art? What types of claims do these theories make? What are some of the strengths and limitations of the methods you chose?
Image List:
1.
3.180, Henri Matisse,
Le Bonheur de Vivre (The Joy of Life)
, 1905-1906.
2.
(*)
3.184, Pablo Picasso,
Les Demoiselles d’Avignon,
1907.
3.
3.185, Georges Braque,
Houses at l’Estaque
, 1908.
4.
Not in Book, Pablo Picasso,
Ma Jolie
, 1911-1912.
5.
Not in Book, Marcel Duchamp,
L.H.O.O.Q.,
1919.
6.
Not in Book, Albrecht Dürer,
Self-Portrait
, 1500.
7.
(*)
4.161, Vincent van Gogh,
Self-Portrait
, 1889.
8.
2.34, Artemisia Gentileschi, Self Portrait Artist as the Allegory of Painting, 1635.
9.
Not in Book, Do-Ho Suh,
High School Uni-Face: Boy,
1997.
10.
(*)
3.151, Jacques-Louis David,
Oath of the Horatii
, 1784-1785.
11.
4.152, Cindy Sherman,
Untitled Film Still #35
, 1978.
12.
(See 4.153), Judy Chicago, The Dinner Party, 1974.
13.
4.155, Guerilla Girls,
Do women have to be naked to get into the Met Museum?
1989.
14.
Not in Book, Herrad von Landsberg, Septem artes liberales,
Hortus Deliciarum
, 1180.
15.
Not in Book, Marcel Breuer,
Wassily Chair
, 1925.
16.
2.138, Faith Ringgold,
The Tar Beach
, 1988.
17.
Not in Book, Cat Chow,
Measure for Measure Dress
, 2003.
18.
3.138, Michelangelo,
David
, 1501-1504.
19.
0.8, Leonardo da Vinci,
Mona Lisa
, c. 1503-1506.
20.
Not in Book, Jackson Pollock,
Autumn Rhythm
, 1950.
21.
Not in Book, Piero Manzoni with
Artist’s Shit
, 1961.
22.
3.160, Gustave Courbet,
The Stone Breakers
, 1849.
23.
3.162, Edouard Manet,
Le
Dejeuner sur l’Herbe
(
Luncheon on the Grass
), 1863.
24.
(*)2.175, Marcel Duchamp,
Fountain
, 1917.
25.
4.71, Martin Ramirez,
Untitled
(
La Inmaculada
), 1950s.
26.
(*)4.119, Pablo Picasso,
Guernica
, 1937.
27.
4.116, Theodore Gericault,
The Raft of the Medusa
, 1819.
Modes of Analysis:
Formal Analysis:
Use the Elements of Art (space, shape, line, light, color, texture or mass) or the Principles of Art (balance, unity/variety, scale/proportion, repetition/rhythm or emphasis/subordination).
Contextual Analysis:
You may consider any relevant type of context (physical, cultural, or historical).
!
Physical Context
[The immediate physical surroundings of an artwork]: Where is the art? Where is the work located? (a museum, gallery, home, town square, palace, church, etc.); What access do you have to the work as a viewer? How is your viewing controlled by the space?; How is the work arranged in the.
Homework1Below, you will find a set of readings and videos tha.docxpooleavelina
Homework1
Below, you will find a set of readings and videos that will introduce you some of the best known and most influential artists involved with the Impressionist style. The Impressionists often chose to depict scenes of everyday life, following in the footsteps of Courbet and the other 19th century Realist artists we learned about a few weeks ago. Unlike the Realists, however, the Impressionists focused on the mechanics of seeing: on how color and light really look and how our eyes work to interpret them. Overall, most impressionists did not want art to be about what it means, they wanted it to be about how it looks. In this way, they built on the idea of Art for Art’s Sake that we were investigating in our assignments last week. The artistic style of the Impressionists was initially disliked because it was a radical departure from the style of painting people were accustomed to. Like many ground-breaking art movements, the broad public wasn’t ready for what the Impressionists were doing, and it took a few decades before the style was widely accepted.
Reading 1: This set of three articles will introduce you to the Impressionist style and explain the origins of the 1.movement and its historical (and art historical) contexts.
Click here for the article A Beginner’s Guide to Impressionism
(Links to an external site.)
Click here for the article How the Impressionists got their name.
(Links to an external site.)
Click here for the article Impressionism, Art and Modernity.
Reading 2: This set of readings consists of one article and four videos about French Impressionist painter Claude Monet.
Click here for the article Claude Monet. 1840-1926.
(Links to an external site.)
Click here for the video Monet, The Argenteuil Bridge
(Links to an external site.)
Click here for the video Monet, Poplars
(Links to an external site.)
Click here for the video Monet, Rouen Cathedral Series
(Links to an external site.)
Click here for the video Monet, Water Lilies
Reading 3: Now that you’ve looked closely at several Impressionist paintings it is a good time to learn about some of the specific social changes and technological innovations that helped to shape this art movement. The three short articles below all address the ways that Impressionists integrated new inventions and investigated the science of color.
Click here for the article Guide to Impressionism: Modern Life
(Links to an external site.)
Click here for the article Guide to Impressionism: Applying Science
(Links to an external site.)
Click here for the article Never Underestimate the Power of a Paint Tube
(Links to an external site.)
Reading 4: Often times when people think of Impressionism they picture landscape paintings. There were, however, many Impressionist painters who focused on the human figure and on documenting social activities. This set of readings will introduce you to the artworks of two of these more figure-focused Impressionists: August Renoir and Edgar Degas.
Click here ...
Explore the multifaceted world of Muntadher Saleh, an Iraqi polymath renowned for his expertise in visual art, writing, design, and pharmacy. This SlideShare delves into his innovative contributions across various disciplines, showcasing his unique ability to blend traditional themes with modern aesthetics. Learn about his impactful artworks, thought-provoking literary pieces, and his vision as a Neo-Pop artist dedicated to raising awareness about Iraq's cultural heritage. Discover why Muntadher Saleh is celebrated as "The Last Polymath" and how his multidisciplinary talents continue to inspire and influence.
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2137ad - Characters that live in Merindol and are at the center of main storiesluforfor
Kurgan is a russian expatriate that is secretly in love with Sonia Contado. Henry is a british soldier that took refuge in Merindol Colony in 2137ad. He is the lover of Sonia Contado.
thGAP - BAbyss in Moderno!! Transgenic Human Germline Alternatives ProjectMarc Dusseiller Dusjagr
thGAP - Transgenic Human Germline Alternatives Project, presents an evening of input lectures, discussions and a performative workshop on artistic interventions for future scenarios of human genetic and inheritable modifications.
To begin our lecturers, Marc Dusseiller aka "dusjagr" and Rodrigo Martin Iglesias, will give an overview of their transdisciplinary practices, including the history of hackteria, a global network for sharing knowledge to involve artists in hands-on and Do-It-With-Others (DIWO) working with the lifesciences, and reflections on future scenarios from the 8-bit computer games of the 80ies to current real-world endeavous of genetically modifiying the human species.
We will then follow up with discussions and hands-on experiments on working with embryos, ovums, gametes, genetic materials from code to slime, in a creative and playful workshop setup, where all paticipant can collaborate on artistic interventions into the germline of a post-human future.
2137ad Merindol Colony Interiors where refugee try to build a seemengly norm...luforfor
This are the interiors of the Merindol Colony in 2137ad after the Climate Change Collapse and the Apocalipse Wars. Merindol is a small Colony in the Italian Alps where there are around 4000 humans. The Colony values mainly around meritocracy and selection by effort.
The Legacy of Breton In A New Age by Master Terrance LindallBBaez1
Brave Destiny 2003 for the Future for Technocratic Surrealmageddon Destiny for Andre Breton Legacy in Agenda 21 Technocratic Great Reset for Prison Planet Earth Galactica! The Prophecy of the Surreal Blasphemous Desires from the Paradise Lost Governments!
2. Art History: A search for
information.
Art historian: are concerned with gathering
information about works of art and the
artists who created them.
3. Art History
• The steps of art history have the same
name as the steps of art criticism they are:
description, analysis, interpretation, and
judgment.
• The art historian is looking for different
information in each of those steps
4. The Steps of Art History
• Description: When, where, and why was
the artwork created?
• Analysis: What style of art does it
represent?
• Interpretation: What artists, work of art, or
other influences inspired the artist?
• Judgment: What impact did the artist or
the artworks have on the history of art?
5. Art History
We will look at this painting together and go through the steps of Art History.
6. Description
• Who created the work? Berthe Morisot
• Where was it done? France
• When was it done? 1888
• Title: La Lecture (Reading)
• Usually can find this information beside
the painting. Sometimes you have to
search for this information.
7. Analysis
• In this step art historians are looking for
the following information:
• What are the main features, or
characteristics of the work?
• Does it represent a particular style of art?
If so, what is the style?
• What is style?
8. Analysis
• Style: personal way of using the art
elements and principles to reproduce what
they see and to express their ideas and
feelings.
• What are the main features or
characteristics of the work?
• Does it represent a particular STYLE of
art?
9. Analyses
• Let us look at the Berthe Morisot painting
at the beginning of this presentation.
• The work exhibits: fast thick brush strokes,
detail in face, blurred background, and it
shows the leisurely side of French life.
• These are all characteristics of
Impressionism.
11. Main Features
• Fast, thick brush strokes
• Close attention to detail on face and
expression
• Background barely distinguishable
• Only hints of foliage
• Close attention to light
• More works by Morisot.
12. Berthe Morisot, Lady at Her Toilette.
Look for these style characteristics in Morisot’s works.
14. Interpretation
• The art historian focuses their attention on
the influence of time and place of the
artist.
• Let’s look read more about Berthe
Morisot.
15. Interpretation
• In this step the Art Historian is trying to
answer the following questions.
• Which artists, or works of art inspired the
artist?
• What other influences affected the artist?
• Does the work reveal something about the
world in which it was painted?
16. Berthe Morisot
• Grandfather was a famous painter: Jean-
Honoré Fragonard.
• Brought up in a cultured atmosphere
• She copied artworks in the Louvre
museum in Paris.
• Joined the “Impressionists”
• Was female
17. Berthe Morisot
• Learned from Jean-Baptiste-Camille Corot
to recognize the effects of natural light and
ambience.
18. Édouard Manet
• Met in 1868 at the age of 27
• Fascinated by his rapid brush strokes
19. Judgment
• We can conclude once you have answered description,
analysis, and interpretation.
• We have looked in the history books for her work.
• She was encouraged by fellow artists that she was
talented.
• Low social status and a woman = less attention in her
time
• All of these things make her work significant in the
history of art.
20. Judgment
• Based on the works historical significance.
• Watch this video to better help you understand
21. Art Criticism or Art History?
• First look at the aesthetics and use the art
criticism operations
• Make a subjective and tentative decision
about it’s success
• Then turn to the objective art history
operations
• As you gain facts you can confirm, modify
or change your decision.
22. Combination
• Can make a balanced informative
judgment that is subjective and objective.
• This judgment is always subject to change
as you learn and grow.
• Watch this video.
23. Practice
• Read pages 480-489, in Art in Focus and
learn more about Impressionism and other
artists who have worked in the style.
• Read about Mary Cassatt on page 486 in
your book.
• Look her painting, “The Boating Party.”
