SlideShare a Scribd company logo
1 of 19
Class 10.1
Art + Power in
Settled Societies
Lion Hunt of Ashurbanipal, wall decoration from Ashurbanipal's Palace, Nineveh,
Assyria, c. 645 BC, carved gypsum panels, originally set into the palace, now
displayed in the British Museum in London, England.
going over homework: relief sculpture
Part I. Write a description of the work depicted in this photograph. Here are some guidelines to help
you:
•
• A. Identify the artist, title (italicized, or underlined) and date by working these into a sentence that
contains other information.
• B. Identify the major visual features of the work and describes them as richly, thoroughly, and
concretely as possible.
• C. Include some sense of your response to the piece, worked into your description.
• D. A good description does all of these things in a few short lines that are dense with information.
• Part II. Analyze the composition: How are the objects or elements ordered from right to left? What
is in the center? What do you think is emphasized?
•
• Part III. Now that you've learned some general characteristics of neolithic societies, how do you
think this particular work of art relates to the new forms of social organization that emerged
alongside the ability to store surplus grain harvest?
•
• Connect this specific work of art to the more general social characteristics we have studied:
• what does the piece say about the changing relationship between the human and animal world?
• what is the role of violence in establishing the king’s authority, according to this picture?
Sedimentary rock that can form at the bottom of a seabed and l
ater become exposed. Common in the Tigris/Euphrates area. It
is quite soft so is fairly easy to carve in precise detail such as w
e see in the Lion Hunt of Ashurbanipal.
what is gypsum?
Stele of Naram-Sin. 2250 BCE, height 6'6”.
In this relief sculpture, the king is the largest figure.
He wears a horned helmet and carries a
spear.
How is the king depicted here?
What is the source of his authority?
detail of stele
Votive Statue of Gudea,
c. 2090 BCE, height 29”.
The kingship and authority of Gudea is
depicted in rather different terms.
How is he presented in this work?
Based upon the comparison of these two works, what do you think is the r
elationship between art and power?
Stele of Hammurabi, c. 1750 BCE,
height of stele approx. 7'; height of relief 28”
left: relief sculpture showing Hammurabi receiving Code of Laws
right: cuneiform inscriptions of the law code
Hammurabi's code of laws: a few excerpts
Neo-Assyrian, Human-headed
Winged Bull and Winged Lion,
c. 860 BCE
Height: 10 ft. 3 ½ inches
These massive sculptures are a
mixture of high and low relief.
They are used to guard the throne
rooms and tombs of royalty.
Neo-Assyrian, Guardian Figures at Gate a of the Citadel of
Sargon II c.720 BCE
limestone
"Man is the measure of all things.”
—Protagoras, Greek philosopher
how does sculpture change when we move to
ancient Greece?
The perfect individual form,
defined by ideal scale and
proportions, became the Greek
ideal.
New York Kouros, c. 580 BCE
KOUROS: Greek for “young
man”; statuary type
depicting a young man
KORE: Greek for “young
woman”; statuary type
depicting a young woman
Kore of the Acropolis, c. 500 BCE
KORE: Greek for “young
woman”; statuary type
depicting a young woman
What differences do you note
between male and female
figures in ancient Greece?
Kritios Boy, 480 BCE.New York Kouros 580 BCE.
These two sculptures are
separated by 100 years. Wh
at else separates them?
What connects them?
Kritios Boy, 480 BCE, 34 inches high
CONTRAPPOSTO: posing
of the human figure in which
one part is turned in
opposition to another part,
typically with the weight of
the body being thrown to
one foot, creating a
counterbalance of the body
about its central axis
Polykleitos, Doryphoros (Spear Bearer)
Roman copy of 440 BCE original
This is considered to be an excellent
example of contrapposto, setting the
human form in motion in real space.
Polykleitos thought of this sculpture as
his "canon": ideal model of perfect
proportions.

More Related Content

What's hot (19)

Prehistoric Art
Prehistoric ArtPrehistoric Art
Prehistoric Art
 
History of Sculpture | Sculptor and its Works
History of Sculpture | Sculptor and its WorksHistory of Sculpture | Sculptor and its Works
History of Sculpture | Sculptor and its Works
 
Art history lecture 7 greek and roman art
Art history lecture 7 greek  and roman artArt history lecture 7 greek  and roman art
Art history lecture 7 greek and roman art
 
History of Sculpture
History of SculptureHistory of Sculpture
History of Sculpture
 
Prehistoric art 9
Prehistoric art 9Prehistoric art 9
Prehistoric art 9
 
ARTID111 Prehistoric Art
ARTID111 Prehistoric ArtARTID111 Prehistoric Art
ARTID111 Prehistoric Art
 
Humanities 100: Chapter 1
Humanities 100: Chapter 1Humanities 100: Chapter 1
Humanities 100: Chapter 1
 
Neolithic Art
Neolithic ArtNeolithic Art
Neolithic Art
 
UVC100_Summer16_FunctionsofArtcontinued
UVC100_Summer16_FunctionsofArtcontinuedUVC100_Summer16_FunctionsofArtcontinued
UVC100_Summer16_FunctionsofArtcontinued
 
Lesson 1 prehistoric art 9
Lesson 1 prehistoric  art  9Lesson 1 prehistoric  art  9
Lesson 1 prehistoric art 9
 
Prehistoric Art
Prehistoric ArtPrehistoric Art
Prehistoric Art
 
Classical art
Classical artClassical art
Classical art
 
Ancient Art
Ancient ArtAncient Art
Ancient Art
 
Egyptian and prehistoric art
Egyptian and prehistoric artEgyptian and prehistoric art
Egyptian and prehistoric art
 
Medieval art
Medieval artMedieval art
Medieval art
 
Prehistoric art
Prehistoric artPrehistoric art
Prehistoric art
 
2 prehistoric art 1
2 prehistoric art 12 prehistoric art 1
2 prehistoric art 1
 
Art history 1 lec 1 pre historic art period
Art history 1 lec 1 pre historic art periodArt history 1 lec 1 pre historic art period
Art history 1 lec 1 pre historic art period
 
ART 9 Quarter one part II
 ART 9 Quarter one part II ART 9 Quarter one part II
ART 9 Quarter one part II
 

Viewers also liked

ART100_Fall2016_Class14.2
ART100_Fall2016_Class14.2ART100_Fall2016_Class14.2
ART100_Fall2016_Class14.2Jennifer Burns
 
ART100_Fall2016_Class12.2
ART100_Fall2016_Class12.2ART100_Fall2016_Class12.2
ART100_Fall2016_Class12.2Jennifer Burns
 
ART100_Fall2016_Class10.2
ART100_Fall2016_Class10.2ART100_Fall2016_Class10.2
ART100_Fall2016_Class10.2Jennifer Burns
 
ART100_Fall2016_Class11.1
ART100_Fall2016_Class11.1ART100_Fall2016_Class11.1
ART100_Fall2016_Class11.1Jennifer Burns
 
UVC100_Fall16_Class12.1
UVC100_Fall16_Class12.1UVC100_Fall16_Class12.1
UVC100_Fall16_Class12.1Jennifer Burns
 
ERC: district website banners
ERC:  district website bannersERC:  district website banners
ERC: district website bannersSCC Library
 

Viewers also liked (6)

ART100_Fall2016_Class14.2
ART100_Fall2016_Class14.2ART100_Fall2016_Class14.2
ART100_Fall2016_Class14.2
 
ART100_Fall2016_Class12.2
ART100_Fall2016_Class12.2ART100_Fall2016_Class12.2
ART100_Fall2016_Class12.2
 
ART100_Fall2016_Class10.2
ART100_Fall2016_Class10.2ART100_Fall2016_Class10.2
ART100_Fall2016_Class10.2
 
ART100_Fall2016_Class11.1
ART100_Fall2016_Class11.1ART100_Fall2016_Class11.1
ART100_Fall2016_Class11.1
 
UVC100_Fall16_Class12.1
UVC100_Fall16_Class12.1UVC100_Fall16_Class12.1
UVC100_Fall16_Class12.1
 
ERC: district website banners
ERC:  district website bannersERC:  district website banners
ERC: district website banners
 

Similar to ART100_Fall2016_Class10.1

Art and Culture - 04 - Classic Greece
Art and Culture - 04 - Classic GreeceArt and Culture - 04 - Classic Greece
Art and Culture - 04 - Classic GreeceRandy Connolly
 
The doryphoros is an example of perfect slideshow
The doryphoros is an example of perfect slideshowThe doryphoros is an example of perfect slideshow
The doryphoros is an example of perfect slideshowacallinicos
 
Greek and Etruscan Art
Greek and Etruscan ArtGreek and Etruscan Art
Greek and Etruscan Artd cason
 
Ahtr ancient near-east
Ahtr ancient near-eastAhtr ancient near-east
Ahtr ancient near-eastAmy Raffel
 
1. In the Paleolithic period, the society of human was focused on .docx
1. In the Paleolithic period, the society of human was focused on .docx1. In the Paleolithic period, the society of human was focused on .docx
1. In the Paleolithic period, the society of human was focused on .docxjackiewalcutt
 
Chapter1
Chapter1Chapter1
Chapter1d cason
 
Ch 5 Lecture Part2
Ch 5 Lecture Part2Ch 5 Lecture Part2
Ch 5 Lecture Part2d cason
 
Art1100 LVA 14 Greece Online
Art1100 LVA 14 Greece OnlineArt1100 LVA 14 Greece Online
Art1100 LVA 14 Greece OnlineDan Gunn
 
Greek Art and Architecture
Greek Art and ArchitectureGreek Art and Architecture
Greek Art and ArchitectureGreg Sill
 
ARTID111 Ancient Greek Art - Part 1
ARTID111 Ancient Greek Art - Part 1ARTID111 Ancient Greek Art - Part 1
ARTID111 Ancient Greek Art - Part 1Edeliza Macalandag
 
Greek Art and Architecture
Greek Art and ArchitectureGreek Art and Architecture
Greek Art and ArchitectureMelissa Fischer
 
Ch 3 Lecture
Ch 3 LectureCh 3 Lecture
Ch 3 Lectured cason
 
Ch 3-lecture
Ch 3-lectureCh 3-lecture
Ch 3-lectured cason
 
Chapter 1 powerpoint
Chapter 1 powerpointChapter 1 powerpoint
Chapter 1 powerpointsttcampusmin
 

Similar to ART100_Fall2016_Class10.1 (20)

UNIT 1: Paleo-Aegean
UNIT 1: Paleo-AegeanUNIT 1: Paleo-Aegean
UNIT 1: Paleo-Aegean
 
Art and Culture - 04 - Classic Greece
Art and Culture - 04 - Classic GreeceArt and Culture - 04 - Classic Greece
Art and Culture - 04 - Classic Greece
 
The doryphoros is an example of perfect slideshow
The doryphoros is an example of perfect slideshowThe doryphoros is an example of perfect slideshow
The doryphoros is an example of perfect slideshow
 
geometric art
geometric artgeometric art
geometric art
 
Greek and Etruscan Art
Greek and Etruscan ArtGreek and Etruscan Art
Greek and Etruscan Art
 
section4(Geo-Archaic).ppt
section4(Geo-Archaic).pptsection4(Geo-Archaic).ppt
section4(Geo-Archaic).ppt
 
Art history lecture 4 egyptian art
Art history lecture 4 egyptian artArt history lecture 4 egyptian art
Art history lecture 4 egyptian art
 
Ahtr ancient near-east
Ahtr ancient near-eastAhtr ancient near-east
Ahtr ancient near-east
 
Classic
ClassicClassic
Classic
 
1. In the Paleolithic period, the society of human was focused on .docx
1. In the Paleolithic period, the society of human was focused on .docx1. In the Paleolithic period, the society of human was focused on .docx
1. In the Paleolithic period, the society of human was focused on .docx
 
Chapter1
Chapter1Chapter1
Chapter1
 
Ch 5 Lecture Part2
Ch 5 Lecture Part2Ch 5 Lecture Part2
Ch 5 Lecture Part2
 
Art1100 LVA 14 Greece Online
Art1100 LVA 14 Greece OnlineArt1100 LVA 14 Greece Online
Art1100 LVA 14 Greece Online
 
Greek Art and Architecture
Greek Art and ArchitectureGreek Art and Architecture
Greek Art and Architecture
 
ARTID111 Ancient Greek Art - Part 1
ARTID111 Ancient Greek Art - Part 1ARTID111 Ancient Greek Art - Part 1
ARTID111 Ancient Greek Art - Part 1
 
Greek Art and Architecture
Greek Art and ArchitectureGreek Art and Architecture
Greek Art and Architecture
 
Greek Archaic
Greek ArchaicGreek Archaic
Greek Archaic
 
Ch 3 Lecture
Ch 3 LectureCh 3 Lecture
Ch 3 Lecture
 
Ch 3-lecture
Ch 3-lectureCh 3-lecture
Ch 3-lecture
 
Chapter 1 powerpoint
Chapter 1 powerpointChapter 1 powerpoint
Chapter 1 powerpoint
 

More from Jennifer Burns

Art100 sp17 class14.1_riseofcommercialculture
Art100 sp17 class14.1_riseofcommercialcultureArt100 sp17 class14.1_riseofcommercialculture
Art100 sp17 class14.1_riseofcommercialcultureJennifer Burns
 
ART100_Fall2016_Class15.1
ART100_Fall2016_Class15.1ART100_Fall2016_Class15.1
ART100_Fall2016_Class15.1Jennifer Burns
 
ART100_Fall2016_Class14.1
ART100_Fall2016_Class14.1ART100_Fall2016_Class14.1
ART100_Fall2016_Class14.1Jennifer Burns
 
ART100_Fall2016_Class13.2
ART100_Fall2016_Class13.2ART100_Fall2016_Class13.2
ART100_Fall2016_Class13.2Jennifer Burns
 
ART100_Fall2016_Class13.1
ART100_Fall2016_Class13.1ART100_Fall2016_Class13.1
ART100_Fall2016_Class13.1Jennifer Burns
 
Art100 fall2016 class9.2_paperworkshop
Art100 fall2016 class9.2_paperworkshopArt100 fall2016 class9.2_paperworkshop
Art100 fall2016 class9.2_paperworkshopJennifer Burns
 
Uvc100 fall2016 class8.1
Uvc100 fall2016 class8.1Uvc100 fall2016 class8.1
Uvc100 fall2016 class8.1Jennifer Burns
 
UVC100_Fall16_Class7.1
UVC100_Fall16_Class7.1UVC100_Fall16_Class7.1
UVC100_Fall16_Class7.1Jennifer Burns
 
Uvc100 fall2016 class6.2_semiotics_pt2
Uvc100 fall2016 class6.2_semiotics_pt2Uvc100 fall2016 class6.2_semiotics_pt2
Uvc100 fall2016 class6.2_semiotics_pt2Jennifer Burns
 
Uvc100 fall2016 class6.1_intro_semiotics
Uvc100 fall2016 class6.1_intro_semioticsUvc100 fall2016 class6.1_intro_semiotics
Uvc100 fall2016 class6.1_intro_semioticsJennifer Burns
 
Art100 fall2016 class5.2_putting_italltogether
Art100 fall2016 class5.2_putting_italltogetherArt100 fall2016 class5.2_putting_italltogether
Art100 fall2016 class5.2_putting_italltogetherJennifer Burns
 
Art100 fall2016 class5.1_formal_analysisstepbystep
Art100 fall2016 class5.1_formal_analysisstepbystepArt100 fall2016 class5.1_formal_analysisstepbystep
Art100 fall2016 class5.1_formal_analysisstepbystepJennifer Burns
 
Art100 fall2016 class4.2_formal_analysis
Art100 fall2016 class4.2_formal_analysisArt100 fall2016 class4.2_formal_analysis
Art100 fall2016 class4.2_formal_analysisJennifer Burns
 
UVC100_FALL16_CLASS4.1
UVC100_FALL16_CLASS4.1UVC100_FALL16_CLASS4.1
UVC100_FALL16_CLASS4.1Jennifer Burns
 
UVC100_Fall15_Class3.2
UVC100_Fall15_Class3.2UVC100_Fall15_Class3.2
UVC100_Fall15_Class3.2Jennifer Burns
 
UVC100_Fall16_Class3.1
UVC100_Fall16_Class3.1UVC100_Fall16_Class3.1
UVC100_Fall16_Class3.1Jennifer Burns
 
UVC100_Summer16_FriJune10
UVC100_Summer16_FriJune10UVC100_Summer16_FriJune10
UVC100_Summer16_FriJune10Jennifer Burns
 

More from Jennifer Burns (20)

Art100 sp17 class14.1_riseofcommercialculture
Art100 sp17 class14.1_riseofcommercialcultureArt100 sp17 class14.1_riseofcommercialculture
Art100 sp17 class14.1_riseofcommercialculture
 
ART100_Fall2016_Class15.1
ART100_Fall2016_Class15.1ART100_Fall2016_Class15.1
ART100_Fall2016_Class15.1
 
ART100_Fall2016_Class14.1
ART100_Fall2016_Class14.1ART100_Fall2016_Class14.1
ART100_Fall2016_Class14.1
 
ART100_Fall2016_Class13.2
ART100_Fall2016_Class13.2ART100_Fall2016_Class13.2
ART100_Fall2016_Class13.2
 
ART100_Fall2016_Class13.1
ART100_Fall2016_Class13.1ART100_Fall2016_Class13.1
ART100_Fall2016_Class13.1
 
Art100 fall2016 class9.2_paperworkshop
Art100 fall2016 class9.2_paperworkshopArt100 fall2016 class9.2_paperworkshop
Art100 fall2016 class9.2_paperworkshop
 
Uvc100 fall2016 class8.1
Uvc100 fall2016 class8.1Uvc100 fall2016 class8.1
Uvc100 fall2016 class8.1
 
UVC100_Fall16_Class7.1
UVC100_Fall16_Class7.1UVC100_Fall16_Class7.1
UVC100_Fall16_Class7.1
 
Uvc100 fall2016 class6.2_semiotics_pt2
Uvc100 fall2016 class6.2_semiotics_pt2Uvc100 fall2016 class6.2_semiotics_pt2
Uvc100 fall2016 class6.2_semiotics_pt2
 
Uvc100 fall2016 class6.1_intro_semiotics
Uvc100 fall2016 class6.1_intro_semioticsUvc100 fall2016 class6.1_intro_semiotics
Uvc100 fall2016 class6.1_intro_semiotics
 
Art100 fall2016 class5.2_putting_italltogether
Art100 fall2016 class5.2_putting_italltogetherArt100 fall2016 class5.2_putting_italltogether
Art100 fall2016 class5.2_putting_italltogether
 
Art100 fall2016 class5.1_formal_analysisstepbystep
Art100 fall2016 class5.1_formal_analysisstepbystepArt100 fall2016 class5.1_formal_analysisstepbystep
Art100 fall2016 class5.1_formal_analysisstepbystep
 
Art100 fall2016 class4.2_formal_analysis
Art100 fall2016 class4.2_formal_analysisArt100 fall2016 class4.2_formal_analysis
Art100 fall2016 class4.2_formal_analysis
 
UVC100_FALL16_CLASS4.1
UVC100_FALL16_CLASS4.1UVC100_FALL16_CLASS4.1
UVC100_FALL16_CLASS4.1
 
UVC100_Fall15_Class3.2
UVC100_Fall15_Class3.2UVC100_Fall15_Class3.2
UVC100_Fall15_Class3.2
 
UVC100_Fall16_Class3.1
UVC100_Fall16_Class3.1UVC100_Fall16_Class3.1
UVC100_Fall16_Class3.1
 
UVC100_Fall16_Class4
UVC100_Fall16_Class4UVC100_Fall16_Class4
UVC100_Fall16_Class4
 
UVC100_Fall16_Class3
UVC100_Fall16_Class3UVC100_Fall16_Class3
UVC100_Fall16_Class3
 
UVC100_Fall16_Class2
UVC100_Fall16_Class2UVC100_Fall16_Class2
UVC100_Fall16_Class2
 
UVC100_Summer16_FriJune10
UVC100_Summer16_FriJune10UVC100_Summer16_FriJune10
UVC100_Summer16_FriJune10
 

Recently uploaded

How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxHow to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxCeline George
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jisc
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Jisc
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxPooja Bhuva
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxJisc
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxRamakrishna Reddy Bijjam
 
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxREMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxDr. Ravikiran H M Gowda
 
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdfFICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdfPondicherry University
 
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...Amil baba
 
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lessonQUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lessonhttgc7rh9c
 
dusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningdusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningMarc Dusseiller Dusjagr
 
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - EnglishGraduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - Englishneillewis46
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsSandeep D Chaudhary
 
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...Nguyen Thanh Tu Collection
 
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...Pooja Bhuva
 
How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17Celine George
 
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfUnit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfDr Vijay Vishwakarma
 
21st_Century_Skills_Framework_Final_Presentation_2.pptx
21st_Century_Skills_Framework_Final_Presentation_2.pptx21st_Century_Skills_Framework_Final_Presentation_2.pptx
21st_Century_Skills_Framework_Final_Presentation_2.pptxJoelynRubio1
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxannathomasp01
 

Recently uploaded (20)

How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxHow to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptx
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
 
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxREMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
 
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdfFICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
 
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
 
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lessonQUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
 
dusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningdusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learning
 
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - EnglishGraduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - English
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & Systems
 
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
 
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
 
How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17
 
VAMOS CUIDAR DO NOSSO PLANETA! .
VAMOS CUIDAR DO NOSSO PLANETA!                    .VAMOS CUIDAR DO NOSSO PLANETA!                    .
VAMOS CUIDAR DO NOSSO PLANETA! .
 
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfUnit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
 
21st_Century_Skills_Framework_Final_Presentation_2.pptx
21st_Century_Skills_Framework_Final_Presentation_2.pptx21st_Century_Skills_Framework_Final_Presentation_2.pptx
21st_Century_Skills_Framework_Final_Presentation_2.pptx
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
 

ART100_Fall2016_Class10.1

  • 1. Class 10.1 Art + Power in Settled Societies
  • 2. Lion Hunt of Ashurbanipal, wall decoration from Ashurbanipal's Palace, Nineveh, Assyria, c. 645 BC, carved gypsum panels, originally set into the palace, now displayed in the British Museum in London, England.
  • 3. going over homework: relief sculpture Part I. Write a description of the work depicted in this photograph. Here are some guidelines to help you: • • A. Identify the artist, title (italicized, or underlined) and date by working these into a sentence that contains other information. • B. Identify the major visual features of the work and describes them as richly, thoroughly, and concretely as possible. • C. Include some sense of your response to the piece, worked into your description. • D. A good description does all of these things in a few short lines that are dense with information. • Part II. Analyze the composition: How are the objects or elements ordered from right to left? What is in the center? What do you think is emphasized? • • Part III. Now that you've learned some general characteristics of neolithic societies, how do you think this particular work of art relates to the new forms of social organization that emerged alongside the ability to store surplus grain harvest? • • Connect this specific work of art to the more general social characteristics we have studied: • what does the piece say about the changing relationship between the human and animal world? • what is the role of violence in establishing the king’s authority, according to this picture?
  • 4. Sedimentary rock that can form at the bottom of a seabed and l ater become exposed. Common in the Tigris/Euphrates area. It is quite soft so is fairly easy to carve in precise detail such as w e see in the Lion Hunt of Ashurbanipal. what is gypsum?
  • 5. Stele of Naram-Sin. 2250 BCE, height 6'6”. In this relief sculpture, the king is the largest figure. He wears a horned helmet and carries a spear. How is the king depicted here? What is the source of his authority?
  • 7. Votive Statue of Gudea, c. 2090 BCE, height 29”. The kingship and authority of Gudea is depicted in rather different terms. How is he presented in this work?
  • 8. Based upon the comparison of these two works, what do you think is the r elationship between art and power?
  • 9. Stele of Hammurabi, c. 1750 BCE, height of stele approx. 7'; height of relief 28”
  • 10. left: relief sculpture showing Hammurabi receiving Code of Laws right: cuneiform inscriptions of the law code
  • 11. Hammurabi's code of laws: a few excerpts
  • 12. Neo-Assyrian, Human-headed Winged Bull and Winged Lion, c. 860 BCE Height: 10 ft. 3 ½ inches These massive sculptures are a mixture of high and low relief. They are used to guard the throne rooms and tombs of royalty.
  • 13. Neo-Assyrian, Guardian Figures at Gate a of the Citadel of Sargon II c.720 BCE limestone
  • 14. "Man is the measure of all things.” —Protagoras, Greek philosopher how does sculpture change when we move to ancient Greece? The perfect individual form, defined by ideal scale and proportions, became the Greek ideal.
  • 15. New York Kouros, c. 580 BCE KOUROS: Greek for “young man”; statuary type depicting a young man KORE: Greek for “young woman”; statuary type depicting a young woman
  • 16. Kore of the Acropolis, c. 500 BCE KORE: Greek for “young woman”; statuary type depicting a young woman What differences do you note between male and female figures in ancient Greece?
  • 17. Kritios Boy, 480 BCE.New York Kouros 580 BCE. These two sculptures are separated by 100 years. Wh at else separates them? What connects them?
  • 18. Kritios Boy, 480 BCE, 34 inches high CONTRAPPOSTO: posing of the human figure in which one part is turned in opposition to another part, typically with the weight of the body being thrown to one foot, creating a counterbalance of the body about its central axis
  • 19. Polykleitos, Doryphoros (Spear Bearer) Roman copy of 440 BCE original This is considered to be an excellent example of contrapposto, setting the human form in motion in real space. Polykleitos thought of this sculpture as his "canon": ideal model of perfect proportions.