This document provides an overview of art in the 20th century. It showcases works from various artistic movements and highlights experimentation with new materials, styles, and a rejection of realism. Key developments include the rise of abstraction, the relationship between art and its social/political contexts, and questioning traditional boundaries between high and low art forms.
In this class, we tackle the grand question: what is art, anyway? How should we define it? We use the concept of "prestige" articulated by Tim van Laar and Leonard Diepeveen to help us understand the social stakes of the definition.
In this class, we tackle the grand question: what is art, anyway? How should we define it? We use the concept of "prestige" articulated by Tim van Laar and Leonard Diepeveen to help us understand the social stakes of the definition.
*NOTE: This was a slideshow with audio. For the full version, see it now on YouTube at https://www.youtube.com/watch?v=e_gOezyDhGg.
For my US History class, a brief discussion of modernist art in the early years. CC Lisa M Lane Attribution-NonCommercial-ShareAlike 2012.
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.
*NOTE: This was a slideshow with audio. For the full version, see it now on YouTube at https://www.youtube.com/watch?v=e_gOezyDhGg.
For my US History class, a brief discussion of modernist art in the early years. CC Lisa M Lane Attribution-NonCommercial-ShareAlike 2012.
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.
AGNY Study Pack # 1Tenth Street Studios, 51 West 10th .docxgalerussel59292
AGNY Study Pack # 1
Tenth Street Studios,
51 West 10th 1857-1956
2
The Heart of the Andes, 1859 Frederic Edwin Church
3
William Merritt Chase, Interior of the Artist’s Studio, 1882
4
James Abbott McNeill Whistler, Nocturne in Black and Gold: The Falling Rocket, ca. 1875
5
Cassatt, Little Girl in a Blue Armchair, 1878
6
Tanner, View of the Seine Looking Toward Nôtre Dame, 1896
7
Romaine Brooks,
Self-Portrait, 1922
8
Hopper, Steps in Paris, 1906
9
Edward Hopper: The Paris YearsFebruary 22 - June 1, 2003ハEdward Hopper was the J.D. Salinger of American painters, an extremely private man who granted few interviews. Much of what scholars know about his work comes from his wife Jo Nivison-Hopper's journals. Edward Hopper: The Paris Years, organized by the Whitney Museum of American Art of New York, provides a tantalizing look at the early work of one of America's best known figurative painters. The exhibition of 45 paintings and 10 works on paper opens at Charlotte, NC's Mint Museum of Art on February 22 and runs through June 1, 2003. (left: Edward Hopper (1882-1967), Steps in Paris, 1906, oil on wood, 13 x 9 3/16 inches, Collection of the Whitney Museum of American Art, New York, from a 1970 bequest from Josephine N. Hopper)Hopper said little about even his most accomplished paintings, believing the work should speak for itself. Scholars have been left to speculate on influences on his career, from his realist art instructors Robert Henri, William Merritt Chase andKenneth Hayes Miller at the New York School of Art to the psychological reaction of a young man raised in a small town coming to grips with isolation and loss of community in the urban modern age that was New York City at the turn of the century. The answer may be found in Paris, in verse rather than on canvas. (right: Edward Hopper (1882-1967), Notre Dame, No. 2, 1907, oil on canvas, 23 1/2 x 28 3/4 inches, Collection of the Whitney Museum of American Art, New York, from a 1970 bequest from Josephine N. Hopper)Edward Hopper's early talent for drawing and painting was encouraged by his mother Elizabeth. The family's middle class concern for his future financial security influenced Edward to attend The New York School of Illustrating before transferring to the New York School of Art. Hopper would work more than fifteen years as a commercial illustrator, work that he despised. His skill at painting watercolors, however, is attributed to the years spent as an illustrator. He was able to master strokes with the brush and had a remarkable eye for being able to adjust a composition to where it would have the most immediate anddramatic impact on the viewer.After six years of study at the New York School of Art, Hopper left for France in October, 1906. His Paris studies coincided with an exciting era in the history of the Modern movement. Hopper, however, was untouched by Fauvist and Cubist art popular at the time, continuing instead to follow.
AGNY Study Pack # 1Tenth Street Studios, 51 West 10th .docxjack60216
AGNY Study Pack # 1
Tenth Street Studios,
51 West 10th 1857-1956
2
The Heart of the Andes, 1859 Frederic Edwin Church
3
William Merritt Chase, Interior of the Artist’s Studio, 1882
4
James Abbott McNeill Whistler, Nocturne in Black and Gold: The Falling Rocket, ca. 1875
5
Cassatt, Little Girl in a Blue Armchair, 1878
6
Tanner, View of the Seine Looking Toward Nôtre Dame, 1896
7
Romaine Brooks,
Self-Portrait, 1922
8
Hopper, Steps in Paris, 1906
9
Edward Hopper: The Paris YearsFebruary 22 - June 1, 2003ハEdward Hopper was the J.D. Salinger of American painters, an extremely private man who granted few interviews. Much of what scholars know about his work comes from his wife Jo Nivison-Hopper's journals. Edward Hopper: The Paris Years, organized by the Whitney Museum of American Art of New York, provides a tantalizing look at the early work of one of America's best known figurative painters. The exhibition of 45 paintings and 10 works on paper opens at Charlotte, NC's Mint Museum of Art on February 22 and runs through June 1, 2003. (left: Edward Hopper (1882-1967), Steps in Paris, 1906, oil on wood, 13 x 9 3/16 inches, Collection of the Whitney Museum of American Art, New York, from a 1970 bequest from Josephine N. Hopper)Hopper said little about even his most accomplished paintings, believing the work should speak for itself. Scholars have been left to speculate on influences on his career, from his realist art instructors Robert Henri, William Merritt Chase andKenneth Hayes Miller at the New York School of Art to the psychological reaction of a young man raised in a small town coming to grips with isolation and loss of community in the urban modern age that was New York City at the turn of the century. The answer may be found in Paris, in verse rather than on canvas. (right: Edward Hopper (1882-1967), Notre Dame, No. 2, 1907, oil on canvas, 23 1/2 x 28 3/4 inches, Collection of the Whitney Museum of American Art, New York, from a 1970 bequest from Josephine N. Hopper)Edward Hopper's early talent for drawing and painting was encouraged by his mother Elizabeth. The family's middle class concern for his future financial security influenced Edward to attend The New York School of Illustrating before transferring to the New York School of Art. Hopper would work more than fifteen years as a commercial illustrator, work that he despised. His skill at painting watercolors, however, is attributed to the years spent as an illustrator. He was able to master strokes with the brush and had a remarkable eye for being able to adjust a composition to where it would have the most immediate anddramatic impact on the viewer.After six years of study at the New York School of Art, Hopper left for France in October, 1906. His Paris studies coincided with an exciting era in the history of the Modern movement. Hopper, however, was untouched by Fauvist and Cubist art popular at the time, continuing instead to follow.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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!
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
The French Revolution Class 9 Study Material pdf free download
ART100SP16_Module4.1
1. Class 4.1
Art in the
Twentieth
Century
ART 100
Spring ‘16
Willem de Kooning, Woman V
1952-3
2. as we discussed previously,
the notion of an autonomous realm devoted purely to the
appreciation of beauty is peculiar to the modern West
(European and places colonized by Europe)
autonomous=standing on its own, independent of other
considerations, such as function.
3.
4. Mask depicting
warrior hunter (Oro
Efe)
early 20th century
Republic of Benin,
Ketu-Ohori (Yoruba)
Wood, pigment
15 x 13 inches
5. Attic Red Figure,
ca. 475 BCE–ca. 450
BCE (Early
Classical)
The Syracuse Painter
Hydria
6. Elevator gatescreen
from Chicago Stock
Exchange Building,
1894
Louis Henri Sullivan
(United States,
1856–1924)
Cast iron with
bronze plating
84 x 31 1/4 inches
13. Picasso, Portrait of Wilhelm Uhde, 1910
Catalan artist Pablo PICASSO
had no difficulty painting
representational pictures,
abstractions, and everything in
between. Here he fragments the
portrait of one of his art dealers
into rectangles and triangles.
Over time he will oscillate back and
forth between styles in a seemingly
effortless manner.
15. Pablo PICASSO, Still Life with Chair Caning, 1912
For this collage, Picasso used wallpaper that imitated chair caning, and wrapped the
whole canvas in real rope. The other portions are painted in imitation of various objects
that might be found on a tabletop.
16. Picasso, Bottle of Vieux Marc, Glass, Guitar and
Newspaper, 1913,Picasso, Bottle of Vieux Marc, Glass, Guitar and
18. Marcel Duchamp realizes that the dynamic forms that interest him can be
found in actual objects just as well as in painting.
The bottle rack on the left was a common object in French life, used for
drying out empty wine bottles before reusing them.
19. Duchamp, Tu M’, 1918
This picture plays with illusion and reality, including a found object that sticks directly
out of the painting. The question Duchamp asks here: why paint a representation of
the object if you can just use the real thing?
21. René Magritte, The Treachery of Images, 1928-9
In his own way, Belgian artist Magritte asks a similar question, declaring that a
painting of a pipe can never be a real pipe.
22. Artists begin to feel a great freedom to use paint in different ways, or even to forget
about painting and use pictures clipped from magazines to express their ideas.
There are many different ways to put a recognizable figure together, and artists are
drawn to the challenge of finding new methods rather than relying on the old ones.
24. Fernand LÉGER, The Red Table, 1920. AIC
While some artists experiment with different ways
of breaking down a scene and putting it back together,
others question the need for a subject altogether.
Why not just paint colors and shapes, for their own
intrinsic appeal?
26. “There is no such thing as
‘abstract,’ or ‘concrete’… There is a
good picture and a bad picture.
There is the picture that moves you
and the picture that leaves you
cold… A picture has a value in
itself, like a musical score, like a
poem.”
—Fernand Léger
Here French artist Léger tries to explain that it doesn’t really matter whether a
picture has a subject matter.
45. Kur SCHWITTERS
Merz 32A (Cherry Picture)
1921
collage of colored papers,
fabrics, printed labels and
pictures, pieces of wood,
etc., and gouache on
cardboard background
36-1/8 x 27-3/4”
The Museum of Modern Art,
New York
51. Salvador DALI, Lobster Telephone, 1936
“I do not understand why, when I ask for a grilled lobster in a restaurant, I
am never served a cooked telephone; I do not understand why
champagne is always chilled and why on the other hand telephones, which
are habitually so frightfully warm and disagreeably sticky to the touch, are
not also put in silver buckets with crushed ice around them.”
57. I don’t like that word, “finish.” When
something is finished, that means it’s
dead, doesn’t it? I believe in
everlastingness. I never finish a
painting—I just stop working on it for a
while.
Arshile Gorky, 1948
58. Willem de Kooning
Queen of Hearts
1943-46
Oil and charcoal on fiberboard
46 1/8 x 27 5/8" inches
61. “…if you pick up some paint with your brush and
make somebody's nose with it, this is rather ridiculous
when you think of it, theoretically or philosophically.
It's really absurd to make an image, like a human
image, with paint, today, when you think about it, since
we have this problem of doing it or not doing it. But
then all of a sudden it was even more absurd not to do
it. So I fear I have to follow my desires.”
—Willem de Kooning,
in a 1962 radio interview
Like Léger before him, de Kooning points
out that it doesn’t really matter if a painting
has a subject or not.
62. Robert RAUSCHENBERG
Pilgrim
1960
Rauschenberg called his
mixed media works “combines.”
In them he directly juxtaposes
fragments of the “real world”
with paintings. He seems to be
questioning the limits and
possibilities of both modes.
67. Edward KIENHOLZ
State Hospital
1966, interior view
Here Kienholz uses found
materials to express outrage
at modern institutions. The
materials are repulsive, but they
make an undeniably artistic
statement.
79. E.V. Day,
Flesh for Fantasy, 1999
Four blowup lovedolls and
stainless steel surgical wire
The pink vinyl flesh of two girls
and two boys is shredded into
fragments of varying degrees of
recognition and strewn through
out a room into what I hope will
be an explosive orgy. The
fragments are hung with
stainless steel steel surgical
wire, normally used for stitching
human bones. The wires are
connected to turn buckles in a
heart shaped configuration in
the floor, and shoot out
chaotically to the ceiling. "Flesh
for Fantasy" is situated in a
room with four entrances that
allows the viewer to pass
through and around the
installation from all directions.
87. Key points
• Imbrication of art and commerce
• constant cross-pollination between elite and popular
culture
• moving past realist modes of representation (post-
photographic)
• development of self-reflective capacity
• critical perspectives on the treatment of women and non-
whites in previous art
• awareness of the power of representation to shape belief