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Changes in the Human Figure in Art You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized. Use the textbook and/or online sources to locate and capture three works of art. one from the Early Renaissance (fourteenth century, 1300–1399) one from the Northern European Renaissance (fifteenth century, 1400–1499) one from the Italian Renaissance (fifteenth century, 1400–1499) Your works of art must either be all paintings or all sculptures. First, place images of your selected works in a Word document. Then do the following: For each work identify: The artist Title of the work of art The date(s) it was created The medium or materials used to create the work of art, such as oil paint, marble, etc. Where the work is located now. In a well-developed paragraph, provide at least two important historical facts about each work. In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading. Then, In a 6–10-sentence concluding paragraph: Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed. Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes. Offer a citation of your sources for each image and the information provided as appropriate. .
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InstructionsChanges in the Human Figure in ArtYou likely.docx
Instructions
Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
First, place images of your selected works in a Word document. Then do the following:
For each work identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph, provide at least two important historical facts about each work.
In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading.
Then, In a 6–10-sentence concluding paragraph:
Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
Submission Details:
Submit your document to the
Submissions Area
by
the due date assigned.
Attachments
Submissions
No submissions yet. Drag and drop to upload your assignment below.
...
You likely noticed that during the two hundred years covered in this.docx
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist had depicted the human figure.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
You likely noticed that during the two hundred years covered in this.docx
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist of each piece have depicted the human figure.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Use the textbook andor online sources to locate and capture three w.docx
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist had depicted the human figure.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Due by 9 pm today!Assignment 3 Changes in the Human Figure in A.docx
Due by 9 pm today!
Assignment 3: Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences), describe how the artist had depicted the human figure, supporting your observation using vocabulary from this week's reading.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
Submit your effort by
Tuesday, April 4, 2017
, to the
W1: Assignment 3 Dropbox
. Name your document as follows: LastnameFirstInitial_W1_A3.doc
Assignment 3 Grading Criteria
Maximum Points
Chose one Early Renaissance, one Northern European Renaissance, and one Italian Renaissance image (painting or sculpture) and supplied the images’ artists, titles, dates, media, and current locations. (3 images x 6 points)
18
Identified one or two important historical facts about each piece that makes each piece important to the history of art. (3 images x 6 points)
18
Described and analyzed how the artist of each piece depicted the human figure, supporting your observation using vocabulary from this week's reading. (3 images x 9 points)
27
Compared and contrasted how the depiction of the human figure has changed, noting such things as general appearance of the figures, their body types, have the figures been stylize.
AS DISCUSSEDAssignment 2Question 1Humans generate and use a.docx
AS DISCUSSED
Assignment 2
Question 1:
Humans generate and use art to create order, explain, and in some cases control their lives in a chaotic world. In 3
well-developed
paragraphs, discuss:
What do you think art is?
Why do you think it is important to study art as an academic discipline?
How is a work of art different from something that is artistic or creative?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.
Question 2:
While the Italian Renaissance was a rebirth of interest in the classical world, the Northern Renaissance saw other interests take center stage. One interest that both Italian and Northern Renaissance shared was an interest in the natural world, including a concern for creating the illusion of a 3-dimensional world on a 2-dimensional plane. In 3
well-developed
paragraphs, discuss:
Explain why some artistic elements in works such as the Limbourg Brother’s
Très Riches Heures
(1411-1416) look realistic to you and which do not look realistic. Discuss whether the figures fit into the space, whether their movements are realistic, whether their clothes fit their bodies properly, and whether there are shadows that make sense.
Two of the great innovations of the Renaissance in painting were the artist's ability to depict a more contemporary world, and to create the illusion of a three-dimensional world in a painting. Two important artists played a key role in helping to bring about this shift, Cimabue and Giotto di Bondone (known as Giotto). By studying and comparing 3 of their paintings, you can see how this innovation developed.
Cimabue.
Virgin and Child Enthroned
.
1280.
Giotto.
Virgin and Child Enthroned
.
1310.
Giotto.
Marriage at Cana, Raising of Lazarus, Lamentation, and Resurrection / Noli Me Tangeri
.
1305–06. (Note: scroll down to image 18-8.)
Discuss
at least 3 specific details or elements that progressively illustrate the artist's concern for depicting a more natural world.
at least 3 specific details or elements that progressively illustrate the illusion of a three-dimensional world on the two-dimensional surface of the painting.
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.
Assignment 3
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (f.
I am gone to send you the link of the electronic book.Queation 1.docx
I am gone to send you the link of the electronic book.
Queation 1
Please read Chapters 12and 13 and look carefully at the illustrations. Please note that there was a significant difference between the art of Northern Europe and Southern Europe during this time. The term Renaissance means a renewal or a rebirth--in this context of the styles and ideas of the Greek and Roman (Classical) past. While both areas continued to use Christian themes, the style, or the manner in which the images are put together and presented to the viewer, differed substantially from North to South. The North continued to be quite medieval or Gothic in styles, while the South (chiefly Italy), relied heavily on its Classical (Greek and Roman) past. During this period, you will see that the human figure, especially the nude, in an echo of the Classical past, appears again in Italy. The North will come to admire and to use the nude only with Albrecht Duerer, a major German artist of the late-fifteenth and early-sixteenth centuries. He will be the first Northern artist to participate in the developing humanist and classical interests of Italy. It is with this artist that the North enters into the "spirit" and the subject matter of the Italian form of the Renaissance.
Describe the development of the Northern Renaissance images with respect to the use of very detailed, ordinary objects symbolic of religious ideas. Contrast that with the Classicism of the Italian works.
Please address, briefly, the role of the artist's patron in the Italian Renaissance.
Use illustrations and quotations from your text to make your points and include quotations and illustrations from web sites to enhance your discussion.
Please follow the stated course guidelines for your assignment.
Question 2
Read Chapters 15-17 and look carefully at the illustrations. In this section of the text, you will become acquainted with art of the Americas and Africa and the Neo-Classical, Romantic and Realist styles of late-eighteenth and early-nineteenth-century European works. The pace of stylistic change will begin to keep up with the faster pace of life. Here you will look at the remnants of the Classical world in the Neo-Classical (or new classical) examples, which are sometime pitted against the more intuitive, less doctrinaire works of the Romantic artists. Here, too, you will begin to look at the American works, drawn from European ideas and styles, but adapted for a new country and a new need for art. Sometimes the styles or labels of the categories of art will become blurred, making absolutes difficult to determine. I am sure that, by now, you will say, "But all periods are divergent; all periods have variants which make labels and categories uncertain." And, you will be correct. The momentum for change and for the existence of multiple ideas and styles within a specific place and time merely increases and the changes seem to be more drastic. The Realism of European and American works .
I am gone to send you the link of the electronic book.Queation 1.docx
I am gone to send you the link of the electronic book.
Queation 1
Please read Chapters 12and 13 and look carefully at the illustrations. Please note that there was a significant difference between the art of Northern Europe and Southern Europe during this time. The term Renaissance means a renewal or a rebirth--in this context of the styles and ideas of the Greek and Roman (Classical) past. While both areas continued to use Christian themes, the style, or the manner in which the images are put together and presented to the viewer, differed substantially from North to South. The North continued to be quite medieval or Gothic in styles, while the South (chiefly Italy), relied heavily on its Classical (Greek and Roman) past. During this period, you will see that the human figure, especially the nude, in an echo of the Classical past, appears again in Italy. The North will come to admire and to use the nude only with Albrecht Duerer, a major German artist of the late-fifteenth and early-sixteenth centuries. He will be the first Northern artist to participate in the developing humanist and classical interests of Italy. It is with this artist that the North enters into the "spirit" and the subject matter of the Italian form of the Renaissance.
Describe the development of the Northern Renaissance images with respect to the use of very detailed, ordinary objects symbolic of religious ideas. Contrast that with the Classicism of the Italian works.
Please address, briefly, the role of the artist's patron in the Italian Renaissance.
Use illustrations and quotations from your text to make your points and include quotations and illustrations from web sites to enhance your discussion.
Please follow the stated course guidelines for your assignment.
Question 2
Read Chapters 15-17 and look carefully at the illustrations. In this section of the text, you will become acquainted with art of the Americas and Africa and the Neo-Classical, Romantic and Realist styles of late-eighteenth and early-nineteenth-century European works. The pace of stylistic change will begin to keep up with the faster pace of life. Here you will look at the remnants of the Classical world in the Neo-Classical (or new classical) examples, which are sometime pitted against the more intuitive, less doctrinaire works of the Romantic artists. Here, too, you will begin to look at the American works, drawn from European ideas and styles, but adapted for a new country and a new need for art. Sometimes the styles or labels of the categories of art will become blurred, making absolutes difficult to determine. I am sure that, by now, you will say, "But all periods are divergent; all periods have variants which make labels and categories uncertain." And, you will be correct. The momentum for change and for the existence of multiple ideas and styles within a specific place and time merely increases and the changes seem to be more drastic. The Realism of European and American works .
Recommended
InstructionsChanges in the Human Figure in ArtYou likely.docx
Instructions
Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
First, place images of your selected works in a Word document. Then do the following:
For each work identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph, provide at least two important historical facts about each work.
In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading.
Then, In a 6–10-sentence concluding paragraph:
Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
Submission Details:
Submit your document to the
Submissions Area
by
the due date assigned.
Attachments
Submissions
No submissions yet. Drag and drop to upload your assignment below.
...
You likely noticed that during the two hundred years covered in this.docx
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist had depicted the human figure.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
You likely noticed that during the two hundred years covered in this.docx
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist of each piece have depicted the human figure.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Use the textbook andor online sources to locate and capture three w.docx
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist had depicted the human figure.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Due by 9 pm today!Assignment 3 Changes in the Human Figure in A.docx
Due by 9 pm today!
Assignment 3: Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences), describe how the artist had depicted the human figure, supporting your observation using vocabulary from this week's reading.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
Submit your effort by
Tuesday, April 4, 2017
, to the
W1: Assignment 3 Dropbox
. Name your document as follows: LastnameFirstInitial_W1_A3.doc
Assignment 3 Grading Criteria
Maximum Points
Chose one Early Renaissance, one Northern European Renaissance, and one Italian Renaissance image (painting or sculpture) and supplied the images’ artists, titles, dates, media, and current locations. (3 images x 6 points)
18
Identified one or two important historical facts about each piece that makes each piece important to the history of art. (3 images x 6 points)
18
Described and analyzed how the artist of each piece depicted the human figure, supporting your observation using vocabulary from this week's reading. (3 images x 9 points)
27
Compared and contrasted how the depiction of the human figure has changed, noting such things as general appearance of the figures, their body types, have the figures been stylize.
AS DISCUSSEDAssignment 2Question 1Humans generate and use a.docx
AS DISCUSSED
Assignment 2
Question 1:
Humans generate and use art to create order, explain, and in some cases control their lives in a chaotic world. In 3
well-developed
paragraphs, discuss:
What do you think art is?
Why do you think it is important to study art as an academic discipline?
How is a work of art different from something that is artistic or creative?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.
Question 2:
While the Italian Renaissance was a rebirth of interest in the classical world, the Northern Renaissance saw other interests take center stage. One interest that both Italian and Northern Renaissance shared was an interest in the natural world, including a concern for creating the illusion of a 3-dimensional world on a 2-dimensional plane. In 3
well-developed
paragraphs, discuss:
Explain why some artistic elements in works such as the Limbourg Brother’s
Très Riches Heures
(1411-1416) look realistic to you and which do not look realistic. Discuss whether the figures fit into the space, whether their movements are realistic, whether their clothes fit their bodies properly, and whether there are shadows that make sense.
Two of the great innovations of the Renaissance in painting were the artist's ability to depict a more contemporary world, and to create the illusion of a three-dimensional world in a painting. Two important artists played a key role in helping to bring about this shift, Cimabue and Giotto di Bondone (known as Giotto). By studying and comparing 3 of their paintings, you can see how this innovation developed.
Cimabue.
Virgin and Child Enthroned
.
1280.
Giotto.
Virgin and Child Enthroned
.
1310.
Giotto.
Marriage at Cana, Raising of Lazarus, Lamentation, and Resurrection / Noli Me Tangeri
.
1305–06. (Note: scroll down to image 18-8.)
Discuss
at least 3 specific details or elements that progressively illustrate the artist's concern for depicting a more natural world.
at least 3 specific details or elements that progressively illustrate the illusion of a three-dimensional world on the two-dimensional surface of the painting.
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.
Assignment 3
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (f.
I am gone to send you the link of the electronic book.Queation 1.docx
I am gone to send you the link of the electronic book.
Queation 1
Please read Chapters 12and 13 and look carefully at the illustrations. Please note that there was a significant difference between the art of Northern Europe and Southern Europe during this time. The term Renaissance means a renewal or a rebirth--in this context of the styles and ideas of the Greek and Roman (Classical) past. While both areas continued to use Christian themes, the style, or the manner in which the images are put together and presented to the viewer, differed substantially from North to South. The North continued to be quite medieval or Gothic in styles, while the South (chiefly Italy), relied heavily on its Classical (Greek and Roman) past. During this period, you will see that the human figure, especially the nude, in an echo of the Classical past, appears again in Italy. The North will come to admire and to use the nude only with Albrecht Duerer, a major German artist of the late-fifteenth and early-sixteenth centuries. He will be the first Northern artist to participate in the developing humanist and classical interests of Italy. It is with this artist that the North enters into the "spirit" and the subject matter of the Italian form of the Renaissance.
Describe the development of the Northern Renaissance images with respect to the use of very detailed, ordinary objects symbolic of religious ideas. Contrast that with the Classicism of the Italian works.
Please address, briefly, the role of the artist's patron in the Italian Renaissance.
Use illustrations and quotations from your text to make your points and include quotations and illustrations from web sites to enhance your discussion.
Please follow the stated course guidelines for your assignment.
Question 2
Read Chapters 15-17 and look carefully at the illustrations. In this section of the text, you will become acquainted with art of the Americas and Africa and the Neo-Classical, Romantic and Realist styles of late-eighteenth and early-nineteenth-century European works. The pace of stylistic change will begin to keep up with the faster pace of life. Here you will look at the remnants of the Classical world in the Neo-Classical (or new classical) examples, which are sometime pitted against the more intuitive, less doctrinaire works of the Romantic artists. Here, too, you will begin to look at the American works, drawn from European ideas and styles, but adapted for a new country and a new need for art. Sometimes the styles or labels of the categories of art will become blurred, making absolutes difficult to determine. I am sure that, by now, you will say, "But all periods are divergent; all periods have variants which make labels and categories uncertain." And, you will be correct. The momentum for change and for the existence of multiple ideas and styles within a specific place and time merely increases and the changes seem to be more drastic. The Realism of European and American works .
I am gone to send you the link of the electronic book.Queation 1.docx
I am gone to send you the link of the electronic book.
Queation 1
Please read Chapters 12and 13 and look carefully at the illustrations. Please note that there was a significant difference between the art of Northern Europe and Southern Europe during this time. The term Renaissance means a renewal or a rebirth--in this context of the styles and ideas of the Greek and Roman (Classical) past. While both areas continued to use Christian themes, the style, or the manner in which the images are put together and presented to the viewer, differed substantially from North to South. The North continued to be quite medieval or Gothic in styles, while the South (chiefly Italy), relied heavily on its Classical (Greek and Roman) past. During this period, you will see that the human figure, especially the nude, in an echo of the Classical past, appears again in Italy. The North will come to admire and to use the nude only with Albrecht Duerer, a major German artist of the late-fifteenth and early-sixteenth centuries. He will be the first Northern artist to participate in the developing humanist and classical interests of Italy. It is with this artist that the North enters into the "spirit" and the subject matter of the Italian form of the Renaissance.
Describe the development of the Northern Renaissance images with respect to the use of very detailed, ordinary objects symbolic of religious ideas. Contrast that with the Classicism of the Italian works.
Please address, briefly, the role of the artist's patron in the Italian Renaissance.
Use illustrations and quotations from your text to make your points and include quotations and illustrations from web sites to enhance your discussion.
Please follow the stated course guidelines for your assignment.
Question 2
Read Chapters 15-17 and look carefully at the illustrations. In this section of the text, you will become acquainted with art of the Americas and Africa and the Neo-Classical, Romantic and Realist styles of late-eighteenth and early-nineteenth-century European works. The pace of stylistic change will begin to keep up with the faster pace of life. Here you will look at the remnants of the Classical world in the Neo-Classical (or new classical) examples, which are sometime pitted against the more intuitive, less doctrinaire works of the Romantic artists. Here, too, you will begin to look at the American works, drawn from European ideas and styles, but adapted for a new country and a new need for art. Sometimes the styles or labels of the categories of art will become blurred, making absolutes difficult to determine. I am sure that, by now, you will say, "But all periods are divergent; all periods have variants which make labels and categories uncertain." And, you will be correct. The momentum for change and for the existence of multiple ideas and styles within a specific place and time merely increases and the changes seem to be more drastic. The Realism of European and American works .
Due by 9 pm! Must include references, no plagiarism.Assignment 2.docx
Due by 9 pm! Must include references, no plagiarism.
Assignment 2: Changes in Religious Art
You likely noticed that during the three hundred years covered in this week’s study that religious art remained quite important just as it had been in earlier “art ages.” There were monumental changes, however, in the way the religious subjects were depicted.
Use the textbook and/or online sources to locate and capture three works of religious art. All three pieces should be dealing with the same subject matter— for example, the Crucifixion, mother and child, or the Last Supper. Capture one image from each:
the Early Renaissance period
the High Renaissance period
the Baroque period
Your works of art must either be all paintings or all sculptures. (Do not use the three David sculptures from Assignment 1 as your comparisons.)
Place these images in a Word document. Then do the following:
Identify each image with the following information:
Name of the artist
Title of the work
Date of the work
Medium/materials used to create the work
Current location
In a well-developed paragraph (4–6 sentences) for each:
One to two important historical facts about each piece.
Describe and analyze how the artist has used at least one of the artistic elements, such as color, composition, or use of light, supporting your observation using vocabulary from this week's reading. You should focus on the same element for all 3 works.
In a 6–10-sentence concluding paragraph(s) discuss specifically how religious art has changed compared to each period and geographical region, and what may have been influencing factors behind these changes.
How has religious art changed compared to each, based on your observations as to how each artist used the art element you have focused on exploring?
What events in history may have been influencing factors behind these changes, and why?
Offer a citation of your sources for each image and the information provided as appropriate.
.
InstructionsTime TravelAssume you have been given the ab.docx
Instructions
Time Travel
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the nineteenth and twentieth centuries. The purpose of your trip is to visit artists in their studios and view firsthand the creation of some of their paintings and sculpture.In your time travels, you will collect information on five different styles of nineteenth- and twentieth-century art, as represented by one artist from each style. Before you set out, decide which specific styles you would like to explore.Select
one
style from
each
of the five categories listed below:Late Nineteenth Century: Impressionism or Post ImpressionismEarly Twentieth Century: Fauvism, Expressionism, or FuturismCubism: Analytic or SyntheticPost-World War I Art: Dada or SurrealismPost-World War II Art: Abstract Expressionism, Minimalism, or Pop ArtFor each of your five selected styles, identify one artist who represents that style whose studio you will explore in your time travels. In your visits to each artist’s studio, plan to identify one work of art that best exemplifies the artist’s style. When you return from your time travels, prepare a report that includes the following information for
each
of your five representative works of art:A photograph of the objectIdentifying information: Name of the artistTitle of the workDate of the workMedium/materials used to create the workIdentify the style of the work of art. Then, write a paragraph of 4-6 sentences that: Describes the visual characteristics that makes the object representative of its stylePlaces the work within its social and historical context and explains why it is culturally significant. Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your “time travels, †highlighting key similarities and distinctions between the artists you visited and their representative works of art. Your report should conclude with an explanation about which style you find most interesting and why.
Offer a citation of your sources for each image and the information provided as appropriate
...
Assume you have been given the ability to travel back in time, and y
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the nineteenth and twentieth centuries. The purpose of your trip is to visit artists in their studios and view firsthand the creation of some of their paintings and sculpture.
In your time travels, you will collect information on five different styles of nineteenth- and twentieth-century art, as represented by one artist from each style. Before you set out, decide which specific styles you would like to explore.
Select
one
style from
each
of the five categories listed below:
Late Nineteenth Century: Impressionism or Post Impressionism
Early Twentieth Century: Fauvism, Expressionism, or Futurism
Cubism: Analytic or Synthetic
Post-World War I Art: Dada or Surrealism
Post-World War II Art: Abstract Expressionism, Minimalism, or Pop Art
For each of your five selected styles, identify one artist who represents that style whose studio you will explore in your time travels. In your visits to each artist’s studio, plan to identify one work of art that best exemplifies the artist’s style.
When you return from your time travels, prepare a report that includes the following information for
each
of your five representative works of art:
A photograph of the object
Identifying information:
Name of the artist
Title of the work
Date of the work
Medium/materials used to create the work
Identify the style of the work of art. Then, write a paragraph of 4-6 sentences that:
Describes the visual characteristics that makes the object representative of its style
Places the work within its social and historical context and explains why it is culturally significant
Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your “time travels,” highlighting key similarities and distinctions between the artists you visited and their representative works of art.
Your report should conclude with an explanation about which style you find most interesting and why.
Offer a citation of your sources for each image and the information provided as appropriate.
PLEASE DO NOT PLAGIARIZE and do not accept assignment if you can't meet the deadline. It's due tomorrow January 23, 2018 by 11:59pm
...
Movement in Arts .docx
Movement in Arts 7
Movement in Arts
Cornelius Kealoha
Ashford University
Movement in Arts
Art movements are collective titles given to art works sharing the same artistic style, ideals, timeframe and technical approach.
1. Renaissance(14th – 16th Century)
This was a period of great cultural and social change in Europe. This period was characterized by imagination, creativity and innovation. It was also a time in when the Europe’s’ classical past was being revisited and reinvigorated. A lot of inspiration from the cultural movements of Renaissance resulted from the attempts of people to imitate and improve the legacies of classical European societies like the Greece and Ancient Greece. The Renaissance as well signified break from the conformist society as well as culture of medieval Europe. It was a time when mew and inventive ideas started to spread and gain great influence.
Artwork significant to the movement (Davis 2011).
· Masaccio, Trinity in the Church of Santa Maria Novella, 1426, Florence. (Italicize the titles of art works.)
· Michelangelo Buonarroti, the Pietà, 1499, St. Peters Cathedral.
2. Baroque (1600 – 1750).
This was a period of artistic style which employed exaggerated motion as well as clear and easily interpreted details of producing tension, drama, painting, theater, music, exuberance, architecture and grandeur in sculpture. It began in Rome, Italy and spread to the rest of Europe (Williams 2012).
Artwork significant to the movement
· Peter Paul Rubens, Samson and Delilah, 1609-1610, the great Flemish.
· Pozzo, The Apotheosis of St Ignatius, 1694, San IgnazioRome.
3. Romanticism (18th – mid 19th century).
Romanticism is an intellectual or attitude orientation which was marked with numerous works of literature, music, paintings, criticism, architecture and historiography in the western civilization. It can be perceived as a rejection of the principles of order, harmony, balance, calm, balance, rationalism and idealization that was typically classicism and neoclassicism. Romanticism majorly focused on individual, irrational, subjective, personal imaginative, spontaneous, transcendental and visionary (Brookner 2000). Romanticism was characterized by a deep appreciation of the nature’s beauty, exaltation of emotions over sense of intellect and reason, a new perception of the artist as a supreme creator with creative spirits.
Artworks significant to the movement
· Caspar David Friedrich, Two men Contemplating the Moon, 1830, Alte National galerie, Berlin.
· John William waterhouse, The Lady of Shalott, 1888, Tate Collection, London.
4. Impressionism(1874)
This is an artistic movement in 19th century which swept away the many of the sculpture styles and paintings of the period. It was regarded as not a passing fad but defined the whole modern way of expressing artistry works. This ultimately eliminated other ...
Two of the great innovations of the Renaissance in painting were.docx
Two of the great innovations of the Renaissance in painting were the artist's ability to depict a more contemporary world, and to create the illusion of a three-dimensional world in a painting. By studying and comparing paintings created in Italy from the fourteenth and the fifteenth centuries, you can see how this innovation developed:
Giotto.
Lamentation
Fresco in the Scrovegni (Arena) Chapel, 1305–06
Masaccio,
The Tribute Money
, c. 1427
Perugino,
Christ Giving the Keys to St. Peter
, 1481
In a minimum of 2 well-developed paragraphs, identify and describe at least 3 specific details or elements that progressively illustrate the artist's concern for depicting a more natural world
and
for creating the illusion of three-dimensional space on the two-dimensional surface of the painting.
Part 2
As we learned this week, art historians analyze a work of art using a specific vocabulary to describe its physical and visual properties, and by interpreting its subject matter, symbolism, and socio-historical context. Select
one
of the following paintings:
Jan Van Eyck,
Double Portrait of Giovanni Arnolfini and His Wife
, 1434
Master of Flémalle,
Mérode Altarpiece
, 1425-28
Hugo van der Goes,
Portinari Altarpiece
, 1474-76
For your selected painting:
In a paragraph of 4-6 sentences, describe the
composition
of the painting, including its use of color and light, and the representation of space. Explain why some artistic elements in the painting look realistic to you and some do not look realistic. Discuss whether the figures fit into the space, whether their movements seem believable, whether their clothes fit their bodies properly, and whether there are shadows that make sense.
Read about your selected painting in the course textbook and/or through reliable online resources. In a paragraph of 4-6 sentences, describe the overall subject matter of the painting; the meaning of some of the objects in the painting; and any social, historical, political, and/or religious factors that are important to understanding the painting. Be sure to provide citations for any outside sources you reference in this part of your response.
Respond to
both
parts of the assignment thoroughly, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar.
As soon as possible, review and comment on the work of two of your peers. In your comments, consider areas you would suggest for expansion or clarification.
...
Assignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment :Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel was one of the social characteristics that helped shape the Early Middle Ages and the Romanesque period—either to the Middle East to fight in the Crusades or throughout Europe as part of extensive pilgrimages.
For this assignment, put yourself in the place of a person living during this time who traveled extensively throughout Europe by selecting six pieces of art or architecture that you found personally to be the most interesting and important examples that date from this period in history. You should have 2 examples from each of the time periods specific to the Middle Ages: two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art.
Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods.
You are going to create a travel journal and itinerary for other students who will travel with you to your points of interest. Create a PowerPoint presentation of seven slides, including an introduction, your five destinations, and a conclusion. On each slide, include the image of the artwork or architecture, and the following information about the image:
Its location
Its name
The period of time it was created
Three interesting points about the artwork/building
What people viewing the image could learn about the Early Middle Ages, the Romanesque period, or Gothic art and architecture.
Why you selected this image
THIS MUST BE FOLLOWED
Assignment 2 Grading Criteria
Maximum Points
Selected two images representative of the early Middle Ages style, from between 400 CE and 1000 CE.
10
Provided location, name, and period of time created for the early Middle Ages images.
12
Explained why you selected each early Middle Ages image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Romanesque style, from between 1000 CE and 1100 CE.
10
Provided location, name, and period of time created for the Romanesque style images.
12
Explained why you selected each Romanesque style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Gothic style, from between 1100 CE and 1300 CE.
10
Provided location, name, and period of time created for the Gothic style images.
12
Explained why you selected each Gothic style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
The PowerPoint presentation meets length requirements and contains correct spelling and grammar.
.
Final Project Personal Analysis Paper Guidelines and RubricFi.docx
Final Project: Personal Analysis Paper Guidelines and Rubric
Five Simple Steps
I. Select the two works of art from European culture during the time period covered by this course from two different categories:
· Visual art, including sculpture, mosaics, painting, architecture, and other forms
· Literature, including poetry, a play, fiction, and other forms
· Music in what we think of as the Classical tradition (not popular or folk songs), including forms such as the suite, oratorio, mass, motet, opera, formal dance or ballet music, chorale, and so forth. Some of these works are lengthy, so you may listen to and write about a section or movement of a longer work if you choose. For example, rather than write about Handel’s entire three-hour oratorio, The Messiah, you could write about one section such as the aria, “I know that my Redeemer liveth.”
Example: In your paper, you may want to write about a sculpture (i.e., visual art) by the Classical Greek sculptor Praxiteles and a magnifcat, a choral religious work (i.e., music), by the Italian Renaissance composer Palestrina. Or you may want to write about verses by the Archaic Greek poet Sappho (i.e., literature) and a suite by the English Renaissance composer John Dowland (i.e., music).
II. Craft an introduction that gives your reader the WHAT and the WHY.
a) What! What are you comparing? What are you contrasting? Your introduction will include information about both works,indicating as fully as possible the following:
1. Name of artist
2. Name of work
3. Period/date
4. Location or origin
5. Medium and/or size
b) Why! Why are you comparing the works?Here is where you state the “agenda,” main idea, or reason you are comparing these works. Remember, this is your response to these works. Ask yourself the following kinds of questions: What does each work represent from its time period? What elements illustrate that this work is from that time period? What does it symbolize or represent?
III. Include a brief background.
In the body of your paper, as you compare and contrast the works, provide the vital background information that is crucial for your reader in understanding the two works, which include your own personal observations, thoughts, and reflections on both works.
IV. Compare and Contrast the Works
· Discuss similarities between the two works by pointing out what they have in common in the body of your paper. This may be challenging, since we are not used to comparing, say, music with art, or architecture with poetry. But see where your ideas and imagination take you!
· Discuss differences between the two works in the body of your paper using words such as “unlike,” “whereas,” and so on. What about the two works strikes you as decidedly different? Not just the form; of course, music is different from a painting!
· Does the music offer an exalted, outgoing feeling, while the painting provides a somber sense of introspection? What are some key differences in the ideas and feelings ...
Assignment 2 Time TravelAssume you have been given th.docx
Assignment 2: Time Travel
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the eighteenth and nineteenth centuries. The purpose of your trip is to give you the opportunity to visit artists in their studios and to view firsthand the creation of some specific types of paintings or sculpture.
Since the length of time you can spend on this journey is limited, you must decide beforehand what styles you are most interested in. The job you will have is to collect information concerning four (4) different styles—one from each time period listed below—as represented by two artists from each. You may choose from the following:
The eighteenth century
RococoRomantic (painting or sculpture)Neoclassical
The nineteenth century
Naturalistic or realistic style in either Europe or North America
Impressionistic
Post-impressionistic
First half of the 20th century (1900 – 1954)
CubismFauvismExpressionismSurrealism
Second half of the 20th century/21stcentury (1945 to present)
Abstract ExpressionismMinimalismPop ArtDigital ArtPost-Modernism
Before you set out, you should have decided on the four styles that interest you, have determined specific artists you wish to visit, and come up with questions for which you wish to find answers. When you return, you will need to prepare a report that includes the following for each of the four styles you chose, as represented by two artists from each style:
Name of the artist
Title of the work of art
Date of the work of art
Medium or materials used to create the work of art
Then in 2–4 paragraphs, tell us:
The style of the workReasons for the style to have gained popularitySpecific features of the style1-2 reasons why the work of art is important to the history of art
Your report should conclude with an explanation about which style you find most interesting.
Submit your effort by Saturday, November 8, 2014, to the W5: Assignment 2 Dropbox. Name your document as follows: LastnameFirstInitial_W5_A2.doc.
Assignment 2 Grading Criteria
Maximum Points
Chose one eighteenth century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one nineteenth century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one early-twentieth-century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one late-twentieth-century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work.
Chapter 4 Describing ArtFormal Analysis, Types, and Styles of
Chapter 4: Describing Art
Formal Analysis, Types, and Styles of Art
LEARNING OUTCOMES
• Employ a vocabulary of art specific terms and critical approaches to conduct a formal analysis of works of art.
• Identify different types of art based on the degree of representation or nonrepresentation a work displays.
• Distinguish between variations of representational qualities within a work of art.
• Identify characteristics that relate an individual or group of works to a cultural style, stylistic movement or period, or an individual artist’s style.
Elements and Principles of Design
Line – expressive, implied
Shape – organic, geometric, hard- or soft-edged
Volume has three dimensions: length, width, and height
Mass is the quantity of matter, often meaning its weight
Texture – actual or implied
Color – saturation, brightness, primary, secondary, scheme
(complementary, analogous, monochromatic)
Perspective – linear, atmospheric
Unity/Variety
Balance – symmetrical, asymmetrical
Emphasis/movement
Rhythm/repetition
Formal or critical analysis
A formal of critical analysis an examination of …
the elements and principles of design
present in an artwork and
the process of deriving meaning from
how those elements and principles are used
the ways the visual artist attempts to communicate a
concept,
idea, or
emotion
Representational or Non-representational
Representational art is a visual reference to the experiential world. The range of representational art is labeled as
naturalistic,
idealized, or
abstract
Non-representational or Non-objective is art that does not attempt to present an aspect of the recognizable world. Instead of suggesting a narrative by depicting objects meaning in non-objective art is communicated through shapes, colors, textures, and other elements and principles of design.
Style
can refer to the general appearance of a work or a group of works that were created in accordance with a specific set of principles about form or appearance.
can refer to the art as a whole that was made during a particular era and within a certain culture.
does the artwork belong to a more specific stylistic movement? Italian Renaissance? Realism? Abstract Expressionism?
can also refer to how elements and principles of design are employed by an individual artist: the visual features of that artist’s work and their characteristics when using a given medium.
Four Aspects of a Formal Analysis
Description – describe the use of visual elements.
Analysis – how are the elements arranged, describe the artist’s use of the principles of design.
Interpretation – the combination of what an object symbolizes to the artist and what it means to the viewer.
Evaluation – judging whether a work of art is successful given what you have understood from your description, analysis, and interpretation. Using steps 1-3 above can you justify your emotionally response (joyful, disturbing, calm, energeti ...
Chooseten (out of the fifteen) of the following questions and answer e.docx
Choose
ten (out of the fifteen)
of the following questions and answer each in approximately
100 words each
. Each response is worth 10 points.
Use your own words
.
If you study with another student, you must each choose different examples and show evidence of your own thoughts. You may reference the class readings and your class notes without citation. If you use another source,
you must cite the source
.
Complete responses on a Word document and upload that document to this tab.
Please number your responses #1-10 and include the title of each question.
The biggest problem with student submission of this final has been plagiarism. Please be sure everything is in your own words or very brief cited quotes.
Learning Outcomes:
Connect personal experience to the humanities
Interpret a work of art, literature, philosophy, or religion.
Analyze multicultural perspectives.
Choose Ten of the Following:
Ancient Age Sculpture
Compare the
Venus of Willendorf
to a 21st century image of the body in popular art, culture, or the media. Include a photo or a link to the modern image you chose. Explain in detail how each depiction of the body expresses the values of each of the cultures (stone age and contemporary age); in other words, what does the depiction of the human form reveal about the values of each culture?
Contrapposto
View a Classical Greek sculpture in the contrapposto pose, such as this one,
and explain how the sculpture is example of the rise of humanism that was not present in the earlier Greek sculptures.
Monotheistic Religions
Explain how Abraham is a founding figure in each of the three Abrahamic religions. Name the religions and tell why Abraham is significant in each.
The Medieval Church
The medieval Church influenced the arts in many ways. Give a specific example of how the Church influenced each of these five art modes(architecture, drama, literature, music, visual arts) in the medieval period, and place them in order of significance (#1 should be the art mode that was most influenced by the Church). Support your rationale for the ordering.
Medieval vs. Renaissance Art
Choose a work of medieval art (500-1400) and a work of Renaissance art (1400-1600) with a similar theme or subject. Give specific examples of the elements of Medieval and Renaissance techniques/elements in each and explain how the Renaissance piece is an example of the pictorial revolution.
The Influence of Martin Luther
View the painting
Allegorical Portrait of Jean de Dinteville and Georges de Selve (The Ambassadors)
by Hans Holbein the Younger, 1533.
(Links to an external site.)
How is the influence of Martin Luther shown in this painting? Give specific examples.
Non-Western Humanities
Explain the meaning of the term "non-Western" and explain why it is important to study works of art from cultures outside of the Western world. Include the topic you chose for CJ 3 as an example of what you have learned from.
Travel Journal to Points of Interest from the Early Middle Ages, Rom
Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic Worlds
Travel, whether it was to the Middle East to fight in the Crusades or on a pilgrimage to the Holy Land, was an activity that shaped the Middle Ages.
For this assignment, put yourself in the place of a person living during Middle Ages who traveled throughout Europe. Select a total of six representative pieces of art or architecture that date from this period in history. You should have
2 examples from each of the time periods in the Middle Ages
: two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art. Each example should reflect the essential characteristics of its time period. Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods.
When you return from your travels, prepare a journal that includes the following information for
each
of your six representative works of art:
A photograph of the object
Identifying information:
Name of the artist (if available)
Title of the work
Date of the work
Medium/materials used to create the work
Then, write a paragraph of 4-6 sentences that:
Describes the visual characteristics that makes the object representative of its style
Places the work within its social and historical context and explains why it is culturally significant
Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your travels, highlighting key similarities and distinctions between the six objects you selected for discussion.
...
Assignment 3 Artistic Change in Sculpture During PrehistoryRelati.docx
Assignment 3: Artistic Change in Sculpture During Prehistory
Relative to human history, the period covered in this week's study is long. During this lengthy span of years, not only did people change in appearance, but the way they lived also changed radically. What we have found of their art and architecture also demonstrates an evolution in these areas.
Search for three images of Paleolithic, Neolithic, Bronze Age, or Iron Age prehistoric sculpture using any of the Web sites listed under Prehistoric Art on the
Art History Resources Web site
.
View these sculpture pieces carefully. Choose three images that represent three different periods from the four we have studied this week. Capture the images and place them in chronological order, from oldest to newest, in this
template
. Then, using information from your textbook, lectures, and other appropriate academic sources, provide the following regarding each image:
The title of the work, its location, the materials used to create the work (if known), and the date.
A brief assessment of the physical properties you observe. Describe the types of lines, shapes, colors, and textures (actual and perceived) the artist has used.
An analysis of the formal structure of each piece. How has the artist arranged and organized the artistic elements to create a cohesive composition?
The natural subject of each piece. Based on your textbook reading and Internet research, are there any details that have a symbolic meaning? If so, what?
A five- to seven-sentence paragraph that discusses the cultural context of each work, based on what you have learned through your textbook reading, the online lectures, and Internet research. What do the images tell you about the culture and the people who created them?
List of references, including the specific websites where you found the images.
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OverviewIn this assignment, you have an opportunity to employ ar.docx
Overview
In this assignment, you have an opportunity to employ art history knowledge and comparative essay writing skills covered in this Module. You will choose a landscape artwork from Eastern culture—either Japanese or Chinese—and one Western landscape by a European or American artist. Both artworks should have been made around the same time, between the 11th and 17th centuries. You will then compare and contrast these two paintings created during the same time period but from different cultures, drawing on course vocabulary, contextual analysis, and formal analysis.
Instructions
Mountain with River and Trees
School of/style of Wang Yuanqi. Mountain with River and Trees.
ca. 1642-1715. Ink on Paper.
Used with permission of the British Museum.
The Eastern (Asian) landscape tradition is markedly different from that of the Western (European). Traditional Asian artists intended to evoke meditative contemplation through visual imagery using atmospheric perspective, placement, and asymmetry. Eastern works also stress a reverence for nature and often include calligraphy or poetry as part of the primary subject. What ideas do European landscapes of the same time period convey?
For this assignment, you will choose one example each of paintings that represent the Eastern and Western landscape tradition from the same time period. In your essay, compare and contrast each work's individual similarities and differences and identify major contrasts in these two cultural approaches. For basic information on how to approach this comparative essay, visit the Module 5 Writing Skills page.
Step 1: Research
First, conduct basic research on Eastern and Western landscape paintings and create a list that includes the major ways in which they are similar and different.
Then, using the
Art Research Guide
sources or comparable sites, browse examples of both Eastern and Western landscape art and choose two examples that allow you to write a fully-developed essay based on three or more major points of comparison.
Consider the following questions as you brainstorm your comparisons:
What did each artist hope to accomplish with his or her work?
What aspect of the landscape did each artist most value?
Did the artists demonstrate personal connections with their landscapes, or were they conveying broader cultural messages?
Do the artworks represent attitudes towards nature that continue on today?
Explain each consideration in detail and refer directly to how they are demonstrated in the art itself.
Next, summarize the primary points you will address in one "thesis statement," which will appear as a sentence in your essay's introduction. Note that not all Eastern and Western landscapes will make strong enough statements to support a fully-developed essay. For example, if Eastern landscapes stress a reverence for nature, look for Western examples that either clearly do or do not represent the same idea. Your choices should provide you with at le.
Library Research AssignmentChoose three (3) works of artfrom thr.docx
Library Research Assignment
Choose three (3) works of artfrom three artists from the Baroque period through the Postmodern era. Your three (3) works of art should come from the time periods or art movements covered in the reading from Unit 4 and Unit 5. Your choices must comply with the following criteria:
· The 3 artworks chosen must be of the same style or time period. For example, you can choose one of the following suggestions:
· 3 Baroque works of art, or
· 3 Impressionist works of art, or
· 3 Abstract Expressionist works of art, etc.
· Your three (3) works of art should have a similar theme. For example: 3 landscapes, or 3 works that focus on religious content, etc.
· Outof the three works of art by the three (3) artists selected,you must choose at least two (2) works from two artists discussed in the textbook.
· If you decide to choose one work of art that is not from the textbook, the artists must be discussed in the text. Begin your search by reviewing artists in the text. Then you can search other Internet sources for their other works of art.
This project is broken down into two parts.
1. In Unit 4, you will work on the first three bullet points, which are highlighted in bold below, as well as an introduction and conclusion.
2. The "final draft," will be completed for Unit 5, and will cover the last two bullet points (listed in the Unit 5 Individual Project assignment).
Your final paper will be a 1200–1500 word critical essay about the three works of art you have chosen. The goals of a critical essay are to evaluate and analyze the artworks based on research, using the vocabulary and concepts you have learned. Your attitude should be detached (i.e., your personal opinions are not as important as academic concepts; The "critical" aspect of the essay refers to this detached attitude, not whether you react positively or negatively to the works).
Your essay must include the following points:
1. A description of the works including the style. Describe basic facts, as well as the visual appearance of the work (What does the viewer see? Where are key figures located? What tells us that the work is of a particular style?)
2. A summary of the artists' personal philosophies of art (if they can be found in published sources), and the prevailing trends and schools of thought in the art world at the time and in the place the artist was working. For instance, discuss what was taking place in each artist's city, country, and/or church that may have provoked a reaction from the artist or the greater society. Include any information that might help the reader understand the artist's point of view or why the artist made his or her choices in this work of art.
3. An explanation of how the works fit into the context of the time period.
4. Compare the three works in terms of form, content, and subject matter. Using the terminology and concepts that you have learned in the course, explain the similarities and differences in the styles of the wo ...
Part 1 250 word minimum Trace the evolution and development of a.docx
Part 1 250 word minimum
Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance.
1. Explain what primarily distinguishes Renaissance art in general from the prior period.
2. Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist. Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new vocabulary as you describe the art works.
Part 2 250 word min.
Compare and contrast two works of art done in two different eras/styles.
Select one of the following pairs of eras/styles: Medieval and Renaissance, Baroque and Rococo, Rococo and Neoclassical
Include an overview of what primarily distinguishes the art work of each era, and then indicate specific formal or thematic aspects of each work that typify its era. Include a discussion of the role of changing cultural and political climates in influencing the shift from on style to the next. You may choose two paintings, two sculptural works, or two architectural works. Be sure to use the terminology regarding elements of art and principles of design that were used in chapters 1-5.
textbok: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010
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· DIS 1Trace the evolution and development of art through the pe.docx
· DIS 1
Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance.
· Explain what primarily distinguishes Renaissance art in general from the prior period.
· Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form.
· Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks.
· DIS 2
Compare and contrast two works of art done in two different eras/styles. Select one of the following pairs of eras/styles: Medieval and Renaissance, Baroque and Rococo, or Rococo and Neoclassical. Give a detailed overview of the period and style and situate your comparison within the stylistic characteristics of each style.
Include:
· an overview of what primarily distinguishes the art work of each era, and then indicate specific formal or thematic aspects of each work that typify its era
· a discussion of the role of changing cultural and political climates in influencing the shift from on style to the next.
· a comparative analysis of the form, style and content of an artwork from each era (each artwork should be of the same medium and genre, for example two portraits or two figural sculptures).
Be sure to use the terminology regarding elements of art and principles of design that we studied in Week I as you proceed in your discussion. Be sure to make a true comparison of the works - don't just discuss each one on its own.
How has the coronavirus affected the airline industry? In a 15-page paper explain in great detail and be creative. Discuss their new practices and how they affect us now and will affect us in the future. How would you change these practices, or would you leave them the same?
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Assignment 2 Time TravelAssume you have been given the ability to.docx
Assignment 2: Time Travel
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the eighteenth and nineteenth centuries. The purpose of your trip is to give you the opportunity to visit artists in their studios and to view firsthand the creation of some specific types of paintings or sculpture.
Since the length of time you can spend on this journey is limited, you must decide beforehand what styles you are most interested in. The job you will have is to collect information concerning
four (4) different styles—one from each time period listed below—as represented by two artists from each.
You may choose from the following:
The eighteenth century
Rococo
Romantic (painting or sculpture)
Neoclassical
The nineteenth century
Naturalistic or realistic style in either Europe or North America
Impressionistic
Post-impressionistic
First half of the 20
th
century (1900 – 1954)
Cubism
Fauvism
Expressionism
Surrealism
Second half of the 20th century/21
st
century (1945 to present)
Abstract Expressionism
Minimalism
Pop Art
Digital Art
Post-Modernism
Before you set out, you should have decided on the four styles that interest you, have determined specific artists you wish to visit, and come up with questions for which you wish to find answers. When you return, you will need to prepare a report that includes the following
for each of the four styles you chose
,
as represented by two artists from each style:
Name of the artist
Title of the work of art
Date of the work of art
Medium or materials used to create the work of art
Then in 2–4 paragraphs, tell us:
The style of the work
Reasons for the style to have gained popularity
Specific features of the style
1-2 reasons why the work of art is important to the history of art
Your report should conclude with an explanation about which style you find most interesting.
.
Exhibition of World ArtImagine you are a curator at your local c.docx
Exhibition of World Art
Imagine you are a curator at your local city’s Museum of Art. You have been asked to organize a small exhibition of objects of art from the cultures of China, Japan, Africa, and the Americas; you will also showcase Islamic art. Your exhibition should include representative objects that highlight significant and essential ideas of each culture. You may plan to include actual objects in your exhibition, or photographs or models of larger structures or sculptures.
Survey your course textbook and reliable internet websites to
locate two art objects from each of the following five cultures
: China, Japan, Africa, the Americas, and Islam, that you would like to include in your exhibition. Your objects must date to the time period we are studying in this course (Prehistory -1300 CE). You will select a total of ten objects for display in your “Exhibition of World Art.”
Then, write a “museum label “for each object within a Microsoft Word document. The following should be on the “label" for each object:
A photograph of the object
Identifying information:
Name of the artist (if known—otherwise, attribute the culture)
Title of the work
Date of the work
Medium/materials used to create the work
Current location
A paragraph of 4-5 sentences describing why the object is representative of its culture and is culturally significant. Briefly explain why you have selected the object for display.
Finally, in a paragraph of 8-10 sentences, write a summarizing overview of your “Exhibition of World Art,” highlighting key similarities and distinctions between the objects you have curated. Imagine that visitors to your exhibition will read this overview as they enter your “Exhibition of World Art,” and provide them with any information or context they may need to fully appreciate the objects on display.
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Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymp.docx
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymple When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping. You cannot pay a debt by having caused even greater expense, nor can you pay in advance for a bank robbery by offering to serve a prison sentence before you commit it. Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released from prison, but the debt is not paid off. It would be just as absurd for me to say, on my imminent retirement after 14 years of my hospital and prison work, that I have paid my debt to society. I had the choice to do something more pleasing if I had wished, and I was paid, if not munificently, at least adequately. I chose the disagreeable neighborhood in which I practiced because, medically speaking, the poor are more interesting, at least to me, than the rich: their pathology is more florid, their need for attention greater. Their dilemmas, if cruder, seem to me more compelling, nearer to the fundamentals of human existence. No doubt I also felt my services would be more valuable there: in other words, that I had some kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to do something else. Someone else can do battle with the metastasizing social pathology of Great Britain, while I lead a life aesthetically more pleasing to me. 121 From City Journal, Autumn 2004 by Theodore Dalrymple. Copyright © 2004 by The Manhattan Institute. Reprinted by permission. 1 2 10_Arandia.qxp_8.5 x 10.88 Standard 4/12/16 10:13 AM Page 121 My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best prevented and, when necessary, suppressed? Each time I listen to a patient recounting the cruelty to which he or she has been subjected, or has committed (and I have listened to several such patients every day for 14 years), these questions revolve endlessly in my mind. No doubt my previous experiences fostered my preoccupation with this problem. My mother was a refugee from Nazi Germany, and though she spoke very little of her life before she came to Britain, the mere fact that there was much of which she did not speak gave evil a ghostly presence in our household. Later, I spent several years touring the world, often in places where atrocity had recently been, or still was being, committed. In Central America, I witnessed civil war fought between guerrilla groups intent on imposing totalitarian tyranny on their societies, opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the current dictator was the nephew and henchman of the last dictator, who had killed or driven into exile a third of the population, ex.
Chapter 10 Check PointAnswer the following questions. Please.docx
Chapter 10 Check Point
Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment.
What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems?
What are some Challenges and Work Assumptions of Anomaly Detection?
Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers.
Explain the Density-based: LOF Approach.
Provide the General Steps and Types of Anomaly Detection Schemes.
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More Related Content
Similar to Changes in the Human Figure in ArtYou likely noticed that during.docx
Due by 9 pm! Must include references, no plagiarism.Assignment 2.docx
Due by 9 pm! Must include references, no plagiarism.
Assignment 2: Changes in Religious Art
You likely noticed that during the three hundred years covered in this week’s study that religious art remained quite important just as it had been in earlier “art ages.” There were monumental changes, however, in the way the religious subjects were depicted.
Use the textbook and/or online sources to locate and capture three works of religious art. All three pieces should be dealing with the same subject matter— for example, the Crucifixion, mother and child, or the Last Supper. Capture one image from each:
the Early Renaissance period
the High Renaissance period
the Baroque period
Your works of art must either be all paintings or all sculptures. (Do not use the three David sculptures from Assignment 1 as your comparisons.)
Place these images in a Word document. Then do the following:
Identify each image with the following information:
Name of the artist
Title of the work
Date of the work
Medium/materials used to create the work
Current location
In a well-developed paragraph (4–6 sentences) for each:
One to two important historical facts about each piece.
Describe and analyze how the artist has used at least one of the artistic elements, such as color, composition, or use of light, supporting your observation using vocabulary from this week's reading. You should focus on the same element for all 3 works.
In a 6–10-sentence concluding paragraph(s) discuss specifically how religious art has changed compared to each period and geographical region, and what may have been influencing factors behind these changes.
How has religious art changed compared to each, based on your observations as to how each artist used the art element you have focused on exploring?
What events in history may have been influencing factors behind these changes, and why?
Offer a citation of your sources for each image and the information provided as appropriate.
.
InstructionsTime TravelAssume you have been given the ab.docx
Instructions
Time Travel
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the nineteenth and twentieth centuries. The purpose of your trip is to visit artists in their studios and view firsthand the creation of some of their paintings and sculpture.In your time travels, you will collect information on five different styles of nineteenth- and twentieth-century art, as represented by one artist from each style. Before you set out, decide which specific styles you would like to explore.Select
one
style from
each
of the five categories listed below:Late Nineteenth Century: Impressionism or Post ImpressionismEarly Twentieth Century: Fauvism, Expressionism, or FuturismCubism: Analytic or SyntheticPost-World War I Art: Dada or SurrealismPost-World War II Art: Abstract Expressionism, Minimalism, or Pop ArtFor each of your five selected styles, identify one artist who represents that style whose studio you will explore in your time travels. In your visits to each artist’s studio, plan to identify one work of art that best exemplifies the artist’s style. When you return from your time travels, prepare a report that includes the following information for
each
of your five representative works of art:A photograph of the objectIdentifying information: Name of the artistTitle of the workDate of the workMedium/materials used to create the workIdentify the style of the work of art. Then, write a paragraph of 4-6 sentences that: Describes the visual characteristics that makes the object representative of its stylePlaces the work within its social and historical context and explains why it is culturally significant. Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your “time travels, †highlighting key similarities and distinctions between the artists you visited and their representative works of art. Your report should conclude with an explanation about which style you find most interesting and why.
Offer a citation of your sources for each image and the information provided as appropriate
...
Assume you have been given the ability to travel back in time, and y
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the nineteenth and twentieth centuries. The purpose of your trip is to visit artists in their studios and view firsthand the creation of some of their paintings and sculpture.
In your time travels, you will collect information on five different styles of nineteenth- and twentieth-century art, as represented by one artist from each style. Before you set out, decide which specific styles you would like to explore.
Select
one
style from
each
of the five categories listed below:
Late Nineteenth Century: Impressionism or Post Impressionism
Early Twentieth Century: Fauvism, Expressionism, or Futurism
Cubism: Analytic or Synthetic
Post-World War I Art: Dada or Surrealism
Post-World War II Art: Abstract Expressionism, Minimalism, or Pop Art
For each of your five selected styles, identify one artist who represents that style whose studio you will explore in your time travels. In your visits to each artist’s studio, plan to identify one work of art that best exemplifies the artist’s style.
When you return from your time travels, prepare a report that includes the following information for
each
of your five representative works of art:
A photograph of the object
Identifying information:
Name of the artist
Title of the work
Date of the work
Medium/materials used to create the work
Identify the style of the work of art. Then, write a paragraph of 4-6 sentences that:
Describes the visual characteristics that makes the object representative of its style
Places the work within its social and historical context and explains why it is culturally significant
Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your “time travels,” highlighting key similarities and distinctions between the artists you visited and their representative works of art.
Your report should conclude with an explanation about which style you find most interesting and why.
Offer a citation of your sources for each image and the information provided as appropriate.
PLEASE DO NOT PLAGIARIZE and do not accept assignment if you can't meet the deadline. It's due tomorrow January 23, 2018 by 11:59pm
...
Movement in Arts .docx
Movement in Arts 7
Movement in Arts
Cornelius Kealoha
Ashford University
Movement in Arts
Art movements are collective titles given to art works sharing the same artistic style, ideals, timeframe and technical approach.
1. Renaissance(14th – 16th Century)
This was a period of great cultural and social change in Europe. This period was characterized by imagination, creativity and innovation. It was also a time in when the Europe’s’ classical past was being revisited and reinvigorated. A lot of inspiration from the cultural movements of Renaissance resulted from the attempts of people to imitate and improve the legacies of classical European societies like the Greece and Ancient Greece. The Renaissance as well signified break from the conformist society as well as culture of medieval Europe. It was a time when mew and inventive ideas started to spread and gain great influence.
Artwork significant to the movement (Davis 2011).
· Masaccio, Trinity in the Church of Santa Maria Novella, 1426, Florence. (Italicize the titles of art works.)
· Michelangelo Buonarroti, the Pietà, 1499, St. Peters Cathedral.
2. Baroque (1600 – 1750).
This was a period of artistic style which employed exaggerated motion as well as clear and easily interpreted details of producing tension, drama, painting, theater, music, exuberance, architecture and grandeur in sculpture. It began in Rome, Italy and spread to the rest of Europe (Williams 2012).
Artwork significant to the movement
· Peter Paul Rubens, Samson and Delilah, 1609-1610, the great Flemish.
· Pozzo, The Apotheosis of St Ignatius, 1694, San IgnazioRome.
3. Romanticism (18th – mid 19th century).
Romanticism is an intellectual or attitude orientation which was marked with numerous works of literature, music, paintings, criticism, architecture and historiography in the western civilization. It can be perceived as a rejection of the principles of order, harmony, balance, calm, balance, rationalism and idealization that was typically classicism and neoclassicism. Romanticism majorly focused on individual, irrational, subjective, personal imaginative, spontaneous, transcendental and visionary (Brookner 2000). Romanticism was characterized by a deep appreciation of the nature’s beauty, exaltation of emotions over sense of intellect and reason, a new perception of the artist as a supreme creator with creative spirits.
Artworks significant to the movement
· Caspar David Friedrich, Two men Contemplating the Moon, 1830, Alte National galerie, Berlin.
· John William waterhouse, The Lady of Shalott, 1888, Tate Collection, London.
4. Impressionism(1874)
This is an artistic movement in 19th century which swept away the many of the sculpture styles and paintings of the period. It was regarded as not a passing fad but defined the whole modern way of expressing artistry works. This ultimately eliminated other ...
Two of the great innovations of the Renaissance in painting were.docx
Two of the great innovations of the Renaissance in painting were the artist's ability to depict a more contemporary world, and to create the illusion of a three-dimensional world in a painting. By studying and comparing paintings created in Italy from the fourteenth and the fifteenth centuries, you can see how this innovation developed:
Giotto.
Lamentation
Fresco in the Scrovegni (Arena) Chapel, 1305–06
Masaccio,
The Tribute Money
, c. 1427
Perugino,
Christ Giving the Keys to St. Peter
, 1481
In a minimum of 2 well-developed paragraphs, identify and describe at least 3 specific details or elements that progressively illustrate the artist's concern for depicting a more natural world
and
for creating the illusion of three-dimensional space on the two-dimensional surface of the painting.
Part 2
As we learned this week, art historians analyze a work of art using a specific vocabulary to describe its physical and visual properties, and by interpreting its subject matter, symbolism, and socio-historical context. Select
one
of the following paintings:
Jan Van Eyck,
Double Portrait of Giovanni Arnolfini and His Wife
, 1434
Master of Flémalle,
Mérode Altarpiece
, 1425-28
Hugo van der Goes,
Portinari Altarpiece
, 1474-76
For your selected painting:
In a paragraph of 4-6 sentences, describe the
composition
of the painting, including its use of color and light, and the representation of space. Explain why some artistic elements in the painting look realistic to you and some do not look realistic. Discuss whether the figures fit into the space, whether their movements seem believable, whether their clothes fit their bodies properly, and whether there are shadows that make sense.
Read about your selected painting in the course textbook and/or through reliable online resources. In a paragraph of 4-6 sentences, describe the overall subject matter of the painting; the meaning of some of the objects in the painting; and any social, historical, political, and/or religious factors that are important to understanding the painting. Be sure to provide citations for any outside sources you reference in this part of your response.
Respond to
both
parts of the assignment thoroughly, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar.
As soon as possible, review and comment on the work of two of your peers. In your comments, consider areas you would suggest for expansion or clarification.
...
Assignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment :Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel was one of the social characteristics that helped shape the Early Middle Ages and the Romanesque period—either to the Middle East to fight in the Crusades or throughout Europe as part of extensive pilgrimages.
For this assignment, put yourself in the place of a person living during this time who traveled extensively throughout Europe by selecting six pieces of art or architecture that you found personally to be the most interesting and important examples that date from this period in history. You should have 2 examples from each of the time periods specific to the Middle Ages: two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art.
Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods.
You are going to create a travel journal and itinerary for other students who will travel with you to your points of interest. Create a PowerPoint presentation of seven slides, including an introduction, your five destinations, and a conclusion. On each slide, include the image of the artwork or architecture, and the following information about the image:
Its location
Its name
The period of time it was created
Three interesting points about the artwork/building
What people viewing the image could learn about the Early Middle Ages, the Romanesque period, or Gothic art and architecture.
Why you selected this image
THIS MUST BE FOLLOWED
Assignment 2 Grading Criteria
Maximum Points
Selected two images representative of the early Middle Ages style, from between 400 CE and 1000 CE.
10
Provided location, name, and period of time created for the early Middle Ages images.
12
Explained why you selected each early Middle Ages image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Romanesque style, from between 1000 CE and 1100 CE.
10
Provided location, name, and period of time created for the Romanesque style images.
12
Explained why you selected each Romanesque style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Gothic style, from between 1100 CE and 1300 CE.
10
Provided location, name, and period of time created for the Gothic style images.
12
Explained why you selected each Gothic style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
The PowerPoint presentation meets length requirements and contains correct spelling and grammar.
.
Final Project Personal Analysis Paper Guidelines and RubricFi.docx
Final Project: Personal Analysis Paper Guidelines and Rubric
Five Simple Steps
I. Select the two works of art from European culture during the time period covered by this course from two different categories:
· Visual art, including sculpture, mosaics, painting, architecture, and other forms
· Literature, including poetry, a play, fiction, and other forms
· Music in what we think of as the Classical tradition (not popular or folk songs), including forms such as the suite, oratorio, mass, motet, opera, formal dance or ballet music, chorale, and so forth. Some of these works are lengthy, so you may listen to and write about a section or movement of a longer work if you choose. For example, rather than write about Handel’s entire three-hour oratorio, The Messiah, you could write about one section such as the aria, “I know that my Redeemer liveth.”
Example: In your paper, you may want to write about a sculpture (i.e., visual art) by the Classical Greek sculptor Praxiteles and a magnifcat, a choral religious work (i.e., music), by the Italian Renaissance composer Palestrina. Or you may want to write about verses by the Archaic Greek poet Sappho (i.e., literature) and a suite by the English Renaissance composer John Dowland (i.e., music).
II. Craft an introduction that gives your reader the WHAT and the WHY.
a) What! What are you comparing? What are you contrasting? Your introduction will include information about both works,indicating as fully as possible the following:
1. Name of artist
2. Name of work
3. Period/date
4. Location or origin
5. Medium and/or size
b) Why! Why are you comparing the works?Here is where you state the “agenda,” main idea, or reason you are comparing these works. Remember, this is your response to these works. Ask yourself the following kinds of questions: What does each work represent from its time period? What elements illustrate that this work is from that time period? What does it symbolize or represent?
III. Include a brief background.
In the body of your paper, as you compare and contrast the works, provide the vital background information that is crucial for your reader in understanding the two works, which include your own personal observations, thoughts, and reflections on both works.
IV. Compare and Contrast the Works
· Discuss similarities between the two works by pointing out what they have in common in the body of your paper. This may be challenging, since we are not used to comparing, say, music with art, or architecture with poetry. But see where your ideas and imagination take you!
· Discuss differences between the two works in the body of your paper using words such as “unlike,” “whereas,” and so on. What about the two works strikes you as decidedly different? Not just the form; of course, music is different from a painting!
· Does the music offer an exalted, outgoing feeling, while the painting provides a somber sense of introspection? What are some key differences in the ideas and feelings ...
Assignment 2 Time TravelAssume you have been given th.docx
Assignment 2: Time Travel
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the eighteenth and nineteenth centuries. The purpose of your trip is to give you the opportunity to visit artists in their studios and to view firsthand the creation of some specific types of paintings or sculpture.
Since the length of time you can spend on this journey is limited, you must decide beforehand what styles you are most interested in. The job you will have is to collect information concerning four (4) different styles—one from each time period listed below—as represented by two artists from each. You may choose from the following:
The eighteenth century
RococoRomantic (painting or sculpture)Neoclassical
The nineteenth century
Naturalistic or realistic style in either Europe or North America
Impressionistic
Post-impressionistic
First half of the 20th century (1900 – 1954)
CubismFauvismExpressionismSurrealism
Second half of the 20th century/21stcentury (1945 to present)
Abstract ExpressionismMinimalismPop ArtDigital ArtPost-Modernism
Before you set out, you should have decided on the four styles that interest you, have determined specific artists you wish to visit, and come up with questions for which you wish to find answers. When you return, you will need to prepare a report that includes the following for each of the four styles you chose, as represented by two artists from each style:
Name of the artist
Title of the work of art
Date of the work of art
Medium or materials used to create the work of art
Then in 2–4 paragraphs, tell us:
The style of the workReasons for the style to have gained popularitySpecific features of the style1-2 reasons why the work of art is important to the history of art
Your report should conclude with an explanation about which style you find most interesting.
Submit your effort by Saturday, November 8, 2014, to the W5: Assignment 2 Dropbox. Name your document as follows: LastnameFirstInitial_W5_A2.doc.
Assignment 2 Grading Criteria
Maximum Points
Chose one eighteenth century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one nineteenth century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one early-twentieth-century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one late-twentieth-century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work.
Chapter 4 Describing ArtFormal Analysis, Types, and Styles of
Chapter 4: Describing Art
Formal Analysis, Types, and Styles of Art
LEARNING OUTCOMES
• Employ a vocabulary of art specific terms and critical approaches to conduct a formal analysis of works of art.
• Identify different types of art based on the degree of representation or nonrepresentation a work displays.
• Distinguish between variations of representational qualities within a work of art.
• Identify characteristics that relate an individual or group of works to a cultural style, stylistic movement or period, or an individual artist’s style.
Elements and Principles of Design
Line – expressive, implied
Shape – organic, geometric, hard- or soft-edged
Volume has three dimensions: length, width, and height
Mass is the quantity of matter, often meaning its weight
Texture – actual or implied
Color – saturation, brightness, primary, secondary, scheme
(complementary, analogous, monochromatic)
Perspective – linear, atmospheric
Unity/Variety
Balance – symmetrical, asymmetrical
Emphasis/movement
Rhythm/repetition
Formal or critical analysis
A formal of critical analysis an examination of …
the elements and principles of design
present in an artwork and
the process of deriving meaning from
how those elements and principles are used
the ways the visual artist attempts to communicate a
concept,
idea, or
emotion
Representational or Non-representational
Representational art is a visual reference to the experiential world. The range of representational art is labeled as
naturalistic,
idealized, or
abstract
Non-representational or Non-objective is art that does not attempt to present an aspect of the recognizable world. Instead of suggesting a narrative by depicting objects meaning in non-objective art is communicated through shapes, colors, textures, and other elements and principles of design.
Style
can refer to the general appearance of a work or a group of works that were created in accordance with a specific set of principles about form or appearance.
can refer to the art as a whole that was made during a particular era and within a certain culture.
does the artwork belong to a more specific stylistic movement? Italian Renaissance? Realism? Abstract Expressionism?
can also refer to how elements and principles of design are employed by an individual artist: the visual features of that artist’s work and their characteristics when using a given medium.
Four Aspects of a Formal Analysis
Description – describe the use of visual elements.
Analysis – how are the elements arranged, describe the artist’s use of the principles of design.
Interpretation – the combination of what an object symbolizes to the artist and what it means to the viewer.
Evaluation – judging whether a work of art is successful given what you have understood from your description, analysis, and interpretation. Using steps 1-3 above can you justify your emotionally response (joyful, disturbing, calm, energeti ...
Chooseten (out of the fifteen) of the following questions and answer e.docx
Choose
ten (out of the fifteen)
of the following questions and answer each in approximately
100 words each
. Each response is worth 10 points.
Use your own words
.
If you study with another student, you must each choose different examples and show evidence of your own thoughts. You may reference the class readings and your class notes without citation. If you use another source,
you must cite the source
.
Complete responses on a Word document and upload that document to this tab.
Please number your responses #1-10 and include the title of each question.
The biggest problem with student submission of this final has been plagiarism. Please be sure everything is in your own words or very brief cited quotes.
Learning Outcomes:
Connect personal experience to the humanities
Interpret a work of art, literature, philosophy, or religion.
Analyze multicultural perspectives.
Choose Ten of the Following:
Ancient Age Sculpture
Compare the
Venus of Willendorf
to a 21st century image of the body in popular art, culture, or the media. Include a photo or a link to the modern image you chose. Explain in detail how each depiction of the body expresses the values of each of the cultures (stone age and contemporary age); in other words, what does the depiction of the human form reveal about the values of each culture?
Contrapposto
View a Classical Greek sculpture in the contrapposto pose, such as this one,
and explain how the sculpture is example of the rise of humanism that was not present in the earlier Greek sculptures.
Monotheistic Religions
Explain how Abraham is a founding figure in each of the three Abrahamic religions. Name the religions and tell why Abraham is significant in each.
The Medieval Church
The medieval Church influenced the arts in many ways. Give a specific example of how the Church influenced each of these five art modes(architecture, drama, literature, music, visual arts) in the medieval period, and place them in order of significance (#1 should be the art mode that was most influenced by the Church). Support your rationale for the ordering.
Medieval vs. Renaissance Art
Choose a work of medieval art (500-1400) and a work of Renaissance art (1400-1600) with a similar theme or subject. Give specific examples of the elements of Medieval and Renaissance techniques/elements in each and explain how the Renaissance piece is an example of the pictorial revolution.
The Influence of Martin Luther
View the painting
Allegorical Portrait of Jean de Dinteville and Georges de Selve (The Ambassadors)
by Hans Holbein the Younger, 1533.
(Links to an external site.)
How is the influence of Martin Luther shown in this painting? Give specific examples.
Non-Western Humanities
Explain the meaning of the term "non-Western" and explain why it is important to study works of art from cultures outside of the Western world. Include the topic you chose for CJ 3 as an example of what you have learned from.
Travel Journal to Points of Interest from the Early Middle Ages, Rom
Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic Worlds
Travel, whether it was to the Middle East to fight in the Crusades or on a pilgrimage to the Holy Land, was an activity that shaped the Middle Ages.
For this assignment, put yourself in the place of a person living during Middle Ages who traveled throughout Europe. Select a total of six representative pieces of art or architecture that date from this period in history. You should have
2 examples from each of the time periods in the Middle Ages
: two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art. Each example should reflect the essential characteristics of its time period. Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods.
When you return from your travels, prepare a journal that includes the following information for
each
of your six representative works of art:
A photograph of the object
Identifying information:
Name of the artist (if available)
Title of the work
Date of the work
Medium/materials used to create the work
Then, write a paragraph of 4-6 sentences that:
Describes the visual characteristics that makes the object representative of its style
Places the work within its social and historical context and explains why it is culturally significant
Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your travels, highlighting key similarities and distinctions between the six objects you selected for discussion.
...
Assignment 3 Artistic Change in Sculpture During PrehistoryRelati.docx
Assignment 3: Artistic Change in Sculpture During Prehistory
Relative to human history, the period covered in this week's study is long. During this lengthy span of years, not only did people change in appearance, but the way they lived also changed radically. What we have found of their art and architecture also demonstrates an evolution in these areas.
Search for three images of Paleolithic, Neolithic, Bronze Age, or Iron Age prehistoric sculpture using any of the Web sites listed under Prehistoric Art on the
Art History Resources Web site
.
View these sculpture pieces carefully. Choose three images that represent three different periods from the four we have studied this week. Capture the images and place them in chronological order, from oldest to newest, in this
template
. Then, using information from your textbook, lectures, and other appropriate academic sources, provide the following regarding each image:
The title of the work, its location, the materials used to create the work (if known), and the date.
A brief assessment of the physical properties you observe. Describe the types of lines, shapes, colors, and textures (actual and perceived) the artist has used.
An analysis of the formal structure of each piece. How has the artist arranged and organized the artistic elements to create a cohesive composition?
The natural subject of each piece. Based on your textbook reading and Internet research, are there any details that have a symbolic meaning? If so, what?
A five- to seven-sentence paragraph that discusses the cultural context of each work, based on what you have learned through your textbook reading, the online lectures, and Internet research. What do the images tell you about the culture and the people who created them?
List of references, including the specific websites where you found the images.
.
OverviewIn this assignment, you have an opportunity to employ ar.docx
Overview
In this assignment, you have an opportunity to employ art history knowledge and comparative essay writing skills covered in this Module. You will choose a landscape artwork from Eastern culture—either Japanese or Chinese—and one Western landscape by a European or American artist. Both artworks should have been made around the same time, between the 11th and 17th centuries. You will then compare and contrast these two paintings created during the same time period but from different cultures, drawing on course vocabulary, contextual analysis, and formal analysis.
Instructions
Mountain with River and Trees
School of/style of Wang Yuanqi. Mountain with River and Trees.
ca. 1642-1715. Ink on Paper.
Used with permission of the British Museum.
The Eastern (Asian) landscape tradition is markedly different from that of the Western (European). Traditional Asian artists intended to evoke meditative contemplation through visual imagery using atmospheric perspective, placement, and asymmetry. Eastern works also stress a reverence for nature and often include calligraphy or poetry as part of the primary subject. What ideas do European landscapes of the same time period convey?
For this assignment, you will choose one example each of paintings that represent the Eastern and Western landscape tradition from the same time period. In your essay, compare and contrast each work's individual similarities and differences and identify major contrasts in these two cultural approaches. For basic information on how to approach this comparative essay, visit the Module 5 Writing Skills page.
Step 1: Research
First, conduct basic research on Eastern and Western landscape paintings and create a list that includes the major ways in which they are similar and different.
Then, using the
Art Research Guide
sources or comparable sites, browse examples of both Eastern and Western landscape art and choose two examples that allow you to write a fully-developed essay based on three or more major points of comparison.
Consider the following questions as you brainstorm your comparisons:
What did each artist hope to accomplish with his or her work?
What aspect of the landscape did each artist most value?
Did the artists demonstrate personal connections with their landscapes, or were they conveying broader cultural messages?
Do the artworks represent attitudes towards nature that continue on today?
Explain each consideration in detail and refer directly to how they are demonstrated in the art itself.
Next, summarize the primary points you will address in one "thesis statement," which will appear as a sentence in your essay's introduction. Note that not all Eastern and Western landscapes will make strong enough statements to support a fully-developed essay. For example, if Eastern landscapes stress a reverence for nature, look for Western examples that either clearly do or do not represent the same idea. Your choices should provide you with at le.
Library Research AssignmentChoose three (3) works of artfrom thr.docx
Library Research Assignment
Choose three (3) works of artfrom three artists from the Baroque period through the Postmodern era. Your three (3) works of art should come from the time periods or art movements covered in the reading from Unit 4 and Unit 5. Your choices must comply with the following criteria:
· The 3 artworks chosen must be of the same style or time period. For example, you can choose one of the following suggestions:
· 3 Baroque works of art, or
· 3 Impressionist works of art, or
· 3 Abstract Expressionist works of art, etc.
· Your three (3) works of art should have a similar theme. For example: 3 landscapes, or 3 works that focus on religious content, etc.
· Outof the three works of art by the three (3) artists selected,you must choose at least two (2) works from two artists discussed in the textbook.
· If you decide to choose one work of art that is not from the textbook, the artists must be discussed in the text. Begin your search by reviewing artists in the text. Then you can search other Internet sources for their other works of art.
This project is broken down into two parts.
1. In Unit 4, you will work on the first three bullet points, which are highlighted in bold below, as well as an introduction and conclusion.
2. The "final draft," will be completed for Unit 5, and will cover the last two bullet points (listed in the Unit 5 Individual Project assignment).
Your final paper will be a 1200–1500 word critical essay about the three works of art you have chosen. The goals of a critical essay are to evaluate and analyze the artworks based on research, using the vocabulary and concepts you have learned. Your attitude should be detached (i.e., your personal opinions are not as important as academic concepts; The "critical" aspect of the essay refers to this detached attitude, not whether you react positively or negatively to the works).
Your essay must include the following points:
1. A description of the works including the style. Describe basic facts, as well as the visual appearance of the work (What does the viewer see? Where are key figures located? What tells us that the work is of a particular style?)
2. A summary of the artists' personal philosophies of art (if they can be found in published sources), and the prevailing trends and schools of thought in the art world at the time and in the place the artist was working. For instance, discuss what was taking place in each artist's city, country, and/or church that may have provoked a reaction from the artist or the greater society. Include any information that might help the reader understand the artist's point of view or why the artist made his or her choices in this work of art.
3. An explanation of how the works fit into the context of the time period.
4. Compare the three works in terms of form, content, and subject matter. Using the terminology and concepts that you have learned in the course, explain the similarities and differences in the styles of the wo ...
Part 1 250 word minimum Trace the evolution and development of a.docx
Part 1 250 word minimum
Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance.
1. Explain what primarily distinguishes Renaissance art in general from the prior period.
2. Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist. Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new vocabulary as you describe the art works.
Part 2 250 word min.
Compare and contrast two works of art done in two different eras/styles.
Select one of the following pairs of eras/styles: Medieval and Renaissance, Baroque and Rococo, Rococo and Neoclassical
Include an overview of what primarily distinguishes the art work of each era, and then indicate specific formal or thematic aspects of each work that typify its era. Include a discussion of the role of changing cultural and political climates in influencing the shift from on style to the next. You may choose two paintings, two sculptural works, or two architectural works. Be sure to use the terminology regarding elements of art and principles of design that were used in chapters 1-5.
textbok: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010
.
· DIS 1Trace the evolution and development of art through the pe.docx
· DIS 1
Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance.
· Explain what primarily distinguishes Renaissance art in general from the prior period.
· Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form.
· Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks.
· DIS 2
Compare and contrast two works of art done in two different eras/styles. Select one of the following pairs of eras/styles: Medieval and Renaissance, Baroque and Rococo, or Rococo and Neoclassical. Give a detailed overview of the period and style and situate your comparison within the stylistic characteristics of each style.
Include:
· an overview of what primarily distinguishes the art work of each era, and then indicate specific formal or thematic aspects of each work that typify its era
· a discussion of the role of changing cultural and political climates in influencing the shift from on style to the next.
· a comparative analysis of the form, style and content of an artwork from each era (each artwork should be of the same medium and genre, for example two portraits or two figural sculptures).
Be sure to use the terminology regarding elements of art and principles of design that we studied in Week I as you proceed in your discussion. Be sure to make a true comparison of the works - don't just discuss each one on its own.
How has the coronavirus affected the airline industry? In a 15-page paper explain in great detail and be creative. Discuss their new practices and how they affect us now and will affect us in the future. How would you change these practices, or would you leave them the same?
.
Assignment 2 Time TravelAssume you have been given the ability to.docx
Assignment 2: Time Travel
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the eighteenth and nineteenth centuries. The purpose of your trip is to give you the opportunity to visit artists in their studios and to view firsthand the creation of some specific types of paintings or sculpture.
Since the length of time you can spend on this journey is limited, you must decide beforehand what styles you are most interested in. The job you will have is to collect information concerning
four (4) different styles—one from each time period listed below—as represented by two artists from each.
You may choose from the following:
The eighteenth century
Rococo
Romantic (painting or sculpture)
Neoclassical
The nineteenth century
Naturalistic or realistic style in either Europe or North America
Impressionistic
Post-impressionistic
First half of the 20
th
century (1900 – 1954)
Cubism
Fauvism
Expressionism
Surrealism
Second half of the 20th century/21
st
century (1945 to present)
Abstract Expressionism
Minimalism
Pop Art
Digital Art
Post-Modernism
Before you set out, you should have decided on the four styles that interest you, have determined specific artists you wish to visit, and come up with questions for which you wish to find answers. When you return, you will need to prepare a report that includes the following
for each of the four styles you chose
,
as represented by two artists from each style:
Name of the artist
Title of the work of art
Date of the work of art
Medium or materials used to create the work of art
Then in 2–4 paragraphs, tell us:
The style of the work
Reasons for the style to have gained popularity
Specific features of the style
1-2 reasons why the work of art is important to the history of art
Your report should conclude with an explanation about which style you find most interesting.
.
Exhibition of World ArtImagine you are a curator at your local c.docx
Exhibition of World Art
Imagine you are a curator at your local city’s Museum of Art. You have been asked to organize a small exhibition of objects of art from the cultures of China, Japan, Africa, and the Americas; you will also showcase Islamic art. Your exhibition should include representative objects that highlight significant and essential ideas of each culture. You may plan to include actual objects in your exhibition, or photographs or models of larger structures or sculptures.
Survey your course textbook and reliable internet websites to
locate two art objects from each of the following five cultures
: China, Japan, Africa, the Americas, and Islam, that you would like to include in your exhibition. Your objects must date to the time period we are studying in this course (Prehistory -1300 CE). You will select a total of ten objects for display in your “Exhibition of World Art.”
Then, write a “museum label “for each object within a Microsoft Word document. The following should be on the “label" for each object:
A photograph of the object
Identifying information:
Name of the artist (if known—otherwise, attribute the culture)
Title of the work
Date of the work
Medium/materials used to create the work
Current location
A paragraph of 4-5 sentences describing why the object is representative of its culture and is culturally significant. Briefly explain why you have selected the object for display.
Finally, in a paragraph of 8-10 sentences, write a summarizing overview of your “Exhibition of World Art,” highlighting key similarities and distinctions between the objects you have curated. Imagine that visitors to your exhibition will read this overview as they enter your “Exhibition of World Art,” and provide them with any information or context they may need to fully appreciate the objects on display.
.
Similar to Changes in the Human Figure in ArtYou likely noticed that during.docx (20)
Due by 9 pm! Must include references, no plagiarism.Assignment 2.docx
Due by 9 pm! Must include references, no plagiarism.Assignment 2.docx
InstructionsTime TravelAssume you have been given the ab.docx
InstructionsTime TravelAssume you have been given the ab.docx
Assume you have been given the ability to travel back in time, and y
Assume you have been given the ability to travel back in time, and y
Two of the great innovations of the Renaissance in painting were.docx
Two of the great innovations of the Renaissance in painting were.docx
Assignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment Travel Journal to Points of Interest from the Early Midd.docx
Final Project Personal Analysis Paper Guidelines and RubricFi.docx
Final Project Personal Analysis Paper Guidelines and RubricFi.docx
Assignment 2 Time TravelAssume you have been given th.docx
Assignment 2 Time TravelAssume you have been given th.docx
Chapter 4 Describing ArtFormal Analysis, Types, and Styles of
Chapter 4 Describing ArtFormal Analysis, Types, and Styles of
STUDIO ART: Subject matter, style & aesthetic qualities
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Chooseten (out of the fifteen) of the following questions and answer e.docx
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Travel Journal to Points of Interest from the Early Middle Ages, Rom
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Assignment 3 Artistic Change in Sculpture During PrehistoryRelati.docx
Assignment 3 Artistic Change in Sculpture During PrehistoryRelati.docx
OverviewIn this assignment, you have an opportunity to employ ar.docx
OverviewIn this assignment, you have an opportunity to employ ar.docx
Library Research AssignmentChoose three (3) works of artfrom thr.docx
Library Research AssignmentChoose three (3) works of artfrom thr.docx
Part 1 250 word minimum Trace the evolution and development of a.docx
Part 1 250 word minimum Trace the evolution and development of a.docx
· DIS 1Trace the evolution and development of art through the pe.docx
· DIS 1Trace the evolution and development of art through the pe.docx
Assignment 2 Time TravelAssume you have been given the ability to.docx
Assignment 2 Time TravelAssume you have been given the ability to.docx
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Chapter 1 discussed the expansion of the European intermodal rail-road freight transport (EIT) under the European Union. Chapter 2 explores the development of intermodal transportation in the United States.
Instructions:
In 2-3 pages maximum, discuss the impact (negative and positive) that regulation/deregulation has had on the growth and/or continued growth of intermodal transportation in both countries. Ensure you site specific examples in your paper. You are encouraged to use the internet and other sources to support your discussion.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
.
Change is an activity and mindset that many resists. Kotter proposed.docx
Change is an activity and mindset that many resists. Kotter proposed a “dual operating system” for accelerating change.
1. What are the main reasons why people resist change? (support response with academic sources).
2. Then, give an example when YOU were resistant to change. Explain what the change was about, why you resisted, and what was the outcome.
3. Describe Kotter’s idea of a dual operating system for making change happen in an accelerating world. (and support your answer). Then provide a critical assessment.
.
Chapter 1 Government Boss, financial partner, regulator – Entrepre.docx
Chapter 1: Government: Boss, financial partner, regulator – Entrepreneurs in mixed economies
Chapter 3: Electronic innovation and the government: David Sarnoff creates the RCA empire
Chapter 5: Speeding voice and data traffic worldwide: Network microprocessors from RMI
Chapter 7: Implementing information technology across the globe
Ives, B., & Jarvenpaa, S.L. (1991). Applications of Global Information Technology: Key Issues for Management. MIS Quarterly, 15(1), 33. https://doi.org/10.2307/249433
Chapter 9: Kressel, H., & Lento, T. V. (2012).
Entrepreneurship in the Global Economy : Engine for Economic Growth
. Cambridge, UK: Cambridge University Press.
7
.
Chapter 1 Combating terrorism has entailed restrictions on civil li.docx
Chapter 1: Combating terrorism has entailed restrictions on civil liberties. How can we reconcile civil liberty and national security? Are we better off opting for more liberty or more security? Are the two goals mutually exclusive? Have Americans become less supportive of the limitations on liberty put into place after the terror attacks in 2001, or do they still perceive that it makes sense to give up some liberties in order to feel more secure?
.
Chapter 1 Evaluation and Social Work Making the ConnectionP.docx
Chapter 1 Evaluation and Social Work: Making the Connection
Page 4
Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text.
The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such
Page 5
evaluations often are instrumental in determining whether the programs in which you are working will continue and possibly expand. Example of a Small, Formative Evaluation An agency that provides an anger management program to perpetrators of domestic violence offers a series of ten psychoeducational group sessions to help them manage their anger. The agency also conducts an evaluation of this program that is integral to it. An anger management scale is used to measure changes that occur in the participants’ anger after they have completed all ten sessions of a group program. Throughout the series, the specific items of the anger management scale (e.g., be.
Chapter #131. Explain the terms Computationalism and Culturalism.docx
Chapter #13
1. Explain the terms Computationalism and Culturalism and their effects on Learning
2. Explain the implications of Pedagogy and Social practices in the development of adult learners
Chapter #15
3. According to Ziehe (2018), what are some normal Learning problems in youth. Name and explain at least 3
Chapters #16 and #17
4. Describe the four components of the Social Theory of Learning
5.Explain the Psychological theories:
a. Behaviorist
b. Cognitive
d. Social Learning
.
chapter 8 notes – Asian Americans model minoritieschapter b.docx
chapter 8 notes – Asian Americans: model minorities?
chapter begins with a story of a sociologist, riding in a taxi
- he was born in the US of Japanese heritage (grandfather came to US in 1880s)
- taxi drive asks him how long he was in the US (the answer is since birth)
- brings up the perception of ‘other’ around Asian Americans
focus of this chapter: Chinese Americans and Japanese Americans (oldest Asian groups in the US; often considered to be ‘model minorities’)
- model minorities stereotype: successful, affluent, highly educated, not suffer from minority group status (remember this is a stereotype)
why an increase in immigration from the Philippines and India into the US?
- both colonized
— India by Britain
— Philippines 1st by Spain, then the US
current demographics
- Asian Americans are about 5.6% of the total population (2012) – see table 8.1 above
— contrasted with African Americans (13%) and Hispanic Americans (16%)
- overall, rapid growth in numbers of Asian Americans in US recently
— one reason: immigration changes in 1965
— one of the largest growing groups – Asian Indians
— rapid growth is expected to continue
- 10 largest Asian groups in fig 8.1 below
- high percentage of foreign born in Asian American population
— 88% of Asian Americans are either 1st generation (foreign born) or 2nd generation (their children)
— — see figure 8.2 below
- similar to Hispanic Americans, Asian Americans are
+ likely to identify with country of origin 1st
origins and cultures
great diversity in languages, cultures, religions
- Asian cultures are much older than the founding of the US
- these cultures are quite different from each other, but there are some similarities
similarities:
- group membership is more important than the individual
— some of above from Confucianism which emphasizes a person is one part of the larger social system, one part of the status hierarchy
— — therefore loyalty to group, conformity to societal expections and respect for superiors are important
- it is important to be sensitive to the opinions and judgements of others; avoid public embarrassment, giving offence
— guilt / shame dichotomy
— — Asian cultures: emphasis on not bringing shame to the family / group from others (if someone goes against societal expectations, they are bringing shame onto their family / group)
— — — emphasis on proper behavior, conformity to convention and how others judge one, avoid embarressment (to self or to others), avoid personal confrontations
— — — overall desire to seek harmony
— — Western culture emphasizes individuals develop personal consciences and we need to avoid guilt (if someone goes against societal expectations, they are guilty of ... — Westerners guided by personal sense of guilt)
- generally (but not always) traditionally patriarchal
— in China foot binding was practiced for many generations
the above tendencies are more likely for individuals new to the US, but not as likely for individuals / families in the U.
CHAPTER 1 This list below indicated various audits, attestation,.docx
CHAPTER 1: This list below indicated various audits, attestation, and other engagements involving auditors.
1. A report on the effectiveness of internal control over financial reporting as required by Section 404 of the Sarbanes-Oxley Act.
2. An auditor’s report on whether the financial statements are fairly presented in accordance with International Financial Reporting Standards.
3. An engagement to help a company structure a merger transaction to minimize the taxes of the combined entities.
4. A report stating whether the company has complied with restrictive covenants related to officer compensation and payment of dividends contained in a bank loan agreement.
5. A report on the effectiveness of internal controls at a company that provides payroll processing for other companies.
6. An examination report stating whether a company’s statement of greenhouse gas emissions is presented in conformity with standards issued by the World Business Council for Sustainable Development and the World Resources Institute.
7. Evaluating the voting process and certifying the outcome for Rolling Stones Magazine’s “Greatest Singer of All Time” poll.
8. A report indicating whether a governmental entity has compiled with certain government regulations.
9. A review report that provides limited assurance about whether financial statements are fairly stated in accordance with U.S. GAAP.
10. A report about management’s assertion on the effectiveness of controls over the availability, reliability, integrity, and maintainability of its accounting information system.
11. An evaluation of the effectiveness of key measures used to assess an entity’s success in achieving specific targets linked to an entity’s strategic plan and vision.
Required
a. Explain the relationships among audit services, attestation services, and other assurance and no assurance services provided by CPA’s.
b. For each of the services listed above, indicate the type of service from the list that follows.
(1) An audit of historical financial statements.
(2) An attestation service other than an audit service.
(3) An assurance or no assurance service that is not an attestation service.
1-21. Dave Czarnecki is the managing partner of Czarnecki and Hogan, a medium-sized local CPA firm located outside of Chicago. Over lunch, he is surprised when his friend James Foley asks, him, “Doesn’t it bother you that your clients don’t look forward to seeing their auditors each year?” Dave responds, “Well auditing is only one of several services we provide. Most of our work for clients does not involve financial statement audits, and our audit clients seem to like interacting with us.”
a. Identify ways in which a financial statement audit adds value for clients.
b. List other services other than audits that Czarnecki and Hogan likely provides.
c. Assume Czarnecki and Hogan has hired you as a consultant to identify ways in which they can expand their practice. Identify at least one additional service that .
Challenges and Resources for Nurses Participating in a Hurrica.docx
Challenges and Resources for Nurses Participating in a Hurricane
Sandy Hospital Evacuation
Nancy VanDevanter, RN, DrPH1, Victoria H. Raveis, PhD2, Christine T. Kovner, RN, PhD3, Meriel McCollum,
BSN, RN4, & Ronald Keller, PhD, MPA, RN, NE-BC5
1 Professor, New York University, Rory Meyers College of Nursing, New York, NY, USA
2 Professor, New York University, College of Dentistry, New York, NY, USA
3 Professor, New York University, Rory Meyers College of Nursing, New York, NY, USA
4 PhD Candidate, University of North Carolina Chapel Hill, Chapel Hill, NC, USA
5 Senior Director of Nursing NYU Hospitals Center, New York University, Langone Medical Center, New York, NY, USA
Key words
Nurse’s disaster experience, nurses’ disaster
preparedness education, Superstorm Sandy
Correspondence
Dr. Nancy VanDevanter, New York University,
College of Nursing, 433 1st Ave., New York, NY
10010. E-mail: [email protected]
Accepted May 13, 2017
doi: 10.1111/jnu.12329
Abstract
Purpose: Weather-related disasters have increased dramatically in recent
years. In 2012, severe flooding as a result of Hurricane Sandy necessitated
the mid-storm patient evacuation of New York University Langone Medical
Center. The purpose of this study was to explore, from the nurses’ perspec-
tive, what the challenges and resources were to carrying out their responsibil-
ities, and what the implications are for nursing education and preparation for
disaster.
Design: This mixed-methods study included qualitative interviews with a
purposive sample of nurses and an online survey of nurses who participated in
the evacuation.
Methods: The interviews explored prior disaster experience and train-
ing, communication, personal experience during the evacuation, and lessons
learned. The cross-sectional survey assessed social demographic factors, nurs-
ing education and experience, as well as potential challenges and resources in
carrying out their disaster roles.
Findings: Qualitative interviews provided important contextual information
about the specific challenges nurses experienced and their ability to respond
effectively. Survey data identified important resources that helped nurses to
carry out their roles, including support from coworkers, providing support to
others, personal resourcefulness, and leadership. Nurses experienced consid-
erable challenges in responding to this disaster due to limited prior disaster
experience, training, and education, but drew on their personal resourceful-
ness, support from colleagues, and leadership to adapt to those challenges.
Conclusions: Disaster preparedness education in schools of nursing and
practice settings should include more hands-on disaster preparation exercises,
more “low-tech” options to address power loss, and specific policies on nurses’
disaster roles.
Clinical Relevance: Nurses play a critical role in responding to disasters.
Learning from their disaster experience can inform approaches to nursing ed-
ucation and preparation.
Weath.
Chamberlain College of NursingNR631 Nurse Executive Track—CGE I.docx
Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I
Learning Agreement
Student name:
Student D#:
Student e-mail, phone:
Mentor name and credentials:
Mentor contact information (work phone, cell phone, e-mail and work address):
Directions:
For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.
The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details.
The Learning Agreement consists of three sections.
I. Student Learning Outcomes table (Week 1)
II. Signatures approving plan (Week 1)
III. Signatures and mentor verification (Week 8)
Due Dates:
1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
A minimum of 144 hours practicum experience is required by the end of NR632.
If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.
I. Student Learning Outcomes
Course Outcomes
Student Identified Practicum Goals to Meet COs
Plan to Meet Student Identified Practicum Goals
Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1
CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)
CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)
CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)
CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)
CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)
CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.
Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docx
Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table
Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary modifications.
1
2
3
4
5
NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs
1
.
Centralized System for Strategic ResourcesIntroductionAttentio.docx
Centralized System for Strategic Resources
Introduction
Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos.
Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states.
Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening.
Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies.
Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system.
Transition: Now let's first have a look at the harmful impacts of the current unorganized situation.
Body
I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies.
A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic.
1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley).
2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle).
B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing.
1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier.
a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley).
b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.
Challenge your thinking.10) After completing the WebQuest, has y.docx
Challenge your thinking.
10) After completing the WebQuest, has your opinion about the homeless individuals changed?
11) If so, how did it change? If not, provide rationale.
12) Suggest at least two community interventions relating to homelessness.
13) Are there examples of these interventions in our area? Identify and describe the services they offer.
FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester.
Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete.
Formatting
Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded.
First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.
Ch.10 Discussion - Jingles33 unread replies.33 replies.D.docx
Ch.10 Discussion - Jingles
33 unread replies.33 replies.
Discussion - Ch.10: Jingles
Instructions:
Jingles are a popular creative form in radio advertising. Even so, there may be as many jingles that you don't want to hear again as there are ones that you do. Identify one jingle that you really dislike and another one that you like.
Analyze why these jingles either work or don't work and present your critique to the class. Explain your thoughts.
Give thoughtful responses to at least two other students’ postings. Make your reply specific to their comments. Go beyond simple agreement and add something new to the discussion with your reply. A response posting should be a minimum of one short paragraph.
Grading Rubric for Discussion Post:
Criteria
D:
Below
Standard
C:
Meeting Standard
B:
Above
Standard
A:
Exceeding Standard
Weight
Criteria Definitions
Incomplete and/or missing work; in need of major revisions, additions and edits
Submission appears as first-draft quality needing edits and improvements; limited supporting data
Submission contains all elements and includes supporting data; analysis, vision and/or strategy are still developing
Submission has compelling analysis, vision and strategy; well-supported with strong data
Discussion Assignment
Professionalism: Proper grammar, spelling, citations, sources, good organization, readability, clear articulation of ideas, correct use of templates, etc.
40%
Thoroughness: Follows instructions; response is well-researched and articulate; appropriate length; addresses all prompts and assignment criteria; thoughtful analysis
40%
Progression: Incorporates feedback and suggestions from instructor and peers; demonstrates continuous improvement
20%
.
Central Sierra Insurance (CSI) sets bonus percentages based on c.docx
Central Sierra Insurance (CSI) sets bonus percentages based on commissions earned by each agent and calculates totals by branch office. This workbook also tracks fundraising efforts of employees for a community event.
[Student Learning Outcomes 2.1, 2.2, 2.3, 2.5, 2.6, 2.7]
File Needed:
CentralSierra-02.xlsx
(Available from the
Start File
link.)
Completed Project File Name:
[your name]-CentralSierra-02.xlsx
Skills Covered in This Project
Create, copy, and edit formulas.
Name cell ranges.
Set mathematical order of operations.
Set cell references to be absolute.
Use the
NOW
function.
Use
HLOOKUP
and
VLOOKUP
Use the
SUMIF
function.
Build an
IF
function.
Open the start file
CentralSierra-02.xlsx
workbook. If the workbook opens in Protected View, click the Enable Editing button so you can modify it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
Select the
Tables
sheet, select cells
A6:B10
, and create range names using the
Create from Selection
button [
Formulas
tab,
Defined Names
group].
Select cells
B1:F2
and click the
Name
box. Name the selection H_Rates. Note that the first row is arranged in ascending order.
Create an
HLOOKUP
function to display the bonus rate.
Click the
Commissions
sheet tab and select cell
F5
.
Start the
HLOOKUP
function and use cell
E5
as the
lookup_value
.
For the
table_array
argument, use the
H_Rates
range.
Use the second row for the
row_index_num
argument (Figure 2-100).
Figure 2-100
HLOOKUP
function to display bonus
Format the results as
Percent Style
with two decimal places.
Copy the formula in cell
F5
to cells
F6:F14
.
Set order of operations to calculate total earnings.
Select cell
G5
.
Build a formula to add the commissions amount (E5) to the commissions amount times the rate (F5*E5).
Copy the formula in cell
G5
to cells
G6:G14
.
Create and copy a
SUMIF
function to calculate total earnings by branch office.
Select cell
E18
.
Start the
SUMIF
function with cells
$D$5:$D$14
as the
Range
argument.
Set the
Criteria
argument as a relative reference to cell
C18
.
Select cells
G5:G14
for the
Sum_range
argument and make the references absolute.
Copy the formula in cell
E18
to cells
E19:E20
without formatting to preserve borders.
Format cells
E18:E21
as
Currency
.
Total the earnings in cell
E21
.
Create and format the current date.
Select cell
G23
and insert the
NOW
function.
Select cell
G23
and click the
Number
group launcher [
Home
tab]. On the
Number
tab, select the
Date
category.
Scroll the
Type
list to find the date that displays the month spelled out, the date, a comma, and a four-digit year (Figure 2-101).
Figure 2-101 Date format selected
Click
OK
. Press
Ctrl+Home
.
Create and copy a
VLOOKUP
function to display goals for each funding source.
Click .
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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.
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https://app.box.com/s/4hfk1xwgxnova7f4dm37birdzflj806wspecial B.ed 2nd year old paper_20240531.pdf
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2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
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Changes in the Human Figure in ArtYou likely noticed that during.docx
- 1. Changes in the Human Figure in Art You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized. Use the textbook and/or online sources to locate and capture three works of art. one from the Early Renaissance (fourteenth century, 1300– 1399) one from the Northern European Renaissance (fifteenth century, 1400–1499) one from the Italian Renaissance (fifteenth century, 1400–1499) Your works of art must either be all paintings or all sculptures. First, place images of your selected works in a Word document. Then do the following: For each work identify: The artist Title of the work of art
- 2. The date(s) it was created The medium or materials used to create the work of art, such as oil paint, marble, etc. Where the work is located now. In a well-developed paragraph, provide at least two important historical facts about each work. In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading. Then, In a 6–10-sentence concluding paragraph: Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed. Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes. Offer a citation of your sources for each image and the
- 3. information provided as appropriate.