Inter faith prayer through music & cultural appreciationAvi Dey
01. Wherever and whenever God is moving in a new and fresh way, there emerges a new song! Erwin McManus
02. The language of friendship is not words but meanings.
Henry David Thoreau
Inter faith prayer through music & cultural appreciationAvi Dey
01. Wherever and whenever God is moving in a new and fresh way, there emerges a new song! Erwin McManus
02. The language of friendship is not words but meanings.
Henry David Thoreau
Originally presented as part of GDC 2013 Level Design in a Day bootcamp. Co-talk between level designer and artist about the how and why of building massive games with modular art kits.
It all start with me doodling and making mandalas. One day i got a compliment about how creative person i was, so as I am majoring in psychology I decided to read and search for the relationship between creativity and psychology and why not making a presentation about it.
Art Criticism Take a field trip to a museum, gallery.docxdavezstarr61655
Art Criticism
Take a field trip to a museum, gallery, etc. to view works of art in order to find something you would
be interested in writing about in the mode of art criticism, including how the artwork relates to a
topic or theory we have covered in class, and using at least two sources (at least one of which should
be a scholarly article NOT from our course). 6 pages minimum.
Describe: Tell what you see (the visual facts).
Questions to consider:
1. Where did you see the art? (Name gallery/museum/etc., geographical location, etc.)
2. What is the name of the artist who created the artwork?
3. What kind of an artwork is it?
4. What is the name of the artwork?
5. When was the artwork created?
6. Name some other major events in history that occurred at the same time this artwork was
created.
7. List the literal objects in the painting (trees, people, animals, mountains, rivers, etc.).
8. What do you notice first when you look at the work(s)? Why?
9. What kinds of colors do you see? How would you describe them?
10. What shapes can we see? What kind of edges do the shapes have?
11. Are there lines in the work(s)? If so, what kinds of lines are they?
12. What sort of textures do you see? How would you describe them?
13. What time of day/night is it? How can we tell?
13. What is the overall visual effect or mood of the work(s)?
Analyze: Mentally separate the parts or elements, thinking in terms of textures, shapes/forms,
light/dark or bright/dull colors, types of lines, and sensory qualities. In this step consider the
most significant art principles that were used in the artwork. Describe how the artist used them
to organize the elements. Suggested questions to help with analysis:
Questions to consider:
1. How has the artist used colors in the work(s)?
2. What sort of effect do the colors have on the artwork?
3. How as the artist used shapes within the work of art?
4. How have lines been used in the work(s)? Has the artist used them as an important or
dominant part of the work, or do they play a different roll?
5. What role does texture play in the work(s)? Has the artist used the illusion of texture or has
the artist used actual texture? How has texture been used within the work(s).
6. How has the artist used light in the work(s)? Is there the illusion of a scene with lights and
shadows, or does the artist use light and dark values in a more abstracted way?
7. How has the overall visual effect or mood of the work(s)? been achieved by the use of
elements of art and principles of design.
8. How were the artists design tools used to achieve a particular look or focus?
Interpret: An interpretation seeks to explain the meaning of the work based on what you have
learned so far about the artwork, what do you think the artist was trying to say?
Questions to consider:
1. What was the artist’s statement.
1
Islamic Art History
Guideline
The 4-part analysis method
The 4-part analysis method that art historians use:
• physical properties
• formal or visual structure (also known simply as form)
• subject matter and symbolism (also known as content or meaning)
• cultural context
•
1-The first part of the four-part analysis considers physical properties.
Questions:
Here are some questions we ask when we examine physical properties:
• What type of artwork is it: painting, sculpture, architecture, textile, woodwork?
• What is the work made of: stone, crushed minerals, inlaid lapis lazuli?
• How is that material visible? Is it smooth and hard or textured and rough?
• How has the material been handled? What technique was used to manipulate the
material?
• How big is the work? How does it compare to the size of a human body? Hint: The
textbook provides scale comparisons for all illustrations.
Evidence:
When we answer those questions, we provide evidence as it appears in the work of art.
2- Form
Form refers to the appearance of the work of art. We also call it the visual structure or style of
the work of art.
Form consists of how the artist uses the materials to create visual expression. This expression
comes through the building blocks of the work of art known as the visual elements (color, line,
light, texture, shape, space) and composition (organization of shapes, balance, and proportion).
The choice of how to handle these building blocks of the work of art--known as formal elements
and principles of design--is sometimes dictated by how all artists of a particular time and place
work. We call this a period or cultural style. In other cases, especially in the modern era, the
choice of formal characteristics is individual and the artist has a personal style.
2
What about form in architecture? This refers to the building blocks of floor plan, structural
elements like columns and domes, and the decorative elements that adorn the building.
Artists of a particular period and culture typically share similar forms or style. Knowing the
formal characteristics of this style an essential part of art history.
Questions:
When you analyze form or visual structure, here are some questions to ask.
• Is the work naturalistic? Does it look like things do in nature or does it depart from
visible forms? How?
• How is space presented? Does it create an illusion of three dimensions or is it flatter?
• How is color handled? Do the colors look like they do in nature? Do they repeat
throughout the image?
• How is line handled? Are things outlined? Are there real lines (like a road) or implied
lines (like a line of sight)?
• How are light and shadow handled? Is everything bathed in an even light or are there
dramatic highlights and deep shadows? Does shading help make things look three-
dimensional?
• How is the work organized? Is everything lined up in a row or are they grouped in a
pyramid ...
Power point discussing "What is Art?" - for an intro to art class. Includes photos with discussion questions for engagement. Used with a high school art class.
ART 1223, Art Survey Southwestern Oklahoma State University .docxdavezstarr61655
ART 1223, Art Survey
Southwestern Oklahoma State University
Formal Analysis Handout
The visual analysis of artistic form.
form
1. In art, an object’s shape and structure, either in two dimensions (for example, a figure painted
on a surface) or in three dimensions (such as statue).
medium (pl. media)
1. a liquid (e.g., oil or water) with which pigments are mixed to make paint.
2. the material or form used by an artist, composer, or writer : oil paint is the most popular
medium for glazing.
LINE
• The path of a moving point made by a tool, instrument, or medium as it moves across an
area.2
SHAPE
• An area that stands out from its surroundings because of a defined or implied boundary or
because of differences of value, color, or texture.2
VALUE
• The relative degree of lightness or darkness. The characteristic of color determined by its
lightness or darkness of the quality of light reflected by the color.2
COLOR
• The visual response to different wavelengths of sunlight identified as red, green, blue, and so
on’ having the physical properties of hue, intensity, and value.2
hue: chromatic distinctiveness of color
intensity: saturation or purity of color, pure color, or mixed with a neutral or other color
value: relative light or dark of color
TEXTURE
• The surface character of a material that can be experienced through touch or the illusion of
touch.2
SPACE
• The interval, or measurable distance, between points or images; can be actual or illusionary.2
Other terms that can be useful when analyzing a work of art formally:
BALANCE
• The design or arrangement of parts in a whole grouping that creates a feeling of equilibrium
or equality. 1
EMPHASIS
• Dominance: A condition that occurs when one or more compositional elements within a
visual field is emphasized and becomes more visually prominent than the others. 1
• Focal Point: A compositional device emphasizing a certain area or object to draw attention to
the piece and to encourage closer scrutiny of the work. 3
SCALE
• The association of size relative to a constant standard or specific unit of measure related to
human dimensions. 2
Questions to consider asking when using formal analysis
• What is being emphasized? How is it being emphasized?
• What does the artist use to create emphasis? Line, shape, color?
• How does the artist use color?
• Is there a pattern or rhythm to the work of art?
• Is there an overall harmony or unity to the work? Do the elements seem connected or
disconnected?
• Does the work evoke an emotion? How does the artist achieve this effect?
• What is the format of the work, vertical or horizontal? Is it a large- or small-scale work?
• What type of texture is seen in the work of art? Does the work seem rough or smooth?
• What indication of space is inherent in the work of art? Does the artist create an illusion of
depth in the work? How is this achieved?
.
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Explore the multifaceted world of Muntadher Saleh, an Iraqi polymath renowned for his expertise in visual art, writing, design, and pharmacy. This SlideShare delves into his innovative contributions across various disciplines, showcasing his unique ability to blend traditional themes with modern aesthetics. Learn about his impactful artworks, thought-provoking literary pieces, and his vision as a Neo-Pop artist dedicated to raising awareness about Iraq's cultural heritage. Discover why Muntadher Saleh is celebrated as "The Last Polymath" and how his multidisciplinary talents continue to inspire and influence.
thGAP - BAbyss in Moderno!! Transgenic Human Germline Alternatives ProjectMarc Dusseiller Dusjagr
thGAP - Transgenic Human Germline Alternatives Project, presents an evening of input lectures, discussions and a performative workshop on artistic interventions for future scenarios of human genetic and inheritable modifications.
To begin our lecturers, Marc Dusseiller aka "dusjagr" and Rodrigo Martin Iglesias, will give an overview of their transdisciplinary practices, including the history of hackteria, a global network for sharing knowledge to involve artists in hands-on and Do-It-With-Others (DIWO) working with the lifesciences, and reflections on future scenarios from the 8-bit computer games of the 80ies to current real-world endeavous of genetically modifiying the human species.
We will then follow up with discussions and hands-on experiments on working with embryos, ovums, gametes, genetic materials from code to slime, in a creative and playful workshop setup, where all paticipant can collaborate on artistic interventions into the germline of a post-human future.
2137ad - Characters that live in Merindol and are at the center of main storiesluforfor
Kurgan is a russian expatriate that is secretly in love with Sonia Contado. Henry is a british soldier that took refuge in Merindol Colony in 2137ad. He is the lover of Sonia Contado.
The Legacy of Breton In A New Age by Master Terrance LindallBBaez1
Brave Destiny 2003 for the Future for Technocratic Surrealmageddon Destiny for Andre Breton Legacy in Agenda 21 Technocratic Great Reset for Prison Planet Earth Galactica! The Prophecy of the Surreal Blasphemous Desires from the Paradise Lost Governments!
2137ad Merindol Colony Interiors where refugee try to build a seemengly norm...luforfor
This are the interiors of the Merindol Colony in 2137ad after the Climate Change Collapse and the Apocalipse Wars. Merindol is a small Colony in the Italian Alps where there are around 4000 humans. The Colony values mainly around meritocracy and selection by effort.
3. Visual Arts
• Visual Arts: unique expressions of ideas,
beliefs, experiences and feelings presented in
well-designed visual forms.
Stuart Davis, Hot
Still Scape for
Six Colors 7th
avenue style
4. Fine Art
• Painting, sculpture and some architecture, art
which have no practical function and are
valued in terms of the visual pleasure they
provide of their success in communicating
ideas or feelings.
Georgia O’Keefe,
Calla Lilies with Red Anemone
This is an example of Fine Art.
5. Applied Arts
• Most often used to describe the design or
decoration of functional objects to make them
pleasing to the eye.
This egg holder is an example of Applied Art.
What are some other examples?
6. Aesthetics
• A branch of philosophy concerned with
identifying the criteria that are used to
understand, judge, and defend judgments
about works of art.
7. Criteria: Visual Vocabulary of Art
• When we look at artwork critically we look for
specific criteria. We use the in order to
understand, judge, and support your personal
decisions about a variety of visual art forms.
(page, 17)
• These are also called Standards of judgment
• Ask yourself these questions: What will you
use to make judgments? How will you support
those decisions.
8. Criteria
• We will build on our understanding of Criteria
once we cover the elements and principles of
design.
9. Vocabulary
• This chapter also covers the purposes for
creating art. Turn to page 10 in your book and
read about why art is created. Define these
terms: Aesthetic purpose, moral/ethics,
spirituality, history and politics.
10. Purposes For Creating Art.
• Let’s define these terms.
1.Aesthetic purposes: visual appeal, for the pleasure
it brings to those who understand and appreciate
the creative efforts of artists.
2.Morals/Ethics: depict people and behaviors that
are considered noble and good.
3.Spirituality: Religious purposes.
4.History: provide valuable information about
important people, places, and events.
5.Politics: Art that serves as a tool of persuasion, or
propaganda. Art that is used to convince people to
adopt a certain point of view, or to enhance the
power of a ruler, or political party.
11. Examples
• Look at the following images.
• What purpose for creating would you place
them in?
• Ask yourself these questions.
1.What is going on in the artwork?
2.Is it telling a story?
3.What do I notice about it right away?
4.Which of the 5 purposes would you assign it?
12. Janet Fish, Red Vase and Yellow Tulips
This is an example of Aesthetic Purposes. This painting is meant to be appealing to
the eye, and the pleasure it brings to the viewer.
13. Pieter Bruegel, The Parable of the Blind, 1568
This is an example of Moral/Ethical Purposes. Turn to page 412 and read about
the hidden meanings within this painting.
14. Giotto di Bondone, Lamentation Pieta, 1305, Fresco Scovegne Chapel Padau, Italy
This is an example of Religious Purposes. Turn to page 345 and read about the
meaning behind this painting.
15. 1801 Napoleon Crossing the Alps, Jacques-Louis David
This is an example of Historical Purposes.
16. This is an example of Political Purposes.
This poster was created by J.M. Flagg and was used
as propaganda to persuade men to join the army in 1917.
17. Art in Your Community
• Places where art can be found in your
community.
• Museums
• Galleries
• Famous
• not-so-famous
18. Why Study Art?
• Wide range of higher order thinking skills
• Clarify the problem
• Identify possible solutions
• Test each possible solution
• Select most appropriate solution
• Apply the chosen solution
• Did the solution resolve the problem?