How can the viewer begin to understand the meaning of artworks? This presentation gives some insight into how the viewer can depend on certain criteria for help in deriving meaning connected to visual art.
A short presentation about the Visual Arts that discusses the meaning of visual arts, the types, philosophical perspective, its subject, sources, and levels of meaning. This presentation was created for the subject Humanities: Art Appreciation.
How can the viewer begin to understand the meaning of artworks? This presentation gives some insight into how the viewer can depend on certain criteria for help in deriving meaning connected to visual art.
A short presentation about the Visual Arts that discusses the meaning of visual arts, the types, philosophical perspective, its subject, sources, and levels of meaning. This presentation was created for the subject Humanities: Art Appreciation.
Research and prepare a PowerPoint presentation to present to the class on the 9th July. It should be 10 minutes long and include 3 artists that you are interested in and inspired by.
This is the history behind the amazing works of Stanislavski and how he has made an impact in the world of theatre and film today. Slide number 11 is a video, do click on it for more information
Research and prepare a PowerPoint presentation to present to the class on the 9th July. It should be 10 minutes long and include 3 artists that you are interested in and inspired by.
This is the history behind the amazing works of Stanislavski and how he has made an impact in the world of theatre and film today. Slide number 11 is a video, do click on it for more information
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.
I have taken the subject of aesthetics normally bound to the elements of the Renaissance and then Western values which run from there and opened up the subject. Whilst there is too much to cover if one goes globally here are selections and a brief synopsis of a global field of creativity and aesthetics which begins to define the topic in a broad sense. A full text for each slide is available at this link, as a (PDF).
https://drive.google.com/drive/my-drive
Understanding Human Expression: Art is a fundamental form of human expression, reflecting cultural, social, political, and religious values across time and geography. By studying art history, we gain insights into the ways different societies have communicated their ideas and emotions through visual media.
Preserving Cultural Heritage: Artworks are tangible embodiments of cultural heritage. Studying art history helps in preserving and interpreting these artworks, ensuring that they are not lost to time and that future generations can appreciate and learn from them.
Contextualizing Historical Events: Art often reflects the historical context in which it was created. By studying art history, we can gain a deeper understanding of historical events, movements, and ideologies, as well as the lives of people who lived during those times.
Appreciating Diversity: Art history encompasses a vast array of styles, techniques, and traditions from around the world. By studying diverse artworks, students gain an appreciation for different cultures, perspectives, and artistic innovations, fostering tolerance and empathy.
Enhancing Critical Thinking: Analyzing artworks involves critical thinking skills such as observation, interpretation, and evaluation. Studying art history encourages students to think critically about visual imagery, symbolism, and artistic techniques, thereby enhancing their analytical abilities.
Inspiring Creativity: Exposure to a wide range of artistic styles and movements can inspire creativity and innovation. Studying art history provides students with a rich visual vocabulary and historical precedents that can inform their own artistic practice and creative endeavors.
Career Opportunities: Knowledge of art history opens up various career opportunities in fields such as museums, galleries, education, publishing, conservation, and cultural heritage management. Many professions value the research, communication, and analytical skills developed through the study of art history.
In summary, studying art history is essential for understanding human culture, preserving heritage, contextualizing history, appreciating diversity, enhancing critical thinking, inspiring creativity, and pursuing various career paths related to the arts and humanities.
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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.
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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 ...
Art Element: Value in the context of drawingprofmedina
Value is an element of art and design and defined as lights and darks in an artwork. Here are concepts and related drawing assignments framed through the element of value.
For centuries women and artists of color have had little voice in history and the art world. Today the art world is slowly accepting these artists and they are getting to tell their part of history.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Form & Content
• Form= visual, art elements, principles of art
• Content= interpretation of themes, messages
• Subject Matter
• Context
• Subtext
3. • Janine Antoni
Gnaw, 1992
six hundred pounds of chocolate before biting
six hundred pounds of lard before biting
Consider the possible subtext and
context of Antoni’s art.
4. Iconography
• Visual METAPHOR-image or element that is
descriptive of something else.
• SYMBOL-image or element that stands for or
represents some other entity or concept.
• ICONOGRAPHY-system of symbols that allows
artists to refer to complex ideas.
6. Writings about Art
• Art critics, art historians, museum curators
• Writing helps develop ideas about art.
• Content is not fixed, rather is reevaluated over
time.
• Contradictory and opposing viewpoints over one
artwork.