Egon Schiele and Eduardo Paolozzi - Initial ResearchCourtney Grant
Initial research into two artists from the past including a short biography, their influences, quotes, analysis of their works as well as a short comparison.
For senior high school Visual Arts students - an examination of the work of Chinese contemporary artist Xu Zhen and his 'MadeIn' art production company
Egon Schiele and Eduardo Paolozzi - Initial ResearchCourtney Grant
Initial research into two artists from the past including a short biography, their influences, quotes, analysis of their works as well as a short comparison.
For senior high school Visual Arts students - an examination of the work of Chinese contemporary artist Xu Zhen and his 'MadeIn' art production company
This proposal was for admission interview. It was written in late 2019 before the pandemic. You can learn about my original aspiration of applying for this contemporary-art postgraduate programme based on my studio-art experiences, my experimentations and my confusions towards the notions of contemporary-art curatorship.
This is a very fundamental version of my research proposal for the admission interview of MAFA studies at CUHK Fine Arts. It was written right after attending Prof. Ho Siu-kee's admission talk in 2019, and there was no pandemic at that time. Now, the Kowloon Walled City Series is my graduation project. Looking back to my original idea before the admission, will there be some similarities between the research proposal and my current creative development?
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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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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How to Create Map Views in the Odoo 17 ERPCeline George
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
2. THE PARADIGM
Linking the practice of the artist, and student experiences of
art making, with the practices of the Art Historian and Art
Critic, whilst building literacy skills and confidence
It’s ALL connected!
3. ''UNTITLED (MARILYN/MAO)'' BY YU YOUHAN
“A JOURNEY OF PRACTICE” (DENNIS ATKINSON)
Art History and Art Criticism – how can students
become immersed in these practices? How can they
respond in writing to their encounters with artworks?
Promoting curiosity,
excitement, confidence,
wonder and delight
5. THE PROBLEM…
Students are excited and engaged by art making;
many are much less so by reading and writing…..
6. What I want for my students…
• That they get as excited about and engaged
with art writing as they are about artmaking
• That each one of them can surprise
themselves with the level of their
achievement
• That they leave my class with a desire to know
more about art – especially contemporary art
• That they respond authentically to artworks
• So – it all starts with the work itself
7. Why use Chinese art?
Because it….
• Excites their curiosity
• Provokes them
• Makes them THINK
• Pushes them out of their comfort zone
• Engages them in learning some important history
– and some geopolitics
• Links their study of art with the real world – right
here, right now!
• Inspires their own art making
8.
9. Wan Liya, in Two Cities Gallery, M50, Shanghai ,photograph Luise Guest
Past and Present – Connections and Contradictions
10. “Just what is it that makes contemporary
Chinese art so different, so appealing?”
• After 30 years of Soviet Socialist Realism
under Mao, artists in the 1980s discovered
Modernism and Postmodernism all at once
• Influences range from Duchamp to Beuys,
Rauschenberg to Warhol
• The Sensation Exhibition had a major impact,
according to uber-curator, Pi Li
• Extraordinary power-house art academies
• Cheap labour and fabrication costs
15. It begins with an encounter… real or virtual
Students encounter Song Dong, ‘Waste Not’ installation at Carriageworks 2013
16. SOME SOLUTIONS AND TACTICS
First: Finding the “hook” – and baiting it!
An invitation to ask “What if?” “How?” and “Why?”
17. Speculation and Wonder
What is pulling this train carriage?
Why do you say that?
If YOU were the artist, what would
you have as the engine?
Why do you say that?
What other artworks do we know of
who might work in this way?
18. Why a train? Why a fish?
We don’t start with
information – we start
with the artwork!
19. What did Huang Yong Ping Do?
A replica of Mao Zedong’s private railway carriage
A fibreglass giant carp head – why?
Stuffed (taxidermied) animals of all kinds – what could they symbolise?
A tiger with its head inside the carp and its body inside the carriage – why?
A title: “Leviathanation” – what could that possibly mean?
23. And back in the ‘80s?
Huang Yong Ping was the founding member of ‘Xiamen Dada’ after he
brought some books on Duchamp into China in the late 70s. This work
is “A History of Chinese Art and a History of Western Art Washed in the
Washing Machine for 2 Minutes”
24. What would an artwork made from
60,000 bottles of Coca-Cola Look like?
• Speculate, wonder, guess, draw it, debate –
give reasons!
• Have other artists used the symbol of Coca-
Cola in their work? Who? Why?
25. Here it is!
Well, THAT’S unexpected!
He Xiangyu, Cola Project, 2009, remains of 135,000 litres of coca-cola
28. Could you ‘draw’ with fireworks?
• Speculate and wonder – what would such a
drawing look like and how could you do it?
• Why might a Chinese artist wish to do such a
thing?
• What could fireworks and gunpowder
symbolise?
32. Art Critical Interpretation
Strategies for eliciting
genuine, rich responses
• Socratic Dialogues
• Collaborative tasks
• Art “games”
• Predictive tasks
• ‘Learning conversations’
• Using ICT and social media
• The “flipped lesson”
Huang Yong Ping, ‘Two Baits’, 2001, iron, fibreglass, metal sheets, 160 x 300 x 800 cm.
Image reproduced courtesy of the artist and Rockbund Museum, Shanghai.
33. And what about resources?
• Start with the ‘hook’ for your students –
engaging, fascinating contemporary artworks
that will intrigue – and provoke - them
• Use sources such as the Venice Biennale, The
MCA, 4A, White Rabbit Gallery, QAGOMA,
regional galleries – and social media!
• Try Ocula - http://ocula.com/
• http://artasiapacific.com/
40. Ai Weiwei in the Conceptual
Framework
• Postmodern practice
• Collaborative, “fabricated” art
• The art of social engagement – and social media
• “Relational aesthetics”
• Roles of contemporary artists in the artworld
• “Ai Weiwei is the Marcel Duchamp or Joseph
Beuys of our time. He makes art matter.”
(Jonathan Jones)
41. Possible “hooks”…
• Ai Weiwei and social provocation – the art of
dissent
• Ai Weiwei and Duchamp – the continuing
significance of the found object
• Ai Weiwei and Warhol – two versions of “the
factory”
• Ai Weiwei and conversations across national
borders – the art of exchange
44. But there is so much more to Chinese
contemporary art than Ai Weiwei…
• For a start, there are all the women!
Han Yajuan both celebrates and challenges the aesthetic of ‘cuteness’
45. A shameless advertisement!
In the Piper Press catalogue
with an October release date.
More than 30 artists, in
conversation with me and
placed into their art historical
context, each chapter is
designed to form a case study,
on its own or to be used in
combination with others.
46. LIU ZHUOQUAN AND GAO RONG
UNLESS OTHERWISE IDENTIFIED WITH SOURCES, ALL PHOTOGRAPHS WERE TAKEN BY LUISE GUEST
AND ARE REPRODUCED WITH THE PERMISSION OF THE ARTISTS AND THEIR GALLERIES
Two Case Studies of Artists’ Practice
49. Liu Zhuoquan, image courtesy the artist and China Art Projects
“Neihua”– traditional “Inside
Bottle” painting
50.
51. Traditional ‘inside painted’ snuff bottles (“Nei Hua”), were painted with a
fine curved bamboo brush, and with the details first, backgrounds second
52. All images of Liu Zhuoquan and his works courtesy the artist and China Art Projects
53.
54.
55.
56.
57. “On the surface life seems quiet and calm, but underneath
danger lurks, represented by the idea of scientific specimens in
bottles. Also we use bottles all the time in our daily life, so they
are a symbol of the everyday. Traditionally painted snuff bottles
emphasised the imaginary world contained inside the bottle, so
in my everyday bottles I am also creating an imaginary world.”
58. “Bottles can be a place to conceal or save memories, the past
and our history. Some of my bottles contain memories of the
Cultural Revolution times, and other reflections of real events,
but in a ‘veiled’ way. In the place where I was born the temple
was used for the ashes of the dead, which were contained in
bottles. My name is the name of this temple.”
59.
60. “My time in Tibet was very important, and the influence of
Tibetan culture is there in my work. The Tibetan attitude to
death and their philosophy is quite different, and this can be
seen in their ‘sky burial’ ceremony. It is necessary always to
have a dream as life and death are so interconnected.”
61.
62.
63.
64. Seen at the 18th Biennale of Sydney, 2012, in Museum of Contemporary Art
Image courtesy the artist and BoS
66. What if?
What if Liu Zhuoquan used new
bottles straight from the factory?
Would the meaning be different?
What if YOU made an installation of
objects painted in bottles to reflect
an issue of concern to you – what
would they be?
Imagine other ways of installing these
works, fragile as they are – if YOU
were the curator, what would you
suggest to the artist?
What if Liu doesn’t do any of the painting himself?
Does it matter? Is it still his own artwork?
67. Compare and contrast the practice of Liu
Zhuoquan with Australian artist Fiona
Hall. In particular, look at her works
‘Mourning Chorus’ and ‘Cell Culture’ and
comment on the way that each artist has
employed ‘found’ and discarded
materials to make a comment about
their world.
Images of Hall’s works from
http://roslynoxley9.com.au/artists/17/Fiona_Hall/481/
Art Critical Connections
69. Gao Rong, Level 1/2, Unit
8, Building 5, Hua Jiadi,
North Village (2010)
fabric, thread, sponge,
metal, image reproduced
courtesy of the artist and
White Rabbit Gallery.
73. “What kind of car
can a taxi be
exchanged for?”
(2013)
Beijing
‘San lun che’ taxi
– entirely made
of embroidered
fabric over an
armature of steel
and foam.
Image courtesy the artist and
Klein Sun Gallery New York
74. Can you suggest other elements of the urban, suburban or even the rural
world that could be replicated using this technique?
What if these sculptures were
made from fibreglass, plastic or
steel – or even stone?
Would the meaning change?
75. Planning a learning experience for
your students
• Select a contemporary Chinese artist or artists
• Select a few works which you know will
intrigue/confuse/surprise your students
• Ai Weiwei? Song Dong? Liu Zhuoquan? Cao
Fei? Cai Guo-Qiang?
• Start to develop the introductory lesson:
“the hook!”
77. Working as a critic….
• Step 1: invite students to observe, think,
speculate and wonder
• Step 2: require students to use rich language
and their developing art vocabulary to
describe, analyse and interpret a work without
plagiarism or 2nd-hand ideas
• Step 3: Invite students to ask “What if?”
• Step 4: Invite students to consider the
relationships to their own artmaking
78. And back to Ai Weiwei again…a model
of description, speculation, deduction
and contextualisation
• http://vimeo.com/64886243
79. Build the differentiation
• A “common” core task – readings and questions
and/or a “flipped” lesson
• A “learning conversation” – structured with
provocative questions
• Differentiated tasks for groups identified with
quantifiable data – transparent and clearly
communicated to students
• A “real world” writing task – a blog, a youtube
video, a tweet, a skyped or face-to-face artist
interview recorded and transcribed?
80. Year 11 student web sites –
collected critical encounters with artworks
• http://carlacritique.weebly.com/
• http://artwritingbyalana.weebly.com/