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The document lists over 50 artworks from different periods ranging from the 15th century to the early 2000s. The artworks span various mediums such as painting, sculpture, and photography and cover a wide range of styles and subjects including portraits, landscapes, historical scenes, and more. Major artists represented include Leonardo da Vinci, Michelangelo, Van Eyck, Titian, Vermeer, Monet, Dali, Warhol, and others.
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Exhibition: Louise Élisabeth Vigée Le Brun at the Grand Palais.
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Realism in art attempts to represent subjects truthfully without artistic conventions or supernatural elements. In the mid-19th century, artists felt they should portray everyday political and social issues realistically rather than romanticized views. This included depicting familiar scenes as they actually appeared. Realist works often celebrated the working class through realistic situations and paintings done plein air. Gustave Courbet is credited with leading the Realism movement in France by depicting life as it was, not ideally. Other notable realist artists included Jean-Francois Millet, Honore Daumier, and Edward Hopper who sought to objectively capture ordinary scenes and subjects.
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Realism art
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The document discusses the art movement of Realism between the 18th and early 20th centuries. It provides information on prominent Realist artists from France and America such as Jean-Francois Millet, Camille Corot, John Singleton Copley, Thomas Eakins, and Henry Ossawa Tanner. Examples of their Realist works are mentioned, including Millet's "The Shepherdess" and Tanner's "Daniel in the Lions' Den". A list of sources is also provided.
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This document discusses the philosophy of realism in education. It defines realism as portraying life as it is and focusing on the real world. It describes different forms of realism including humanistic realism, social realism, and sense realism. It discusses how realism influences the aims, curriculum, teachers, and view of children in education by emphasizing practical knowledge, vocational subjects, and preparing students for real life. However, it also notes disadvantages like neglecting imagination and over-focusing on the physical world.
Realism
The document discusses the Realist art movement, which began in the 1850s in France. Realist artists aimed to depict ordinary people and everyday life in an accurate, objective manner through painting, rejecting the idealism of Classicism and Romanticism. Notable Realist painters included Gustave Courbet, who challenged academic ideas of art by painting subjects like peasants and the working poor. Courbet's paintings, like "A Burial at Ornans", depicted scenes and people realistically as they were, rather than in idealized forms. Realism made accurate observations of the real world its goal.
Realism
Realism asserts that there are objective truths about the real world that exist independently of human ideas. Realists view reality as materialistic and emphasize teaching students to develop their thinking abilities by studying established subjects like mathematics and science. For realists, the purpose of education is to organize and systematize important knowledge and transmit it to students, who are considered receptacles to be filled by teachers.
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Realism is a philosophy that believes the physical world is objective and knowledge comes from the senses. Key principles of realism in education include basing education only on science, emphasizing behavior and experimentation, and making the child's present life the center of education. Realism supports a curriculum developed according to utility and daily needs, with subjects like science, math, and geography. Teaching methods focus on being scientific, objective, and experiential. The classroom environment is highly structured and standardized testing is used. Realism aims to prepare children for happy, successful, and real lives.
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The document discusses the philosophy of realism and its implications for education. It outlines four forms of realism - scholastic, humanistic, social, and sense-realism. Key philosophers discussed include Aristotle, Aquinas, Bacon, and Locke. Realism holds that the external world exists independently of the mind and can be understood through observation and experience. In education, realism emphasizes understanding the material world, a practical curriculum focused on science and culture, and developing the whole person.
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Women in Ancient and Medieval Europe Lecture 7 - Osher Lifelong Learning at U...
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Traditionally, classes and textbooks on Western history have had little to say about the lives of women in Western civilization. This lack of attention was largely due to the fact that women were officially excluded from politics and the military in such formative civilizations as Classical Greece and Rome, as well as being excluded from official positions within the early Christian Church. In fact, when women did draw the attention of historians in the Classical and Medieval eras, it was usually because these women were transgressing accepted norms in these male-dominated, hierarchical societies. However, as we now know, women contributed to these early societies in very important ways, not just as wives and mothers but, occasionally, as political leaders and even military figures. In this class, we’ll examine the political, social, and cultural forces that shaped women’s lives, and we’ll examine the lives of a few of the remarkable women who challenged these forces, both successfully and unsuccessfully.Reading 1 Artworks about books and readers
SLIDESHOW - Collection of artworks featuring books and readers from throughout history, for the delight of art lovers and bibliophiles. The act of reading, especially reading that is done by a woman, is a very common subject matter throughout art history, despite the paucity of women's education throughout the centuries.
Blaise Vlaho Bukovac (1855 – 1922), Theodore Robinson (1852 – 1895), Charles Perugini (1839 – 1918), Nikolai Bogdanov -Belsky (1868 – 1945) etc.
“Books are the quietest and most constant of friends; they are the most accessible and wisest of counselors, and the most patient of teachers.” ― Charles William Eliot
Goethe's Faust
This document provides a summary of Johann Wolfgang von Goethe's Faust, Part I through a series of images from the story. It includes 15 images depicting scenes and characters from the story, such as Faust in his study, the pact between Faust and Mephistopheles, Faust and Marguerite in the garden, Gretchen before the Mater Dolorosa, and Mephistopheles and Faust on black steeds.
Pompeii and Atlantis
This document discusses two ancient cities, Pompeii and Atlantis. It provides images and descriptions of artwork depicting eruptions of Mount Vesuvius that destroyed Pompeii in 79 AD. The document also includes maps and paintings imagining what the lost city of Atlantis may have looked like.
Woman and/as Death
This document discusses the theme of woman and death through various artworks from the 19th and early 20th centuries. It provides descriptions of over 30 paintings and drawings that depict women in relation to death, including works showing dead or dying women, women as personifications of death, and images exploring the connections between female sexuality and mortality. The artworks portrayed span from 1850 to the early 1900s and include works by Millais, Munch, Klimt, Rops, and others.
Humanist revival of Comus
The document discusses the humanist revival of the figure of Comus in English literature and popular culture from the Renaissance period onward. It provides several images as illustrations, including paintings depicting Comus from the 16th and 17th centuries, as well as illustrations from works such as an anti-gluttony pamphlet from 1545, Milton's manuscript of Comus from the 17th century, and a modern illustration from a children's book from 1996. The document examines how the figure of Comus, the Greek god of festivity, was received and portrayed in English artistic and literary works over time.
Timeline of Children's Literature 1485-2013
An extensive timeline of children's literature from 1485-2013, with a focus on 20th century literature.
Primitivism and Expressionism
The document provides information on various artists and art movements that were part of Primitivism and Expressionism in the late 19th and early 20th centuries. It lists Paul Gauguin and his post-Impressionist paintings from Tahiti from the 1890s. It also mentions Russian artist Natalia Goncharova and her woodcuts from 1908-1913. Finally, it outlines the German Expressionist groups Die Brücke founded in 1905 and Der Blaue Reiter founded in 1911, listing some of their prominent members and paintings such as Wassily Kandinsky's abstract works from 1907-1916.
AHTR Disability in Art History
A slideshow connected to a lecture on artists whose work deals with issues of disability available at Art History Teaching Resources (http://arthistoryteachingresources.org/), written by Keri Watson.
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History of art 2 images(1)
- 1. ` Dorothea Lange, Migrant Mother, Nipomo Valley, 1935
- 2. Henry Ossawa Tanner, The Thankful Poor, 1894
- 3. Honore Daumier, Third-Class Carriage, 1862
- 4. Sofonisba Anguissola “Portrait of the Artist’s Sisters and Brother” 1555
- 5. Giorgione Da Castelfranco “The Tempest” 1510
- 6. “ Man in a Red Turban” Jan Van Eyck 1433
- 7. “ Portrait of a Lady” Rogier Van Der Weyden 1460
- 8. Titian “Isabella d’Este” 1534
- 9. Georgia O’Keefe, Music Pink and Blue No. 1, 1918
- 10. Leonardo “Madonna of the Rocks” 1483
- 11. Leonardo “Madonna and Child with Saint Anne and the Infant Saint John” 1505
- 12. Michelangelo “Creation of Adam” (detail of Sistine Chapel) 1511
- 13. “ Altarpiece” Robert Campin 1425-1428 (L)
- 14. “ Altarpiece” Robert Campin 1425 (R)
- 15. “ Giovanni Arlofini and his Bride” Jan Van Eyck 1434
- 16. Pablo Picasso, Les Demoiselles d’Avignon, 1907
- 17. Edouard Manet, Luncheon on the Grass, 1863
- 18. Jan Vermeer, The Letter, 1666
- 19. William Hogarth, Breakfast Scene from Marriage a la Mode, 1745
- 20. Bronzino “Venus, Cupid, Folly, and Time” 1546
- 21. Barbara Kruger, Untitled, 1981
- 22. Henry Fuseli, The Nightmare, 1781
- 23. Van Gogh, Starry Night, 1889
- 24. Great Piece of Turf Durer 1503
- 25. Titian “Venus of Urbino” 1538
- 26. Giorgione Da Castelfranco (Titian) “Pastoral Symphony” 1508
- 27. Rene Magritte, The Rape, 1945
- 28. Francisco Goya, The Sleep of Reason Produces Monsters, 1798
- 29. Caravaggio, Calling of Saint Matthew, 1597
- 30. Hendrick Ter Brugghen, Calling of Saint Matthew, 1621
- 31. Andy Warhol, Campbell’s Soup 1, 1968
- 32. Henri Matisse, Woman with the Hat, 1905
- 33. Monet, Impression: Sunrise, 1872
- 34. Hawes and Southworth, Early Operation Under Ether Mass General Hospital, 1847
- 35. Kathe Kollwitz, Woman with Dead Child, 1903
- 36. Edvard Munch, The Scream, 1893
- 37. Cindy Sherman, Untitled, 2003
- 38. Jacob Lawrence, No. 49 from The Migration of the Negro, 1940
- 39. Jean-Francois Millet, The Gleaners, 1857
- 40. Mark Rothko, No. 15, 1952
- 41. Frank Stella, Die Fahne Hoche, 1959
- 42. Salvador Dali, The Persistence of Memory, 1931
- 43. Joseph Mallord William Turner, The Slave Ship, 1840
- 44. The French Ambassadors Holbein 1533
- 45. Winslow Homer, Veteran in a New Field, 1865
- 46. Theodore Gericault, Insane Woman, 1822
- 47. Roy Lichtenstein, Non-Objective 1, 1964
- 48. Velazquez, Las Meninas (The Maids of Honor), 1656
- 49. Leonardo “Mona Lisa” 1503
- 50. Judy Chicago, Nine Fragments from the Delta of Venus, 2004