Introduction To Contemporary Approaches.pdf
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The document requests that the student review and compare Ovid's creation account from Greco-Roman mythology and the Genesis creation story from the Bible. They are then asked to create two visual representations - one for each creation story - in the form of a drawing, timeline, or comic strip using images, quotes, and text to illustrate the key events and details of each account. The student is to title each visual representation with the name of the myth or text it represents.
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Choose two objects that are thematically related from Jansons H.docx
Choose two objects that are thematically related from Janson's History of Art: Postwar To Postmodern 1920s and 1930s.
The two objects would be: "René Magritte. The False Mirror. 1928" and "Aleksandr Rodchenko, Kino Glaz, 1924."
Write an essay of at least 500 words using 12 point font and double-spaced text) comparing the formal treatment and iconography of each work. Be sure to identify each object by indicating the artist, title, and date of production.
Essay should address how similarities and differences contribute to your understanding of each work’s meaning or artistic significance. You should analyze these points: stylistic choices (e.g., abstract, naturalistic, idealistic, realistic), function or symbolism of the pieces (What were they used for? Do they communicate a message? Are they sacred or secular works of art), cultural context (e.g., how might the way of life at the time and place the pieces were created affected their function and style? Do historical events relate to the image or story depicted?). You must cite at least one source that is not our text book.
Use Chicago-Turabian style notation for any sources that you need to document as references in footnotes. Double-space your text and list your name and the date in the header on the first page. In almost all cases, you should italicize the title of a work of art.
An sample of Chicago-Turabian style is attached below!
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Cpafr practices from the regions lit & va
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The Greeks were great storytellers and loved to recount tales of the.docx
The Greeks were great storytellers and loved to recount tales of their heroes from Greek mythology. A great source of Greek narrative history came from their pottery. Starting with the Geometric period, the surfaces of Greek pottery provided the means for Greeks to celebrate themselves. The purpose of this assignment is to examine Greek pottery as it changed over the years.
For this assignment, create a power point presentation, using at least ten slides to trace the evolution of Greek pottery from the Geometric, Orientalizing, Archaic, Classical (Early to the High Classical period).
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Note the stylistic and narrative qualities of each example; what is the story being told and how did the painter use the elements of art to recount the tale?
Analyze how each period differed (if it did) from the previous period.
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Assignment 2 Travel Journal to Points of Interest from the Early Mi.docx
Assignment 2: Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
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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.
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Its location
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Three interesting points about the artwork/building
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Choose two objects that are thematically related from Jansons H.docx
Choose two objects that are thematically related from Janson's History of Art: Postwar To Postmodern 1920s and 1930s.
The two objects would be: "René Magritte. The False Mirror. 1928" and "Aleksandr Rodchenko, Kino Glaz, 1924."
Write an essay of at least 500 words using 12 point font and double-spaced text) comparing the formal treatment and iconography of each work. Be sure to identify each object by indicating the artist, title, and date of production.
Essay should address how similarities and differences contribute to your understanding of each work’s meaning or artistic significance. You should analyze these points: stylistic choices (e.g., abstract, naturalistic, idealistic, realistic), function or symbolism of the pieces (What were they used for? Do they communicate a message? Are they sacred or secular works of art), cultural context (e.g., how might the way of life at the time and place the pieces were created affected their function and style? Do historical events relate to the image or story depicted?). You must cite at least one source that is not our text book.
Use Chicago-Turabian style notation for any sources that you need to document as references in footnotes. Double-space your text and list your name and the date in the header on the first page. In almost all cases, you should italicize the title of a work of art.
An sample of Chicago-Turabian style is attached below!
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Cpafr practices from the regions lit & va
This document outlines contemporary art forms and practices from various regions. It discusses visual arts, including two-dimensional forms like paintings and sketches, and three-dimensional forms like sculpture. Specific artists and their works are mentioned, such as Victorio Edades' paintings The Lavandera and The Builders. Stylistic movements discussed include Cubism and abstraction. The document also briefly covers literature, defining it as writing valued as art, including novels, plays, and poems. Literature discusses forms like free verse poetry and short stories. Contemporary literature is said to use vernacular language and address social issues.
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In your presentation, please consider the following:
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Analyze how each period differed (if it did) from the previous period.
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Its location
Its name
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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
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The document provides an overview of the emergence and development of comics. It discusses the early creators like Richard Felton Outcault who created Yellow Kid, considered the first comic book character. It also mentions Maxwell Charles Gaines who devised the first four-color comic book format. The document then discusses different terms used for comics in various countries and languages. It examines the genres within comics like cartoons, charges, graphic novels. Finally, it outlines some of the major eras and developments in the comics industry over time.
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This document provides a brief history of comics and their origins. It traces the earliest sequential visual storytelling back to artifacts like Trajan's Column and Egyptian hieroglyphs. However, comics in their modern form emerged with developments like the printing press, which allowed mass reproduction of images and words. Rodolphe Topffer in the 19th century is credited with being an early pioneer of the comics format. In the 20th century, comics boomed in popularity through newspapers strips and comic books, especially with the rise of the American superhero genre following Superman in 1938. Contemporary comics continue to be a widespread creative medium worldwide.
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Definitions And Histories Of Comics
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In this task, you will write an analysis (suggested length of 3–5 .docx
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
Picturebook Illustration Styles
This document discusses children's literature and picture books. It defines different parts of books like the cover, spine, and endpapers. It describes the format of picture books and how illustrations are used to convey meaning. Several styles of illustrations are outlined, including realism, impressionism, expressionism, surrealism, naive art, and cartoons. Each style is defined by its artistic characteristics and examples are given of works from art history and children's books that demonstrate each style.
InstructionsDevelop an iconographic essay. Select a work fro.docx
Instructions
Develop an iconographic essay. Select a work from this module to write the essay on. Utilize the objectives and above information to develop the statement. The essay must include a thesis statement/introduction, supporting body, and conclusion. The conclusion should provide a synthesis of the statements and thesis into a final idea about what the audience should remember and take away from the assignment.
List the objects and subjects included in the painting
Provide an iconographic definition (ala dictionary or glossary for each item)
Identify the narrative source for each item (artist invention, poem, narrative, biblical, greco-roman, other presence, real life historical or cultural artifact as symbol, other artworks and ideas as symbols, etc.) (
ex. Alexander the Great as a symbol; American Flag as a symbol; Greek mythology as symbols; The hammer and sickle in Russia, the american eagle, a soldier, etc.)
Is there more than one context for the iconographic or symbolic representation of the idea? How many contexts or roles is each symbolic object fulfilling in presenting, adding, or relaying meaning about the subject; (current age vs. past age; multiple metaphors; multiple layers of ideas etc.)
Symbols and Icons in different contexts - define how the symbols and subjects make one idea serve another idea (A Greek god is rebranded and used in Rome. What does this act mean for Rome to use a Greek Religious concept)
What do the symbols mean in the age, or multiple ages, and how are we supposed to connect to them in the context of the work? - ex. How are greco-roman subject and symbols used and perceived in a Renaissance age? Why would someone in the Renaissance care about Ancient Greco-Roman gods and subjects, what’s in it for a Renaissance Italian or Renaissance Italy for that matter?
Analysis through Iconology
This kind of analysis usually is most useful for narrative works and art before the Modern period. Non-objective art or art with arbitrary subjects (such as DADA) don't work as well with this kind of analysis because narratives and conventional symbols are not a part of these works. Here you will look for a particular element that occurs in the object (an object, action, gesture, pose) and explain either:
when that same element occurs in other objects through history and how this object’s representation of it is unique, or
what that element means generally in art or to art historians—in other words, the traditional association an art historian might make between that depiction and some other thing.
The following video provides an example of Iconological analysis. The video speaks to the meaning of the gestures, iconography, meaning of certain types of depiction, and other narrative imagery and symbolism related to those narrative elements. https://youtu.be/rKhfFBbVtFg
If you are confused, read Erwin Panofsky’s essays on iconology and iconography, in which he defines these terms more extensively. Be w.
You will visit an art museum of your choice. You may visit one in pe.docx
You will visit an art museum of your choice. You may visit one in person or take a virtual tour via the Internet. Below is a list of museums that offer virtual tours that you may want to review for this assignment. Please note that you are not limited to this list:
* Louvre
* National Gallery of Art
* The National Gallery
For this essay, write about two artworks from these periods: Renaissance, Baroque, Impressionist, or Post-Impressionist periods.
For each piece, address the following:
* Include the title, artist, date, medium, and scale.
* Describe the artwork.
* Describe the artist's role in his or her society/community.
* What do you think is the artist's message?
* What are the cultural significances of this piece?
* What historical elements are included in this piece?
Formatting:
Your essay will be at least five pages in length and include the following:
* Title page (1 page)
* Written Essay (2 pages)
* Image(s) (1 page)
* References (1 page)
Use Times New Roman 12- point font. Double space all lines, and indent the first line of each paragraph. Your title page should be correctly formatted with a Running Head and page number listed in the Header area. Include your title, name, and school centered on the title page. Your written essay should contain at least three paragraphs (including an introductory and conclusion). Your last page will have the word
References
centered at the top.
All sources used, including the museum, must be cited and included on the reference page. When you use a statement from any outside source, you need to credit the source in this format: (last name of author (s), year) at the end of the sentence before the period
.
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Graphic fiction
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The document provides 3 short answer essay questions for an AP Art History test:
1) Identify the style of Pauline Bonaparte Borghese as Antonio Canova's Venus and discuss how its form and content convey meaning.
2) Discuss how a contemporary review of Delacroix's The Bark of Dante and Virgil relates the work and artist to artistic concerns and trends of the period, referring to both the painting and review.
3) Discuss how at least one mid-to-late 19th century work reflects Baudelaire's suggestion in his excerpt that artists find subjects in modern city life and recognize a new element of modern beauty.
The Other Half Part I Artwork
The document provides an art history commentary and visual companion to philosophical aesthetics texts discussed in class. It summarizes major developments in art like naturalism, abstraction, conceptual art, and challenges the idea of artistic genius. Over 50 artworks are discussed, from prehistoric cave paintings to modern abstract works, relating them to philosophers like Plato, Hegel, Kant, and Gadamer to illustrate key concepts in aesthetics through history. The presentation aims to give students a deeper understanding of how philosophical ideas are expressed through actual artworks.
Choose two objects that are thematically related from Jansons Histo.docx
Choose two objects that are thematically related from Janson's History of Art: Art in The Age of Romanticism, 1789–1848.
The two objects would be: "Jean-Baptiste Greuze. The Village Bride, or The Marriage: The Moment When a Father Gives His Son-in-Law a Dowry. 1761" and "Jean-Baptiste Greuze, Filial Piety, 1763"
Write an essay of at least 450 words using 12 point font and double-spaced text) comparing the formal treatment and iconography of each work. Be sure to identify each object by indicating the artist, title, and date of production.
Essay should address how similarities and differences contribute to your understanding of each work’s meaning or artistic significance. You should analyze these points: stylistic choices (e.g., abstract, naturalistic, idealistic, realistic), function or symbolism of the pieces (What were they used for? Do they communicate a message? Are they sacred or secular works of art), cultural context (e.g., how might the way of life at the time and place the pieces were created affected their function and style? Do historical events relate to the image or story depicted?). You must cite at least one source that is not our text book.
Use Chicago-Turabian style notation for any sources that you need to document as references in footnotes. Double-space your text and list your name and the date in the header on the first page. In almost all cases, you should italicize the title of a work of art.
An sample of Chicago-Turabian style is attached below!
.
Brown and Orange Neutral Delicate Organic Fashion Marketing Video Presentatio...
This document provides an overview of literary genres for the 21st century. It begins by stating the objectives of being able to differentiate original and 21st century genres, enumerate their elements/structures/traditions, and appreciate each genre's unique features. The document then proceeds to define and provide examples of various 21st century genres including illustrated novels, digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, chick lit, flash fiction, creative non-fiction, science fiction, blogs, and hyper poetry. It aims to enhance competency in differentiating these modern literary forms.
Al-balawi 6Are Graphic Novels Literature MAUS a .docx
Al-balawi 6
Are Graphic Novels Literature: MAUS: a Survivor’s Tale as a Model
Literature has an ever-broadening definition. Oxford advanced learner’s English dictionary defines literature as a piece of writing that is valued as a work of art. With such a broad definition who is to say that newspapers, graffiti, advertisement and even shopping lists are not literature. For many years graphic novels have been considered immature and lacking of literary qualities and the debate of whether or not they are a form of literature has been put on pause. After the winning of Art Spiegelman’s graphic novel Maus: a Survivor’s Tale with Pulitzer’s literary prize, and Alan Moore’s graphic novel Watchmen being listed as one of all-time best novels by Time magazine, the subject has been opened for debate again.
This research aims to address the highly controversial topic of whether graphic novels are literature or not, and intends to answer the question by conducting a study on Art Spiegelman’s graphic novel Maus: a Survivor’s Tale. The presented research will try to answer the main question Are Graphic Novels Literature?. The research will study Maus: a Survivor’s Tale by applying elements of literature such as plot, symbols, characters, themes, tone and setting.
Review of the literature:
Budick, Emily Miller. "SECTION II. Golems, Ghosts, Idols, and Messiahs: Complicated Mourning and the Intertextual Construction of a Jewish Symptom." Jewish Literature and Culture: The Subject of Holocaust Fiction. N.p.: Indiana UP, 2015. 121-83.
In section two Psychoanalytic Listening and Fictions of the Holocaust of this book, the writer provides an analytical review of Maus as one of the best works in Jewish literature. The book gives new information and details regarding Maus and its writer Art Spiegelman which will be of benefit to the research.
Chute, Hillary. “Comics as Literature? Reading Graphic Narrative.” PMLA, vol. 123, no. 2, 2008, pp. 452–465.
This article argues the case of graphic novels as a literary genre. The article views the debates surrounding graphic novels in general and the different critical opinions about them. The article also provides information on the history and background of graphic novels in general. This article will equip the research with the different views regarding the debate around graphic novels along with new information regarding its history.
Grimwood, Marita. Holocaust Literature of the Second Generation. Palgrave Macmillan, 2007.
This book reveals a detailed analysis of literary works written by or about the second generation of Holocaust survivors and one of which is Maus: a Survivor’s Tale. The book discusses Maus from the historical and biographical perspective thus provides new information regarding Maus’ themes and characters.
Park, Hye S. "Art Spiegelman's Maus: A Survivor's Tale: A Bibliographic Essay." Shofar: An Interdisciplinary Journal of Jewish Studie.
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The document discusses various 21st century literary genres and compares them to earlier genres. It defines genres such as graphic novels, manga, blogs, flash fiction, creative non-fiction, doodle fiction, text-talk novels, digi-fiction, and illustrated novels. These new genres combine elements of traditional writing with multimedia formats using the internet and digital media. The document also provides examples of famous contemporary authors and their works within these new literary genres.
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2010 Wex Teachers' Workshop
The document discusses using comics and graphic novels in the classroom. It begins with an overview of a workshop on comics in the classroom, which includes introductions, a presentation on the relevance of comics to teens, sample texts that could be used, and how comics work. It then discusses how comics remain relevant to teens through their presence in movies, video games and other media. Some potential graphic novels that could be used in the classroom are also mentioned, covering topics like the Holocaust, Middle East history, philosophy and mathematics. The document concludes with discussing how to incorporate comics into different class subjects and the "nuts and bolts" of comic making.
Comic Books (Golden Age)
There are different ways to define comics, including formalist and sociocultural approaches. Formalist definitions focus on artistic elements like panels, word balloons, and sequencing, while sociocultural definitions examine historical and social contexts. Some definitions combine both approaches. The way comics are defined shapes the histories that are constructed, such as whether comics originate in 15th century mass reproduction or 19th century American newspaper strips.
Definitions And Histories Of Comics
There are different ways to define comics, including formalist and sociocultural approaches. Formalist definitions focus on artistic elements like panels, word balloons, and sequencing, while sociocultural definitions examine historical and social contexts. Some definitions combine both approaches. The way comics are defined shapes the histories that are constructed, such as origins in newspaper strips in the late 19th century versus 15th century mass reproduction. There is no single agreed upon definition or history of comics.
Comedy Through the Ages
This course guidebook provides an overview of the Comedy Through the Ages course taught by Professor Seth Lerer. The course consists of 12 lectures that survey comedy in Western literature from ancient Greece through the modern period. It examines key genres such as Old Comedy, New Comedy, fabliaux, and wit. The course also explores theoretical approaches to understanding comedy, including those of Freud, Bakhtin, and Sontag. These frameworks analyze humor from psychological, social, and performance perspectives. The guidebook concludes with the course scope, objectives to analyze inversions and transformations in comedy, and a timeline and glossary of terms.
In this task, you will write an analysis (suggested length of 3–5 .docx
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
Picturebook Illustration Styles
This document discusses children's literature and picture books. It defines different parts of books like the cover, spine, and endpapers. It describes the format of picture books and how illustrations are used to convey meaning. Several styles of illustrations are outlined, including realism, impressionism, expressionism, surrealism, naive art, and cartoons. Each style is defined by its artistic characteristics and examples are given of works from art history and children's books that demonstrate each style.
InstructionsDevelop an iconographic essay. Select a work fro.docx
Instructions
Develop an iconographic essay. Select a work from this module to write the essay on. Utilize the objectives and above information to develop the statement. The essay must include a thesis statement/introduction, supporting body, and conclusion. The conclusion should provide a synthesis of the statements and thesis into a final idea about what the audience should remember and take away from the assignment.
List the objects and subjects included in the painting
Provide an iconographic definition (ala dictionary or glossary for each item)
Identify the narrative source for each item (artist invention, poem, narrative, biblical, greco-roman, other presence, real life historical or cultural artifact as symbol, other artworks and ideas as symbols, etc.) (
ex. Alexander the Great as a symbol; American Flag as a symbol; Greek mythology as symbols; The hammer and sickle in Russia, the american eagle, a soldier, etc.)
Is there more than one context for the iconographic or symbolic representation of the idea? How many contexts or roles is each symbolic object fulfilling in presenting, adding, or relaying meaning about the subject; (current age vs. past age; multiple metaphors; multiple layers of ideas etc.)
Symbols and Icons in different contexts - define how the symbols and subjects make one idea serve another idea (A Greek god is rebranded and used in Rome. What does this act mean for Rome to use a Greek Religious concept)
What do the symbols mean in the age, or multiple ages, and how are we supposed to connect to them in the context of the work? - ex. How are greco-roman subject and symbols used and perceived in a Renaissance age? Why would someone in the Renaissance care about Ancient Greco-Roman gods and subjects, what’s in it for a Renaissance Italian or Renaissance Italy for that matter?
Analysis through Iconology
This kind of analysis usually is most useful for narrative works and art before the Modern period. Non-objective art or art with arbitrary subjects (such as DADA) don't work as well with this kind of analysis because narratives and conventional symbols are not a part of these works. Here you will look for a particular element that occurs in the object (an object, action, gesture, pose) and explain either:
when that same element occurs in other objects through history and how this object’s representation of it is unique, or
what that element means generally in art or to art historians—in other words, the traditional association an art historian might make between that depiction and some other thing.
The following video provides an example of Iconological analysis. The video speaks to the meaning of the gestures, iconography, meaning of certain types of depiction, and other narrative imagery and symbolism related to those narrative elements. https://youtu.be/rKhfFBbVtFg
If you are confused, read Erwin Panofsky’s essays on iconology and iconography, in which he defines these terms more extensively. Be w.
You will visit an art museum of your choice. You may visit one in pe.docx
You will visit an art museum of your choice. You may visit one in person or take a virtual tour via the Internet. Below is a list of museums that offer virtual tours that you may want to review for this assignment. Please note that you are not limited to this list:
* Louvre
* National Gallery of Art
* The National Gallery
For this essay, write about two artworks from these periods: Renaissance, Baroque, Impressionist, or Post-Impressionist periods.
For each piece, address the following:
* Include the title, artist, date, medium, and scale.
* Describe the artwork.
* Describe the artist's role in his or her society/community.
* What do you think is the artist's message?
* What are the cultural significances of this piece?
* What historical elements are included in this piece?
Formatting:
Your essay will be at least five pages in length and include the following:
* Title page (1 page)
* Written Essay (2 pages)
* Image(s) (1 page)
* References (1 page)
Use Times New Roman 12- point font. Double space all lines, and indent the first line of each paragraph. Your title page should be correctly formatted with a Running Head and page number listed in the Header area. Include your title, name, and school centered on the title page. Your written essay should contain at least three paragraphs (including an introductory and conclusion). Your last page will have the word
References
centered at the top.
All sources used, including the museum, must be cited and included on the reference page. When you use a statement from any outside source, you need to credit the source in this format: (last name of author (s), year) at the end of the sentence before the period
.
Conventional and 21st Century Genres.pptx
This document discusses 21st century literary genres and how they differ from conventional genres. It provides examples of several emerging 21st century genres, including digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, chick lit, flash fiction, creative non-fiction, science fiction, blogs, and hyper poetry. It defines each genre and provides one or two exemplar works to illustrate each genre. The purpose is to help readers understand and appreciate the unique features of both traditional and modern literary genres.
Graphic fiction
Graphic fiction is a hybrid genre that combines words and sequential images. It developed from prehistoric cave paintings and woodcut novels, and became popular in comic books in the 1930s and graphic novels later in the 20th century. A graphic novel combines visual and verbal elements through image panels, text boxes, and speech/thought bubbles. Notable graphic novels include Maus, which won a Pulitzer Prize, and works by Art Spiegelman, Jason Lutes, Chris Ware, and Sarnath Banerjee. Graphic fiction is an interactive medium that encourages imagination and blends qualities of books and film.
Short Answer Essays
The document provides 3 short answer essay questions for an AP Art History test:
1) Identify the style of Pauline Bonaparte Borghese as Antonio Canova's Venus and discuss how its form and content convey meaning.
2) Discuss how a contemporary review of Delacroix's The Bark of Dante and Virgil relates the work and artist to artistic concerns and trends of the period, referring to both the painting and review.
3) Discuss how at least one mid-to-late 19th century work reflects Baudelaire's suggestion in his excerpt that artists find subjects in modern city life and recognize a new element of modern beauty.
The Other Half Part I Artwork
The document provides an art history commentary and visual companion to philosophical aesthetics texts discussed in class. It summarizes major developments in art like naturalism, abstraction, conceptual art, and challenges the idea of artistic genius. Over 50 artworks are discussed, from prehistoric cave paintings to modern abstract works, relating them to philosophers like Plato, Hegel, Kant, and Gadamer to illustrate key concepts in aesthetics through history. The presentation aims to give students a deeper understanding of how philosophical ideas are expressed through actual artworks.
Choose two objects that are thematically related from Jansons Histo.docx
Choose two objects that are thematically related from Janson's History of Art: Art in The Age of Romanticism, 1789–1848.
The two objects would be: "Jean-Baptiste Greuze. The Village Bride, or The Marriage: The Moment When a Father Gives His Son-in-Law a Dowry. 1761" and "Jean-Baptiste Greuze, Filial Piety, 1763"
Write an essay of at least 450 words using 12 point font and double-spaced text) comparing the formal treatment and iconography of each work. Be sure to identify each object by indicating the artist, title, and date of production.
Essay should address how similarities and differences contribute to your understanding of each work’s meaning or artistic significance. You should analyze these points: stylistic choices (e.g., abstract, naturalistic, idealistic, realistic), function or symbolism of the pieces (What were they used for? Do they communicate a message? Are they sacred or secular works of art), cultural context (e.g., how might the way of life at the time and place the pieces were created affected their function and style? Do historical events relate to the image or story depicted?). You must cite at least one source that is not our text book.
Use Chicago-Turabian style notation for any sources that you need to document as references in footnotes. Double-space your text and list your name and the date in the header on the first page. In almost all cases, you should italicize the title of a work of art.
An sample of Chicago-Turabian style is attached below!
.
Brown and Orange Neutral Delicate Organic Fashion Marketing Video Presentatio...
This document provides an overview of literary genres for the 21st century. It begins by stating the objectives of being able to differentiate original and 21st century genres, enumerate their elements/structures/traditions, and appreciate each genre's unique features. The document then proceeds to define and provide examples of various 21st century genres including illustrated novels, digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, chick lit, flash fiction, creative non-fiction, science fiction, blogs, and hyper poetry. It aims to enhance competency in differentiating these modern literary forms.
Al-balawi 6Are Graphic Novels Literature MAUS a .docx
Al-balawi 6
Are Graphic Novels Literature: MAUS: a Survivor’s Tale as a Model
Literature has an ever-broadening definition. Oxford advanced learner’s English dictionary defines literature as a piece of writing that is valued as a work of art. With such a broad definition who is to say that newspapers, graffiti, advertisement and even shopping lists are not literature. For many years graphic novels have been considered immature and lacking of literary qualities and the debate of whether or not they are a form of literature has been put on pause. After the winning of Art Spiegelman’s graphic novel Maus: a Survivor’s Tale with Pulitzer’s literary prize, and Alan Moore’s graphic novel Watchmen being listed as one of all-time best novels by Time magazine, the subject has been opened for debate again.
This research aims to address the highly controversial topic of whether graphic novels are literature or not, and intends to answer the question by conducting a study on Art Spiegelman’s graphic novel Maus: a Survivor’s Tale. The presented research will try to answer the main question Are Graphic Novels Literature?. The research will study Maus: a Survivor’s Tale by applying elements of literature such as plot, symbols, characters, themes, tone and setting.
Review of the literature:
Budick, Emily Miller. "SECTION II. Golems, Ghosts, Idols, and Messiahs: Complicated Mourning and the Intertextual Construction of a Jewish Symptom." Jewish Literature and Culture: The Subject of Holocaust Fiction. N.p.: Indiana UP, 2015. 121-83.
In section two Psychoanalytic Listening and Fictions of the Holocaust of this book, the writer provides an analytical review of Maus as one of the best works in Jewish literature. The book gives new information and details regarding Maus and its writer Art Spiegelman which will be of benefit to the research.
Chute, Hillary. “Comics as Literature? Reading Graphic Narrative.” PMLA, vol. 123, no. 2, 2008, pp. 452–465.
This article argues the case of graphic novels as a literary genre. The article views the debates surrounding graphic novels in general and the different critical opinions about them. The article also provides information on the history and background of graphic novels in general. This article will equip the research with the different views regarding the debate around graphic novels along with new information regarding its history.
Grimwood, Marita. Holocaust Literature of the Second Generation. Palgrave Macmillan, 2007.
This book reveals a detailed analysis of literary works written by or about the second generation of Holocaust survivors and one of which is Maus: a Survivor’s Tale. The book discusses Maus from the historical and biographical perspective thus provides new information regarding Maus’ themes and characters.
Park, Hye S. "Art Spiegelman's Maus: A Survivor's Tale: A Bibliographic Essay." Shofar: An Interdisciplinary Journal of Jewish Studie.
lesson-3-21st-century C1.pptx
The document discusses various 21st century literary genres and compares them to earlier genres. It defines genres such as graphic novels, manga, blogs, flash fiction, creative non-fiction, doodle fiction, text-talk novels, digi-fiction, and illustrated novels. These new genres combine elements of traditional writing with multimedia formats using the internet and digital media. The document also provides examples of famous contemporary authors and their works within these new literary genres.
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In this task, you will write an analysis (suggested length of 3–5 .docx
In this task, you will write an analysis (suggested length of 3–5 .docx
InstructionsDevelop an iconographic essay. Select a work fro.docx
InstructionsDevelop an iconographic essay. Select a work fro.docx
You will visit an art museum of your choice. You may visit one in pe.docx
You will visit an art museum of your choice. You may visit one in pe.docx
Choose two objects that are thematically related from Jansons Histo.docx
Choose two objects that are thematically related from Jansons Histo.docx
Brown and Orange Neutral Delicate Organic Fashion Marketing Video Presentatio...
Brown and Orange Neutral Delicate Organic Fashion Marketing Video Presentatio...
Al-balawi 6Are Graphic Novels Literature MAUS a .docx
Al-balawi 6Are Graphic Novels Literature MAUS a .docx
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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