This review covers key concepts for the final exam in art history. It defines art as a primarily visual medium that expresses ideas about human experience and the world. While no single definition applies universally, art is generally whatever a society or culture says it is. The definition fluctuates as cultures are alive and changing. Art engages attention in a way the everyday environment cannot. It assists in rituals, reflects customs, communicates thoughts and emotions, and educates about ourselves and the world. Art has content that is communicated through imagery, symbolic meaning, and the surroundings and customs of its culture.
An exploration of 60,000 years of Art History. The purpose is to educate viewers about the contexts of art, the categories, and ways in which art is judged as "good" across cultures and time. I use a sports metaphor to help students connect with and better understand the different cultural paradigms for Art.
An exploration of 60,000 years of Art History. The purpose is to educate viewers about the contexts of art, the categories, and ways in which art is judged as "good" across cultures and time. I use a sports metaphor to help students connect with and better understand the different cultural paradigms for Art.
A Team Project by: Alana Paratore, Zabrina Zahariades, Dustin Smith, Joan Crane and Jennifer Lee incorporating reading and writing common core standards into the visual arts
ART 100 Education Organization / snaptutorial.comMcdonaldRyan32
ART 100 Week 1 Individual Assignment Experience the Art (2 Papers)
ART 100 Week 1 concept
ART 100 Week 2 concept
ART 100 Week 2 Individual Assignment How the Visual Arts Communicate (Option A Paper)
This presentation is to help students and teachers to have more references in ART APPRECIATION Subject in General Education in Higher Education. Not for sale.
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.
A working draft for the Final Project in the framework of "Art and Inquiry: Museum Teaching Strategies For Your Classroom" by Lisa Mazzola (March 2014) on Coursera learning platform.
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.
A Team Project by: Alana Paratore, Zabrina Zahariades, Dustin Smith, Joan Crane and Jennifer Lee incorporating reading and writing common core standards into the visual arts
ART 100 Education Organization / snaptutorial.comMcdonaldRyan32
ART 100 Week 1 Individual Assignment Experience the Art (2 Papers)
ART 100 Week 1 concept
ART 100 Week 2 concept
ART 100 Week 2 Individual Assignment How the Visual Arts Communicate (Option A Paper)
This presentation is to help students and teachers to have more references in ART APPRECIATION Subject in General Education in Higher Education. Not for sale.
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.
A working draft for the Final Project in the framework of "Art and Inquiry: Museum Teaching Strategies For Your Classroom" by Lisa Mazzola (March 2014) on Coursera learning platform.
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.
NO SOURCES PLEASE AND 1 hour MAX Essay Prompt Follow this .docxsachazerbelq9l
NO SOURCES PLEASE AND 1 hour MAX
Essay Prompt:
Follow this prompt when preparing for your essay.
Prompt:
Compare and contrast the three methods of interpreting and evaluating art: art as form, art as context, and art as expression. Write your comparison by evaluating/interpreting any one of the asterisked works of art on the image list using these methods. For a more thorough review of these methods consult the supplementary page. Be sure to address the following: How do these theories evaluate art? What types of claims do these theories make? What are some of the strengths and limitations of the methods you chose?
Image List:
1.
3.180, Henri Matisse,
Le Bonheur de Vivre (The Joy of Life)
, 1905-1906.
2.
(*)
3.184, Pablo Picasso,
Les Demoiselles d’Avignon,
1907.
3.
3.185, Georges Braque,
Houses at l’Estaque
, 1908.
4.
Not in Book, Pablo Picasso,
Ma Jolie
, 1911-1912.
5.
Not in Book, Marcel Duchamp,
L.H.O.O.Q.,
1919.
6.
Not in Book, Albrecht Dürer,
Self-Portrait
, 1500.
7.
(*)
4.161, Vincent van Gogh,
Self-Portrait
, 1889.
8.
2.34, Artemisia Gentileschi, Self Portrait Artist as the Allegory of Painting, 1635.
9.
Not in Book, Do-Ho Suh,
High School Uni-Face: Boy,
1997.
10.
(*)
3.151, Jacques-Louis David,
Oath of the Horatii
, 1784-1785.
11.
4.152, Cindy Sherman,
Untitled Film Still #35
, 1978.
12.
(See 4.153), Judy Chicago, The Dinner Party, 1974.
13.
4.155, Guerilla Girls,
Do women have to be naked to get into the Met Museum?
1989.
14.
Not in Book, Herrad von Landsberg, Septem artes liberales,
Hortus Deliciarum
, 1180.
15.
Not in Book, Marcel Breuer,
Wassily Chair
, 1925.
16.
2.138, Faith Ringgold,
The Tar Beach
, 1988.
17.
Not in Book, Cat Chow,
Measure for Measure Dress
, 2003.
18.
3.138, Michelangelo,
David
, 1501-1504.
19.
0.8, Leonardo da Vinci,
Mona Lisa
, c. 1503-1506.
20.
Not in Book, Jackson Pollock,
Autumn Rhythm
, 1950.
21.
Not in Book, Piero Manzoni with
Artist’s Shit
, 1961.
22.
3.160, Gustave Courbet,
The Stone Breakers
, 1849.
23.
3.162, Edouard Manet,
Le
Dejeuner sur l’Herbe
(
Luncheon on the Grass
), 1863.
24.
(*)2.175, Marcel Duchamp,
Fountain
, 1917.
25.
4.71, Martin Ramirez,
Untitled
(
La Inmaculada
), 1950s.
26.
(*)4.119, Pablo Picasso,
Guernica
, 1937.
27.
4.116, Theodore Gericault,
The Raft of the Medusa
, 1819.
Modes of Analysis:
Formal Analysis:
Use the Elements of Art (space, shape, line, light, color, texture or mass) or the Principles of Art (balance, unity/variety, scale/proportion, repetition/rhythm or emphasis/subordination).
Contextual Analysis:
You may consider any relevant type of context (physical, cultural, or historical).
!
Physical Context
[The immediate physical surroundings of an artwork]: Where is the art? Where is the work located? (a museum, gallery, home, town square, palace, church, etc.); What access do you have to the work as a viewer? How is your viewing controlled by the space?; How is the work arranged in the.
A working draft of the final project in the framework of "Art and Inquiry: Museum Teaching Strategies For Your Classroom" (2014) by Lisa Mazzola on Coursera plarform.
2. • No single definition of art absolutely applies for all _________ and
__________.
• times … places
• Generally however, art is a primarily ________ medium that
______________ ideas about our human ______________________
and the ___________around us.
• visual ... expresses … experience … world
• Art _____________ our attention in a way that our ______________
environment cannot.
• engages … everyday
What is the definition of art?
3. • Art is whatever a ______________ or a _______________ says is art.
• society … culture
• The definition of art is not __________ and _______ in all its details.
• universal … fixed
• It fluctuates, because cultures are _______ and _____________ .
• alive … changing
• There are 4 major areas of art which culture defines: __, __, __, __.
• Function
• Visual Form
• Content
• Aesthetics
Fill in the Blank: Def. of Art
5. • Caravaggio got angry about a waitress getting his order wrong and slashed her face with a
broken plate.
• True.
• John Everett Millais worked 11 hours a day, 6 days a week for 5 months to paint his
landscape.
• True.
• Henri Matisse produced over 80 paintings and 64 sketches in the last 70 days of his life.
• False.
• Correct: Vincent Van Gogh.
• Claude Monet painted everyday scenes of middle and working class people to elevate
their dignity.
• False.
• Correct: Jan Vermeer van Delft.
• Banksy threw paint in random directions using action painting/gestural abstraction.
• False
• Correct: Jackson Pollock.
True or False?
7. • Art _____ us in rituals that promote our spiritual/physical well-being.
• assists
• Art _____ customs related to food, shelter, and human reproduction.
• reflects
• Art _____ thoughts, ideas, and emotions.
• communicates
• Art _____ us pictures of deities, or _____ us conceive of what divinity
might be.
• gives … helps
• Art _____ the power of the state and its rulers.
• glorifies
Art has a job in culture …
8. • Art _____ war and conquest, and sometimes peace.
• celebrates
• Art is a means for _____ political and social injustice.
• protesting
• Art _____ cohesion within a social group.
• promotes
• Art records the likeness of _____ and their _____ .
• individuals … environment
• Art _____ us about ourselves and the world around us; art also
entertains us.
• educates
Art has a job in culture …
10. • This artist used fluorescent lighting in his painting to
show the cold, disconnected feeling of life during World
War II.
a) Michelangelo
b) Eddie Adams
c) Edward Hopper
d) Henri Matisse
Multiple Choice
14. • This artist was known for using thick paint and purple
shadows.
a) Leonardo Da Vinci
b) Frank Lloyd Wright
c) Jackson Pollock
d) Wayne Theibaud
Multiple Choice
16. Art has content, which communicates through… (5)
•Imagery
•Symbolic meaning
•Surroundings where it is used/displayed
•Customs, beliefs, and values of the culture
•Writings that help explain the work
Content
18. • This artist received his first paint box from his mom at 19.
a) Henri Matisse
b) Vincent Van Gogh
c) Shirin Neshat
d) Terje Sorgie
Multiple Choice
20. Art is an aesthetic experience…
Art is the branch of philosophy that deals with art, its ____,
its ______, and its ________ on individuals and cultures.
•sources
•forms
•effects
Aesthetics
22. • This artist tried to untangle the ideology of Islam through
art.
a) Mohammed
b) Vincent Van Gogh
c) Shirin Neshat
d) Terje Sorgie
Multiple Choice
27. • This artist created a large metal bookshelf called Breaking
of the Vessels.
a) Anselm Adams
b) Anselm Kiefer
c) Dorothea Lange
d) Terje Sorgie
Multiple Choice
31. • Vincent Van Gogh cut off his own ear with a razor and gave it to a prostitute as a
gift.
• True.
• Michelangelo is given the title, “The Renaissance Man”.
• False.
• Correct: Leonardo Da Vinci.
• Paul Gauguin was obsessed with Vincent Van Gogh.
• False.
• Correct: Vincent Van Gogh was obsessed with Paul Gauguin.
• John Everett Millais was sued by his female model’s father.
• True.
• Jackson Pollock used only his fingers to paint a large portrait of Fanny.
• False
• Correct: Chuck Close.
True or False?
33. What’s the definition?
•UNITY: the quality of __________ in an artwork.
• cohesion
•VARIETY: the elements of ___________ in an artwork.
• difference
Composition: Unity & Variety
35. Every work of art was created within its own context. Give
me 4 types of context.
•Historical
•Political
•Social
•Religious
Deriving Meaning: Context
37. • ______________ spray painted 9 controversial pieces of graffiti on the
Gaza wall.
• Banksy
• ______________ coined the phrase, “15 minutes of fame.”
• Andy Warhol
• ______________ paints large portraits and self-portraits from his
wheelchair using a grid of squares.
• Chuck Close
• ______________ cut large pieces of colorful paper instead of painting
after he nearly died of cancer.
• Henri Matisse
Fill in the Blank
39. • Pablo Picasso combined impressionism and realism to protest the civil war in Spain.
• False.
• Correct: Picasso combined cubism and surrealism.
• José Clemente Orozco is famous for painting frescos on a ceiling.
• False.
• Correct: Michelangelo.
• Wayne Thiebaud’s painting was sold for the highest paid price for art at a public auction.
• False.
• Correct: Vincent Van Gogh’s.
• Jackson Pollock was inspired to paint a painting about a bald man after seeing Orozco’s
murals An Epic American Civilization.
• False.
• Correct: …about a bald woman
• Henri Matisse used the complementary colors of blue & yellow instead of red & green.
• False
• Correct: Matisse used red & green instead of blue & yellow.
True or False?
41. • Art Critics: _______________ works of art and evaluate
their ________________ .
• describe … significance (importance)
• Art Historians and Academics: ___________ art of the
past and of other ___________ .
• research … cultures
• Curators: _________ essays, wall labels, and
educational material for museums and gallery exhibitions
• write
Writings about Art
43. Aerial Perspective 2 Point Perspective
3 Point Perspective 1 Point Perspective
Name that Perspective!
44. • Is the belief in ____________ .
• one god and that there is no other god.
• The three monotheistic religions of the Western world are:
• Judaism, Christianity, and Islam
• _______ is the foundation of the other 2 monotheistic faiths.
• Judaism
• Without Islam, _____ _____ would’ve never happened.
• the Renaissance
Monotheism
47. THE GRAND FINALE
The first group to correctly guess the artist, title, and
year of this next piece can open #6. Once a group has
guessed incorrectly, they cannot guess again.