The document provides instructions for students to turn in a Classical art folder including a self-portrait with shading, coin, evaluation, and worksheets. Students are asked to analyze their artwork by discussing how values create shadow and light, how proportions draw attention, and how their work reflects Classical techniques. The materials used to create the portrait are listed as pencil, paper, eraser and blending stump, with an explanation of how each was used through guidelines, values, and smoothing.
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.
Understanding the basic principles that go into the creation of a painting, will deepen your appreciation and experience of art. AND take you deeper into your own self. This is about direct experience, NOT conceptuality.
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.
Understanding the basic principles that go into the creation of a painting, will deepen your appreciation and experience of art. AND take you deeper into your own self. This is about direct experience, NOT conceptuality.
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.
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1
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.
2
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 ...
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Art Criticism Take a field trip to a museum, gallery.docxdavezstarr61655
Art Criticism
Take a field trip to a museum, gallery, etc. to view works of art in order to find something you would
be interested in writing about in the mode of art criticism, including how the artwork relates to a
topic or theory we have covered in class, and using at least two sources (at least one of which should
be a scholarly article NOT from our course). 6 pages minimum.
Describe: Tell what you see (the visual facts).
Questions to consider:
1. Where did you see the art? (Name gallery/museum/etc., geographical location, etc.)
2. What is the name of the artist who created the artwork?
3. What kind of an artwork is it?
4. What is the name of the artwork?
5. When was the artwork created?
6. Name some other major events in history that occurred at the same time this artwork was
created.
7. List the literal objects in the painting (trees, people, animals, mountains, rivers, etc.).
8. What do you notice first when you look at the work(s)? Why?
9. What kinds of colors do you see? How would you describe them?
10. What shapes can we see? What kind of edges do the shapes have?
11. Are there lines in the work(s)? If so, what kinds of lines are they?
12. What sort of textures do you see? How would you describe them?
13. What time of day/night is it? How can we tell?
13. What is the overall visual effect or mood of the work(s)?
Analyze: Mentally separate the parts or elements, thinking in terms of textures, shapes/forms,
light/dark or bright/dull colors, types of lines, and sensory qualities. In this step consider the
most significant art principles that were used in the artwork. Describe how the artist used them
to organize the elements. Suggested questions to help with analysis:
Questions to consider:
1. How has the artist used colors in the work(s)?
2. What sort of effect do the colors have on the artwork?
3. How as the artist used shapes within the work of art?
4. How have lines been used in the work(s)? Has the artist used them as an important or
dominant part of the work, or do they play a different roll?
5. What role does texture play in the work(s)? Has the artist used the illusion of texture or has
the artist used actual texture? How has texture been used within the work(s).
6. How has the artist used light in the work(s)? Is there the illusion of a scene with lights and
shadows, or does the artist use light and dark values in a more abstracted way?
7. How has the overall visual effect or mood of the work(s)? been achieved by the use of
elements of art and principles of design.
8. How were the artists design tools used to achieve a particular look or focus?
Interpret: An interpretation seeks to explain the meaning of the work based on what you have
learned so far about the artwork, what do you think the artist was trying to say?
Questions to consider:
1. What was the artist’s statement.
1 WRITING ABOUT ART Art is a provocative medium, and yo.docxtarifarmarie
1
WRITING ABOUT ART
Art is a provocative medium, and your challenge in writing about art may often be to define and
evaluate the artist’s choices and techniques, which, according to your intellect and perception, arouse interest
and convey meaning. In most cases you will be translating the visual (what you see) into language (what you
write). In order to do this, you will have to be extremely attentive to the characteristics of the work—which
means that description will incorporate a portion of your essay—and be attentive to the vocabulary of the
discipline of Art.
You must also be able to develop a thesis statement with a detailed analysis and argument about the
artwork you have chosen. Therefore, you must consider what it is you want to say, and use description to
make that point. In many ways, writing an Art History essay is similar to writing other types of essays in the
Humanities. It requires a clear and focused topic, an arguable thesis, an organized format and structure, clear
and coherent paragraphs, and a command of grammar and style.
Thesis Statement
Most academic essays seek to persuade readers to understand a specific issue in a specific way—the
writer’s way. The writer’s thesis statement offers this substantial but concise assertion of her/his
understanding (usually in one to two sentences in the introduction or near the beginning of the essay), thereby
providing an essay with its judgmental focus.
Perhaps, though, in writing about art you might want to offer a well thought-out central idea rather
than an overtly argumentative statement. For example, “African art was a major influence on the work of
Pablo Picasso” states a well-documented and widely shared opinion that is interesting but uncontroversial.
Of course, a paper on this topic would have to fully elaborate on that relationship and offer examples of it.
The difference between an idea and a thesis statement is in their degree of contention. The above
example of a central idea could be debatable, but mainly the disagreement would arise if the writer does not
adequately explain and illustrate the idea through detailed description, intelligent criticism, and analysis,
and not because of the idea itself.
However, in a thesis statement—such as, “Picasso’s treatment of women in his art mirrors the
distorted vision he had of women in general”—it is more obvious that readers will either strongly disagree or
agree, by the very nature of the claim itself. Moreover, even if the writer advances a stimulating argument
with impressive evidence in defense of the thesis, because the claim is so contentious, a reader may still
disagree.
Using Sources
A good research paper often includes evidence from both primary and secondary sources. Whether you are
using primary or secondary sources, remember to explain and analyze the passages that you have chosen from
the texts (or elements you have chosen from the works), and what th.
Unity= color, shape & line
Balance= woman-chair, room- window
Contrast= red-green, black-white pattern-solid, curve-straight
Emphasis= woman arranging fruit
Movement= diagional bottom right to top left, curved lines of pattern & trees
Rhythm= repeated- curved pattern (wall paper, cloth, trees),
dots of color (lemons/flowers)
Proportion= large with small square
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thGAP - BAbyss in Moderno!! Transgenic Human Germline Alternatives ProjectMarc Dusseiller Dusjagr
thGAP - Transgenic Human Germline Alternatives Project, presents an evening of input lectures, discussions and a performative workshop on artistic interventions for future scenarios of human genetic and inheritable modifications.
To begin our lecturers, Marc Dusseiller aka "dusjagr" and Rodrigo Martin Iglesias, will give an overview of their transdisciplinary practices, including the history of hackteria, a global network for sharing knowledge to involve artists in hands-on and Do-It-With-Others (DIWO) working with the lifesciences, and reflections on future scenarios from the 8-bit computer games of the 80ies to current real-world endeavous of genetically modifiying the human species.
We will then follow up with discussions and hands-on experiments on working with embryos, ovums, gametes, genetic materials from code to slime, in a creative and playful workshop setup, where all paticipant can collaborate on artistic interventions into the germline of a post-human future.
2137ad Merindol Colony Interiors where refugee try to build a seemengly norm...luforfor
This are the interiors of the Merindol Colony in 2137ad after the Climate Change Collapse and the Apocalipse Wars. Merindol is a small Colony in the Italian Alps where there are around 4000 humans. The Colony values mainly around meritocracy and selection by effort.
2137ad - Characters that live in Merindol and are at the center of main storiesluforfor
Kurgan is a russian expatriate that is secretly in love with Sonia Contado. Henry is a british soldier that took refuge in Merindol Colony in 2137ad. He is the lover of Sonia Contado.
1. » Last class: Finish shading- portrait, background
and the frame.
» Today:
˃ Fill out evaluation.
˃ Turn in Classical folder including:
+ Roman Coin,
+ Evaluation
+ Portrait/Shading practice
+ Attributes sheet (pink)
+ Vocab sheet (blue)
+ Symmetry monster.
Vocabulary
Sheet
Attributes
sheet
Roman
Coin
Evaluation
Folder
2. Your coin should have:
1. A self portrait with
correct proportions and
details to make it look
like YOU.
2. A patterned border
inspired by Classical
patterns.
3. An “Ancient Rome”
background
4. Shading on the portrait,
and background with an
accurate light source
5. Shading on the border to
create a sense of “color”
(3+ values of gray.)
Optional:
1. Add more patterns and shade them.
2. Add a little neutral colored pencil (White and
black/dark brown) to emphasize the shadows
and highlights.
3. » Write in complete sentences.
» Clearly show your understanding of each topic.
4.
5. Analyze: to study
(something) closely and
carefully : to learn the nature
and relationship of the parts of
(something) by a close and
careful examination
Some possible ideas:
1. Where is the light source?
2. How are values used to
create a sense of shadow
and light?
3. How are values used to
create a sense of 3D?
4. How are different values
used in different parts of the
artwork?
5. How are the values created?
6. Does NOT show understanding Shows understanding
» I used value in my
artwork. I used it a lot
and thought about
how to create values.
» Values are the lightness
and darkness of a color.
In my artwork I used a
lighter tints and darker
shades of gray. For the
portrait and the
background I used these
values to give a sense of
shadow and highlight. For
the frame I used values of
gray to give a sense of
color.
7. Analyze: to study
(something) closely and
carefully : to learn the nature
and relationship of the parts of
(something) by a close and
careful examination
Some possible ideas:
1. Where is the light source?
2. How are values used to
create a sense of shadow
and light?
3. How are values used to
create a sense of 3D?
4. How are different values
used in different parts of the
artwork?
5. How are the values created?
8.
9. » Analyze: to study
(something) closely and
carefully : to learn the nature
and relationship of the parts
of (something) by a close and
careful examination
» Some possible ideas:
» 1. What part of the artwork
would a viewer notice first?
» 2. How does the artist draw
the viewers attention to this?
10. Does NOT show understanding Shows understanding
» There is emphasis in
this artwork and I like
the way it turned out.
» My self-portrait is
emphasized in this
artwork because it is the
main focal point.
Attention is drawn to the
portrait by being placed
in the center and being
the largest object in the
artwork. It is also circled
by the frame which
focuses attention on it.
11. » Analyze: to study
(something) closely and
carefully : to learn the nature
and relationship of the parts
of (something) by a close and
careful examination
» Some possible ideas:
» 1. What part of the artwork
would a viewer notice first?
» 2. How does the artist draw
the viewers attention to this?
12.
13. CLASSICAL ART STYLE CHARACTERISTICS:
» Life-like quality/ sense of movement in
figure artworks.
» Idealized- emphasis on harmony and
beauty.
» Human centered.
» Greek figures/portraits often idealized.
Roman figures/portraits are more
realistic
» Not tied to rigid style rules.
» Scale of people/animals is based on real
appearance
» Images of Ancient Greek/Roman life
and/or the Classical gods/goddesses.
» Use of organic and geometric patterns.
» Use of Doric, Ionic and Corinthian
columns in architecture.
» Roman Architecture Developments:
Concrete Domes, Keystone arches and
use of concrete and brick construction
» Analyze: to study (something)
closely and carefully : to learn the
nature and relationship of the
parts of (something) by a close
and careful examination
» Some possible ideas:
» 1. What makes this artwork look
similar to Classical Art?
» 2. How was your focus, when
creating your self-portrait, similar
to the focus of an Ancient Roman
artist?
» 3. How did you create a sense of
harmony and how is this similar to
Classical art?
» 4. How did you use “scale” in your
artwork and how is this similar to
Classical art?
14. Does NOT show understanding Shows understanding
» This artwork looks
kind of like a Classical
artwork.
» I focused on capturing a
life-like and realistic
quality to the portrait,
similar to the realism of
the Roman portraits. I
worked carefully with
accurate proportions of
the human face. I also
used several geometric
patterns inspired by
patterns in a Roman floor
mosaic.
15. CLASSICAL ART STYLE CHARACTERISTICS:
» Life-like quality/ sense of movement in
figure artworks.
» Idealized- emphasis on harmony and
beauty.
» Human centered.
» Greek figures/portraits often idealized.
Roman figures/portraits are more
realistic
» Not tied to rigid style rules.
» Scale of people/animals is based on real
appearance
» Images of Ancient Greek/Roman life
and/or the Classical gods/goddesses.
» Use of organic and geometric patterns.
» Use of Doric, Ionic and Corinthian
columns in architecture.
» Roman Architecture Developments:
Concrete Domes, Keystone arches and
use of concrete and brick construction
» Analyze: to study (something)
closely and carefully : to learn the
nature and relationship of the
parts of (something) by a close
and careful examination
» Some possible ideas:
» 1. What makes this artwork look
similar to Classical Art?
» 2. How was your focus, when
creating your self-portrait, similar
to the focus of an Ancient Roman
artist?
» 3. How did you create a sense of
harmony and how is this similar to
Classical art?
» 4. How did you use “scale” in your
artwork and how is this similar to
Classical art?
16.
17. » What materials and
tools did you use?
» HOW did you use
them? (What
techniques did you
use to create this
artwork?)
18. Does NOT show understanding Shows understanding
» Pencil, paper, eraser,
blending stump.
» To get accurate proportions, I
started out with basic guidelines
for the head shape and location of
the eyes, nose and mouth. Once I
had everything in the correct
place, I erased the guidelines. I
then created shading by varying
the pressure on the pencil and
changing the way I held my pencil.
This allowed me to create a
variety of values. I used the
blending stump to give a more
realistic even sense to the shading
by smoothing out the pencil lines.
19. » What materials and
tools did you use?
» HOW did you use
them? (What
techniques did you
use to create this
artwork?)
20. Craftsmanship: Worked
carefully and thoughtfully
Planning: Portrait and
shading practice
Drawing: Correct
proportions and details.
Patterned frame and
background inspired by
Rome.
Shading: Well thought out
and skillfully applied.
21. Background: Show off your knowledge of Ancient Rome!
Make a list of everything you are turning in.
Do you have everything?
Folder:
+ Roman Coin,
+ Evaluation
+ Portrait/Shading practice
+ Attributes sheet (pink)
+ Vocab sheet (blue)
+ Symmetry monster.
Revision: What is one thing you changed/improved to make this folder a better
presentation?
Did you:
Finish something?
Write more?
Write more neatly?
Proof-read?
Organize?
Improve/ change your artwork?
Ask someone else’s opinion on improvements?
Vocabulary
Sheet
Attributes
sheet
Roman
Coin
Evaluation
Folder