2. Deriving Meaning
Art and architecture have meaning,
but how do people understand the message?
• Formal Analysis
• Content Analysis
• Influence of
Historical Context,
Physical Surroundings,
and Method of Encounter
• Writings about Art
3. Deriving Meaning
Every work of art was created within its own
historical, political, social or religious context.
EDWARD HOPPER.
Nighthawks, 1942.
4. Deriving Meaning
Every work of art was created
within its own historical,
political, social or religious
context.
SHEPARD FAIREY.
Obama Hope,
2008.
5. Deriving Meaning
Every work of art was
created within its own
historical, political, social
or religious context.
SHIRIN NESHAT.
Speechless, 1996.
6. Deriving Meaning
Every work of art
was created within
its own historical,
political, social or
religious context.
MICHELANGELO.
Pieta, 1498-1499.
11. Deriving Meaning
Iconography
Artists can use
metaphors or symbols
to convey content.
(metaphor: a figure of speech not
using “like” or “as”, not literal)
EXAMPLES:
• heart of stone
• heart of a lion
• rolling in the dough
17. Art Critics: describe works of art and evaluate their
significance (importance)
Art Historians and Academics: research art of the past
and of other cultures
Curators: write essays, wall labels, and educational
material for museum and gallery exhibitions
21. (commission: give an order to do or make something)
(monument: statue or a structure to commemorate [show respect for]
an important person or event)
27. Talkback Time Introduction
At least 30 minutes
Regarding material covered in the previous class
session (and/or assigned readings related)
Format can vary:
Debate
Q&A
Game Show
Relevant Art Creation! … BE CREATIVE! Enjoy it!
28. Talkback Time Introduction
GRADING RUBRIC:
(1) all leading group members’ participation
(2) engagement of other students
(3) coverage of relevant material
(4) completed team evaluation form
29. What should we do?
What interests you most about your topic from what we
talked about in class?
What does your particular Talkback Time have to do with
Western Art History?
Now share your interest with your classmates, and give
them an opportunity to share in what you enjoy or learn.
31. • Linear
Perspective
• Review it (or)
• Making Art
• Teach it
What should we do?
What interests your team most about your topic from
what we talked about in class?
What does your particular Talkback Time have to do with
Western Art History?
Now share your interest with your classmates, and give
them an opportunity to share in what you enjoy or learn.
37. ACTIVITY 1: 3 Linear Perspectives
Linear Perspective:
1 Point
Vertical, Horizontal, to Vanishing Point (VP)
2 Point
Vertical, to Vanishing Points (VPs)
3 Point
All major lines go to a VP.
40. 3 Point Linear Perspective
3-Pt:
All major lines go to a VP.
From above, From below
41. ACTIVITY 2: Perspective at ISVNU
Team __ and Team __ :
1 Point
Vertical, Horizontal, to Vanishing Point (VP)
Team __ and Team __ :
2 Point
Vertical, to Vanishing Points (VPs)
Any brave students:
3 Point
All major lines go to a VP.
MEET BACK IN THE CLASSROOM in 15 minutes.
42. Let’s Wrap Up
Reading Assignment:
• Your Brain: The Right and Left of It by Betty Edwards
The New Drawing on the Right Side of the Brain
• Answer 1Q1-1Q5 before 13h00 of Session 3
• Bring your 1 Point or 2 Point Linear Perspective
drawing to class Session 3
