Chapter 4 Describing ArtFormal Analysis, Types, and Styles ofWilheminaRossi174
Chapter 4: Describing Art
Formal Analysis, Types, and Styles of Art
LEARNING OUTCOMES
• Employ a vocabulary of art specific terms and critical approaches to conduct a formal analysis of works of art.
• Identify different types of art based on the degree of representation or nonrepresentation a work displays.
• Distinguish between variations of representational qualities within a work of art.
• Identify characteristics that relate an individual or group of works to a cultural style, stylistic movement or period, or an individual artist’s style.
Elements and Principles of Design
Line – expressive, implied
Shape – organic, geometric, hard- or soft-edged
Volume has three dimensions: length, width, and height
Mass is the quantity of matter, often meaning its weight
Texture – actual or implied
Color – saturation, brightness, primary, secondary, scheme
(complementary, analogous, monochromatic)
Perspective – linear, atmospheric
Unity/Variety
Balance – symmetrical, asymmetrical
Emphasis/movement
Rhythm/repetition
Formal or critical analysis
A formal of critical analysis an examination of …
the elements and principles of design
present in an artwork and
the process of deriving meaning from
how those elements and principles are used
the ways the visual artist attempts to communicate a
concept,
idea, or
emotion
Representational or Non-representational
Representational art is a visual reference to the experiential world. The range of representational art is labeled as
naturalistic,
idealized, or
abstract
Non-representational or Non-objective is art that does not attempt to present an aspect of the recognizable world. Instead of suggesting a narrative by depicting objects meaning in non-objective art is communicated through shapes, colors, textures, and other elements and principles of design.
Style
can refer to the general appearance of a work or a group of works that were created in accordance with a specific set of principles about form or appearance.
can refer to the art as a whole that was made during a particular era and within a certain culture.
does the artwork belong to a more specific stylistic movement? Italian Renaissance? Realism? Abstract Expressionism?
can also refer to how elements and principles of design are employed by an individual artist: the visual features of that artist’s work and their characteristics when using a given medium.
Four Aspects of a Formal Analysis
Description – describe the use of visual elements.
Analysis – how are the elements arranged, describe the artist’s use of the principles of design.
Interpretation – the combination of what an object symbolizes to the artist and what it means to the viewer.
Evaluation – judging whether a work of art is successful given what you have understood from your description, analysis, and interpretation. Using steps 1-3 above can you justify your emotionally response (joyful, disturbing, calm, energeti ...
I've adapted this from an original presentation that wasn't mine; adding a few more slides. Serves as an excellent introduction to Art History and its methodology.
Chapter 4 Describing ArtFormal Analysis, Types, and Styles ofWilheminaRossi174
Chapter 4: Describing Art
Formal Analysis, Types, and Styles of Art
LEARNING OUTCOMES
• Employ a vocabulary of art specific terms and critical approaches to conduct a formal analysis of works of art.
• Identify different types of art based on the degree of representation or nonrepresentation a work displays.
• Distinguish between variations of representational qualities within a work of art.
• Identify characteristics that relate an individual or group of works to a cultural style, stylistic movement or period, or an individual artist’s style.
Elements and Principles of Design
Line – expressive, implied
Shape – organic, geometric, hard- or soft-edged
Volume has three dimensions: length, width, and height
Mass is the quantity of matter, often meaning its weight
Texture – actual or implied
Color – saturation, brightness, primary, secondary, scheme
(complementary, analogous, monochromatic)
Perspective – linear, atmospheric
Unity/Variety
Balance – symmetrical, asymmetrical
Emphasis/movement
Rhythm/repetition
Formal or critical analysis
A formal of critical analysis an examination of …
the elements and principles of design
present in an artwork and
the process of deriving meaning from
how those elements and principles are used
the ways the visual artist attempts to communicate a
concept,
idea, or
emotion
Representational or Non-representational
Representational art is a visual reference to the experiential world. The range of representational art is labeled as
naturalistic,
idealized, or
abstract
Non-representational or Non-objective is art that does not attempt to present an aspect of the recognizable world. Instead of suggesting a narrative by depicting objects meaning in non-objective art is communicated through shapes, colors, textures, and other elements and principles of design.
Style
can refer to the general appearance of a work or a group of works that were created in accordance with a specific set of principles about form or appearance.
can refer to the art as a whole that was made during a particular era and within a certain culture.
does the artwork belong to a more specific stylistic movement? Italian Renaissance? Realism? Abstract Expressionism?
can also refer to how elements and principles of design are employed by an individual artist: the visual features of that artist’s work and their characteristics when using a given medium.
Four Aspects of a Formal Analysis
Description – describe the use of visual elements.
Analysis – how are the elements arranged, describe the artist’s use of the principles of design.
Interpretation – the combination of what an object symbolizes to the artist and what it means to the viewer.
Evaluation – judging whether a work of art is successful given what you have understood from your description, analysis, and interpretation. Using steps 1-3 above can you justify your emotionally response (joyful, disturbing, calm, energeti ...
I've adapted this from an original presentation that wasn't mine; adding a few more slides. Serves as an excellent introduction to Art History and its methodology.
How Art Works: Week 1 The ‘unruly discipline’ DeborahJ
This lecture will:
introduce ways to think about art and its history and help you to understand how art historians go about their practice
look at some of the issues and debates that make up the disciple of Art History
offer some reconsiderations of art history
consider the importance of the gallery and museum
This assignment has 3 parts.Part 1Visit the following Web sites,.docxhowardh5
This assignment has 3 parts.
Part 1
Visit the following Web sites, and explore the collections of Ancient Art there:
A New York art museum
A Paris museum
Select galleries in a Washington, DC museum
From the gallery Web sites listed above and available through the Course Materials List, select 2 works of art from any ancient culture.
Part 2
Using the terminology and concepts you are learning for evaluating art, compare and contrast the 2 works including materials used, style, meaning, symbolism, and any other aesthetic issues.
What is the form of the work?
Is it a 2-dimensional or 3-dimensional work of art?
What materials are used?
What techniques or processes are used to create the artwork?
What colors are used?
Describe the use of line, shape, texture, value, color, and balance.
Does the work of art have subject matter?
If so, what is literally depicted?
Is the work of art representational, abstract, or nonobjective?
What is the content?
What does it mean or represent?
What is the artist's message?
Is symbolism used? If so, what is the meaning?
What is the context of the artwork?
What is the function of the artwork?
What traditional role of the artist is exemplified?
Part 3
Explain how the works of art fit into the context of the time period. Keep in mind that only artworks that fit into the period of Ancient Art (created between 30,000 BCE–500 CE) will be accepted.
You are required to comply with APA-style format for quotations, internal citations, and a reference list. For additional information and resources on APA, visit the APA section of the Library, available under "Library Features."
DB3-
Put yourself in the position of an up-and-coming artist living in early-sixteenth-century Italy. Now imagine trying to distinguish yourself from the other artists living in your town: Michelangelo, Raphael, Leonardo, or Titian. Is it any wonder that the Italian High Renaissance lasted only 30 years?
— Jerry Saltz
New needs need new techniques. And the modern artists have found new ways and new means of making their statements ... the modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture.
— Jackson Pollock (American abstract-expressionist painter, 1912–1956)
Part 1
A renaissance in a culture can be described as a "rebirth" a "new beginning," or "resurgence." In art, some of the periods of art are considered a "renaissance" of new stylistic choices that inspired artists. However, the culture at large can also be affected by a renaissance as architects, writers, musicians and other creative professionals embrace change. After reflecting on the quotes above, discus with classmates:
What are your impressions of a "renaissance" or a "new birth" occurring in a culture?
Can you think of a renaissance that has happened in the last 20 years in art, music, technology, or education?
Part 2
What are your opinions of what can cause a renaissance?
Is it always a good th.
Art Appreciation: Western and Modern Art HandoutJonel Ascutia
Western art history encompasses a vast and intricate tapestry of artistic movements, styles, and techniques that have evolved over centuries, reflecting the changing cultural, social, and intellectual landscape of the Western world.
Contemporary art is an umbrella term encompassing artistic practices and movements that emerged after World War II, characterized by a rejection of traditional forms, a spirit of experimentation, and a focus on social, political, and cultural critique.
PNU – CAD, Course of English for Art and Design (ARH 101) - Dr.docxLeilaniPoolsy
PNU – CAD, Course of English for Art and Design (ARH 101) - Dr. Serena Autiero
Page 1 of 4
Princess Nora bint Abdul Rahman University
College of Fine Arts and Design - Art History Department
Course of English for Art and Design (ARH 101)
Instructor: Dr. Serena Autiero
Reading 1 for Final Paper
ART THROUGH THE AGES
1. The Beginnings of Art
Art history, which begins around 30,000 B.C. with the earliest known cave paintings,
predates writing by about 26,500 years! That makes art history even older than history,
which begins with the birth of script around 3500 B.C. Along with archaeology, art
history is one of our primary windows into prehistory (everything before 3500 B.C.).
Cave paintings, prehistoric sculpture, and architecture together paint a vivid — although
incomplete — picture of Stone Age and Bronze Age life. Without art history, we would
know a lot less about our early ancestors.
With the beginning of history with the invention of script around 3500 B.C. the need for
art is still felt by humanity. And studying that art is still very important to understand the
past, since history is the diary of the past; this means that ancient peoples wrote about
themselves, so that we know their own interpretation of facts, not things as they were. Art
history is instead the mirror of the past. It shows us who we were, instead of telling us, as
history does. History is the study of wars and conquests, mass migrations, and political
and social experiments. Art history is a portrait of man’s inner life: his aspirations and
inspirations, his hopes and fears, his spirituality and sense of self.
2. The Great Ancient Civilizations
If we know who we were 10,000 years ago, we have a better sense of who we are today.
Even studying a few Ancient Greek vases can reveal a lot about modern society — if you
know how to look at and read the vases. Many Greek vases show us what ancient Greek
theater looked like; modern theater and cinema are the direct descendants of Greek
theater. Greek vases depict early musical instruments, dancers dancing, and athletes
competing in the ancient Olympics, the forerunner of the modern Olympic Games. Some
vases show us the role of women and men: Women carry vases called hydrias; men paint
those vases. Ancient art teaches us about past religions (which still affect our modern
religions) and the horrors of ancient war craft. Rameses II’s monument celebrating his
battle against the Hittites and Trajan’s Column, which depicts the Emperor Trajan’s
conquest of Dacia (modern day Romania), are enduring eyewitness accounts of ancient
battles that shaped nations and determined the languages we speak today. Art isn’t just
limited to paintings and sculptures. Architecture, another form of art, reveals the way
men and women responded to and survived in their environment, as well as how they
defined and defended themselves.
PNU – CAD, Course of English for Art and Design (ARH 101.
Art is a diverse range of human activities in creating visual, auditory or performing artifacts (artworks), expressing the author's imaginative, conceptual ideas, or technical skill, intended to be appreciated for their beauty or emotional power. Other activities related to the production of works of art include the criticism of art, and the study of the history of art.
How Art Works: Week 1 The ‘unruly discipline’ DeborahJ
This lecture will:
introduce ways to think about art and its history and help you to understand how art historians go about their practice
look at some of the issues and debates that make up the disciple of Art History
offer some reconsiderations of art history
consider the importance of the gallery and museum
This assignment has 3 parts.Part 1Visit the following Web sites,.docxhowardh5
This assignment has 3 parts.
Part 1
Visit the following Web sites, and explore the collections of Ancient Art there:
A New York art museum
A Paris museum
Select galleries in a Washington, DC museum
From the gallery Web sites listed above and available through the Course Materials List, select 2 works of art from any ancient culture.
Part 2
Using the terminology and concepts you are learning for evaluating art, compare and contrast the 2 works including materials used, style, meaning, symbolism, and any other aesthetic issues.
What is the form of the work?
Is it a 2-dimensional or 3-dimensional work of art?
What materials are used?
What techniques or processes are used to create the artwork?
What colors are used?
Describe the use of line, shape, texture, value, color, and balance.
Does the work of art have subject matter?
If so, what is literally depicted?
Is the work of art representational, abstract, or nonobjective?
What is the content?
What does it mean or represent?
What is the artist's message?
Is symbolism used? If so, what is the meaning?
What is the context of the artwork?
What is the function of the artwork?
What traditional role of the artist is exemplified?
Part 3
Explain how the works of art fit into the context of the time period. Keep in mind that only artworks that fit into the period of Ancient Art (created between 30,000 BCE–500 CE) will be accepted.
You are required to comply with APA-style format for quotations, internal citations, and a reference list. For additional information and resources on APA, visit the APA section of the Library, available under "Library Features."
DB3-
Put yourself in the position of an up-and-coming artist living in early-sixteenth-century Italy. Now imagine trying to distinguish yourself from the other artists living in your town: Michelangelo, Raphael, Leonardo, or Titian. Is it any wonder that the Italian High Renaissance lasted only 30 years?
— Jerry Saltz
New needs need new techniques. And the modern artists have found new ways and new means of making their statements ... the modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture.
— Jackson Pollock (American abstract-expressionist painter, 1912–1956)
Part 1
A renaissance in a culture can be described as a "rebirth" a "new beginning," or "resurgence." In art, some of the periods of art are considered a "renaissance" of new stylistic choices that inspired artists. However, the culture at large can also be affected by a renaissance as architects, writers, musicians and other creative professionals embrace change. After reflecting on the quotes above, discus with classmates:
What are your impressions of a "renaissance" or a "new birth" occurring in a culture?
Can you think of a renaissance that has happened in the last 20 years in art, music, technology, or education?
Part 2
What are your opinions of what can cause a renaissance?
Is it always a good th.
Art Appreciation: Western and Modern Art HandoutJonel Ascutia
Western art history encompasses a vast and intricate tapestry of artistic movements, styles, and techniques that have evolved over centuries, reflecting the changing cultural, social, and intellectual landscape of the Western world.
Contemporary art is an umbrella term encompassing artistic practices and movements that emerged after World War II, characterized by a rejection of traditional forms, a spirit of experimentation, and a focus on social, political, and cultural critique.
PNU – CAD, Course of English for Art and Design (ARH 101) - Dr.docxLeilaniPoolsy
PNU – CAD, Course of English for Art and Design (ARH 101) - Dr. Serena Autiero
Page 1 of 4
Princess Nora bint Abdul Rahman University
College of Fine Arts and Design - Art History Department
Course of English for Art and Design (ARH 101)
Instructor: Dr. Serena Autiero
Reading 1 for Final Paper
ART THROUGH THE AGES
1. The Beginnings of Art
Art history, which begins around 30,000 B.C. with the earliest known cave paintings,
predates writing by about 26,500 years! That makes art history even older than history,
which begins with the birth of script around 3500 B.C. Along with archaeology, art
history is one of our primary windows into prehistory (everything before 3500 B.C.).
Cave paintings, prehistoric sculpture, and architecture together paint a vivid — although
incomplete — picture of Stone Age and Bronze Age life. Without art history, we would
know a lot less about our early ancestors.
With the beginning of history with the invention of script around 3500 B.C. the need for
art is still felt by humanity. And studying that art is still very important to understand the
past, since history is the diary of the past; this means that ancient peoples wrote about
themselves, so that we know their own interpretation of facts, not things as they were. Art
history is instead the mirror of the past. It shows us who we were, instead of telling us, as
history does. History is the study of wars and conquests, mass migrations, and political
and social experiments. Art history is a portrait of man’s inner life: his aspirations and
inspirations, his hopes and fears, his spirituality and sense of self.
2. The Great Ancient Civilizations
If we know who we were 10,000 years ago, we have a better sense of who we are today.
Even studying a few Ancient Greek vases can reveal a lot about modern society — if you
know how to look at and read the vases. Many Greek vases show us what ancient Greek
theater looked like; modern theater and cinema are the direct descendants of Greek
theater. Greek vases depict early musical instruments, dancers dancing, and athletes
competing in the ancient Olympics, the forerunner of the modern Olympic Games. Some
vases show us the role of women and men: Women carry vases called hydrias; men paint
those vases. Ancient art teaches us about past religions (which still affect our modern
religions) and the horrors of ancient war craft. Rameses II’s monument celebrating his
battle against the Hittites and Trajan’s Column, which depicts the Emperor Trajan’s
conquest of Dacia (modern day Romania), are enduring eyewitness accounts of ancient
battles that shaped nations and determined the languages we speak today. Art isn’t just
limited to paintings and sculptures. Architecture, another form of art, reveals the way
men and women responded to and survived in their environment, as well as how they
defined and defended themselves.
PNU – CAD, Course of English for Art and Design (ARH 101.
Art is a diverse range of human activities in creating visual, auditory or performing artifacts (artworks), expressing the author's imaginative, conceptual ideas, or technical skill, intended to be appreciated for their beauty or emotional power. Other activities related to the production of works of art include the criticism of art, and the study of the history of art.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. ART MANAGERS
An art manager oversees art projects that appear in
different platforms/media and decides how to present
them to the target audience.
Art managers also perform research, analysis of target
markets, and consider artistic requirements of clients.
They can also hire, train, and supervise artists.
3. ART CURATORS
In the art world, a curator is someone who selects and
often interprets different works of art.
Curators are also often responsible for writing labels,
catalog essays, and other content supporting art
exhibitions.
Art curators have an eye for a variety of art forms and a
passion for staging artwork in a way that creates interest
in the exhibition space.
4. ART CURATORS MAY ALSO PERFORM THE FOLLOWING:
Manage collections by recording and cataloging artworks in
collection
Research to document identification and authentication
Develop, plan, and execute exhibitions
Plan presentation and installation of artwork & objects
Create labels and interpretative materials
Train docents and other museum staff
Publish research and information to journals, catalogs, or books.
Have updated info about the art market and collections they
manage
5. ART DEALERS
Art dealers can be a person or a company that buys and
sells works of art or acts as intermediary between buyers
and sellers.
In contemporary art, they seek out artists to represent,
and build relationships with collectors and museums
whose interests match the work of the represented artist.
Some dealers anticipate market trends and some
influence the taste of the market.
6. BUYERS AND SELLERS
Attending creative service status meetings, and work in progress
reviews, and reviewing concepts to anticipate execution requirements.
Sourcing suppliers – liaising with existing agency suppliers and sourcing third
parties for the purchase of e.g. static imagery. Making supplier, casting and
image recommendations and managing internal and client sign offs. Leading
all conversations with external suppliers of moving or static images.
Managing the art buying timings – checking the suppliers, creative team and
client availability for production and approvals, generating timings and
monitoring progress
Negotiating rates and rights, generating internal estimates and purchase
orders, monitoring budget utilisation to ensure profitability
8. What are planes?
Planes happen when forms turn. Forms that belong to the
same plane share similar values. Keeping values together
in a plane is how an artist creates dimension on a flat
surface.
10. The Third of May 1808 by FRANCISCO DE GOYA
Oil on Canvas, 266 x 345 cm
(1814) Museo del Prado, Madrid, Spain
11. BASIC SEMIOTIC PLANE
study of signs, elements, technical, and physical aspects of work
Visual Elements
Choice of medium and technique
– material and style
Format of work
– symbolic elements, figurative representations
- shape of work
Physical Properties and marks of the work
– significations of the work (importance/relevance)
12. The Third of May 1808 by FRANCISCO DE GOYA
Oil on Canvas, 266 x 345 cm
(1814) Museo del Prado, Madrid, Spain
13. Description
When: The Third of May 1808
What time: Early hours of the morning
What: uprising
Description:
two masses of men: (1) one a rigidly poised firing squad, (2)
disorganized group of captives held at gun point.
How:
Executioners and victims face each other across a narrow space
Analysis
Contrast of the soldiers' attitudes and the steely line of their rifles,
with the crumbling irregularity of their target.
14. Symbol:
A square lantern situated on the ground between the two groups
Meaning:
dramatic
The brightest illumination falls on the huddled victims to the left, whose
numbers include a monk or friar in prayer.
Position: right and center
condemned figures stand next in line to be shot.
central figure is the brilliantly lit man kneeling
his arms flung wide in either appeal or defiance. (surrender)
yellow and white clothing repeats the colors of the lantern.
plain white shirt and sun-burnt face show he is a simple laborer.
About the painting presented earlier
15. ICONIC PLANE
Signifier-signified relationship
Particular features, aspects, and qualities of the image
Includes the choice of subject
-(socio-political implications)
Position of figures
Presentation of the image
-(frontal, three-fourths, etc.)
Style of figuration
Proportion of the body
deals with the image itself
16. 2 Parts of a Sign
Signifier - are the physical forms of a sign, such as a sound, word
or image that creates a communication.
Signified - it is the concept that a signifier refers to.
Examples:
17. 3 Types of Signifier:
1. Signifier as Icon
– icons bears a physical resemblance to what is being represented
2. Signifier as Symbol
– symbols are at the opposite end from icons, the connection between
signifier and signified in symbols is completely arbitrary and must be culturally
learned.
3. Signifier as Index
– An index describes the connection between signifier and signified. With an
index, the signifier cannot exist without the presence of the signified. An index
is a sign that shows evidence of the concept or object being represented.
18.
19. The Third of May 1808 by FRANCISCO DE GOYA
Oil on Canvas, 266 x 345 cm
(1814) Museo del Prado, Madrid, Spain
20. About the painting presented earlier
the man with raised arms
-compared to a crucified Christ.
-similar pose in Juan Luna’s Spoliarium, and Picasso’s
Guernica.
figure displays stigmata-like marks on his right hand
center of the canvas
-traditional attribute of the Roman soldiers who arrested
Christ in the garden.
21. CONTEXTUAL PLANE
Full meaning of the work (human and social implications)
-Relationship of art and society
-Complex such as – concepts, values, emotions, attitude,
atmosphere, sensory experience
Personal and social circumstance of its production.
-It contains allusions to personal or public events,
conditions, stages, as well as influences
22. CONTEXTUAL PLANE
1. HISTORY
- When was the text written?
- Where was the text written?
2. AUTHOR
- Who made the artwork?
- Why did the author make the artwork?
- Which is the author’s target audience?
3. INFLUENCE
- What are some political, cultural or social factors that could have affected
the author?
- What influenced the author to create this artwork?
4. REACTION
- Does the text prompt readers to a certain action?
- What does the reader feel when encountering the artwork?
23. About the painting presented earlier
it shows the progress of time
death presents a conclusive episode, imbued with the virtue of heroism.
It presents a mechanical formalization of murder.
-the corpse of a man, splayed on the ground in the lower left portion of the work.
disfigured head and body render resurrection impossible.
The painting can not be described as pleasing
colors are restricted to earth tones and black, punctuated by bright flashes of white
and the red blood of the victims.
quality of the pigment foreshadows Goya's later works: a rough solution producing
a matte, sandy finish
Finally, there is no attempt by the artist to soften the subject's brutality through
technical skill.
24. AXIOLOGICAL/EVALUATIVE PLANE
This plane is concerned with analyzing the values of the
artwork.
It evaluates the intellectual/emotional contents of the art.
25. The Third of May 1808 by FRANCISCO DE GOYA
Oil on Canvas, 266 x 345 cm
(1814) Museo del Prado, Madrid, Spain
26. About the painting presented earlier
The painting is Goya’s way of criticizing nations that wage
war on one another.
It also wants to convey to the viewers that violence exists
between human beings.
The work portrays man’s inhumanity to man and the sacrifice
of individuals who dedicate themselves for the greater good.
28. Western Countries
France
Germany
Iceland
Denmark
Belgium
Spain
United Kingdom
Austria
Italy
Norway
Netherlands
Luxembourg
Portugal
Finland
Canada
Switzerland
Sweden
United States
Australia
Andorra
Monaco
Brazil
Hungary
Liechtenstein
29. Prehistoric (40,000 – 4000 B.C.)
The Neolithic revolution is when our ancestors learned to farm and domesticate animals,
allowing them to evolve from a nomadic lifestyle to permanent settlements. This let them
build cities, civilizations and eventually art.
The oldest cave paintings known are about 40,800 years old. Anthropologists believe that
Neanderthals made some of the earliest images, usually depicting themselves as stick figures
and animals
Aurochs on a cave painting
in Lascaux, France
Pseudodon shell DUB1006-fL with the earliest known geometric
engravings, supposedly, made by Homo erectus; ca. 500,000 BP;
from Trinil (Java); Naturalis Biodiversity Center (Netherlands).
30. Ancient (30,000 B.C. – A.D. 400)
Ancient Egypt, ancient Greece, the Etruscans, and the Romans were some of the first to
create the earliest naturalistic images of human beings. Realistic sculptures and busts
became one of the most praised forms of artwork of the time. Most popularly, out of this
period came the Ancient Greek sculpture of Zeus or Poseidon.
Marble portrait of the
emperor Augustus ca. A.D.
14–37
Mummy Mask
A.D. 60–70
31. Middle Ages (c. 400 C.E. to c. 1400 C.E.)
Art in the Middle Ages was restricted to the teachings of the Church, with a heavy focus on
literature. Paintings during this time were minimal, with portrait paintings being incredibly
rare. Religious or Christian art typically consisted of illuminated manuscripts, mosaics and
fresco paintings and all featured mostly dull and muted colors.
St. Andrew, wall painting in the presbytery
of Santa Maria Antiqua, Rome, 705–707.
Image: Alinari/Art Resource, New York
Byzantine monumental
Church mosaics are one of
the great achievements of
medieval art. These are
from Monreale in Sicily from
the late 12th century.
32. Renaissance (c. 1400 to 1600)
Known as the rebirth of art and culture in ancient Greece and Rome, the Renaissance period
saw an explosion in the appreciation of art, music and theater. It was also during this time
that the printing press was invented, which made books more widely available and increased
the literacy rates in Europe unlike ever before.
The Tribute Money, fresco by Masaccio, 1425; in the
Brancacci Chapel, Santa Maria del Carmine, Florence,
Italy.
Image: Scala/Art Resource, New York
The Annunciation, fresco by Fra Angelico, 1438–45; in
the Museum of San Marco, Florence.
Image: SCALA/Art Resource, New York
33. Baroque (1600-1750)
This period yielded ornate, over-the-top visual arts and architecture. It was characterized by
grandeur and richness, punctuated by an interest in broadening human intellect and global
discovery.
Baroque paintings were characterized by drama, as seen in the iconic works of Italian painter
Caravaggio and Dutch painter Rembrandt.
The Deposition of Christ, oil on canvas by Caravaggio, 1602–04;
in the Pinacoteca, Vatican Museums, Vatican City.
Image: SCALA/Art Resource, New York
Self-Portrait Etching at a Window, etching (drypoint and burin in black on
ivory laid paper) by Rembrandt, 1648.
Image: The Art Institute of Chicago, Amanda S. Johnson and Marion J.
Livingston Endowment and Clarence Buckingham Collection, reference no.
2004.88 (CC0)
34. Neoclassicism (1750-1850)
As its name suggests, this period drew upon elements from classical antiquity. Archeological
ruins of ancient Athens and Naples that were discovered at the time reignited a passion for
all things past, and recreate works of ancient art.
Neoclassical artists focused on classical elements and idealism.
Oath of the Horatii, oil on canvas by Jacques-Louis
David, 1784; in the Louvre, Paris.
Image: Giraudon/Art Resource, New York
Pity, colour print finished in pen and watercolour by
William Blake, 1795; in the Tate Gallery, London.
Tate Gallery, London/Art Resource, New York
35. Romanticism (1780-1850)
This period embodies a broad range of disciplines, from painting to music to literature. The
ideals present in these art forms reject order, harmony, and rationality.
Artworks in this period emphasizes the individual, imagination, nature, and emotions.
Prominent Romantic painters include Henry Fuseli and William Blake.
The Nightmare by Henry Fuseli (1781)
The Ancient of Days by William Blake
(1794)
36. Modern (after c. 1800)
Modern artists experimented with new ways of seeing and with fresh ideas about the nature
of materials and function of art. Artists shifted away from traditional techniques and themes
and moved toward more abstract pieces. During the late modern era, technology and art
fused.
Jean-François Millet, The Gleaners, 1857 Jeff Koons, Michael Jackson and Bubbles,
1988