Week 1 art 110 11
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Ancient Art History Survey (CSUDH Art 110)—Study Sheet, Week 1 provides key terms and potential essay questions to help students study for the first lecture exam. The terms include Homo Sapiens, Neanderthal, Paleolithic, cave painting techniques. Possible essay topics ask how prehistoric image making developed human culture and discuss theories for what cave art represented, such as hunting magic or fertility rituals. Images from the textbook on the Venus of Willendorf sculpture and Lascaux cave paintings may also appear on the exam.
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A. Objectives:
The art historical canon privileges the Western perspective and is incomplete. Most of what we study in this chapter is based on Western art (Europe and North America). It tends to leave out artists and voices from other regions we've studied (Middle-east, Africa, South America, Oceania, Asia, Australia, and indigenous, non-white, non-CIS-gender populations). Our task - find an artist which fills in that gap.
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Choose a w ork from a time period covered in class this week, but from a region we didn’t discuss or didn't discuss enough (see above) Not sure how to find a work we haven’t discussed together? Here are just a few ideas to start, and I’m happy to help you find something more specific:
Smithsonian Institution Collections
Metropolitan Museum of Art
(NYC)
British Museum
(London)
PBS’ Art 21
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(LA)
MoMA
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IAIA Museum of Contemporary Native Arts
(Santa Fe)
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Oklahoma City Museum of Art
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Choose a work and include this info in your journal:
Metadata
: artist name, title of the work, date(s), place, collection if any, medium, size, any other relevant info to help us understand the work better
Image(s)
of the work. Do we need to see multiple views to understand it?
Why should we study it?
Reference at least 2 pieces we discussed in class. How does your selection engage with the critical conversation from those pieces, and take it further? What is the critical value of your piece?
(Here you should take at least 2 paragraphs to 1. Solidify the content in your mind and 2. Prove to me you know it)
Why did you choose it?
Your personal aesthetics - why does the piece resonate with you?
(Here you should take at least 1 paragraph. Consider addressing visual elements like composition, shape, space, time, color, value, line, texture, focal point, sound, interactivity, material, place, etc.)
B.
This chapter deals with the aftermath of WW2. Find another work that does this - preferably from a non-Western point of view. Or, find a work that seems to be a reaction to the "splitting of the atom" and the age of nuclear power. Choose a work and include this info in your journal:
Metadata
: artist name, title of the work, date(s), place, collection if any, medium, size, any other relevant info to help us understand the work better
Image(s)
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(Here you should take at least 2 paragraphs to 1. Solidify the co.
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Points: 40
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____________________________________________________________________________________________________________________
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3 pts. label (title, artist, date)
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15pts Analysis: What does it mean?
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11pts Organization of paper: Use MLA citation style
3pts. citation page -3 sources (separate Work cited pager)
3pts. citations within the body of the essay- minimum 3 citations in the body of the essay
5pts. organization of paper, citation format, grammar and spelling
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The document summarizes a student assignment to research the Cave of Lascaux in France and its Paleolithic cave paintings. Students must choose whether to argue that the cave should remain open or be closed to the public. They are then assigned related research topics and tasks to complete. These include writing a letter to the cave's curator advocating their chosen position, creating a sketchbook of the cave's paintings, and presenting their findings and argument.
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Assignment Instructions:
This assignment will require you to use your knowledge of the different civilizations we have discussed and apply them to understanding the art created in the places and times covered by this class. Choose one of the following pieces of art or architecture:
The Cave Paintings at Lascoux
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KV62, the Tomb of King Tutankamun
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Doryphorus
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Emperor Qin's Terracotta Army
Sutton Hoo Burial Site
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Temple Statuary from Mesopotamia,
The Book of Kells
The Blue Mosque
The Virgin of the Rocks
T
okugawa Popular Art
Aztec Stone Sculpture
Artifacts from the Mississippian Mound culture
Rock Hewn Churches of Lalibela
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-How was the piece created? What is the medium?
-Why was the piece created?
-What does this work tell you about the civilization that created it?
Purpose of the Assignment:
This assignment is designed to give you an interdisciplinary approach to understanding history. People produced much more than written documents throughout history. Humans have long created art, even before they developed into civilizations. Artistic representations reflect the beliefs, customs, norms, mores, and social structures of people, though sometimes it takes time to understand what is being conveyed by a piece of art. By looking closely, we get a visual representation of the people and societies that existed in the past. By studying the visual remnants of the past, it also gives students the opportunity to tap into different learning styles and concepts.
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File name saved as LastNameFirstNameClassNumberAssignmentName.
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AICLE - MODERN ART
Here are the key points from the listening:
1. Some painters wanted to break the rules from the 19th century because the world was changing very fast politically, socially and scientifically and they felt art needed to change and create something new too.
2. Photography contributed to breaking the rules because it could capture realistic images, so realism in painting was no longer seen as challenging or innovative by some artists.
3. From this period onward, the subject of painting would not necessarily be realistic depictions of external reality, but could experiment with different styles, techniques and ways of expressing ideas, emotions and experiences.
GUIDE # 1 .docx
GUIDE # 1 Unit 1
Your Name:
Date:
Time you begin this guide: PREHISTORIC ART
“Who we are? Where do we come from? Where are we going?
These are three of the most universal questions.
They are about time - past, present, and future - as well as about the nature of the human condition.
The more we know about our past, the better we understand our present.
We will begin by going back in time to early periods of the human race…”
- Laurie Schneider Adams
PREFACE
Before you open your book, let us talk about the way we will be working together – about my method of teaching and your way of learning.
I have created for you the Reading Guides of a special type. Through them, I will be leading you along the Text. I will be with you at each step of your reading assignment. By asking the questions, I will direct your attention to the key issues. I will elaborate on certain notions that are not well explained in the book. I will be also giving you more information and telling some interesting facts.
In this class, you will be studying not only Art but also History, Geography, and even some Foreign Languages. In addition – and this is very important- you will have a chance to improve your studying skills.
As soon as you begin working on the first guide, you will see how my guides work and in what way they are different from regular guides.
Please bear with me in the first two weeks and then it will be an easy sail. Promise!
How to Work on Guides
- Put your Book next to Computer and have Guide 1 open on your screen.
- Read my first question and directions (in the guide) and begin reading the text.
- As soon as you come across the ‘answer’ (pertinent Info in the text), type your brief
summed-up answer next to my question (next to asterisk - *…)
- Move on to my next Question (in Guide) – resume reading and typing your answers.
- Most often, you will know when you come across the answer (I have my way to let you know
and make it easier for you to see the key information).
More recommendations:
· Make your imagination work and feel like we are reading your book together, while discussing it through my questions and your answers. Since it is a conversation, I want you to feel free and informal in talking.
· Your answers can be simple and short.
· Do not worry if you cannot find the exact answer in the text. It could mean that current edition omitted this part (and I missed to take it out of the guide). Most likely those are not critical issues and will not be asked on the tests.
· Please keep in mind that the main purpose of these guides is helping you in studying (and not for me to check and grade them).
· I will be grading the guides (or reading notes) mostly on their completion, although I will be looking how they are done. Regardless how neatly or how long the answers are, I will ...
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A. Objectives:
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How-to:
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Smithsonian Institution Collections
Metropolitan Museum of Art
(NYC)
British Museum
(London)
PBS’ Art 21
(Contemporary Art)
Getty Museum
(LA)
MoMA
(NYC),
SFMoMA
(Bay Area),
Tate Modern
(London), and many more modern & contemporary
Visionary
Art Museum – Folk and Outsider art (Baltimore)
IAIA Museum of Contemporary Native Arts
(Santa Fe)
Regional and local museums (like
Oklahoma City Museum of Art
). Most cities have at least one, in the US and abroad.
Choose a work and include this info in your journal:
Metadata
: artist name, title of the work, date(s), place, collection if any, medium, size, any other relevant info to help us understand the work better
Image(s)
of the work. Do we need to see multiple views to understand it?
Why should we study it?
Reference at least 2 pieces we discussed in class. How does your selection engage with the critical conversation from those pieces, and take it further? What is the critical value of your piece?
(Here you should take at least 2 paragraphs to 1. Solidify the content in your mind and 2. Prove to me you know it)
Why did you choose it?
Your personal aesthetics - why does the piece resonate with you?
(Here you should take at least 1 paragraph. Consider addressing visual elements like composition, shape, space, time, color, value, line, texture, focal point, sound, interactivity, material, place, etc.)
B.
This chapter deals with the aftermath of WW2. Find another work that does this - preferably from a non-Western point of view. Or, find a work that seems to be a reaction to the "splitting of the atom" and the age of nuclear power. Choose a work and include this info in your journal:
Metadata
: artist name, title of the work, date(s), place, collection if any, medium, size, any other relevant info to help us understand the work better
Image(s)
of the work. Do we need to see multiple views to understand it? If so, include those.
Why should we study it?
Reference the text on the post-war era / nuclear era, and other artworks we have studied/discussed. How does your selection engage with the critical conversation from those, and take it further? What is the critical value of your piece?
(Here you should take at least 2 paragraphs to 1. Solidify the co.
Q3 (ww2, day1) Romantic Sculpture.pptx
The document discusses teaching a lesson on Romantic period sculptors. The teacher will use a PowerPoint presentation to introduce sculptors like Francois Rude and Antoine-Louis Barye and their artworks including Departure of the Volunteer and Hercules Sitting on a Bull. Students will observe and comment on the artworks. They will discuss characteristics of Romantic sculpture and compare it to Philippine sculpture. For an activity, students will make a simple soap sculpture.
Museum paper Rubric Formal Analysis of Artwork Points 401..docx
Museum paper Rubric: Formal Analysis of Artwork
Points: 40
1. Suggested museums: The Hammer, The Broad, Museum of Contemporary Art, L.A., Norton Simon in Pasadena, The J. Paul Getty Museum (also the Getty Villa), L.A. County Museum of Art on Wilshire Blvd (LAMA), The Bowers Museum, Santa Ana, Laguna Beach Art Museum. Visit one of the suggested museums or if you have another in mind please talk to me first.
2. Pick one art object of interest to do your analysis.
3. Attach the museum ticket stub and picture of the artwork to your paper. If there is no ticket, attach a picture of you next to the artwork.
4. Minimum 3 pages, maximum 5 pages, 12 font, double spaced. Follow the rubric and incorporate the information listed below.
____________________________________________________________________________________________________________________
9pts Description: How does the artwork look like?
3 pts. label (title, artist, date)
6 pts. describe the artwork, include the dimensions, color, medium, etc... Use appropriate terms and concepts in the Principle of Design in your description.
15pts Analysis: What does it mean?
5pts. Artistic movement (e.g. Impressionism) or culture (e.g. China) it came from. Explain how this fits into the analysis of the artwork.
5pts. Context: historical, social, religious, mythological. Explain how the context effects the interpretation of the artwork
5pts. Interpretation: please research to find the meaning behind the artwork
and incorporate into your thesis
5 pts. Personal judgment: Why did you choose it and why did you like it?
11pts Organization of paper: Use MLA citation style
3pts. citation page -3 sources (separate Work cited pager)
3pts. citations within the body of the essay- minimum 3 citations in the body of the essay
5pts. organization of paper, citation format, grammar and spelling
(e.g. reliable, reputable sources: text books, on-line source- university library, museum website, museum literature). Please use MLA citation style and bibliography/work cited. You must incorporate at least 3 citations in the body of the report. Bibliography/work cited page is on a separate page and is not included in the 3-page minimum (Do not cite from Wikipedia) ____________________________________________________________________________________________________________________
Excellent: original and thoughtful work that is professionally executed; no typographical or grammatical errors; strong, clear, coherent, and compelling arguments; addresses or acknowledges obvious objections to the arguments; scrupulous attention to crediting sources of ideas and facts that are not the author’s own
Good: Well done work, but not particularly original or thoughtful; a few typographical or grammatical errors are present; work lacks some clarity or coherence in thought; fails to address some seemingly obvious objections to the argumentation; some crediting of sources missing; sources of facts are weak (e.g., ...
Arh2050 sm2020 research project instructions
This document provides instructions for a two-part research project on the history of art. For part one, students will research and write a 4-page analysis essay on a specific work of art assigned by the professor. For part two, students will create their own interpretation of the assigned artwork in a different creative medium. The instructions provide guidance on the research, interpretation, and writing components of the project.
When, where, and how did they do it?
The document summarizes a student assignment to research the Cave of Lascaux in France and its Paleolithic cave paintings. Students must choose whether to argue that the cave should remain open or be closed to the public. They are then assigned related research topics and tasks to complete. These include writing a letter to the cave's curator advocating their chosen position, creating a sketchbook of the cave's paintings, and presenting their findings and argument.
TOK_SB_IBDIP_CH8(full permission).pdf
The document discusses defining art and the scope and applications of art as an area of knowledge. It explores various definitions of art, including those that define art based on the intentions of the artist or the views of the "art world." The document also notes debates around defining art, such as whether any definition is necessary or useful. In terms of scope and applications, it suggests the arts address problems by systematically treating human sense experiences, such as organized sound in music or organized vision in visual arts. While the methods of art may seem unlike science, artworks still connect to the material world and human experience by representing or modeling real issues.
Art 110 11 syllabus etc
This document provides the syllabus and schedule for an introductory ancient art history survey course. It outlines the course materials, requirements, grading, and exam format. Students will study ancient art from prehistoric through medieval periods, both Western and non-Western civilizations. Requirements include three exams, a paper/project, attendance, and a special Dia de los Muertos assignment exploring traditions of venerating the dead in various cultures. The schedule lists the topics, readings, and key dates for the semester. Accommodations will be made for students with special needs. Academic integrity is expected.
Week long lesson solar system
The document outlines a week-long lesson plan about the solar system for elementary school students. On Monday, students will learn about the planets through a song, discussion, and book reading. They will also practice measurements. Tuesday, students will research planets in groups and create posters. On Wednesday, groups will present their planets and students will compare facts. Thursday includes a vocabulary quiz and writing assignment. Friday consists of ordering planets, reading a book, and creating a solar system art project to display the week's learning. The lesson aims to teach students about the solar system, moon, and models through various activities aligned to educational standards.
For this assignment you are going to look at the art and architectur.docx
For this assignment you are going to look at the art and architecture created by the people we are studying this semester. Art is not just fun to look at, it tells us something significant about the people that created it. This is a chance for you to look at the objects people created in the past and to use those objects to discover more about history.
Assignment Instructions:
This assignment will require you to use your knowledge of the different civilizations we have discussed and apply them to understanding the art created in the places and times covered by this class. Choose one of the following pieces of art or architecture:
The Cave Paintings at Lascoux
,
KV62, the Tomb of King Tutankamun
,
Doryphorus
,
Emperor Qin's Terracotta Army
Sutton Hoo Burial Site
Augustus of Prima Porta
Temple Statuary from Mesopotamia,
The Book of Kells
The Blue Mosque
The Virgin of the Rocks
T
okugawa Popular Art
Aztec Stone Sculpture
Artifacts from the Mississippian Mound culture
Rock Hewn Churches of Lalibela
You will write a two to three page paper on the art or architecture you chose. Your paper should answer the following:
-What civilization does this art represent?
-What is the title of the piece?
-Who is the artist (if possible)?
-Why did you choose this piece?
-How was the piece created? What is the medium?
-Why was the piece created?
-What does this work tell you about the civilization that created it?
Purpose of the Assignment:
This assignment is designed to give you an interdisciplinary approach to understanding history. People produced much more than written documents throughout history. Humans have long created art, even before they developed into civilizations. Artistic representations reflect the beliefs, customs, norms, mores, and social structures of people, though sometimes it takes time to understand what is being conveyed by a piece of art. By looking closely, we get a visual representation of the people and societies that existed in the past. By studying the visual remnants of the past, it also gives students the opportunity to tap into different learning styles and concepts.
What to Include in Your Submission
Coversheet and bibliography.
Three academic sources not including the textbook and provided website.
Citations for all facts and information from your research, not just the direct quotes.
File name saved as LastNameFirstNameClassNumberAssignmentName.
.
Arh2051 sp2021 research project instructions
This document provides instructions for a two-part research project on the history of art. Students will be assigned an artwork to research and analyze in a 4-page essay. They will also reinterpret their assigned artwork in a new medium of their choosing, such as photography, sculpture, or poetry. The instructions provide guidelines for researching the original artwork, developing a creative reinterpretation, and combining the analysis and reinterpretation into a final paper.
AICLE - MODERN ART
Here are the key points from the listening:
1. Some painters wanted to break the rules from the 19th century because the world was changing very fast politically, socially and scientifically and they felt art needed to change and create something new too.
2. Photography contributed to breaking the rules because it could capture realistic images, so realism in painting was no longer seen as challenging or innovative by some artists.
3. From this period onward, the subject of painting would not necessarily be realistic depictions of external reality, but could experiment with different styles, techniques and ways of expressing ideas, emotions and experiences.
GUIDE # 1 .docx
GUIDE # 1 Unit 1
Your Name:
Date:
Time you begin this guide: PREHISTORIC ART
“Who we are? Where do we come from? Where are we going?
These are three of the most universal questions.
They are about time - past, present, and future - as well as about the nature of the human condition.
The more we know about our past, the better we understand our present.
We will begin by going back in time to early periods of the human race…”
- Laurie Schneider Adams
PREFACE
Before you open your book, let us talk about the way we will be working together – about my method of teaching and your way of learning.
I have created for you the Reading Guides of a special type. Through them, I will be leading you along the Text. I will be with you at each step of your reading assignment. By asking the questions, I will direct your attention to the key issues. I will elaborate on certain notions that are not well explained in the book. I will be also giving you more information and telling some interesting facts.
In this class, you will be studying not only Art but also History, Geography, and even some Foreign Languages. In addition – and this is very important- you will have a chance to improve your studying skills.
As soon as you begin working on the first guide, you will see how my guides work and in what way they are different from regular guides.
Please bear with me in the first two weeks and then it will be an easy sail. Promise!
How to Work on Guides
- Put your Book next to Computer and have Guide 1 open on your screen.
- Read my first question and directions (in the guide) and begin reading the text.
- As soon as you come across the ‘answer’ (pertinent Info in the text), type your brief
summed-up answer next to my question (next to asterisk - *…)
- Move on to my next Question (in Guide) – resume reading and typing your answers.
- Most often, you will know when you come across the answer (I have my way to let you know
and make it easier for you to see the key information).
More recommendations:
· Make your imagination work and feel like we are reading your book together, while discussing it through my questions and your answers. Since it is a conversation, I want you to feel free and informal in talking.
· Your answers can be simple and short.
· Do not worry if you cannot find the exact answer in the text. It could mean that current edition omitted this part (and I missed to take it out of the guide). Most likely those are not critical issues and will not be asked on the tests.
· Please keep in mind that the main purpose of these guides is helping you in studying (and not for me to check and grade them).
· I will be grading the guides (or reading notes) mostly on their completion, although I will be looking how they are done. Regardless how neatly or how long the answers are, I will ...
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ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
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BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
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- 1. Ancient Art History Survey (CSUDH Art 110)—Study Sheet, Week 1 Note: This is NOT homework; there is no need to define these terms or answer these questions and turn them in. This is a study guide for the first lecture, and you can download a study guide each week afterward. The sheets are available on Blackboard; I cannot photocopy them for you due to budget restraints. These sheets are intended to help you take notes and study for exams. The multiple choice questions on the exams will be taken from the “Names and terms” on this sheet; the essay questions on exams will be taken from the “Possible essay questions” here; you will not see any image on a test which is not listed here. Also note: Next week there is a holiday, we do not meet Names and terms: Homo Sapiens, Neanderthal (meanders), (Upper) Paleolithic, sculpture in the round, relief sculpture, engraving, additive and subtractive sculpture, in situ, mobilary, cave painting, Saharan rock art (Africa), “X-ray style” painting (Australia, aborigines), spit painting, Sautolo, Altamira (Spain), Dordogne, Abbe Breuil, “art for art’s sake,” sympathetic magic, shamanism, Lascaux (France), “Hunting Magic,” sexual symbolism, fertility magic, “Lunar Calendar Theory” (Marshak), entopics, Mesolithic, bogs, "bog people," fibulae, Neolithic Some possible essay questions: --How is the development of image making an important stage in human development? Discuss some of the media and techniques of prehistoric image makers. What are some characteristics of prehistoric cave painting? --Who was the Abbe Breuil? Explain his “Hunting Magic” theory of prehistoric art. What are some of the criticisms of it, and what are some alternate theories? Some images from the book: Venus of Willendorf, c.25,000 BC, p. 3 Lascaux cave paintings, c.15.000 BC, pp. 7, 9