ARTS 1101 Introduction to Art Study Guide

2010

Weekly Study Guide

Dr. Peggy Blood

Week I Lesson I: What is Art

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Discussion Forum: Art or Not Art All assignments are due by Thursday Mid-Night and Not Accepted after Sunday Mid-Night
Reminder: Be sure to read your weekly announcements before taking each lesson.

Introduction

What is Art? This is a much harder question than it appears to be. This course will introduce you to many artists and art movements. However, it will not provide you with a definitive definition for the word, Art itself. Art is indefinite, arguable, controversial, but traditional. It is pretty and ugly, radical and patriotic, blasphemous and religious, and boring and exciting. It is a lot more other things too. This lesson will address the question,
What Is Art?, but it will not give you any one answerbecause there is no single answer.

It will provide you with some intellectual tools to help you define this troubling word and show you how art can function in the world and in our lives.

Key Questions What is art? o Textbook: page: {2-3} o Lesson Presentation: {Topic A: Functions of Art} How has art functioned and how has it been defined throughout history? o Textbook: page: {5-16} o Lesson Presentation: {Topic A: Functions of Art} Reading Assignment Read Chapter 1 The Nature of Art pp. 2-16, in your textbook Prebles Artforms. Awareness, Creativity, and Communication pp17-40 Prebles Artforms. References: SSU Asa Gordon Library .Books, Journals, Galileo searches http://www.arthistory.sbc.edu/artartists/artartists.html http://www.csulb.edu/~jvancamp/361r14.html http://arthistory.about.com/cs/reference/f/what_is_art.htm http://philosophytalk.org/pastShows/Art.html Functions of Art: http://arthistory.about.com/cs/foreducators/f/functions.htm Learning About Art, A Multicultural Approach: http://instructional1.calstatela.edu/laa/contents.html Definitions of Art (Wikipedia): http://en.wikipedia.org/wiki/What_is_art Excerpts from essay by L. Tolstoy What is Art? : http://www.csulb.edu/~jvancamp/361r14.html 2

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Aesthetics (Wikipedia): http://en.wikipedia.org/wiki/Aesthetics American Society for Aesthetics: http://www.aesthetics-online.org/

Assignments Written Assignment: I know what art is, and here is how I can tell. Study Guide In lesson one, you were presented with six purposes that art objects serve, and six ways of defining art. Pick out any object from your everyday life that you think is art. It can be a poster in your room, a drawing your daughter made, a photograph that you took, or any other kind of object, as long as you are sure that it counts as art. Describe the object that you have chosen, and then explain the category or categories of the six functions of art from lesson one that your object falls into. Make a well-reasoned argument defending why the object that you chose is an artwork. Your response should be 1-2 double-spaced pages long.

Discussion Forum: Art, or Not Art? Most people have, at some point, run into some artwork that they simply cannot believe is counted as art. But often, there is someone else who will disagree, and insist that the object you think is Not Art is Art after all. Visit the SSU Virtual Librarys collection of art magazines and journalsthe magazine Art In America is a good place to start. (You may need to visit or phone the Library to get you started on their collection). Browse through some magazine issues until you come across an artwork that you do not think should be counted as Art. After identifying the artwork: o Write down the information about that artwork and the magazine it came from, and post it on the discussion board. Along with it, write a paragraph describing the artwork and explain why you do not think it should be counted as Art. o Next, read your classmates entries and find one where, according to you, the chosen object does count as Art. o Respond to that students post, explaining why you think that the work chosen does 3

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indeed count as Art. Note: Please post your paragraphs as early as possible to allow your classmates to respond to your entries. Quiz/Exam No quiz/exam for this lesson. (Will come at Mid-Term) Week 2, Lesson 1: The Principles of Design Lesson 2: Evaluating Art Discussion Forum: Art Criticism All assignments are due Thursday, Mid-Night

Introduction When you find a sweater that goes perfectly with your favorite pair of jeans, and then add the right pair of shoes, you are figuring out how to design an outfit. When you decide where to hang a picture on your wall, and what color sheets to buy, you are designing the look of your living space. Artists make visual decisions about their artworks that are very similar to the kinds of visual decisions each of us make every day. This lesson will introduce you to some of the techniques that artists use to make their artworks visually interesting. There are specific visual principles that many artists take into consideration when designing their artworks. These are called the Principles of Design. In this lesson, you will see how artists use them when designing their artworks. When you learn to recognize some of the principles of design, you will be able to visually analyze a work of art in an articulate way.

Key Questions How would you analyze artworks utilizing discipline-specific terminology? o Textbook: page: {42-92} o Lesson Presentation: {Topic A: Composing a Picture} o Lesson Presentation: {Topic B: Identifying Design Principles in Artworks} How would you analyze selected artworks through the critical examinations of the works visual elements? o Textbook: page: {42-100} o Lesson Presentation: {Topic B: Identifying Design Principles in Artworks}

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Reading Assignment Read Chapter 4 The Principles of Design, pages 74-902 in your textbook Prebles Artforms.; pp 360- 361 From the Discovering Art CD view the following Interactive Exercises: 1. Symmetry/Asymmetry under the Balance section of Elements of Design. 2. Seeing Contour under the Line section of Elements of Form. 3. Foreshortening under the Linear Perspective section of Organizing Space. References: SSU Asa Gordon Library, Galileo search Principles of Design: http://char.txa.cornell.edu/language/principl/principl.htm Some Ideas about Composition and Design: http://www.goshen.edu/art/ed/Compose.htm Principles of Design II: http://www.peonqueen.com/ArtSpace/temp_exhib/art2/ John Lovetts Lessons: http://www.johnlovett.com/test.htm http://www.goshen.edu/art/ed/Compose.htm

http://char.txa.cornell.edu/language/principl/principl.htm

Assignments Written Assignment: Why do we like what we like? Spend some time flipping through your textbook and looking at the pictures. This is a good thing to do when you are sitting on the bus, eating dinner, or ignoring commercials on T.V. While you are flipping around in the book, make a note of images that you come across, especially the ones that you likeyou dont have to know why you like the particular image, nor do you need to know anything about it. Just choose a few that really catch your eye. After you have identified a few images that you think stand out, look at them closely, and choose one particular artwork. Consider the Principles of Design that were covered in this weeks lessons. Choose one particular image that you can analyze using the terms and principles of design that were covered in the lessons and the assigned readings. The artwork you chose caught your eye for a reason. Figure out the reason by examining the design techniques that the artist used. Your assignment needs to be a short essay. Write down the title, artist, and page number of the image you have chosen. Describe and analyze the image by applying your knowledge of the terms and 5

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principles of design that were discussed in this weeks lessons. Explain how the particular design techniques the artist used affect your response to the artwork. At the end of your essay, add a paragraph that explains what actually drew you to this image in the first place. The total length of your essay should be 1-2 double-spaced pages. Make sure to use some of the specific terms and design principles from this weeks lesson in your analysis!

LESSON 2: Evaluating Art_______________________________________________

Reminder: Be sure to read your weekly announcements before taking each lesson.

Introduction Evaluation is an important tool in the study of art history, can be as basic as saying I like this painting, and here is why It can also be a much more complicated intellectual process. The value of assessing and evaluating artworks for the students of art history is multi-faceted. Evaluation requires that the students of art history develop a keen eye, an open mind, and a solid grounding in the history of the visual arts. In the previous lesson, The Principles of Design, you were introduced to a number of terms and ideas that help perform the visual analysis of artworks. In this lesson, you will learn how art critics and art historians evaluate artworks. They study not just the visual elements of a work of art, but also its messages, meanings, and historical and cultural relevance.

Key Questions What are the basic critical methods of the art historian? o Textbook: page: {93-95} o Lesson Presentation: {Topic A: Theories of Art Criticism} o Lesson Presentation: {Topic B: Why learn Art History?} How would you analyze artworks utilizing discipline-specific terminology? o Textbook: page: {95-100 o Lesson Presentation: {Topic A: Theories of Art Criticism}

Reading Assignment Read Chapter 5 Evaluating Art, pages 93-95, in your textbook Prebles Artforms. 6

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References: SSU Asa Gordon Library, Galileo search Examples of Art Criticism: http://www.artchive.com/critic.htm Skills of Art Criticism: http://instructional1.calstatela.edu/laa/aesthetics_2B.html http://instructional1.calstatela.edu/laa/aesthetics_2B.html Art Criticism (Wikipedia): http://en.wikipedia.org/wiki/Art_criticism http://instructional1.calstatela.edu/laa/aesthetics_2.html http://www.princetonol.com/groups/iad/Files/blooms2.htm

Assignment

Written Assignment: Two Art-Critical Methods Examine the painting, "Great Wall of Los Angeles, Immigrant California" on page 126 and read the accompanying article to learn more about this painting. This essay will consist of two parts; in each part, you will analyze this painting from a different perspective. Part One: Write a formal analysis of the painting. Part Two: Write a socio-cultural analysis of the painting. For definitions of "formal" and "socio-cultural" analyses, refer to the assigned reading and this week's lesson #2. The total length of this assignment should be about 1-2 double-spaced pages.

Discussion: Practice Art Criticism Take a look at Rosa Bonheur's "The Horse Fair" on page 358 of your textbook and try out your art criticism skills on this painting! To learn more about this painting, read the article about this artist on page 360 of your textbook. Post a paragraph of about 250-300 words analyzing this work using one of the modes of art criticism introduced in the lecture/readings. After you post your paragraph, respond to another student's posting as well. Do you agree with the other student's analysis? Do you disagree? Why? Note: Please post your paragraphs as early as possible to allow your classmates to respond to your entries.

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Quiz/Exam No quiz/exam for this lesson. (Will come at Mid-Term

Lesson I Do Photographs Lie Discussion: Art of Crime Assignments are due Thursdays by Mid-Night I

Introduction Starting next week, you will begin to study the history of modern and contemporary artists and art movements. Before you get to that, you will need to become familiar with some basic information. This weeks lesson will introduce you to some of the various media that artists use to create their artworks. The lesson will also give some tips on how to recognize the particular media or technique that is being used in a particular piece. A familiarity with the media of art is very useful for students of art history. If you can tell what an artwork is made of, it helps you understand how artists work with the media and the particular techniques associated with them.

Key Questions How would you utilize discipline-specific terminology in the analysis of artworks? o Textbook: page: {118-180) o Lesson Presentation: {Topic A: Painting} How would you analyze art works using its visual elements? o Textbook: page: {142-90} o Textbook: page: {118-129 and 181-198} o Lesson Presentation: {Topic A: Painting} o Lesson Presentation: {Topic B: Sculpture} What is the impact of technology on craft? o Textbook: page: {196-210} o Lesson Presentation: {Topic C: Photography, Film, and Digital Art} What select media is used in production of art? o Textbook: page: {144-168) o Textbook: page: {169-179} o Lesson Presentation: {Topic B: Sculpture} 8

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What is the impact of photography on painters? o Textbook: page: {141-168} o Lesson Presentation: {Topic C : Photography, Film, and Digital Art} Which social and historical factors led to the recognition of photography and film as fine arts media? o Textbook: page: {144-168} o Lesson Presentation: {Topic C : Photography, Film, and Digital Art}

Reading Assignment Read Chapter 7 Painting, pages 118-129, Chapter 8 Sculpture, pages 181-195, and Chapter 9 Camera Arts and Digital Imaging, pages 144-166, in your textbook Prebles Artforms. Under the Video Demonstrations section of the Discovering Art CD view the following short-movies: 1. Oil Painting Pigment and Color 2. Sculpture Modeling 3. Sculpture Casting 4. Sculpture Carving References: SSU Asa Gordon Library and Galileo search http://www.huntfor.com/arthistory/C20th/photography.htm http://www.alternativephotography.com/articles/art007.html http://greenart.info/history/History2.htm Art Media: http://www.lmhornberger.com/atpencil.htm Art Materials Information: http://www.trueart.info/ Painting (Wikipedia): http://en.wikipedia.org/wiki/Painting Sculpture (Wikipedia): http://en.wikipedia.org/wiki/Sculpture Photography (Wikipedia): http://en.wikipedia.org/wiki/Photography

Assignments Written Assignment: Do photographs lie? Often, photographs tell only part of a story and can be just as biased and subjective as any other form of image making! Search the Internet, or any other source and find an example of a photograph that seems to lie in some way. It can be of any kind, a photograph you took yourself, or one from an advertisement. Write an essay of 2-3 double-spaced paragraphs that: o Explains your photograph o Discusses the ways that it lies o Discusses the techniques the photographer used to create the lie in the photograph In addition to your essay, choose the appropriate delivery method to send the chosen photograph or image to the instructor: 1. For traditional paper-based photograph: send a scanned image of the photograph 9

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to the instructor 2. For a digital image: save the photograph as a jpg file, gif file, or a file in any readable format and send the saved file to the instructor.

Discussion: Art Of Crime?

Graffiti is a form of painting that some see as art, but others see as simply vandalism. Please search the web for examples of graffiti paintings (http://graffiti.org is a good place to start, although other websites exist). Imagine that someone has done one of the graffiti paintings from the website on the side of a building in your neighborhood. You can see the graffiti from your kitchen window when you sit at the table. What do you think of it? Do you call the city authorities and ask them to remove it? Or do you think of it as a welcome bit of free art to contemplate over your morning coffee? Post a few sentences explaining your opinion about these questions. When framing your response, in addition to your personal opinion, please consider what we have covered so far concerning various definitions of art. Read other students opinions and respond to at least one other posting. Note: Please post your paragraphs as early as possible to allow your classmates to respond to your entries.

Quiz/Exam No quiz/exam for this lesson. Mid-Term exam next weeks

Week 4 Lesson 1: Comparison Oath of Horatii and Armed Forces Lesson 2: Neo-Classicism and Romanticism Discussion: Assignments are due by Thursday Mid-night
Reminder: Be sure to read your weekly announcements before taking each lesson.

Introduction What is an art movement? An art movement refers to a particular group of artists who work in a similar style during a specific period in time. Often, the various members of a particular 10

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art movement thought of themselves as a group, and shared ideas with one another. In some cases, however, the artists included in a particular art movement were not actually associated with one another while they were alive. They were only grouped together by historians who recognized some commonality among them. In this weeks lessons, you will be introduced to the major artists and art movements of the modern and postmodern periods. The lessons will proceed chronologically, and each lesson will introduce one or more art movements, and present some of the major artists associated with them. You will begin the study of these movements with an art movement from the 18th century called Neoclassicism.

Key Questions How have artists or artworks contributed to the Neoclassical movement? o Textbook: page: {350-352} o Lesson Presentation: {Topic A: What is Neoclassicsm?} o Lesson Presentation: {Topic C: Close Up: The Paintings of Jacques Louis David} What is the impact of historical events on Neoclassicism? o Textbook: page: {350) o Lesson Presentation: {Topic B: Historical Context: The French Revolution } o Lesson Presentation: {Topic C: Close Up: The Paintings of Jacques Louis David} What is the impact of prior art movements on Neoclassicism? o Textbook: page: {350-352} o Lesson Presentation: {Topic A: What is Neoclassicsm?} What are the major, commonly accepted identifying characteristics of Neoclassicism? o Textbook: page: {350-352} o Lesson Presentation: {Topic A: What is Neoclassicsm?} How can you analyze and critique works of art considering the works visual elements, emotional impact, craftsmanship, principles of design, message and historical context? o Textbook: page: {350-352} o Lesson Presentation: {Topic C: Close Up: The Paintings of Jacques Louis David} How can you analyze Neoclassical artists and artworks applying the basic vocabulary of the art historian? o Lesson Presentation: {Topic A: What is Neo-classicism?}

Reading Assignment

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Read Chapter 20 Late Eighteenth and Nineteenth Centuries, pages 350-352, in your textbook Prebles Artforms. References: SSU Asa Gordon Library, Galileo research Neoclassicism Wikipedia: http://en.wikipedia.org/wiki/Neoclassicism The Artchive: http://www.artchive.com/artchive/neo_classical.html Timeline of Art History: http://www.metmuseum.org/toah/hd/neoc_1/hd_neoc_1.htm Examples of Neoclassicist paintings from ArtLex: http://www.artlex.com/ArtLex/n/neoclassicism.html Jacques Louis David Webmuseum: http://www.ibiblio.org/wm/paint/auth/david/ The Artchive: http://www.artchive.com/artchive/D/david.html Artcyclopedia: http://www.artcyclopedia.com/artists/david_jacques-louis.html 19th Century Art Links: http://witcombe.sbc.edu/ARTHLinks5.html#19century

Assignments Written Assignment: Comparison. One of the Neoclassical paintings that we focused on in this lesson was The Oath of the Horatii by Jacques Louis David. As we saw in the lesson, one of the ways that this painting functioned was as a kind of recruitment tool for the French Revolution. Revisit that part of the lesson to make sure that you are familiar with it. Next, find a contemporary advertisement for the U.S. armed forces. A T.V. commercial or an internet or print ad would be fine. Study the advertisement carefully, and then write an essay that compares the Oath of the Horatii to the armed forces recruitment ad explaining: How they are similar and different. What messages does each example have for potential recruits? How the message of each example reflects the needs of the particular conflict? (The French Revolution and the War on Terror, respectively). Your essay should be 1-2 double spaced pages long.

Reminder Mid-Term Lesson 2 Neo-Classicism and Romanticism____________________________________

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Introduction The Romantic period in Western history is not just an art movement; it was a period roughly coinciding with the first half of the 19th century during which a particularly Romantic attitude pervaded many aspects of life in Europe and America. Sometimes people hear the word Romanticism and they think of romantic love, but the Romantic era is not about that kind of Romance specifically. Romantics are interested in all types of emotional experience, including love, but also fear, awe, hatred, and all other sorts of feelings. The Romantic attitude favors drama, emotion, individuality, passion, and nature. It is not unlike the attitude that characterized the hippie movement in 1960s America. The Romantic era rejected the very intellectual, reason-based qualities of 18th century culture, and embraced a much wilder, more emotion-driven worldview. The Romantics felt that you should listen to your heart and your gut, not your brain. The art movement associated with the Romantic era is called Romanticism, and it shares all the attitudes of the Romantic era in general. In this lesson you will look at several Romantic artists and common Romantic themes.

Key Questions How have artists and artworks contributed to the Romantic movement? o Textbook: page: {352-358} o Lesson Presentation: {Topic A : The Romantic Era} What is the impact of historical events on Romanticism? o Textbook: page: {352-358} o Lesson Presentation: {Topic A: The Romantic Era} What is the influence of prior art movements on subsequent art movements? o Textbook: page: {352) o Lesson Presentation: {Topic A: The Romantic Era} What are the characteristics of Romanticism and which artists contributed to this movement? o Textbook: page: {352-358} o Lesson Presentation: {Topic A: The Romantic Era} How would you analyze and critique romantic works of art considering the works visual elements? o Textbook: page: {352-358) o Lesson Presentation: {Topic A: The Romantic Era} How would you analyze and critique selected artworks and artists biographies, considering connections between the artists life and the subject matter of the artwork? o Lesson Presentation: {Topic B: Close Up: The Paintings of Francisco Goya} How would you analyze and critique the message and meaning of selected 13

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artworks considering the works historical context? o Textbook: page: {352-358} o Lesson Presentation: {Topic B: Close Up: The Paintings of Francisco Goya} How would you demonstrate an understanding of Romanticism by describing how it relates to Neoclassicism? o Textbook: page: {350} o Lesson Presentation: {Topic A: The Romantic Era} How would you compare artworks from the Romantic era and describe the ways that Neoclassicism affected it? o Textbook: page: {352-358} o Lesson Presentation: {Topic A: The Romantic Era}

Reading Assignments Read Chapter 20 Late Eighteenth and Nineteenth Centuries, pages 352-358, and 422-423 in your textbook Prebles Artforms. References: SSU Asa Gordon Library, Galileo research 19th Century Art Links: http://witcombe.sbc.edu/ARTHLinks5.html#19century Romanticism http://www.huntfor.com/arthistory/c17th-mid19th/romanticism.htm http://www.wsu.edu:8001/~brians/hum_303/romanticism.html http://academic.brooklyn.cuny.edu/english/melani/cs6/rom.html Wikipedia: http://en.wikipedia.org/wiki/Romanticism http://www.wsu.edu:8080/~brians/hum_303/romanticism.html Francisco Goya http://www.imageone.com/goya/ http://www.artcyclopedia.com/artists/goya_francisco_de.html http://www.abcgallery.com/G/goya/goya.html The Artchive: http://www.artchive.com/artchive/G/goya.html Wikipedia: http://en.wikipedia.org/wiki/Francisco_Goya

Written Assignment: Neoclassicism vs. Romanticism Neoclassicism and Romanticism are very different, both in terms of their visual characteristics and in regard to their subject matter. The Romantic style developed after the Neoclassical style, and Romantic artists often purposefully rejected the kinds of techniques and themes that were common in Neoclassicism. Imagine that you are a young Romantic artist who is planning a big painting. You want to make sure that your painting will not be considered a Neoclassical painting. Make a list of: 14

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Characteristics that you (as the Romantic artist) will want to include in your painting. References to the Neoclassical themes and techniques that you want to avoid. Compose this assignment in a casual form as though you are writing notes to yourself about what to keep in mind before you begin work on your painting. Your assignment should be about - 1 page long. Ungraded Assignment: Art Movement Log In the following weeks, you will be presented with a lot of information about a lot of art movements. In week 10, you will be required to attempt an assignment relating to all the art movements presented to you. Each week it would be helpful to keep a log of the information about the art movements to their unique characteristics.

Discussion Forum:
Go to the link below

http://www.jacksonpollock.org/ You are asked to create an imitation of a Jackson Pollock's painting. Discuss what is emphasized in your creation and three other "Principles using the elements to guide your analysis; Discuss how your creation and the process differ from any other painting process Share your creation and each other's opinions when framing your response, in addition to your personal opinion, please
consider what we have covered so far concerning various definitions of other movements and abstract Expressionism. Read other students opinions and respond to at least two other posting. Note: Please post your paragraphs as early as possible to allow your classmates to respond to your entries.

Mid term exam due!!!!!!!! Week 5, Lesson 1 Realism Lesson 2, Dual Landscapes Discussion Forum: Two Portraits All Assignments are due Thursday Mid-night

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Introduction In this lesson, you will be introduced to the early history of photography and to a 19th century art movement called Realism that was profoundly influenced by photography. You will explore the Realist movement based on its relationship with Romanticism and early photography. The knowledge you gained about Neoclassicism and Romanticism from last weeks lessons will help you learn the lessons about photography and Realism this week.

Key Questions How have artists and artworks contributed to these movements? o Textbook: page: {356-365} o Lesson Presentation:{Topic C: Close up: The Paintings of Gustave Courbet} What is impact of historical events on these artistic movements? o Textbook: page: {356-365) o Lesson Presentation: {Topic B: What is Realism?} What is impact of photography on Realist painting? o Textbook: page: {356-365} o Lesson Presentation: {Topic B: What is Realism?} How would you analyze the characteristics of the Realist movement with regard to visual characteristics, historical context, and content? o Textbook: page: {356-365} o Lesson Presentation: {Topic B: What is Realism?} How would you analyze and critique art works by critically examining the visual elements of the works? o Textbook: page: {356-365} o Lesson Presentation:{Topic C: Close up: The Paintings of Gustave Courbet} How would you analyze and critique artworks and artists biographies, considering connections between the artists life and the subject matter of the artwork? o Textbook: page: {356-365 o Lesson Presentation:{Topic C: Close up: The Paintings of Gustave Courbet} How would you analyze and critique the message and meaning of selected artworks considering the works historical context? o Textbook: page: {356-365} o Lesson Presentation:{Topic C: Close up: The Paintings of Gustave Courbet} How would you demonstrate an understanding of Realism by describing how it relates to Romanticism and Photography? o Textbook: page: {356-365) o Lesson Presentation: {Topic A: The Invention of Photography} What are the social and historical factors that led to the recognition of photography and film as fine arts mediums? 16

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o Textbook: page: {356-365} o Lesson Presentation: {Topic A: The Invention of Photography }

Reading Assignment SSU Gorden Library, Galileo research Read Chapter 20 Late Eighteenth and Nineteenth Centuries, pages 356-365, in your textbook Prebles Artforms.

http://www.artstor.org/using-artstor/u-pdf/inter-photography.pdf
References

http://www.artstor.org/using-artstor/u-pdf/inter-photography.pdf
http://witcombe.sbc.edu/ARTHprints.html Realism http://www.huntfor.com/arthistory/c19th/realism.htm Gustave Courbet http://www.discoverfrance.net/France/Art/Courbet/Courbet.shtml http://www.metmuseum.org/special/se_event.asp?OccurrenceId={13F483EC-3584-41B6-913A1FE9D6181CBB} The Artchive: http://www.artchive.com/artchive/C/courbet.html http://www.metmuseum.org/TOAH/HD/rlsm/hd_rlsm.htm Wikipedia: http://en.wikipedia.org/wiki/Courbet Musee Gustave Courbet (in French): http://www.musee-courbet.com/

Written Assignment: Show me an angel and Ill paint one. Realist painter Gustave Courbet once said Show me an angel, and Ill paint one. What do does this quote relate to the aims of Realist painting? Compose a 1-2 page double-spaced essay that considers these questions. In forming your response, please use appropriate terminology and examples of realist paintings. A good essay on this topic will consider what motivated Courbet to paint the things he did.

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Discussion Forum: Two Portraits

In this weeks lessons, you have seen that many painters were influenced by photography. Photographers are often influenced by painters and use techniques that are similar to the techniques of painters when trying to create a particular mood or feeling in a photograph. Compare the following two photographs: Sarah Bernhardt by Nadar (page 358 of your textbook) and Julia Jackson by Julia Margaret Cameron (page 147 of your textbook). Post a paragraph on the discussion board summing up your thoughts on these questions: o What sorts of feelings does each portrait evoke? o What visual techniques does each photographer uses to create the mood of the image? Respond to the posting of at least two other student discussing the impacts of the techniques used in these photographs on paintings. Note: Please post your paragraphs as early as possible to allow your classmates to respond to your entries.

Lesson 2 Dual Landscapes_____________________________________________________

Introduction Impressionist paintings are some of the most popular artworks. You do not have to look very far to see images by Claude Monet or Edgar Degas reproduced on all kinds of products, from umbrellas to mouse pads. It is hard to find anyone today who does not appreciate Impressionism. However, in the late 19th century, when the Impressionist style was being developed, painters who are now so well-loved, were considered radical, inappropriate, and sometimes, just plain bad. There were many reasons for the publics rejection of Impressionism when it was introduced. The common dislike for the style stemmed mainly from the fact that it was totally different from the paintings that most people were used to looking at. It was so innovative that it took people quite a while to get used to it. However, once they got used to it, people found its value and beauty difficult to deny. In this lesson, you will be introduced to several major Impressionist artists and you will explore the new qualities of the Impressionist style that stunned the 19th century viewers. 18

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Key Questions How have artists and artworks contributed to the Impressionist movement? o Textbook: page: {365-371} o Lesson Presentation: {Topic A: What is Impressionism?} What is the impact of scientific advancements on the Impressionist painting style? o Textbook: page: {365-371} o Lesson Presentation: {Topic A: What is Impressionism?} What are the major, commonly accepted identifying characteristics of Impressionism? o Textbook: page: {365-371} o Lesson Presentation: {Topic A: What is Impressionism?} How would analyze and critique selected artworks and artists biographies, considering connections between the artists life and the subject matter of the artwork? o Textbook: page: {365-371} o Lesson Presentation: {Topic B: Close up: The Paintings of Claude Monet} How would you analyze and critique the message and meaning of selected artworks considering the works historical context? o Textbook: page: {365-371} o Lesson Presentation: {Topic A: What is Impressionism?) How would you analyze artworks utilizing discipline-specific terminology? o Textbook: page: {365-371} o Lesson Presentation: {Topic A: What is Impressionism?} How would you compare artworks from different periods and describe the ways that earlier periods affected later ones? o Textbook: page: {365} o Lesson Presentation: {Topic A: What is Impressionism?}

Reading Assignment

Read Chapter 20 Late Eighteenth and Nineteenth Centuries, pages 365-371, in your textbook Prebles Artforms. References: Impressionism 19

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http://www.uncg.edu/rom/courses/common/impressionism.htm Webmuseum: http://www.ibiblio.org/wm/paint/theme/impressionnisme.html http://www.artchive.com/artchive/impressionism.html http://en.wikipedia.org/wiki/Impressionism http://www.ibiblio.org/wm/paint/glo/impressionism/ http://www.ibiblio.org/wm/paint/theme/impressionnisme.html Webmuseum: http://www.ibiblio.org/wm/paint/auth/monet/ Expo-Monet: http://www.expo-monet.com/ Wikipedia: http://en.wikipedia.org/wiki/Claude_Monet

Assignments Written Assignment: Dueling Landscapes One of the most common themes in Impressionist art is the landscape. Landscape was also a very common subject in paintings in the Romantic era. However, Impressionist landscapes are very different from Romantic landscapes, not only in their visual qualities, but also because the Romantic artists chose to focus on the landscape for reasons that were different from those of the Impressionists. of an Impressionist landscape that you saw in this lesson and also an example of a Romantic landscape from the lesson on Romanticism in week 4. Write a 1-2 double spaced page essay that compares and contrasts these two landscapes, focusing on: The aesthetic differences between the two The different purposes that the subject of nature served for each of the two art movements Reminder: Be sure to read your weekly announcements before taking each lesson.

Introduction Therefore, Post-Impressionism literally means after Impressionism. PostImpressionism is 20

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indeed the movement that comes right after Impressionism and it is very influenced by Impressionism, but is also very different from it. There are five major Post-Impressionist artists, and each has his own unique style. However, they all have one thing in common. Each one is influenced by Impressionism, and pushes the innovations of the Impressionists one step further. These Post-Impressionist painters are radical in their own way. Some changed the meaning of art by focusing inward, on the artists own emotional perspective of the world. Others made formal innovations that would change the course of art and help usher in the age of the abstract painting, which would begin very shortly after the heyday of the Post-Impressionists. In this lesson, you will look briefly at four of the five major Post-Impressionist painters, and focus on the fifth.

Key Questions What is the relationship between the Impressionist movement and the Post-Impressionist movement? o Textbook: page: {371-380} o Lesson Presentation: {Topic A: What is Post-Impressionism?} What are the major, commonly accepted identifying characteristics of Post-Impressionism? o Textbook: page: {371-380} o Lesson Presentation: {Topic A: What is Post-Impressionism?} How would you analyze and critique selected artworks and artists biographies, considering connections between the artists life and the subject matter of the artwork? o Textbook: page: {371-380) o Lesson Presentation: {Topic A: What is Post-Impressionism?} o Lesson Presentation: {Topic B: Close-up: The Paintings of Vincent Van Gogh} How would you analyze and critique the message and meaning of selected artworks considering the works historical context? o Textbook: page: {371-380} o Lesson Presentation: {Topic B: Close-up: The Paintings of Vincent Van Gogh} What is the relationship between European Post-Impressionist artists and Japanese printmakers? o Textbook: page: {373} o Lesson Presentation: {Topic A: What is Post-Impressionism?} o Lesson Presentation: {Topic B: Close-up: The Paintings of Vincent Van Gogh} 21

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Reading Assignment Read Chapter 20 Late Eighteenth and Nineteenth Centuries, pages 369-379, in your textbook Prebles Artforms. References: http://www.huntfor.com/arthistory/c19th/pimpressionism.htm http://www.artmovements.co.uk/postimpressionism.htm Post-Impressionism http://www.artmovements.co.uk/postimpressionism.htm Wikipedia: http://en.wikipedia.org/wiki/Post-impressionism http://www.allbuyart.com/art-movement-post-impressionism.asp Vincent Van Gogh http://www.artchive.com/artchive/V/vangogh.html http://www.artcyclopedia.com/artists/van_gogh_vincent.html http://www.vggallery.com/

Discussion: Wheatfield With Crows Click one of the following links to view Vincent van Goghs painting titled Wheatfield With Crows. http://www.iem.ac.ru/wm/paint/auth/gogh/fields/gogh.threatening-skies.jpg http://www.usc.edu/schools/annenberg/asc/projects/comm544/library/images/231bg.j pg Some historians believe this is the last painting that Vincent Van Gogh made before he committed suicide! Now that you know that this painting was the last one Van Gogh made before he killed himself, do you see the painting any differently than you did before you had that information? How did your view of it change? Why? on these questions on the discussion board. Your response should be about 1-2 paragraphs long. Respond to the posting of at least two other students. Note: Please post your paragraphs early Week 6: Lesson 1 Fauvism and Expressionism Lesson 2 Surrealism 22

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All assignments are due Thursday at Midnight

Introduction Our explorations of the history of Western art now move into the start of the 20th century. The beginning of the century was not just a symbolic new startthe world actually changed significantly, and with it, the worldview of the population. For one thing, technological and scientific advancements made radical changes to the way that human beings related to the world. The first airplane flight, Henry Fords production of the first widely affordable automobile and huge leaps forward in the ease and efficiency of boat and train travel changed the way that people defined the limits of their world. Founding Psychoanalyst Sigmund Freud published his influential Interpretation of Dreams, changing the way people thought about their internal worlds, while Einsteins theory of relativity changed the way we thought about the external world. All of the changes, and many many more, occurred within the first 10 years of the 20th century. Early 20th century art was also a series of discoveries. The art movements of the first half of the 20th century were as dedicated to forward progress as the technological and scientific spheres.

Key Questions

How have specific artists or selected artworks have contributed to these

movements? o Textbook: page: {380-385} o Lesson Presentation: {Topic A: What is Fauvism?} What is the influence of prior art movements on subsequent art movements? o Textbook: page: {380} o Lesson Presentation: {Topic A: What is Fauvism?} What are the major, commonly accepted identifying characteristics of these art movements? o Textbook: page: {380-385} o Lesson Presentation: {Topic A: What is Fauvism?} o Lesson Presentation: {Topic B: What is Expressionism?} How would you analyze and critique selected artworks and artists biographies, considering connections between the artists life and the subject matter of the artwork? o Textbook: page: {380-385} o Lesson Presentation: {Topic A: What is Fauvism?} 23

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o Lesson Presentation: {Topic B: What is Expressionism?} What are the various relevant discipline-specific terms, including design terms, movement names, and descriptive terms? o Textbook: page: {380-385} o Lesson Presentation: {Topic A: What is Fauvism?} o Lesson Presentation: {Topic B: What is Expressionism?} How would you demonstrate your understanding of selected art movements by describing how they relate to or impact other cultures? o Textbook: page: {380} o Lesson Presentation: {Topic A: What is Fauvism?} o Lesson Presentation: {Topic B: What is Expressionism?}

Reading Assignment Read Chapter 21 Early Twentieth Century, pages 381-387, in your textbook Prebles Artforms. References: SSU Asa Gordon Library, Galileo search Fauvism http://www.huntfor.com/arthistory/C20th/fauvism.htm http://www.ibiblio.org/wm/paint/glo/fauvism/ http://www.ibiblio.org/wm/paint/tl/20th/fauvism.html http://www.artlex.com/ArtLex/f/fauvism.html

Expressionism http://www.ibiblio.org/wm/paint/tl/20th/expressionism.html http://www.huntfor.com/arthistory/C20th/expressionism.htm http://www.artlex.com/ArtLex/e/Expressionism.html

Assignments Written Assignment: Fauvism Review Go to the companion website for your textbook. The address is: http://www.artlex.com/ArtLex/f/fauvism.html the website, examples of Fauves, and follow the Image links to look at different fauvist artists. Suppose that you are a conservative art critic who saw an exhibition of Fauvism in 1905. Write a negative review of the exhibition, referring to 24

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specific artists and works from the website. Your review should be 1-2 double spaced pages long.

Lesson 2 ___Surrealism________________________________________________________ Introduction In this lesson, you will learn about an art movement called Surrealism. Surrealism is similar to Dada in that it takes the mental state of human beings as its subject matter. However, it takes this interest in psychology further to the point where the intricacies of the human mind, usually that of the artist, form the primary subject of Surrealist art. It is no surprise then that psychology and psychoanalysis were extremely popular among the surrealists and the general public. One of the leading psychoanalysts of the early 20th century was Sigmund Freud. His ideas had a major impact on the Surrealist movement. In the beginning of this lesson, you will look briefly at some of Freuds ideas to understand how they impact Surrealist art.

Key Questions How have specific artists or selected artworks have contributed to these movements (art movements from the late 18th century through the end of the 20th century)? o Textbook: page: {402-403} o Lesson Presentation: {Topic B: What is Surrealism?} o Lesson Presentation: {Topic C: Close up: The Paintings of Frida Kahlo} What is the impact of historical events on these artistic movements? o Textbook: page: {400-404} o Lesson Presentation: {Topic A: Sigmund Freud} o Lesson Presentation: {Topic B: What is Surrealism?} What is the influence of prior art movements on subsequent art movements? o Textbook: page: {402} o Lesson Presentation: {Topic B: What is Surrealism?} Describe the major, commonly accepted identifying characteristics of these art movements 25

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o Textbook: page: {400-404} o Lesson Presentation: {Topic B: What is Surrealism?} How would you analyze and critique selected art works through the critical examination of the works visual elements? o Textbook: page: {400-404} o Lesson Presentation: {Topic B: What is Surrealism?} o Lesson Presentation: {Topic C: Close up: The Paintings of Frida Kahlo} How would you analyze and critique selected artworks and artists biographies, considering connections between the artists life and the subject matter of the artwork? o Textbook: page: {400-404} o Lesson Presentation: {Topic B: What is Surrealism?} o Lesson Presentation: {Topic C: Close up: The Paintings of Frida Kahlo} How would you analyze and critique the message and meaning of selected artworks considering the works historical context? o Textbook: page: {400-404} o Lesson Presentation: {Topic C: Close up: The Paintings of Frida Kahlo} What are the various relevant discipline-specific terms, including design terms, movement names, and descriptive terms? o Textbook: page: {400-404} o Lesson Presentation: {Topic B: What is Surrealism?} How would you demonstrate an understanding of selected art movements by describing how they relate to or impact other cultures? o Textbook: page: {400-404} o Lesson Presentation: {Topic B: What is Surrealism?}

Reading Assignment Read Chapter 22 Between World Wars, pages 400-404, in your textbook Prebles Artforms. References:

Surrealism http://www.wisegeek.com/what-is-surrealism.htm Wikipedia: http://en.wikipedia.org/wiki/Surrealism http://www.mcs.csueastbay.edu/~malek/Surrealism/ http://www.ibiblio.org/wm/paint/glo/surrealism/ http://www.surrealism.org/

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Sigmund Freud http://www.lotsofessays.com/viewpaper/1702279.html http://www.iep.utm.edu/freud/ http://www.ship.edu/~cgboeree/freud.html http://www.freudfile.org/

Assignments Written Assignment: Surreal Dreams Choose one artist from the group of surrealists that we looked at in this lesson. Write an essay that describes a recent dream that you had that you think would make a good surrealist painting. Then describe how you would execute the painting of your dream in the style of the particular surrealist artist you have chosen. Make sure that you explain how your dream painting relates to the work of the specific surrealist artist you have chosen. Your essay should be 1-2 double-spaced pages long. Week 7 Lesson 1 Two Americans Final Week: Discussion Drawing on the Right side of the Brain Last day March 2 Introduction

Introduction This lesson will introduce you to n important era in American historyan era of triumph and tragedy. The period between World War I and World War II was conducive to artistic expression. The Harlem Renaissance defined the African-American culture of the 1920s. The Great Depression swept across America in the 1930s, destroying the hopes and dreams of many Americans. This lesson discusses the connection between the historical events of the Great Depression and the Harlem Renaissance to artworks produced during that time.

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Key Questions How have specific artists or selected artworks contributed to these movements? o Textbook: page: {399-421) o Lesson Presentation: {Topic A: American Painting Between the Wars} o {Topic B : African-American Modernism} What is the impact of historical events on these artistic movements? o Textbook: page: {418-420} o Lesson Presentation: {Topic A: American Painting Between the Wars} o Lesson Presentation: {Topic B: African-American Modernism} What are the major, commonly accepted identifying characteristics of these art movements? o Textbook: page: {418-420} o Lesson Presentation: {Topic B: African-American Modernism} How would you analyze and critique the message and meaning of selected artworks considering the works historical context? o Textbook: page: {418-420} o Lesson Presentation: {Topic B: African-American Modernism} What are the various relevant discipline-specific terms, including design terms, movement names, and descriptive terms? o Textbook: page: {418-420) o Lesson Presentation: {Topic A: American Painting Between the Wars} How would you compare artworks from different cultures or groups, and describe how the values of the cultures or groups are reflected in the artworks? o Textbook: page: {399-422} o Lesson Presentation: {Topic B: African-American Modernism} Reading Assignment Read Chapter 22 Between World Wars, pages 399-421, in your textbook Prebles Artforms.

Assignments Written Assignment: Two American Artists Compare and contrast the two images, Jackson Pollocks Autumn Rhythm (Page 423) and Grant Woods American Gothic (Page 417). Take special notice of the relationship of both works to the world events that created the historical context for each. Both of these works are by American artists, and both are often considered to be representative of the American Spirit. However, the two are extremely different. Why is 28

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this so? Your essay should be 1-2 double-spaced pages long.

Discussion Forum

Drawing on the right side of the brain is a philosophy taught by many drawing professors. We draw using the left side of the brain (L-Mode) and work problems with the right side of the brain (R-Mode). The theory is that, if we cease to see an image as intended it becomes an equation. There is a shift to mathematical reasoning if we see an image as an equation . ( L-Mode and R-Mode to designate two ways of knowing and seeing - the verbal,
analytic mode and the visual, perceptual mode) Turn to page 105 in your text and draw the Vincent van Gogh's "Man with the head in his hands" as you see it. Turn the book up-side down and draw the man. His feet are upward. Do not draw the drawing straight -up, I will be able to tell the difference. Do not peak! Take a jpeg of your drawings and share it your class. Discuss how you felt as you drew it

and how you felt when you drew the drawing up-side down. Select one classmates drawing in which the R-Mode transition is most obvious and tell them why.
References

http://painting.about.com/od/rightleftbrain/a/Right_Brain.htm
http://www.electricscotland.com/art/rightside1.htm

http://www.lifescript.com/Soul/Self/Growth/Right_Vs_Left_Brain_Which _Rules_You.aspx?gclid=CMmZrun-Z4CFRaenAodryXDJQ&trans=1&du=1&ef_id=1350:3:s_332aff4b955ec af709aa81f27299a45a_2541031565:SzkX6tBkAk8AAExAYZ4AAAGA:20 091228204114

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