In my Art for Non-Majors class on April 7th, I listened to my professor talk about what painting is, painting mediums, and Paris museums. Painting is “the application of pigment to a surface.” There was six painting media that my class learned about: Fresco (the art of painting plaster), Encaustic (pigment in a wax vehicle heated to a liquid state), Tempera (ground pigments mixed with a vehicle of egg yolk and thinned with water), oil paint (ground pigments with a linseed oil vehicle and thinned with turpentine), acrylic paint (ground pigment in a plastic vehicle and thinned with water), and watercolor (ground pigments mixed with a gum arabic and thinned with water). We also learned about three Paris museums: The Louvre Museum, Musee d’Orsay,
The object I chose in the Lightner Museum is a painting with a gold frame. The medium in which it was created is oil on canvas. Featuring this piece is a man on a seat in front of a podium. He looks around the age of fifty, wearing a black cap and glasses. His clothing consists of a collared shirt, a coat, slacks, long socks to his knees, and black shoes. In one hand he holds a small book, which he appears to be reading from, and in his other hand he carries a brown stick about a foot in length. Standing in front of the man is a boy about ten years of age. He is standing with very straight posture and his hands by his sides. The boy is adorned with a blue vest, a white collared, long-sleeved shirt and brown pants. To the right of the man is another boy with his head resting in his hands. He is sitting on a bench and appears to be sobbing. There is a boy ducking behind the podium with his hand cupped beside his mouth, inferring that he is whispering something secretly to the boy being addressed by the adult figure. The rest of the children in the classroom-type setting sit behind desks in the far right corner of the painting, each sharing a collective look of mischief and laughter. There also appears to be a chalkboard on the back wall of the room, and some sort of picture hangs above the board on the same wall.
For my research I decided to visit the Smithsonian art museum in Washington dc. The Smithsonian art museum has about 3299 art works on display for viewing. I was able to see many great works of art while the art museum. The trip was eye opening. I was exposed to different art techniques with varying use of contrast and depth. I noted the different brush strokes and drawing styles and how they varied between each artist. After viewing many works of art, I decided to compare Henry O Tanner’s painting “The head of a Jew in Palestine” with Alice Pike Barneys painting, “The head of a Negro Boy”
Rhys Southan’s essay “Is Art a Waste of Time?” is about art and if it can really help people who are suffering or is it just better to hand over your money. In Yo-Yo Ma’s essay “necessary Edges: Arts, Empathy, and Education” he focuses more on art being used as educational purposes to essentially create more innovative/empathetic people. Instead of focusing so much on STEM, the author states that we should incorporate art too. Although some people might say art does not play a role in making the world a better place. I believe it can by bringing awareness to different social issues. Also, if we incorporate art at a young age it can teach kids to be open minded and happier people.
Crooked Beak of Heaven Mask is a big bird-figure mask from late nineteenth century made by Kwakwaka’wakw tribe. Black is a broad color over the entire mask. Red and white are used partially around its eyes, mouth, nose, and beak. Its beak and mouth are made to be opened, and this leads us to the important fact in both formal analysis and historical or cultural understanding: Transformation theme. Keeping that in mind, I would like to state formal analysis that I concluded from the artwork itself without connecting to cultural background. Then I would go further analysis relating artistic features to social, historical, and cultural background and figure out what this art meant to those people.
Though most works of art have some underlying, deeper meaning attached to them, our first impression of their significance comes through our initial visual interpretation. When we first view a painting or a statue or other piece of art, we notice first the visual details – its size, its medium, its color, and its condition, for example – before we begin to ponder its greater significance. Indeed, these visual clues are just as important as any other interpretation or meaning of a work, for they allow us to understand just what that deeper meaning is. The expression on a statue’s face tells us the emotion and message that the artist is trying to convey. Its color, too, can provide clues: darker or lighter colors can play a role in how we judge a piece of art. The type of lines used in a piece can send different messages. A sculpture, for example, may have been carved with hard, rough lines or it may have been carved with smoother, more flowing lines that portray a kind of gentleness.
In his book Art for God’s Sake, Philip Ryken breaks away from “… a negative view of the arts” (11) which he perceives in the church and argues for the evangelistic and philosophical value of art. He attempts to defend the arts and outline how they ought to be used within the church, but his vision falls short. Art for God’s Sake contains important ideas, but it is poorly researched and fails to develop a complete vision of what it looks like for art to glorify God.
The first artwork I chose for the formal analysis project is The Tiger by Ito Jakuchù originally painted in 1755. This painting is of a tiger licking its paw in the grass underneath a tree branch. There seems to be two diagonal planes as the tiger is leaning forward and sitting erect. There is a horizontal plane from what appear to be branches above the tiger. The painting has asymmetrical balance as the elements are equally distributed to balance the top and the bottom of the space. The artwork demonstrates several types of line. There are curved lines used in the tiger’s stripes. There are also diagonal, vertical and horizontal lines used in the background for the grass and the overhanging tree branch. The curved and wavy lines used in the tiger’s body, for example in the shoulder muscles, imply movement in addition to the curve in the tiger’s tail. The color scheme used in this painting seems to be complementary to one another as the artist used orange and brown tones with blue and red-orange accents for the tiger’s eyes and tongue. Black is used throughout the p...
himself through his mediums. He used oil on canvas for his medium in this painting. There are
A medium is the material and tools used to construct the images with ideas that relate to the world. This image was made of many other pictures from the Funk and Wagnall encyclopedia. These different pictures were all pieced together to form a collage. A collage is one picture that has many different parts added. The collage was formed by sticking various materials onto a single canvas that made them one picture. Putting pictures together separately just shows how different they are and how unconnected everything truly is. With a collage there is no structure, there is not harmony and it is all thrown together without much neatness or organization. Especially since the artists has a conceptual style, and is more concerned with the overall idea. The other medium used is the plain black and white image. Some people may overlook this, but it shows how society is black and white, there is no in between. Simple colors are a medium that have a large impact on the picture. Their impact is so large because the whole meaning of the picture stems from the most abundant medium used. The colors used are a black canvas with white figures pasted on. The black and white trend is seen throughout Chin’s paintings and is the way he expresses every collage. This can be attributed to the separation of black and white that is still prevalent in our world. This can also relate to today’s society
Claude Monet made the art community address a revolutionary type of art called impressionism. In a style not previously before painted, impressionism captured a scene by using bright colors with lots of light and different shades to create the illusion of a glance. The traditional method of working in a studio was discarded and the impressionist artists carried any needed supplies with them into the countryside and painted the complete work outside. The manufacture of portable tin tubes of oil paints as well as the discovery of ways to produce a wider range of chemical pigments allowed artists to paint in a way unimaginable before this period in time (Stuckey 12). Monet and others, such as Pierre Auguste Renior, Paul Cezanne, Edgar Degas, Berthe Morisot, Edouard Manet, Camille Pissarro, and Alfred Sisley, took this style of art to a new level never seen before.
Song Lyrics and Poetry: Are Both Genuinely Worthy of a Canvas and Brush? “I would define, in brief, the poetry of words as the rhythmical creation of beauty,” says the literarily influential Edgar Allan Poe. Poetry has been a form of literature for thousands of years, and has evolved with the passage of time to remain a respected form of literary art. And this evolving has brought about numerous subdivisions of poetry in the methods used to create, write, and even perform poems. Although, one of the most controversial inducing forms of writing is song lyrics, with the quarrel being produced from the thought as to whether or not song lyrics can be considered to the title of poetry.
The first art form was called Religious Grandeur which is a very extravagant and almost theatrical style of art. It was commissioned by the Catholic counter reformation. There is generally strong emotional content such as depictions of Jesus at the cross or possibly a women lamenting the death of a saint. The second form called Greater Realism was a more realistic style of painting. There was a very intense physical presence of the character being represented in the painting. There was also occasionally the use of animals. All of these elements are some of the key aspects of what we consider to be baroque art today. Both of Grandeur and greater realism were generally painted on large walls or ceilings. Lastly, there was a smaller, less dramatic style that began to became popular and that was easel art. This style was not done on such a large scale like the other styles. This was actually started in Protestant Holland and was known for having a very glossy texture. It was aimed towards not the great wealthy lord of the land but simply the wealthy house owner. This form actually was combined with characteristics of greater realism to create an even more realistic style of painting, common painted subjects include landscapes, flowers, and animals. From this many sub-styles were created, creating different styles and schools such as Utrecht, Amsterdam, and many
Fauve’s art were different in each other of their own exclusive ways, but they all have the same origin, different feelings but same structure. They all did different mediums as well; for an example like I said they used art to express music, literature, and an emotional vision of the world from their perspective. Artist like Henri Matisse and André Derain with many more artists’ art was bright colored, exciting, attractive, and vividly expressed within their hands. They used communicative colors like red to show pain and hurt or blood or even the items that within the painting that describes the mood. Or another example could be Henri Matisse 'The Open Window, Collioure', 1905; he used his colors wisely and intensely. Most of the artist used oil, oil on canvas, and paint. Each piece of art work was used to perfection. ...
Rather take other courses that are less theory based and more productive to help them improve their skills in art. It is important to learn the past history about original artists and their work to get inspiration from but if one’s style of art is different from that than what’s the point of taking that history course? New York's Museum of Modern Art in 1929, avant-garde art gained importance in US, helped by Mondrian and George Grosz, who were escaping the progress of Nazism. Relentlessly, the principles of pioneer craftsmanship wound up fundamental social presumptions for Americans situated toward the humanities. Also, she claims that the most important question about art is what lasts and why does it last? Maybe it is important to know the answers of those questions but art shouldn’t be questionable. Every art piece is important in its own way despite the fact of how long it lasted or not. If an art piece doesn’t lasts, it doesn’t mean it's not as important as the others. It must be important for someone which is not seen by other
“Art washes from the soul the dust of everyday life” (Picasso). These words about the fine arts describe not only life in general, but also apply to everyday life of public school students. Many students need something to divert their attention away from jaded academics that cause them stress and mental deterioration. Fine arts are the solution to that problem; unlike academics and athletics, they provide an outlet for students to be creative and discover their talents without the pressure other courses produce. Additionally, the arts stimulate the brain, and generally promote positive brain activity and development in teenagers. So, if fine arts positively affect students, then why are they so