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The influence of Egyptian art
Ap art history roman art
Ap art history roman art
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The Art Institute of Chicago helped me embrace the different: works, forms, time periods, and themes of arts that have been around since the start of time. This was the first time I have ever been to the Art Institute of Chicago and I thoroughly enjoyed sitting and embracing every single piece of art I walked past. I enjoyed how the museum was divided and made it easy to find a specific time period you were looking for or a specific category of art. I found so many things interesting in the museum like: the Roman art, the Egyptian art, Asian art, Modern art, Picasso’s work, and the paintings of the 1800s. Without taking this class I would not have been able to recognize any of these paintings and would not be able to look at the symbolism behind each work of art. With this course coming to the end I am able to identify many different pieces and works of art, which makes it exciting. There was nothing that I disliked about the museum, although I find more things exciting than others there was nothing that made me hate it. I found four pieces that popped out to me the most: Mummy Head Cover, Shiva Lord of Dance, Laban Searching for Family Idols among the Possessions of Joseph, and A Sunday on La Grande Jatte. Each of these pieces came from a different time period and all used a different techniques of art. Seeing all of these pieces in person compared to in the book is an experience that I will never forget. The first piece I saw was created by the Egyptians called Mummy Head Cover, according to the museum tag description of the object this piece is made out of Cartonnage (gum, linen, and papyrus), as well as gold leaf and pigment. Mummy Head Cover dates back to 1st century B.C. a time when Rome ruled Egypt. The description of th... ... middle of paper ... ...se what I learned to identify the art presented. This helped me understand and appreciate works of art more because I now can identify different elements of art as well as the different media and techniques used. I can appreciate the amount of work someone puts into their passions and that there is much more to art than just a paintbrush and a piece of paper. Taking this course allowed me to pass a painting, sculpture, drawing, or photograph and be able to evaluate what is really behind the piece and what the meaning may be. I chose four pieces of art to discuss: Mummy Head Cover, Shiva Lord of Dance, Laban Searching for Family Idols among the Possessions of Joseph, and A Sunday on La Grande Jatte. All of the pieces come from a different period in time and all have different symbolic meanings to them along with different techniques of art.
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”
In conclusion the principles that I have learned in this class have been edifying and principles that I can use once I graduate in a few weeks. While I may not remember all the terms and steps the overall impact they have made will make my work distinctly Christian. Pensacola Christian colleges definition of art has become my own, the statements about biblocify will be a great refrance in the future, and even francess shaffers two part principles will prove to be an effective way to determine what type of art I should produce in the future.
The Museum of Contemporary Art Detroit (MOCAD) had three different artists work on display. It was split up into three different rooms the first room was Design 99 To Much of a Good Thing and in the next room is Latoya Ruby Frazier Mother May I and in the last room was Jef Geys Woodward Avenue. The art that was on display was not traditional art work. All of the artist’s work displayed in the Museum of Contemporary Art Detroit was out of the box thinking. The flow in each exhibit made it easy to move from one piece of art work to another piece of work.
The topic that I found to be the most interesting throughout this course was the elaborate piece of medieval art discovered in France, known as the Bayeux Tapestry. The eleventh-century piece vividly illustrates the events leading up to the Norman Conquest of England. Tapestries were not rare during the time, but the size of this particular piece is a sign that it was important (Trueman). The first section shows that Harold, a nobleman, had been sent on a mission by King Edward. He eats with friends before crossing the sea. In addition, the second section shows the central scene: Harold’s coronation. Then, his death. Significantly, this beautiful piece of art is also one of most famous historical documents ever to exist!
Over the course of this class I feel like I have become a much better writer. When I go back and look at some of my Journal entries and assignments that I did at the beginning of the semester, I can’t help but tense up at some of the things I wrote. Sometimes the things I was writing didn’t flow well, or I might have even have missed glaring grammar mistakes.
In education today, art studies are not often viewed as a priority for students and they very frequently get cut from school’s curriculum due to a lack of proper funding. Howeve...
I’ve always appreciated art but after taking this class I see it so differently & carry much more knowledge. I hope to revisit Italy some day so I can look at its art & architecture in a new way than I had previously. I guarantee it would be a whole different experience than
When I read the description of the humanities class for school I was not very happy to learn that it was a requirement. I have taken many business classes and that seems to fit right it with what I do. The thought of trying to learn something about pictures, sculpture, literature, dance, film, theatre, and architecture just did not appeal to me. I had actually signed up for this class one other time but after receiving the book and looking through it I decided to drop it. I don't think of myself as an artist and also really don't have time in my busy and sometimes hectic schedule to stroll through a museum. Now that the humanities class is coming to an end I must say that it has opened my eyes. I feel as though I have learned some more of the meaning of art and how to actually look at different pieces. For the final project the assignment was to visit a local exhibit and pick out something that appealed to you and write about it. I found that I enjoyed my trip to the exhibit more than I thought I would and kind of wish I had more time to spend there. During my walk around the art I picked a picture that I truly enjoyed named the passing of the Eclipse.
Lewis, R., & Lewis, S. (2008). The Power of Art. Connecticut, United States: Cengage Learning.
When I scheduled the class Persuasive Communications, I had no particular interest in the subject matter; I just needed to finish the general education requirement for a second writing course. It fit my schedule and sounded reasonably interesting, but I did not think I would gain much from it. It was a general education class after all, and would not be very high on my priority list. Now that the semester is almost over and the class work is complete (albeit after this paper), I feel as if I gained a lot from this class. The class’s main objective was to expand our skills as writers, but it served in teaching us many other things that hold value in our education and future careers.
It aimed to give the student the tools to investigate works of art in many different ways. I will mention only a few
"Why Arts Education Is Crucial, and Who's Doing It Best." Edutopia. N.p., n.d. Web. 20 May 2014.
Sculptors created the earliest portraits of individuals and the first life size statues in wood, copper, and stone. Egyptians perfected the art of carving intricate relief decoration. Through precise observation of the natural world they were able to produce detailed images of animals, plants, and even landscapes, using this to record the essential elements of the world for eternity in scenes painted and carved on the walls of temples and tombs. This artistry is seen with the Striding figure created in the 4th century 2575–2465 B.C. Made out of Quartzite, and paint. The human figure was created for an special tomb in the south of Egypt.
Not only will it teach me knowledge beyond what I currently know, but it will also give me valuable working skills and further my understanding of art history as a profession.
The theme I picked out from the paintings in chapters 19-21 is ‘History and Memory’. Each of the three pieces I chose depicts a significant historical event or time period. It is reasonable that people would want future generations to remember what had happened in order to appreciate the sacrifices and achievements of those who came before as well as to avoid the same mistakes in the future. Art can be used to document the existence of a people, the triumphs, the failures, and the passing of people on both a personal and communal level. (Peters) The act of creating art guarantees a subjective interpretation of history. The artist interprets the subject at hand and creates the art piece in his or her own style, it can never be truly unbiased, because the artist has total influence over the result and has human fallibility. With that in mind we can look at an historical art piece and we cannot see as historical fact but as historical likeliness.