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Ap art history unique egypt
Art history
History of art and culture
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What initially drew me to the study of the history of art is the amount of information that, through the methodology of art history, may be gleaned by studying a single work of art, no matter how simple or insignificant it appears to be. This fascination led to a desire to study the continuous evolution of art in different civilizations throughout time through analyzing one work of art at a time. Following this realization, I chose to be an Art History major. Through my studies in this field, I have been given the tools to research such prominent, art as that of Ancient Egypt to the newer, less established, art of the comic. Through such varied courses, I have been able to gain an even greater appreciation for art from all cultures and times. I learned to ask myself, “Why was this work of art important to this civilization? Why was it thought to be beautiful? Where did these ideals come from? Why was this created to begin with?” Each question prompted me to
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It was soon made clear to me that my undergraduate degree would only partially satisfy my voracious interest in art history, and that my plans for the future would involve the pursuit of higher education in that field. It was through a professor that my interest in Art History was ignited, and the continuous passion for the subject displayed through my professors in my studies has aided me to continue being inspired to pursue higher education. The significant influence that professors have had on my life led to the recognition of the fact that I, too, wished to impact others in the same way by becoming a professor of Art History. I would like to share my love for Art History with students, just as my professors shared their interests with me. Oxford would be an ideal location to obtain the education that will prepare me for such a
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.
acceptance and humanitarian motives. I learned that the artists and admirers of art in the
When practicing art history, a few things will always take place: analysis, interpretation, understanding, and discussion. First, the analysis of the artwork begins in the visual. An art historian obligated to examine the matter, form, content, and context of the art. A painting necessitates being seen not only as a collection of brush strokes done with skill, but also a product of its time portraying the class norms, societal roles, and beyond in a single object.
Art has been around for as long as humanity has existed, and it is much more than just drawings or paintings. Art is what every a person makes of it. Art can be drawings, paintings, writings, or even dancing, but never is it contained to just one of those things. As we explore just two aspect of art it is important to realize that there is no right or wrong way to look at the art. Art comes in many different forms, in which they are all interpreted a little differently by different people. For me, when I read a poem I do not instantly know what the poet is trying to say and I don’t find it as interesting, but when I look at a painting so many more thoughts comes and I can’t help by imagine what that artist was thinking while he was painting.
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.
I am a prospective art history major and visual studies minor. To me, art has been a passion rooted in my very soul and an inseparable part of my life ever since I started painting at nine years old. However, where I come from, pursuing art is rarely respected or supported. As a result, I spent both my freshmen and sophomore year as a STEM major. Yet throughout my freshmen year, experiencing art while visiting New York was the fountain of my happiness. I can still vividly remember the holiday windows, New York Fashion Week, and especially the artworks in countless galleries and museums I visited. Spurred by my thirst for art, I took an Asian art history course, where I got to examine how philosophy, politics and local culture shaped Asian art by studying monuments, paintings and calligraphy. Art sustained me through the many frustrations of academic pressure and cultural barriers, and I became determined to make art my life’s pursuit.
Thoughts about art changed and evolved in many ways over time. Efland’s The History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts offers a concise history of art education, chronicling its changes and evolutions. In chapters two and three, Efland begins with attitudes towards art in the Hellenistic time period and moves forward through the Roman Empire, Middle Ages, Renaissance, and Industrial Revolution. According to Efland, during the Hellenistic time period, owning artwork related to status, to a degree, yet the artist was not considered to be an esteemed profession. The primary role of Roman education was to prepare individuals to work for the state. As a result, visual art did not play a role in formal educational practice. Moving forward in time to the Middle Ages, life revolved around faith. While art did play a role in the lives of the people, it was in the form of craft guilds. The apprentice system became more prevalent during this time period as well. It was not until the Renaissance that craft and art became separate entities. Although fine art was stressed more in the educational setting, and students were taught formal skills during this time period, it...
... be a need for self expression and a desire to understand the perception of others. Whether it is a masterpiece or the simplicity of a mother nurturing a newborn babe, art is in the impact of the experience.
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...
Each drawing. Each painting. Each sculpture. It can give you a glimpse of what is going on in the artist’s head. Take the painting “El Autobus” by Frida Kahlo as an example. It has been said that the painting is in reference of the accident Frida Kahlo had where she got impaled by a metal handrail. The painting is of a bench with people sitting on it just before boarding the bus. This kind of artwork, where the artist puts a little bit of him/her self in it is something I strive for. I want to make art that reflects me, or that means something to me. I don’t want to make something just because, I want it to be where the viewer could possibly see the hard work, the passion, the emotion behind it. Things that most times get
?Any work of art owes its existence to the people and culture from which it has emerged. It has a functional and historical relationship with that culture.? Michael W. Conner, PhD#
For over two thousand years, various philosophers have questioned the influence of art in our society. They have used abstract reasoning, human emotions, and logic to go beyond this world in the search for answers about arts' existence. For philosophers, art was not viewed for its own beauty, but rather for the question of how art and artists can help make our society more stable for the next generation. Plato, a Greek philosopher who lived during 420-348 B.C. in Athens, and Aristotle, Plato’s student who argued against his beliefs, have no exceptions to the steps they had to take in order to understand the purpose of art and artists. Though these two philosophers made marvelous discoveries about the existence of art, artists, and aesthetic experience, Plato has made his works more controversial than Aristotle.
Art history is also a component of art education. This component includes teaching children ...
The arts have influenced my life in amazing ways. Throughout my life, art has been the place I run to and my escape from the world. As I’ve grown older, art has become so much more than that. Every piece of art I create is a journey into my soul. It’s a priceless way to deal with my emotions and my struggles. I create art not only because I enjoy it and because I want to, but because I have to. Somewhere deep inside there is a driving force, urging me to put my heart down on paper. I become emotionally attached to each of my pieces because they are like dashes on the wall marking my growth. Each one is the solution to a problem I have dealt with and overcome.
Through these early stages of art discussed above, it shows how the foundation for today’s modern works was laid out. They show how art has developed from simple cave paintings, to the tremendous force in society that it is today.