MODULE 13& 14

     I chose women in art as my subject because I had just finished a paper on feminism in art history. I was interested in the different ways women are portrayed though out the years in art. I began my search for images by looking up my favorite artists and paintings. I made sure to include various mediums because the subject matter for all of the art works was the same.
     Choosing the background for the slides was simple, I wanted something that would compliment the art works I chose and settled on a feminine light purple-pink. A cursive font complimented the simple font that was used more frequently. Although these things are stereotypically "girly", its ok to embrace typically feminine things.

MODULE 16

My expectations of this course were to improve my ability to understand, interpret and write about art. My expectations were achieved, I got a lot of practice writing about artwork using elements and principles. 

Art is created with the intent to express an idea or emotion. This definition is about the same as my initial one. 

In my original post, my favorite artist was Hayv Kahraman. This always changes as I look at different art. After taking an Italian Baroque class this semester, my favorite artist is Caravaggio.

I still enjoy the structure of an online class but the battle with my bad quality wifi might prevent me from taking another online class. I knew this would be a problem in the beginning but knowing the due dates of all assignments has its advantages. 

MODULE 15

     I chose to use charcoal because of how it allows you to blend smooth areas too look realistic but also when left rough and unblended it gives a more rough unfinished look. The most challenging part of creating this drawing was getting started and mapping out where all of the features are. This piece represents me mainly because it looks like me but also because the mix of smooth and rough charcoal marks describe my art making process. First I make a rough, freehand marks and later go in to refine it to be more specific and intentional. 

     I looked for shapes when shading areas of my face. Each value had its own unique organic shape. the way they curve reveals the form of my face. Heightening the contrast of the photo helped distinguish each area of value. I enjoyed working on this project after I was able to look past the fact that it was a drawing of a face and was able to see it as shapes. I think my self portrait was successful and looks like me.
     Visiting the Albright this morning, I could only find a couple self portraits. I enjoyed visiting the gallery in person and "hunting" for inspiration. Here is Frida Kahlo's Self Portrait with Monkey. I chose hers as inspiration because she is known for her self portraits. I noticed how even though she has drawn and painted herself many times, it doesn't always look exactly the same and that's ok.
   

Frida Kahlo

Self Portrait with Monkey

oil on canvas

1938

20 x 10 in

Next, Edgar Degas' self portrait was chosen for the mood it gives off. The dark values and sullen stare the subject is giving creates a darker portrait. This is a good example of expressing emotion through art.

Edgar Degas

Self Portrait

oil on canvas

1884

16 1/4 x 13 1/4 in

The next art work is not a self portrait, but I couldn't find anymore in this gallery. However, I chose this sculpture because the artist had to pay attention to every detail when sculpting this  woman in the round because the viewer is able to walk around the entire thing. I also liked how the form was simplified into rounded shapes. It gives the figure an exaggerated form but that helps you appreciate her body.

 

Gaston Lachaise

Standing Woman

bronze

1912

74 x 18 in

MODULE 15

Pablo Picasso

Guernica, 1937

oil on canvas

11' 6"x25' 6"

     Pablo Picasso’s Guernica, painted in 1937, is one of the most emotional, impactful and important Cubist images of all time. The scene takes place inside of what looks like a home. Light is cast on the various figures from the doorway on the far left of the composition as well as a light fixture mounted on the ceiling in the center of the room. Many of the figures are filled with despair and the monochromatic blue color scheme adds to the melancholy. In true Cubist fashion, the figures are composed of simple geometric shapes and flat planes of color. Curved lines are used to make people and animals, while straight angular lines and shapes are reserved for the structure of the room’s walls, windows, and door. 

In the doorway at the far left, a bull stands stiffly with an alarmed look, tail flung high in the air, legs stiff and straight. In front of it kneels a woman holding her dead baby, her head thrown back and mouth open as she cries out. In the center lies a dead man in pieces on the ground. Behind him is a wide-eyed horse neighing and perhaps thrashing its body around the room. Three figures are on the right side of this long painting. One is sticking their arm and head through a window holding a candlestick. They are shocked looking at the scene in the room. Another figure is dragging their body towards the door. They are low to the ground which gives their body a weighted feeling. The third figure is to the far right. Their arms are flung upwards and they are crying out in despair. 

Upon further research, I discovered the bull and horse are symbols of Spain. The meaning of each animal varies according to who is analyzing the painting. Some think the bull was a symbol of Fascism and the wounded horse represents the Spanish People. Picasso himself never specified what they represent. He believed the interpretation should be left up to the viewer. 

The entire scene is chaotic and jumbled with shapes. Since we read things from left to right, a long and narrow canvas is appropriate for this composition. The viewer is able to take in and slowly analyze each figure individually from left to right. The artist organized the composition linearly which makes it easier to read, which is usually difficult for a Cubist piece of art. Picasso and other Cubist artists take a subject apart and put it back together in an unexpected, jumbled way. The middle of this piece is hard to understand because of the overlapping figures and shapes. It is only after doing additional research on this painting was I able to understand that the body on the ground is likely in pieces.

  The reason Picasso wanted to illustrate this deadly, gruesome scene is the series of arial attacks on the unsuspecting Spanish city of Guernica by the Spanish government. With funding from the Germans, Hitler’s Nazis used the village as a test run of a training mission composed of over two hours of bombing the city, reducing it to rubble. This city was of no strategic military value and 1,600 innocent civilians were killed or wounded.

Picasso felt strongly against the war going on in his homeland and wanted to tell the world about this horrifying attack on civilians. Guernica is his response to the event.  He completely abandoned the commission he had been creating for the Spanish Pavilion and dispassionately working on for months and completed this mural-sized artwork in less than a month. Its grand size paired with moving imagery effects every person who stands in front of it. Because of its scale, it is as if you are surrounded by the chaos erupting in the small village. 

MODULE 11

The title of this specific exhibition at The Burchfield Penny Art Center is titled "HERE!". The theme is the history and culture that is unique to Buffalo. Most of the light was natural from a large window above in addition to some overhead lights. The walls were plain white and made of dry-wall. The floors were a light color and looked like wood. 

As soon as the viewer entered the gallery, they were greeted with a large wall with the exhibition title and a description of the exhibit written on the wall. After reading the description, the viewer is encouraged to continue past the wall into the main gallery. A large amount of works are visible as soon as you enter the main gallery. Throughout the exhibition, sculptures and glass cases are evenly spaced out.

All of the artworks kept with the theme of Buffalo. Some had recognizable locations, events, or people and others were just local Buffalo artists. If the work was framed, thin, simple brown or black frames were used. Small, white info cards containing multiple artists and titles were hung between every few piece. The artworks were hung close together and the ones that were paired or had multiple works in a series were placed one above another.

 I enjoyed looking at the gallery through a different perspective. Every aspect is important and carefully thought out, from the placement of each piece to the colors on the wall. Next time I visit a gallery or museum I will notice small details such as what kind of frame the works are in. 

Jerome Witkin

Portrait of Charles Rand Penny

oil on canvas 

1991

12'x7'

The subject matter of this painting is Charles Penny sitting in a white chair with red drapery hung on the wall as the background. He is surrounded by various trinkets and collectables such as a pair of dog statues, an African mask, and a set of plates. Drapery gathering at the floor serves as guiding lines to point to the subject. The two plates on either side and the two dogs balance the composition. A sense of space is made by the three walls covered in red fabric. The wooden steps provide a place for small trinkets. The subject's form and the folds in the drapery are emphasized by the light coming from one side of the room he is sitting in.

Portraits are an old practice and are often commissioned to remember a person of significance. This painting has the seriousness of a typical portrait but the added objects bring a lighthearted feeling to the work. The objects surrounding the subject are familiar and recognizable art items that could be found in any average person's home. Mr. Peanut figurines and Asian-style painted plates are common objects people can relate to. The artist was trying to make a connection with the act of collecting art and how anyone can do it. It doesn’t have to be by a famous artist or cost a lot of money for it to be deemed art.

 James J. Vullo

The Last of the Old Buffalo Public Library 

watercolor and gouache on paper

1963

10"x24"

    The subject matter of this artwork is the old Buffalo Public Library. Although it is in the Cubist style, some architectural details are recognizable such as a ladder, arched windows, the pointed peaks of towers, and a door. Much like the Cubist painters in the early 20th century, it looks as if the artist cut up the building and put it back together without any strategy. Geometric shapes with flat planes of color make up the building. Because most of the shapes are tall thin rectangles, all of the “cut up” pieces are unified to make one building. The top of the library is distinguishable by a group of triangles. Some of the straight lines used in the painting are diagonal which gives the building a dynamic and energetic feeling. 

    The main colors in this piece are Black, pink, green and burgundy. Keeping the colors consistent and not too busy makes the building cohesive. Overall, the library is a dark mass which is a strong contrast to the light paper it is painted on.  

    It is clear that the artist was inspired by Cubist painters because of his use of straight lines and geometric shapes. In true Cubist fashion, the subject matter is not completely clear and the viewer needs to take time to figure out what they are looking at. Small hints such as the arched windows and pointed towers. Perhaps the jumbled out come of this piece alludes to the tearing down of the library. I’m not familiar with the history of the public library but I interpreted the title as the building is not there anymore or no longer has the same use.  

Alice O'Malley

Justine Kurland, New York

gelatin silver print on paper

2005

10"x18"

    This black and white photo shows a woman in her late twenties stands in an empty white room against a plain white background. Her hands are on her hips and she is standing at a three-quarter angle showing off her pregnant belly. Draped on her shoulders is a waist length dark cape with a light colored trim. She is wearing black knee high boots. 

    There is a wide range of value in this black and white photo, from her black boots, to the white room she’s standing in, providing great contrast. The curves of her body offer a wide range of values as her body parts dip in and out of shadows. The woman is the only thing in the shot so all the emphasis is placed on her.  The room is completely empty which means all the attention is focused on the subject. A naked pregnant woman is not something one sees often so that captures the attention of the viewer or anyone walking by the photo hanging on the wall.  

    This portrait is extremely unique. The condition she is in, both nude and pregnant, paired with the quirky accessories gives her a strong sense of identity. She has full confidence in herself which is made apparent by her posture. To me this seems like a statement on being a woman. She has the power to create life, the confidence to be nude, and the freedom to wear whatever she wants. 

MODULE 12

1. Explain why you selected each of the TWO videos you choose from the selection listed above.

2. For each video list/discuss the key concepts you learned.

2. How do the videos relate to the readings in the text?

3. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?

1. I didn't know who Henry Moore was so I chose a video about him. 

2. THE ART OF HENRY MOORE

-early childhood was normal but had an influence on the art he would later create

-the explanation coming from the artist's own words help add accurate commentary to his artwork

MODULE 11

1. Explain why you selected each of the TWO videos you choose from the selection listed above.

2. For each video list/discuss the key concepts you learned.

2. How do the videos relate to the readings in the text?

3. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?

1. I chose the Surrealism and Dada video because the subjects in Surrealist art is always random and interesting. Also, Dada was only covered briefly in a class I took previously so I wanted to learn more about it. The second video I chose was The Impact of Cubism because there is a Cubist exhibition at the Albright Knox this month and I wanted to learn some background information before seeing the exhibition. 

2. DADA AND SURREALISM

-Surrealist artists first made a name for themselves as conventional painters. 

-Dada expanded what art could be, artfully and thoughtfully collaging objects together  

-Dada: "Yes, yes," in Russian

-Berlin Dadaists combine art and technology, chard this view with Italian Futurists

-Surrealists preferred dreams, visions and fantasy over normalcy perhaps to escape the real world or explore the subconscious mind

THE IMPACT OF CUBISM

-strong shapes interesting juxtapositions

-angular shapes and flat planes of color

-titles reveal subject matter 

-objects taken apart and put back together

3. The video on Dada and Surrealsim offered a more detailed, in depth look into the artists of that time and specific paintings. The textbook did a thorough compare and contrast using the two movements which cleared up some points for me. Historical context and what was going on in society at the time is important and was included in the video and textbook. 

The Impact of Cubism dove into the personal lives of famous Cubist painters and why they created each artwork. The textbook mostly talked about the two main Cubist painters and gave a summary of what Cubist art is defined as. 

4. Each video was very detailed when describing specific artworks. I would not have understood the topics if it weren't for the supplemental reading in the textbook after watching the videos. The textbook was more straight to the point where the videos provided a more intimate look into the lives of each painter and guided the viewer through the analysis of a painting and why it is classified as Cubist, Dada, or Surrealist. 

MODULE 10

1. Explain why you selected each of the TWO videos you choose from the selection listed above.

2. For each video list/discuss the key concepts you learned.

3. How do the videos relate to the readings in the text?

4. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?

 

1. I chose African Art as my first video because I took a class on the subject last semester. I wanted to review the subject so I could remember it better in the future. I chose a video on Chinese art for the opposite reason. I don't know anything about the art of China and wanted a quick briefing.

2. AFRICAN ART

• Art is a part of daily life; dress, in the home, and rituals.
• Ritual artifacts are made of organic materials therefore only the ones that are less than 200 years old have survived.
• Rock carvings and paintings often depict animals. The drawings are so specific, one can tell what kind of animal it is. They carefully observed the animal before being able to draw their interpretation of it on walls and rocks.
• Zimbabwe's architecture is different than what is found in Europe. This might mean the people of Africa had no contact with Europeans at the time the structure was built. People from different civilizations often borrow techniques and styles from one another when they communicate and trade. Perhaps Africans saw what the Europeans were doing but decided their technique fit better with their environment and needs
• African Art was unknown to Europeans until the 19th century. When it was discovered, it inspired artists such as Picasso because of its "primitive" or "childlike" style. It was different than what people had been used to seeing which was classical art. At this point in time they were bored with the style of the past and had been desperately seeking something new and exciting.
• Ancestral images show a wide range of style. Each region or civilization had individual priorities or rituals that would translate into unique symbolism. For instance, one region valued bush spirits  and would feed them during rituals.

CHINESE ART

• Much of the subject matter was nature and animals. Bamboo, probably because it is a common or important plant. Chickens, because they are essential for survival and were most likely seen daily. The Chinese must've had a great appreciation for nature.
• Ornamentation was intricate and on every type of vessel.
• Organic shapes and patterns, elegant inscriptions, graceful shapes and lines

3. The African Art video was similar to the contents of the textbook; brief and summarizing. They didn't get into specific details and only mentioned specific peoples quickly and didn't get into much detail. The point was for the viewer/reader to get the general idea of the ancient art. Modern African art would have been an interesting inclusion.

The Chinese Art video was just a quick look and description of 33 pieces of art. It didn't get past the description of the pottery like the textbook usually does. The text provides more context to the history of a vessel and the style of artwork.

4. Using the African art video as a review was a good idea. The video was precise and informative in 20 minutes. The narrator hit the general idea of each point without being vague. I didn't enjoy the Chinese Art video because it was just piece after piece without any context. I can visually understand the style of Chinese pottery but I don't know the reason behind the aesthetic. After reading the part on Chinese art in the textbook, I have a bit more understanding. The video compliments the reading but I should have read before I watched.

 

 

My hands are a familiar subject matter for drawings. In high school I had an assignment where I had to draw 50 hands on one large sheet of paper. I chose pencil because charcoal is a little messy. Drawing with my non-dominant hand was a lot harder than I imagined. I could barely draw a straight line. The lines in the drawing of the left hand are more controlled and straighter. The drawing of my right hand has lighter lines because I couldn't apply as much pressure with my non-dominant hand. I tried to use the same approach while drawing both hands; using a bunch of straight lines to make up one curved line. I think they're both successful. I can't see myself using my non-dominant hand for other artwork in the future, it was pretty difficult and frustrating.

1. Explain why you selected the video you choose from the selection listed above.

2. For each video list/discuss the key concepts you learned.

3. How do the videos relate to the readings in the text?

4. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?

1. Last semester, I took a Medieval Art class and without knowing anything about the Dark Ages and found it very interesting. I was amazed by the Gothic architecture in churches and cathedrals with their high ceilings and stained glass so I chose the first video which pertained to that subject.

2. More Human than Human

-Images and symbols surround us and are what we use to communicate. The human mind would not be the same without them. It is what distinguishes us as humans and not animals. This eventually evolved into art.

-We see images of the human body the most. In real life as advertisements and as symbols on signs. Artists are obsessed with it. They have interpreted it and changed it to suit their needs. Venus figurines- artists exaggerated what mattered most 

-Statues: permanence and order at an astonishing scale to send message. Establish image of power.

-Art and architecture has always been used to inspire worship

Late Gothic Art and Architecture

-Art of this period is all around us, churches are often inspired by Gothic architecture.

-Period of consumption. The house of God must be more grand and beautiful than the house of a person. People's houses were already decadent so cathedrals had to "level-up"

-People were traveling to visit churches so the churches wanted nice things to attract pilgrims, therefore bringing in money. 

-Religious art to inspire worship but also became something like a business to attract pilgrims and bring in money.

3. Both the videos and the text explain how art is essential to human life and started when humans gained the intelligence to start creating images. The text offers specific examples while the videos talked about subjects in a wider range. The main idea was art and what it functioned for, mostly religious purposes. 

4. The first film was unoriginal, I think we watched a video like this a few weeks ago or in a different class. IT would be helpful for people who didn't understand the importance of art or someone who thinks logically and needs a reason for everything. Having this basic knowledge of symbols and the origin of images may help a left-brained person to understand art and its function.

MODULE 7

1. For each video list/discuss the key concepts you learned.

2. How do the videos relate to the readings in the text?

3. What is your opinion of the films? How do they add depth to understanding of Architecture?

4. Why did you choose the films that you watched?

Frank Lloyd Wright

Innovator- brought people out of their simple boring box homes into open floor plans and wide open horizontal spaces. This is now known as Prairie Style
Nature- Designed homes to suit landscape, they seemed to "grow out of the land". Harmony was important. Inspired by the landscape of prairies with horizontal lines.
Experience- Entering the home was a unique experience. Re-think the organization of the house, for example the front door is no longer located in the middle of the face of the home. This frees up space for large windows.

Frank Gehry

Process-  Architect creates things based on feelings and experiences at that moment. Constantly evolving, none of the final projects are the same.

-Functional and sculptural
-buildings interact with human responses, expresses ore evoke feeling.
-saw houses as boxes, lifeless and cold. His buildings react against that.
-The architect is now an artist, he considers how people will react to his "work"

In comparison to the videos, the textbook started off focusing on construction with historical examples and vocabulary words. This provided a base understanding of structure before moving into the specific purpose of each method later in the chapter. The chapter seemed to move in a linear fashion as it progressed.  It seemed as though architecture has always been partly influenced by art. The two videos I selected were more focused on specific "artists" or architects. There wasn't as much historical context. This is also why I chose these videos. I have a basic understanding of architecture and its history and wanted to get more specific. They were both informative and i liked how many other people spoke about the individual instead of it just being a narrative. It opened my eyes to different processes or perspectives of architectural design. 

MODULE 6

1.Key Concepts:

Through the Eyes of a Sculptor
Consideration and planning- The artist must take into account not only the design of a sculpture (modeling, aesthetic, shape), but the environment it is going to be in, what the material can handle, how delicate the statue can be. The veins in the marble can not be running in a conflicting direction with the design. Models are needed.
The process- when adding the silicone and drilling holes through plaster to make the mold, it looks like the initial plasticine piece is being destroyed, but when the artist takes away the innermost silicone layer, a mold is revealed. This mold is a positive of the image and includes all of the detail that the original model was made with. I was impressed by the number of people it took to make one statue. Each person had their own job and used their unique skill to contribute to the final product.

Glass and Ceramics
Materials- Glass is made out of sand which is the most abundant substances on earth. Natural materials help prevent the glass from becoming too fluid at high temperatures. People probably don't realize how common ceramics are in their daily life. The material is stronger than steel.
The process- Glass blowing and the pottery wheel are very similar because they are done entirely by hand. The end result directly relies on the skill of the craftsman. They are also similar because of the spinning movement used to create symmetric vessels. Both use a final firing process to ensure strength and hardness.

2. The material in the text book contained the same content as the video regarding process and material but the video provided a demonstration of the information. The diagram of the lost-waxcasting process in the textbook provided better understanding of how it works because of the x-ray view of the molds. Both of the videos served as a live action supplement to the text.


3.When thinking of marble sculptures, people usually think of them of things of antiquity. How the artist even arrived at the final product is mystifying. I enjoyed watching the sculpture video and seeing modern artists at work, carefully choosing stone and eventually chipping away at the marble. The end result is so monumental and realistic, it is amazing it started out as a chunk of stone. The same goes for glass, everyone uses it but how it's made is not common knowledge. How can a bunch of small particles turn into something perfectly clear? The videos were informative and easy to follow. They deepened my appreciation for the materials and process.

When considering the style of my logo, I definitely knew my image would contain organic shapes because of my interest in nature. Leaves, flowers, and my favorite animals immediately came to mind. I wanted the images I chose to be symbolic. Just liking plants and animals wasn't enough. A specific phrase had been stuck in my head for a week. It was something my printmaking professor had said during a lecture, "prosperous in war and peace". To me this means succeeding during tough times and hard decisions but also having peaceful, calm and content times.
An arrow is a delicate looking object that can do a lot of damage. People hunt down and kill deer with a single shot. The thin shaft and feathers make a sharp arrow look harmless. This was my symbol for "war" accompanied by a bow which puts the arrow in motion. Together they form a K, my first initial.
An olive branch is a symbol for peace and is often found in the mouth of a dove, another peace symbol. This is where I used the organic aspect I like so much. The shape of my last initial, B, was ideal for the natural component. Keeping it mostly monochromatic simplifies the image and in my opinion makes it look more elegant. Using only green prevents the viewer from being too distracted or overwhelmed by any details.

While creating my logo I discovered that it didn't need to look so literally like the letters. I didn't want the K to be so obvious, I wanted the viewer to have to search for it. I know logos are usually straight to the point but I appreciate a more detailed logo over an over simplified one. The supplemental material helped me create my own font. They kind of set rules of what a logo should be and I decided what I wanted to include in my own.

My visit to the Albright Knox this afternoon was exciting. I had done a quick walk through the gallery with another class but hadn’t gotten to look very closely at the new work that had been hung up. Robert Colescott’s acrylic painting titled Feeling His Oats, painted in 1988, left an impression on me because of its large scale. This work was about 8x12 feet. The artist used bright colorful and hurried brush strokes. There was a lot going on and my eyes enjoyed finding small things such as the pair of rats on the right side of the painting. 

Jennifer Bartlett’s In the Garden II #6 had a similar impact on me regarding the brushstrokes. Painted in 1981 and roughly 3x4.5 feet each, two boards hang next to each other. The media is enamel, glass silkscreen and steel. The left panel is clear and has colorful, expressive brushstrokes and the right is white with a thin grey grid. Inside each square on the grid is a colored dot which is only noticeable close up. From far away, the image of a figure at the end of some kind of pool is more legible. 

I felt a connection to Joan Linder’s Yellow Weed  made in 2016. Her ink on paper drawing reminded me of the small plants I draw in the margins of my notebooks. I enjoy delicate looking things and even at 12x4 feet, it had a light and elegant look to it. It inspired me to enlarge one of my drawings to an exceptionally large scale. I also really enjoyed the monochromatic pen markings that were sketchy up close but created a full image from farther back. 

The second piece I felt a connection with was Sigmar Polke’s Break Domination painted in 1998. It was about 4x4 feet and was mixed media. It reminded me of the series of paintings I did in high school that had some extra component that made it more than a painting. I really liked how the wire mesh in the background of the painting was subtle and added a sparkle to the marbled resin. 

I saw Francois Morellet’s Geometree No. 51 and had a few questions. First I wondered if this was the only one of its kind but that question was quickly answered by looking at the information card. It’s number 51 so there must be at least 50 before it. I wondered what natural objects were used in the other paintings. Were they all tree branches? What kind of tree is it from and how does he choose which one to use? Further research needs to be done. 

I was also curious about Dan Flavin’s blue, pink, and yellow fluorescent light sculpture from 1971 titled Untitled (to Donna). Who is Donna? Did he make this for a lover? Does it symbolize positive or negative feelings? If I had to make an educated guess, I would say positive because of how it made me feel standing in front of it. The light was warm and not too bright. The colors reflected on the faces of my friends when they got closer and made their eyes light up. I also wondered if it is always displayed in the corner of a gallery. I imagined how the light would shine on the walls if it were flat on a wall, maybe the pink and yellow would mix. 

This was not my first time creating a value scale or color wheel. With four years of fine arts training, I have made a value scale more times than I can count. It is always good practice. I was eager to work with the acrylic paint because it's not something I do often. I don't usually like it because it dries quickly but that worked in my favor for this particular assignment. Also whenever I've done a color wheel we always use red, yellow, and blue. In my creation of these studies it was interesting to see magenta and cyan make blue. Cyan is already pretty close to blue so I couldn't envision it happening. 

With the help of the video I was guided to make a color wheel. The most important information I was given I learned how cyan, magenta, and yellow can make basically any color, even black.  I liked how the videos were informative and very straight to the point.

MODULE 2
1. For each video and article list/discuss the key concepts you learned.
2. Which philosopher's theory on aesthetics do you feel is most important? Be sure to mention the philosophers name, era (time in history), and contribution to the aesthetic theory in your response.
3. What do you think about Changeux and Ramachandran scientific view of aesthetics and art? What was the most interesting fact you discovered from each speakers lecture?
4. How do the videos and article relate to the readings in the text?
5. What is your opinion of the films and article? How do they add depth to understanding of the topics in your reading in the text?

1. Aesthetics: Plato- all things are beautiful in a way. Beauty and desire are connected, erotic appeal of beauty. This is not pure. Art confuses the authentic and the fake for the viewer.
Aristotle- feelings aroused by art or beauty is good for a person, atleast in moderation. His theory is a rebuttal to Plato's criticisms. Beauty is a mathematic equation of measurements and symmetry.
Hutcheson- beauty and good go hand-in-hand. Both are origins of God
Neitzsche- "only art can replace old mythologies"

There are many different definitions of art and it depends who you ask. Philosophers return to religion and sinful/not sinful to label beauty and art as a whole. 

2. It seems as though Aristotle does not take morals or political and religious reasoning into describing aesthetics and beauty which is a bit unusual for 300 BC, where everything is about religion. His reasoning is mostly scientific which is why I lean towards his theory.Yes, everything can be beautiful in its own way, but according to Aristotle, the human brain forms opinions on what is or isn't appealing to look at based on measurements and facts. It is even proven that babies favor looking at a more symmetrical face. When you are fresh out of the womb it is hard to have strong opinions on what you do and don't like looking at. This type of study lends itself to Aristotle's theory on aesthetics. 

3. The scientific view of art and aesthetics made a lot of sense to me. It was helpful how Changeux started from the beginning of human existence. Each speaker provided logical reasoning to why people feel the way they do about art. For example, aesthetic efficacy explains how art can effect a person through emotion and reason. When looking at a work of art it provokes feelings and emotion and those effects are seen in the brain. Ramachandran even stated that "science and art meet in the brain,". The scientists included facts from studies on symmetry and aesthetics on the brain throughout the video as well as personal stories. This supportive material made their points more convincing and legitimate.

4. What the videos, article, and reading all have in common is the confirmation that art is subjective but when returning to the basics of aesthetics and what is technically defined as visually pleasing, the brain is the main decision maker. People are still contributing to the argument with research and opinions today. 

5. When reading the chapters in the book, I had points from the videos and article in the back of my head supplementing the points made in the text. The video of philosophy and aesthetics complimented with the video of the scientists really showed me both approaches to aesthetics. This can be applied to understanding why an artist made certain decisions within an artwork.Also, if an artist knows how the viewer's brain is going to react when they see something, they might choose to include or omit that component. 

MODULE 1

1. How was the process of creating the GMail account and setting up the Blog?

2. What do you expect to learn in this course?

3. How do you feel about taking an online course?

4. What three things in the Growth Mindset videos do you believe most apply to you?

1. I had a personal gmail account already that I use for things not related to school so I set up my Art Inquiry blog through that. 

2. In this course, I expect to learn how to write about art after analyzing and interpreting it. When first looking at a piece of art it is easy to judge it simply on how it looks. I think this class will teach me what questions to ask myself when viewing a painting for the first time. I will be able to take account the historical content of the time period it was made in or even the personality or temperament of the artist.  From the knowledge I gain from this class I hope to be able to then transfer these thoughts or information to writing.

3. I am nervous to take an online course because I fear the deadlines will be hard to remember. So far, I have written all due dates in my calendar. Hopefully I will remember to use my calendar. I am a forgetful person. for an additional reminder, I printed out the module schedule. It has each blog and discussion group assignment listed so I can cross them off as I complete them throughout the week which is pretty satisfying. I plan on hanging this list on the wall somewhere I'll see it everyday.

One thing I like about having a class online is I can do the assignments at my leisure as long as they're done at the end of the week. I also like how I don't have to go to a class. Sometimes motivating yourself to get up and physically go to the class is the hardest part. I promise I'm not that lazy. I'm making myself sound like a horrible student. 

4. It was hard to get past the bad acting or script reading (whatever that was) and the sentence long hashtags (do they know how hashtags work?) in the Growth Mindset videos. When I started listening to what they were saying, they had some good points. One guy mentioned balancing school and work. Teachers understand students have to work because they are paying for college. I like how many of my professors offer textbooks at the library so I don't have to buy them. This saves me hundreds of dollars a semester. 

One "student" talked about exploring Buffalo and finding cool spots. During my free time or breaks my friends and I like to leave campus to get lunch or walk around. It is important to keep doing this and explore further outside campus to get to know the city and try everything it has to offer. If you just go to school and then go home, it's just like high school and going to class becomes a chore or something you don't look forward to.  

The same guy said how even though he is having fun exploring Buffalo he is still able to maintain a relationship with his family at home. I have learned to make frequent trips home at least every other weekend. This is easy for me to do since my parents live in the suburbs outside of Buffalo. This semester I should try to make phone calls to my mom and dad more frequent especially if I won't be seeing them that week.