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.