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.