...Modernism and the Visual Arts Must Knows I.Jane Avril II.Toulouse Lautrec III.Post Impressionism (France) 1. This artist embraced the concept of the Demi-Monde which was the late night meeting place of the intellectuals and the emotionally troubled and as well upper class social society and lower class social society. 2.Inspired by Japanese print making and Manet’s summery modelling, this artist revolutionized commercial advertising art and brought the common poster into the ranks of high classical comparison. I.Starry Night II.Van Gogh III.Impressionism (France) 1.This artist largely self taught continues the angst occupied ideas of the biblical so called doomsday philosophy typical of the last 2 decades of each century in western culture for more than 1000 years 2. The artists passionate style looks forward to the birth of expressionism in the 20th century and his subconscience death related symbolism looks forward to the birth of a symbolist movement in the 20th century. The artist is therefor called both a proto expressionist and a proto symbolist I.Mount Sainte Victoire II.Cezanne III.Post impressionism (France) 1.On the one hand Cezanne flattens out the picture plane by largely using Manet’s idea of summery modelling and it emphasizes the concept of art for arts sake simply defining a painting as being pigment on a 2 demential surface. 2.Cezanne returns the illusion of 3 dimensional space by using the theory of advancing and receiving...
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...If interactive art lets the audience to be build their own and close relationship, in participatory art, the participator will be able to create the situations and boundaries. In participatory art, the environment might be not the interactive ones, nevertheless, the participants are the subject of artwork and their participation is the objective of the artwork. As Bishop says, the Artistic practice can no longer revolve around the construction of objects to be consumed by a passive bystander. Instead, there must be an art of action, interfacing with reality, taking steps – however small – to repair the social bond. In participatory art, Social activism as an aim is reachable through the action, doing, and living of participants. Participatory...
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...DEFINITION -Installation art sits right on that curious border between architecture, art and interior design – part physical experiment, part personal expression and part designed space. These works of installation artists show the untapped potential of spatial experience not often seen in more purely functional (or purely artistic) works of design. -Installation art describes an artistic genre of three-dimensional works that are often site-specific and designed to transform the perception of a space. Generally, the term is applied to interior spaces, whereas exterior interventions are often called Land art; however, the boundaries between these terms overlap. - Type of modern art in which the artist uses, as part of the composition, the specific setting (such as walls, floor, lights, and fittings) along with various materials. Typically the chosen materials more or less fill the space, and the viewer is often able to move around or otherwise interact with the work, so that they become part of that work in that specific moment in time. BRIEF AND HISTORY Installation art can be either temporary or permanent. Installation artworks have been constructed in exhibition spaces such as museums and galleries, as well as public and private spaces. The genre incorporates a broad range of everyday and natural materials, which are often chosen for their "evocative" qualities, as well as new media such as video, sound, performance, immersive virtual reality and the internet. Many...
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...Time Traveling Historian Gina York HUM/205 October 14, 2012 William Devine Time Traveling Historian As a child I often pondered what it would have been like to live in another time. A time far removed from the time I currently lived in. Would it have been as exciting to live in then as I imagined it to be in my head and would it look anything remotely like I had envisioned it in my “mind’s eye”? In order for me to finally realize my childhood dream I decided to take it upon myself to build a time machine. The question is once I got the time machine built, where would it take me? Would I go back into the past or go forward into the future? I decided that I would choose to go back into the past simply because the future is still open for change but the past has been written; but as an author I was curious to know, had the past been written accurately? I decided that this would be my task. I will travel back in time to verify that what I read in my humanities books was correct. I have tasked myself with a formidable question. What point in time do I want to travel to? How hard it will be to make that decision. Indeed, making the choice turned out to be difficult, but I came to the conclusion that the period I chose to travel back to must have some type of cultural or artistic significance. Of course any given time period produced some kind of cultural or artistic significance. My dilemma was finally resolved when I came to the conclusion that I would simply start the...
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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...Global Cold War tensions increased as political turmoil turned to violent conflict in developing Third World nations. Responding to all of this, cinema became politicized on a scale not seen since World War II. The Third World was at the forefront of revolutionary cinema as filmmakers in those countries treated cinema as a tool of social change and a weapon of political liberation. This use of film as a social and political force emerged first in Latin America and spread to Africa and China, while also emerging in the First World countries including the U.S.S.R. and United States. The counterculture and the New Left were examples of an international politics of youth that focused on opposition to American involvement in Vietnam, critique of post-World War II capitalist society, and social-protest movements focused on equality of diverse groups. Eventually, radical leftism declined in the mid-1970s, but engaged filmmaking remained central to the micropolitics of the era. A June 1979 alternative-cinema conference in New York assembled over 400 political activists working in film and video in the United States. In some countries, government liberalization led to funding for militant film. The new Labour government in Britain assisted Liberation Film and Cinema Action, while the regional Maisons de la Culture allotted money for local media groups in France. Some parallel distribution and exhibition circuits proved successful in promoting films about nuclear power, day care...
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...ReadingByrnes, W, J. (1999) Management and the Arts. Boston: Focal Press.Chong, D. (2002) Arts Management. London: Routledge.Clancy, P. (1994) Managing the Cultural Sector: Essential Competencies for Managers in Arts. Dublin: Oak Tree Press.Drucker, P. (1999) Management Challenges for the 21st Century. Oxford: Butterworth Heinemann.Fitzgibbon, M. and Kelly, A. (1997) From Maestro to Manager, Critical Issues in Arts and Cultural Management. Dublin: Oak Tree Press.Handy, C. (1998) Understanding Organisations. London: Penguin.Hudson, M. (1999) Managing without Profit: The Art of Managing Third-Sector Organizations. London: Directory of Social Change (DSC). | 2 | From Vision to Mission | Brighton, A (2006) Consumed by the political in Culture Vulture M. Mirza, London: Policy Exchange. Varbanova, L. (2013) Strategic Thinking: Vision, Mission and Objectives in Strategic Management in the Arts, London: Routledge, pp 58-72 | 3 | Money: Financial Management and Fundraising | Glow (2010) Taking a Critical Approach to Arts Management in Asia-Pacific Journal of Arts and Cultural Management, Vol. 7, No. 2, Australia: University of South AustraliaMcRobbie, A. (2001) 'Everyone is Creative': Artists as New Economy Pioneers?, London: openDemocracyBolton, M. and Carrington, D. (2007) New and Alternative Financial Instruments. UK: Mission, Models Money | Additional ReadingArts Council England. (2007) Call it a Tenner: The Role of Pricing in the Arts. Research Report. (http://www.artscouncil.org...
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...The Surrealism Art Movement Art Essay Surrealism is defined as a 20th century art movement which represented the subconscious mind of the artist. This style of painting involved creating fantastic imagery and ideas that seemed to contradict each other. In a surrealistic work of art, the world of dream and the world of fantasy are joined in the everyday. Surrealistic work can have a very rational, along with an irrational style. The surrealistic movement was first founded by Andre Breton in his painting titled Manifesto of Surrealism. Along with Breton, many other artists who have used surrealism in their paintings have previously belonged to the Dada movement. Surrealism was practiced with the use of various forms of expression. Salvador Dali, for example, used dreamlike perceptions of space as well as dream inspired images in order to create surrealistic images. Such artists have been labeled by the name of "verists" because their paintings were perceived as transformations of the real world. Salvador Dali's contribution to the surrealistic world was a "paranoiac-critical method." As it is stated by Aaron Ross; "The paranoiac critical method provides a window into that unknown world of unconscious, and yet does not present the danger of psychic inundation". This method was responsible for Dali's famous double images. It required the artist to perceive and paint different images within a single shape. "Dali was capable of examining his own 'paranoiac' perceptions and interpretations"...
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...Phone: Email: Course Objectives: • • • • • • • • To examine movies as art, business, entertainment, and a cultural expression. To display the difference between narrative, documentary, and avant-garde films. To explore various genres, film theories, and cinematic styles. To illustrate a variety of filmmaking techniques, conventions, and icons. To gain knowledge of international cinema. To study the works of prominent filmmakers and their cinematic impact. To provide a critical methodology and practical application to facilitate a greater critical understanding and appreciation of all aspects of film. To gain experience in writing critical academic essays in relation to film analysis. Students should gain a solid foundational knowledge and understanding of different film genres, forms, and techniques of film making and be able to analyze and communicate how those concepts are used in films to 1) tell a story effectively, 2) communicate meaning in a visual medium, and 3) persuade audiences towards different or particular ways of feeling about or seeing themselves and the world. As a result of taking this course, I hope that students will 1) understand...
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...INDIAN ART INTRODUCTION Study of history of art has developed in association with archaeological studies; however, it is now recognized as a specialized discipline. In the West, mainly in Europe, historical art as a discipline has grown considerably with numerous methodological inputs, whereas in India it is still in the process of development in its investigating mechanisms. As the study of art history has grown out of extensive documentations and excavations, one finds description of art objects as the prominent method of study. There are a few significant studies in the early twentieth century, where the concerns are addressed beyond mere description. Subsequently several generations of outstanding western and Indian scholars of Indian art history have studied the subject in great depth and the findings are a revelation of how glorious has been the Indian civilizational achievement through its art creations in the medium of architectural monuments, sculptures and paintings. We can claim a distinct Indian approach to the art of building edifices, sculpture making and the language of painting when compared with European art or the Far Eastern art. Therefore, Indian historical art studies have emerged as a prestigious academic discipline in the university level education. ART - ANCIENT &MEDIEVALTIMES Arts of the Indus Valley The arts of the Indus Valley Civilization emerged during the second half of the third millennium BCE in the Indian sub continent. The...
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...The term “modern” in everyday language means contemporary, new, the latest thing. When we talk about “Modernism” term, modernism is a literary and cultural international movement which flourished in the first decades of the 20th century. It was an intellectual movement and a change that defined itself as the latest thing. During Modernism it seemed like religion and culture fell apart. In modernism people tried to reject tradition and tried new things. This period was marked by large technological advances such as invention of new building material, cars, speed and locomotion. Although modernism brought up innovative and experimental changes, this time period witnessed the First World War and the Great Depression. Those events led people to feel a sense of loss and uncertainty. When it comes to literature, experimentation with the form was another defining characteristic of modernism is not a term that can be described in single term. It may be applied both to the content and to the form of a work, or to either in isolation. It reflects a sense of cultural crisis which was both, exciting and scary. Modernism opened up a whole new pallet of human possibilities at the same time as putting into question any previously accepted means of grounding and evaluating new ideas. “Modernism is marked by experimentation, particularly manipulation of form, and by the realization that knowledge is not absolute.” (Ciaffaroni, 2009). While New York City is in the middle of a heat wave, the residents...
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...THE ART OF PERFORMANCE A CRITICAL ANTHOLOGY edited by GREGORY BATTCOCK AND ROBERT NICKAS /ubu editions 2010 The Art of Performance A Critical Anthology 1984 Edited By: Gregory Battcock and Robert Nickas /ubueditions ubu.com/ubu This UbuWeb Edition edited by Lucia della Paolera 2010 2 The original edition was published by E.P. DUTTON, INC. NEW YORK For G. B. Copyright @ 1984 by the Estate of Gregory Battcock and Robert Nickas All rights reserved. Printed in the U.S.A. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system now known or to be invented, without permission in writing from the publisher, except by a reviewer who wishes to quote brief passages in connection with a review written for inclusion in a magazine, newspaper or broadcast. Published in the United States by E. P. Dutton, Inc., 2 Park Avenue, New York, N.Y. 10016 Library of Congress Catalog Card Number: 79-53323 ISBN: 0-525-48039-0 Published simultaneously in Canada by Fitzhenry & Whiteside Limited, Toronto 10 9 8 7 6 5 4 3 2 1 First Edition Vito Acconci: "Notebook: On Activity and Performance." Reprinted from Art and Artists 6, no. 2 (May l97l), pp. 68-69, by permission of Art and Artists and the author. Russell Baker: "Observer: Seated One Day At the Cello." Reprinted from The New York Times, May 14, 1967, p. lOE, by permission of The New York Times...
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...Wiki Loves Africa: share African cultural fashion and adornment pictures with the world! Fascism From Wikipedia, the free encyclopedia For the original version of the ideology developed in Italy, see Italian Fascism. For the book edited by Roger Griffin, see Fascism (book). "Fascist" redirects here. For the insult, see Fascist (insult). Part of a series on | Fascism | | Core tenets[show] | Topics[show] | Ideas[show] | People[show] | Literature[show] | Organizations[show] | History[show] | Lists[show] | Variants[show] | Related topics[show] | * Fascism portal * Politics portal | * v * t * e | Fascism /ˈfæʃɪzəm/ is a form of radical authoritarian nationalism[1][2] that came to prominence in early 20th-century Europe. Influenced by national syndicalism, fascism originated in Italy during World War I, in opposition to liberalism, Marxism, and anarchism. Fascism is usually placed on the far-right within the traditional left–right spectrum.[3][4] Fascists saw World War I as a revolution. It brought revolutionary changes in the nature of war, society, the state, and technology. The advent of total war and total mass mobilization of society had broken down the distinction between civilian and combatant. A "military citizenship" arose in which all citizens were involved with the military in some manner during the war.[5][6] The war had resulted in the rise of a powerful state capable of mobilizing millions of people to serve on the front lines or provide economic...
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...shot through with youthful exuberance and a brisk reinvigoration of the filmmaking process. Most agree that the French New Wave was at its peak between 1958 and 1964, but it continued to ripple on afterwards, with many of the tendencies and styles introduced by the movement still in practice today… French New Wave The New Wave (French: La Nouvelle Vague) was a blanket term coined by critics for a group of French filmmakers of the late 1950s and 1960s, influenced by Italian Neorealism and classical Hollywood cinema. Although never a formally organized movement, the New Wave filmmakers were linked by their self-conscious rejection of classical cinematic form and their spirit of youthful iconoclasm. "New Wave" is an example of European art cinema. Many also engaged in their work with the social and political upheavals of the era, making their radical experiments with editing, visual style and narrative part of a general break with the conservative paradigm. Using portable equipment and requiring little or no set up time, the New Wave way of filmmaking presented a documentary type style. The films exhibited direct sounds on film stock that required less light. Filming techniques included fragmented, discontinuous editing, and long takes. The combination of objective realism, subjective realism, and authorial commentary created a narrative ambiguity in the sense that questions that arise in a film are not answered in the end. It holds that the director is the "author" of his movies...
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...What is PUBLIC BROADCASTING? Exercising of media broadcasting by the nations’ Government is broadly known as Public Broadcasting. It is financed and controlled by the public, for the public. It is neither commercial nor state-owned; it is free from political interference and pressure from commercial forces. It includes radio, television, internet and other media outlets whose primary mission is Public Service. In broadcasting, public service includes the social welfare of people, spreading information, speaking to and engaging as a citizen. Public Broadcasting is wide ranging in its appeal, reliable, entertaining, instructive and informative, who serves only one master – Public. It strives to engage all communities through evocative broadcast programmes and outreach projects. It channelizes the information and ideas to help improve communities socially, culturally and economically. Through public service broadcasting, citizens are informed, educated and also entertained. Public service broadcasting can serve as a keystone of democracy when it is guaranteed with pluralism, programming diversity, editorial independence, appropriate funding, accountability and transparency. What are the Public broadcasting institutions in India? The Major institution for public broadcasting in India is Prasar Bharati. Prasar Bharati through All India Radio (AIR) and Doordarshan (DD) networks provide maximum coverage of the population and are one of the largest terrestrial networks in the world...
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