...Guernica does not Affect Picasso, Picasso Effects Guernica Guernica (1937) by artist Pablo Picasso is one of the most powerful and disturbing anti-war paintings ever produced. Like so many famous works of art, the meaning of Picasso's Guernica is not immediately clear and left wide open to analysis and interpretation. What is the meaning of Guernica, the mural by Pablo Picasso? Guernica is unique and unlike any other photograph or painting of a historical war scene. According to Herschel B. Chipp, historical photographs show scenes and capture moments in time, but when viewing them an intangible “wall” exists between the viewer and the photograph. The difference between photographs and original paintings is that the painting allows the viewer to break through the “wall” and actually experience the feelings and emotions expressed in the painting.[1] Guernica was a unique painting for Picasso to create because he never wanted to be influenced by the outside world. Historians argue that Guernica is the exception and Picasso allowed him-self to be influenced and expressed his views. However, after deeply known about Guernica and Picasso, you may think that Guernica does not affect Picasso, instead, Picasso effects Guernica. Guernica is a town in the province of Biscay in Basque Country. During the Spanish Civil War, it was regarded as the northern bastion of the Republican resistance movement and the epicenter of Basque culture, adding to its significance...
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...ART Essay Word Count : 1,095 Two phenomenal artists, two totally different styles, and two magnificent paintings. In this essay I will be comparing and contrasting the great Pablo Picasso and Vincent van Gogh as well as their beautiful and famous paintings, "Guernica" and "Starry Night". Guernica, was painted by the famous and well-known Spanish Artist, Pablo Picasso. During the Spanish Civil War, the nationalist general Francisco Franco, who would later become the country's ruler, allowed German and Italian planes to test their bombing tactics on Guernica and learn about the psychological effects of air warfare. More than 1,000 civilians were killed in three hours of the bombing. News of the attack quickly spread to Paris, where Picasso read stories and saw photographs of the devastation" (Dewitte, Larmann, and Shields, 545)3. So the back story and reason to why this piece of art was painted was a reaction to the aerial bombing in Guernica, Spain by Italian and German troops during the Spanish Civil War in 1937, Picasso was asked to paint a recreation about the bombing on a greatly sized mural to show off at the 1937 World's Fair in Paris, France. This painting shows the hardships that come along with war as well as the devastating destruction that it causes a lot of innocent people. Guernica is a large oil painting (25.6 feet wide) that is white, black, and grey...giving it a dark vibe of destruction. A brief interpretation of this painting is easy to understand if you...
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...thinking-as distinguished, for example, from a news photograph which many make use of the sense of sight merely for the purpose of informing us of what went on in a certain place-that figure is always to be seen as being incomplete." (Arnheim 11) The eye cannot continue beyond the borders of the photograph and the wholeness of the picture is lost. In a painting, the artist has painted all of the elements to be seen simultaneously. "The spectator may need time to examine each element of the painting but whenever he reaches a conclusion the simultaneity of the whole painting is here to reverse or quality his conclusion." ("Ways of Seeing" 26) A painting maintains its own authority, the painting does not capture momentary appearances it creates its' own. In doing so the viewer becomes a part of the painting, when the viewer steps away from the painting he is no longer an influence or a part of the painting. Paintings can not be seen in two places at the same time, "when the camera reproduces a painting, it destroys the uniqueness of its image." ("Ways of Seeing"13) The uniqueness is destroyed because the painting now travels to the spectator rather then the spectator to the painting. "The viewer, views it in his or her surroundings and it is influenced by their surroundings."...
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...Artists create a visual record of their time and place, 3. Artists make functional objects and structures more pleasurable by imbuing them with beauty and meaning, 4. Artists give form to the immaterial ideas and feelings. (Henry M. Sayre 2010) The cover illustration for Ray Bradbury's novel Fahrenheit 451 is very fascinating to me. It seems to be another version of The Man of La Mancha, except the man is covered in a newspaper that is on fire. Because the book is about censorship, the choice of covering the man in newspapers that are burning makes a lot of sense to the story. Joseph Mugnaini fulfills role number one, helping the viewer see the world in new and innovative ways by taking the idea of a knight (The Man of La Mancha) and changing his armor to newspaper. This idea is like taking an old iconic character, a knight, and putting a new spin on how one should interpret his role. Perhaps the knight is on fire because he is losing his battle, just like the main character in Bradbury's novel. In 1937, Pablo Picasso painted Guernica, oil on canvas. The Republican Spanish government commissioned the mural for the 1937 World Fair in Paris. Guernica is a large mural, twenty-six feet wide and eleven feet tall, and was placed at the entrance to Spain’s pavilion. Picasso did not do any work after receiving the commission until reading of the bombing of the Basque village of Guernica, in Spain. It was that attack, perpetrated by the German Luftwaffe, which inspired him. Guernica, however...
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...“Surrealist artists, Joan Miró, Salvador Dalí and Pablo Picasso were clearly influenced by their experiences of the Spanish Civil War” To what extent is this statement accurate? The rise of a revolution in 1930 Spain provoked artistic nightmarish visions in many European artists. Individual Surrealist artists responded differently, some abandoned peaceful propaganda for weapons and violence, while others, like Joan Miró, involved their artistic innovation directly in the service of the war efforts. However, artistic expressionism was the main forum by which Surrealist artists such as Joan Miró, Salvador Dalí and Pablo Picasso expressed their opinions and depictions regarding the Spanish Civil War. The artists explored diverse views of fascism, death, despair, desire and hope through intricately detailed paintings heavily influenced by the war. 1930s Spain was deeply politically divided between the Nationalist and the Republicans. Generals Franco and Sanjujo led the Nationalists, right wing, with the support of the cities of Madrid, Barcelona, Bilbao and Valencia. Whereas the Republican parties, left wing, led by Azana were supported by the cities of Cadiz, Saragossa, Seville and Burgos. Nationalists embodied monarchists, landowners, employers, the Roman Catholic Church and the army, whereas Republicans consisted of the workers, trade union, socialists and the peasantry. The Great Depression took a heavy economic toll on Spain causing the collapse of the military dictatorship...
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...PABLO PICASSO PAULA SCOTT ASHFORD UNIVERSITY ART 101 ELIA HAGGAR 03/26/2012 The Art of the early 20th century was reshaped by Pablo Picasso, because the 20th century was years of rich artistic exploration and great productivity. Picasso was born October 25, 1881 in Malaga, Spain son to professor of drawing José Ruiz Blasco and Maria Picasso Lopez. Instead of taking his father’s name he took his mothers, he became one of the greatest and most influential artist of the 20th century and creator (with George Braque) of Cubism. Picasso fell ill in the spring of 1898 and spent most of the remaining year convalescing in the Catalan village of Horta de Ebro in the company of his Barcelona friend Manuel Pallars. When Picasso returned to Barcelona in early 1899, he was a changed man; he had put on weight, he had learned to live on his own in the open countryside, he spoke Catalan, and most importantantly he had made the decision to break with his art school training and to reject his family’s plans for his future. In his work he was a painter, sculptor, printmaker, ceramist and stage designer, Picasso was considered radical in his work, after a long career he died April 8, 1973 in Mougins. Most of his work remains, for 80 of his 91 years Picasso devoted himself to an artistic production that...
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...World War II. Europe, in high school history classes, ceases to exist after 1945 and the close of World War II unless, of course, one is learning about the Cold War and the Berlin Wall may be mentioned. They do not learn, however, that World War II era Spain—because Spain was neither an ally or a foe during the war—went through enormous conflict of its own. The three-year Spanish Civil War and the fascist dictatorship that followed are largely kept out of the American history books. Yet, the world is privy to much of its legacy through literature, art, film, and personal memory. Spain certainly remembers three hellish years of war and thirty six years of repression under Generalisimo Fransisco Franco, but how is General Franco remembered by the rest of the world? What legacy did he leave internationally? 2 It is a confused and varied one: to those closest to him he was a husband, father, and statesman; to Hitler, he was an obstacle on the road to world domination; to the Jews who fled from Hitler he was a hero; but to the many Spanish minorities and to his opponents in the Spanish Civil War he was a monster. 3 The answers to the questions posed are addressed in a variety of sources. One of these sources is the book Hitler Stopped by Franco, by Jane and Burt Boyar, who write a relatively straightforward book that explores many positive sides of Franco’s character. An alternative, contemporary view of the dictator, Franco: A Concise Biography written by Gabrielle Hodges focuses on...
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...TIME ALLOWED : 2 Hours No. of Sections : 3 , 55 questions in each section. No. of Questions: 165 CAT-1999 SECTION I Number of questions: 55 DIRECTIONS for questions I to 5: Sentences given in each question, when properly sequenced, form a coherent paragraph. Each sentence is labelled with a letter. Choose the most logical order of sentence from among the four given choices to construct a coherent paragraph. 1. A. In rejecting the functionalism in positivist organization theory, either wholly or partially, there is often a move towards a political model of organization theory. B. Thus the analysis would shift to the power resources possessed by different groups in the organization and the way they use these resources in actual power plays to shape the organizational structure. C. At the extreme, in one set of writings, the growth of administrators in the organization is held to be completely unrelated to the work to be done and to be caused totally by the political pursuit of self- interest. D. The political model holds that individual interests are pursued in organizational life through the exercise of power and influence. 1. ADBC 2. CBAD 3. DBCA 4. ABDC 2. A. Group decision making, however, does not necessarily fully guard against arbitrariness and anarchy, for individual capriciousness can get substituted by collusion of group members. B. Nature itself is an intricate system of checks and balances, meant to preserve the delicate balance...
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...accurate use of the specialist vocabulary of visual arts. • Uses an appropriate range of sources and acknowledges them properly. • Presents the work effectively and creatively and demonstrates effective critical observation, reflection and discrimination. • Presents a close relationship between investigation and studio. Outline and Explanation: • Introduction Page- introduce the studio work you plan on investigation, brainstorming and creating. Explain why you are interested in that specific studio work creation. Give a few minor sketches of how you visualize the project. • Brainstorming Page- brainstorm your ideas. The brainstorming page may turn into two pages depending on how simple or complex the studio work idea is. Write about technique ideas, media ideas, area(s) you wish to target, etc. Give about 2-3 different ideas you have in your mind about creating the studio work and how you envision the final piece. Another good idea is to draw out the materials you are thinking about using, instead of gluing in pictures of them. At...
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...MODULE C – History and Memory Sample 1 How has your understanding of events, personalities or situations been shaped by their representations in the texts you have studied. Refer to your prescribed text and at least TWO other related texts of your own choosing. History can be defined as “the methodical record of public events” where memory is defined as “the faculty by which events are recalled or kept in mind”. Thus history and memory interrelate as history can be seen as the contextual justification for memory. “The Fiftieth Gate” is a poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This...
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...“the people”, wanted own share of wealth/power R-Russia A-Austria Ciompi Revolts: 1378 Florence, Popolo were revolting [eew], brief period of control over government B-Britain Milan taken over by signor (which is a tyrant) • o Under control of the Condottiero (mercenary) Sforza- Significant because after this, a few wealthy families dominated Venice (e.g. Medici) Humanism: Francesco Petrarch (Sonnets), came up with term “Dark Ages”, began to study classical world of rhetoric and literature Cicero: Important Roman, provided account of collapse of Roman Republic [like Edward Gibbon], invented Ciceronian style: Latin style of writing which humanists followed • [Even though they weren’t in Rome, Humanists did as the Romans do] Despite being accused of following Pagan culture, Petrarch talked a lot about universality Civic Humanists: Politicians/ diplomats, utilized public education for common good Plato: Studying Greek allowed enlightened people to observe platonic ideals [also, big fat...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...SAT WRITING ESSENTIALS SAT WRITING ESSENTIALS ® NEW YORK Copyright © 2006 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– SAT writing essentials / Lauren Starkey. p. cm. ISBN 1-57685-532-5 1. English language—Composition and exercises—Examinations—Study guides. 2. SAT (Educational test)—Study guides. I. Title. LB1631.5.S785 2006 378.1'662—dc22 2005027520 Printed in the United States of America 987654321 ISBN 1-57685-532-5 For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com About the Author Lauren Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 Getting to Know the Writing Section of the New SAT Old versus New Strategies for Test Taking Scoring SAT Study Timetable 1 1 2 4 5 11 12 32 45 55 56 58 59 59 65 68 69 CHAPTER 2 The Multiple-Choice Section Identifying Sentence Errors Improving Sentences Improving Paragraphs CHAPTER 3 The Essay Strategies for Timed Essays Understanding the Prompts...
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...SAT WRITING ESSENTIALS SAT WRITING ESSENTIALS ® NEW YORK Copyright © 2006 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– SAT writing essentials / Lauren Starkey. p. cm. ISBN 1-57685-532-5 1. English language—Composition and exercises—Examinations—Study guides. 2. SAT (Educational test)—Study guides. I. Title. LB1631.5.S785 2006 378.1'662—dc22 2005027520 Printed in the United States of America 987654321 ISBN 1-57685-532-5 For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com About the Author Lauren Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 1 Old versus New 1 Strategies for Test Taking 2 Scoring 4 SAT Study Timetable CHAPTER 2 Getting to Know the Writing Section of the New SAT 5 11 Identifying Sentence Errors 12 Improving Sentences 32 Improving Paragraphs CHAPTER 3 The Multiple-Choice Section 45 The Essay 55 ...
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