Vide Review Curation

1. For each video list/discuss the key concepts you learned.
2. Do the videos relate to the creation of your Art Exhibition project? If yes, explain how. If no, explain why not.
3. What is your opinion of the films? Do they add depth to understanding of the art concepts you practiced while creating your curation project?

 The Lowdown on Lowbrow: West Coast Pop Art- Lowbrow dictionary definition: a person regarded as uncultivated and lacking in taste. Pop culture, car culture, and folk art have both had major influences in the genre. While conceptual ism brought thought to art it excluded audience members who were not trained in art history. High culture requires a certain level of intelligence. Music artists were able to get their work to the masses in the form of album covers and fliers.
Displaying Modern Art: The Tate Approach- Art is displayed on white walls with flexible lighting. The Tate Modern displays its modern art if four sections. In each section an overarching principle provides a theme for the selection and exhibition of the selections of modern art.
Bones of Contention: Native American Archaeology-  Native Americans' bones were collected as a scientific curiosity during the U.S. genocide against Indians. In the 19th Century Samuel Morton M.D. studies brain size and conclude that the size of one's cranium is related to intelligence. Bones with similar defects suggests shared genes and origins.

An Acquiring Mind: Philippe de Montebello and The Metropolitan- 

They place the art in a context of time and place. Art is never finished. You sense creation and not repetition.

This videos do relate to the creation of the exhibition project. I didn't realize so much thought and work was put in to an exhibition. This makes me understand I have to sit down and really think about the exhibition and in vision what I really want to put together so it all goes with each other. I don't want too similar of pieces though. 

The videos did add depth. Without them I really wouldn't know much about art curation. I now learned some easy tips to put together and exhibition.

Video Reviews

1. Explain why you selected each of the FOUR 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) Andy Warhol: Images of an Image- Andy Warhol was one of the artists I really knew before this class and really liked his work.

Abstract Expressionism and Pop: Art of the ’50s and ’60s- Pop art is fun and colorful and I wanted to see more examples of it.

Isamu Noguchi: The Sculpture of Spaces- The name actually sounded really different so it caught my attention!

Hockney on Photography- I like seeing people's "artsy photographs" and the subjects they used so I wanted to see more examples.

2)  Warhol- Andy Warhol worked as a commercial artist until 1960 when he began experimenting with advertising images. Warhol's interest in the lives of these famous women inspired several repeated images. Warhol saw the repeated silk screen images as a way to make money. Warhol begins to photograph his friends; soon he is filming them also, shooting about 100 films. He begins adding paint to his silk screened images.He also starts making self-portraits.

Abstract and Pop- Abstract Expressionism was born from a joining of attitudes in American art and European avant-garde art, but was later rejected for its nonfigurative and seemingly egocentric character in favor of the ultra-objective phenomenon known as Pop Art. 

Sculpture of Spaces- Isamu Noguchi creates sculpture gardens to "humanize space and sculpture." He experiments with different media such as water to create a new manifestation of an approach to sculpture.

Photography- Painters used the "camera obscura" to create an image to paint from. Hockney uses photographic images to create something pertaining more to the condition of painting. He first uses the Polaroid to create a grid-like collage; later his collages were more free-form and not limited to a grid.

3)  Learning about Warhol and his silk screening not only covered what was read about in this chapter but carried on information we have already learned about different screening processes. Same with photography, as we already learned about some digital and media technology and how they relate to art.

4) I think it is cool to learn about photography as an art because some people take pictures just to take pictures, and others have a sole purpose or image they want to get out of taking a picture. There are also so many ways to fool around with a picture to make a final piece which is also covered in the last few chapters. Warhol and other artists were known for playing around with colors.

Gallery Visit

Albright- Knox
The Exhibition:

Artworks 2012: Inside the Knox (Education Exhibition)

The theme is all art projects from grade K-12 in the West Seneca district and their artworks in all different mediums.

The museum is bright, the lighting is very good and not colored. The walls are white so the paintings and artworks really stand out. There are podium like stands that are used in the museum as well as benches. (I'm kind of confused about what architecture is used in the space, sorry). Everything flows in the museum, you slide across looking and wondering about paintings instead of wandering all around and up and down stairs (which there are stairs but as you're upstairs there's still an even flow). 

The artworks are organized  by being alongside with each other. The artworks were similar because they all explore different mediums being used but they were definitely all different and unique in their own way. There are little white signs that say the artist and grade level and medium used. 

 Mercedes Smith (Grade 12, East Senior High School). Oil pastel. This artwork is very colorful to show depth and features that are not realistic. The figure seems to be a girl, possibly with reddish hair in real life. The girl seems frustrated, or bored even by the way she is holding her head in her arms. The strokes are easy to see in the artwork but it gives it more character that if it were just smooth lines.

 Zack Bremmer (Grade 12, East Senior High School). Digital photograph. The bright red spout not only draws attention and emphasis but also is bright in color. The spout is running water, more intensely than just a drip. This also shows movement. This looks like it is a drain from a side of the house or possibly in a garden. There is an unfocused plant in the background in the pot.

  Molly Grant (Grade 12, Alternative Learning Center). Mixed media. There is color used in this as well. The pennies make up a tree as magazine pages make the leaves, sky, and ground. There is emphasis on the tree as well as proportion. The tree takes up almost the whole picture. The way there are little leaves on the tree gives the sense that it is fall time. The blues and purples give a sense that it is almost night time, not bright during the day time. 

Answer this question: What did you think of visiting the Gallery and purposefully looking at the exhibition from a different perspective - the physical space, the architecture, theme, etc.?

I never thought of looking at my surroundings at an art museum. I mostly just focus on what I'm actually looking at (the paintings on the wall). I guess it would make sense to see everything around me to see how everything correlates together and if something is hindering an artwork such as light. 

Video Reviews

1. Explain why you selected each of the FOUR 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) Matisse and Picasso because after reading blogs about Fauvism I wanted to learn more about Matisse.
The Mystical North: Spanish Art from the 19th Century to the Present because the word "Mystical" caught my attention.

A Sunday on La Grande Jatte, 1884 (Seurat) because I am almost positive this is one of the paintings I saw at Albright Knox.

The Impact of Cubism because I like how cubism art looks like. You really have to look at it to make out a picture.

2) Matisse is deliberate, rational, and very French in the way he organized his thoughts. Picasso is a worker, impulsive, and immerses himself in his painting. "Les Mademoiselles d'Avignon" (1907) and Matisse's " and Matisse's paintings of females are compared.  Picasso invents the first collage, and is at the forefront of cubism.  Picasso seizes on Matisse's arabesque, and incorporates roundness and color as never before in his paintings.  Matisse borrows subjects, color, or lines from Picasso.

Goya, often referred to the father of modern art, left 80 etchings of war that reveal his dark political consciousness. Goya, completely deaf, focuses his artistic vision on death, the wrath of God, and man's inhumanity to man. Unlike Goya, who rejected religion, Gaudi clung to the certainties of Spain's Catholic part. The overarching meaning of "The Persistence of Memory" by Dali is that all live is subject to death and decay.

"La Grande Jatte" portrays a great array of bourgeoisie in their stiff attire. Though in the same scale, the paintings depict contrasting ideologies and social commentary. Seurat spends 10 months on "La Grande Jatte". Close-up analysis of the painting shows the variety of shapes of pigment Seurat added to the painting.

Influenced by the works of Cézanne, African tribal art, and the art of the Iberian peninsula, Cubism—the most influential style of the early 20th century. Representing movement as a visual phenomenon, line and color connect figures and environment to create powerful moods and settings to reveal personal values and visual complexity.

3) The videos relate to the reading. I know remember reading and looking at the painting La Grande Jatte and remembering I learned about it in my high school French class. These videos go on about what is briefly touched in the text.

4) I enjoyed these videos much more in the past. There were all artists I knew and paintings I liked so I enjoyd watching them because I was more interested in them!

Mask Making

1. Upload the three (3) inspiration images to your Blog (or link to your Photobucket account). Explain why you selected the inspiration pieces.
2. Include the analysis and description (art criticism steps) of the three (3) inspiration pieces.
3. Upload images of your sketchs and finished piece.
4. Explain how you used the Elements and Principles in your finished mask.
5. Share your opinion of your finished mask and what you thought about creating the mask.

The color is very bold in this mask. There are thick sections of color instead of thin lines and designs. The design above the eyes makes it look like eyebrows and the angle they are painted makes the facial expression angry. The color red adds to the angry mood. The black under the nose looks like it is painted to resemble a mustache. There is symmetry on the mask, both vertical sides are the same. The yellow in the middle of the forehead is brighter than the colors used and stands out. This could be an example of emphasis.

 This mask looks like it is made from either a coconut or bark of a tree. The hair looks very realistic. The eyes are slit and looks like the mask's eyes are closed. The red on the side is emphasized with the bright color compared to the dull colored mask. There are lots of designs on the mask with the white polka dots, along with the white stripes. The shape of the mask is very oval compared to round or cut up with shapes and lines.

This mask is not representing a human, but is a dog. The dog is yellow with very pointy ears. The tongue is sticking out and teeth are showing. With the ears, nose, and snout there are a lot of triangle shapes. Instead of having the eyes cut out, the eyes are painted in. There is a glossy finish and doesn't look earthy like the mask above.

I used color in my mask. I used the three primary colors to keep it simple. I also used design and had a nice "V" shape design at the top of the mask. I also used design with the jelly beans. This also acts as my 3-D. There is symmetry and rhythm on my mask as well. Everything flows together and there is not anything that looks like it doesn't belong.
I enjoyed making the mask. I got to paint again which is really fun to just color something. Also since it was just Easter I was resourceful and used jellybeans on my mask. After seeing the masks of animals I wanted to switch mine up and not just do a face. I tried to make my mask look like an owl. I would say with myself not being super artsy and crafty I am not disappointed with my mask!

Week 10 Video Reviews

1. Explain why you selected each of the FOUR 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) African Art: Legacy of Oppression was the first video I selected to watch. This is because while reading about African art in the book, I found it very intersting especially because they use it as a way to connect with spirits.

Buddhism was the second choice of video. This is because Buddhism seems like a very calming, nature-related culture and I wanted to learn more about it beyond the reading.

Chinese Art: Treasures of the National Palace Museum was my third choice to learn more about chinese art.

The Great Wave (Japanese Art) was my last choice so I can learn about Japanese art hoping they mention more about the Japanese tea ceremonies.

 

2) African Art- various styles of art styles are attributed to the Congo's more than 250 different cultures. African art influences the twentieth century and the body positions influence abstract art. African art glorifies motherhood, chiefhood, and the ordinary. Africa's exotic curiosities draw the attention of the art community. It outlives the horrors of the African people and explores the nature of existence.

Buddhism- Buddhist fact and legend intertwine in Bodh Gaya, India. The key to Buddhist teaching is "tanha," the extinguishing of all desires and all things that feed the ego the ego and obstruct enlightenment. Sanchi is a center of Buddhist art and architecture. Within the ornate carvings of the Great Stupa, Buddha disappears into symbolism and is represented only by the Bodhi Tree. A religion that began by repudiating rituals, questions, prayer, and the idea of a personal god, ends up embracing all of these. In India, Buddhism and Hinduism share commonalities. Religious monuments are truly "Heaven on Earth."

Chinese Art- Chicken and tea bowls were used in the Zhou dynasty. The chinese had wine warming vessels with fine detail they decorated it with. Vases were also created and decorated. An exiled artist's calligraphy depicted obvious turmoil. There was a wonderful landscape painting ("Early Spring") of an idealized world, and Tang Dynasty court ladies playing music in their exquisite garb.

3) The videos relate to the readings in the text. We brushed on information on not only the 4 video topics I chose but the whole list. However in the book it is a paragraphy, possibly a page or so about a culture and how their beliefs influenced their art.

 

4) I still enjoy the films even though some seem lengthy and get boring at times. The videos went more into the history and far more detail about the arts from each culture than the text covered or could possibly cover in the chapter. However my hopes for the African Art video and the actual facts I learned did not match up, it was still interesting to learn something new.