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Art 1309_Week 2_Notes

by: alley_hilton

Art 1309_Week 2_Notes ART 1309

Marketplace > Texas Tech University > ART 1309 > Art 1309_Week 2_Notes
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These notes will be covered on Exam 1.
Art Appreciation
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This 4 page Class Notes was uploaded by alley_hilton on Monday September 12, 2016. The Class Notes belongs to ART 1309 at Texas Tech University taught by Peaslee in Fall 2016. Since its upload, it has received 14 views.


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Date Created: 09/12/16
 Art in Two Dimensions: Line, Shape, and the Principle of Contrast (Ch. 1.1)  Elements of Art.  The basic vocabulary of art.  Line is a fundamental element of art.  Principles of Art.  The “grammar” of art.  A set of rules an artist uses to organize his or her design.  The way the elements work together.  Two­dimensional Art  Is flat.  Has height and width, NOT DEPTH!!!  Includes drawing, painting, graphic design, and printmaking.  Figure 1.1.1 (Spider. Nazca, Peru)  The artist used outline to draw an abstract of a spider.  Is one continuous line.     Outline  The outermost line of an object or figure, by which it is defined or  bounded.  Did not use any new materials.  Instead, used a manipulation of the soil to make it.  Is best viewed from an areal view.  Not understood why it, and similar art, is made.  Though it could possibly correlate to astronomy somehow.  Might be religious or sacred somehow.  A prayerful or meditative journey walking along the lines (outline). o Used in some cathedrals.  Portrait of the Artist’s Wife, Standing, with Hands on Hips (Egon Schiele)  Contour Line  Can suggest a volume in space.  In portrait, you can see them in her hair, clothing, and hands.  Similar Art  Egon Schiele, Mother with Child, 1910.  Egon Schiele, Self­Portrait, 1910.  Figure 1.1.11, Pentateuch with Prophetical Readings and the Five Scrolls     Micrography  The creation of designs using very small writing.  Applied Lines vs. Actual Lines  This art uses Hebrew letters to create lines.  Figure 1.1.14 The Connectors  The artists uses the background and the view (looking down) let the viewers  know how high these two men are to build the Empire State Building.  These same characteristics also give the sense of danger.  Similar Art (Actual vs. Applied Lines)  Lunch atop a Skyscraper, Charles C. Ebbets, 1932.  The goal is to show the height the men are working at. o You don’t see what the beam is attached to. o You can see the other buildings and horizon in NYC.  1.1.13 Francisco Goya, The Third of May, 1808, 1814.  France invaded Spain (1808). o Artist tries to make it seem as real as possible using the lines. o He tries to make the audience sympathize with the rebels.  Facial expressions.  The way the two sides are armed.  You cannot see the faces of the French. Doesn’t humanize them.  Lines. Implied lines from end of guns to the rebels. The lantern creates an implied line to divide the two (as far  as Spanish rebels are light and the French are dark due to  the lantern). Lines and indention from Spanish rebel with his arms up  symbolize Christian faith/Christ.  Makes this rebel seem as a martyr for his country.  Lines  Vertical Lines  Communicate strength, stability, and authority.  Horizontal Lines  Communicate calm, peace, and passiveness.  Diagonal Lines  Figure 1.1.16 Nike Company logo, 1971.  Uses a diagnol line.  1.1.17 Vincent van Gogh, The Bedroom, 1889.  Curved lines of bed give a sense of instability.  The paintings are angled to seem like they are falling.  The window is closing inward.  Painting gives a disoriented idea of the room (instability and anxiety).  Art & Memorials  Experiential Memorials.  Celebrations.  Permanent Memorials.  Pearl Harbor.  Temporary Memorials.  9/11 memorials.  The location of the memorial is specific to who/what is being memorialized.  9/11 Memorial, Michael Arad and Peter Walker, 2011  Figure 4.7.15, Vietnam Veterans Memorial, Maya Lin  The most popular/visited memorial in D.C.  It was not welcomed with open arms when it was first made.  The medium (granite, used for tombstones) wasn’t bright/white to give it a  sense of victory/heroism. So it might have been insulting.  The names of the 58K veterans who died or MIA.  Vietnam wasn’t a popular war.  It is a relatively subtle monument.  Because she was a female, a college student (experience, maturity), her  name (sounds Asian).  The shape of it (boomerang: will come back and haunt the country).  Yale student submitted presentation panel at VVM Competition in 1981.  Stated “cutting into Earth” and it might represent a scar.  She wanted to include the Vietnam veterans/memorial in with the other  important monuments in D.C.  There is an index off to the side to help find names.  Names written in order by death.  Changed the idea of memorials.  Oklahoma City National Memorial, Oklahoma City, OK, 2000 o Domestic Bombing. o Chairs are very minimal design, and there is one for every person who  died, and also in location relevant to their position when they died.  Figure 4.7.16  Three Soldiers, Frederick Hart, 1984  Put next to Maya Lin’s wall, like they are looking at the wall.  Made out of bronze (more traditional).  Slightly larger.  Symbolize the diversity of people who fought in Vietnam.  The Lincoln Memorial, Daniel Chester French  Carved out of marble.  He is an important person.  He is sitting down.  The inscription.  Reference of sculpture is symbolic to ancient Greece. o Makes him seem godlike.  Iwo Jima Memorial, Felix W. de Weldon. 


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