Category: Art & architecture

We all know that the purpose of advertising, in a general sense, is to sell things to a target audience, and the form or “look” of the design is directed toward this main purpose. However, if we examine advertisements individually, we can decipher more specific messages such as, “This is the softest toilet paper” or “This drug will help you sleep.” In order to convey those messages, designers make specific, formal choices like what types of lines, shapes, or colors to use or whether the composition should be symmetrical or asymmetrical.
For this discussion, look through a magazine and choose an advertisement to write about. What is the specific message or messages the ad is trying to communicate? How did the designer’s formal choices help or hinder getting the message across? Refer to Chapters 4 and 5 to help identify the visual elements and principles of design used in the ad you selected

Image for analysis
During our first class, we talked about the formal elements of art: line, shape, color, contrast, and texture. We focused on the color wheel – primary and complementary colors – and the projected effects on images. In our first discussion question, please compare the two images above and post a response.
As you analyze the image, think about Primary Colors, Complementary Colors, and Warm Colors vs. Cool Colors. Please also discuss the following;
What was your first reaction to each work of art? Does your opinion about the artwork change the longer you look at it? Why?
Describe the colors in the artwork
Which area of the image does the artist emphasize? What do you think is the focal point of each?
Although the images are of various styles and prepared in different mediums, which one do you relate to more?

he human figure has been a popular subject matter for artists throughout art history. Modern artists introduced their innovative styles using the human figure. Two early 20th century artists were Picasso and Matisse. They were influenced by the Post Impressionists (Vincent van Gogh and Paul Cezanne, for example.) Select one of the two artists below, or you can select another artist from the late 19th or 20th century of your choice. Be sure to tell us something about the contributions of the artist, their style, and select a specific artwork to discuss. Be sure to include references.
Examine and discuss Picasso’s Early Cubist painting, Les Demoiselles d’ Avignon . Answer the following questions:
What is cubism? What is the painting about?
What does the title mean?
Why do we see shattered forms? Is it possible to describe it from the background? What did this painting do for the art world? Use your art terminology to discuss it and its importance. -or-
Examine and discuss Henri Matisse’s Early Expressionist painting, The Joy of Life, which was also revolutionary for its time. Answer the following questions:
How are the two significant paintings (Picasso’s and Matisse’s) different in the depiction of the human figure? What was Expressionism about?
What is “the Fauvist vision?”
What did this painting do for the art world? Use your art terminology to discuss it and its importance.
his document teaches you how to punctuate and identify art works. You will use this for each art object you discuss.
We all understand that every discipline has its own set of terminology. Physics and IT terms elude me and leave me scratching my head, thinking I have NO CLUE what they are talking about! Well, art has its own terminology, too. So, we have to begin with that terminology, so we can all speak the same language; and in order to do, we must also follow the rules for writing the language. So, here are some guidelines for answering questions in this class: PLEASE READ CAREFULLY!
Always use artists’ last name, such as, Picasso, not Pablo (his first name).
Be sure to ALWAYS include each artist’s name and the date of an object when discussing an artwork.
Always italicize or underline titles of paintings. After the first 2 weeks, I will deduct points if not done correctly.
HERE IS AN EXAMPLE:
I would like you to provide: Picasso, Les Demoiselles d’Avignon, 1907
Always include the date of a work of art (painting, sculpture, photography, etc.)
Always give the medium of the work in question, such as, oil on canvas, carved marble, mosaics, fresco, etc—you find these in the captions under the pictures in your text. The materials (medium/media) are important choices an artist makes.
PLEASE do NOT write like you talk. Watch for run on sentences. Draw a breath and place a period, then, start another sentence. IN A CLASSROOM SETTING, WE STRIVE TO BE MORE ERUDITE—MORE CORRECT.
Be very specific regarding facts and terms.
Include page numbers for each image from the book, so that we can all follow.
In order to get comfortable with reading a painting: LOOK at the painting, see what interests you. THEN: READ a painting from the background first. Note what you see, then move to the middle ground, then, look at the foreground. All of the parts are important. This is called exploring the pictorial space.
Artists do not leave in accidents or things they do not want to be there—so each thing means something.
So, think like this: artist/architect, title (italicized OR UNDERLINED), date, medium, and then write.
You may use the internet at any point in this class for research and embellishment; however, YOU MAY NOT USE WIKIPEDIA AS A REFERENCE SOURCE FOR YOUR TERM PAPER.
You must cite any sources you use in your work, whether Forums or Papers. You may not directly copy from any source. I do not want quotations, I want you to read, think, and write in your own words. It is a very serious problem if you cut and paste from websites or your book. This is called plagiarizing and AMU has a strong policy against this behavior. Check your student handbook regarding plagiarizing.
DO NOT EVER use the same example twice in your assignments. Always find another example.
In art appreciation and art history, writing MORE is always better. This is not a class to be a person of a few words.
Give your questions thought and enjoy really looking carefully at the art.

The great Italian Baroque artist, Caravaggio, did not follow all of the rules of proper Italian Baroque art. He chose to depict holy events with people as being rather ordinary, in ordinary settings. Believing that ordinary people could be called to holy service, he shunned using the obvious religious figures and bombastic theater in his works. He gives the viewer a dramatic quietude. The great Flemish artist Peter Paul Rubens also worked in the same time period, but in a different country. His works are more like Italian Baroque art and its sense of grand theater. Conduct internet research, and carefully examine and discuss the following images from Caravaggio and Rubens: What is a critique?
A critique is an oral or written discussion strategy used to analyze, describe, and interpret works of art. Critiques help students hone their persuasive oral and writing, information-gathering, and justification skills.
Below is a sample set of focus questions for an art critique related to four major areas of art criticism: descriiption, analysis, interpretation, judgment. (The number of questions and aspects of specificity will vary according to the art form and number of works in the critique).
Descriiption
Describe the work without using value words such as “beautiful” or “ugly”:
What is the written descriiption on the label or in the program about the work?
What is the title and who is (are) the artist(s)?
When and where was the work created?
Describe the elements of the work (i.e., line, movement, light, space).
Describe the technical qualities of the work (i.e. what is it made of?, media).
Describe the subject matter. What is it all about? Are there recognizable images?
Analysis
Describe how the work is organized as a complete composition:
How is the work constructed or planned (i.e., line, color shape, depth and texture)?
Identify some of the similarities throughout the work (i.e., repetition of lines, shapes, etc.).
Identify some of the points of emphasis in the work (i.e., figure, movement, architectural devices, amorphic shapes).
If the work has figures, what are the relationships between or among them?
Interpretation
Describe how the work makes you think or feel:
Describe the expressive qualities you find in the work. What expressive language would you use to describe the qualities (i.e., raw, rough, refined, colorful, sad, funny)?
Does the work remind you of other things you have experienced (i.e., analogy or metaphor)?
How does the work relate to other ideas or events in the world and/or in your other studies?
Judgment or Evaluation
Present your opinion of the work’s success or failure:
What qualities of the work make you feel it is a success or failure?
Compare it with similar works that you think are good or bad.
What criteria can you list to help others judge this work?
How original is the work? Why do you feel this work is original or not original?
Research, read your course materials, and locate an appropriate website for additional information to support your discussion. List the sources of your information at the end of your post, providing links to websites.
You are researching, looking, reading, analyzing, and synthesizing information. Consult websites for additional information. Keep your voice in your writing, always write in your own words. Be sure to do an internet search and include one or more reliable source of information for this topic. Caravaggio, The Entombment of Christ Peter Paul Rubens, The Raising of the Cross In your post, answer the following questions:
What are the similarities and differences between the two paintings? Consider subject matter, light, backgrounds, and figures.
Where do these paintings reside/where are they located?
How do they (or did they) function?
What meaning does each one express? What techniques did the artists use, and how did they fit into their respective cultures? What is your personal reaction/response to these figures, and how (if at all) do they apply to your life and past experiences?

The pair you choose must be drawn from two different period styles. For example, you may compare an example of Abstract Expressionism with an example of Photo Realism. However, you may not compare an Abstract Expressionist work with another example of Abstract Expressionism
I have attached the rest of the instructions and what I sort of got so far. I am open to change artworks from same artists.

• ISSUES TO BE IDENTIFIED/ADDRESSED WHEN BLENDING NEW DEVELOPMENTS WITH HISTORICALLY SMALL TOWNSHIPS?
Addressed to Adelaide Plains Council

Write an essay describing how this painting embodies the “sublime beauty” through its depiction of seashells and erotica in nature. Create a thorough analysis of the painting and its erotic aspects playing into the idea of sublime beauty of the sea. How does this relate to a romantic perception of the sea?
Please use only academic sources and paraphrasing when using sources. Literature will be provided. Please use Chicago Style footnotes.

Select an elementary grade level (K-6) that will be the focus of your four integrated activities.
(MUST USE GEORGIA STATE STANDARDS!
A. Create an integrated visual arts activity for the selected elementary grade level by doing the following:
1. Provide one state or national visual arts standard for the selected grade level, including the alphanumeric indicator code and the written standard.
2. Provide a standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the visual arts standard from part A1. Include the alphanumeric indicator code and the state or national written academic content standard.
Note: Once you use an academic area, it cannot be repeated for any other task prompt. All four content standards must be used by the end of the task (math, science, language arts, and social studies).
3. Describe a learning activity that integrates the identified visual arts standard from part A1 and the core academic standard from part A2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity.
Note: Be sure to include source information (author, title, date, and source location) for your work of art in your references page. b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part A3 effectively integrates the visual arts standard from part A1 and the academic standard from part A2 into one cohesive learning experience. B. Create an integrated drama/theater activity for the selected elementary grade level by doing the following:
1. Provide one state or national drama/theater standard for the selected grade level, including the alphanumeric indicator code and written standard.
2. Provide a standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the drama/theater standard from part B1. Include the alphanumeric indicator code and the state or national written academic content standard.
3. Describe a learning activity that integrates the identified drama/theater standard from part B1 and the core academic standard from part B2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity. b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part B3 effectively integrates the drama/theater standard from part B1 and the academic standard from part B2 into one cohesive learning experience.
C. Create an integrated dance activity for the selected elementary grade level by doing the following:
1. Provide one state or national dance standard for the selected grade level, including the alphanumeric indicator code and written standard.
2. Provide a standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the dance standard from part C1. Include the alphanumeric indicator code and the state or national written academic content standard. 3. Describe a learning activity that integrates the identified dance standard from part C1 and the core academic standard from part C2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity.
b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part C3 effectively integrates the dance standard from part C1 and the academic standard from part C2 into one cohesive learning experience. D. Create an integrated music activity for the selected elementary grade level by doing the following:
1. Provide a state or national music standard for the selected grade level, including the alphanumeric indicator code and written standard.
2. Provide a standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the music standard from part D1. Include the alphanumeric indicator code and the state or national written academic content standard. 3. Describe a learning activity that integrates the identified music standard from part D1 and the core academic standard from part D2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity.
b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part D3 effectively integrates the music standard from part D1 and the academic standard from part D2 into one cohesive learning experience. E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
Note: All works of art should be included in your references page.

: In this assignment, you will explore the crossroads of culture, innovation, and religious expression through art and architecture. Drawing from the course material, you will complete two distinct yet interconnected parts in a 4-5 page (1,000-1,200 words) paper:
Innovations in Art and Architecture: Examine innovations in art or architecture by analyzing how they built upon past innovations to create something entirely new.
Art, Architecture, and Religious Expression: Delve into the connection between art and architecture and the values of different religions. You will select specific works and discuss how they embody the ideals and values of their respective cultures.

I need someone with an architecture background who can help m make nice visuals and architectural maps for this topic and help me write. Price is not an problem