Self Portrait

1.  Online I visited The Art Institute of Chicago.  I found several self-portraits there and selected three that especially inspired or intrigued me.  I chose "Self Portrait Drawing at a Window" by Rembrandt, 1648, because I loved the attention to detail and shading that gave a 3D effect to the work.  The second selection was "Self-Portrait" by Van Gogh, 1887.  This inspired me due to the use of color and specific hues combined to create the work.  Finally, I chose "Self Portrait in a Fur Cap" by Joseph Wright of Derby, 1765/68, because of the smoothness, texture, and real-life quality of the work.  

2.  The media I chose to create my self portrait was digital/computer.  I used a game program called The Sims to create not only a facial representation of myself, but also a full body, wardrobe, and characteristics/traits.  I was inspired by Rembrandt's 3D effect, Van Gogh's use of color, and Wright's texture and smoothness, but decided to do something a little different and represent these aspects in digital form.

3.  It was VERY hard to get the Sim to look like me.  In the program I used, you are given a set of heads, eyes, ears, bodies, hair, etc. to choose from.  You can then go into depth and tweak minor details of the body part selected afterward.  For example, if I selected a certain mouth, I can go into the program and tweak the depth, width, thickness, shape, scale, curve, color, etc. of the mouth.  Another challenge was accepting that a computer generated person was NOT going to look 100% or even 90% like me.  However, I made it work by looking at a picture of myself while tweaking the Sim's facial parts and making sure the the eyes, mouth, ears, nose, cheekbones, jaw, etc. were all shaped as closely as possible to mine.

4.  I think the piece represents me because it has an impish smile like mine (I've been told), bright blue eyes, makeup the way I do mine, hair the same color as mine, etc.  I was even able to give the Sim traits like mine such as family-oriented, musical, good sense of humor, etc.  

5.  I used a lot of contoured lines in this work.  I had to tweak the cheekbones, jawline, eyelids, mouth curve, etc. using contoured lines.  I also applied color to the work, combine different hues to make up the skintone, eyes, clothing, makeup, etc.  The work itself has movement because the Sim can literally move.

6.  I loved working on this project because I had fun interpreting it in a non-literal fashion.  I considered painting or sketching with charcoal, but wanted to challenge myself to think out-of-the-box a little and create something more modern.

7.  I believe that my final artwork is a great representation of myself.  It may not look exactly like me, but I feel that it exemplifies who I am as a person, and looks somewhat like myself.

Art Criticism

1. Which projects did you review?

 I reviewed all of the class' projects in order to make an informed decision about which project I wanted to work with.  I viewed Jennifer Jeffers' "Seeing People in Many Art Forms," "The Depths of the Imagination: Surrealism Through the Ages" by Natalie Korchowsky, and "Anthropology in Art" by Sheldon Anderson. 






2. Why did you select the Exhibit you critiqued?


I selected "Seeing People in Many Art Forms" because I found myself really drawn to the artworks included i the exhibit.  I loved the abstract representations off the human form, and thought that I would like to have some of the works displayed in my own home.  I also enjoyed the use of color among the works.

3. What challenges did you face in writing the critique article and how did you overcome them?

I always have a hard time with bracketing.  It was hard for me to draw references and similarities between the works and the outside world.  Also, I found it hard to add the critique into the article because I did not wish to offend the "curator."  I overcame both of these issues by researching for bracketing and carefully phrasing my critique.

4. How do you feel about critiquing your peers work?

As I mentioned before, I feel bad when critiquing my peers' work.  I never want to cut someone down or say something that would offend.  I know how hard I worked on my project, and how hard they must have worked on theirs, so I feel awkward critiquing it. 

5. Would you like to read the critique your peers wrote about your Art Curation Project?

I would love to read the critique from my peers' because I believe that constructive criticism helps you to move forward and improve.

6. On a scale of 1-10 how would you rate your finished article and why?


I would rate my finished article a 9 because there is always room for improvement.

7. Did you enjoy working on this project?

I enjoyed working on this project because I really liked to see how my peers interpreted the assignment and constructed their projects.

Mod 15 Video Review

1. For each video list/discuss the key concepts you learned.

The video Greenberg on Pollock taught me that Pollock wanted to paint movable pictures that would move between the easel and the mural; something that was new to the time.  Pollock began focusing on moving toward the edges and corners of the canvas rather than just focusing on the middle.  Beginning with this, Pollock began to move away from the concepts of containment and order.  Greenberg believes that some of Pollock’s paintings failed because they failed to appeal to the eye.  He believes that the only demand on art is for it to be good.   Contemporaries and the public never saw Pollock’s works as paintings, but more of a step in between.  This made him notorious rather than famous.

The video Greenberg on Art Criticism taught me that Greenberg believes that abstract art has been the best kind of art over the last few decades.  He believes that this was spurred by a huge “culture boo” that occurred after WWII.  Greenberg also believes that there’s a crisis of taste amongst people, and has been since Van Gogh.  Greenberg believes that good art critics, like the ones of the past, simply know value when they see it and have good intuition and judgment; an eye for aesthetics.  Greenberg thinks that one, individual artist proves themselves in a movement, but a whole, global movement does not prove itself.          

2. Do the videos relate to the creation of your Art Criticism project? If yes, explain how. If no, explain why not.

Both videos relate to the creation of my Art Criticism project because both are interviews featuring an art critic.  Greenberg delves into what his beliefs are about art criticism in both videos.  He repeatedly references the importance of aesthetics, and that the only demand on art is for it to be good and aesthetically pleasing.  Both videos help me to understand Greenberg’s own philosophies regarding criticism and allow me to see how he conducted his reviews.

3. What is your opinion of the films? Do they add depth to understanding of art criticism?

I believe that these films added depth to my understanding of art criticism because they reinforced my idea that criticism sometimes has to rely on intuition.  Criticism needs to look at if the work is aesthetically pleasing and forget all of the political ideals behind it. 

Art Exhibition: Elemental Photography

I created an exhibit that consisted completely of nature photography.  It was a hard decision for me to solely include photographs and no other form of media because I love art of all styles.  However, photography is my one, true art-love and I believed that it deserved to be showcased.  I enjoy nature photography, so I decided to make my exhibit with the theme of photographs of the elements: earth, water, fire, air, and combined elements.  Therefore, my exhibit showcased 5 different galleries, with four artworks in each gallery. 
Choosing what photographs to include, and where from, was the hardest part of this project.  In the end however, I decided to go with photographs entirely from National Geographic's website.  These photos included pictures that were in the magazine, online photo contests, and travel photos from professionals and amateurs alike.  After taking a look at the NatGeo site, I made the executive decision that I would only use pictures from that site because they were too beautiful and numerous to branch out. 
Selecting the images took a few days, about 2 hour sessions each time, to decide what to include.  Even on the day of submitting the project, I was still swapping out and exchanging a few photographs.  However, this was an extremely fun process that I enjoyed immensely.  Putting the PowerPoint together was also fun because I got to play with the fonts and select my own backgrounds and layout for the exhibit.  I decided to break the PP up into the 5 sections, and have each section colo-coded to match the element that was being exhibited.  For example all Earth description slides would be green, water blue, fire red-orange, and air grey-white.  The photograph would come first with title, author, date, and site; and next a description slide with my interpretation and description of the artwork.
Overall creating this project was time-consuming, but really fun! 

Video Review - Mod. 13/14

1. For each video list/discuss the key concepts you learned.

An Acquiring Mind:

The first hurdle of getting an artwork into The Met is presenting it to the director of the museum.  Philippe wants quality, and always attempts to remain objective and keep his personal tastes out of his decisions.  Identifying outstanding works to go to the director of The Met is the job of over 100 curators and assistants.  Requests for purchase must first go through “The Dry Run” in which the person proposing the piece has 5 minutes to sell it to the Director before it goes to the Board of Trustees.  The Met has numerous conservators that are experts in their perspective fields and are able to re-create ancient and modern techniques in works that need restoration.  Some conservators even use x-rays to examine the objects in need of restoration.  Many of the artworks become even more stunning and beautiful when the history and restoration of them are revealed.

      

Native American Archaeology:

Archaeologists all over American have been studying Native American remains for years.  Countless remains can be found in museums across the country, with individuals using them to find out more about the human race.  However, some individuals find this to be disturbing and disrespectful.  Many Native Americans believe that the archaeologists are tainting the sacred burial grounds and remains of their people.  They do not view it as helping science; they view it as harming their ancestors.  Laws have been put into place that these remains must be returned to the Native Americans, stopping archaeologists from continuing their research.    

Displaying Modern Art:

Tate Modern created a new way of displaying modern art, and is now characteristic of modern art museums.  The art was categorized by art movement, and shown in chronological order so that the public could see how one movement flowed into the next and inspired similarities and differences.  Artists quickly began to push the boundaries of this categorization, so the way in which art was displayed needed to change.  The art was displayed in 4 sections, a thematic approach: landscape, still-life, history, and the nude.  These themes transformed even further becoming Landscape/Matter/Environment, Still Life/ Object/ Real Life, History/ Memory/ Society, and Nude/ Action/ Body.  Some critics were displeased however, by the abrupt transitions from room to room in the museum.        

West Coast Pop Art:

Lowbrow is usually in reference to an artist with no taste.  However, Lowbrow artists look at themselves as being for the people, having heart, being rebellious, and having balls.  People can actually recognize the imagery they’re seeing because it references pop culture, car culture, and folk art.  Art galleries are usually unwilling to display this type of art, but Laguna Art Museum was the first to showcase these artists in a culture show.  It took some time, but eventually female artists began being introduced into the Lowbrow culture.  Punk rock culture really embraced Lowbrow because many of the bands wanted to have Lowbrow artworks on their album covers.  Lowbrow is becoming increasingly popular around the world.            

2. Do the videos relate to the creation of your Art Exhibition project? If yes, explain how. If no, explain why not. 

Two out of the four videos pertain to our Art Exhibition project.  An Acquiring mind relates to this project as it reviews how artworks in The Met have been displayed over the years.  It also explains the process that an artwork must go through, and how many curators it must be approved by, to be worthy of display in The Met.  The Displaying Modern Art video also pertains to our project as it discusses different methods of categorizing and displaying art.  Both of these videos allow us to understand what goes into setting up an exhibit.  The Bones of Contention video is more of a history of what has happened to Native American remains in archaeology.  The Lowbrow video is also more of a history and description of the Lowbrow art culture.  These videos do not have much to do with curating an art exhibit, but they do give us insight into different forms of art.

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?

I believe that these films will help me in creating my art curation project.  I have now been introduced to the curation process as well as to different methods of categorizing and displaying art.  I believe that these videos will help me to look for specific aspects of art when I am creating my exhibit.  

Module 12 Video Review

1.  I chose to view the Andy Warhol video because I have always been amused and fascinated by his artwork and zany personality.  I wanted to explore his work more and learn about him as an artist a bit more, so I decided to watch the video.  I chose to watch the Sculpture of Spaces video because I was intrigued by the idea of using the earth as one’s canvas.  I wanted to see these works and see how they were created, so I chose to watch this video. 

2.  Andy Warhol would recreate famous images of famous people such as Marilyn Monroe or Elizabeth Taylor or Campbell’s Soup.  Warhol would destroy the original image by reproducing it and making it even more superficial.  Warhol moved into an apartment with tin-foil covered walls that came to be used as his studio as well as a hangout for artist parties.  He turned to photography and became obsessed with celebrity and making people famous.  He published his own magazine and made a movie with Elizabeth Taylor.  He returned to making silkscreen paintings and people would pay him money to be the subject of one of his paintings in order to become famous.  Warhol also became a journalist in his later years.

Isamu Noguchi walked away from sculpture and went to Japan where his idea was formed and inspired.  He wished to create works in spaces where people could meet and come together to enjoy them.  Noguchi began to create sculpture gardens in New York that were inspired by his childhood in Japan and the intricate gardens found there.  Noguchi was commissioned to re-design Miami’s Bayfront Park, but was faced with adversity by city officials who did not wish to fund his vision and unique style of sculpting.  Nevertheless, Noguchi won out and the park was created in his vision.  He went on to explore other mediums for his parks, including slides and water, and began to include these features in his designs.  One specific work that he created that was very important was his sculptural work in Jerusalem which were acclaimed for their sensitivity to the religion and natural features of the area.  It was said that Noguchi visited Jerusalem and just completely understood its importance and relevance and beauty, and created something that fit perfectly with that image.          

3.  The video on Andy Warhol relates to the book because there was an artist’s profile page about him in the book, as well as several of his works.  Where the book only touches on the work of Warhol, and focuses more on his personality, this video focuses more on his work.  The video goes more in depth and surveys the life-work of this famous, celebrity artist.  The Sculpture of Spaces video also relates to earlier readings in the text where we read about earthworks.  The video is similar to the Warhol video in that it goes more into depth and focuses on one particular earthwork artist and his work.  In this video we get a thorough look into the life and work of artist Isamu Noguchi.    

4.  I believe that watching these videos is important because it allows us to learn more about the world around us, as well as about specific artists, artworks, and art styles.  It adds depth to our knowledge of art, but also to our knowledge of life in general.  The videos open our eyes to history and various cultures and customs and ways of life that we may not have learned about otherwise. 

Art Gallery Visit # 2

Definition of the Gallery Space and Exhibit:

The title of the exhibition that I visited at the Burchfield Penney Art Center was McCallum Tarry: Intersections.  The works in this exhibit were created by a husband and wife team named Bradley McCallum and Jacqueline Tarry.  The theme of this exhibition is a mixture of a few different subjects.  The Civil Rights movement of the United States, homeless youths in America, mothers with their children, and public use of public space are all included in this mixture.  The exhibit is bathed in a warm, yet bright light.  All of the light in this space comes from natural light coming in through high windows, and light fixtures planted in the ceiling.  The exhibit is rather large, so there were several different colors used on the walls.  Stark white, deep crimson, and wallpaper were used.  The wallpaper was composed of hues of silver, gold, crimson velvet, and peach.  The gallery itself has many different nooks and crannies.  However, the space, in general, is fairly circular in shape and one may walk through each room /exhibit of the gallery by following that circular pattern.  There is also a second gallery space on the second floor of the gallery that may be accessed by stairs found in the main gallery space.  The architecture of the gallery space is very interesting.  There are many free-standing blocks of walls that are used to house the artworks, along with the normal walls that frame the space. 

The artworks of the McCallum Tarry exhibition are organized in groups, as the exhibition is broken up into mini-exhibitions.  The pictures and paintings are clustered, some in triangular shapes, some rectangular.  They seem to be grouped by meaning, such as portraits of civil rights activists, images from the civil rights movement, images of the homeless, etc.  Many of the artworks are similar, as they are behind a silk-screen to create a blurry sort of view.  Also, many are in black and white, or are portraits of famous or everyday people.  Some of the artworks are oil on canvas, some are photographs on canvas, some are portraits, some are plaques, and some are video documentations.  Some of the artworks do not have frames.  Others have a mixture of oval, square, and rectangular shapes.  Some look rustic and beaten up while others look brand new.  Most of the artworks themselves are located a few inches from each other.  However, the varying mini-exhibitions within the exhibition are separated by walls, or by a few yards.  The labeling of the exhibit was somewhat confusing.  There was only one label for a series of paintings or portraits, and it was difficult to find where one mini-exhibit left off and another began.  I would have much preferred each mini-exhibit within the exhibit to be clearly designated and marked. 

Art Criticism:

Image One:

Describe:  The image we see here is one of a funeral.  It is not just any funeral, but a funeral for a KKK member.  The casket is covered in flowers, and surrounded on both sides by individuals in traditional KKK garb (whit hooded cloaks).  Five unmasked individuals acting as pallbearers, a young man in a tuxedo, and a priest walk toward the viewer.       

Analyze: This image is balanced symmetrically, as the focal point of the casket and priest are surrounded on either side by members of the KKK.  Shape can be found in the forms of the people present, the flowers, casket, and mausoleum.  Space can be seen between the living and the deceased; the priest and young man, and the casket and pallbearers.  Repetition can be seen in the numerous cloaked figures and an emphasis is placed on those not cloaked.    

Bracket: Religious iconography can be seen in this picture with the priest’s robes and bible. 

Interpret:  There are two different ways in which a viewer might interpret this work of art.  When viewed in context, looking at the theme of the exhibit as a whole, the viewer may believe that it was created to showcase the terrors and horrors associated with the fight for Civil Rights.  Specifically, the KKK and the atrocities they committed against African-Americans and their supporters.  Placed with the other artworks, collectively, we view this piece as part of a greater whole, a piece of the history and events of the time.  Singly, if this picture were viewed alone, one may wonder, as I did, at the humanity of the work.  How could a group so inhumane attend a service that is such an integral part of humanity; and with a priest, no less!  This viewer may believe that the artist was attempting to convey that even though the KKK committed atrocities, they are still human beings who hold their own beliefs.   

Image Two:

Describe: The images we see here are of 3 homeless youths from Seattle.  The first youth is female and has a Gothic/punk style of clothing, makeup, and piercings.  She stands with her hands in the pockets of her hoodie.  The second youth is dressed in a turtle neck, long sleeve shirt, overalls, red bandanna  and has gauges in his ears.  He stands in a defensive posture, arms crossed across his chest.  The third youth is dressed in black pants, a Bob Marley tee-shirt, necklace, and watch.  He stands in a relaxed pose, one hand in his pocket and one on his side.    

Analyze: Emphasis is the main principle found in this work of art.  In each photograph, a person stands alone in a background of darkness; there is nothing to take away from the image of that individual.  Color and light are also elements that can be seen in these photographs.  The individuals are bathed in light (a contrast with the black background) and their clothes, hair, and skin tones present various different colors in the work.  Form can be seen in the individuals’ bodies, as texture can be seen in their hair, skin, and clothes. 

Bracket: Iconography can be found in the image of musician Bob Marley, the red bandana that suggests gang relations, and the symbol for anarchy and the all-seeing-eye on the girl’s tee-shirt. 

Interpret: Endurance, the name of this mini-exhibit features 26 homeless youths who have lost someone close to them from living on the streets.  The individuals were photographed, gave an audio testimony, and stood still in front of a video camera for an hour each.  I believe that these individuals were photographed in a shadowy, dark background to show the oppression that they face, and the impending trials they will face with a life on the streets.  However, I believe that each were photographed singly, with nothing else behind them in the picture, to give them a voice and a presence; to allow them to be invisible no longer. 

Image Three:

Describe: The image we see here is one of chaos.  Police in riot gear shove through a large group of civilians, gathered for some sort of protest.  A fence separates the police from the civilians, but is opened with police streaming into the crowd.  A few bystanders take photographs of the scene in front of them.

Analyze: In this work of art, line can be seen in the form of the fence, the symbolic separation of good and evil.  Form is also very prevalent in this work; it can be found in the shapes of the people – their helmets and face shields especially.  Repetition and rhythm can be seen in the masses of people and their suggested movement. 

Bracket: Iconography can be found in the Police officer’s badges and riot helmets, and the fence that separates the “good” from the “bad” (whichever that is). 

Interpret: This image was a part of a mini-exhibit which showed the effects of the Civil Rights movement in Japan.  I believe that this picture was meant to show the audience that oppression can happen anywhere, and to all races.  It was also used to show the chaotic element of protest and the fight for civil rights. 

Summary:

I enjoyed going to the art gallery to explore the space and layout and architecture rather than simply the artworks.  It was interesting to look at the use of space and realize why things might be placed in a certain way, or why extra elements (such as extra walls) might have been added. Looking at the space as a whole opened my eyes to how artists, especially installation artists, may wish to utilize specific elements of the space in their works of art.      

Module 11 Video Review

1. Explain why you selected each of the TWO videos you choose from the selection listed above.

I selected the Dada and Surrealism video because I was intrigued by these movements while reading about them in our textbook.  I found it interesting that both were off-the-beaten-path and looked at the world in extremely unique, controversial, and/or even silly ways.  I also chose the watch the Sunday on La Grande Jatte video.  I chose to watch this video because I grew up with a copy/print of this picture in my basement as a child, and was interested in learning more about it.

2. For each video list/discuss the key concepts you learned.

Dada, the anti-everything art movement, surprised society and took it by storm.  Each artwork was made with some sort of political message or idea of protest behind it.  For example, Dadaist Hannah Hoch’s chaotic Cut with the Kitchen Knife tells a history of parts of the War (WWI).  Political satirist and artist George Grosz moved away from the Dadaist movement, but still created rebellious works.  His works took all of the life out of a scene, and focused on how life had become much more mechanical, by creating machine-like humans and settings.  Out of the Dada movement came a new movement called Surrealism.  John Miro’s beliefs about Surrealism included the idea that pictures are quite different from the world itself, and oppose this world with patterns organized in its own terms.  Pictures should go beyond recording to questioning or criticism.     

A Sunday on La Grande Jatte was created with thousands of meticulous, tiny dots of color.  Many people say that it doesn’t make sense proportionally, ideally, spatially, etc.  We still have no idea what this work is exactly about today…so why do people love it so?  Apparently, the Grande Jatte island was full of prostitutes in real life during the time of the painting, and one of the women in this painting is cast as a prostitute because she is fishing, which is symbolic of sinning.  The most interesting part of the piece for most people is the monkey on the leash.  However, this too was a symbolism of prostitution during the time.  It is intriguing to know that the monkey was not added until a later time, after the painting was finished, and one wonders whether this was because of its connotation.  Seurat studied color theory intensely while creating this masterpiece.  He used his knowledge of colors to develop the style of Pointillism, where he’d place small dots of varying colors side by side so they would vibrate in the eye and create an intense illuminocity.  Along with this theory, we find a young girl in the center of the painting who is dressed in stark white, and is the only figure in the painting without dots and who is looking straight at the viewer.  Today, La Grande Jatte is very important and often used in pop culture.

3. How do the videos relate to the readings in the text?

The Dada and Surrealism video was fairly close to the text in describing why the movements developed and what they consisted of.  However, the video dug a little deeper than the readings and surveyed particular artists in depth.  The same occurred with La Grande Jatte.  La Grand Jatte was discussed in the text, but the video explored every aspect of the work and its creator.  Instead of just an overview, the video answered any question you could have about this particular painting, and taught the viewer about history as well as art.      

4. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?

I enjoy watching these films for class because I find that the material I learn from the videos comes up in other conversations.  It gives college students something to think and talk about that is different from the norm.  I also enjoy how with many of these videos, I also get to learn what was happening in history during the times that specific works were created, that affected the artist’s point of view and message.  These videos don’t just add depth and understanding to the text and art concepts, but to knowledge of life in general.

Masquerade of the Dead

I selected this Bolivian Diablo mask as inspiration for my 3-D mask because I loved all of the colors and sculpting effects of the work.  I also thought that the mask was creepy and devil-esque, but had a clownish look to it as well.

Description:  This Bolivian Diablo mask depicts a distorted animal, possibly a goat as it is a symbol of the devil, decorated in bright, violent colors, jewels, and patterns.  Another animal appears to be popping out of the goat-like creature’s head, and his tail seems to be doubling as the goat’s nose.  The goat has rotting, sharp, pointed teeth that are jagged, falling out, and angular.  The horns are especially prominent and emphasized on this mask.  The mask is ablaze in color and ornamentation, and although it is meant to be scary, it also has a circus/clown-like feel.    

Analysis:  The Bolivian Diablo mask is abundant in rich, bright, off-the-beaten-path colors.  Color is a main element of this mask as the vibrant yellows and red-oranges draw the eye to the focal point of the animal’s horns and ears.  The element of line is utilized as well to draw the eye upward and outward through the inner ear and upward through the horns.  Texture can be seen in the teeth of the animal, the curve of its features, and the jewels on the mask.  Form and shape are also prevalent in the animal’s features; the curving nose, mouth, eyes, horns, and the second animal’s body.  There is a great emphasis on the animal’s face and horns, and the entire mask is symmetrically balanced.  Rhythm and variety are also used to create movement through the piece with the elements of color, line, texture, and shape working together.  

  

I selected these Mexican Día de los Muertos masks as inspiration because I have always found them to be hauntingly beautiful.  It has always fascinated me that these masks are made to look beautiful and colorful, even though they are meant to represent skulls of the dead.  I also enjoyed the use of color and texture in these masks as well.

Description:  Día de los Muertos, or Day of the Dead, masks are meant to represent skulls.  Their pale backgrounds contrast nicely with the darkness of the eyes, nose, and mouth.  These masks are highly ornamented with color, design, pattern, and at times, bejeweled.  Flowers, especially marigolds, are an extremely important part of the mask, because these flowers are used as offerings to the spirits of the dead, and used to guide the spirits home.  Therefore, the crown of flowers surrounding the mask is typical of a traditional Day of the Dead mask.

Analysis:  Color is a very important element of Mexican culture, which can be seen on these Mexican Day of the Dead masks.  The colors of these masks come in contrast, as the base of each mask is white to symbolize the skull, and the eyes, nose, and teeth are black to symbolize hollowness.  As this base is rather monochromatic, the rich colors on the surface really pop and stand out.  Texture plays a role in these masks in the form of the traditional flower crown that surrounds the top of the mask.  Both masks are symmetrically balanced and unified.  The element of line plays a role in the form of the mouth, and the curves around the eyes and on the foreheads.  There is an emphasis on the foreheads of the mask, as this is the focal point and the area with the most design and color.  Rhythm and variety provide movement around the face of the mask.       

I selected this Masquerade mask as inspiration because as a little girl I had a ceramic Masquerade mask of my own displayed in my room.  I have always found the rich colors and glitter and patterns of these masks to be gorgeous, and I love the pomp and circumstance, and the element of the unknown that surrounds them.

Description:  This particular Masquerade mask looks like something out of a fairy tale; similar to something you would find in Cinderella.  The mask is, like the others, highly ornamented with glitter, rich color, jewels, flowers, and feathers.  The shape and bend of the mask lends itself to the image of a bird, perhaps a peacock.  The entire mask is made out of hues of purple, accented with a small amount of white, black, and silver.  The mask looks regal, elegant, and exceedingly feminine.  The swirls and twirls of the glitter add to the masks sense of whimsy.

Analysis:  In my opinion, color is the most emphasized element of this piece.  The color palette is based mostly around different hues of the color purple, but is accented with black, white, and silver.  The colors are so saturated and opulent.  Texture is also an important element of this mask, as the feathers and jewels, and glitter all provide different feelings.  Line can be found in this piece as well in the swirly lines of glitter, and the center line of the main feather which brings the eye upward.  There is unity and repetition of design in this asymmetrically balanced piece.     

These are my first quick sketches for creating my mask.  I could not decide between a Dia de los Muertos mask, or a Masquerade mask.  The mask material that I had was a plastic Jason, from Friday the 13th, mask.  Whoops.  Anyway, my challenge was: How to make Jason pretty?  I decided to go with my second design, and began the process of cutting the bottom half of the mask off.  Bad Choice.  The plastic just did NOT want to be cut my way, but alas, I prevailed.  I quickly realized that tacky glue was not going to glue all of my materials down, and had to improvise a bit with my design and change it up.  I truly enjoyed making this mask!  I'm not an art major, but am crafty, so I love these hands-on projects.

The materials I used were lace, fake flowers, tacky glue, acrylic glitter paint, ribbon, fake pearl, and sequin.  The main element used in my design was asymmetrical balance.  I piled lace and pearls and flowers on one side of the mask, and left the other slightly bare.  This made the piece look unified and rhythmic.  I utilized the elements of color and light by including light tones such as white, silver, gold, soft pink/peach, and pearl, and glitter/sequins to reflect the light nicely.  Texture was also a big part of my design as I included flowers, lace, sequin, plastic, and glitter.  Finally, I chose to emphasize the right side of the mask, and made that the most decorated/ornate part of the mask.

    

Module 10 Video Review

1. Explain why you selected each of the TWO videos you choose from the selection listed above.

I chose to watch African Art: Legacy of Oppression because I was very interested in learning exactly what was being oppressed.  Was it the art itself due to lack of materials?  Women in art?  African Art as opposed to other styles of art? I wanted to know which it was, so I chose to watch the video and find out for myself. 

I chose to watch the Buddhism video because I’ve always been very interested in the ideas and beliefs of Buddhism.  Though I am not a religious person, I always thought that Buddhism had some intriguing morals and practices.  The system of rebirth always made sense to me for some reason; the idea of trying and trying again until you were a good enough person to move forward.  Therefore, I decided to watch this video to learn more about this religion that fascinates me.

2. For each video list/discuss the key concepts you learned.

I learned that in African culture, priests wear masks to connect with spirits of the dead, and the masks are painted white, so as to be the same color as the spirits.  African art helped Modernists in other cultures to give a psychological presence to the human form; it helped to simplify this form of art. Interestingly, I learned that African art may look primitive, but it is actually an advanced form of symbols and gives off specific meanings.  Some artistic figures were actually employed as magical objects to store potions or frighten/make people aware of something (usually in the form of a mask).  The Africans used masks to scare people off, but soon found that they were no match for Western bullets.  All of this African art seems to be made with the purpose of making its audience feel something specific.  Unfortunately, this art was oppressed and not able to be seen by most of the world until more modern times, because Western civilization had the means and technology to be able to dominate the art world. 

In the Buddhism video, I learned that Siddhartha Gautama was a rich prince who had a perfect world that was shattered when he stepped out into the world and was exposed to the suffering, sickness, and despair found there.  This inspired him to find a new path, Buddhism.  I learned that Buddha was a rebel in his day and spoke out simply but firmly against authority, asking the people to, “find their own way.”  Buddha’s main focus was love and healing.  Even though Buddha preached finding one’s own way, he helped mentor the monks who wanted to follow his path to enlightenment and nirvana.  The Great Stuppa in India is a wonderful example of Buddhist art, in that every stone has a story to tell.  Also, a lotus-shaped Buddhist shrine that was uncovered after being buried by a volcano holds 432 carved Buddha statue art on the top of the temple.  Buddhist art focused mainly on creating elegant, intricate statues, reliefs, and architecture.        

3. How do the videos relate to the readings in the text?

I believe that the African Art video relates to the readings in the text because most of the videos content was the same as the book.  Both touched on the importance of masks, positioning of statues, the magical qualities of the art, etc. and some of the art itself could be found in both the book and the video.  

I also believe that the Buddhism video relates to the readings in the text because there was a whole section in the text devoted to describing what Buddhism is, how it affects and inspired art, and what art resulted.

4. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?

I like to watch these films for class because I feel as though they give me an inside look into the cultures that produce these varying forms and styles of art.  I enjoy that watching the videos is simultaneously an art and history lesson.  The videos allow students to gain a deeper understanding of what is was like to live in the times and what might have inspired someone to make that specific piece of art, or composes in a specific style of art.  

Hands!

I really enjoyed creating the Exploration Drawings assignment.  I can draw decently if I have something (an object or model) to look at, but if I have to come up with something form my head, it takes a lot longer.  Therefore, I loved using my hands as subjects for drawing.  I was able to trace my hands for a rough outline, and go from there to add in shape, line, contour, etc.  It was truly fun!  I selected pencil rather than charcoal because I find charcoal to be slightly messy and it smudges easily.  As I was drawing in the daylight, I did not have a great need for shadow, and therefore chose not to utilize charcoal.  It was challenging to create a drawing with my non-dominant hand, but it was actually far easier to do than I had originally thought.  I outlined my dominant hand with my non-dominant hand and then tried to make little markings everywhere to give it the same effects as the dominant hand would create.  It took longer to create, but I have to say, it didn't look half bad!  I think that my dominant hand is obviously better to draw with as I have much more control and support from muscles that have formed specifically to aid in drawing/writing.  However, I do believe that I was able to create two successful studies of my hands, as they are both actually recognizable as hands (Yay!), and both have semi-realistic detailing.  I would most certainly consider using my non-dominant hand for drawing in the future because it allows you to create different effects than you could normally create, and allows for a little more flexibility, and allows you to reach different angles than you could with just your dominant hand.

  

Module 9 Video Reviews

I chose to view the Albrecht Durer video because I was not very familiar with his work.  I was curious and wanted to learn more.  I chose the Leonardo da Vinci video, because I find da Vinci to be fascinating and brilliant.  This made me want to learn even more about him, and his artwork.  I learned a great deal from the Albrecht Durer video.  Durer was a portrait artist that was extremely interested in the process of aging.  He would paint almost exact replicas of his muses, showing their age ruthlessly.  When traveling through Italy, Durer became fascinated with the idea of landscape.  He was, in fact, the first landscape artist there.  Durer was commissioned by German’s to make murals for their church.  His painting was an enormous success.  He painted with fresh, bright colors, and even included himself in the background.  Durer used wood cuts to explore how to construct the perfect form.  I also learned a great deal from the interesting Leonardo da Vinci video.  Leonardo apprenticed at an adolescent age under Andrea del Verocchio.  Da Vinci’s earlier work and musings focused around the exploration of what was true.  For example, he centered mainly on the physiology of man and animals.  Leonardo was a brilliant man and with these very technical drawings, came philosophical musings/ predictions about life, shape, proportion, nature, and beauty.  Da Vinci was truly a Renaissance man.  He was a brilliant painter, architect, thinker, drawer, engineer, and much more.  His talent was otherworldly, as was the nature of his work.The videos about Leonardo and Durer relate to the readings in the text for Chapter 16.  Both videos explore the artistic period/style called the High Renaissance, as this is the time in which both men were popular.  The videos showed how, especially for Leonardo, this was a time where theological thought triumphed over realism, and where there was a shift back to vibrant colors, contrasting light, and heavenly/dream-like paintings.  Durer’s video explores the development of the landscape painting, as the text did.   These videos add depth and understanding to the readings because they allowed you to really get to know the artists.  The videos let you see inside their heads, get to know what kind of people they were, see where their interests lied, and discover how their personal lives affected their work, etc.

    

Module 8 Video Reviews

This week for class we were given several movies to choose from to watch and discuss.  The three movies I watched were entitled, "More Human than Human," "Cataclysm:  The Black Death Visits Tuscany," and, "Cairo Museum."  I selected the video on the Black Death because I love to explore and study that period of time.  The Middle Ages intrigue me, and the idea of the Black Death and its consequences especially enthrall me.  I've even written several papers on the Plague before.  I selected the Cairo Museum video because everything about Egypt and ancient Egyptian culture fascinates me.  I think the intrigue stemmed from my grandmother's own fascination with all things Egypt.  Therefore, I had to watch the video to learn more about the Cairo Museum.  
I learned a great deal of information from each of these movies that I had not known before and found very interesting.  In "More Human than Human," I learned that Egyptians used grids to make all of their paintings of people the same size, all over the country.  Also, it is believed that all images of the human form are dictated by certain aspects of culture and that humans have a  hardwired instinct to exaggerate that form.  For example in ancient Greece, it was believed that gods took human form, so the more fit or beautiful your body was, the more godlike you were.  At one point in history, the Greeks mastered the creation of uncannily realistic statues, but stopped quickly because it was too realistic and therefore boring.  So, they began to create more exaggerated and defined statues to suit that basic human instinct.  In the "Cataclysm" video I learned that a proper burial was extremely important during the time leading up to the Black Death, but unfortunately so many people were dying and contagious, that a proper burial was not possible.  Another interesting fact I learned was that Antisemitism was at large and Jews were blamed for supposedly poisoning wells in order to kill Christians.  As for art, images started to be darker, and to depict God as the terrifying, Old-Testament version of himself.  Art was completely different when it began to re-emerge after the Black Death.  Bodies were flatter, artists were more interested in the celestial realm, Doubting Thomas emerged, there was a focus on human flesh and pain, etc.  Some works were lighter, an escape, as they moved away from naturalism and realism.  During the time, mathematical perspective was developed, painting techniques still used today were created, gold leaf was popular, the rise of universities and the modern city impacted the culture, etc.  In the "Cairo Museum" video, I learned that a man who had lost his goat stumbled upon a hidden cachet, which had stored various royal treasures.  He wanted to get rich so he sold all of these items on the black market.  In the cachet, there were a total of 40 mummies as well as many royal objects that were stored there over 3,000 years before by priests protecting them from tomb raiders.  Objects like these  were brought to the Cairo Museum from all over to be put into an exhibition of long-lost, never-before-seen forgotten objects.  The video showed how careful and meticulous museum curators need to be when cleaning, restoring, and showing these ancient artifacts.       
I thought that the "More Human than Human" video related to the text very well, especially chapter 14, as it took us through time, through many different civilizations to figure out why we make the human form look the ways we do.  It was very historical as the book had been, and even studied some of the same works of art such as the Venus of Willendorf.  The "Cataclysm" video also related to the text, especially chapter 15, as it discussed what art was like in the Middle Ages, as the text had.  However, I do not think that the two were extremely close in information, as the book focused on the art of the time period, and the video focused on the Black Death, and much less on the art of the period.  The "Cairo Museum" video related wonderfully to the book, chapter 14, as both focused on the beauty, technique, and mystery behind ancient Egypt's artworks.  
I beleive that the films we watch for this class add much depth and understanding to what we are learning.  As I usually state in my blogs, most of the video as just expansion of what is said in the text.  The videos are more exploratory and specific than the text, and so affects our level of comprehension.  My belief is no different for these three videos.  I believe that the "More Human than Human" video gave us a great look into the mind of human beings and what is behind our urge to exaggerate and accentuate.  The "Cataclysm" video gave us some great historical background and let us better understand what the feelings behind the art of the time were.  Finally, the "Cairo Museum" allowed us to see what goes into uncovering lost artifacts and creating/caring for an enormous and important museum exhibit.   

Architecture Video Reviews

VIDEO 1: Frank Lloyd Wright (Prairie Style)

1. For each video list/discuss the key concepts you learned.

The Frank Lloyd Wright video taught me that Wright believed in rooting a house intimately to the landscape, and had an enormous focus on the place/site in which a home was designed.  The focus of all of Wright’s works was on creating buildings that were one with nature.  He vehemently believed that there had to be a relationship between a home and the environment surrounding it.  I also thought it was interesting and funny to learn that Wright had a huge ego.  He believed himself to be the greatest American architect who ever lived, though, he was accurate.

2. How do the videos relate to the readings in the text?

I really related this video to the section of our text devoted to green architecture.  Frank Lloyd Wright, in his own way, pioneered the idea of homes being one with nature, not destroying nature.  He also designed houses that were somewhat energy efficient, by placing windows where the sun could heat the house, before the idea was popular and “green.”

3. What is your opinion of the films? How do they add depth to understanding of Architecture?

I always love to learn about a work of art’s creator, because I think it adds whimsy and a deeper understanding to the piece.  Therefore, I really enjoyed the Wright video because it gave me a deeper understanding of who this infamous architect and artist was, what he believed in, and why he created what he created.  The video picked up where the book left off and gave a much more expansive view of a particular style of architecture.       

4. From the group of four that you had a choice: Why did you choose that film?

I chose to view the Frank Lloyd Wright video because I love his work and the homes he designed are beautiful!  I think it is very cool and interesting that he had such an influence in Western New York.  Also, many people around where I live refer to my house as “the Frank Lloyd Wright house,” due to its enormous windows, angular architecture, and prairie home style.        

VIDEO 2: Science of Design

1.    For each video list/discuss the key concepts you learned.

I found this video to be rather amusing, from the big hair and yellow pantsuit to the horribly outdated computer and the idea that we would all be living in smart houses in the near future.  I digress; the video focused on the architectural components of skyscrapers, concrete, technology, etc.  Most importantly, I learned a great deal about how skyscrapers handle the elements, the many uses of concrete, and the convenience of technology combined with architecture.      

2.    How do the videos relate to the readings in the text?

Science of design related to the text because it spoke about concrete and discussed how concrete was first used by the Romans, just as the book had.  The movie went on to discuss how concrete was made and used and how water could affect its expansion or contraction.  The video also highlighted the architecture of skyscrapers and modern-day architecture, picking up where the book left off and going more in depth and adding more detail.

3. What is your opinion of the films? How do they add depth to understanding of Architecture?

I thought that this film was amusing, yet informative.  I learned a great deal about the architecture of skyscrapers from the video.  Skyscrapers are made of 2 distinct parts: the super structure, or everything above ground, and the substructure, everything underground.  Dead weight, an empty building, and living weight, the added furniture and people, need to be calculated so that the structure can be secure and hold both without issue.  The video had a segment in which it discussed how wind affects these tall buildings.  I found it extremely interesting that wind blowing around top of a 100 story building will be 4X’s as strong as around a 50 story building!  In fact, buildings can sway a full meter in the wind, but thankfully the sway should be absorbed by the building’s joints.  Also, buildings with flat surfaces and right angles reacts badly to wind as opposed to buildings with rounder edges and varying surfaces.

4. From the group of four that you had a choice: Why did you choose that film?

I chose to view the Science of Design video because I am an individual with a broad range of interests and a thirst to know how things work.  Therefore, I was immediately drawn to the idea of learning about the science behind architecture.