2.1 discussion visual art tool

 

After reading and viewing all of the materials in Week 2 Learning Resources, list and define two specific tools, vocabulary, concepts, or techniques that you can use to analyze and talk about visual art. Make sure to use your own words and avoid cutting and pasting from the sources. Make sure to cite any of the learning resources you use in your answer in MLA format.

Sample post

  1. Spot jocking – when a graffiti artist puts their work up on a surface close to the work of another popular graffiti artist in order to get more attention.
  2. Cusping – a distortion along the edges of a canvass that results in a wavy-like pattern caused by the canvas being stretched. 

Caldwell, Caroline. “15 Street Art Terms You Should Know.” Complex, 20 Oct. 2016, https://www.complex.com/style/2013/08/street-art-terms/

Janson, Jonathan. “The Essential Vermeer Glossary of Art-Related Terms: A – C.” Glossary of Art Terms,www.essentialvermeer.com/glossary/glossary_a_c.html#cusping

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Learning resources:

 “There are painters who transform the sun to a yellow spot, but there are others who, with the help of their art and their intelligence, transform a yellow spot into sun.” —Pablo PicassoStill Life with a Bottle of Rum by Pablo PicassoMetropolitan Museum of Art Open Access “The Met Collection” —

The Humanities are the study of the things that make humans special. Since the beginning of time, people have made art. The oldest known cave paintings date back almost 40,000 years. One might say art-making and the appreciation of art are inherently human qualities.

Today, we often think of art as precious things on display in a museum. However, that was not always the case, and the visual arts include more than just painting and sculpture. Architecturally crafted and designed objects—articles of daily use—may be considered art.

Art is often made to add beauty to our surroundings, but it may also be produced for spiritual practices or rituals, to assert power, inform, or cause controversy—questioning assumptions or pushing the boundaries. Some artists even try to change the world!

The role of art and the artist in society has changed throughout history and varies from culture to culture. As the audience and as potential art makers, we have a role to play, too. While an artist may imbue meaning into a work of art, meaning is made and changes through use and circumstances. And, art can be a form of the shadows seen by those inside the cave in Plato’s allegory, or it can lead people out of the cave. We will explore these issues in this week’s session on the visual arts.

Learning Outcomes

Following is a list of the Week 2 outcomes, mapped to the corresponding course outcome. The course outcomes give “the big picture,” and the weekly outcomes provide more detailed information that will help you achieve the course outcomes.

Week 2 Outcomes

  • Explain the relationship of the visual arts to the humanities (1).
  • Identify the scope of the visual arts (1, 2).
  • Place the visual arts into an historical and cultural context (2, 3).
  • Analyze philosophical questions related to art production (1, 3).
  • Describe and interpret visual arts (3, 4).

Course Outcomes Met in Week 2

  • Describe and analyze the way human culture is expressed through works of literature, performing and visual arts, philosophy, and religion in order to appreciate the depth and breadth of the humanities.
  • Use basic vocabulary, concepts, methods, and theories of the humanities disciplines in order to describe and analyze cultural and artistic expressions.
  • Identify and apply criteria in order to evaluate individual and collective cultural accomplishments.
  • Examine individual and cultural perspectives in the field of humanities in order to recognize and assess cultural diversity and the individual’s place in the world.

https://www.metmuseum.org/toah/

https://www.moma.org/learn/moma_learning/themes/investigating-identity/constructing-gender/

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