Purposes of the Virtual Gallery project
Purposes of the Virtual Gallery project
The purposes of the Virtual Gallery project are:
To have students differentiate between the major artistic periods covered in the class.
To have students identify a representative work from each period and succinctly describe why it is representative.
To have students compose a presentation of these works into a Virtual Gallery which is shared with the full class and which becomes the basis for subsequent review and criticism.
To have students demonstrate critical skills developed throughout the course by providing justification for art selections.
5. Instructions for the end-of-class project
For the Virtual Gallery you create and which is to be posted by December 11:
1. Identify a unifying theme that will unite the images selected from each artistic period. The theme may relate to genres (i.e., landscapes, portraits, etc.), attributes (i.e., political figures, royalty, mythology, etc.), media (i.e., sculpture, carving, drawing, painting, etc.), feelings and emotions (grief, joy, laughter, anger, etc.), or any theme you can identify and populate with examples of art.
2. Recall the six major time periods addressed by the course: 1) Ancient and Medieval prior to 1400, 2) Renaissance and Reformation, 1400-1600, 3) Baroque and Enlightenment, 1600-1800, 4) Romanticism and Impressionism 1800-1913, 5) Fauvism through Abstract Expressionism, 1913-1960, 6) Contemporary art since 1960.
3. Identify an image found anywhere on the Internet that fits within your selected theme, and which is characteristic of each of the stylistic periods, above. You will need to find six images, one for each period. Make note of the URL’s for the six images.
4. Post the URL’s AND THE IMAGES in chronological order as seen in the example below. Name the image, the given date of its creation, the artist’s name, if known, and the media used for the work.
5. State why you feel that each image is representative of the particular art period.
EACH OF THE SIX IMAGES AND DESCRIPTIVE INFORMATION ABOUT EACH IMAGE MAY BE WORTH 4 POINTS.
6. 6. In addition to the six images above, identify any image on the Internet that you would regard as your personal favorite piece of art. Name the image, the given date for its creation, the artist’s name, if known, and the media used for the work. State why the image is your favorite piece of art.
THIS IMAGE AND DESCRIPTIVE INFORMATION ABOUT THE IMAGE MAY BE WORTH 1 POINT.
7. Compile and post the Virtual Gallery on the discussion board identified as the Virtual Gallery by midnight Sunday, December 11. Be certain that the Virtual Gallery you submit includes seven images (one from each of the six Module time periods, and one you identify as your favorite) and descriptive information about the images ON THE SAME PAGE, so that it can be seen all at once. The virtual gallery must be posted on the discussion board so that it is not necessary to download the gallery. Include your name and the unifying theme of the virtual gallery at the top of the material you post to the Discussion Board.
Final course grades, including points from the Virtual Gallery project, will be posted by December 13.
Example of the Virtual Gallery project. Organize and present your Virtual Gallery in this format:
Virtual Gallery by Leslie Wyatt
Unifying Theme: Touching Couples
Ancient and medieval
The Royal Acquaintances Memi and Sabu
Egyptian, 2500 B.C.
This piece is representative of ancient art because the figures are presented frontally on a flat plane, they are rigid without animation, with simple and unadorned clothing and backgrounds. The couple touches but without affection or recognition of each other or their environment. Hair treatment is stylized to represent ceremonial appearance. The base of the figures contains hieroglyphics common to Egyptian Art.
Francesco Sassetti and his son Teodoro
Oil on Canvas
This painting is representative of the Renaissance because the central figure is a prominent banker for the Medici family in Florence. The figures are presented frontally before a pastoral landscape in the distant background. There are no mid-ground devices and no perspectival understanding. The central figure, Francesco Sassetti, is made more prominent because of his red clothing, strong hand and distinguished countenance. Teodoro has much less importance in the composition, which is essentially two flat planes.
Samson Captured by the Phiistenes
Oil on canvas
This image is representative of the Baroque era because of its Biblical theme, the swirling composition, high contrast between light and dark areas, and the attention to modeling of the figures, especially Samson in the foreground. The distant background is made dark to highlight the foreground and, although perspective is achieved by overlapping figures, they are presented in fairly shallow space.
Etching and Dry point
This print is representative of Impressionism because of the Japanese print influence, the elimination of outlining of the figures, which are defined instead by fields of color, because of selective coloration rather than representational color, and because of the flat space containing an intimate couple.
This print is representative of Cubism because of the muted colors, angular composition, and figures that are more geometric than voluminous. The work was produced at the time of the Amory Show in America, when Cubism was first introduced to American audiences. Picasso was known as a pioneer of Cubism.
Art Since 1960
Silkscreen and assemblage
This print is representative of recent art production because it includes an image used in advertising art, it assembles pieces of the composition from other materials stuck to the surface, because the image includes artist’s notes which describe the meaning of the image title, because it includes figures dressed in contemporary clothing against historic structures in the background, and because silkscreen is a medium for multiple image making similar to commercial production.