Annotated Bibliography

Britannica, The Editors of Encyclopaedia. “Baroque Art and Architecture.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 10 Dec. 2018, www.britannica.com/art/Baroque-art-and-architecture.

My first source helps me define Baroque art and architecture through the Britannica Encyclopedia. It is useful in helping me define Baroque art through better terms and gives me a deeper understanding about that time period. I learned about it’s dramatic and exaggerated ways through this website.

Metmuseum.org, metmuseum.org/art/collection/search/437526.

This source was the online resource from the Metropolitan Museum of Art that shows the painting and gives its description.

Metmuseum.org, metmuseum.org/art/collection/search/437986.

This source was the online resource from the Metropolitan Museum of Art that shows the painting and gives its description.

MET Museum Visit

Upon visiting the MET as a school assignment, I decided to make it a solo day trip adventure. I went on a Friday afternoon, which evidently became the busiest point in time I’ve ever seen a museum! I guess that’s what there is to do on such cold days, nonetheless it was really fun. I sat down by the Temple of Dendur in the Sackler Wing, which had a beautiful fountain/pond that I was able to plan the rest of my visit by. I made my way to the European Art section to complete this assignment.

There, I found numerous pieces of art work representing the year 1250 – 1800 and more specifically, the Renaissance and Baroque art periods. The difference between the two art forms is essentially their time period and their level of influence to the world. Renaissance art from the 15th and 16th century contain much about science, philosophy, literature, and education. Baroque art otherwise evoked more dramatic emotion and was to be able to reach even “the most illiterate” of the communities.

This first piece titled Madonna and Child with Saints Catherine of Alexandria, Leonard, Augustine, and Apolloni by Girolamo dai Libri is a great initial representation of Renaissance art. It’s origin alone, Verona, Italy, made in the 15th century is your first indicator. It was painted for the Augustinian church of San Leonardo, an altarpiece. The juxtaposition of the lively tree and the dead one beside it represent Death and Resurrection – key themes in Renaissance art. Renaissance art is very large on liveliness, rebirth, education, teaching, philosophy and beyond. This piece is a good representation of these themes.

A good representation of Baroque time period is a dramatic hunting scene called A Forest at Dawn with a Deer Hunt created by Peter Paul Rubens. There are three aspects in which “hunting” is represented by: light vs. dark, growth vs. decay and life vs. death.

 

Final – Museum Tour

A topic that was presented to me towards the end of the semester were differences between Renaissance art and Baroque Art. On this themed museum tour, you’ll see five examples of Renaissance and Baroque pieces I have found at the Metropolitan Museum of Art.

Going in chronological order, we’ll start with Renaissance pieces. The first piece titled Madonna and Child with Saints Catherine of Alexandria, Leonard, Augustine, and Apolloni by Girolamo dai Libri is a great initial representation of Renaissance art. It’s origin alone, Verona, Italy, made in the 15th century is your first indicator. It was painted for the Augustinian church of San Leonardo, an altarpiece. The juxtaposition of the lively tree and the dead one beside it represent Death and Resurrection – key themes in Renaissance art. Renaissance art is very large on liveliness, rebirth, education, teaching, philosophy and beyond. This piece is a good representation of these themes.

Second on display is an oil on canvas, Renaissance piece called Saints Peter, Martha, Mary Magdalen and Leonard by Correggio (Antonio Allegri). Depicted are four standalone saints, in their deep thought. It is said that Correggio’s work was often inspired by Leonardo da Vinci’s work, a true Renaissance artist.

How these works differ from Baroque art work will be discussed with the following Baroque pieces. You would find all of these pieces in the European Art wing of the Met. It’s categorized by year 1250 – 1800, evidently including the 15th – 16th century (Renaissance works) and the 17th century (Baroque works). Baroque art work evolved from Renaissance times. It’s more about dramatic movements and motions. It was more inclusive, made for even the most illiterate to participate in.

My third viewing is titled Saint Francis in Ecstasy by Giovanni Benedetto Castiglione. Upon initial glance, you can automatically draw your attention to the dramatized scenery. Vignette effect around a lit Saint Francis holding up a cross against the sky. The scene seems half realistic, half dramatized with the skull at his feet. It follows elements of Christ from the Renaissance time periods as well. There is somewhat of a unclear split between what is of the spiritual world and the realistic world as well.

My fourth and fifth pieces are also Baroque pieces. They are from the 17th century which followed the Counter-Reformation religious shift at the end of the 16th Century. Many works were altarpieces that contained a great sense of grandeur and lavishness to them.

Number four is by Caravaggio called The Denial of Saint Peter. Off bat you can see there are only two to three brightly lit subjects while the rest is set in dramatic black. There is a solider pointing his finger at Saint Peter and the woman’s two fingers represent three accusations to Peter’s three denials.

My fifth piece shows you around more dramatized effects of the Baroque art period. It is a dramatic hunting scene called A Forest at Dawn with a Deer Hunt created by Peter Paul Rubens. There are three aspects in which “hunting” is represented by: light vs. dark, growth vs. decay and life vs. death.

I chose these specific pieces because it stood out to the eye. I also searched for specific key words on the description placards such as “life, death, Renaissance, dramatic, exaggerated,” and much more. These art works accurately represent the time periods they were created in, both Baroque and Renaissance.

Works Cited:

Britannica, The Editors of Encyclopaedia. “Baroque Art and Architecture.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 10 Dec. 2018, www.britannica.com/art/Baroque-art-and-architecture.

Metmuseum.org, metmuseum.org/art/collection/search/437526.

Metmuseum.org, metmuseum.org/art/collection/search/437986.

 

 

 

Pedagogy and Power

Pedagogy and Power: What is the banking model to Friere? Who does it empower or disempower, and at whose expense? Do you have any experience with this model? If so, describe an encounter that you have had with the banking model and reflect on it, both positives and negatives.

Paolo Freire insists on a “Banking Model of education” as a way to criticize the education system. Teachers are those who oppress students and exploit their power. Students are seen as empty vessels, containers even, through the “art of depositing,” we are filled with information. Teachers inherently have this robotic system of depositing and repeating. This cycle, Paolo Friere says, is not how it should be. Ideally, there would be more cognition and dialogue exchanged and even a mutual, fair relationship. Cognitive objects should not be held hostage in the oppressors possession.

The Banking model disempowers students and their potentials to reach certain heights that would otherwise not be known and empowers teachers at the students expense. It seems that the public school education system follows the banking model described by Friere and this is the experience I have had growing up. Teachers have the general idea of inputting information into students and have them regurgitate it with no creative room to spare. It seems as if it is a very black and white, right or wrong, yes or no type of teaching and there isn’t a lot of gray area allowed. Not all teachers teach this way and for that I am grateful. In theory, it sounds good to process information in this deposited form but in practice, there should be many other factors considered. All students learn differently, there shouldn’t be a uniform learning style; one size does not fit all.

Brooklyn Museum Assignment

While visiting the Brooklyn Museum, there were many exhibits that struck me as interesting. There were many ancient world pieces from many different time periods as well as beautiful cultures being represented with history. One piece that stood out from me was a relief gallery of King Ashur-nasir-pal II’s palace from the Neo-Assyrian time period. When you walk around, you spot about 12 giant wall panels that once used to reside in his palace. I have attached the image of the one that caught my eye. Titled “Winged Genie Wearing Fancy Bracelets,” it exhibits exactly that. With first glance, you can determine many details of this grand piece of art. It is essentially a large piece of carved out alabaster that gives it it’s 3D shapes and edges. They were all once brightly painted but now exist no colors except a dusty beige tone of the material it’s made out of. The subject is a genie wearing bracelets containing rosettes. With these panels, he intended to show legitimacy to his kingdom and verify his power. These symbols proved that he was in accordance with the gods and these genies are protectors, depicting his great divine power. You can see the three rosettes on the subject’s headband and two wristbands. They show worship to the goddess Ishtar. This panel includes straight alignment and many straight lines of small details such as the curls in the beard and feathers in the wings. It is repetitive and in-line. Furthermore, realistic details are carved out of the genie such as his muscles and even his palm lines. I would estimate the panel to stand about seven feet tall so it seems that the subject is scaled to real life sizing.

Across the center of the piece, you can see scripture embedded into the alabaster. Upon deeper reading, it becomes evident that the scripture is written in cuneiform and the language is in Akkadian. It tells stories about the king’s military victories, rules of his empire and historical context of Kalhu and his palace.

I chose this piece because it seemed surreal that I was standing among such sturdy and lasting pieces of a palace. It had historical context and tells a story among them. I could only imagine what they had looked like in their time with appropriate paint.

A second exhibit that was really interesting was Soul of A Nation. The piece I chose to write about is titled “Shade cord and window”, 1961 by Roy DeCarava. It is a gelatin silver print. What you see in this picture is a single “shade cord” through what looks like a window, and a background of one gray building. The photo is contrasted into two halves, the bottom half being completely black.

With a critical lens and context to the exhibit, I can predict that the image is supposed to reflect Black history. A second meaning behind the shade cord can be that it resembles that of a noose, in the city. Although it can be considered more modern in 1961 (represented through a city building), the noose can symbolize racial division that has been and still is occurring. The window can represent people looking through their window from far away and speculating as it happens, many things.

Through formal analysis, you can determine this is supposed to be a simple, straight forward message. There are 3 colors; black, white and gray and possible mixed in different tones. About half of the image is cut in black so you focus on just the upper half of the photo. The artist could have made whatever you see the whole image but focusing on a smaller zoned in area can be more effective. The single building is in a blurry gray in attempt to show the building is lingering in the far background, more so in the distance while the subject of the piece, the only other thing in black: the shade cord. We exhibit straight lines and an image in gray scale here.

I chose this because it caught my eye as soon as I glanced over. It seemed very simple but the message was empowering as I understood it to be. While recognizing the correct historical significance and context, many vague and simplistic works of art can expand to something greater to the eye.

Unit 1 Summary

In Unit 1 of the class, we learned quite a few concepts. Paolo Freire insists on a “Banking Model of education” as a way to criticize the education system. Teachers are those who oppress students and exploit their power. Students are seen as empty vessels, containers even, through the “art of depositing,” we are filled with information. Teachers inherently have this robotic system of depositing and repeating. This cycle, Paolo Friere says is not how it should be. Ideally, there would be more cognition and dialogue exchanged and even a mutual, fair relationship. Cognitive objects should not be held hostage in the oppressors possession.

Additionally, we delved into formal analysis. Formal analysis helps us understand and appreciate works of art as they were intended to be. Through formal analysis, we determine the physical aspects of a piece. We point out the lines, colors and shapes of what we can see. An individual may be able to decide on deeper meanings of the piece through the composition that the artist drew it in. Discussions of it’s historical or mythological context arise as well. With formal analysis, we can categorize works of art together or separate them by what you initially see at first glance or given more time, a more thorough breakdown. We pinpoint all details that are essentially seen at first glance without referring to outside resources.

Through these concepts, I was able to appreciate works of art more. With formal analysis, I can see paintings as more than just a painting. It is more descriptive than that. It can be a red painting with a woman sitting up front as the subject. With the banking model in mind, I am able to more freely depict works of art as I may. Rather, I can imagine a more simple teacher-student relationship from now on.

Formal Analysis

When an individual is prompted with the task of creating a formal analysis on a piece of work, it is meant that they should observe the physical factors that make up the piece.

Components of a formal analysis include everything to do with what you see as soon as you set sight on a piece and do not require further research. You may observe the lines, the colors and the size and scale of the piece. Are the lines going straight up or horizontal? There might possibly be a color scheme going on or maybe a pattern. Is the subject large or small? Is it possible to determine how large or small the subjects are to its surroundings? In addition, you may take how the subject is placed and it’s surrounding details into consideration and this may be called composition.

My Art Story

Art is primarily subjective to each individual. Essentially, it can consist of pretty much anything and everything you want. A piece of paper, a still moment, sounds, intangible experiences and feelings can all be considered art, if you truly wanted it to be.

Personally, art to me can be all of the things I have just listed. Anything that is beautiful to me, stands out and leaves me wanting a little bit more. Words that are curated in ways you couldn’t typically think of, places you’ve been that you just can’t get out of your head, sounds and pictures and everything else. Art is all around me, every single day. Art can architecturally stand out to me in the bed that I wake up in every morning. The interior design of the house I walk around in, the art of getting ready, putting on make-up and leaving the house. Stepping out into another start of the day, hearing the car horns of angry drivers, that is the art of New York City. It is from the minute I wake up to the minute I sleep – it is ultimately endless.

In this class, I want to be able to discover more forms of art that I haven’t already experienced. The history of art can help me dig a little bit deeper and find significance in every day life. I want to be able to appreciate the little details we might miss throughout what we believe to be our most ordinary times. It is beautiful everywhere I go and sometimes I may forget to take it all in.

How to Post

Hello! Today, we are going to learn how to create a blog post for someone who has never been on this site.

Step 1: Sign in or make an account at https://commons.gc.cuny.edu/

Step 2: Among the navigation tabs, find your group under “GROUPS” then “My Groups (1)”

Step 3: Along the vertical navigation bar on your left, you should find “Site” which would lead you to our blog that you’re currently reading this on!

Step 4: You will come across a third navigation bar at the top of the page that looks like this!  where you will click “+ New”

Step 5: Start typing away! Don’t forget to include your tags at your bottom right so that your post can be easily found and PUBLISH!

Easy peasy lemon squeezy! Post away 🙂