For my extra credit assignment, I decided to go to the national geographic art gallery in Miami, Florida. The reason for choosing this exhibition was simply because I have been to a different national geographic art exhibit before. I happened to be in Miami last week to visit family. I decided I would take advantage of the absolutely amazing exhibit they have there on Miami Beach. The last time I went to one of National Geographic art exhibits they told me they have a location in Miami where they have similar artwork. I thoroughly enjoyed the pieces which were shown at the last event so I was quite excited for the additional pieces they had to offer. The interesting detail regarding this exhibit was that all the art was of photographs. It was more of a photography event more than anything else. Nonetheless, the pure beauty of those photographs were incredible. The detail which I have trouble wrapping head around is the incredible quality of the photos. Being that the photos were quite massive and looked that they were blown up, the quality of the photos were impeccable. The colors were bright and vibrant and it was unlike anything I have ever seen before. The venue was also quite nice. It was a clean and open store with no furniture and nothing in the room except for the artwork. However, one of the more important aspects of the venue was the lighting. The specifically placed lights which hung from the top of the ceiling gave the photos an additional pop. This allowed the colors to be shown more and to show to quality of the photo. This specifically is regarding the material which the photos were printing on. Lastly, I enjoyed the photos so much I inquired in purchasing one of the pieces. To my surprise, I was then sent back with a price of around 10 to 15 thousand dollars for a single photo. Overall, I had an excellent experience at the National Geographic Art Exhibition and I recommend for everyone to go there. Additionally, it was free of charge and the photos are simply excellent.
Camille Gajewski “A Brief History of Women in Art.” Khan Academy, Khan Academy, www.khanacademy.org/humanities/art-history- basics/tools-understanding-art/a/a-brief- history-of-women-in-art.
This is an online source which serves as an excellent guide for understanding how women have been represented in art history. As shown in the title, the article immediately introduces the idea of women also being underrepresented and misrepresented in art. All three of these aspects are fundamental concepts within my final project. Specifically, my essential question was regarding the representation of women in art. By selecting four separate works which highlight females, I am hopeful in discovering common themes among these works. Additionally, Camille presents an excellent article which describes much of what I am hoping to find in art work. This includes gender inequalities and the overall challenges women faced during these classic periods. These themes are often reflected in art especially when considering how these women are represented. This source serves as a possible aid for my project due to the pure substance and amount of information. These key themes have been drawn already and therefore are laid out in an organized manner.
Hessel, Katy. “8 Women Artists Who Influenced the Renaissance and Baroque.” 11 Artworks, Bio & Shows on Artsy, Artsy, 20 Dec. 2016, www.artsy.net/article/artsy-editorial-these-women- artists-influenced-the-renaissance-and-baroque.
Katy Hessel writes a truly interesting article regarding influential female artists within the renaissance and baroque periods. While the topic of this article is slightly difference from my project, they both cover women within the renaissance and baroque periods. This is important because again I am provided with insight as to what life was life for these women. In addition, we are presented with the struggles these artists faced. For example, we learn the major sexual meaning behind the paintings that men completed during this time period. Hessel writes about this and recognizes that female artist were simply often associated with sex. Unless these were images of saints are god like figures, sexual themes were often highlighted for male pleasure. Overall, these are excellent examples of artwork featuring women during this time period. This allows me to be able to compare the photos that I gathered and compare them.
Nicole Myers, The Met’s Heilbrunn Timeline of Art History, www.metmuseum.org/toah/hd/19wa/hd_19wa.htm.
This is a post which is featured under the MET’s timeline of art history. The beautiful detailed article is exactly what I need in for my final project. The substance of this article deals with women artist in 19th century France and covers a large are of inequalities women faced. The difference compared to the other articles is the types of paintings these women wanted to paint. Often they were not allowed to create certain types of art work due to these inequalities. In addition, they had no say in regards to how men presented these images of women. The author provides such rich knowledge with respect to impressive personal accounts. This includes the writings of past females who personally faced these challenges.
The depiction of women through art
The exact details are as follows: “Venus and The Lute Player” (Titian-1565-70), “Madonna and Child” (Bachiacca-Franceso d’Ubertino Verdi- Early 1520’s), “Leda and the Swan” (Bacchiaca-Franceso d’Ubertino Verdi-1510-1577), “The Baptism of Christ” (Jacopo Bassano 1590), “Madonna and Child” Bernandino dei Conti 1400-1600).
While viewing the many different forms and styles of art, there has always been one aspect which especially grasped my interest. Although there are a number of significant paintings which feature women, the overwhelming majority through 1500-1600 often focus on men. The immediate response to this lacking female presence can often be directed to the significant inequalities that women faced during this time period. However, the ironic area regarding this is the substance of the pieces which do feature women. The overwhelming theme which is present through many of these pieces is the depiction of women. Women are presented as being motherly, protecting, and certainly comforting. All of which are positive qualities. Although positive, there is a recognition that these are simply the only characteristics artists often highlighted regarding women. Personality traits, goals, ambitions are unable to be clearly recognized through these pieces. The paintings below aid in the understanding of this concept by serving as clear examples. All five paintings are located in the European Paintings area within the Metropolitan Museum of Art. Additionally, all of which have been completed by Italian artists through the 15th, 16th and 17th centuries. Through further investigation of paintings throughout these years, the essential focus was placed on highlighting both religious and mythological female figures.
This first image, “Venus and The Lute Player” (Titian-1565-70), presents the mythological Roman goddess Venus nude in the presence of a child and a musician. The selection of this painting was due to its difference compared to the others. Rarely is a woman presented in the nude with a another man in her presence. Quite often we see Venus paired with a child and comforting it. However, all aspects of this painting are different from the norm. Instead, it is clear that both parties in the painting are catering towards Venus. The musician looks to be in the middle of playing music and the child is placing a crown on top of her head. This particular image shows the carefree nature of Venus. Yet, the motherly and comforting characteristics are still present.
This second image, Madonna and Child” (Bachiacca-Franceso d’Ubertino Verdi- Early 1520’s, depicts the Madonna and child in a more classic setting. The purity of this image comes from many sources. The naked child, flower choices of the jasmine, cornflower and rose and overall expressions aid in forming this sense of purity. The child appears to be fully comforted as he is held close to the woman’s chest. The colors also appear particularly dark with the included shadowing behind her body. Lastly, the sense of security is especially present through the lack of any major expression on either person’s face. A calm and secure exchange is presented to us.
This third image, Leda and the Swan” (Bacchiaca-Franceso d’Ubertino Verdi-1510-1577, presents a woman surrounded by a swan and several children. Many items stand out in this piece but particularly the definition of the woman’s body seems to be the most interesting. Uncommon for paintings of this time, the woman appears to be quite muscular. In addition, with the children and swan together around the woman, this can be viewed as a clear representation of protection and comfort.
This fourth image, “Madonna and Child” Bernandino dei Conti 1400-1600),” presents a number of key characteristics which the Madonna holds. However, the main one which stands out is strength. This is a presentation of being a mother and comforter but also a provider. The Madonna is nourishing this child and providing all aspects of care.
Lastly, this final painting, “The Baptism of Christ” (Jacopo Bassano 1590,” presents an interesting take on the baptism of Christ. A dark and dreary setting shows that the artist does not consider this moment to be a particularly positive time. Furthermore, the women in this painting seem to be in a state of worry. The woman closest to the bottom of the painting is seen with a towel, handing it to Christ. The woman is on her knees with an expression of sadness. The other women have an expression of worry and almost horror. Overall, this presents the women as a powerful force. Being portrayed almost as if they know something more or possibly what is to come in the future.
It is clear from these paintings that women were presented a mothers, protectors and comforters but also as containing other characteristics. Strength is the main characteristic which stands out to myself. While not blatantly portrayed, further investigation of these pieces show that there is additional meaning. Strength, being providers, and being wise individuals are all represented in these specific paintings.
Topic: The depiction of women through art.
Thesis: Women as mothers, protectors and comforters.
For my final project, I am focusing on the depiction of women through art. Since much of the art we have seen revolved around men of this time period, I wanted to see additional similarities or differences compared to paintings of women which we saw in class. In many ways I am attempting to obtain a certain understanding of the way women were viewed. This is especially relevant due to the absence of nude female models for these paintings. Overall, what led these artist to paint these women the way that they did. The images I chose all include women. More importantly, they are all engaged in some sort of activity. A major emphasis is placed on being a motherly figure. Children are included in four out of the five pieces. Lastly, the clothing choice, body composition, and background vary between the pieces. This allows me to highlight both similarities and differences between them. All five of these pieces are located within the MET. They are currently displayed within the European Paintings section. The information regarding the images selected include (From top to Bottom): “Venus and The Lute Player” (Titian-1565-70), “Madonna and Child” (Bachiacca-Franceso d’Ubertino Verdi- Early 1520’s), “Leda and the Swan” (Bacchiaca-Franceso d’Ubertino Verdi-1510-1577), “The Baptism of Christ” (Jacopo Bassano 1590), “Bernandino dei Conti 1400-1600)
Overall, my experience at the Metropolitan Museum of Art was not at all what I was expected. To begin, I decided to drive to the MET from Brooklyn. Encouragingly, it was about an hour drive from Brooklyn which really wasn’t too bad. In fact, I was even able to find a parking directly in front of the museum which was excellent. However, as soon as I stepped foot into that museum, I understood why I heard from many individuals that Friday’s might not be the best day to go. I disregarded that advice and decided to go on November 30th. The amount of people I saw in that museum was almost jaw dropping. It was absolutely packed. This was a consistent theme for the entirety of my visit. Overall, I spent around 2 and a half hours exploring throughout the museum. However, much of that time was spent simply trying to find out where I was going. Being that the MET is quite the large museum, the map which was provided proved to be not too beneficial. After failing to successfully navigate using the provided map, I decided to ask workers for directions. With that being said, although I experienced some negatives, there are plenty of positives which I am able to recognize from my trip to the MET. Mainly, the substance is the essential aspect of the museum which is so great. There are various forms of art which are presented beautifully throughout the entire museum. Within those various forms are Renaissance Art and Baroque art. Both of which I decided to focus on fully and understand the differences between each other. Renaissance Art and Baroque art are quite similar in many ways. For example, a large number of these pieces were painted in Italy by Italian artists. A religious catholic theme is also presented through most of these pieces. However, I believe the key differences between the two is the specific aspects of this art. For example, Boroque art proved to place an emphasis on richer colors, darker shadings, greater contrast, and most importantly movement. As opposed to the mainly large number of portrait paintings within the Renaissance period, baroque art consisted of also portraits but also additional forms such as landscapes and larger view religious and historical paintings. “The Holy Family with the Infant Saint John the Baptist,” by Perino Del Vaga and “View of Toledo,” by El Greco are excellent examples of the differences between the two time periods. Perino Del Vaga’s painting presents a light, soft and religious theme throughout. As opposed to the “View of Toledo which is shows significant differences. For example, much darker colors and it overall being a landscape.
The art of the ancient world contains quite a range of various forms of art which share both similarities and differences. We began by being introduced to the art of ancient Egypt. Ancient art from other regions which we covered includes Mesopotamia, Greek and Roman. Ancient Egyptian art provided a foundation for our understanding of artistic themes presented throughout this time period. Ancient Egypt was quite unique with its use of symbols, characters, and other secondary figures within the pieces of art. These pieces can likely be related more towards Mesopotamian art. Major themes between the two also places a major emphasis on religious and ancestral routes.
Greek and Roman art features many sculptures and full human depictions. This human depiction is highlighted more-so within Roman pieces. Overall, Roman sculptures focused on the key details of the human body. An excellent way to recognize that is the often exposure of the body. Without including any other items with the sculptures except for a thin cloth or possibly some sort of military weapon, the emphasis quite often is on the nature of the body. Another area to recognize is the materials used in order to create these sculptures. Quite often, the Greek and Romans used similar materials such as stone or metals such as bronze or marble. However, with understanding the materials used allows use to recognize why some sculptures are preserved better than others.
The durability of these pieces are directly connected to the materials but also to the time period and location they were in. The key emphasis in Roman sculptures is the realism. The extensive detail of the facial features, hair, and also the focus of muscle mass. Individuals are able to even obtain an estimate of age or status. While classical Greek sculptures shared some similarities, the focus on realism was not as highly regarded. Fundamental values such as military portrayals and figures from Greek mythology were highlighted. In terms of similarities, one main common theme between ancient Roman and Greek art dealt with the material used. They both mainly used marble to create the sculptures. However, Greeks used much more bronze compared to the ancient Romans. Additionally, the sculptures were both mainly based off of individuals which were most valued highly. For example, for Romans it was the emperors. Whereas Greek sculptures focused more on mythology. However, both shared the similarity that they valued each highly and therefore created sculptures based on that.
My understanding of humanism includes and revolves around the basis of human beings. In addition, this mainly focuses on what it means to be a human. Overall, humanism has a large variety of meanings. It highly depends on the context and the time period in which it was understood. Specifically, Greek humanism focused on the freedom and power of the human body. An example of this would be the figure of. This depiction of a body shows that Greek art almost praised the human body. Showing the physical mechanics and the pure beauty of the human body. Natural poses which focuses solely on the body itself and nothing else. Additionally, the strength and the ideal body is portrayed through these sculptures. Compared to Egyptian art, the focus on the beauty of the human body is no where as prevalent. In fact, nude depictions of individuals in ancient Egypt could be viewed as a taboo. Being naked was something which was frowned upon and often was used as a form of embarrassment. Additionally, the ancient Egyptian statues were often quite stiff, straight up, and featured implementations of animal figures on the human body. Drastically different from Greek and Roman art.
My experience at the Brooklyn Museum was quite informative and interest. Specifically, I spent the majority of my time at the Ancient Egyptian exhibit. The unique forms of art on display were quite different from many of the other pieces within the museum. Additionally, one piece caught my eye when I walked into the exhibit. The “Cartonnage of Nespanetjerenpare” is placed directly in the middle of the room and in many ways serves as the main focus. The relatively dark room is awakened by the multiple single lights which bring this piece to life. This piece has such extensive detail which is can be thoroughly explain through formal analysis. Through the various elements within the piece, one aspect immediately stood out to me. The color truly brought this piece to life and proved to be its defining factor. Created with the use of linen mixed with plaster, the texture of the piece is quite evident. A rigid surface featuring quite curvaceous lines. In fact, the piece as a whole is quite rounded. With it being quite large, all the surface area is taken up by some sort of painted image, design or color pattern. The color scheme is on the darker side with plenty of oranges, blacks, greens, browns. This seems to be a common theme among ancient Egyptian pieces. However, the bright orange is very different from other pieces. The images on the piece seemed to be of women and also human bodies with animal heads. Compared to concepts discussed in class, it is important to continue to understand the historical background with works of art. This may very well be considered art now but at one time held a truly holy meaning and served as a significant portion of the transfer to the after-life.
The Soul of a Nation was one of the more modern exhibits which featured concepts which are quite familiar. Black history is excellently represented in an artistic manner within the exhibit. Moreover, with all of the interesting pieces, there was one which truly caught my eye. “The First One Hundred Years,” is a dark yet beautiful painting which highlights many of the significant struggles the African Americans faced in the time period. The one aspect which caught my eye was the unique blending of colors. The dark purple and the lighter blue combine to create a barrier within the painting. It is almost as if it symbolizes the evil present and the good which is still possible but is far into the distance. Overall, the color scheme is quite dark but yet also cool. Additionally, the shading used gives a smokey effect in the lower middle portion of the painting. This acts as the foundation for the many different symbols within the piece. For example, bright red of the confederate flag is highlighted behind the dark smokey purple. Images of the devil, skulls, KKK members, all stand out. Another important detail is including the large dark tree in the background. Notice there are no leaves on it and it in many ways looks quite dark and evil. A corpse is hanging on the branches which attributes to the evil theme this tree holds. Compared to the rest of the exhibition, there was no other image which clearly and confidently laid out the evil in America during this time period. The dark and yet necessary images of corpses and KKK members represent the time period perfectly. Additionally, it is not often you see dark colors, especially within artwork. This was especially the case within this exhibits. Color schemes ranged from being either very bright with oranges and reds. Others were either completely black, white or both. Yet, nothing was really in-between those colors except for this piece.
Unit 1 essentially served as a foundation for the basis of understanding and interpreting art. For many, this was just the beginning of what it truly meant to view art. In addition, the definition of topics which we thought we understood, took on a completely different dimension within this unit. For example, what is art? Art could be a variety of different things. It is not limited to being a painting or drawing. Instead, self expression and whatever in theory speaks to the individual. Overall, this can be placed within one main topic which was presented within the unit. This happens to be the concept of formal analysis. Before that we were introduced to a few key concepts which provided background knowledge on historical art. For example, Paolo Friere was a major figure within the unit. He was quite the influential man who thrived as an educator and most notably proposed the Pedagogy of the Oppressed. This was published in 1968 and is known to have helped establish Critical Pedagogy. Overall this highlighted a different interaction between teacher and student. The banking model is presented within this piece which focuses on the classic teaching method of simply depositing information. Overall, this can definitely be viewed as Freire’s critique of the modern method of teaching. Then, we were tasked with observed various pieces of classic art. This includes the Titian, Venus of Urbino, Inges, La Grande Odalisque, Edouard Manet, Dejeuner Sur L’herbe, and lastly Manet, Olympia. However, the piece of art which we discussed in most detail was Titian, Venus of Urbino. The reason for this is simply the many different key components one is able to gather from this piece. For example, the color scheme is quite neutral but also contains many reds and browns. There is a consisted curved line scheme without much usage of sharp lines. This can mostly be seen within the main focus of the piece. The natural curvaceous lines of her body stand out and are purposely placed to be the main focus of the piece. Also, additional extensive texture and detail provided a very three dimensional result. For example, the bed sheets almost have ridges and texture that you are able to clearly see. In depth shading also creates impressive shadows which truly transforms the artwork. Additionally, this description can be viewed as the formal analysis of the piece. Formal analysis essentially is the formal properties of something. Examples include the contrast, size or scale, position and composition, the material, and also illusionism.
What is formal analysis? In your own words explain what we mean when we say formal analysis and what its components are
With art, there are various forms of descriptions which can be given on an item. However, formal analysis focuses specifically on visual descriptions. Overall, it breaks the artwork down to a core. In many ways it is quite subjective and based solely on what the individual is visually experiencing. In other words, formal analysis can essentially be viewed as formal properties. Components of this includes contrast, size/scale, position or composition, material and also illusionism. In addition, the subject matter can also be discussed. Formal analysis is an essential part of the understanding of really any work of art. It is important for one to truly understand what it means to them and what they see. For example, the painting “Venus of Urbino” which was shown in class served as our first opportunity for formal analysis. The color scheme of the painting featured many browns and reds. It did not feature many sharp lines, mostly more rounded lines. Extensive texture and detail was presented throughout. This was shown through the bed sheets and drapes especially. Overall, these components of formal analysis are what make each work of are unique. More than likely, every work of art will feature different formal properties. Therefore, formal analysis aids in the uncovering of how every piece differs.