Monday, January 9, 2017

Intro to Art History II

The History of Art, Part 2: 600 years that led to today
Art History 1102 section 1: TTH 8:30-10:50
Dr. Betsy Towns, Workplace West III, 109; you can also find me at the CDI- just text ahead!
cell 919-428-1717   townsb@uncsa.edu
Teaching Assistant: Andja Budincich, budincich.am@artist.uncsa.edu
class blog http://artisanhistory.blogspot.com/

Office hours: by arrangement. Please contact us with any questions
Betsy Towns, Saddleback Hobbyhorse, in progress, 2011

Homework due Thursday:
·    -those of you continuing Art History, review: Stoksdad, xxvi-xxix, 1-9 15-19 Those of you new to Art History, read Stoksdad, xxvi-xxix, 1-9 15-19 , making careful notes in your journal. You can complete this by Thursday the 19th at at he latest. If this is new  information to you, please also study supplemental materials on elements and principles of art here and (Links to an external site.)
-  Read this post completely and check CANVAS to familiarize yourself (Hopefully you're enrolled in the course in canvas! If not let us know.) 
-    Read and understand the syllabus I'll give you a printed copy Thursday

-  send me and Andja an email from your preferred email that says you've read it, and include any questions you may have. We'll address them in class or via email, as appropriate! 

- scribble, draw, or write  a self-portrait to put in your notebook. see below for ideas

To introduce me
In my work as an artist, I tend to focus on:
storytelling, animals, childhood, play, nonsense, and meaning.






In my work as a historian and writer, I tend to focus on:
storytelling, animals, childhood, play, nonsense, and meaning.
Alexandre-Isidore Leroy de Barde, Reunion of Foreign Birds in different Cases, late 1800, gouache on paper, possibly a copy

Martin Johnson Heade, Roman Newsboys, ~1848
 my work as a teacher, I tend to focus on, you guessed it:
storytelling, (animals-not always literally), childhood (because I believe that children and artists have many of the same ways of working), play, nonsense, and meaning.



Lear caricature self-portrait
Add caption
We will work together to develop abilities in seeing, understanding, imagining, and making art, and articulating what it is that we see and do.
picasso, 1907
picasso, 1896
Michelangelo ~1510
and a bunch by Edward Lear,  mid to late 1800's
Add caption
Add caption
Add caption
Now, to introduce you. Please include your name, school, year, preferred email and phone #. Then give us a sketch of yourself-- your appearance, your superhero self, your heart, your symbol, the way your mom sees you.....   

Lynda Barry, ~2010


On to some ideas.

Commonplace books

Art History Map Assignment: worldmapper
Your Art History Map is due NEXT TUESDAY, Aug 30



from Oberlin College Writing Center note: HERE are some Key Questions for PAINTINGS

KEY QUESTIONS TO ASK WHEN LOOKING AT SCULPTURE 
• Subject 
What subject does this sculpture represent? 
What was its purpose and function? 
What kind of belief does it embody? 
How does it express this? 
• Context 
Is this work now in its original setting? 
If not, how might it have been shown originally? 
Would it have been seen from above, below, or from the same level? 
Was it part of a larger group? 
• Form 
Does this sculpture have a strong frontal presentation? 
How does it look from different sides? Angles? Lighting? 
Is it self-contained or gesturing outward? 
How has the material been used? •
 Style 
Is the work primarily rounded or angular? 
Detailed or Simplified? Smooth or Rough? 
Linear or Volumetric? Individual or Abstracted?
 How is the style related to the original function of the image?
Some reflections on Teaching –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
 A friend and colleague told me once that teachers often fail to state what they believe is obvious, and that this hinders the success of the class. So, you may find some of the materials on the rest of this page obvious, but I didn’t want to miss the obvious

I teach because I love having conversations about art and ideas. I look forward to meeting a new group of students each year, and I love classroom settings. I teach because I like and respect my students, and enjoy hearing new ideas. Please share your ideas, opinions, insights, and observations freely, and listen to, reflect upon, and respond openly to those of others.

The following words express my idea of the ideal student. I believe faking these behaviors and attitudes provides a gateway to achieving them. Curious, Creative, Active, Open, Expressive, Reflective, Interested, Observant, Engaged, Playful.

I believe learn is a verb…. Please come to class ready to think, ask questions, build bridges, make knowledge. So:

 

·       Please Talk. Ask questions. If you are curious, ask a question. If you don’t understand something, ask a question. If you hear a word you don’t know, ask a question. If you would like more info, ask a question. Asking questions provides the fastest way to get information.

 Please feel free to ask me any question about art, art history, writing, childhood, birds, animals, stories or anything not on my lists. I welcome all questions. 

·       Please take good notes… I believe in marginalia, in drawing your own connections between what happens in class and what you are thinking about and working on in your own time, taking a few moments to write down an idea that something in class triggered, making the material your own. Always have notebook and pencil in class, even if your computer is handy.

·       Listen actively and practice the art of conversation. Sharing ideas comprises the course’s most fundamental activity.

·       By talking and listening, we open ourselves to the course and to others, making ourselves vulnerable—to each other and to learning.

·       Learning takes hold through play, experimentation and reflection. Be willing to play with the materials, to take risks, and take time to mull over the ideas in your own ways.


·       Find places where your own passion, wisdom, and knowledge overlaps with the subjects of the course, and bring those resources to share generously each time we meet. Remember: The learner learns what the learner wants to learn, but you can shape the materials of the course to move toward what you want to



What does your map of art history look like? You can see the examples that James Elkins uses in his book Stories of Art here. 

And here's another, together with a personal response to Elkin's book from Tracy Yarkoni on her blog here.



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