“2b or Not 2b.” They say/I Say: the moves that matter in academic writing: with readings/. Gerald Graff, Cathy Birkenstein, Russel Durst. New York, NY 2012. 344. Print Crystal, David.
This essay is on the painting “Girl Arranging Her Hair”, painted by Mary Cassat in 1886. The media is oil on canvas. This painting now hangs at the National Gallery of Art in Washington, D.C. Line is an important formal element of artwork because line is essential in a painting to depicting objects and symbols and to define shapes. The line in this piece of art draws your eyes to the top right side of the painting and gradually brings your eyes down the painting focusing attention on the girl. Forcing attention on the girl caught in the act of arranging her hair allows the person looking at the painting to become that girl and to imagine what she is thinking at that personal moment.
In this collage, the textures are emphasized. (See example of the portrait of the little girl with a toy) Pattern Due Date____________________ 1. Print with a sponge, rubber stamp, or eraser dipped in tempera paint random markings on a piece of colored paper to demonstrate an irregular pattern. 2. On another piece of colored paper, draw rows of squares the same size all over the paper.
Activity B: Identifying Principles of Design Madonna and Child with Saints (Saint Lucy Altarpiece) Domenico Veneziano 1445 Directions Study the painting above, Madonna and Child with Saints (Saint Lucy Altarpiece), carefully. Based on your analysis, describe how the artist has created both unity and variety in the painting. Write your answer in the box provided below. The artist has created unity in the painting with the use of corresponding colors, and the position or space between the subjects in the piece. Variety is created through the different shapes, patterns, and contrasting colors that bring the painting together.
Bach then received a scholarship to St. Michael’s school in Lüneberg where he studied music alongside many other subjects. His first job in music was organist at a church in Arnstadt, Germany. In 1717, Bach was offered a job at the court of Prince Leopold of Anhalt-Cöthen, located about 30 miles northwest of Leipzig, Germany. When he changed jobs, Bach also changed the style of his music from organ music that was typically made for churches to music he thought the prince would enjoy. The music became sort of a chamber style, since the Prince himself played in a chamber group.
Finally after one learns about Luther’s life and culture, he can then begin to see the effect Luther’s life had on the culture of his day that have remained strong unto the present. To understand Luther and the impact of his life, one has to understand how Luther was nurtured. On November 10, 1483, Luther was born to parents Hans and Margarethe Luther in Eisleben, Germany. Luther attended school in Mansfield where he learned rhetoric, grammar, and logic. Once Luther turned seventeen, he became enrolled at the University of Erfurt.
Kara was born in 1969 in Stockman, California on November 26. Her father who worked as a painter and raised her, at the age of thirteen her father Larry Walker, accepted a position at Georgia State University where they relocated to Stone Mountain a suburb of Atlanta. It is here that Kara spent the rest of her childhood and later attended the Atlanta College of Art, where she earned a Bachelor of Fine Arts degree in painting and printmaking in 1991. Three years later, in 1944 she received master of Fine Arts degree in painting and printmaking from the Rhode Island School of Design, located in Providence. Kara knew that she wanted to be an artist when she was just three years old “One of my earliest memories involves sitting on my dad’s lap in his studio in the garage of our house and watching him
HineLewis Wickes Hine was born in Oshkosh, Wisconsin in 1874. After graduating from High School, he worked at various jobs before enrolling at the University of Chicago in 1900. While at the University of Chicago, Hine met Frank E. Manny, Professor of Education at the State Normal School who had recently been appointed superintendent of the Ethical Culture School in New York. In 1901, at the invitation of Manning, Hine moved to New York City and accepted a position as an assistant teacher at the ECS. Hine began at this time to use a camera as an educational tool and to photograph school events.
The Metropolitan Museum of Art 1996 METROPOLITAN MUSEUM JOURNAL 31 over your Prints a Piece of clean Paper, and with your The notes for this article begin on page 95. The Metropolitan Museum of Art is collaborating with JSTOR to digitize, preserve, and extend access to Metropolitan Museum Journal ® www.jstor.org C8x 8 ' Ti x 1 6cz qe r-tV rC 'Cg61 'punA jaq:olai '1Vjo umnasnp uiilodoJlap aiqL 'uo 'w ' 'sluld aSednoxap quiM 'irelaaS pa-irotap poo.Muapu!lp9aqsiuje pur 'papp!s 'paiured 'pa9ure %--oVLi -rD '(a9!ua) urellI a'iani 'rr '~(-~ 7
SHOW THE DEVELOPMENT OF CHARLES RENNIE MACKINTOSH’S STYLE AT HIS GLASGOW SCHOOL OF ART FROM 1896-1908, HIS INFLUENCES AND HIS INNOVATIONS To begin with some history, the school was founded in 1884 and in 1869 moved to the south-east corner of a block of buildings overlooking Sauchiehall Street and Rose Street. In the centre of this block stood the city’s Art Gallery. The first appearance of R.Mclntosh (as he then spelt his name) (1868-1928), aged 15, was in September 1883. In 1895 the competition for the school design was declared. In the same year, December, the Assessors reported, that they had selected a set of drawings.