Video Reviews: “Isamu Noguchi: The Sculpture of Spaces” and “Andy Warhol: Images of an Image”

1.      Explain why you selected each of the TWO videos you choose from the selection listed above.

The two videos I chose were “Isamu Noguchi: The Sculpture of Spaces” and “Andy Warhol: Images of an Image.” I chose these two videos because I have always enjoyed Warhol’s work and, although I’d never heard of Noguchi, the idea of sculpture gardens sound cool.

2.      For each video list/discuss the key concepts you learned.

In the “Isamu Noguchi: The Sculpture of Spaces” video I learned about the Japanese artist Isamu Noguchi and the various sculpture gardens he has built in Japan and all over the world. In the “Andy Warhol: Images of an Image” video I learned about the Pop Art movement and looked Warhol’s painting Ten Lizes and how it explored Warhol’s fascination with celebrities as objects.

3.      How do the videos relate to the readings in the text?

These two videos relate to the textbook reading because they both further explore the modern/postmodern art movements and major figures in those movements.

4.      What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?

I enjoyed both films. It was especially interesting to learn more about Andy Warhol.  

Art Gallery Visit 2

Questions about the exhibit:
1. What is the title of the exhibit?

The title of the exhibit I saw was "Mystic North."

2. What is the theme of the exhibition?

It focuses on the work of Charles Burchfield and his impressions of winter's power and beauty.

Questions about the physical space:1. What type of lighting is used?

The lighting used most often is overhead track lighting.

2. What colors are used on the walls?

The walls were mostly white, but there were a few accent walls in a dark blue-gray.

3. What materials are used in the interior architecture of the space?

The floor was of polished wood. The walls were mostly plain white walls and it had high ceilings.

4. How is the movement of the viewer through the gallery space?

The movement through the gallery is mostly linear, but the viewer is drawn to the dark accent walls featuring stenciled words and branches.

 Questions about the artwork:
1. How are the artworks organized?

There seemed to be no particular way the pieces were ordered.

2. How are the artworks similar?

Most of them depict scenes of winter landscapes, although some are more abstract than others.

3. How are the artworks different?

Some of the artwork is more abstract. Some of them were sketches, some paintings, and one a sculpture. 

4. How are the artworks framed?

Most of the pieces had simple black frames.

5. How are the artworks identified and labeled?

They are mostly on plaques near the pieces.

6. What is the proximity of the artwork to each other?

They are not very far from each other on the walls.

It was very interesting to consider a gallery exhibit in terms of the actual physical space and how it's arranged, rather than just focusing on the pieces in the exhibit.

Charles E Burchfield, December Light, Watercolor on paper mounted on board

Description: The view appears to be from the inside of a log lodge. On the wall are several hunting trophies. Outside the large windows in a winter scene around a pond, with swans on the water. The painting is in all black and white. 

Formal analysis: Value is emphasized in this painting. The contrast between the dark walls of the lodge and the light colors nature scene draws attention to what's outside the windows.

Bracketing: The hunting trophies on the wall could represent man's attempt to control and tame nature.

Interpretation: I think the artist was trying to showcase how nature can never really be tamed or controlled by people. 

Charles E Burchfield, Spring Sunset in the Woods, 1917, Watercolor and graphite on paper 

Description: Trees in a forest with budded branches. Some of the trees seem to be overlaid     with the brilliant colors of the sunset.

      Formal Analysis: Color is emphasized in this painting. The vibrant colors of the sunset contrast with the whiteness on the remaining snow.

      Bracketing: The colors of the sunset contrasted with the whiteness of the snow could represent the rebirth and vibrancy that spring brings.

      Interpretation: I think the artist was trying to show the beauty and liveliness of spring.

    

      

Charles E Burchfield, The Horn Call from the Sibelius Fifth, before 1963, Conte crayon on paper

Description: There are several triangular shapes in the background that could be abstract trees. In the center, framed by two tree trunks, are several triangular shapes that look almost like a tower. The piece is in black and white.

      Formal Analysis: Shape is emphasized in this piece. The shapes of the tower structure and the abstract trees and clean, geometric triangles.

      Bracketing: Burchfield drew this piece after being inspired by a piece of music. The triangular, spear-like structures could represent particularly strong notes.

      Interpretation: I think the artist was trying to give shape and form to the music that inspired him.  

Video Review:“The Mystical North: Spanish Art from the 19th Century to the Present” and “Matisse and Picasso”

1.      Explain why you selected each of the TWO videos you choose from the selection listed above.                                                                                                                                

      The two videos I chose were “The Mystical North: Spanish Art from the 19th Century to the Present” and “Matisse and Picasso.” I chose these videos because I had watched the other films about the Spanish artists Goya and Picasso, and I wanted to know more about them and Spanish art/artists in general.

2.      For each video list/discuss the key concepts you learned.                                                              

      In the “The Mystical North: Spanish Art from the 19th Century to the Present” video I learned about how northern Spain has produced some of the greatest artists of all time, including Goya and Picasso. I also learned about other Spanish artists like Antoni Gaudi and Salvador Dali. In the “Matisse and Picasso” I learned more about Spanish painter Pablo Picasso and his complicated and sometimes strained relationship with the equally famous French artist Henri Matisse.

3.      How do the videos relate to the readings in the text?                                                                 

      The videos relate to the textbook readings because they also talk about the modern art movement, including early modern artists such as Goya.

4.      What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?                                                                                                     

      I enjoyed both films. It was interesting to learn more about the artists I’d previously watched films about, as well as the origins of modern art.   

Mask Making

 The first mask inspiration picture I chose was an ancient mask dating from the pre-neolithic stone-age. I chose it because this mask is considered the oldest in the world. It is made of stone and has a very simple design, with simple geometric circles for the eye holes and a crescent moon for the mouth. The element of shape is emphasized in this piece, in the simple geometric eye/mouth holes. 

The second mask I chose was an African Fang mask from the country of Gabon; I chose it because its purpose as a inquisition ceremony mask interested me. It is from the 19th century and is made of wood. The head is very elongated and the eyes are very small; the mouth is a simple geometric triangle. Form is emphasized in this piece with the elongated head. Shape is emphasized with the almond shaped eyes and triangle mouth.

The third mask I chose was an Aztec mask from the 16th century; I chose it because of its vibrancy. Unlike the other masks this mask utilizes the element of color. This mask seems to be made of some to sort of green tiled stone. It has detailed eyes and teeth. The shapes of this mask are less geometric than the other two.

This stone mask from the pre-ceramic neolithic period dates to 7000 BC and is probably the oldest mask in the world (Musée de la Bible et de la Terre Sainte)

Fang mask used for the ngil ceremony, an inquisitorial search for sorcerers. Wood, Gabon, 19th century.

Aztec mask of Xiuhtecuhtli, c. 1500, of Mixtec-Aztec provenance

   
The elements and principles I emphasized in my mask were color and texture. I was trying to go for a serpentine feel with my colors of green and black. I tried to create a scale pattern with both the green/black tiles and the yellow scales. I thought my mask turned out well, although I wish I could have actually used stone or wood to create it.

Video Review: “African Art: Legacy of Oppression” and “African Art”

1.      Explain why you selected each of the TWO videos you choose from the selection listed above.                                                                                                                                                                    The two videos I chose were “African Art: Legacy of Oppression” and “African Art.” I chose these two videos because, as an African American, I feel that learning more about African art and culture connects me more to my roots.

2.      For each video list/discuss the key concepts you learned.                                                                    

      In “African Art: Legacy of Oppression” I learned about how African art influenced the western modern art movement, and inspired famous European artists like Picasso. I also learned about how the Europeans looked down on African artistry, calling it primitive, and about the poor treatment of Africans during the European conquest of Africa. In “African Art” I learned about the rich diversity and history of African art across the continent. I learned that most African art is very conceptual and that much of it carries symbolic and religious meanings.

3.      How do the videos relate to the readings in the text?                                                                      

     The videos relate to the textbook readings because they also talk about African art from various places around the continent. They talk about symbolic/religious nature of much African art, as well as materials the book mentions such as ivory.

4.      What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?                                                                                                                                            

I enjoyed both videos. It was fascinating to study artwork that does not come out of the western tradition.