In this art history video discussion Beth Harris and Steven Zucker look at Albrecht Durer's "Self-Portrait, 1500." (Alte Pinakothek, Munich).
In this art history video discussion Beth Harris and Steven Zucker examine Albrecht Altdorfer's "The Battle of Issus," 1529, oil on panel. Alte Pinokothek, Munich.
Students apply the analytical skills that they use when reading literature to an exploration of the underlying meaning and symbolism in Hieronymous Bosch's early Renaissance painting "Death and the Miser".
Documentary covering history of ancient peoples living in the Grand Valley of Western Colorado. Includes information on the earliest inhabitants since at least 13,000 years ago compared to the first non-native homesteaders in 1881. Paleo Indian peoples from the ice age were originally hunter gatherers. Later peoples in the Archaic period developed farming techniques to cultivate the "Three Sisters:" corn, beans and squash. The Formative Period saw Ancestral Puebloans build cliff dwellings and adobe structures with pit houses and kivas in the Mesa Verde and Chaco Canyon regions. The dcoumentary discusses rock art, tools, religion and culture of these Native Americans and their relation to current tribal people.
The drum is the heartbeat of the Arapaho Tribe. In the accompanying lesson plan (found in the Support Materials) students will learn that the drum represents thunder and the drumsticks represent lightning. Our old people would make songs for the family. If some person was going to war, we would make songs. Traditionally women wore blankets or a shawl. The drums were for the singers to use. When a woman took off her shawl, they would sing a song for a style of dance. But it has changed, now it's the other way around the women put on their shawls. Today we call it round dance, participation dance, or social friendship to get everybody together. The drum was very important and was considered sacred. It still is.
LEARNING OBJECTIVES:
Students will learn how to make a Native American Drum from beginning to end.
Students will learn the Art of weaving/looping the raw hide straps when lacing up the straps/raw hide drum.
This entry-level course is designed to help you gain a general appreciation for art as well as to help you develop a working vocabulary for the knowledgeable analysis of art based on the Visual Elements and the Principles of Design. The syllabus is included in the course and contains the course objectives, student learning outcomes, list of assignments and names of the course textbooks.
The Art Appreciation course explores the world’s visual arts, focusing on the development of visual awareness, assessment, and appreciation by examining a variety of styles from various periods and cultures while emphasizing the development of a common visual language. The materials are meant to foster a broader understanding of the role of visual art in human culture and experience from the prehistoric through the contemporary.
This is an Open Educational Resource (OER), an openly licensed educational material designed to replace a traditional textbook. The course materials consist of 24 lessons each with a presentation, reading list, and/or sample assignment. For ease of adapting, materials are available as PDFs and Microsoft PowerPoint or Word documents.
This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history and in depth studies of the elements, media, and methods used in creative processes and thought. Upon successful completion of this course, students will be able to: interpret examples of visual art using a five-step critical process that includes description, analysis, context, meaning, and judgment; identify and describe the elements and principles of art; use analytical skills to connect formal attributes of art with their meaning and expression; explain the role and effect of the visual arts in societies, history, and other world cultures; articulate the political, social, cultural, and aesthetic themes and issues that artists examine in their work; identify the processes and materials involved in art and architectural production; utilize information to locate, evaluate, and communicate information about visual art in its various forms. Note that this course is an alternative to the Saylor FoundationĺÎĺ_ĺĚĺ_s ARTH101A and has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. This free course may be completed online at any time. (Art History 101B)
“This courseware includes resources copyrighted and openly licensed by multiple individuals and organizations. Click the words ‘Licenses and Attributions’ at the bottom of each page for copyright and licensing information specific to the material on that page.” Reviewer’s note: arguably the weakest of the full-text resources presented here, but may give a starting point for some resources
Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.
Students observe, draw, describe and analyze artifacts
This art history video looks at "The Painting Techniques of Barnett Newman: Vir Heroicus Sublimis" Abstract Expressionist New York, The Museum of Modern Art, October 3, 2--April 11, 2011. Filmed by Plowshares Media; Music by Chris Parrello, Ian Young, Kevin Thomas, Ziv Ravitz.
This art history video discussion looks at Gian Lorenzo Bernini's "Sant'Andrea al Quirinale", 1658-70, Rome; commissioned by Cardinal Camillo Francesco Maria Pamphili for the nearby Jesuit seminary.
Western Mining History presents a gallery of colorized photos of historical mining scenes from the western US and Colorado. Western Mining History is an historical site that provides databases, information on mining, mining towns, gold and Photos and maps of the western United States. This photo gallery provide an excellent collection of primary sources for historical analysis in the classroom. Consider becoming a member or making a donation to help further the work of the site. Suggested use: Students might compare the color image to black and white versions on other parts of the Western Mining History site to discuss how color affects our interpretation and response to the image.
Jean-Baptiste Carpeaux, Dance, 1865-69, marble, 420 x 298 cm. (Musée d'Orsay, Paris). Commissioned by Charles Garnier for the facade of L'Opéra. In 1964 it was replaced by a copy executed by Paul Belmondo. Created by Beth Harris and Steven Zucker.
Join Gaylord Torrence and Brian Vallo for a closer look at, and in-depth commentary on, a selection of highlights in the exhibition Art of Native America: The Charles and Valerie Diker Collection. The exhibition is made possible by The Peter Jay Sharp Foundation, the Diane W. and James E. Burke Fund, the Enterprise Holdings Endowment, and the Walton Family Foundation. The Metropolitan Museum of Art is situated in Lenapehoking, the homeland of Lenape peoples, and respectfully acknowledges their ongoing cultural and spiritual connections to the area. Credits Editor: Sarah Cowan Producer: Melissa Bell Audio: David Raymond Photography: Eileen Travell Music: Austin Fisher. Archival images Carrie Bethel, Courtesy Yosemite National Park Archives, Museum, and Library © 2018 The Metropolitan Museum of Art. Created by The Metropolitan Museum of Art.
A new and annotated translation of the French Prime Minister’s memoir of his friend, the most famous Impressionist painter.
This art history video discussion looks at the Colosseum (Amphitheatrum Flavium), c. 70-80 C.E., Rome.
What does it take to revive a masterwork? Michael Gallagher on conserving Charles Le Brun's Everhard Jabach and His Family Charles Le Brun (French, 1619–1690). Everhard Jabach (1618–1695) and His Family, ca. 1660. Oil on canvas; 110 1/4 x 129 1/8 in. (280 x 328 cm). The Metropolitan Museum of Art, New York, Purchase, Mrs. Charles Wrightsman Gift, in honor of Keith Christiansen, 2014 (2014.250) http://www.metmuseum.org/collection/the-collection-online/search/626692 MetCollects introduces highlights of works of art recently acquired by the Met through gifts and purchases. Discover a new work each month. http://www.metmuseum.org/collection/metcollects Credits Director: Christopher Noey Producer and Editor: Kate Farrell Camera: Sarah Cowan, Kate Farrell, Lisa Rifkind Design: Natasha Mileshina Music: Austin Fisher Explore more on MetMedia: http://www.metmuseum.org/metmedia/video.
Edgar Degas, The Dance Class, oil on canvas, 1874 (Metropolitan Museum of Art) Speakers: Dr. Steven Zucker, Dr. Beth Harris. Created by Beth Harris and Steven Zucker.