Project Blog

Step 1: The Exhibition

Questions about the exhibit:

1. What is the title of the exhibit? The title of the exhibition was Forty: Sabres in the NHL.

2. What is the theme of the exhibition? The theme of this exhibit is the forty years that the NHL has been in buffalo with teams such as the Sabres.

Step 2: The Gallery

Questions about the physical space:

1. What type of lighting is used?

The lighting that is used in this exhibit is low lighting, but the pictures are highlighted by spot lights.

2. What colors are used on the walls?

The colors used on the walls are beige or tan color. They are plain neutral colors. However a few of the walls are blue and used as accents to the white. They are the color of the Sabres.

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

The materials used in the interior’s architecture are marble and concrete. These materials are used in the flooring and also in the columns. Also wood and drywall is found in the walls and other architectural structures, along with glass.

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

 The movement of the viewer through the galley is linear with paths branching off to the left and right. These paths lead to more linear paths that the viewers follow.

 Step 3: The Artwork

 Questions about the artwork:

1. How are the artworks organized?

The art works are placed on the walls in columns of 3 or rows of 3. Some of the works are placed on a wall around the logo for the exhibit. There is a far back room that has the NHL 360 exhibit, and at the corners of each room are TVs playing videos relating to the Sabres.

2. How are the artworks similar?

The artworks are similar because they are all Buffalo hockey themed. They are also all framed the same way and are photographed in the same style.

3. How are the artworks different?

The artworks are different because some are photographs from different time periods. Some are in black and white while others are in color. There are also works of different media such a photography and video.

4. How are the artworks framed?

Most of the artworks are framed with a simple black frame.

5. How are the artworks identified and labeled?

The art works are labeled by photographer. These labels are in the bottom right corner of the photos.

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

The artworks are placed very close together. There is not much spacing between the artworks.

Step 4: Art Criticism Exercise

Select three of the artworks from the show and use the Art Criticism worksheet to describe, analyze, bracket and interpret the work using the 5-step Art Criticism Process described.

Take pictures of the images you are interpreting. If this is not allowed, make quick sketches of the pieces.

 Analysis:

Description: This piece is 3 photos that show the reactions of a family to a hockey game. The main man in the photos is angry about a play and as the pictures progress we see how the mans reactions change. In the last picture the man looks very defeated.

 Formal Analysis: The elements and principles found in this piece are emphasis, value, and balance. Emphasis is found because the main character of the piece is the man and he is emphasized by being placed in the middle. Value is found in the piece because it is in black and white and you can see the darks and lights of the piece. Balance is found because the piece is very balanced with things evenly placed around the piece.

Bracketing: This piece reminds me of the reactions of many people durring a hockey game. When attending a game you see the reactions people have to the game, and how people feel. This picture is and example of this.

Interpretation: My interpretation of this piece is that it is of a man and his family and their reactions to a hockey game. The man is frustrated and then eventually defeated. The family as a whole is excited for the action that is taking place, and at the end the wife finds the husband's frustration amusing.

 Analysis:

Description: These 3 photos are of a fight that occurred. There are people everywhere and it shows the scale of the fight. The photos how the fight progresses and the actions of all the people.

 Formal Analysis: The elements and principles found in this piece are variety, value, and movement. Variety is found because there are so many people and things going on in the piece. Value is found because the black and white photo shows the lights and darks of the piece. Movement is found in the way the people are standing and the way this portrays movement.

Bracketing: This piece reminds me of a fight that took place in an Ottawa vs. Sabres game a few years ago.

Interpretation: I interpret this piece as a fight that took place between the Sabres and Another hockey team. It was a big game and many people were involved. This shows how the people involved and the people at the arena reacted. It shows alot of excitement and action.

 Analysis:

Description: This is a photograph by Bill Wippert. The picture is of Ryan Miller the sabres current goal tender. Ryan is in his goalie equipment and there is a light source coming from the left. This casts a shadow on the wall.

 Formal Analysis: The elements and principles that are present in this work are value, balance, line, and repetition. Repetition is present on the pattern of the wall. The work is balanced with miller on the left and his shadow on the right. Value is present in the shadow, and line can also be found in the pattern on the wall and on the wall moving. 

Bracketing: When i look at this work i am reminded of an advertisement poster for a star wars movie. The movie has young Anakin with his shadow on a wall. The shadow is of his self when he is older. This is what i am reminded of when i see this picture. 

Interpretation: The interpretation that i get from this picture is the two sides of Miller. The person and the goalie. The shadow is his other side ready to play the game, while miller with his eyes closed is himself trying to ready himself to become who is projected on the wall.

What did you think of visiting the Gallery and purposefully looking at the exhibition from a different perspective - the physical space, the architecture, theme, etc.?

I liked the process of looking at the gallery and its exhibits from a different perspective. It was very interesting to look at things in a different light. I also like interpreting the art from the different clues found using the steps given in this project.

Video Review Chp 21

1. Explain why you selected each of the FOUR videos you choose from the selection listed above.
I selected the videos: Matisse and Picasso, The Impact of Cubism, Dada and Surrealism, and Expressionism. I selected these videos because each are about either an artist or style that I find interesting. I chose the videos I did to learn more about these artists or styles that stand out to me.

2. For each video list/discuss the key concepts you learned.
Matisse and Picasso:
The key concept of this film is the relationship and connection of the artists Matisse and Picasso. The film shows examples of paintings and sculptures from each, and uses film clips to archive the journey of each artist. The points on their journey where these artists cross is the key part of this film. Françoise Gilot and Picasso’s son Claude provide insight on Picasso’s connection with Matisse.
The Impact of Cubism:

The key concept of this film is the Influenced of the works of Cézanne, African tribal art, and the art of the Iberian Peninsula on Cubism. Cubism was the most influential style of the 20^th century and provided artists with nontraditional ways to represent space and form. The film examines pieces such as Juan Gris’ The Breakfast Table (1915), Marcel Duchamp’s Sad Young Man on a Train (1911), Robert Delaunay’s Champ de Mars (1911), Sonia Delaunay’s Electric Prisms (1914), Kazimir Malevich’s An Englishman in Moscow (1913-14), and Umberto Boccioni’s Farewells (1911)

Dada and Surrealism:
The key concept of this film is the Dada movement. Which was born as a reaction to World War I. The film also covers the movement of Surrealism which opened new avenues for artistic creation by striving to bypass the reasoning process and tap directly into the unconscious mind. The video examined Kurt Schwitters’ Merzbild 25 A (1920), Hanna Höch’s Cut with the Kitchen Knife (1919), George Grosz’ Untitled (1920), Joán Miró’s Dutch Interior I (1928), and Salvador Dalí’s The Burning Giraffe (1936).

  Expressionism:

The key concept of this film is expressionism which is an outgrowth of Fauvism. Expressionism emphasized color's emotional properties while demonstrating far less concern than the Fauves had with the formal and structural composition of color. The film also covers how Contemporary Neo-Expressionism has further developed this artistic approach. This program examines: Edvard Munch's Ashes (1894, Osloo Franz Marc's The Tiger (1912), Municho Ernst Ludwig Kirchner's Five Women in the Street (1913), Cologneo Max Beckmann's Actors (Triptych) (1941-42), Cambridgeo Georg Baselitz's The Great Friends (1965), Viennao Anselm Kiefer's Interior (1981

3. How do the videos relate to the readings in the text?
The videos relate to the reading in the text because they discuss many of the artists and art work from the chapter. They also discuss many of the same styles and movements that were covered in the chapter.


4. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?
In my opinion the films are well put together and entertaining. They provide much information on the subjects and give many examples of what they are talking about. The films add depth to understanding by providing a visual reference for the information covered in the book. The films also delve deeper into the information explained in the books, and provide more information. This helps to add depth to understanding and increases the viewers knowledge of the subject matter discussed in the book better then the reading alone can provide.

1) I chose these 3 masks because they looked very interesting. On the first mask i liked the patterns that are all around the face. On the second mask i like the horns and the giant eyes that are very emphasized. The last mask caught my attention because of how much is going on in the mask, and the vast amount of variety.

2)    The first mask is an Ecuadorian clown mask. It is 10 inches and made from painted wood. The mask is an oval shaped face with its mouth open. It is painted in red, white, black, and blue, with patterns surrounding the face. It has a red circle on its nose and outlined cheeks, eyes, and eyebrows. The elements and principles that can be found in this piece are form, line, shape, and balance. The mask is 3D and take up a form, there are many lines in the piece, these lines make up shapes and patterns. The whole mask is symmetrically balanced.
   The second mask is a Bolivian China Supay mask. It is 14 inches, and made with fiber glass, plaster, paint, papier mache, sequins, and glitter. The mask is an oval shaped face with twisting horns jutting out from each side. The horns are patterned and the eyes are large and emphasized. There are jewels that run along its chin. The elements and principles that are present are from, line, shape, balance, color, emphasis, and rhythm. From is present because it is a 3D mask that takes up space. Line is present and created shape in the mask. The entire mask is symmetrically balanced, and color is used to emphasize the eyes and the horns. Rhythm is found on the pattern on the horns.  
   The last mask is a Moreno Mask. It is 15 inches, and made with painted tin, hair, and jewelry. The mask is an oval shape with a face that has small spaced out eyes, a large nose, and a large chin. The mouth has a row of large teeth, and there is a pipe in it. On the top of the mask is a crown and it is surrounded by a large amount of hair. The elements and principle found in the mask are form, variety, balance, rhythm. Form is present because the mask is 3D and takes up space. There is much going on in the mask so variety can be found. The mask is symmetrically balanced, and rhythm can be seen in the repeating shaped found all over the mask.

The first of these 3 images is my final mask, the other 2 are ideas and preliminary sketches. I used the elements and principles of balance, rhythm, variety, texture, line, and shape. Balance is present because the whole mask is symmetrical. Rhythm is found in the horns and the repetitive patterns. Variety is present because of the vast amount of things happening in the mask. texture is found in the hair surrounding the mask. And line and shape are found in the shapes created around the face and the lines used to make these shapes.
In my opinion i think my mask is very interesting and has a lot of things in it, this requires time to take it all in. I based it off the 3 masks i listed in the beginning, and by adding elements found in all 3 of those masks to one mask i think it created a very unique piece. I enjoyed the process of researching all of the masks and then creating my own from these inspirational pieces. Overall i think it was a fun and interesting project that i enjoyed completing.

Wk 10 video Post

1. Explain why you selected each of the FOUR videos you choose from the selection listed above.
I chose the four videos that I chose because they sounded the most interesting to me. I chose to learn about Buddhism, Chinese art, Japanese art and African art.. These are 3 cultures that interest me greatly so I chose the videos to learn more about them.
2. For each video list/discuss the key concepts you learned.
Buddhism:
This film explains the birth of Buddhism and its spread. It uses detailed analysis of the architecture and art of this religion to show how it has grown and spread. It focuses mainly on the places where it has flourished such as Mahabodhi Temple.
Chinese Art: Treasures of the National Palace Museum:
This film spotlights 33 different pieces of Chinese art, and their influence on the Chinese culture. These pieces are rarely seen out of the museum that hold them, and they help to show how the Chinese culture has changed and transformed through the pieces.
The Great Wave (Japanese Art):
This film tells the story of an iconic image known as The Great Wave. It also tells of its visionary maker, and the times in which he lived. It also decodes the multiple meanings of The Great Wave, and explains the mechanics of wood block printing.
African Art:
The main concept of this film is the culture of the African tribes and the art that is involved in the everyday life of these tribes. The video describes the rituals and other artistic expressions that take place in these cultures. It also shows how and why these artistic expressions are important to the people.

3. How do the videos relate to the readings in the text?
The videos relate to the readings in the text because they are videos about the cultures that are discussed in the reading. The videos show the cultures from the reading and art from these cultures.
4. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?
I enjoyed the films and feel that they do much to enhance my knowledge on these cultures. They add depth to understanding by allowing me to see more about the art of these tribes. It also adds more information that the books did not include. This adds more depth to my understanding of the material.

Project Week 9

1. What was it like using your hand as subject matter for a drawing?

 By using my hand as the subject matter of my drawing it made me have to think about how the hand looked, and how transfer this 3D image to a 2D surface. I disliked using my own hand because it is hard to keep the same pose for the whole drawing.

2. What media did you select - pencil or charcoal? Why?

 The media that i chose was pencil because i feel that pencil offers a little more control then charcoal does. I also didn't have any charcoal on hand and pencil was easier to find.

3. How did it feel to create a drawing with your non-dominant hand?

 To create a drawing with my non-dominate hand was awkward. The process was a lot slower and took more time to complete.

4. Compare and contrast your final drawings. Do you think they are successful studies?

 The drawing of my left hand is not as good as the drawing of my right. Because i am left hand dominate i believe that the drawing of my left hand is more realistic looking. The shading is better and it looks more 3D.

5. Would you consider using your non-dominant hand to create artwork in the future?

No i would not consider using my non-dominant hand because i am less able to control my movements with that hand. My left hand allows me to control where i want the pencil to go, whereas with my right hand it is more shaky and less controlled.

Week 9 Video Reviews

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

I picked the four videos that I chose because I was familiar with the artists who the videos were about. Leonardo Da Vinci, Michelangelo, Albrecht Durer, and Rembrandt were the artists in the names of the films and these artists are familiar to me. I chose these four videos to learn more about these artists who I have learned about before.

2. For each video list/discuss the key concepts you learned.
            Leonardo da Vinci: The Mind of the Renaissance:
The main concept of this film was the life and works of Leonardo Da Vinci, the most influential person to have lived during the renaissance. They describe his life from birth to death and list his numerous achievements and great works. Leonardo was the quintessential Renaissance man and this video proves that.
            The Drawings of Michelangelo:
The main concept of this video is how art students can learn from comparing Michelangelo’s finished works with his preparatory drawings that he made. The film compares his drawings with his sculptures, paintings, and architecture that came from them. The film explores and analyses works such as the Pieta, the colossal David, The Sistine Chapel ceiling, and The Last Judgment. The film also looks over the artist’s tools, techniques, and the evolution of his style.
            Albrecht Durer: Image of a Master:
The main concept of this video is the life and work of Albrecht Durer the most famous artist of the Northern Renaissance. He was believed to be the main reason for the spread of renaissance beliefs to a Germany dominated by Gothic tradition. The film focuses on some of his most important pieces, his woodcuts, paintings, and engravings. The film also focuses on the people who had influence on his life. These people include Anthony Koberger, Michael Wolgemut, and Willibald Pirckheimer.
            The Night Watch:
The main concepts of this film are the life and works of Rembrandt, but most importantly the work The Night Watch. The film deconstructs this piece and explains the many conventions that it broke during this time. Through its suggestions of movement, dramatic use of light and perspective, and its composition; it broke many of the conventions of art during this period. The film also focuses on the importance this piece holds with the Dutch, and the amount of damage that has been done to the piece over time.

3. How do the videos relate to the readings in the text?
The videos relate to the readings in the text because they are all about renaissance artists. This relates because the chapters discussed this week dealt heavily in renaissance art and the artists that contributed to this time period. Leonardo, Durer, Rembrandt, and Michelangelo were all large contributors to the art and styles of the Renaissance.

4. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?
All four of the films are well constructed and very informative. Each explains its subject very well and in great detail. These films add depth to understanding of the readings and art concepts by going into more depth on the subjects that were presented in the text. They also achieve this by adding more visuals of the artwork of the period being discussed. The films help because not only do they develop on the information shared in the books, but they also provide more visuals to help to elaborate the points that are trying to be made.

Chp 14 and 15 Video Reviews

1. Explain why you selected each of the three videos you choose from the selection listed above.
The videos that I chose are The Birth of the Middle Ages, Cataclysm: The Black Death Visits Tuscany, and Cairo Museum. I chose the 1^st film because I enjoy the period of history known as the middle ages and wanted to learn more about it. I chose the 2^nd film because I was interested in the black death aka bubonic plague, and wanted to know how this plague was related to art during this time. I picked the final video because I was curious about the Cairo Museum and wanted to see what artifacts were held In the collection.

2. For each video list/discuss the key concepts you learned.
The key concepts that I learned in More Human Than Human are that people prefer images that do not look like us. We prefer images that are abstracted and unrealistic. The program continues to list the different cultures and the way they have proven this belief, and also states that this preference for abstraction of the human form comes from the brain being hardwired for exaggeration.

The key concepts that I learned in The Birth of the Middle Ages is the history of the middle ages as it is traced through certain cultures. The film traced the middle ages through Europe, Japan, and Rome. The film also focused on the Renaissance and the fall of the Roman Empire.

The key concepts that I leaned in Cataclysm: The Black Death Visits Tuscany are what happened to Sienna and Florence during the Black Death, and also after the Bubonic Plague took its toll. The video goes into detail on the event that took place during this time, and what happened to spring a curiosity in spirituality that would lead to the high renaissance.

The key concepts that I learned in Cairo Museum are that the museum in Cairo houses an impressive array of artifacts from ancient Egypt. These very important artifacts include the burial mask if King Tut and the Luxor Mummies. The Museum has such a large amount of artifacts that it can only display about half of the collection at one time.

3. How do the videos relate to the readings in the text?
The videos relate to the text because they are all about the time periods that are discussed in the readings for chapters 14 and 15. The Middle Ages, Egypt, the Roman Empire, and the Greeks are all presented in video form. The videos provide detailed images and documentary on these time periods and the art and architecture of these time periods.

4. What is your opinion of the films? How do they add depth to understanding of the readings and art concepts?
I think the films were all entertaining and very informative. These films are good at adding depth to understanding of the readings and art because it shows many examples of what is discussed in the book. It is important to see these things because they give you a better understanding as to what the book describes. The commentary from experts in the field also helps to add understanding and a different perspective to the reading.