module #15: me myself and i

Chloe Carr
12/13/18

        

1. I selected the inspired pieces because I've always been a fan of Frida Khalo and the way she viewed herself as a person. She did not value beauty in the way that most people did, she valued the beauty of reality, which I absolutely adore. I also like the second image because of the simplicity of it. I am not very artistic and I find simple pictures, paintings, and drawings to be very nice.

2. I selected the media I used to create my self-portrait because I wanted to keep my portrait simplee while adding a different effect. Using a pencil, I made my portrait look very simple.

3. One challenge that I faced while I was making my portrait was capturing the shadows. I had a very hard time with transferring the shadows from the image on the paper, but I overcame this challenge by using different techniques of shading in the self-portrait.

4. This piece represents me because I feel like although the face itself doesn't look like the picture exactly, I think I captured my eyes. I may not have made my eyes look like how they actually look, but I made them in a way that I feel best represents me.

5. While making my portrait, I used shade, space, and lines. I needed to use different shades of the same color in order to make it, and I used space around the face and inside the face. With lines, I managed to make the image I wanted to.

6. I enjoyed wirking on this project because I've never really tried making a self-portrait that wasn't abstract. I like testing my skills and working on them until I'm satisfied with the end result, and I think this project really made me think about how I was placing things.

7. Although my final piece of work doesn't necessarily match my face, I am really proud of it because I made it with the intention to be me, which is something entirely new to me. By working on this project, I've learned so much, which makes the end result something really nice.

module #13: no limiting in art exhibiting

Chloe Carr
Module #13

1. The video The Lowdown on Lowbrow: West Coast Pop Art was about pop art and its influence during the time it was popular. I learned that art came from different categories. There was sensual art that focused more on sexuality, there were creations for cars, and there was cartoon art, which I found very interesting. The video Tate Modern was about Tate Modern's art collection in the art museum. The main goal of the art museum was to change the way people look at art, so there would be more, individual ideas about art. The video An Acquiring Mind: Philippe de Montebello and The Metropolitan was about Philippe de Monetebello, an MET director who had many different kinds of European art. His museum was different in that it was extremely diverse so it had art of many different styles.

2. I believe that these videos do relate to my Art Exhibition project because my project had many different kinds of art and art styles. Like the videos, and especially the last one, my project had paintings and drawings and sketches from different times/years.

3. I enjoyed watching the films. I've learned about different art in stages but I've never really learned about art in a jumbled way. The videos made me notice the differences between the kinds of art and the reason they were created. I also enjoyed learning about the history behind some art and the influences it posed on the people during that time and in the present. The videos made me think more about my project in a way that I was thinking about it while I was making it.

module 12: modern clock turn

Chloe Carr
Module #12: Modern Clock Turn

1. I chose to watch Andy Warhol: Images of an Image and Uncertainty: Modernity and Art because I remember seeing different art works made by Andy Warhol and I wanted to know more about him as an artist and about his art style. I also wanted to know what uncertainty has to do with modernity and art.

2. According to the video Uncertainty: Modernity and Art, the modern world has manifested itself in a very extreme way than anything ever seen before. The modern world was based on speed, efficiency, and production. The video says that artists became very uncertain because life, during their time, was very fragmented. This was the time for artists to experiment on their artistic abilities.
The video Andy Warhol: Images of an Image was about Andy Warhol and his affect on the art world during his time. Warhol is most famously known for his pop art, which was very different during his time. He made his pop art by using different textures, which was also very new. Like many artists in modern time, Warhol experimented with his abilities. He used ink, silk, and cotton to create his art, which captured shadows of people.

3. These videos relate to what we learned in the book because the book because Chapter 22 talks about Andy Warhol. Warhol's Gold Marilyn Monroe is one of his most popular works that he created with silkscreen and ink. The chapter also discusses modern art. One of the most popular forms of modern art were new media, video art, craft, and feminist art.

4. I enjoyed watching the films. I've known about Andy Warhol for years now but I've never known anything about his influences in his life or most of what he's created besides the image of soup cans he created. I also enjoyed learning about art and the modern world and how they can both affect each at the same time. Artists in the modern world have experienced through the modern world.

module 11 pt. ii: art works work for art

Chloe Carr
Module #11: Art Works Work for Art

Questions about the exhibit:
1. Title of the exhibit: Burchfield's Arboretum- A Celebration of Trees
2. Theme of exhibit: Trees

"I watched an elm tree- a star slowly shown forth and suddenly disappeared. What wanders the passing sky holes revealed!"

- Charles E. Burchfield, January 15, 1917

Questions about the physical space:

1. The lighting for the paintings are the same. They are kept in lighting that is bright but not very intense. The lighting of the paintings themselves change; some paintings of the different kinds of trees are dark, bright, and even hold different moods to them.

2. The colors of the walls are cream colored, or almost a pale peach color.

3. There weren't any exact materials for the space around the paintings besides the quote pasted on the wall with a quote from Charles Burchfield. Beside the quote is a painting of a tree painted by Burchfield himself. There was also a banner of trees on either side of one painting.

4. I found it easy, as a viewer to the exhibit, to maneuver through the exhibit. I first walked in to where I saw the title of the exhibit and the quote and what I guess was the 'opening painting' to the exhibit. In front of the title was a string of paintings of some trees, all different and from the same artist: Charles Burchfield.

Questions about the artwork:

1. I don't think the artworks were organized in any specific way, and if they were I haven't yet figured out how. They seem to be mixed; the artworks jumped from being abstracted paintings of trees to realistic paintings of trees. There was one painting that had a boy sitting in the center of a wood with a tree behind him, which seemed to be mixed in with the rest of the paintings of trees all around it.

2. The artworks are similar in that they all have an emphasis on lines and form. There are paintings that have no color, and not all paintings have all of the same principles or elements of art but all of the paintings have evident lines.

3. The artworks are different in that they have different moods to them. Some of the paintings of the trees are made from dark colors and hard lines and others are made of soft, gloomy colors and soft lines. Other paintings are made with bright colors or realistic colors. Some don't have any color at all and are simply made from shades.

4. The artworks are framed differently for each painting. Some paintings have dark framed and others have bright wood.

5. The artworks are labeled and identified by a little plaque next to the paintings that have the artist's name, year made, medium.

6. The paintings are not more than 10 minutes away from each other.

Artist: Charles Burchfield
Title: Unitled
Media: Crayon on paper
Date: 1963-1967
Size: N/A
This art work is of a tree, but it is made up of just lines. There are no other colors and the form of the trees are made up of the lines only. Lines, form, emphasis, and space are the only elements/principles that I noticed, which is why the tree stands out against all of the space around it. I think this artwork is stressing the importance of a simple form of life, since trees can sometimes represnt life

Artist: Charles Burchfield
Title: July Sunlight Pouring Down, a.k.a. Sunlight Pouring Down
Media:Watercolor on paper
Date: 1952
Size: N/A

This artwork is of a tree with sunlight that looks like it is literally pouring down on it. The tree seems to be the only one and the leaves on it are rounded and full. There are plants and flowers surrounding it. Some elements/principles of art that I noticed are color because the color scheme is almost the same throughout the work, form and emphasis because the tree stands out against everything else around it and behind it.

Artist: Charles Burchfield
Title: Untitled (Willow Tree and Rooftop)
Media: Watercolor and pencil on paper
Date: April 1916
Sixe: N/A

This artwork is of a single tree sitting on a dark rooftop. The branches of this tree are thin and look very fragile yet the drooping leaves don't seem to bring down the branches. Some elements/principles in this artwork are color because of the intense green and black, and space because there is nothing else around or in front of the tree and rooftop.

1. I enjoyed visiting the Gallery adn looking at the exhibition from a different prespective. Although this wasn't my first time vising the gallery and looking at paintings, this was my first time really giving more attention to the layout of exhibitions. I payed attention things that I wouldn't normally have payed attention to. I focused on the lighting and realized that even just that gave a certain mood to the exhibit. I payed attention to simple things like the kinds of different styles of the same thing: trees. I payed attention to the colors used in each painting and even tried to decipher the meaning of the titles of the paintings to better understand why they were painted the way that they were. I also focused on the different elements and principles emphasized in each work of art

module 11: cubed expression

Chloe Carr
11/18

Module #11: Cubed Expression


1. I decided to watch The Impact of Cubism and Expressionism because I find both painting styles to be very interesting. I've always been fascinated with these styles and I wanted to know more about their history and the most influential Cubist painters and Expressionists.

2. There were many key concepts for the video The Impact on Cubism. I especially found it interesting that the topic of Cubist paintings are not seen at first sight most times because they are shown in different angles. For example, if the subject of a cubist painting is a person the artist might paint the person by taking angles of the person's face. They might paint the profile of the person and then paint the person's body right next to the face instead of below it. The person would not look anatomically correct, the painter would paint the parts they think is most important to them.
In the video Expressionism I learned that the reason for expressionist paintings is to draw emotion. Painters during this time seeked to express themselves by painting what they feel regardless of whether or not they painting is realistic. More so than not the paintings during this time were not realistic at all, and the colors used are not realistic ones; they can be intensely dark/gloomy or intensely bright.

3. The chapters in the text relate to the videos because the text describes the time of Expressionism as a time of, "intense, arbitrary colors." The text stressed the fact that wavering contours were also very famous for Expressionism. Expressionists valued colors, lines, form, and themes to express themselves. The video The Impact on Cubism relates to the text because Chapter 21 also talked about how abstract Cubism is. The bood defined Cubism as abstract art that shows the world, but fragmented and from multiple points of view. It's not supposed to be realistic, like how the video said, but it is supposed to represent a specific subject.

4. I really enjoyed watching the videos for this Module. I learned a lot more about Cubism and Expressionism than I learned in the past. I learned more about Picasso and, Kadinsky, and more artists. I like the chapter but I think the videos put more things in perspective and showed more about both art movements/styles.

module 10 pt. ii: masked mask maksing masks

Chloe Carr
10.4.18

I really enjoyed making my mask for this module. I don't think it came out the way I wanted, but I wanted to keep it simple like the mask above looked like. My mask was inspired by Indian cloth masks from Ecuador. Indian cloth masks were made for dancers so that they could dance without fearing the devil behind them. I used the color green to dye the fabric  because I wanted to use a bright color to signify happiness, as I am a very happy person. I used yellow around the eyes of the mask because yellow is also a color that I associate with being happy. I wasn't sure if I wanted to cut out a smile in the fabric or draw one on, but I didn't think I could succesfully cut out a smile into the mask. I also added ears to the mask like there are in the first picture and the second picture. In my mask I used elements of art like color and lines. I used very bright colors for the mask and I used lines for the outlining of the eyes and the smile.

module 10: african art's line of hearts

Chloe Carr
10.4.18

1. I decicded to watch African Art and African Art: Legacy of Oppression because I wanted to know more about the history of art from Africa. I especially would like to know what influence being oppressed for decades has on African art, and how much of that influence may still be present in modern, African art.

2. From the video African Art I learned that people in Africa use art every day in their life. They use art for things like their buildings, clothes, utensils, and accessories. It's used for expression and can especially be found in African statues, masks, and other objects. Most of these objects were used in  ceremonies for art and music and dance. These specific objects are ritualistic artifacts that are held in museums and hold significance in African history. African artists base their art on their own, "mental images and perceptions of invisible forces rather than from visible objects." Mnay people look at Africa and believe they have just one style of art, but African art is very diverse as there are many different kinds of art that can be found in Africa itself.
   From the video African Art: Legacy of Oppression I learned about the African art being stored in the Belgium's Tervuren Museum. The specific art is made up of over 200 different African cultures. The art in this museum is different than that in other museums because of its influence. Unlike the art people may associate with African art, the art there has a different sense of energy to it. For example, the video showed a scuplture of a man whose face was facing front but whose body was twisted and scary thin. There were also masks that were bone white that the video described as being associated with death. The reason these forms of art are so "morbid" are because they are symbolic to oppression. The art that was being shown in this video is art that is being used to show what being oppressed had done to the. Something I found interesting was that they made masks that were supposed to intimidate westerners in battle, yet they realized it had no effect on the outcome during that time.

3. The videos relate to the readings in the text because Chapter 18 teaches about the different art forsm in Africa. One very interesting thing that I learned from this chapter is about the masquerades. The one that the book expands on is the performance of the oneyocha, which translates to "white man." This performance depicts a white man writing in a notebook while other maskers dance. The reason for this is to show what they believe Europeans are like, writing in their notebooks when they visit but never really understanding anything because they don't focus on important things. Something from the text that relates to the videos is when they start talking about regal robes that Africans wear. We saw the same traditional pattern in the video African Art, and I learned that that specific kind of pattern is for those who are sacred.

4. I really enjoyed watching the films for a number of reasons. Having already known the history behind African heritage and knowing what the hardships we've had to overcome, I really think learning more about their art is something I really enjoyed. I liked learning about African art before, after, and during the years of oppression they had to withstand. I feel like I better understand African art when it comes to their cultural art, and I better understand the meaning behind the differetn kinds of art.

module 9 pt. ii: handy hands give a hand

Chloe Carr
Module #9

1. I liked using my hand as a subject matter because I found it easy to at least copy most of the outline. I don't think the sketches of my hands are very detailed but they look like hands, which is something I'm proud of.

2. I decided to use pencil for these sketches for a number of reasons. I make many mistakes and I find it easier to erase my mistakes when I make them in pencil. I also decided to use a pencil because I am used to using pencils in my every day life. I am not entirely familiar with using charcoal and though I should have stepped out of my comfort zone, I decided to play it safe and use pencil.

3. I feel like there are major differences between the drawing I made with my right, dominant hand, and the one I made with my left, non-dominant hand. One of the greatest differences that I found is that I couldn't hold the pencil with my non-dominant hand as I did with my dominant one. The pencil was shaky and the final piece looks a lot lighter than the one I did with my right hand.

4. I am very happy with my final drawings. I do believe I could have done a lot more to make them look more realistic but I didn't know what I could have done to do so.

5. I would consider using my non-dominant hand to create artwork in the future because I would like to get more control with using that hand. I did not expect to struggle so much with using that hand to make a sketch but after this exercise I think I would like to improve my skills in that hand.

module 9: response to renaissance

Chloe Carr
Module #9

1. I chose to watch Albrecht Dürer: Image of a Master and Velazquez because I've already learned about Michaelangelo, da Vinci, El Greco, and Caravaggio in past art classes. I've only ever heard of Dürer in passing and thought I would learn about him as a painter. I've never really heard of Velazquez and would also like to know what kind of painter he was and why his art is significant in art history.

2. The video Velazquez focused a lot on the painter's life and the influence it had on his art. He was born in 1599 in Seville and by the age of 24 became court painter for Philip IV. He became friends with the king (his only friend) who gave him the Order of Santiago, or nobility. Of the many different aspects he emphasized in his paintings, he mostly captures light, energy, and air. He didn't paint movement, he painted what the video described as, "real time."
    The video Albrecht Dürer: Image of a Master was about an artist named Albrecht Durer who was most famous during the Renaissance. He held great influence over the people during his time as his art was something very different than what other artists were painting. His art, like those that started to arise during this time, was very unconventional. He painted realistically. He used shadows in faces and used colors realistically. The bodies of his subjects were not all the same. During this time, new ideas about life in general became popular, and the way artists thought about the world around them showed in their art, which was also true for Durer.

3. The videos relate to the readings in the text because chapter 16's main focus was on the Renaissance. During this time, artists focused more on the beauty of their art. The text says, "Renaissance artists sought an idealized beauty, one they created by taking the most beautiful features of numerous examples and combining them." This relates to the videos because both artists painted what they found beautiful about their subjects. They focused on the beautiful features of their subjects and put an emphasis on what they liked, whether that be distinct features or distinct colors.

4. I really enjoyed watching the films. After reading the chapters in the text book I thought I had known what I needed to know about the Renaissance and its impact on artists during that time, but watching the videos really put things in perspective for me. I especially liked learning about artists that I had never really known about. It's always interesting to learn about people who made such an impact on the artistic world and people in general.

module 8: humane humans being human

Chloe Carr
Module #8


1. I chose to watch The Measure of All Things: Greek Art and the Human Figure from the list of videos because I've always found Greek mythology to be very interesting. I've always found Greek study to be interesting as well so I really wanted to know about Greek art and the human figure so that I could compare it to Greek history as well as the timeline of art in American history.

2. The video How Art Made The World 1 - More Human Than Human was very informative. I think it was really centered around the effect of art on people in general. Art has been around since our ancestors and instead of fading away like most concepts have as time went on, art has only flourished. Art, the video says, has become a legacy. There are artistic cultures that carry secrets of civilizations. If there is one universal or ageless depiction in art it's the human body. The way the body has been shown thorugh art is different but alike all at the same time. We can see pictures and paintings and drawings of bodies and know what time period it was from but also know that it is a body. Different aspects of the human body have been valued since the beginning of time, which is why there is more emphasis on a specific body type in all of history.
     In The Measure of All Things: Greek Art and the Human Figure I learned that the Greeks used to value realistic art rather than stylstic art. Ancient Greeks valued the human body in a very specific form. They valued chisled, fit bodies and encouraged their people to excercise and go to the gym. Not only was art something that inspired and motivated them, but the people around them were also something to be motivated by. The form of the Greeks became an obsession for them, as well as what the video called "nobility of soul." To the greeks, there was great value put in the bodies of people. The way you were supposed to look is the way they created their art, and in order for their art to be realistic, people had to basically become their art.

3. The videos can relate to the text because chapter 14 focuses on the history of the way the human body is depicted in art. Figure 14.2 is of a stone figure of a woman with something over her head. Her head is covered which gives me the impression that the artist of the stone did not want the face to be the central point of the figure itself. What holds more detail is the body of the woman, the heavy size of her and the emphasis on her breasts, stomach/torso, and thighs. Because of this I think the ideal body type of women during the time this stone was created was just like the body portrayed in the stone. The way the chapter put it, in a way that can connect to the videos, is that we should alwasy study art of the past so that we may understand their values, even in something as simple as the human body.

4. I really enjoyed watching the videos. Like the readings, they helped me understand the differences in history. I never really thought that there would be such a difference when it came to doing art of the human body because I always thought that a body was a body regardless of how it is shown, but after watching the videos I have a better understanding of the different kinds of emphasis that can be seen in the depictions of the human body throughout time.

module 7: the texture of architecture

Chloe Carr
Module #7

1.  Architecture: The Science of Design:
    This video described the basics behind the architecture around us that we often take for granted. In the beginning they were talking about skyscrapers and how there are two components to them. These components are superstructure, "which is all that stands above ground," and  the underground substructure, which is the, "construction of a high building that can require different kinds of foundations." In architecture there is such thing as dead weight and living weight. Dead weight is the weight of an actual building whereas living weight includes the weight of furniture and people inside of a building. In the making of a building there can be some issues. These include constructing high rises which is the weight of wind which affects the weight of a building. The most important part of the process of creating a building is in the process of designing the building. The way a building is made all comes down to the way a building is designed.
     Frank Gehry: Architecture as Art
 This video also discusses architecture but as an art rather than the science behind the importance of it. The designer that this video is about talks about how he feels as he designs things. To him, the process is mostly, if not completely, emotional/personal. A quote from the video that I found interesting is when he said that he was, "fascinated by the idea of movement in architecture." The video starts by talking about the importance of creating designs for something, and how the different shapes and sketches of different angles are also a very big part of the creation process. The way the designer put it was that the process was a "harmony between functional architecture and sculptural form. The buildings he has ideas for are all buildings that he wants to have an emotional response about them. The most important part to him is figuring out how he wants buildings to look, and then he thinks about the "scientific" side to everything.

2. The videos relate to the readings in the text because Chapter 13 talks about the structural systems of architecture. During this part of the reading, they write about the practical side to designing something. They write about the families of structural systems: the shell system and the skeleton-and-skin system. This part of the chapter can relate to the first video because they both discuss the science and physical structure of buildings. The second video relates to the text because of the part of the chapter where they talk about the different types of arches and vaults. Arches and vaults don't really have a significant function to a building because they are more for aesthetic appeal, but creating those also needs some intense and significant thought when being designed.

3. I really liked the videos because they helped me understand the process that goes into building something. I never really thought of architecture having anything to do with art but after watching the videos I've learned that the people that design structures of buildings put a lot of work and creativity into their designs. Even after putting their artistic abilities into their designs they then have to think about the science behind how they're going to be putting their work to life in a way that will make the final piece function properly.

4. I chose the videos I did because I wanted to read about the different sides to architecture. I wanted to know more about the science that goes into the construction and design of a building and then I wanted to know more about the artistic side to architecture.

module 6 pt ii: viewing reviews

Chloe Carr
Module #6

1. https://artisticlovebylizzy.blogspot.com/2018/09/
    https://artclasschamp.blogspot.com/2018/09/albright-knox-art-gallery.html

2. I really liked the images that Rachel used in her slideshow because of how easy they were to identify. I liked that all I had to do was look at the image and know what they were representing. Even though I thought I knew what the pictures were about I still like that she elaborated more on why she chose the pictures she did.

3. I think Lizette's selected paintings/pieces from the museum were my favorite because of how different they were. They were so nice and simple, but there were just so many different moods in each of them. None of the paintings from her selection were any that I chose, but I still really like them. I think if we were to redo the project I would strongly consider using the paintings she used because of how beautiful they are.

4. I absolutely loved the painting that Lizette posted for project 2. I don't think she put down the artist's name but it looks a lot like something Salvadore Dali would make. The art looks dreamy and melted and the colors look very soft and surreal, which is also something that makes me think it was created or inspired by Dali. I wish she had written who it was by and what year it was made so there would be some background information.

5. I really liked reviewing my peers' blogs because it's interesting to see how others have done the projects I did, and what kind of paintings/sculptures they find interesting. Looking at how they see art makes me think more about what kind of person they are, which also helps me look into what makes me find a painting interesting.

6. I find the comments that my peers left me to be extremely helpful. I like that they left some input about what they thought about the paintings I chose. I especially like the comment by Hector for project one because his comment was about how confused he was when he was looking at the pictures I chose for the elements. He said that the some of pictures I chose weren't as obviously related to the elements/principles I labelled them as. After reading his comment and looking back at the project, I can see where the pictures wouldn't be as obvious when it comes to how they were labelled.

module 6: through the looking glass and sculptures

Chloe Carr
Module #6

1. For the video Through the Eyes of the Sculpture, there were many things that I learned. The video was a documentation of what one sculpturer does as a process to create a single sculpture. I wasn't entirely sure how sculptures were made before I watched this video, but after watching it I now know that sculptures are made through a series of events. The sculptures made by the artist in this video starts his process by using sculpting clay that will look like the real model. Using silicone clay comes after the model is made, and then the mold is filled up with plaster to make the object. I enjoyed watching the hardened clay or mold be chipped after the final piece was made, because it looked to me like the final sculpture was locked inside of the shell.
    The other video, Glass and Ceramics, was very informational and entertaining for a number of reasons. Just like sculpting, using clay is a must when it comes to sculpting glass and ceramics. The clay pieces used in this video have to be put in heat to actually do their job. The reason that extreme heat is used is so that it would be possible for the glass to move. I didn't know that glass sculptures needed so much heat while being made, but I really like seeing it being made first-hand. The only thing that makes me uneasy is how dangerous the process looks.

2. The videos can relate to the text in a number of ways. For one, the very first video is a lot like what the text says about sculpting in Chapter 11. There are many methods of sculpting, and after reading the text, I think the method that the artist in the video used is carving and casting. Just like in the video, the process starts with a mass of material and the artist subtracts pieces to create the sculpture. The second video can relate to the text because Chapter 12 talks about the process of sculpting with glass. The text focuses on how glass vessels are made by blowing. During this process, which can relate to the video, molten glass is put at the end of a metal tube and the artist has to blow on each end until there's a glass bubble that can be shaped or cut while it's still hot.

3. I really liked the films. I think if I had just read the chapters in the book I don't think I would completely understand what the process is when creating sculptures and glass. The films are an extended version of what the text is about. None of the processes described in the chapters and the videos look easy to do, but I think after learning how they are made I've learned to appreciate them more than I did before.

module 5 pt. ii: leggo my logo

Chloe Carr
Module 5

1. Creating my logo was very stressful but interesting and fun at the same time. I think what took me the longest time was figuring out whether I wanted to use my full name or just the initials of my name. I didn't want to use too sharp edges because I am a very gentle person and I wanted my logo to represent that. Choosing the colors wasn't very hard because I have so many favorite colors and I really like the soft colors I chose.

2. As I was creating my logo, or thinking about creating my logo, I was thinking about my favorite things. I was also thinking about my name and whether or not I could incorporate that into my finishing product. I didn't want to put so many things in the logo because I didn't want it to look stuffed. Keeping it simple and soft was my main priority.

3. The most important discovery I made while creating my logo is that logos are very, very hard to make. I've learned to appreciate all of the logos for all of these companies that we see around us on a day-to-day basis. Now I look at logos we've grown accustomed to seeing, like the UPS logo or St. Jude's Hospital for Children's logo, and wonder how long it took for them to be created.

4. I really liked the videos for the logos because of how informative they were. In the first video they were talking about the process of making logos and how they start with what the companies want people to see in their logos. They talked about capturing the essence of their business and how the people who make the logos then have to brainstorm. A lot of people are involved in creating just one logo, which I found to be extremely interesting. I really liked the videos.

module 5: pianting picking paints a picture

Chloe Carr
Module #5

FULL HD PICTURES OF THE PAINTINGS CHOSEN

Maybe This Time It's The Angel Of Death from the Little Dancer series

     
        Artist: Jonathan Rogers
        Media: oil on canvas
        Year: 1990-2006

A) I think this artwork made a great impression on me for a number of reasons. For one, when I first saw it I thought the angel was something beautiful and nice in a place so gloom. After looking closely, I noticed there was a child cowering/hiding behind the corner like he's scared that the angel will see him. When I read the title I figured that the child is hiding from the angel because it represents Death.

  Shadow Road

        Artist: Gary Kyte
        Media: acrylic on canvas
        Year: n.d.

A) This artwork made an impact on me because I have never been able to look at a painting and feel like I hear it, if that makes sense. Ironically enough, I was looking at this painting in the museum and it felt like I was hearing nothing. Everything was silence and it felt like it was stemming from the painting itself, which I thought was magical.

Deliverance from the Visions of Faith series

        Artist: Jonathan Rogers
        Medium: oil on canvas
        Year: 2000

B) I feel a connection to this painting because of the meaning I found in it. I realize what I think of it could possibly be a reach but I can't seem to find any other meaning in it. When I look at this painting, I think about the story of the Devil and how he fell from Heaven. I look at this painting and think maybe he hadn't fallen, maybe he was given away. The angel seems to be leaving the hands of somebody much larger than it. I feel a connection to this painting because it looks like a combination of a world we do not see or that may not exist and the world we live in now.

Untitled

        Artist: Max Collins
        Medium: mixed media, wheat-pasted photo paper on wood
        Year: 1988

C) I would really like to know more about this painting because I am confused about what it might be. Originally looking at it, I figured it may be the twisted branches of a tree reaching up toward the sky, but after looking at it for some time, I thought maybe it could be veins; dark and black and scary and beautiful.

Group Self-Portrait #1 from the Group Self Portraits series

        Artist: Jonathan Rogers

        Medium: oil on canvas

        Year: 1998

B) I feel a connection with this painting because when I see this painting and relate it to the title, I think I understand it. To me, this painting is a self-portrait of not just one face of the artist, but the many different faces of the different people inside the same person. There is a normal-looking little boy in the center of the painting who could be the ultimate face of all the faces, which is why the rest of the scary-looking, raw, twisted-faced other faces are behind him. I feel a connection because I believe there are many different faces behind every face, and they're all scary in their own way.

Winter Nocturne

        Artist: Karl David Heerdt

        Medium: oil on board

        Year: 2007

C) I would really like to more about this painting because I was getting a different mood from it than the title suggested. Looking at this painting does not feel to me like winter, and it also doesn't feel like the setting is deep in the night. This looks to me like a gloomy, wet, humid day of Fall or Spring where the sky turns almost scary but pretty at the same time. I would really like to understand the painting through what the artist intended it to be seen.

module 4: shades and colors and wheels, oh my

Chloe Carr
Module 4


1. Value Scale: I like the final outcome of the value scale because of the different subtle transitions, but creating it felt very stressful. Some of the different shades became too close in color so much so that I had to go back and either darken a shade or lighten a shade.
    Color Wheel: I really liked creating the color wheel because it was very interesting to me. I especially liked mixing the colors. The final outcome didn't come out exactly as I thought it would, but I still like the way it looks and I liked the experience of making it.

2. I liked working with the paint more than the charcoal because it was cleaner to use. With the pencil, the lead would get on my hands and spread on the paper, changing some of the shades. With the paint, it was easier to mix with a brush and water.

3. The most important discovery in the creation of these studies that I didn't know before was that blue, red, yellow made the color black. I thought black was made just by combining all of the colors of the color wheel, not just blue, red, and yellow.

4. The most important information I learned from watching the videos from this project is that the primary colors are very important. The colors we see come from the primary colors; they come from a mix or combination of the colors. I think the videos were very helpful especially when I had to start mixing the colors of the paint.

Mandala Art

Mandala Art
Chloe Carr

1. There are many elements that come into making a mandala. Some of the  elements included are color, lines, shape, and space. We see color through the symbolic color that the monks use when they’re creating the mandala. There are lines and shapes because the monks choose to make geometrical shapes and spiritual symbols for their final piece. Space is shown because there is always space behind the subject of the mandala.

2. There is harmony, emphasis, and variety in mandalas. There is harmony because the sand makes the elements similar but the different colors of the sand make the final piece a work of art. Emphasis is shown because the colors used in the mandala stand out against the background colors. Using different shapes and symbols is an example of variety.

3. I found the process/ritual of creating a mandala to be very interesting. I thought it was interesting that monks have to go through so many lessons and memorize so many readings before they actually go through the process of setting down the sand. Another thing I found interesting is how they don’t keep the mandala; they give out half the sand to people and then dump the rest in rivers as a gift.

4. I found that mandalas are also used for art therapy in many places. The article I read said that therapists found that clients who created mandala art use it to better describe and explain how they are feeling, how they felt in the past, or how they want to feel in the future.

mandala art and art therapy

module 3 part ii: colorful colors

Chloe Carr

Module #3 Part 2



1. Color is very powerful and has an effect on our emotions. Artists use it specifically for that reason, to affect its viewers when they see their art. Colors in paintings are almost always the very first thing that a person notices, and it's the first thing that allows you to decipher what the painting makes you feel. The video we watched says that when an artist uses different shades of the same color, it makes the painting have a very subtle change in emption without completely changing what the painting makes you feel originally when you notice the main, obvious color. All colors have an effect on us because all colors are associated with an emotion or emotions.

2. I find the color wheel to be most fascinating to me. This is because this is a concept that's always stuck with me and a concept I find more beautiful than any other theoretical aspect of color. We can especially see the color wheel in rainbows after it's rained and when it reflects on the wet ground. We can also see the rainbow in tiny pools of oil by a street curb or in some earings.

3. In the color video, I really like the idea that color affects other colors in a paintings. I've always thought the only affect color has is on a person that sees it, but after watching the video, it became obvious that colors can work together in a painting or can work against each other. Another thing I like is when the artist in the video said, "The color in the painting keeps it alive for me." To me, this means that the painting relies heavily on the painting, which is absolutely true though I never really noticed it.

4. The relationship between color and negativity made the biggest impact on me in regards to color and its effects on emotion. This is because the man in the video at some point makes the connection that negativity is an, "all enveloping darkness." To prove this point, he then shows a painting where the colors are dark and the expressions on the faces of the people are twisted in what appears to be pain.

module 3: art elemented?

elements of art
elements of art embedded

Chloe Carr
Module #3

This project was very interesting yet challenging for me. I've never really though much about the elements of art until I found myself looking for them in my everyday life. People have always said that art is always around us, and now I truly understand how true that statement is.

Lines: The very first picture I took was the image of the fan. After I took it I realized that it could represent two separate elements of art; lines and motion. The reason I decided to let it represent lines is because I feel like the lines are more obvious than the moving blades.

Value: The black and white, or noir image of a chair against a wall was chosen to represent value because of the heavy contrast between black and white and the different shades of gray.

Space: Space is shown in the picture of a hand holding Christmas lights because of the area behind and above the hand and lights. I struggled a little while finding a way to show space but I think out of all of the pictures I took that could have represented space, the picture I chose was the closest one.

Movement: The water in the image shows movement because the water is being sprayed out of the spout and then jumps in different directions when it hits the surface of the sink, which is shown in the picture itself.

Contrast: The potholes in grass shows contrast for mutltiple reasons. For one, the actual texture of the potholes is extremely different than that of the grass, which is much softer. Secondly, the vibrant green color of the grass is a big contrast to the copper color of the pot holes.

Pattern: This element seemed to me the most easiest because it was easier to recognize a pattern than any other element. The image displayed in the photo album for patterns shows a living room carpet that has a very interesting pattern on it.

Texture: The ground is split in half to reveal one side with a design and another side with plain cement. This shows texture because you can see how high off the ground the cement with the design is and you can almost imagine how it feels if you were to actually touch it.

Emphasis: I really like the picture I took for emphasis because it was one of the hardest pictures I took while I was doing this project. The bottle cap on the table stands out more for emphasis because the background is blurred and that is the only thing that has a focus.

Unity: The image of the sunflowers shows unity because it shows balance in the sea of flowers regardless of the fact that not all of them are pointing in the same exact direction.

Balance: Balance is shown in the image of the sun above clouds in the sky because of the slight division of the clouds and sun. There is also a very subtle symmetry in the image.

Proportion: There is proportion in the picture I took because everything in the image has its own perspective size and shape. There's depth in the sky and the gate on the grass is as it should be when compared to the grass and sliver of buildings in the background.

Shapes: The picture of the gutter with designs next to the ground that has lines shows shapes because the design in the gutter are made out of shapes.

Form: The chair shows form because a form is defined as an object that is three-dimensional.

Color: You can see the different colors in the ball on the wall through the bends and folds of the reflective paper/aluminum itself.

module 2: philosphically art

Chloe Carr
Module #2


1. The first video was very interesting to watch. The basics of what I've learned is that the philosophical study of beauty and art is called aesthtics. The philosophy of art is what art is; what makes something a work of art. Through the philosophy of art we can decipher between whether or not something is a work of art. The video went on to explain how art was potrayed in the 5th century, and especially what important people contributed to the idea and definition of art. Some of these people included Plato, Aristotle, Aleberti, Addison, Shaftburry, and Baumgarten. Something I learned that I found extremely interesting is Aristotle's idea of the forms of beauty. He believed that the forms of beauty were made up of three things: order, symmetry, and defiteness. Like Aristotle, Alberti believed that beauty was harmony and that there were principles of formal order or neoclastical aesthetics, which were proportion, symmetry, harmony, and order. This video expanded a lot about what aesthetics meant to each of the philosophers mentioned.

The second video focused more on what a work of art is and what aesthetics meant for art. Jean-Pierre Changeux described works of art as, "human productions specialized for intersubjective communications" that uses symbolic forms. This to me means that art is something made by people to be understood by the minds of other people. He believes that art is something outside of verbal language.

2. After the 18th century in England where there formed a foundation for aesthetics, Shaftsburry also came to be of influence. I find his theory on aesthetics to be very important because it's closest to what I want to believe about aesthetics. Shaftsburry said there was no true aesthetic delight that did not include good, or any true, moral pleasure that did not include beauty. Basically he meant that beauty and good are the same thing. He also said that there is a certain harmony to art as harmony is a sign of divine order. To Shaftsburry, any work of art that has beauty and harmony is taken through our senses so that we can actually see the beauty. It's strictly for the mind. He contributed so much so to the idea of aesthetics that other philosophers, especially Francis Hutcherson, spent most of their career building onto his belief.

3. Though Changeux spoke a lot about works of art and how something can become a work of art, he also spoke about aesthetics. During his lecture, he defined aesthetics as the, "staggering affects on emotion and reason mobilising conscious and non-conscious processes." In saying this, he's saying that the effect a work of art has on a person can be defined as the aesthetics of that work of art, whether that emotional effect be conscious or non-conscious. He showed examples by showing the human skull and the change over time. He showed the symmetry of the skull and space of the brain inside of it.

Ramachandran talked more about neurological theory of art and came up wih the science of art, which I found pretty interesting. He believes that art is about asserting human individuality and science is about discovering universal principles. Ramachandran argued that unlike the belief that art and science should never meet as they are opposites, they will always meet when it comes to the brain. He first noticed the relationship when he became fascinated by art from a place he had been visiting. The effects of the art were so powerful that he started thinking about them very often, which lead him to believe that there was an effect of art and its meaning on the human mind. His talk elaborates on that discovery and the history of the reactions of people brought on by art which should not always be realostic. I liked that he was able to find an unrealistic approach to art while also using science to explain why art means so much to people.

4. Like the videos, the readings in the text also focus on the history of art. The book defines aesthetics as the, "branch of philosophy concerned with feeling aroused in us by sensory experiences. This means that there is a relationship between art and our five senses. It also goes indepth about the history of art and the meaning it serves and has served for centuries. The book gives examples like the carvings in Chauvet Cave to explain that art has been around since the Paleolithic era. The article we had to read says that we recognize art and recognize that images we see can be clear representations of things or places or people we see in our everyday life. The book, not unlike the article, says that some images we see may not be art, "but our ability to make them is one place where art begins." Both the article and the book can relate to the videos because the videos expand on the relationship between art and humans. Ultimately, we are able to find beauty and art in images that we see because of how our brains work and how they are wired. We are able to find meaning in even the most unrealistic kinds of art.

5. The films and article helped me better understand the reading in the text by expanding more behind the background. The book gives examples of what the films and article were saying. For example, the article explained how lines were an important aspect of art. Line drawings, according to the article, date back to centuries ago during the time of our great ancestors. I would not have thought much about that fact until I saw the cave drawings outlined by lines in the textbook. I never thought about the fact that outlines in drawings serve such a heavy meaning.

Module 1: Setting Up My Blog

Chloe Carr
AED 200



1. I found it to be fairly easy to create my new gmail account. I think this is because I've made enough accounts which has helped me understand how to set one up. Unlike making a gmail account, I found it somewhat difficult when setting up my blog. What helped me create my blog were the directions given on blackboard.

2. I am extremely excited for this course. I find all kinds of art to be beautiful in their own way and I would like to better understand art in its entirety. I expect to learn more about art than I know now, which isn't much. I want to be able to look at art differently and analyze and evaluate what I see.

3. Taking an online class will be very different for me but I am also very excited for the change. I worry that it will take me some time to adjust to not being in a physical classroom with my professor and peers but I do think that this experience will be a great one.

4. Out of all of the things in the Growth Mindset videos, I believe sacrafices, getting the hang of things, and getting used to and learning from my failures best applies to me. In order to be successful in school and life in general, I have to learn from what I do wrong and work on it. I have to go back to my errors until I've found a way to correct and perfect them. I also believe that making sacrafices for school is a must. If I am not doing well with any aspect of a class, or if I don't understand something, I have to put aside everything else in my social life to focus more on better understanding what I don't get. Coming to college has also given me a whole other way of life that I have learned to get used to. I've had to adjust to my living conditions and studying methods, but I believe it was all worth it.