Art

please find a work of modern art based on or inspired to the Trojan War (any character and event connected to the Trojan war). You can choose any kind of art. Remember to include a very short description, a picture (in case of painting/statue), a link to Youtube (in case of movies/songs/shows). If you choose a poem you can include the whole text in your post. Rules: – add you work of art replying to this post – do not use a work of art already suggested by someone else – do not use a work specifically based on what happens to Odysseus after the Trojan war (we will do that another time)

Many traditional societies combined symbols or images that captured the meaning of religious and mythological themes with everyday tools like pottery or knives as well as more artistic forms of representation like statues and mosaics and jewelry. Your task in this assignment is to visit the Heilbrunn Timeline of Art History at the Metropolitan Museum of Art @ Art History Timeline 1000BC-1AD  (Links to an external site.) Links to an external site. . Scroll through the entries for the era 10000 B.C. to 1000 A.D.  To begin look for artifacts from Ancient Greece and Rome. Review the photographs of ancient artifacts such as statues, pottery, jewelry, tools, weapons, etc. for examples that feature mythological motifs and characters. Include myths, legends, and other information about the gods and heroes in your choices using the selection of stories called Greek Gods, Heroes, and Men to get you started. Link   (Links to an external site.)  Write a brief review (500 words) of your selections that describes how they display the role of religion in everyday life of Ancient civilizations. Attach pictures of your selections and copies of the myths chosen with your submission. 30683810 minutes ago First Link- https://www.metmuseum.org/toah/works/#!?time=04 Second Link http://www.gatewaytotheclassics.com/browse/display.php?author=harding&book=greek&story=_contents

Read Sophocles’s Antigone’s text first, so you build your own internal image of the scenes.  Then watch the video that you can download from the class VIDEO folder  ONLY if you cannot download the file or ask someone to help you download it, you can watch this other production (watch the whole playlist of 11 clips): https://www.youtube.com/watch?v=8bSnnufOx80&list=PLjAYlUiAhOZ5xJhxtxojqCKFnZs5-lzCh    Task  Choose two non consecutive scenes from the text and  describe in one paragraph each of at least 8 lines   how the particular production you watched in video has added detail through the performance of the actors, the set, the costumes, or any other element not already explicit in the dramatic text.

Creative Color Photography Read and Respond. Chapter 7 1. Photography so often seems to be thought about capturing a moment in time, but it doesn’t have to be. Give at least 3 examples of ways to get around “static” or “frozen images: Discuss ways to have a sense of movement or a passing of time and explain technically with your camera how to achieve that effect. 2. Which effect would you like most to try or experiment with? Which one are you the most likely to do? Why? 3. Photography doesn’t have to be limited to a single image on the pages. Discuss at least 3 ways discussed in the book to combine multiple images.4. After studying all of the images in this chapter choose 1 photographer to research discuss the image by answering at least two of the following questions.a. a. Is the work in the book representative of that photographer’s style? If yes, what aspects are similar? If no, what is different?b. b. What attracted you to that photo? c. c. What meaning or message do you derive from that image?d. d. If that image is part of a body of work, how do the other images in the series add to your interpretation of the images? e. e. How does the color palette used in the image effect your interpretation of the photographs meaning or message? f. f. Is there any symbolism used in the image? If so, what do understand it to mean?

select any work of art and upload a picture.identify it by artist, title,medium, and date of creation. Discuss at least three of the elements of art that the artist has included.next indicate three principles of design that are evident in the work. describe how the artist used these elements and principles to create a pleasing composition and communicate a message.

1)    Each essay can only be begun after you have finished the online multimedia presentations for that Module: that’s how and where you will get all the information you need to write the essay. The goal of each essay is to compare and contrast the assigned pair of artworks for that Module, focusing on how they are importantly similar and/or different. Specifically, try to decide why I am having you compare and contrast this particular pair of artworks. Based on the assigned online multimedia presentations for that Module, your personal observations supported by these sources, and your careful—concrete, detailed, and specific—visual analysis of the artworks, are there important ideas, influences or themes they share, or that differentiate them? Is their artistic style or historical background, their political or sociological context, or otherwise, importantly similar and/or different? Etc. The point is for you to identify and examine meaningful issues (similarities and/or differences) as well as substantial points of comparison (and/or contrast) between the assigned pair of artworks. For each issue or point you discuss with respect to one artwork, therefore, you must immediately discuss the same issue or point with respect to the other artwork: think of the essay as creating a dialogue between the two artworks. a)    A good way to structure your essay is to begin with a thesis statement (a summary of your argument), then proceed to a detailed discussion of your argument, which supports your thesis statement with a variety of subsidiary issues and points, and end with a conclusion. b)    In each essay, you must support your argument with specific references to assigned online multimedia presentations for that Module; and you must cite your sources. Your essay must not just reflect and incorporate but actually cite a meaningful and well-chosen variety of relevant material for that Module—or it will be significantly downgraded.  i)     In researching and writing each essay, you may only use or in any way rely on assigned online multimedia presentations for that Module; your personal observations supported by these sources; and your careful—concrete, detailed, and specific—visual analysis of the artworks. Only means only: essays that use or in any way rely on sources other than assigned online multimedia presentations for that Module will be significantly downgraded. c)    Your essay must properly cite its sources—or it will be significantly downgraded. You may use either Chicago-style footnotes (no bibliography is necessary) or MLA-style footnotes (“works cited” section is always necessary), if you are familiar with either system. d)   You must carefully proofread and edit your essay for accuracy and factuality; for grammar, style, and usage; and for flow, structure, and substance. Essays with counterfactual statements, incorrect facts or unsupported assertions will be significantly downgraded, as will essays with awkward phraseology, careless grammar or spelling errors; pastiche essays that replace actual analysis with copying and pasting strings of paraphrases or quotes; disorganized essays that do not logically flow from one issue or point to another. 2)    Throughout your essay, avoid the following superficial problems—or your essay will be downgraded: a)    Bald opinions, especially ones that merely assume and project emotions and feelings onto people and things: “The colors in this painting are happy”; “The figure at the center of this painting looks sad”; etc. b)    Encyclopedia-style discussions that merely repeat generalities of when and where the artist was born and died; where she lived, studied, and worked; general descriptions about the artistic movement, period or style to which she belonged; etc. c)    Extraneous personal observations: “I have always loved this artist, and was happy to see a painting by her that I had never seen before”; “I don’t like this painting because the subject matter is depressing”; etc. d)   Statements that are obvious: “Despite their similarities, there are many differences in this pair of artworks”; “All artworks are intended to communicate meaning”; etc. e)    Unhelpful artistic, historical, political, and sociological generalizations: “The 20th Century was a time of great political uncertainty and social upheaval”; etc. 3)    Throughout your essay, also avoid the following deep, structural problems—or your essay will be significantly downgraded: a)    Discussing one artwork, full stop; then discussing the other artwork, full stop; then tacking on a paragraph that finally gets around to actually comparing and contrasting them. That’s not a comparison: the point, rather, is continuously and throughout your essay to compare and/or contrast the pair of artworks issue-by-issue and point-by-point. b)    Merely describing the contents of the pair of artworks, as if you’re seeing them for the first time, have no deeper idea what is actually going on, and can only guess what all of it means, or why any of it matters. Describing what you’re looking at, as if you’ve never seen it before, is not evidence of learning: the point, rather, is to show that you comprehensively, meaningfully, and substantially engaged with the work for that Module by focusing on concrete, detailed, and specific—learned/nonobvious—information about the pair of artworks, such as important ideas, influences or themes they share, or that differentiate them, issues relating to their artistic style or historical background, points about their political or sociological context, or otherwise. c)    Inserting into your essay randomly chosen cites to/passages from the online multimedia presentations for that Module, to make it appear as if you did the work for that Module, but without actually doing it. That’s also not evidence of learning: the point, rather, is to show that you did the work for that Module by, continuously and throughout your essay, comprehensively, meaningfully, and substantially engaging with it. 4)    If your essay contains ideas or language that are not your own, you must clearly and explicitly cite whose ideas or language they are: paraphrases of someone else’s ideas or language as well as quotes of their actual words must be clearly and explicitly cited; but only quotes also need to go within quote marks. (Questions about plagiarism, cheating, and other forms of academic dishonesty, which are punishable by penalties ranging from a failing final grade for the class, through suspension from the college, to outright expulsion? Any essay that uses or in any way relies on any source that it does not clearly and explicitly cite will be failed, with a grade of zero: that grade of zero will not be dropped for any reason, and each of your three essays will count equally.  Module 01: Postimpressionism and Expressionism: Seurat, “A Sunday (Afternoon) on La Grande Jatte” (1884–86) vs. Kirchner, “(Main) Street, Dresden” (1908).   Listen to/watch/read online presentations:   On Neoimpressionism (including Chromoluminarism/Divisionism/Pointillism) and Color Theory: 1)      http://www.visual-arts-cork.com/history-of-art/neo-impressionism.htm a)      http://www.visual-arts-cork.com/history-of-art/divisionism.htm b)      http://www.visual-arts-cork.com/history-of-art/pointillism.htm 2)      https://www.khanacademy.org/humanities/art-history/becoming-modern/avant-garde-france/post-impressionism/a/introduction-to-neo-impressionism-part-i 3)      https://www.khanacademy.org/humanities/art-history/becoming-modern/avant-garde-france/post-impressionism/a/introduction-to-neo-impressionism-part-ii 4)      https://www.khanacademy.org/humanities/art-history/becoming-modern/avant-garde-france/post-impressionism/a/neo-impressionist-color-theory a)      http://www.visual-arts-cork.com/artist-paints/colour-theory-painting.htm   On Seurat and His “Pendant” Pair of Seine-Side Recreations: 5)      https://www.metmuseum.org/toah/hd/seni/hd_seni.htm a)      http://www.visual-arts-cork.com/famous-artists/seurat-georges.htm 6)      https://www.nationalgallery.org.uk/paintings/georges-seurat-bathers-at-asnieres [Click on “description,” then “in-depth.”] a)      http://www.visual-arts-cork.com/paintings-analysis/bathers-at-asnieres.htm b)      https://www.theguardian.com/artanddesign/jonathanjonesblog/2010/apr/14/george-seurat-bathers-at-asnieres-art c)      https://www.khanacademy.org/humanities/art-history/becoming-modern/avant-garde-france/post-impressionism/v/seurat-bathers-at-asni-res-1884 d)      https://www.mentalfloss.com/article/73991/15-revealing-things-about-seurats-bathers-asnieres 7)      https://www.artic.edu/artworks/27992/a-sunday-on-la-grande-jatte-1884 a)      https://www.19thcenturyart-facos.com/artwork/sunday-la-grande-jatte-1884 b)      https://youtu.be/jkVVrNfCfT8 [Source: ARTH online.] c)      https://youtu.be/Wn6YJR14m2M [Source: Chicago.] d)      http://www.visual-arts-cork.com/paintings-analysis/sunday-afternoon-on-grande-jatte.htm e)      https://www.khanacademy.org/humanities/art-history/becoming-modern/avant-garde-france/post-impressionism/v/georges-seurat-a-sunday-on-la-grande-jatte-1884-1884-86 f)       http://www.thelonelypalette.com/episodes/2020/4/13/episode-47-george-seurats-a-sunday-on-la-grande-jatte-1884 g)      https://www.mentalfloss.com/article/63510/15-things-you-might-not-know-about-sunday-la-grande-jatte-1884 h)      https://mymodernmet.com/georges-seurat-a-sunday-afternoon-on-the-island-of-la-grande-jatte/ i)        https://wwnorton.com/common/mplay/6.11/?p=/thameshudson/gatewaystoart2/vid/Part_III_and_IV/&f=4_4_seurat_la_grande_jatte&ft=mp4&cc=1&a=0 j)        https://www.widewalls.ch/magazine/a-sunday-afternoon-on-the-island-of-la-grande-jatte-georges-seurat 8)      https://books.google.com/books?id=GIC728g8ps8C [Click on “preview this book,” then read pp. 146–51, 170–79. Cite as: Herbert, Georges Seurat, p. __.] a)      https://youtu.be/mFY9ace2t4s [Source: “Ferris Bueller’s Day Off”.]   On German Expressionism (including Die Brücke = The Bridge): 9)      https://www.nga.gov/audio-video/audio/eb-20th-century-art/eb-20th-century-art-german-austrian-expressionism-video-6.html 10)  http://www.visual-arts-cork.com/history-of-art/german-expressionism.htm a)      https://www.khanacademy.org/humanities/art-history/art-1010/early-abstraction/expressionism1/a/expressionism-an-introduction b)      https://www.moma.org/s/ge/curated_ge/index.html [Frontpage of extensive website on German Expressionism you should explore, incl.: https://www.moma.org/s/ge/curated_ge/themes/city_life.html.] c)      https://www.moma.org/learn/moma_learning/themes/expressionism/ [Ditto, incl. https://www.moma.org/learn/moma_learning/themes/expressionism/expressionism-and-city-life/.] d)      https://youtu.be/MLhDLL3MjSs [Source: Edinburgh.] 11)  http://www.visual-arts-cork.com/history-of-art/die-brucke.htm   On Kirchner, His Dresden/Berlin Street Scenes, and His Self-Portrait as Soldier: 12)  http://www.visual-arts-cork.com/famous-artists/kirchner-ernst-ludwig.htm a)      https://youtu.be/PvB7Aq9X1Do [Source: CBS.] b)      https://www.kirchnermuseum.ch/fileadmin/Inhalte_Redaktoren/Bilder_Inhalt/E.L.Kirchner/Biography_E.L.Kirchner_english.pdf c)      https://youtu.be/tZRSK9Qmvt0 [Source: Neue Galerie.] 13)  https://www.khanacademy.org/humanities/art-history/art-1010/early-abstraction/expressionism1/v/ernst-ludwig-kirchner-street-dresden-1908 a)      https://www.moma.org/collection/works/78426 b)      https://www.moma.org/learn/moma_learning/ernst-ludwig-kirchner-street-dresden-1908-reworked-1919-dated-on-painting-1907/ c)      https://wwnorton.com/common/mplay/6.11/?p=/thameshudson/gatewaystoart2/vid/MoMA/&f=MoMA_th_kirchner_streetscenes_mp&ft=mp4&cc=1&a=0 14)  https://assets.moma.org/documents/moma_press-release_387171.pdf a)      https://www.christies.com/lotfinder/Lot/ernst-ludwig-kirchner-1880-1938-berliner-strassenszene-4807488-details.aspx [Click on “lot essay.”] b)      https://www.moma.org/collection/works/79354 c)      https://youtu.be/9IUlTQd7pOw [Source: www.patreon.com/TheCanvas.] 15)  https://www.khanacademy.org/humanities/art-history/art-1010/early-abstraction/expressionism1/a/kirchner-self-portrait-as-a-soldier a)      https://www.artforum.com/print/198010/the-horror-of-bearing-arms-kirchner-s-self-portrait-as-a-soldier-the-military-mystique-and-the-crisis-of-world-war-i-with-a-slip-of-the-pen-by-freud-35763 b)      https://www2.oberlin.edu/amam/AMAM_ErnstLudwigKirchner.mp3 c)      https://www2.oberlin.edu/amam/Kirchner_SelfPortrait.htm   On Urban Sociology, Berlin/Dresden, and Paris: 16)  https://www.blackwellpublishing.com/content/bpl_images/content_store/sample_chapter/0631225137/bridge.pdf [Cite as: Simmel, “Metropolis and Mental Life,” p. __.] a)      http://blog.courtauld.ac.uk/documentingfashion/2018/02/20/dressing-metropolis-simmel-city/ b)      https://campuspress.yale.edu/modernismlab/the-metropolis-and-mental-life/ 17)  https://www.bbc.com/news/magazine-25635311 a)      https://de.wikipedia.org/wiki/Hauptstra%C3%9Fe_(Dresden)#/media/Datei:Dresden_Neust%C3%A4dter_Rathaus_Markt_Hauptstra%C3%9Fe_1900.jpg [Main Street, Dresden, when Kircher painted it.] b)      https://de.wikipedia.org/wiki/Neust%C3%A4dter_Markt_(Dresden)#/media/Datei:01555-Dresden_N.-1901-Hauptstra%C3%9Fe-Br%C3%BCck_&_Sohn_Kunstverlag.jpg [Ditto.] 18)  https://www.khanacademy.org/humanities/art-history/becoming-modern/avant-garde-france/second-empire/a/haussmann-the-demolisher-and-the-creation-of-modern-paris a)      https://www.architecturaldigest.com/story/how-georges-eugene-haussmanns-architecture-defined-paris b)      https://www.bbc.com/culture/article/20160126-how-a-modern-city-was-born c)      https://www.theguardian.com/cities/2016/mar/31/story-cities-12-paris-baron-haussmann-france-urban-planner-napoleon   On Munch’s Street Scenes: 19)  https://www.khanacademy.org/humanities/ap-art-history/later-europe-and-americas/modernity-ap/a/munch-the-scream a)      https://www.nasjonalmuseet.no/en/collection/object/NG.M.00939 b)      https://www.munchmuseet.no/en/The-Scream/ [Frontpage of extensive website on Munch you should explore.] c)      http://www.sothebys.com/en/auctions/ecatalogue/2012/impressionist-modern-art-evening-sale-n08850/lot.20.html [Click on “catalogue note/read more.”] 20)  https://www.visitoslo.com/en/articles/oslo-in-munchs-art/   compare and contrast Seurat, “A Sunday (Afternoon) on La Grande Jatte” (1884–86) vs. Kirchner, “(Main) Street, Dresden” (1908). The Seurat is reproduced at: https://www.artic.edu/artworks/27992/a-sunday-on-la-grande-jatte-1884; the Kirchner is reproduced at: https://www.moma.org/collection/works/78426.

Research a fire that occurred in the united states within the last 75 years that was spread due to the materials that were installed. give a brief overview in your own words. as an emerging professional designer, discuss how this research impacted you and how this will inform your material specification choices moving forward. 

Each hike and reflection must incorporate: A picture of you on the hike (and your hiking buddy or a screenshot of the start time and stop time of the location sharing on your device) The screenshot of the map route taken and the recorded time stamp (2 hours or more) The reflection prompts found in the rubric for each week. *Prior to each hike, please review the weekly lectures, videos, and documents* Reflections should be a clear and concise reflection of your personal involvement and use of that week’s topic of discussion. Each paper will be evaluated based on the rubric provided for each reflection found on Blackboard. Reflection papers should be 2 pages double-spaced, typed in a standard size 12 font with normal one-inch margins. Assignments should be proofread for grammar and errors.

Compare the Seated Woman of Çatalhöyük to the Woman from Willendorf (Paleolithic Period).  How do these two works illustrate the differences between societies in the Paleolithic and Neolithic periods?  What do scholars believe the Seated Woman indicates about the possible status of women at Çatalhöyük? Please reference the BBC article in your answer. Next, turn your attention to the supplementary reading from Discover Magazine.  Why have the recently concluded excavations at Çatalhöyük led some to describe it as a “utopian” society?  How is this suggested by the built environment the architects of Çatalhöyük constructed?  How does their architecture reflect their social order? Finally, briefly discuss the burial practices at Çatalhöyük (your textbook and lecture will help here).  How do these practices compare to the approach to burying the dead at Stonehenge? Discover article: What Happened to Turkey’s Ancient Utopia? http://discovermagazine.com/2016/sept/10-paradise-lost  (Links to an external site.) BBC article: Catalhöyük: an example of true gender equality? https://www.bbc.co.uk/programmes/articles/1dRznJkKZ6DnG0fXMD2hxNP/catalhoyuk-an-example-of-true-gender-equality  (Links to an external site.) OPTIONAL: What Lies Beneath Stonehenge? https://www.smithsonianmag.com/history/what-lies-beneath-Stonehenge-180952437/  (Links to an external site.)

Business of Fashion describes the following shifts in consumer behavior in its report, “The State of Fashion, 2020”: 1. Next Gen Social As traditional engagement models struggle on established social media platforms, fashion players will need to rethink their strategy and find ways to maximize their return on marketing spend. Attention-grabbing content will be key, deployed on the right platform for each market, using persuasive calls-to-action and, wherever possible, a seamless link to checkout. 2. Inclusive Culture Consumers and employees are putting increasing pressure on fashion companies to become proactive advocates of diversity and inclusion. More companies will elevate diversity and inclusion as a higher priority, embed it across the organisation and hire dedicated leadership roles, but companies’ initiatives will also come under increasing scrutiny in terms of sincerity and results. 3. Materials Revolution Fashion brands are exploring alternatives to today’s standard materials, with key players focused on more sustainable substitutes that include recently rediscovered and re-engineered old favourites as well as high-tech materials that deliver on aesthetics and function. We expect R&D to increasingly focus on materials science for new fibres, textiles, finishes and other material innovations to be used at scale. 4. Sustainability First The global fashion industry is extremely energy-consuming, polluting and wasteful. Despite some modest progress, fashion hasn’t yet taken its environmental responsibilities seriously enough. Next year, fashion players need to swap platitudes and promotional noise for meaningful action and regulatory compliance while facing up to consumer demand for transformational change. —from bof.com, 2020 Nordstrom Local, Nike, and The North Face noticed these consumer behavior shifts and developed successful businesses to meet developing consumer needs. Please find an example of a fashion or lifestyle business that provides a smart solution to one of these consumer shifts. Write 150 to 200 words answering the following questions: What is the business model of the example that you found? How does this business respond to the shift in consumer behavior? Do you think this business will succeed in the long term? Give reasons for your answer.