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Instructions For each of the 9 Terms of Principles of Design presented in Chapter 5, you will need to: Identify one artwork included in the textbook, Living with Art, but not mentioned in either Chapter 4 or Chapter 5, that illustrates the principle in question. Include complete data on each work based on information from the caption. Include the textbook edition and page number. Define the relevant Principle of Design term in your own words. Explain why you chose each particular artwork in your own words. Explain how each choice exemplifies the principle of design in 2–4 sentences. Your initial post should be 100–250 words Cite sources you reference in-text in MLA or APA format. DO NOT USE ANY TYPE OF AI SUCH AS CHATGPT (IT WILL BE DETECTED) ----------------------------------------------------------------------------------------------------------------------- Preparation To prepare:. Review all Module 1 readings and resources Elements of Art (KQED Arts) Why is this Painting so Captivating? (TED) How to Look at Art How to Write a Comparison in Art History Lecture 3: Art, Artists, and Themes Read all Module 1 chapters from the textbook Lesson 1: Chapters 1–3 Lesson 2: Chapters 4 & 5 Review the 9 Terms of Principles of Design Unity Variety Symmetrical balance Asymmetrical balance Emphasis Subordination Scale Proportion Rhythm If you feel like your research skills could use some help, the ART225 Research Help page offers both self-service and librarian assistance options. ---------------------------------------------------------------------------------------------------------------------------- After you are done with this assignment I will send you 2 of my classmates posts and you need to respond to them. Here are the requirements: Write at least two thoughtful responses to your peers, about 75–100 words each. Be sure to move the discussion ahead. Ask questions and provide constructive feedback.

An annotated bibliography is a bibliography that consists of a summary and evaluation of each listed source. This annotated bibliography should include at least six sources, which, when pulled together, gives the reader a sense of the scholarship on your topic. Sources Your sources should represent a range of literature: scholarly books, journal articles, exhibition catalogues, artist’s monographs, interviews, etc. These can be focused on the specific artworks and/or exhibitions addressed, the artist(s), time period, theme, and/or subject matter of the artworks Organization Your annotated bibliography should open with a paragraph that presents your revised research questions and then provides an overview of the literature on your selected topic; is it vast or limited? What types of sources did you encounter? What are the primary languages? Was the literature mostly published at a certain time, or have there been different moments when the topic has received attention? Next, you are to list a bibliographic entry for each of your six sources (alphabetized by the author’s last name). Each source must be annotated. The annotations should address the following information: the author’s main argument(s), the topics covered, its relevance to your topic, its relationship to your other sources, and any critiques you may have. Each annotation should be one to two paragraphs (roughly 150 words). They must be written in your own words. You do not need a concluding paragraph. Format You must format your annotated bibliography following The Chicago Manual of Style Notes and Bibliography style. Sample Annotated Bibliographies Cornell University Library, The Annotated BibliographyLinks to an external site. Purdue Online Writing Lab, Annotated Bibliography SamplesLinks to an external site.

I'm having some difficult time with the essay Question "Ethical Response Paper: Should museums, in the present, be accountable for partnerships with bad actors in the past?" The guiliness, rubrics, and all the sources are below. Please use only the sources below...Thank you for helping me

Part 1 Reference lecture video reading: CONSTANTINE AND THE EARLY CHRISTIAN BASILICA (pp. 27-39) From James Snyder (attached) reading: Introduction to Classical Christian Doctrine (optional reading but highly recommended) outside reading: On Relics Question (1) According to your outside reading, what is a relic? How do relics relate to the purpose of an early Christian Church? USE A DIRECT QUOTE. Using the example of St. Peter's Basilica, explain how relics were integrated into the building's architectural plan. (2) How did relics help early Christians to make their sacred spaces "holy"? (3) Turn your attention to the reading from Professor James Snyder. Select one quote (you might use the one I read out loud during the lecture...just saying...) that describes the structure of the early Christian church during the era of the emperor Constantine. INCLUDE YOUR CHOSEN QUOTE IN THE BODY OF YOUR LEARNING LOG. How (according to Snyder) does this quote describe the way that either the early Christian Church (you can use either an example of a basilica format or centrally-planned style church) continues and/or changes the tradition of Roman building that came before? Note: If you want to choose a different quote on a topic you find interesting, go crazy. Part 2 Reference LECTURE: Justinian the Builder READING: Hagia Sophia and San Vitale in Ravenna (From Jame's Snyder's Medieval Art. These pages are selections, there is supposed to be a chunk missing between the two excerpts.) (Attached) Question (1) Hagia Sophia is the architectural marvel of Byzantium. Using specific architectural terms, describe some of the techniques the builder's used to create it (hint: use the term pendentives). (2) Next turn your attention to the rituals performed inside it. Using specific terminology, describe how Jusitinian involved himself in the performance of the mass. How did the choreography of the mass reinforce Justinian's concept of the "caesaropapism"? USE A DIRECT QUOTE to support your answer. (3) Finally, turn your attention to the spectacular mosaics in San Vitale in Ravenna. Carefully read Snyder's description of these mosaics. What similarities do you see between the mosaics and the ivory image of Justinian that began the lecture? What is the relationship between the images in San Vitale and the rituals performed in Hagia Sophia? How do they relate to "caesaropapism"?

Instructions Select two artworks (from the textbook, Google Arts & Culture, museum websites, etc.), one from the Medieval Era and one from the Renaissance. Include a link and label correctly (refer to examples in the textbook). Please see Purdue OWL for formatting guidance and how to cite correctly. Begin with a simple thesis statement. Include the following elements in your Cultural Comparison: Identify the two artworks you will be comparing, including artists’ names if available, names or titles of the works, country and sub-region of origins, dates, sizes and the media used. State which format you are using for your comparison: "Block by Block" or "Point by Point." Describe each of the works as you did in your formal analysis of art, using at least 5 terms of design (line, perspective, composition, etc.) from the Art Vocabulary List and/or terms used in “How To Look at Art” and/or in Chapters 4 and 5. Discuss relevant social, political, cultural, religious, and historical factors that may have influenced the production of the art you have chosen. Include developments in humanism and changes in economic wealth. Explain why you chose these two particular artworks. Consider how they support your thesis statement. Explain what primarily distinguishes Renaissance art and culture in general from the prior Medieval period. Describe and explain the various connections between, similarities and/or differences you find in the cultures of these two artworks. Discuss ways in which cultural differences or connections impacted these artworks. Articulate an informed conclusion from what you observe or interpret about the cultures and artworks, based on comparing and contrasting them, to support your thesis statement. ------------------------------------------------------------------------------------------- Purpose In this assignment, you will apply the skills of comparative analysis you practiced in the Comparison of Artworks assignment in Module 2, but now applied specifically to cultural observations you can imply from the artwork. Practicing this type of cultural analysis will also prepare you to do the same in the Art Curator Project. Course Learning Outcomes: 1, 2, 3, 4 Preparation Review Chapter 15: Christianity and the Formation of Europe. Read Chapter 16: The Renaissance. Review How to Write a Comparison in Art History. Review the art vocabulary you will need to apply from Module 1: Review How to Look at Art. Review Chapters 4 & 5. Review Lecture 7: Just What is a Thesis (in Art History) Anyway? If you feel like your research skills could use some help, the ART225 Research Help page offers both self-service and librarian assistance options. ----------------------------------------------------------- I attached the textbook with the chapter listed above * IF IT SOUNDS LIKE AI GENERATED ANSWER I WILL ASK YOU TO REDO IT. Do not use chatgpt or anything similar. Give me original work that is easy to read at high school level.

Robert you helped me with this assignment, but the teacher did not approve. Some changes need to be made--I am posting a new question so you can help me with it. It needs to be done regarding the 2 artworks I attached, the paper need to be a little more critique (but enough so it is justifiable, and brings up the positive as well) and the introduction they said was too vague. They wanted it to be more detailed and include the 2 works in the introduction. One of the references you used wasn't tin the exhibition, that is why they asked for a new one. See attached pictures of it below--and the names. https://hammer.ucla.edu/exhibitions/2024/breathe-toward-climate-and-social-justice https://viaartfund.org/grants/cannupa-hanska-luger-sovereign/ "Apisculpture" by Garnett Puett (Bees) Cannupa Hanska Luger: Sovereign

ARC 303 INVESTIGATING THE EXHIBITION PROFESSOR ASHLEY SIMONE ESSAY #1 PROMPT Requirements: Provide Citations per Chicago Standards. Check the resource section for a guide to citing sources and tips on successful writing. Please use at least 2 sources, beyond the course texts, from JSTOR. You can find the JSTOR database here: https://libguides.library.arizona.edu/az.php?q=jst... *There is a tutorial on how to use JSTOR accessible using the link above. Provide at least 3 illustrations with captions. Please review this Image caption guide: https://libguides.csusb.edu/chicago/captions 750-1000 written words + illustrations using the written assignment template Preamble to the essay question On the first page of her book Seven Days in the Art World, Sarah Thorton writes: “The contemporary art world is a loose network of overlapping subcultures held together by a belief in art.” I would argue that the field of architecture operates in a similar manner. The quote could easily be recast: The contemporary ARCHITECTURE world is a loose network of overlapping subcultures held together by a belief in ARCHITECTURE. Over the course of the last five weeks, we did readings about the shifting nature of curatorial practice. Jean- Louis Cohen introduced his observation that curatorial practice has shifted from one that was preoccupied with traditional documentation strategies to one that commingles with artistic practice in the sense that the curator has his or her own original messages to construct using the medium of the art, and production of others. The definition of a curator overlaps with the definition of an artist. We also took a cross-section through the art world using Thorton’s book and through the weekly lectures where we examined “architecture’s corollaries” to the elements and entities that comprise the art world. In doing so, we came across an art venue, the Guggenheim Bilbao Museum designed by the contemporary architect Frank Gehry, which is a building that formally (physically) and culturally, resides at the intersection of art, architecture, and technology. When the museum opened in 1997, it quickly developed into a “symbol” and had a drastic effect on the worlds of art and architecture, and as an economic and sociological model. It jolted a Spanish city back to life. Architecture has often taken on symbolic meaning in the past, especially through civic, cultural, and religious institutions. In Bilbao, Gehry’s architecture established a symbol that transcends traditional typologies; his museum brought the discipline of architecture closer to the discipline of art. Formally, the sculptural museum appears as a large-scale artwork. ARC 303 INVESTIGATING THE EXHIBITION PROFESSOR ASHLEY SIMONE ESSAY #1 PROMPT For ESSAY #1: Read The Bilbao Effect: Ethical Symbolic Representation (PDF included in the Content section and is cited below). Taking into consideration the readings and discussions we have done so far in this course, comment on the Guggenheim Bilbao as a symbol and make an argument for whether you think the architecture is good. The prompt is intentionally open-ended. Explore the “overlaps” and effects of Gehry’s museum. You may approach it based on your individual backgrounds. For example, it can be discussed in terms of its economics; you may choose to take a position on whether architecture can (or should) be art; you may want to discuss the building formally and explore its relationship to the context. You are the critic, the curator, make an argument. I have offered one outside article to help with the generation of your ideas and positions. Please use at least two other sources from JSTOR**. Required Reference (see content section): MacCannell, Dean. "The Bilbao Effect: Ethical Symbolic Representation." In The Ethics of Sightseeing, 158-66. Berkeley; Los Angeles; London: University of California Press, 2011. http://www.jstor.org.ezproxy.pratt.edu:2048/stable/10.1525/j.ctt1ppn0n.17.

this is a two assignment post I will be paying double 20 questions/ 10 questions each two attempts each no time limit The first assignment is This assignment 10-question assignment This assignment follows the Online Art History boundless text: Chapter 18: Gothic Art 18.1: Introduction to Gothic Art 18.2: Gothic Architecture 18.3: Gothic Sculpture The second assignment is This assignment 10-question assignment. This assignment follows the Online Art History boundless text: Chapter 18: Gothic Art 18.4: Gothic Painting 18.5: Gothic Metalwork 18.6: Italy in the Gothic Period

For this assignment, I chose the eighth week. After reading the assignment information, you can see the articles related to the eighth week. Please pay attention to the YouTube links. Unit 3 Assessment: Create an Infographic (Fall 2024) LEARNING GOALS / OBJECTIVES FOR THIS ASSESSMENT This assessment is an opportunity for you to check your understanding of the Baroque Art in Italy and Spain (Week 8), Baroque Art in Northern Europe (Week 9), Rococo, Enlightenment, and Industrial Revolution (Week 10), and Neoclassicism, Revolution, and Napoleon (Week 11). You will: Effectively synthesize a lesson by creating an engaging infographic that clearly demonstrates your understanding of the information as well as the themes of the lesson. INSTRUCTIONS This assignment has TWO parts: your personal post (infographic) as well as feedback to twopeers. Both components are due by the deadlines noted. PART ONE: Your Personal Response REVIEW: Review the instructional content (notes, videos, articles) of the following four lessons in Unit 3: (a) Baroque Art in Italy and Spain (Week 8), (b) Baroque Art in Northern Europe (Week 9), (c) Rococo, Enlightenment, and Industrial Revolution (Week 10), and (d) Neoclassicism, Revolution, and Napoleon (Week 11). Highlight key points, underline vocabulary words, and outline concepts. Ensure you have gone through the full content of the modules and have a thorough understanding of these moments in history. SELECT and PLAN: Select ONE of the four lessons (see the list in #1) and plan your notes for an effective infographic. Click here quickly to get an idea of what you're going to be creating before you move on: art infographic - Google SearchLinks to an external site.. You're basically creating a summary of the lesson. Identify important historical contexts, artistic styles, key themes, main artists and their artworks. You clearly cannot include all the details, but your selection and how you design your information needs to clearly indicate you have learned and understood that full lesson. Please be sure to provide information that lets me know you have learned the historical content as well; in other words, simply giving artist names and the titles of their works is not enough. Consider questions such as: What historical context is important to know in understanding the works of art and why they were created? What key details are important? What was innovative about each artist and his style? CREATE the INFOGRAPHIC: Bring your notes together and create the actual digital infographic (it's basically a single page that includes the necessary information) that demonstrates your understanding of the lesson. Your infographic should be a single plage, visually engaging, easy to follow, and include the right amount of information. [NOTE: If you have never created an infographic before, there are some detailed instructions below in the "Creating Infographics" heading. There are also a number of new free apps/programs that you can search for and use. It's up to you which one you use as long as you are able to meet the requirements of the assignment]. Here are the requirements: Include history/context, artists and their artworks, key points, etc. Repeat: historical context MUST be part of it. As you have learned by now, we are learning to understand and interpret the works of art by considering the historical period. Label images of artworks (artist, title, date). Do not include artworks not in the Info Sheet. Ensure the text is clear, easy to read (consider font style, size, and color). Long paragraphs are not ideal for an infographic, so you will need to condense the information into focused points. (Avoid bright or neon colors). Use your own words; do not copy anything. SAMPLES: I've attached a couple of examples of past infographics (from another lesson) for you to review. It does not have to look like this, but you can see examples to inspire yours! :) These aren't perfect (for example, the artworks need to be labeled), but they are here to give you an idea. EMBED: Upload the infographic here for your peers to see and offer feedback. Embed it into the post, NOT attached. Here are the samples: PART TWO: Peer Feedback Review: Review the infographics of your peers and write thoughtful and meaningful responses to TWO peers. Choose peers who have selected DIFFERENT LESSONS from the one you chose. Respond: In a specific and meaningful paragraph (5-7 sentences), address the following: What was effective about the infographic? (Be specific) How did the infographic help you learn the material better? How could the infographic be improved ? (Consider number of images, layout of the page, size/color/type of font, information included.) (Don't be afraid to respectfully offer your peer some suggestions, we are here to learn and grow together!) Point out inaccuracies gently. Support: Like the infographic if you found it helpful or well-done. Let’s support one another! REMINDER: You must reply to two peers who have created infographics on two DIFFERENT lessons from the one you selected. CREATING INFOGRAPHICS Infographics help reinforce and retain new information, think critically, and use creativity. Read the brief article "Why Infographics Work & Why You Can't Resist ThemLinks to an external site." to understand Infographics more and to see some examples throughout the article. A simple Google search for art infographicsLinks to an external site. reveals the following array of examples. This is just for you to see how diverse they can be and to realize that however you create yours is fine. It will be uniquely yours! You can use YouTube for a wide range of tutorials about how to create infographics. Canva might be helpful as well: How to make an infographic - ultimate guide (canva.com)Links to an external site. You can use any app/program you want (or even, no app at all, if you want to be creative on your own). You are free to use whichever app/program you want. It's up to you! In the past, some students have used easel.ly.Links to an external site. If you decide to use easel.ly, you can create a free account and get started either by creating your own template or using a pre-existing one. If you find a good resource, please share with your peers in the "Class Lounge." SUBMISSION GUIDELINES Upload: First, upload the image into your User Files in your "Account" in the main Navigation bar. Click here to learn how to locate your user file and know where to upload. Links to an external site.See below in "Student Services" for more help. Reply: Click "Reply" and embed your image. Click here for instructionsLinks to an external site.. Tutorials: Check the "Student Services and Technology Support" for detailed instructions. STUDENT SERVICES AND TECHNOLOGY SUPPORT Helpful tutorials: How do I upload a file to my user or group files?Links to an external site. How do I embed an image in a discussion reply as a student?Links to an external site. Links to an external site.How do I subscribe to a discussion as a student?Links to an external site. How do I reply to a discussion as a student?Links to an external site. GRADING RUBRIC To view the grading rubric for this discussion board, click on the Options icon (3 vertical dots; above right), then select "Show Rubric." Mobile users: Discussion rubrics will display on mobile browsers but not on the Canvas App. FINAL REMINDERS Do your own work. Your first submission MUST be your final and complete infographic and not a space, symbol, error, period mark, etc. (In other words, you need to submit your own work before you are able to view and then reply to others). The assignment will not be graded if your submission isn't complete. Week8 Baroque Art in Italy and Spain: Introduction, Objectives, Assessment Baroque Art is an exciting moment in art history! You're going to have so much fun learning about it. Objectives: Recognize the distinctive characteristics of the Baroque style in Italy and Spain Identify representative Baroque artists (in Italy and Spain) and their works Identify representative Baroque architects (in Italy and Spain) and their works Info Sheet: Baroque Art in Italy and Spain TOPICS & THEMES OF THIS LESSON Counter-Reformation Council of Trent Art of Persuasion Characteristics of Baroque Art Emphasis on Climactic Moment Theatricality of Baroque Art Revision (Reinterpretation) of Traditional Iconographies RELEVANT TERMS FOR THIS LESSON “baroque” Counter-Reformation Council of Trent Caravaggisti Tenebrism Martyrdom Conversion Baldacchino Characteristics of Baroque Art Grandiose and spending celebration of the Church Southern Baroque Art as a form of theater (teatro) Mixed media is now employed, emphasizing the unity of the arts (bel composto -a beautiful whole) A different relationship between spectator and works of art (fusion of real + artistic space) Council of Trent Guidelines for Religious Art Painting should be clear, simple, and intelligible Interpretation should be realistic Painting should be an emotional stimulus to one’s piety All the truth of an incident should be shown, even if it is ugly An image should not be worshipped in itself (it does not have magical power) An image should have decorum (what is proper for the subject and the religious image) Anything that is pagan must be eliminated RELEVANT WORKS OF ART FROM THIS LESSON Baroque Art in Italy Sculptures Gianlorenzo Bernini: David (1623) Ecstasy of St. Theresa (1645-1652) Baldacchino in St. Peter’s, Vatican City (1624-1633) Paintings Caravaggio Conversion of Saint Paul (ca. 1601) Calling of Saint Matthew (ca. 1597-1601) Artemisia Gentileschi Judith Slaying Holofernes (ca. 1614-1620) Judith and the Maidservant Architecture Gianlorenzo Bernini: St. Peter’s Piazza (1656-1667) Borromini: San Carlo alle Quattro Fontane (St. Charles of the Four Fountains) Baroque Art in Spain Zubaran Saint Serapion (1628) Velázquez The Waterseller of Seville (1618-1622) The Surrender of Breda (1634-1635) Las Meninas (The Maids of Honor) (1656) Jusepe de Ribera The Martyrdom of Saint Philip (1639) Antonio de Pereda Still Life with Ebony Chest (c. 1652) Introduction to Baroque Art (Reading and Video) 1) Read this article, "Baroque art, an introductionLinks to an external site." by Dr. Camara. Pay attention to the following: how art could be used for persuasion the renewed vigor and clarity of the Catholic Church the variety of works created by artists how the term "Baroque" was applied and what it came to mean 2) Watch this video (9-minutes) about Baroque Art. https://youtu.be/EFHPAbHaoqk https://youtu.be/EFHPAbHaoqk While watching, pay careful attention to the following: characteristics of Baroque art how figures move into our space how Baroque art is different from Renaissance art ATTRIBUTION: Dr. Esperança Camara, "Baroque art, an introduction," in Smarthistory, June 9, 2015, accessed April 1, 2019, https://smarthistory.org/a-beginners-guide-to-baroque-art/Links to an external site.. Beth Harris and Steven Zucker, "How to recognize Baroque art," in Smarthistory, May 10, 2016, accessed April 1, 2019, https://smarthistor https://youtu.be/EFHPAbHaoqk https://youtu.be/EFHPAbHaoqk Bernini Watch this video (4:27) about the Piazza of St. Peter's. Now step into the glorious St. Peter's and look at this stunning work inside. Watch this video (4:14) to learn about the Baldacchino. Get to know another one of Bernini's significant works and watch this video (7:33) Ecstasy of Saint Teresa. Let's turn to another depiction of David (from the story of David and Goliath, as you have already studied). Watch this video (5:00) and then click this link to read the material below the video on that page. Gian Lorenzo Bernini, DavidLinks to an external site. https://youtu.be/9UT43MHdTIg https://youtu.be/EFsaaK1w2Ao https://youtu.be/RKcJvjP9zgY This is Saint Teresa's description of the event that Bernini depicts. Read it and then see how Bernini depicted this moment. Beside me, on the left, appeared an angel in bodily form…. He was not tall but short, and very beautiful; and his face was so aflame that he appeared to be one of the highest rank of angels, who seem to be all on fire…. In his hands I saw a great golden spear, and at the iron tip there appeared to be a point of fire. This he plunged into my heart several times so that it penetrated to my entrails. When he pulled it out I felt that he took them with it, and left me utterly consumed by the great love of God. The pain was so severe that it made me utter several moans. The sweetness caused by this intense pain is so extreme that one cannot possibly wish it to cease, nor is one’s soul content with anything but God. This is not a physical but a spiritual pain, though the body has some share in it—even a considerable share. https://youtu.be/0uEtvaUsI_w Caravaggio 1) Caravaggio is a key player during the Baroque period. Read this first to gain an understanding of his importance: Caravaggio and Caravaggisti in 17th century EuropeLinks to an external site.. 2) Here is another brief article about Caravaggio: Caravaggio (Michelangelo Merisi) (1571-1610) and His FollowersLinks to an external site.. 3) Watch this video (4:55) about Calling St. Matthew. https://youtu.be/-yxSjUvh0g8 4) Watch this video (5:09) about The Conversion of St. Paul (or The Conversion of Saul). ATTRIBUTION: Oxford University Press and Dr. Erin Benay, "Caravaggio and Caravaggisti in 17th-century Europe," in Smarthistory, July 12, 2015, accessed April 1, 2019, https://smarthistory.org/caravaggio-and-caravaggisti-in-17th-century-europe/Links to an external site.. Christiansen, Keith. “Caravaggio (Michelangelo Merisi) (1571–1610) and His Followers.” In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/hd/crvg/hd_crvg.htm (October 2003) Dr. Beth Harris and Dr. Steven Zucker, "Caravaggio, Calling of St. Matthew," in Smarthistory, November 18, 2015, accessed April 1, 2019, https://smarthistory.org/caravaggio-calling-of-st-matthew/Links to an external site.. Dr. Beth Harris and Dr. Steven Zucker, "Caravaggio, The Conversion of St. Paul (or The Conversion of Saul)," in Smarthistory, April 24, 2017, accessed April 1, 2019, https://smarthistory.org/caravaggio-saul/Links to an external site.. Artemisia Gentileschi 1)Watch this video (4:01) about Judith Slaying Holofernes. (Pay attention to the other painting that shows the next moment in the story) https://youtu.be/BHFuLS9NW6s 2)Read the article on the following page below the video. Artemisia Gentileschi, Links to an external site.Judith Slaying HolofernesLinks to an external site. Borromini Ready to see some Baroque architecture? Borromini's San Carlo alle Quattro Fontane is the perfect example!! It was commissioned by Cardinal Francesco Barberini in 1634 for the Holy Order of the Trinity. Construction began in 1638 and the church was consecrated in 1646. Watch this video (6:52) to "meet" this small church. https://youtu.be/Wm-akMcsHEc 2) Then go to this linkLinks to an external site. and scroll to the 2nd screen to play around with the 3D view: San Carlo by Matthew Brennan on Sketchfab.Links to an external site. ATTRIBUTION: Frank Dabell, Dr. Beth Harris and Dr. Steven Zucker, "Francesco Borromini, San Carlo alle Quattro Fontane, Rome," in Smarthistory, November 18, 2015, accessed April 9, 2019, https://smarthistory.org/borromini-san-carlo-alle-quattro-fontane/Links to an external site.. San Carlo alle Quattro Fontane. Mattehw Brennan. Sketchfab. Francisco de Zurbaran Read this article about Francisco de Zurbaran's The Martyrdom of Saint Serapion.Links to an external site. Velazquez Read this article about Diego Velazquez' The Waterseller of SevilleLinks to an external site.. (1618-1622). Read this article about Velazquez' The Surrender of Breda (1634-35): Smarthistory.org article Links to an external site. Now it's time for what is probably his most famous work Las Meninas (c. 1656). Watch this video (5:59). https://youtu.be/IiTtGENiVOA ATTRIBUTION: Olivia Nicole Miller, "Diego Velázquez, The Waterseller of Seville," in Smarthistory, August 8, 2015, accessed April 2, 2019, https://smarthistory.org/velazquez-the-waterseller-of-seville/Links to an external site.. Dr. Javier Berzal de Dios, "Diego Velázquez, The Surrender of Breda," in Smarthistory, August 8, 2015, accessed April 2, 2019, https://smarthistory.org/velazquez-the-surrender-of-breda/Links to an external site.. Dr. Beth Harris and Dr. Steven Zucker, "Diego Velázquez, Las Meninas," in Smarthistory, November 23, 2015, accessed April 2, 2019, https://smarthistory.org/diego-velazquez-las-meninas/Links to an external site.. Jusepe de Ribera Watch this video (3:35) about Jusepe de Ribera's The Martyrdom of Saint PhilipLinks to an external site. https://youtu.be/xz5DhwMsS1A ATTRIBUTION: Dr. Beth Harris and Dr. Steven Zucker, "Jusepe de Ribera, The Martyrdom of Saint Philip," in Smarthistory, November 25, 2015, accessed April 2, 2019, https://smarthistory.org/jusepe-de-ribera-the-martyrdom-of-saint-philip/Links to an external site. Antonio de Pereda Read this article to learn about the significance of this still life painting: Still Life with Ebony ChestLinks to an external site.. ATTRIBUTION: Dr. Carmen Ripollés, "A Still Life of Global Dimensions: Antonio de Pereda’s Still Life with Ebony Chest," in Smarthistory, September 26, 2018, accessed April 2, 2019, https://smarthistory.org/pereda-still-life-w-ebony-chest/Links to an external site.. Links to an external site. https://youtu.be/EFsaaK1w2Ao https://youtu.be/9UT43MHdTIg

FINAL ESSAY PROJECT In this course we have studied many art historical periods and styles, spanning the years 1300 to the present day. This assignment asks you to create a virtual gallery of the periods we have studies from three specific museums: The Metropolitan Museum of Art, The Louvre, and the Getty Center. Your virtual gallery will have a theme, and each work will represent some aspect of the theme you have chosen, across the History of Western Art II. WEBSITES FOR THE SOURCE MUSUEMS: 1. The Metropolitan Museum of Art (metmuseum.org)Links to an external site. 2. The palace (louvre.fr)Links to an external site. 3. Home (Getty Museum)Links to an external site. DIRECTIONS: 1. Choose a theme for your exhibition. You may choose whatever theme you would like, but remember that it should be broad enough so that you can find an art object related to it in a variety of historical periods. Some themes that you might choose are: power, love, death, time, battle, spirituality/religion, wealth, struggle, labor, etc.. You might also decide to pick a theme exemplifying a type of art: landscapes, portraits, genre paintings, still life, altarpieces, etc. 2. Choose a work of art representing the following periods we have studied from either the Metropolitan Musuem of Art, The Louvre, or the Getty Center (websites above). Make sure the work of art represents your theme, and is within the range of dates (provided below) for each period: a. The Late Medieval Period (1300-1400 ACE) b. The Early Renaissance in Italy (1400-1480 ACE) c. The Northern European Renaissance (1400-1550 ACE) d. The High Renaissance in Italy (1480-1520 ACE) e. The Italian and Spanish Baroque (1600-1700 ACE) f. The Dutch Baroque (1600-1700 ACE) g. The French Rococo (1720-1775 ACE) h. The Neoclassical Period in France and The United States (1775-1870 ACE) i. The Romantic Period (1790-1870 ACE) j. Realism in France (1848-1880 ACE) 3. Write a 600-1000+ word essay providing some visual analysis of some objects in your collection, and describing hallmarks of the style of each period as they relate to your chosen works of art.