...IRAC Brief Issue In the case of Pierre Konowaloff, Paris, France, v. The Metropolitan Museum of Art New York, New York, Pierre Konowaloff alleges that the Metropolitan Museum of Art acquired, displayed and retained a piece of art that was confiscated by the Russian Bolshevik regime from his great-grandfather in 1918. After gaining power in 1917, the Bolshevik regime issued decrees nationalizing property, and abolishing the private ownership of land and making museums property of the state. The Bolsheviks continued by confiscated artworks for possible sale abroad. In May 1933, Stephen C. Clark was a trustee of the Museum bequeathed the painting to the Museum after he died in 1960. The Museum of Art motioned to dismiss Konowaloff’s complaint, citing that the claims are barred by the act of state doctrine. Rules of the Law(s) Applied to the Case The law applied in this case was the act of state doctrine, which states, “local courts may not question the legal effect of a foreign state’s acts fully executed within its own territory” (US Legal, 2013). Therefore, the court dismissed the action against Metropolitan Museum of Art. Analysis: How the Court Applied the Law The United States Court of Appeals, Second Circuit applied the act of state doctrine to this case because the art work was confiscated from Konowaloff’s family by the Bolshevik regime in Russia. Hence the act of state doctrine states that no other nation is sovereign within its own borders, and its domestic...
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...movements intertwine all aspects of the nation’s society: art, literature and architecture, philosophy and music—particularly the former two. Art and literature are constantly entwined, exemplifying one another and their own fields. Regarding American cultural movements, such as American Romanticism, significant individuals become familiar with one another’s work, resulting in inspiration that leads to creative works that pay homage to another artist’s work. Asher B. Durand’s Landscape—A Scene from “Thanatopsis,” inspired by Romantic poet William Cullen Bryant, exemplifies artist familiarity that results in multifaceted cultural creations. Both Bryant and Durand hail from the American Romantic movement, which emphasized nature as a source of refuge and rest, knowledge, and religious revelation. The painting has yet to be investigated beyond a visualization of Bryant’s work, illustrated by many reviews contemporary of 1850 as well as current scholarship. A deeper exploration of Durand’s work provides insight regarding prevalent creative themes of the current world of arts, as well as a look into Durand’s most honest inspiration as an artist. Though creating separate works—that must remain distinguishable for proper analysis of either work—Bryant and Durand investigated the themes of man and nature, individualism and the inner and after lives. Through detailing natural elements that emphasize the life cycle, Durand creates literary art that pays tribute to William Cullen Bryant’s Thanatopsis...
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...Egyptian art is expressed in many forms, such as paintings and sculptures. It is both physically attractive, and highly symbolic. Because of the highly religious nature of Ancient Egyptian civilization, many of the great works of ancient Egypt depict gods, goddesses, and Pharaohs, who were also considered divine. During my visit to the Metropolitan museum of art, I performed an analysis on the Egyptian sculpture of Isis-Aphrodite, a symbolic goddess in Egyptian culture. The sculpture of Isis-Aphrodite dates to the Roman period. This time period was around the second century A.D. The Metropolitan museum of art purchased the sculpture in 1991. The piece of Isis-Aphrodite is a terracotta figure. It is made of alluvial clay. It is painted with brown, black, red, and pink paint on a white englobe. This rather small delicately painted figurine of Isis gives great gratification to sight upon first glance. It has a height of only 19.5 inches, and a width of approximately 5 inches. It is however, truly astonishing. The sculpture has a narrow expressionless face. She has brown shoulder length hair is fixed with twists like curls, and bangs. Aside from a few elaborate accessories, Isis is nude. Isis wears a large attention grabbing crown on her head, which steals the emphasis from other features. The crown is actually an exaggerated calathos (the crown of Egyptian Greco-Roman deities) emblazoned with the sun disk and horns of Isis. She also wears a bracelet, anklet, and sash. The...
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...Literature, Arts and the Humanities: Analysis and Interpretation According to the Metropolitan Museum of Art, “Cubism is one of the most influential visual arts styles of the early twentieth century” (http://www.metmuseum.org/toah/hd/cube/hd_cube.htm, n.d.). Previous periods of art tried to mimic nature and cubism rejected that theory. They were known to use multiple viewpoints. The paintings disassembled and reassembled an object in abstract form. The world was very turbulent during the time when cubism was beginning. There were many scientific, cultural and technological discoveries occurring during this time. All the changes in human history were causing many artists to look at their world differently. Cubism looked at objects from different perspectives and the changes occurring during the artists’ time. Most art pieces of this time were not valued in the same manner they are today. The preeminent artist of Cubism is Picasso. The twentieth century Cubism movement spawned most modern art forms. At the height of disassembly art was Geometric Abstraction. This form uses simple geometric forms. They do not represent anything in nature. There was no attempt at creating three-dimensional space. The paintings during this time use straight lines and curves in a linear pattern. This form of art is at times seen as a twentieth century invention, although it can be found as far back as the 5th century (http://www.wisegeek.com/what-is-geometric-abstraction.htm...
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...ASSIGNMENT 04 AR300 Art History Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page located at the beginning of this learning guide for specific format requirements. Part A 1. Analyze storytelling in the cultures we studied in the past four weeks using the artworks below as examples of the Egyptian, Islamic, and Early Christian societies’ modes for depicting stories. Begin with a brief analysis of each story that is being told, using your own words and making sure to point out the formal elements of the artwork (line, color, shape, and composition) that combine to tell the story. * Funerary Stele of Amenemhat, c. 2000 BCE. Painted limestone. Egyptian Museum, Cairo. Located on page 59 in the textbook. * Flight into Egypt, from the Infancy of Christ Window, c. 1140-1144 CE. Stained and painted glass. The Glencairn Museum, Bryn Athyn, Pennsylvania. Located on page 264 in the textbook. * Tile Mosaic Mihrab from the Madrasa Imami, c. 1354 CE. Glazed and cut ceramic tiles. The Metropolitan Museum in New York City. Located on page 194 in the textbook. 2. Next, compare and contrast the three artworks and the iconography used in each story and distinguish the connections...
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...ASSIGNMENT 04 AR300 Art History Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page located at the beginning of this learning guide for specific format requirements. Part A 1. Analyze storytelling in the cultures we studied in the past four weeks using the artworks below as examples of the Egyptian, Islamic, and Early Christian societies’ modes for depicting stories. Begin with a brief analysis of each story that is being told, using your own words and making sure to point out the formal elements of the artwork (line, color, shape, and composition) that combine to tell the story. * Funerary Stele of Amenemhat, c. 2000 BCE. Painted limestone. Egyptian Museum, Cairo. Located on page 59 in the textbook. * Flight into Egypt, from the Infancy of Christ Window, c. 1140-1144 CE. Stained and painted glass. The Glencairn Museum, Bryn Athyn, Pennsylvania. Located on page 264 in the textbook. * Tile Mosaic Mihrab from the Madrasa Imami, c. 1354 CE. Glazed and cut ceramic tiles. The Metropolitan Museum in New York City. Located on page 194 in the textbook. 2. Next, compare and contrast the three artworks and the iconography used in each story and distinguish...
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...Rational A museum is an institution that cares for (conserves) a collection of artefacts and other objects of scientific, artistic, cultural, or historicalimportance and makes them available for public viewing through exhibits that may be permanent or temporary.Most large museums are located in major cities throughout the world and more local ones exist in smaller cities, towns and even the countryside. Museums have varying aims, ranging from serving researchers and specialists to serving the general public. Early museums began as the private collections of wealthy individuals, families or institutions of art and rare or curious natural objects and artefacts. The oldest public museums in the world opened in Rome during the Renaissance. However, many significant museums in the world were not founded until the 18th century and the Age of Enlightenment The Colombo Museum was established on January 1, 1877. The founder is Mr. William Henry Gregory, who was the British Governor of Sri Lanka at the time. JG Smither was the architect of the Public Works Department and was able to prepare the plans for the new structure based on Italianate architecture(Colombo National Museum). In 1876 Kandy Museum was established by Sri WicramaRajasinha and it was called “PalleVahala”.This is used as a place somewhere in the queen of king lived. Was used to deposit the types of historical value made by the art association established in 1832.this Kandy museum has more than 5,000 goals that represents...
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...Mannerism and Baroque Western Governors University Literature, Arts and the Humanities: Analysis and Interpretation IWT1 May 8, 2013 Mannerism and Baroque If you study art history at any length, you will become aware of the many different periods and their individual characteristics. There are prime times throughout art history that the general populations can easily identify such as Renaissance or Impressionism. They might even be able to name a few of the artists or their artwork. As you delve further into the rich history of art, you start to notice many deviations in the style of artists who are transitioning into a new artistic period. At first look, you might not see the subtle difference in the art from the norm from that period. An overlooked period in art history is the period between the Renaissance and the Baroque periods, the Mannerism period. This period was actually a rejection of the High Renaissance era. Mannerism is the artistic period from 1520- 1600. The word mannerism is derived from the Italian word maneria, which means style or stylishness. “Art began to lose its momentum at the end of the High Renaissance, beginning of the Mannerism period because it coincided with a period of upheaval that was torn by the Reformation, plague, and the devastating Sack of Rome.” ("The National Gallery of Art," 2013, para. 2). One of the greatest reasons for the shift in artistic style is that the Catholic Church was in chaos. The Catholic Church...
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...this paper to discuss the relationship between two periods of art. The Realism period will be compared to the Impressionism period. Visual art will be the discipline compared. A1. Earlier Historical Art Period The Realism art period flourished from the mid 1800’s until the late nineteenth century. Its roots started in France after the Revolution of 1848. The monarchy of Louis-Philippe was defeated and the period of the Second Empire began. The French Realist period grew under Napoleon III’s rule. French artists such as Gustave Courbet and Jean-Francois Millet used their paintings as political statements. As the French society looked for democratic reform, the artists of the time depicted working class people doing their everyday jobs. Not only were Courbet’s portraits criticized for their simple and crude style, but also for the scale of the portraits that depicted the often mundane and impoverished lower class. Their goal was to depart from the former Romantic era and portray people and events truthfully and often, “in gritty detail” (Finocchio, 2004, p.1). The artist’s subjects were not posed, smiling out at the world but rather caught in the act of living. Often the subject’s clothes were torn and dirty, their faces tired and worn. Although Realism is often associated with France, it also influenced artists in Russia, England, Germany and the United States. A2. Later Historical Art Period The Impressionism Art Movement was launched in Paris, France in 1874. At this time...
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...The marriage of Tobias and Sarah was a painting done by Jan Steen in 1673. The piece of art was done using oil, painted on a canvas material. Jan Steen, who lived between 1626 and 1679, also named the work The Marriage Contract. According to Nash, Orr and Stewart (84), the theme of the picture is drawn from the book of Tobit 3:7-17 in the Old Testament. It was done based on the status of marriage during that time. The picture shows a priest instituting a wedding. The two lovers are sitting by either side of the president, ready to sign the marriage contract forms; that is probably a short time after exchanging vows. There are also other witnesses, as the setting proves the more to be in a religious place of worship. Tobias marries Sara as her parents watch the signing of the marriage contract, as visitors take to the party. It is Sara’s seventh marriage due to possession by a demon. However, Raphael the Archangel casts out the devil (Nash, Orr and Stewart 84). The piece of art represented the kind of life present in the Netherlands during the Seventeenth Century. He aimed at exposing the knowledge he had about his surroundings. There are two main reasons that led Jan Steen to paint the painting. Firstly, Steen spent much of his life in Leiden since he belonged to the Rhetoricians. Secondly, he wanted to expose the positive aspect of the community he belonged to. He achieved this by redesigning some of the previous paintings and adding a positive aspect to them. For instance...
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...first person narrator through out the text. We met our main character Susan Cheever when she was very young. Her father has just returned home from the WW2. We are told by Susan that her family’s almost commonplace visits to Central Park Zoo and Central Park. Susan’s father started writing and because of the big success he had and the fact that they as parents wanted one more child, the family moved to the one of the suburbs of New York City. Susan was not very enamored of it, she loved to be in the enormous city, to skate on the ice rink and to visit the yak in Central Park Zoo. After they had moved, she eventually moved back the New York City and became an adult who raised her own kids, in the way that she wanted to be raised. In this analysis, we will focus on the writer’s use of contrast. We will also analyze the central- themes, which are explored in the text, and we will in the end put some comments on the title of the essay. In this paragraph, we will comment on the title. “My Little Bit of Country” was the title of the essay. The title was inspired by Andy Warhol, who Susan heard saying, that it was better to live in the city than in the country. On page 3, line 141-144, Susan wrote: “It was better to live in the city than the country because in the city he could find a bit of country, but in the country there was no little bit of city”. Susan strongly agree with Andy Warhol and she considered Central Park as her little bit of country, Central Park was where she...
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...Maloney, Robin 000301434 Literature, Arts, and The Humanities: Analysis and Interpretation IWT1: Task 1 Introduction: During my lifespan I have been very fortunate to visit many countries such as Greece, Ireland, Turkey, Germany, Belgium, Italy, Amsterdam, and England. The architecture of these countries always intrigued me with the ornate, and matter of detail, unlike what we have seen in this country. Therefore, in this paper I will compare and contrast the Renaissance and Baroque period's architecture for those periods. Task A1: The Renaissance period generally covered 200 years from 1400-1600 and followed the Gothic period. The meaning of the Renaissance was “rebirth”. Two components comprised this time; (1) an interest in humanism and assertion of the individual and (2) the revival of classical forms originally from the ancient Greeks and Romans. (Renaissance Art and Architecture, 2000). Many feel that the Renaissance period started in Italy as it was a great location between Western Europe and the Eastern shores of the Mediterranean. Italian cities became the important trade and commercial centers. The Rhine, Danube and Rhone Riverways were valuable routes to transport goods. Cities grew and prospered during this period and the rulers or government learned how to tax people. Removing religion from politics was also a major change during the early Renaissance Period. The new humanists felt that humans should have control over events. They also supported causes...
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...Melbourne Business Practicum Report Benchmarking Melbourne as a Sports and Arts Capital Research conducted by: Carthur Wan Daniel Chen Eliza Tong & Karleen Wu Disclaimer: The MBP team has used reasonable care and skill in compiling the content of this material. However, neither the MBP nor the students provide a warranty as to the accuracy or completeness of any information in these materials. No part of these materials are intended to be advice, whether legal or professional. Contents 1. 2. 3. 4. Executive Summary ......................................................................................................................... 2 Background and Objectives ............................................................................................................ 3 General Benchmarking Methodology ............................................................................................. 4 Benchmarking Melbourne's Arts Status ......................................................................................... 5 4.1 4.2 Arts Comparison Cities Overview............................................................................................ 5 Arts Capacity Index ................................................................................................................. 6 Physical Infrastructure - Venue Number......................................................................... 6 Physical Infrastructure - Size ...................................
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...Milan Shah ARTH2394 Locheed February 17th 2014 Formal Analysis on The Great Oaks of Old Bas-Breau by Théodore Rousseau In 1824 John Constable exhibited some works of rural landscape paintings that inspired many young artists to forgo the formalities of art and draw directly from the source of nature rather than a dramatic event in history. The Barbizon School came about in existence due to artists’ rejecting the Royal Academy’s standards for art and tradition in an attempt to portray a truer reality of life with nature. Many of the artists came to the forests of Fontainebleau with loose brushstrokes, tonal qualities and softness of the subjects; they all had the same motif of creating works reflecting rural scenery. Rousseau was the most prominent member of the school and was an activist to protect the forest from deforestation. The Great Oaks of Old Bas-Breau was painted in 1864 on canvas with oil in Barbizon. The painting is exactly what the title says: great oak trees from the forest of Fontainebleau. With the bottom looking like an open field and the background of the oak trees, you will also notice a small figure in the lower right who seems to be a man with a walking stick on a trek through the forest. At the center of the painting there are three main oak trees that draw our attention. These are probably the oldest and most grandiose of the oak trees in the forest. These three are the only visible trees that don’t have gnarled and twisted branches. The walking...
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...HUMANITIES: FINE ARTS Section D M/W/F 11:15 AM–12:10 PM Section classrooms: Art: Goodman 204 Music: PPAC135 Theatre: Elder 146 Prof Anne Greeley anne.greeley@indwes.edu Beard, Office 115 Office hours: M/W 1:00–5:00 PM T/TH by appointment Prof Davy Chinn davy.chinn@indwes.edu PPAC, Office 164 Office hours: M/W 1:00–3:00 PM T/TH 10:30 AM–12:30 PM All others by appointment COURSE DETAILS Description MUS180 is an integrated arts appreciation course. It is part of the Humanities Core Curriculum. Each week, you will rotate between classes in art, music, and theatre appreciation (see p. 11 for course rotation schedule). Classes will be structured around a common topic or theme, enabling you to make connections between the different art forms. Required Course Texts Erwin Raphael McManus, The Artisan Soul: Crafting Your Life Into a Work of Art, HarperOne, 2014. Other texts as assigned, available via Learning Studio. Required Course Fee Our class field trip to the BSU David Owsley Museum on Jan. 22 will cost $10, due by Jan. 20 to Amanda Dyer in the BAC office. Prof Katie Wampler katie.wampler@indwes.edu Elder, Office 140E Office hours: M/W/F 12:10–1:25 PM W 2:30–3:30 PM T/TH 11:00 AM–1:30 PM Syllabus Contents Course details Learning outcomes Policies & expectations Course evaluation Museum Artwork Analysis paper Museum Art & Music Integration paper Mix-tape project Concert reports Theatre critiques Mix-tape project Arts Integration ...
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