ART 1301 . PowerPoint or word I can do the powerpoint

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To receive full credit (50 points) for your TEAM Gallery Critical Review Power-point, you must complete your review as outlined in the rubric. Remember to include a photo of yourself beside the work of art as proof of attendance. Your critical review/powerpoint will NOT be accepted without the required photos. You must submit the Critical Review power-point as an attached .ppt file to the Team Gallery submission box located under the Submit Assignments button, Module3 folder. Your TEAM will be creating a power point as a part of the Critical Thinking and Teamwork Student Learning Outcomes assignments.

If you use any sources in your reviews or worksheets, whether an online research source or a printed research source, be sure to cite the source in your reviews. Be very careful about plagiarism. No cutting and pasting from the internet.

Before you place this in the submission box, use the Team Gallery Review Grading Rubric Chart as a check list to be sure you have included everything.

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TEAM GALLERY REVIEW CRITICAL THINKING AND TEAM WORK SKILLS VALUE RUBRIC. The class will be randomly assigned a team of 3 or more students. The Teams that are created will meet either in class or in eCampus. Once the team is established, they should meet to discuss which professional art gallery in which to meet and the rubric for the assignment. Within a team, each team member will select 1 work of art in an approved professional art gallery. Each individual team member will create a power point with images of the art work they have chosen. The team may have to seek permission to photograph the object from the gallery or artist. If the students are not allowed to photograph the work, the students should choose another gallery. Identify and describe these works of art based on the specifications given in the rubric. The power point has a template that can be found under the Gallery/Museum Review button. When completed, each team member will then post it under the File Exchange link under the TEAM Rev.email button. The team will attempt to contact one another and agree to meet at a local gallery at an agreed time and place. If this is not possible for all team members, this can be completed by sharing the individual team members’ power points through email to the group. This will include three levels of discussion of each piece: Description, Analysis and Interpretation. The team will utilize the Visual Elements and Principles of Design, and process in the creation of this work of art following the specifications given in the rubric. The power point will conclude with a comparison between the art objects submitted from other team members. EACH INDIVIDUAL TEAM MEMBER WILL POST THEIR COMPLETED TEAM POWER POINT UNDER THE SUBMIT ASSIGNMENTS BUTTON UNDER THE MODULE IN WHICH IT IS DUE. THIS IS WHERE THE GRADING BY THE INSTRUCTOR TAKES PLACE. Description 30 % of points earned________ Write the name of the art work being discussed, the artist’s name, the date, time, name of museum, size, description of the piece or composition, and the location. In the description, create a visual image with words. Analysis 40 % of points earned________ Based on the description provided in the introduction, analyze the artist’s intent or message within the work of art. Provide notated research (inquiry) to further interpret the background of the artist and the era in which it was created. The innovation and expression of ideas of the artist should be better understood through this research. Discuss the Visual Elements and Principles of Design. Which Visual Elements and Principles of Design are present in this work of art and give examples. Interpretation of the art object 30% earned ________ Discuss the content of the piece. Why was it created? Does it have a narrative or discuss social issues? What emotional feeling is present? Summarize your reaction to this art object. BE SURE to credit any sources you use to learn more about the artist or art work to AVOID plagiarism. PROVIDE EVIDENCE OF YOUR ATTENDANCE AT THIS GALLERY. ATTACH OF PHOTO OF YOUR TEAM IN FRONT OF THE WORK OF ART IN THE GALLERY. IF YOU CANNOT MEET AS A TEAM, SUBMIT A PHOTO OF EACH MEMBER IN FRONT THE THE ART IN THE GALLERY. IF A PHOTO IS NOT ALLOWED, YOU WILL NEED TO FIND A GALLERY THAT WILL ALLOW A PHOTO. Look for these VISUAL ELEMENTS: visual tools an artist has to make a work of art 1. Line: Lines can show outline, imply a third dimension, show direction or movement 2. Shape and Mass: Shape refers to 2 dimensions, for instance, a square. Mass refers to 3 dimensions, for instance, a cube. 3. Light: Light reveals form. Where is the light source? What is the range of values, from light to dark, in the art you are reviewing? 4. Color: How does the artist use color in the art object you are reviewing? Is it the primary colors only? Is it emotionally soothing or jarring? 5. Texture and pattern: Does the art object you are viewing have actual texture, could you feel it? Or does it have implied texture, suggesting that it is smooth or rough? Does it have an overall pattern on the surface? 6. Space: If your object is architectural or sculptural, it will have 3 dimensional space. Try to describe the space. If your object is two dimensional, how does the artist imply space, for example, through linear perspective, overlapping of objects, smaller or larger objects, or atmospheric perspective? 7. Time and motion: Does the art object imply time, for instance, a sunset, or motion, for instance, a sculpture that moves? Look for these PRINCIPLES OF DESIGN: the organization of the composition or design of the art work 1. Unity and Variety: Unity is a sense of oneness in the art. Variety maintains interest in art 2. Balance: Symmetrical balance occurs when both sides of the art object are similar in size or shape. Asymmetrical balance occurs when the two sides are quite different in the appearance of the objects in the art. 3. Emphasis and Subordination: How does the artist draw your eye to the center of attention of the art object? How does the artist make the rest of the painting subordinate to the center of interest? 4. Scale and Proportion: Scale means size in relation to a standard or "normal" size. Proportion refers to size relationships between parts of a whole, or between two or more items perceived as a unit. Sometimes these are deliberately incorrect, as in Hierarchal Scale in the art of antiquity. 5. Rhythm or repetition: The repeated use of a color, shape or line to create expression TEAM Gallery Review in Power-point Grading Rubric Chart Gallery Review Points earned Points earned Points earned Points earned Paragraph 1 Description artist’s name, the date, time, name of art gallery, size, description of the art with using Visual Elements & Principles of Design Paragraph 2 Analysis artist’s intent or message 10 15 20 30 15 25 35 40 10 15 20 30 notated research (inquiry) to further interpret the background of the artist and the era in which it was created innovation and expression of ideas of the artist Paragraph 3 Interpret Summarize your reaction to this art object Narrative or social issues Emotional feeling Comparison slide from team member must be included TOTAL See next page Assignment incomplete without comparison slide Look for these VISUAL ELEMENTS: visual tools an artist has to make a work of art 1. Line: Lines can show outline, imply a third dimension, show direction or movement 2. Shape and Mass: Shape refers to 2 dimensions, for instance, a square. Mass refers to 3 dimensions, for instance, a cube. 3. Light: Light reveals form. Where is the light source? What is the range of values, from light to dark, in the art you are reviewing? 4. Color: How does the artist use color in the art object you are reviewing? Is it the primary colors only? Is it emotionally soothing or jarring? 5. Texture and pattern: Does the art object you are viewing have actual texture, could you feel it? Or does it have implied texture, suggesting that it is smooth or rough? Does it have an overall pattern on the surface? 6. Space: If your object is architectural or sculptural, it will have 3 dimensional space. Try to describe the space. If your object is two dimensional, how does the artist imply space, for example, through linear perspective, overlapping of objects, smaller or larger objects, or atmospheric perspective? 7. Time and motion: Does the art object imply time, for instance, a sunset, or motion, for instance, a sculpture that moves? Look for these PRINCIPLES OF DESIGN: the organization of the composition or design of the art work 1. Unity and Variety: Unity is a sense of oneness in the art. Variety maintains interest in art 2. Balance: Symmetrical balance occurs when both sides of the art object are similar in size or shape. Asymmetrical balance occurs when the two sides are quite different in the appearance of the objects in the art. 3. Emphasis and Subordination: How does the artist draw your eye to the center of attention of the art object? How does the artist make the rest of the painting subordinate to the center of interest? 4. Scale and Proportion: Scale means size in relation to a standard or "normal" size. Proportion refers to size relationships between parts of a whole, or between two or more items perceived as a unit. Sometimes these are deliberately incorrect, as in Hierarchal Scale in the art of antiquity. 5. Rhythm or repetition: The repeated use of a color, shape or line to create expression ART APPRECIATION: ARTS 1301. section number? TEAM GALLERY REVIEW TEAM NUMBER ? TEAM MEMBERS: STUDENT NAME 1 STUDENT NAME 2 STUDENT NAME 3 STUDENT NAME 4 Semester and year TEAM GALLERY REVIEW: STUDENT 1 NAME PARAGRAPH 1: DESCRIPTION • • Description 30 % Write – – – – – – • Black Face and Arm Unit, 1971, by Ben Jones, Living with Art, 10th edition, by Mark Getlein Paste the photo of your favorite work on all three of your slides as seen above. Delete all red text in final PowerPoint before submission. the name of the art work being discussed the artist’s name year work was created name of gallery size description of the piece or composition. In the description, create a visual image with words. For example: In this work of art titled Black Face and Arm Unit, 1971, by Ben Jones seen at the Irving Arts Center on 10/6/14 at 2 pm, there is a blue background wall which is 6 feet high and 15 feet in length with 12 life sized plaster casts of arms and faces. Each arm and face is approximately the same size, but each has great variety in the manner in which they are decorated. Some have colorful stripes, some have abstract designs, and the fingers of each hand are in a different position. TEAM GALLERY REVIEW: STUDENT 1 NAME PARAGRAPH 2: ANALYSIS • • Analysis 40 % Based on the description provided in the introduction: – – – • Paste the photo of your favorite work on all three of your slides as seen above. Delete all instructional text in final PowerPoint before submission. Analyze the artist’s intent or message within the work of art Provide notated research (inquiry) to further interpret the background of the artist and the era in which it was created. The innovation and expression of ideas of the artist should be better understood through this research. Discuss the Visual Elements and Principles of Design. Which Visual Elements and Principles of Design are present in this work of art and give examples. See your grading rubric for the list of Visual Element and Principles of Design. For example: According to http://artdiaspora.omeka.net/items/show/10, “Jones’ interest in religious rituals may have inspired this installation, but it was this installation that inspired Ben Jones to look deeper into his African roots.” The use of color and line on the 3 dimensional shapes are important Visual Elements used in this art work. The artist also used Unity and Variety from the Principles of Design by creating 12 separate arms and heads approximately the same shape by with various painting treatments. TEAM GALLERY REVIEW: STUDENT 1 NAME PARAGRAPH 3: INTERPRETATION • • Interpretation of the art object 30% Discuss the content of the piece. – – – – Paste the photo of your favorite work on all three of your slides as seen above. Delete all red text in final PowerPoint before submission. Why was it created? Does it have a narrative or discuss social issues? What emotional feeling is present? Summarize your reaction to this art object. • Compare this work of art with at least one other team member’s gallery review from this same gallery. • For Example: The sculptures are portrayed with one eye opened and the other eye closed perhaps suggesting the links between the living and the dead and also the dual nature of artistic expression itself (between the world of matter and the world of spirit or conscious and unconscious). Response to another team member’s ppt • Select one of your team member’s power point from the File Exchange area of the Team Gallery Rev. email button. • Copy and paste the other student’s ppt on to your ppt. • Create a last slide where you respond to your team member’s power point. Be sure there is a photo of you at the gallery to document your attendance. Your assignment will not be accepted without this. • Submit this final power point to your submission folder where it is due under the Submit Assignments button. This is where you will be graded by your instructor. TEAM GALLERY REVIEW: STUDENT 2 NAME PARAGRAPH 1: DESCRIPTION • • Description 30 % Write – – – – – – • Hole in the Rock #2”. The artist is Terry Cockerham, Living with Art, 10th edition, Mark Getlein Paste the photo of your favorite work on all three of your slides as seen above. Delete all red text in final PowerPoint before submission. the name of the art work being discussed the artist’s name year work was created name of gallery size description of the piece or composition. In the description, create a visual image with words. For Example: The title of this work is Hole in the Rock #2”. The artist is Terry Cockerham, and the work was created in 2002. This work is currently on display at the Irving Arts Center. The work is about 18x24”. The work of art is a black and white photograph of a centered rock with a hole in it. TEAM GALLERY REVIEW: STUDENT 2 NAME PARAGRAPH 2: ANALYSIS • • Analysis 40 % Based on the description provided in the introduction: – – – • Paste the photo of your favorite work on all three of your slides as seen above. Delete all instructional text in final PowerPoint before submission. Analyze the artist’s intent or message within the work of art Provide notated research (inquiry) to further interpret the background of the artist and the era in which it was created. The innovation and expression of ideas of the artist should be better understood through this research. Discuss the Visual Elements and Principles of Design. Which Visual Elements and Principles of Design are present in this work of art and give examples. See your grading rubric for the list of Visual Element and Principles of Design. For Example: This work was created from trips to Big Bend by the artist. He obviously loves the organic beauty that can be found in nature. The rough texture of the rock seen in a black and white photo repeats similarly in the clouds and mountains that can be seen in the atmospheric perspective of the landscape. Centering the rock with the hole really works as a strong meditative focal point. TEAM GALLERY REVIEW: STUDENT 2 NAME PARAGRAPH 3: INTERPRETATION • • Interpretation of the art object 30% Discuss the content of the piece. – – – – • • • Paste the photo of your favorite work on all three of your slides as seen above. Delete all red text in final PowerPoint before submission. Why was it created? Does it have a narrative or discuss social issues? What emotional feeling is present? Summarize your reaction to this art object. Compare this work of art with at least one other team member’s gallery review from this same gallery. For Example: This work is clearly intended to document nature and force the viewer to see it in a new way—black and white. The rock seems so stoic yet has weathered a lot of storms. I can see myself as this rock. Standing strong despite what I face and changing slightly with every blow. Yet we are able to see through the rock to the beautiful horizon. Maybe this is symbolic of a hero. Through their pain and challenges, others find hope and inspiration. This work is quite different from Student 1’s work visually in terms of form, however similar in content. Both seem to express symbolism, human experience, and spirituality. COMPARISON BETWEEN STUDENT 1 AND STUDENT 2 ARTWORK The artwork I chose has a lot of unity and variety and is sculptural and three dimensional. The work chosen by Student 2 is a two dimensional photography that is one analogous color theme. Group Selfie • Add a picture of your group in front of or in the gallery you all attend. WN PIONEER LIFE PICTURED: THE LITTLE HOUSE BOOKS OF LAURA INGALLS WILDER A daughter of woodland pioneers and prairie homesteaders, Laura Ingalls Wilder grew up to retell the story of her family's iconic westward journey in a series of eight closely linked historical novels for young readers--and a ninth, discovered years later, whose precise relationship to the others is uncertain. In doing so, Wilder gave children's literature's most enduring account of life on the American frontier. The first book, Little House in the Big Woods, was published in 1932, with illustrations by Helen Sewell, and later volumes appeared from 1933 to 1943, all with art by Sewell (and, from the fourth book onward, in collaboration with Mildred Boyle). By the post-war baby boom years, Sewell's stylishly decorative illustrations looked dated, and in an effort to introduce Wilder's saga to a new generation, Harper commissioned Garth Williams to produce original art for all eight books, which for the first time would now also share a uniform design. After nearly turning down the assignment on the grounds that drawing animals not people was his forte, Williams embraced the epic task, meticulously researching his subjects, retracing the Wilders' wanderings with a sketchbook and camera, and finally meeting the aging Laura and Almanzo Wilder themselves at their Mansfield, Missouri farm. Work began on the illusrations in 1947; the new edition appeared six years later to considerable fanfare.
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ART APPRECIATION:
ARTS 1301
TEAM GALLERY REVIEW
By: Laith Samara
TEAM MEMBERS:
Kazi Islam
Leslie Molina
Sahal Muridi
Breana O'Neal- Sandoval
Sriya Paneru
Winter Term 2018

TEAM GALLERY REVIEW: SAMARA,
LAITH
PARAGRAPH 1: DESCRIPTION
The name of the artwork is under discussion is Little
House In The Big Woods. This work was done by Garth
Williams.

The artwork was done in 1953. The

representation of the art work means that it was either
done at dawn or at dusk. This is informed by that the
presence of an owl in the artwork. It is worth noting that
the best time of the day to see owls is either at dusk or at
dawn. During these two periods, owls are more active.
Thus, the presence of an owl in the art work implies that
the artwork was either done at dusk or at dawn.

TEAM GALLERY REVIEW: SAMARA,
LAITH
PARAGRAPH 1: DESCRIPTION cont.
It is not clear the size of the artwork. Some of the key
elements of the artwork include a boy who is running
possibly due to fear, an owl who is gazing at the boy, an

hare who as per the artwork is more brave than the boy.
Another significant element in the artwork is the forest.

TEAM GALLERY REVIEW: SAMARA,
LAITH
PARAGRAPH 1: Analysis
• The artist uses black colours to help the audience to
guess the time when the art work was done. The dark
colour helps the audience to decipher the fact that the

art work was done either during dawn or dusk.
• The owl is looking downwards where the boy is. Also,
the boy is running while looking upwards where the
owl is. This helps to show that the reason why the boy
is running is because he is terrified of the owl on the
tree. Another element of great significance in t...


Anonymous
Awesome! Perfect study aid.

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