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Art Appreciation > Group 1: Art and Life > Flashcards

Group 1: Art and Life Flashcards

1
Q

French Phrase which means?

Ceci n’est pas une pipe

A

“This is not a pipe.”

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2
Q

Ceci n’est pas une pipe
is a phrase from

A

Rene Magritte’s Famous Artwork

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3
Q

The expression or use of human creativity, usually in the form of anything visual, like a painting or a sculpture, results in art that is valued primarily for its aesthetic appeal or emotional impact.

A

Art

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4
Q

Obelisk definition of art:

  • Art is a
  • Art is
  • Art is an
A
  • Art is a PROCESS.
  • Art is COMMUNICATION.
  • Art is an EXPRESSION OF
    HUMANNESS.
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5
Q

Jean definition of art

A

The deliberate CREATION of something LOVELY or SIGNIFICANT employing TALENT and IMAGINATION.

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6
Q

Etymology of Art

ARYAN
suffixed form of the root AR meaning

A

“JOIN” or “TO FIT
TOGETHER”

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7
Q

Etymology of Art

Ancient etymon, two Greek verbs are derived, ARTIZEIN, and ARKISKEIN, meaning

A

“TO PREPARE”
“TO PUT TOGETHER”

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8
Q

Etymology of Art

Old French ART, meaning

A

“skill as a result of learning or practice”

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9
Q

Etymology of Art

The Latin nominative word ARS, whose accusative form is ARTEM, which means

A

“work of art; practical skill; a business, craft”

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10
Q

The first known use of the word comes from 13th century manuscripts. However, the word have probably existed since the founding of Rome.

A

Art

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11
Q

Philosophy of Art

How do we determine what is defined as art?

A
  • The Essential Nature of Art
  • Social Importance
    (or lack thereof)
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12
Q

Three general ways of categorizing what defines art: (Art as Representation)

A
  • MIMESIS
  • Art as EXPRESSION OF EMOTIONAL CONTENT
  • Art as FORM
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13
Q

Art as Representation: Mimesis

Mimesis, a Greek word, meaning

A

copying or imitation

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14
Q

“All art is but imitation of nature.”

A

SENECA, Moral letters to Lucilius/ Letter 65, 65 CE

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15
Q

Art as Representation: Mimesis

The representation or replication of
something that is beautiful or meaningful.

An idea first developed by

A

Plato

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16
Q

Guess the Artist (through the title of artwork)

The Oxbow (The Connecticut River Near Northampton)

A

Thomas Cole

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17
Q

Guess the Artist (through the title of artwork)

Spoliarium

A

Juan Luna (1884)

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18
Q

Art as representation was used for centuries. Until roughly the end of the ___________ century, a work of art was valued on the basis of how faithfully it replicated its subject.

A

Eighteenth (18th)

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19
Q

Guess the Artist (through the title of artwork)

“The Ugly Duchess”

A

Quentin Matsys (1513)

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20
Q

Guess the Artist (through the title of artwork)

“Weeping Woman”

A

Pablo Picasso (1937)

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21
Q

“It leads people to place a high value on very lifelike portraits such as those by the great masters–Michelangelo, Rubens, and Velasquez and so on– and to raise questions about the value of “modern” art–the cubist distortion of Picasso, the surrealist figures of Joan Miro, the abstract paintings of Kandinsky or the “action” paintings of Jackson Pollock.”

A

Gordon Graham

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22
Q

Art as Expression of Emotional Content

“Art is a completed pass. You just don’t throw it out into the world– someone has to catch it”

A

James Turrell, Harper’s Bazaar, 2013

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23
Q

Art as Expression of
Emotional Content

Art as an expression core of the romantic movement, with artworks having a ________________, as in the sublime or dramatic.

A

definite feeling

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24
Q

Guess the Artist (through the title of artwork)

“The Old Guitarist”

A

Pablo Picasso (1903-04)

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25
Q

Guess the Artist (through the title of artwork)

“The Starry Night”

A

Vincent Van Gogh (1889)

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26
Q

Art as Form

Art should not have a concept but should be judged only on its
_________________ because the content of a work of art is not of
aesthetic interest.

A

formal qualities

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27
Q

An 18th century GERMAN PHILOSOPHER, who argued for the judgment of art using FORMAL
QUALITIES.

A

Emmanuel Kant (1724-1804)

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28
Q

Elements
of
Arts

A
  • Color
  • Shape
  • Form
  • Value
  • Texture
  • Space
  • Line
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29
Q

Principles of Design

A
  • Balance
  • Unity
  • Variety
  • Emphasis
  • Movement
  • Pattern
  • Proportion
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30
Q

History of How Arts is defined

Throughout history, the definition of art has evolved to reflect
changes in

A

CULTURE, SOCIETY, and ARTISTIC MOVEMENTS

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31
Q

In ancient Greece and Rome, art was closely linked to AESTHETICS and the PURSUIT OF BEAUTY.

A

Classical Art (c. 5th century BCE- 5th century CE)

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32
Q

Discussed the nature of art in his work “The Republic, emphasizing the importance of MORAL and EDUCATIONAL values in art.

A

Plato

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33
Q

In his “Poetics,” explored the role of IMITATION and CATHARSIS in tragedy.

A

Aristotle

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34
Q

Guess the Artist (through the title of artwork)

Aphrodite (Venus de Milo)

A

Alexandros

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35
Q

During the Middle Ages, art was largely defined by its RELIGIOUS and SPIRITUAL PURPOSE. The Church played a central role in commissioning and defining art.

A

Medieval Europe (c. 5th century-15th century)

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36
Q

Guess the Artist (through the title of artwork)

The Betrayal of Christ (Mosaic)

A

Ravenna, S Apollinare Nuovo

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37
Q

Marked a shift towards HUMANISM, with a focus on the study of CLASSICAL ART and a revival of interest in AESTHETICS and NATURALISM.

A

Renaissance (14th-17th century)

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38
Q

Who emphasized the study of classical art, humanism, and the pursuit of beauty.

A

Leon Battista Alberti

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39
Q

His notebooks also had a great influence during renaissance period.

A

Leonardo Da Vinci

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40
Q

Guess the Artist (through the title of artwork)

Fresco

A

Raphael

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41
Q

Guess the Artist (through the title of artwork)

“On Sculpture”

A

Alberti’s book

42
Q

Brought a
new emphasis on REASON and
INDIVIDUALISM, influencing the idea
of art as a form of SELF-EXPRESSION
and a REFLECTION OF HUMAN
CREATIVITY.

A

Enlightenment (18th century)

43
Q

His book “Critique of
Judgment”
explored AESTHETICS and
the NATURE OF ARTISTIC BEAUTY as a
product of taste and judgment.

A

Immanuel Kant

44
Q

Emphasized EMOTION,
IMAGINATION, and the SUBLIME
IN ART, challenging classical
definitions.

A

Romanticism (late 18th-19th
century)

45
Q

Guess the Artist (through the title of artwork)

Liberty Leading the People, 1830

A

Eugène Delacroix

46
Q

Saw a proliferation of art movements including Cubism, Surrealism, Abstract Expressionism, and Pop Art, challenging traditional notions of art.

A

Modern and Contemporary Art (late 19th century-present)

47
Q

Guess the Artist (through the title of artwork)

Thema: Spitz, 1927

A

Wassily Kandinsky

48
Q

Guess the Artist (through the title of artwork)

Easyfun-Ethereal, 2002

A

Jeff Koons

49
Q

Questioned the idea of a fixed definition of art, embracing PLURALISM and the ROLE OF CONTEXT and INTERPRETATION.

A

Postmodernism (late 20th century)

50
Q

Advancements in technology have led to new forms of art, including digital media and conceptual art, challenging traditional materials and boundaries.

A

Digital and Conceptual Art (late 20th century-present)

51
Q

Guess the Artist (through the title of artwork)

The Treachery of Images

A

René
Magritte (1928-1929)

52
Q

Art evokes the __________ without which the world would not exist.

A

mystery

53
Q

Guess the Artist (through the title of artwork)

The Fallingwater (1935)

A

Frank Lloyd Wright

54
Q

Art is a ________________________ of elementary principles of nature into beautiful forms suitable for human use.

A

discovery and development

55
Q

Guess the Artist (through the title of artwork)

Les Desmoiselles d’ Avignon (1907)

A

Pablo Picasso

56
Q

The purpose of art is ________________________________ off our souls.

A

washing the dust of daily life

57
Q

“Art enables us to find
ourselves and lose
ourselves at the same
time.”

A

Thomas Merton

58
Q

“All art is but
imitation of nature.”

A

Lucius Annaeus Seneca

59
Q

“Art is not what you see,
but what you make
others see.”

A

Edgar Degas

60
Q

“Art is the signature
of civilizations.”

A

Jean Sibelius

61
Q

“Art is a human activity
consisting in this, that one man
consciously, by means of certain
external signs, hands on to
others feelings he has lived
through, and that others are
infected by these feelings and
also experience them.”

A

Leo Tolstoy

62
Q

Art and the Value of Aesthetics

Everything has value in many different ways. Artworks frequently have

A

Monetary, Historical, or Sentimental Worth

63
Q

Art and the Value of Aesthetics

Although many works of art lack
beauty, this value is sometimes mistakenly identified as beauty. Therefore, it
is more conceivable that beauty has a certain kind of

A

Aesthetic Value

64
Q

The worth that an item, circumstance, or state of things
(often an artwork or the natural world) possesses as a result of its ability to
make the observer feel when viewed or experienced aesthetically.

A

Aesthetic Value

65
Q

Art and the Value of Aesthetics

Positive Value

A

Pleasure

66
Q

Art and the Value of Aesthetics

Negative
Value

A

Repulsion

67
Q

Two Fundamental Questions in the Theory of Aesthetic Value

A
  1. The Aesthetic
    Question
  2. The Normative
    Question
68
Q

This question addresses what
makes aesthetic value
“aesthetic.” The prevailing view
is aesthetic formalism, which
asserts that aesthetic value arises
from an object’s perceptual
properties, encompassing visual,
auditory, gustatory, olfactory,
and tactile properties.

A

The Aesthetic
Question

69
Q

This question concerns what
makes aesthetic value
“valuable.” The dominant
answer is aesthetic hedonism,
which posits that aesthetic
value is valuable because it
provides pleasure when
experienced.

A

The Normative
Question

70
Q

Have a long and intertwined
history.

A

Art and Mathematics

71
Q

Frequently used to provide
structure, patterns, and a foundation for artistic
expression in the creation and appreciation of art.

A

Mathematics

72
Q

The
renowned masterpiece
by Leonardo Da Vinci exemplifies the use of
the Golden Ratio in art.

A

Mona Lisa

73
Q

This attention to the Golden Ratio is consistent in Da Vinci’s other works,
including

A
  • Vitruvian Man
  • The Last Supper
74
Q

Another artist embracing mathematics in art and recognized for abstract artworks and his association with the Bauhaus school. He incorporates Geometry in his
artwork.

A

Wassily Kandinsky

75
Q

An artist active around 1930, laid the foundation for Neoplasticism, an avant-garde movement that redefined art.

A

Piet Mondrian

76
Q

The idea that beauty is subjective,
frequently depending on a variety of cultural
ideals and historical contexts, and that it
cannot be assessed outside of those
parameters.

A

Cultural Relativism for Aesthetics or Aesthetic
Relativism

77
Q

There is no __________ standard of beauty.

A

universal

78
Q

Not determined by race, gender, nationality,
physical appearance, or even our personal
preferences.

A

Beauty

79
Q

The only thing that differentiate one
from another is their

A

Uniqueness

80
Q

We, people, are our
own definition of

A

Beauty

81
Q

“Beauty is
no quality in things themselves: It exists
merely in the mind
which contemplates
them; and each mind
perceives a different
beauty.”

A

Humes

82
Q

“The judgement of taste
is therefore not a
judgement of cognition,
and is consequently not
logical but aesthetical,
by which we
understand that whose
determining ground can
be no other than
subjective.”

A

Kant

83
Q

Forms,
and Beauty are
non-physical
ideas.

A

Plato

84
Q

Believes
that the qualities of
an artwork, such as
symmetry, order,
balance, and
proportion, define
beauty as what is
observed.

A

Aristotle

85
Q

An approach to teaching and learning through which
content standards are taught and assessed equitably in and through the arts.

A

Arts Integration

86
Q

The arts find their way into elementary, middle, and high school classrooms every
day in a variety of ways. The variations can be distilled into three main categories:

A

• Arts as Curriculum
• Arts-Enhanced
Curriculum
• Arts-Integrated
Curriculum

87
Q

If a school has a MUSIC,
ART, DRAMA, OR DANCE
teacher, their approach
is most likely primarily
_______________________.
Students develop
knowledge and skills in
a PARTICULAR ART FORM.

A

Art as
Curriculum

88
Q

When the arts are
used as a DEVICE or
STRATEGY to support
other curriculum
areas, but no
objectives in the art
form are explicit, then
the approach is called

A

Arts-Enhanced
Curriculum

89
Q

The arts
become the APPROACH to
teaching and the VEHICLE for
learning. Students meet DUAL
LEARNING objectives when
they engage in the creative
process to explore
connections between an art
form and another subject
area to gain greater
understanding in both.

A

Arts-Integrated
Curriculum

90
Q

Reasons Why Art Is Important In Education

A
  1. Working in the arts helps learners to develop creative problem-solving skills.
  2. Teaching through the arts can present difficult concepts visually, making
    them more easy to understand.
  3. Art instruction helps children with the development of motor skills,
    language skills, social skills, decision-making, risk-taking, and inventiveness.
  4. Visual arts teach learners about color, layout, perspective, and balance: all
    techniques necessary for presentations (visual, digital) of academic work.
  5. Integrating art with other disciplines reaches students who might not
    otherwise be engaged in classwork.
  6. Arts experiences boost critical thinking, teaching students to take the time
    to be more careful and thorough in how they observe the world.
  7. The arts provide challenges for learners at all levels.
  8. Art education connects students with their own culture as well as with
    the wider world.
91
Q

Art holds a different meaning
for different people, primarily because of its

A

Psychological Impact

92
Q

Closely linked to that of AESTHETICS
and PERCEPTION, along with EXPERIENCE.

A

Psychology of
Artwork

93
Q

A controversial test. Many of the criticisms center
on how the test is scored and whether the
results have any diagnostic value in
psychotherapy. It was found to lack reliability
and have poor validity.

A

Rorschach
Inkblot Test

94
Q

A Swiss psychologist,
created the inkblot test where people are
asked to look at various inkblots and describe
what they see, where the interpretation of such
inkblots might reveal hidden aspects of
someone’s personality.

A

Hermann Rorschach

95
Q

The Essence of Artistic
Expression

The
expression of the human, and
its beauty is in its
interpretation – all different,
none incorrect. While you can
assign a textbook definition to
art, art itself in its creation will
forever be ever-changing and
unique.

A

Art Psychology

96
Q

Of Exploring
and Expressing
Ideas

Something you relate to,
something that draws your
attention towards itself – a
connection.

A

Art

97
Q

Of Exploring
and Expressing
Ideas

At play, and it beckons your
attention toward what resonates
with you and enables you to
connect with each work.

A

Psychology of Art

98
Q

The Healing and
Far-Reaching
Effects of Art

Engages the mind and is beneficial to have
around in more ways than one.

A

Art

99
Q

The Healing and
Far-Reaching
Effects of Art

A tool therapists use to help
patients interpret, express, and resolve their
emotions and thoughts. Patients work with an
art therapist to explore their emotions,
understand conflicts or feelings that are
causing them distress, and use art to help them
find resolutions to those issues.

A

Art Therapy

100
Q

Art is __________________________ in their unique personal ways.

A

enjoyed and respected

101
Q

The psychological
connection to art makes it so that no two people will see a piece of art the ______, and
each of our brains is different and interprets art in a different way.

A

same

Art Appreciation (4 decks)

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