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Art 2/Artist Spotlights

You will be introduced to selected works of art and artists as they relate to the curriculum. In your sketchbook:
1. Complete a thumbnail sketch of the work 
2. Document the #, heading, and credit line 
3. Review all provided resources - take notes 
4. Answer the questions completely and with specificity; complete sentences should reveal the question (write legibly or type/print)

​Entries started in class must be completed as homework by the same day/next week

MORE ART HISTORY!

#15 Barbara Kruger (b. 1945)

4/8/2019

 
Picture
Untitled (We don't need another hero)
1987
Photographic silkscreen/vinyl
90" x 117"
Courtesy: Mary Boone Gallery, New York
In your sketchbook, document this Artist Spotlight entry as usual. THEN, as you did for Jaune Quick-to-see-Smith, attach the Scholastic magazine reading/assignment to complete your entry. There will be no additional questions. 

Please keep those notes for reference and review throughout the PLANNING process for your painting/mixed media project. THINK: How you might you use TEXT in your work...what could the addition of TEXT (one word, many words, numbers, etc.) do to clarify your intentions?

​If you are still curious about Barbara Kruger's work, here is some information about the installation at the Hirshhorn Museum in Washington, D.C., which many of you have seen!!!

#14 - Jaune Quick-to-See Smith (b.1940)

3/18/2019

 
Picture

Modern Times

1993
Lithograph 30" x 22"






















"Modern Times tells a story about the complexity of Indian life today with the medicine plant and pictograph which can be important to a modern Indian even [though] dressed in a suit with a briefcase-he may wear a headdress to dance on the weekend . . . . 'Apples' also means to Indian people that some have turned against the old ways and are white on the inside and red on the outside."

Smith calls herself a cultural art worker.  Elaborating on her Native American worldview, Smith's work addresses today's tribal politics, human rights, and environmental issues with a keen sense of humor.

LOOK AT THIS IMAGE CAREFULLY and make note of its content and specific qualities.

WATCH THIS and take notes:

ACTIVITIES: 
  1. Read the Scholastic magazine, " Modern Native American Artists: Working with Juxtaposition"  and answer the questions you have been given. Once graded, attach them into your sketchbook as part of AS #14.
  2. After learning about Quick-to-see-Smith's work,  list specific techniques/media/approaches that you have noticed in her work and that you might consider incorporating into your own.

#11 - Audrey Flack (1931 - )

2/22/2019

 
Picture




















Marilyn (Vanitas)
1977
Oil over acrylic on canvas
8’ x 8’
Read this article and take good notes: Audrey Flack: Breaking the Rules
Look at the additional images provided in the article, especially "Jolie Madame," also shown below.
Picture
Jolie Madame, 1972
National Gallery Australia, Canberra
​Courtesy Louis K. Meisel Gallery/New York, © Audrey Flack 
Watch this video and take good notes (you can stop @ 10:12, although you may be interested to keep going):
AFTER CAREFULLY REVIEWING THE RESOURCES ASSIGNED ABOVE: Answer the following questions completely and with specificity to the provided resources, previous Artist Spotlight information, personal reflection, and additional research as needed:
  1. Define each of the following terms: Allegory, Appropriation, Juxtaposition, Kitsch, Oeuvre, and Old Master.
  2. What are the "rules" that Audrey Flack broke?
  3. Both the article and the video covered A LOT of ground...  What have you come away with in terms of new or reinforced knowledge, inspiration, curiosity, thoughts, questions, etc.?
STILL CURIOUS? You can see many more of her paintings HERE

#9 Iona Rozeal Brown (1966 - )

1/16/2019

 
Picture
a3 blackface #59 
2003
acrylic on paper
Unframed: 49 3/4 × 38 in. (126.37 × 96.52 cm)
VMFA, Richmond, VA  
           
REVEW the information below, taking notes to document your process:
  • Born 1966
  • Hometown Washington, DC
  • Lives and Works New York, NY​
  • MFA, Yale University School of Art, New Haven, CT, 2002
  • Skowhegan School of Painting and Sculpture, Skowhegan, ME, 1999
  • BFA, San Francisco Art Institute, San Francisco, CA, 1999
  • Pratt Institute, Brooklyn, NY, 1996                             
From Artspace @ https://www.artspace.com/artist/iona_rozeal_brown

The artist Iona Rozeal Brown uses her large-scale acrylic paintings to wryly comment on the ductile and ever-changing essence of cultural identity, most often by creating visual mash-ups of two disparate but in fact subtly harmonious subcultures: the samurai and geishas depicted in traditional Japanese ukiyo-e printmaking and the contemporary world of hip-hop. Trained in the art of ukiyo-e herself, Brown pursues a transcultural aesthetic in both her imagery and her technique, mixing the racial, gender, and class issues in her subject matter with the deftness of a DJ.

A recurring character in Brown's work is Yoshi, a wise female war hero—sporting an afro and classical Japanese garb—whose enlightened state allows her to exist as a communicant between divinities and mortals, guiding those still on earth. The artist's paintings have been widely exhibited, and she received a solo show at Cleveland's Museum of Contemporary Art in 2010. In 2011 she was commissioned to create a performance for the Performa biennial.   
                     
From VMFA @ https://www.vmfa.museum/piction/6027262-53207104/

Brown—who styles her name in all lowercase letters— uses a3 as an abbreviation for “Afro-Asiatic allegory,” her series of prints and paintings based on the style of the Japanese ganguro (literally “blackface”) girls. These young women reject Japanese conventions of beauty— dark, straight hair and pale skin—by lightening and perming their hair and darkening their skin. a3 blackface #59 borrows stylistically from Japanese woodblock prints of the Edo period (1615–1868). Known as ukiyo-e prints, these popular, middle-class images depicted the shifting fashions and chaotic lives of the Tokyo amusement district. Brown, who is also a disc jockey, found resonances between the transience of the contemporary entertainment industry and the “floating world” of Edo Japan.
AFTER CAREFULLY REVIEWING THE RESOURCES ASSIGNED ABOVE: Answer the following questions completely and with specificity to the provided resources, notes taken, personal reflection, and additional research as needed. Make sure to consider how this information is relevant to your current work and practice.
  1. Define the following terms: a) Wry, b) Disparate, c) Mash-up, d) Allegory
  2. How do Brown's skills as a DJ support her work as a visual artist?
  3. Summarize the SUBJECT, COMPOSITION, and CONTENT in Brown's work.

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