Capstone 2016 Art and Art History Senior Projects

This booklet profiles Art Senior Projects by Maura B. Conley, Caroline G. Cress, Carolyn E. McBrady, Alesha R. Miller, Emma S. Shaw, Eleanor E. Soule, Katherine G. Warwick, and Rebecca T. Wiest. This booklet profiles Art History Senior Projects by Deirdre E. D\u27Amico, Rebecca S. Duffy, Megan R. Haugh, Molly R. Lindberg, Kelly A.B. Maguire, and Lucy K. Riley

Capstone 2014 Art and Art History Senior Projects

It gives us great pleasure to introduce the Gettysburg College Art and Art History senior Capstone projects for 2014. These projects serve as the culmination of the Studio Art and Art History majors. They are as rich and varied as the students themselves and exemplify the commitment the Department of Art and Art History places on creativity and scholarship in a liberal arts education. [excerpt] This booklet profiles Art Senior Projects by Bailey K. Beardsley, Lisa R. Del Padre, Tobi C. Goss, Rebecca A. Grill, Anna B. Heck, Japh-O\u27Mar A. Hickson, Danielle T. Janela, Lauren E. Kauffman, Megan P. Quigg, Justin Rosa, Angela M. Schmidt, Erin E. Slattery, and Caroline E. Volz. This booklet profiles Art History Senior Projects by Niki Erdner, Emily A. Francisco, Rose C. Kell, Katherine G. Kiernan, Tara K. Lacy, Shelby A. Leeds, and Molly E. Reynolds

Capstone 2019 Art and Art History Senior Projects

This booklet profiles Art Senior Projects by Angelique J. Acevedo, Arin Brault, Bailey Harper, Sue Holz, Yirui Jia, Jianrui Li, Annora B. Mack, Emma C. Mugford, Inayah D. Sherry, Jacob H. Smalley, Laura Grace Waters and Laurel J. Wilson. This booklet profiles Art History Senior Projects by Gabriella Bucci, Melissa Casale, Bailey Harper, Erin O\u27Brien and Laura Grace Waters

UNO Website Art and Art History UNO Art Gallery

Opened in 1992, the UNO Art Gallery is a professional exhibition spaces consisting of two large galleries (1,500 square feet) and a Hexagon gallery (675 square feet) plus adjoining offices, a kitchen, and a storage facility

Quintessence: The Alternative Spaces Residency Program Number 3

The gallery guide discusses the works involved with the Alternative Space Residency Program that was sponsored by the Dayton City Beautiful Council and Wright State University. Quintessence number three showcases the third year of a six year long project.https://corescholar.libraries.wright.edu/restein_catalogs/1008/thumbnail.jp

Veronese’s Goblets: Glass Design and the Civilizing Process

Taking its cue from Veronese’s lavish Wedding at Cana (1563), this article explores the meanings of fine and ordinary glassware, focusing on the performative value of Renaissance goblets. Drinking vessels are analyzed here as tools for the gradual transformation of human behavior, or the ‘Civilizing Process’ that sociologist Norbert Elias expounded. In the mid-sixteenth century, new designs for fine glasses supported and shaped the proper conduct expected of guests and servants in banquets. Iconographic sources such as the exquisite wine cups depicted by Veronese, didactic literature and the objects themselves document the kind of challenges and expectations that handling glass in public induced. By the end of the sixteenth century, the affordability of simple but elegant goblets allowed common people to adopt the drinking manners of the elite, thus furthering the association between glassware and the concept of civility.https://digitalcommons.risd.edu/faculty_work/1000/thumbnail.jp

The Art History Canon and the Art History Survey Course: Subverting the Western Narrative.

Art History enrollments at the college level are declining as students flock to STEM majors and perceive Art History as dated and of little use in today’s modern, scientific world. Yet Art History classes can teach valuable skills. When taught in a broad context, the objects art history studies engage critical thinking and can generate new forms of knowledge. However, the pedagogical structure and content of introductory art history survey course does not always offer students the creative leeway to make these connections. Instructors at the college level often retreat to the methods and content that have been a part of the discipline since its inception in the late 19thcentury; the professor as expert authority on the western canon of objects and the grand narrative of progressive development that accompanies them. As university students are becoming more ethnically and socially diverse, the objects covered in the survey continue to speak to a white, European audience that is no longer the only audience listening. While art history remains useful, its canon of objects has become problematic, and reinforces the othering of the non- western world. This essay will first examine how the modern canon and art history’s pedagogical practices came to be by examining the history of the discipline, and the theories, methods and texts that developed alongside academic art history. It will then take a brief look at how modern philosophy, primarily the conceptual ideas of Deleuze and Guattari, can provide a new framework for examining how the teaching of art history can be globalized and taught in a more meaningful way

THE END OF ART AND PATOČKA’S PHILOSOPHY OF ART

In this essay I consider the end-of-art thesis in its metaphysical and empirical versions. I show that both use the correspondence theory of truth as the basis for their conception of the history of art. As a counterpart to these theories I have chosen Patočka’s conception of the history of art. His theory is based also on the relationship between art and truth, but he conceives truth in the phenomenological sense of manifestation. In the rest of the essay I seek to show the consequences Patočka’s conception has for the history of art. In the rst part, I set out to show Patocka’s critique of Hegel’s aesthetics as a system based on the correspondence theory of truth. In particular, I endeavour to explain his critique of some intrinsic problems of Hegel’s aesthetics, the general failure of Hegel’s system to achieve its goal, and, lastly, Hegel’s giving up on the meaning of the art in the present. I also seek to show that Danto’s version runs into the same problems and conclusions as Hegel’s. In the second part I discuss Patočka’s analysis of modern art and the aesthetic attitude, where he nds a hidden a nity between art and aletheia, which Hegel overlooked. e last part of the essay focuses on the consequences that the conception of the truth of art as aletheia have for the history of art. I conclude that art in such a conception represents an independent eld of the manifestation of being in history beside philosophy. Moreover, modern and contemporary art do not mean the end of art; rather, they have their place in art history based on aletheia, since they are more focused on the manifestation itself than on what is manifested. Unlike Hegel and Danto, therefore, Patočka retains the historical meaning of modern and contemporary art. His conception of the history of art, summed up under the idea of aletheia, has greater explanatory potential than Hegel’s and Danto’s conceptions, and it retains the historical meaning of modern and contemporary art

Feminist Collaboration in the Art Academy

Women\u27s activity in the visual arts both in and outside of the art institutions of Europe and the United States reveals a history of collaboration in artistic production and political activism This paper analyzes the effects of feminist collaboration upon the disciplines of art, the pedagogy of art, and the administration of art institutions. In Part I, the authors review the impact of feminist collaboration in art history, aesthetics, art criticism, and art production. Part II provides examples of collaborative experiences of women in higher education art institutions and in some art communities in the United States, Scandinavia, and Italy. Three conclusions emerged from the review: (a) Collaboration facilitated women\u27s entry into the visual arts; (b) collaborative dialogue has changed the academic structures of art criticism and art history, but collaboration has had a minimal effect in the areas of aesthetics and art production; and (c) collaboration has not resulted in a significant change in the administration or pedagogy of art institutions