jueves, 10 de octubre de 2013

WEBQUEST SOBRE ARTE CONCEPTUAL

- La actividad consistirá en buscar en la web al menos 3 definiciones distintas sobre arte conceptual, también biografías y obras de tres artistas que representen el arte conceptual. Para concluir tendrán que buscar un video que se relacione con la información que recopilaron.

OBJETIVOS
- Que los alumnos logren realizar una selección adecuada dentro del amplio abanico que ofrece la web.
- Que conozcan no sólo un estilo de arte, sino también los artistas que lo practicaron y sus obras.
- Que sean originales al momento de presentar sus actividades.

ACTIVIDAD
- Busca en la web al menos tres definiciones distintas sobre arte conceptual.
- También investiga sobre tres artistas que pertenezcan a ese estilo, has una selección de su biografía y presenta 2 obras de cada uno. La biografía debe aparecer de forma sintetizada, y las obras deben tener los datos correspondientes, al menos el título, la fecha y el lugar donde se encuentran expuestas.
- Busca un video en Internet que ilustre en cierta medida toda la información recabada.
- Todo esto deberá presentarse en un Power Point.

Se recomienda visitar estas páginas:

http://www.youtube.com/watch?v=oWrH3GSNwjY

http://www.theartstory.org/movement-conceptual-art.htm

http://www.youtube.com/watch?v=GSm9gOd4Scs

http://www.ecured.cu/index.php/Arte_conceptual

CRITERIO DE EVALUACIÓN
- Al hacerse las presentaciones en Power Point se mostrarán frente al resto de la clase por lo que se hará una coevaluación entre los grupos que pasen. Se les dará una rubrica para que sepan qué aspectos tener en cuenta. Aspectos como:
- Que la actividad cumpla con todas las condiciones.
- La coherencia de la información recabada.
- La originalidad del video seleccionado.
- El diseño de la presentación.

CONCLUSIÓN

Esta permitirá hacer nuevos análisis sobre las imágenes ya no tan convencionales, con el fin de que el alumno pueda fundamentar sus interpretaciones desde la teoría.


WEBQUEST

"I hear and I forget. I see and I remember.
I do and I understand."
                                     
"A WebQuest," according to Bernie Dodge, the originator of the WebQuest concept, "is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than on looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation."

HELP! WHERE DO I BEGIN?

Before designing a WebQuest, you'll want to have an outline handy to guide you through the process. A number of excellent WebQuest outlines, including Tom March's Prewriting Your WebQuest, will help. Templates such as Dodge's WebQuest Templates are also available online.


THE DESIGN PROCESS

Once you have your outline or template in hand, here are some main points to include:

The Topic. You may have already decided on a topic related to current events or to an area of the curriculum that's inadequately covered in available texts. If you're still searching for a topic, however, Tom March, who developed the first WebQuests with Bernie Dodge, suggests starting "where you're at." "If you have an area that's your specialty, something that thrills you to teach, that you know inside and out, up and down, begin there," March says. You can also explore March's Idea Machine, which provides 50 prompts designed to help begin the brainstorming process.
The Task. "The task," says Dodge, "is the single most important part of a WebQuest." His WebQuest Taskonomy: A Taxonomy of Tasks provides eleven different types of tasks, including journalistic, mystery, persuasion, and judgement tasks. If you can't find it here, you can't find it anywhere!
The Process. In this section, you'll include the roles students will assume and the steps they'll follow to complete the activity. March's Designing for Success provides not only a Designer's Checklist, but also some clickable "friendly advice" for the creatively challenged!
The Resources. Identify the online resources available on your topic by brainstorming a list of related words and using the list to search for relevant sites. As you search, create a hotlist of current, accurate, and age-appropriate sites that will engage your students' interest.
The Evaluation. As Kenton Letkeman points out, "Traditional evaluation techniques are not the best means for evaluating the results of WebQuests, since all students may not learn the same content. Individual evaluation rubrics should be developed that follow curriculum objectives and are easy for students to understand." Dodge's Rubric for Evaluating WebQuests also provides a number of criteria for evaluating students' WebQuest success.


http://www.educationworld.com/a_tech/tech/tech011.shtml

CONCEPTUAL ART

"Ideas alone can be works of art; they are in a chain of development that may eventually find some form. All ideas need not be made physical."


Synopsis
Conceptual art is a movement that prizes ideas over the formal or visual components of art works. An amalgam of various tendencies rather than a tightly cohesive movement, Conceptualism took myriad forms, such as performances, happenings, and ephemera. From the mid-1960s through the mid-1970s Conceptual artists produced works and writings that completely rejected standard ideas of art. Their chief claim - that the articulation of an artistic idea suffices as a work of art - implied that concerns such as aesthetics, expression, skill and marketability were all irrelevant standards by which art was usually judged. So drastically simplified, it might seem to many people that what passes for Conceptual art is not in fact "art" at all, much as Jackson Pollock's "drip" paintings, or Andy Warhol's Brillo Boxes (1964), seemed to contradict what previously had passed for art. But it is important to understand Conceptual art in a succession of avant-garde movements (Cubism, Dada, Abstract Expressionism, Pop, etc.) that succeeded in self-consciously expanding the boundaries of art. Conceptualists put themselves at the extreme end of this avant-garde tradition. In truth, it is irrelevant whether this extremely intellectual kind of art matches one's personal views of what art should be, because the fact remains that Conceptual artists successfully redefine the concept of a work of art to the extent that their efforts are widely accepted as art by collectors, gallerists, and museum curators.
KEY IDEAS
Conceptual artists link their work to a tradition of Marcel Duchamp, whose Readymades had rattled the very definition of the work of art. Like Duchamp before them, they abandoned beauty, rarity, and skill as measures of art.
Conceptual artists recognize that all art is essentially conceptual. In order to emphasize this, many Conceptual artists reduced the material presence of the work to an absolute minimum - a tendency that some have referred to as the "dematerialization" of art.
Conceptual artists were influenced by the brut simplicity of Minimalism, but they rejected Minimalism's embrace of the conventions of sculpture and painting as mainstays of artistic production. For Conceptual artists, art need not look like a traditional work of art, or even take any physical form at all.
The analysis of art that was pursued by many Conceptual artists encouraged them to believe that if the artist began the artwork, the museum or gallery and the audience in some way completed it. This category of Conceptual art is known as 'institutional critique,' which can be understood as part of an even greater shift away from emphasizing the object-based work of art to pointedly expressing cultural values of society at large.
Much Conceptual art is self-conscious or self-referential. Like Duchamp and other modernists, they created art that is about art, and pushed its limits by using minimal materials and even text.
comment to editor
Beginnings
One of the most important precedents for Conceptual art was the work of Dada artist Marcel Duchamp, who in the early twentieth century established the idea of the "Readymade" - the found object that is simply nominated or chosen by the artist to be a work of art, without adaptations to the object beyond a signature. The first and most famous true Readymade was Fountain (1917), which was nothing more than a porcelain urinal, reoriented ninety degrees, placed on a stand and signed and dated under the alias "R. Mutt." Duchamp described his Readymades as "anti-retinal," and dismissed the popular conception that works of art need demonstrate artistic skill. In the 1950s, long after several of his original Readymades had been lost, Duchamp re-issued Fountain and other Readymades for the Sidney Janis Gallery in New York. These acts sparked a resurgence of interest in his work, which not only brought the emergence of Neo-Dada led by John Cage, Robert Rauschenberg, and Jasper Johns, but also rekindled a widespread interest in idea-based art throughout the contemporary art world

QUOTES
"People, buying my stuff, can take it wherever they go and can rebuild it if they choose. If they keep it in their heads, that's fine too. They don't have to buy it to have it - they can just have it by knowing it."
- Lawrence Weiner
"In order to gain some insight into the forces that elevate certain products to the level of 'works of art' it is helpful - among other investigations - to look into the economic and political underpinnings of the institutions, individuals and groups who share in the control of power."
- Hans Haacke
"When objects are presented within the context of art (and until recently objects always have been used) they are as eligible for aesthetic consideration as are any objects in the world, and an aesthetic consideration of an object existing in the realm of art means that the object's existence or functioning in an art context is irrelevant to the aesthetic judgment."
- Joseph Kosuth



Duchamp y los ready-mades
Época: XX
Inicio: Año 1915
Fin: Año 1925
Antecedente:
Dada en Nueva York

http://www.theartstory.org/movement-conceptual-art.htm

miércoles, 9 de octubre de 2013

ACTIVIDAD

ACTIVIDAD  CON SCANNING

1-      ¿Cuál fue la fecha del movimiento?
1840
2-      ¿Cuál fue el surgimiento del realismo?
Revolución 1848
3-      ¿Qué imperio estaba?
Napoleón III
4-      ¿Qué artista hizo una declaración?
Gustave Courbet
5-      ¿Cuándo fueron las primeras fechas de exposición en los Salones de Paris?
1849 y de 1850 al 1851
6-      ¿Dónde se expuso la muestra privada de Courbet?
Pavillon du Réalisme
7-      ¿Cuál fue la fecha de la exposición de Millet en el Salon?
1857
8-      ¿Cuáles son los herederos del legado realista?
Eduoard Manet y los Impresionistas

ACTIVIDAD CON SKIMMING

1-      ¿De qué se trata el movimiento realista?
Tratan de dar una visión real y objetiva de la vida contemporánea, realizan representaciones de la vida cotidiana de la clase obrera, registrando la realidad de la vida en especial de la gente humilde, valorándolos de esta forma.
2-      ¿Quién fue Courbet?
Fue el principal defensor del realismo, retrataba la gente común de su lugar natal, en escalas monumentales, lo cual fue interpretado como amenaza política, ya que su obra se consideraba anti-autoritaria
3-      ¿Qué técnica utilizo Courbet en su obra?
Evito lo academicista para desarrollar un estilo deliberadamente simple, basada en el imaginario popular. Para lo cual así irrumpe las reglas convencionales de la escale y la perspectiva
4-      ¿Cuál fue el otro artista que realizó este tipo de representaciones?

Jean Francois Millet, ejecuta también escenas de la vida rural, monumentaliza a los campesinos trabajando haciendo hincapié en la dificultad física de la tarea. Lo cual produjo escándalos por su honesta representación de la pobreza.

REALISM - http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm


The Realist movement in French art flourished from about 1840 until the late nineteenth century, and sought to convey a truthful and objective vision of contemporary life. Realism emerged in the aftermath of the Revolution of 1848 that overturned the monarchy of Louis-Philippe and developed during the period of the Second Empire under Napoleon III. As French society fought for democratic reform, the Realists democratized art by depicting modern subjects drawn from the everyday lives of the working class. Rejecting the idealized classicism of academic art and the exotic themes of Romanticism, Realism was based on direct observation of the modern world. In keeping with Gustave Courbet's statement in 1861 that "painting is an essentially concrete art and can only consist in the representation of real and existing things," Realists recorded in often gritty detail the present-day existence of humble people, paralleling related trends in the naturalist literature of Émile Zola, Honoré de Balzac, and Gustave Flaubert. The elevation of the working class into the realms of high art and literature coincided with Pierre Proudhon's socialist philosophies and Karl Marx's Communist Manifesto, published in 1848, which urged a proletarian uprising.

Courbet (1819–1877) established himself as the leading proponent of Realism by challenging the primacy of history painting, long favored at the official Salons and the École des Beaux-Arts, the state-sponsored art academy. The groundbreaking works that Courbet exhibited at the Paris Salons of 1849 and 1850–51—notably A Burial at Ornans (Musée d'Orsay, Paris) and The Stonebreakers (destroyed)—portrayed ordinary people from the artist's native region on the monumental scale formerly reserved for the elevating themes of history painting. At the time, Courbet's choice of contemporary subject matter and his flouting of artistic convention was interpreted by some as an anti-authoritarian political threat. Proudhon, in fact, read The Stonebreakers as an "irony directed against our industrialized civilization ... which is incapable of freeing man from the heaviest, most difficult, most unpleasant tasks, the eternal lot of the poor." To achieve an honest and straightforward depiction of rural life, Courbet eschewed the idealized academic technique and employed a deliberately simple style, rooted in popular imagery, which seemed crude to many critics of the day. His Young Women from the Village (40.175), exhibited at the Salon of 1852, violates conventional rules of scale and perspective and challenges traditional class distinctions by underlining the close connections between the young women (the artist's sisters), who represent the emerging rural middle class, and the poor cowherd who accepts their charity.

When two of Courbet's major works (A Burial at Ornans and The Painter's Studio) were rejected by the jury of the 1855 Exposition Universelle in Paris, he withdrew his eleven accepted submissions and displayed his paintings privately in his Pavillon du Réalisme, not far from the official international exhibition. For the introduction to the catalogue of this independent, one-man show, Courbet wrote a Realist manifesto, echoing the tone of the period's political manifestos, in which he asserts his goal as an artist "to translate the customs, the ideas, the appearance of my epoch according to my own estimation." In his autobiographical The Painter's Studio (Musée d'Orsay, Paris), Courbet is surrounded by groups of his friends, patrons, and even his models, documenting his artistic and political experiences since the Revolution of 1848.

During the same period, Jean-François Millet (1814–1875) executed scenes of rural life that monumentalize peasants at work, such as Sheep Shearing Beneath a Tree (40.12.3). While a large portion of the French population was migrating from rural areas to the industrialized cities, Millet left Paris in 1849 and settled in Barbizon, where he lived the rest of his life, close to the rustic subjects he painted throughout his career. The Gleaners (Musée d'Orsay, Paris), exhibited at the Salon of 1857, created scandal because of its honest depiction of rural poverty. The bent postures of Millet's gleaners, as well as his heavy application of paint, emphasize the physical hardship of their task. Like Courbet's portrayal of stonebreakers, Millet's choice of subject was considered politically subversive, even though his style was more conservative than that of Courbet, reflecting his academic training. Millet endows his subjects with a sculptural presence that recalls the art of Michelangelo and Nicolas Poussin, as seen in his Woman with a Rake(38.75). His tendency to generalize his figures gives many of his works a sentimental quality that distinguishes them from Courbet's unidealized paintings. Vincent van Gogh greatly admired Millet and made copies of his compositions, including First Steps, after Millet (64.165.2).

The socially conscious art of Honoré Daumier (1808–1879) offers an urban counterpart to that of Millet. Daumier highlighted socioeconomic distinctions in the newly modernized urban environment in a group of paintings executed around 1864 that illustrate the experience of modern rail travel in first-, second-, and third-class train compartments. InThe First-Class Carriage (Walters Art Museum, Baltimore), there is almost no physical or psychological contact among the four well-dressed figures, whereas The Third-Class Carriage (29.100.129) is tightly packed with an anonymous crowd of working-class men and women. In the foreground, Daumier isolates three generations of an apparently fatherless family, conveying the hardship of their daily existence through the weary poses of the young mother and sleeping boy. Though clearly of humble means, their postures, clothing, and facial features are rendered in as much detail as those of the first-class travelers.

Best known as a lithographer, Daumier produced thousands of graphic works for journals such as La Caricature andLe Charivari, satirizing government officials and the manners of the bourgeoisie. As early as 1832, Daumier was imprisoned for an image of Louis-Philippe as Rabelais' Gargantua, seated on a commode and expelling public honors to his supporters. Daumier parodied the king again in 1834 with his caricature Past, Present, Future (41.16.1), in which the increasingly sour expressions on the three faces of Louis-Philippe suggest the failures of his regime. In the same year, Daumier published Rue Transnonain, April 15, 1834, in the journal Association Mensuelle (20.23). Though Daumier did not witness the event portrayed—the violent suppression of a workers' demonstration—the work is unsparing in its grim depiction of death and government brutality; Louis-Philippe ordered the destruction of all circulating prints immediately after its publication.

As a result of Courbet's political activism during the Paris Commune of 1871, he too was jailed. Incarcerated at Versailles before serving a six-month prison sentence for participation in the destruction of the Vendôme Column, Courbet documented his observations of the conditions under which children were held in his drawing Young Communards in Prison (1999.251), published in the magazine L'Autograph, one of a small number of works inspired by his experiences following the fall of the Commune.

Like Millet, Rosa Bonheur (1822–1899) favored rural imagery and developed an idealizing style derived from the art of the past. Similar in scale to Courbet's works of the same period, Bonheur's imposing Horse Fair (87.25), shown at the Salon of 1853, is the product of extensive preparatory drawings and the artist's scientific study of animal anatomy; her style also reflects the influence of such Romantic painters as Delacroix and Gericault and the classical equine sculpture from the Parthenon. Édouard Manet and the Impressionists were the immediate heirs to the Realist legacy, as they too embraced the imagery of modern life. By the 1870s and 1880s, however, their art no longer carried the political charge of Realism.



GLOSARIO

Cubism: Cubismo.
The cubist painters: Los pintores cubistas.
Geometric forms: Formas geométricas.
Analytic cubism: Cubismo analítico.
Synthetic cubism: Cubismo sintético.

IDEAS PRINCIPALES DEL CUBISMO

- El Cubismo fue un estilo muy influyente dentro de las artes visuales del siglo XX.

- Algunas influencias en el cubismo temprano se han vinculado al primitivismo, al arte africano, como sucede con la obra Les Demoiselles d' Avignon (Museo de Arte Moderno , Nueva York) , 1907, de Picasso.

- Los cubistas rechazaron el concepto heredado de que el arte debe copiar la naturaleza.- Los cubistas abstrajeron los objetos generando figuras geométricas.

- Utilizaron múltiples y contrastantes puntos de vista.- Cubismo analítico o "hermético" (1910-1912). Obras reducidas a una serie de planos superpuestos y facetas sobre todo en marrones, casi monocromática, grises o negros.

- Cubismo sintético (1912-1913). Iniciado por el "papier collé", que es una nueva técnica de pegado de piezas, de colores o estampadas, de papel, que conforman una composición.

- La creación de este nuevo lenguaje visual fue adoptada por otros artistas como Fernando Léger, Robert y Sonia Delaunay, Juan Gris, Roger de La Fresnaye, Marcel Duchamp, Albert Gleizes, entre otros.  - El Cubismo también ejerció una profunda influencia en la escultura y la arquitectura del siglo XX.

CUBISM


Cubism was one of the most influential visual art styles of the early twentieth century. It was created by Pablo Picasso (Spanish, 1881–1973) and Georges Braque (French, 1882–1963) in Paris between 1907 and 1914. The French art critic Louis Vauxcelles coined the term Cubism after seeing the landscapes Braque had painted in 1908 at L'Estaque in emulation of Cézanne. Vauxcelles called the geometric forms in the highly abstracted works "cubes." Other influences on early Cubism have been linked to Primitivism and non-Western sources. The stylization and distortion of Picasso's ground-breaking Les Demoiselles d'Avignon (Museum of Modern Art, New York), painted in 1907, came from African art. Picasso had first seen African art when, in May or June 1907, he visited the ethnographic museum in the Palais du Trocadéro in Paris.


The Cubist painters rejected the inherited concept that art should copy nature, or that they should adopt the traditional techniques of perspective, modeling, and foreshortening. They wanted instead to emphasize the two-dimensionality of the canvas. So they reduced and fractured objects into geometric forms, and then realigned these within a shallow, relieflike space. They also used multiple or contrasting vantage points.







Les Demoiselles d'Avignon, 1907
Pablo Picasso (Spanish, 1881–1973)
Oil on canvas; 96 x 92 in. (243.8 x 233.7 cm)
The Museum of Modern Art, New York (acquired through the Lillie P. Bliss Bequest)
Digital Image Copyright The Museum of Modern Art/Licensed by SCALA/ Art Resource, NY
Museum of Modern Art, New York

In Cubist work up to 1910, the subject of a picture was usually discernible. Although figures and objects were dissected or "analyzed" into a multitude of small facets, these were then reassembled, after a fashion, to evoke those same figures or objects. During "high" Analytic Cubism (1910–12), 
also called "hermetic," Picasso and Braque so abstracted their works that they were reduced to just a series of overlapping planes and facets mostly in near-monochromatic browns, grays, or blacks. In their work from this period, Picasso and Braque frequently combined representational motifs with letters (1999.363.63;1999.363.11). Their favorite motifs were still lifes with musical instruments, bottles, pitchers, glasses, newspapers, playing cards (1997.149.12), and the human face and figure. Landscapes were rare.

During the winter of 1912–13, Picasso executed a great number ofpapiers collés (1999.363.64). With this new technique of pasting colored or printed pieces of paper in their compositions, Picasso and Braque swept away the last vestiges of three-dimensional space (illusionism) that still remained in their "high" Analytic work. Whereas, in Analytic Cubism, the small facets of a dissected or "analyzed" object are reassembled to evoke that same object, in the shallow space of Synthetic Cubism—initiated by the papiers collés–large pieces of neutral or colored paper themselves allude to a particular object, either because they are often cut out in the desired shape or else sometimes bear a graphic element that clarifies the association.

While Picasso and Braque are credited with creating this new visual language, it was adopted and further developed by many painters, including Fernand Léger (1999.363.35), Robert and Sonia Delaunay, Juan Gris (1996.403.14), Roger de La Fresnaye (1991.397), Marcel Duchamp, Albert Gleizes, Jean Metzinger (59.86), and even Diego Rivera (49.70.51). Though primarily associated with painting, Cubism also exerted a profound influence on twentieth-century sculpture and architecture. The major Cubist sculptors were Alexander Archipenko, Raymond Duchamp-Villon, and Jacques Lipchitz.

The liberating formal concepts initiated by Cubism also had far-reaching consequences for Dada and Surrealism, as well as for all artists pursuing abstraction in Germany, Holland, Italy, England, America, and Russia.

viernes, 4 de octubre de 2013

ACTIVIDAD SOBRE EL TEXTO



IMPRESSIONISM



Claude Monet, Impression Sunrise, 1872 
(exhibited at the first Impressionist exhibition in 1874) 


Establishing their Own Exhibitions - Apart from the Salon
The group of artists who became known as the Impressionists did something ground-breaking, in addition to their sketchy, light-filled paintings. They esetablished their own exhibition - apart from the annual salon. At that time, the salon was really the only way to exhibit your work (the work was chosen by a jury).
Claude Monet, August Renoir, Edgar Degas, Berthe Morisot, Alfred Sisley, and several other artists could not afford to wait for France to accept their work. They all had experienced rejection by the Salon jury in recent years and knew waiting a whole year in between each exhibition was no longer tenable. They needed to show their work and they wanted to sell it.
So, in an attempt to get recognized outside of the official channel of the salon, these artists banded together and held their own exhibition. They pooled their money, rented a studio that belonged to the famous photographer Nadar and set a date for their first exhibition together. They called themselves the Anonymous Society of Painters, Sculptors, and Printmakers. The show opened at about the same time as the annual Salon, May 1874. The Impressionists held eight exhibitions from 1874 through 1886.

The decision was based on their frustration and their ambition to show the world their new, light-filled images. 
The impressionists regarded Manet as their inspiration and leader in their spirit of revolution, but Manet had no desire to join their cooperative venture into independent exhibitions. Manet had set up his own pavilion during the 1867 World’s Fair, but he was not interested in giving up on the Salon jury. He wanted Paris to come to him and accept him—even if he had to endure their ridicule in the process.
Monet, Renoir, Degas, and Sisley had met through classes. Berthe Morisot was a friend of both Degas and Manet (she would marry Édouard Manet’s brother Eugène by the end of 1874). She had been accepted to the Salon, but her work had become more experimental since then. Degas invited Berthe to join their risky effort. The first exhibition did not repay them monetarily but it drew the critics who decided their art was abominable. It wasn’t finished. They called it “just impressions.” (And not in a complimentary way.)
The Lack of "Finish"
Remember that the look of a J.A.D. Ingres or even a surly Delacroix had a “finished” surface. These younger artists’ completed works looked like sketches.  And not even detailed sketches but the fast, preliminary “impressions” that artists would dash off to preserve an idea of what to paint later. Normally, an artist’s “impressions” were not meant to be sold, but were meant to be aids for the memory—to take these ideas back to the studio for the masterpiece on canvas. The critics thought it was insane to sell paintings that looked like slap-dash impressions and consider these paintings works “finished.”
Landscape and Contemporary Life (not History Painting!)
Also—Courbet, Manet and the Impressionists challenged the Academy’s category codes. The Academy deemed that only “history painting” was great painting. These young Realists and Impressionists opened the door to dismantling this hierarchy of subject matter. They believed that landscapes and genres scenes were worthy and important.
Color
In their landscapes and genre scenes of contemporary life, the Impressionist artists tried to arrest a moment in their fast-paced lives by pinpointing specific atmospheric conditions—light flickering on water, moving clouds, a burst of rain. Their technique tried to capture what they saw. They painted small commas of pure color one next to another. The viewer would stand at a reasonable distance so that the eye would mix the individual marks, thus blending the colors together optically. This method created more vibrant colors than those colors mixed on a palette. Becoming a team dedicated to this new,  non-Academic painting gave them the courage to pursue the independent exhibition format—a revolutionary idea of its own.
Light
An important aspect of the Impressionist painting was the appearance of quickly shifting light on the surface. This sense of moving rapidly or quickly changing atmospheric conditions or living in a world that moves faster was also part of the Impressionist’s criteria. They wanted to create an art that seemed modern: about contemporary life, about the fast pace of contemporary life, and about the sensation of seeing light change incessantly in the landscape. They painted outdoors (en plein air) to capture the appearance of the light as it really flickered and faded while they worked.

Mary Cassatt was an American who met Edgar Degas and was invited to join the group as they continued to mount independent exhibitions. By the 1880s, the Impressionist accepted the name the critics gave them. The American Mary Cassatt began to exhibition with the Impressionists in 1877.

For a very long time, the French refused to find the work worthy of praise. The Americans and other non-French collectors did. For this reason, the US and other foreign collections own most of the Impressionist art. (The Metropolitan Museum of Art owns a good portion of the Havermayer Collection. Louisine Havermayer knew Mary Cassatt, who advised Louisine when she visited Paris.)

Text by Beth Gersh-Nesic  

viernes, 30 de agosto de 2013

Arte Renacentista

Arte renacentista desarrollado a partir de las formas de arte anteriores, como el arte Bizantino. 
En ese momento, la Iglesia Católica estaba empezando a perder influencia. También hubo un aumento en los descubrimientos científicos que abrió la puerta a la ciencia moderna. Todo esto tuvo un impacto en el arte italiano y sus artistas.
El arte Italiano se divide en tres períodos, el temprano que implica la casi totalidad del siglo XV, el de máximo esplendor que abarca desde 1495 hasta 1520, y el Tardío, desde 1527 hasta 1600.
Los principales referentes del Renacimiento italiano temprano eran Donatello (1386-1466), Brunelleschi (1377-1446) y Masachio (1401-1428), escultor, arquitecto y pintor respectivamente. Su trabajo naturalista, se destaca tanto en apariencia como en la expresión de la emoción, muestra las proporciones, perspectiva y profundidad.
Algunos de los artistas más famosos del Renacimiento fueron Leonardo da Vinci, Tiziano, Miguel Ángel y Rafael. Trabajaron la forma humana realista, la perspectiva y equilibrio. Destacaron su técnica gracias al tratamiento y estudio que hicieron de la luz y sus efectos.

Conflictos y luchas por el poder en Europa resultaron en asaltos en Roma. Esto provocó que los Artistas huyeran a otras zonas de Europa. Como todo período histórico el Renacimiento vivió su momento de auge y apogeo. El Manierismo comenzó como una reacción en contra de la perfección clásica de las obras renacentistas.

Italian Renaissance Art History

Italian Renaissance art didn't just appear out of nowhere. Renaissance art developed from earlier art forms, such as Byzantine art. As the old art forms transformed into the new, fewer and fewer attributes of the old forms remained.
It wasn't just pre-existing art forms that affected the Italian Renaissance. At that time, the Catholic Church was starting to lose influence, a middle class with more money was emerging and classical literature from ancient Greece and Rome was rediscovered. There was also a surge in scientific discoveries that was opened the door to modern science. All of this had an impact on art in Italy and its artists.
Italian Renaissance art can be divided into three periods, Early, which covered most of 15th century art, High, covering from about 1495 to 1520, and Late, from about 1527 to about 1600.
The heroes of Early Italian Renaissance art were Donatello (1386-1466), Brunelleschi (1377-1446) and Masachio (1401-1428), a sculptor, architect and painter, respectively. Their work was more natural in both appearance and in expressing emotion.  Their work was also more realistic in showing proportions, perspective and depth.
Some of the most famous Renaissance artists emerged during the High Renaissance, including Leonardo da Vinci, Titian, Michelangelo and Raphael. These artists worked to make the human form not only realistic in perspective and balance, but perfect in appearance. Light was used more effectively to highlight or contrast important elements in their work. Backgrounds, which were sometimes painted in Early Renaissance art, became increasingly accurate and important to the overall construction of the piece.
Conflicts and power struggles within both Italy and Europe as a whole resulted in the Sack of Rome in 1527, when mutinous troops from the Holy Roman Emperor Charles V pillaged and destroyed Rome. Pope Clement VII was forced to surrender and pay a ransom for his life. Artists fled to other areas of Italy and Europe. At the same time, artists were unsure of how to further perfect the achievements of the High Renaissance. Mannerism started to emerge as a reaction against the classical perfection of earlier Renaissance works. Artists from this period include Giulio Romano and Bronzino.

martes, 27 de agosto de 2013

PRINCIPALES IDEAS DE PAULO FREIRE EN LA PEDAGOGÍA DEL OPRIMIDO


  • Freire dedicó su vida a la ayuda de las clases pobres de Brasil en busca de un mejor destino.
  • Mediante su filosofía de la educación propone instruir a los analfabetos, especialmente a los adultos, basándose en la convicción de que todo ser humano más allá de su "ignorancia" o de cuán sumergido esté en la "cultura del silencio", es capaz de mirar críticamente su mundo mediante el diálogo con los demás. Tener las herramientas adecuadas para encontrarse en el diálogo con los demás, le va a permitir percibir su realidad personal y social y enfrentarla de forma crítica. 
  • Yo trabajo, y trabajando transformo el mundo.
  • A medida que el analfabeto aprende ya no quiere ser un mero objeto que responde a los cambios de su alrededor, sino que, es más capaz de luchar para cambiar las estructuras de una sociedad que los oprime.
  • Pedagogy of the Oppressed, es un texto fundamental en el campo de la pedagogía crítica que permite a los estudiantes cuestionarse y desafiar las prácticas y creencias dominantes.

TRES POSIBLES HERRAMIENTAS PARA BUSCAR EL SIGNIFICADO DE PALABRAS EN INGLÉS

- Mediante un docente de inglés.
- Buscando en un diccionario de Inglés-Español.
- Por medio del traductor de Google.

GLOSARIO


Pedagogy of the oppressed: pedagogía del oprimido.
Illiterates: analfabetos.
Looking critically: mirada crítica.
New sense of dignity: nuevo sentido de dignidad.
New hope: nueva esperanza.
Change the structures of society: cambiar las estructuras de la sociedad.
Dialogue: diálogo.
Critical Pedagogy: pedagogía crítica.

TEXTO DE PAULO FREIRE

About Pedagogy of the Oppressed
To the oppressed,
and to those who suffer with them
and fight at their side
- dedication of Pedagogy of the Oppressed

First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire’s work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.
Years before he was “invited” to leave his homeland after the military coup of 1964, Freire had begun devoting his life to the advancement of the fortunes of the impoverished people of Brazil. After his twenty-year exile he moved first to Chile, then emigrated to the United States before returning to Brazil. In the course of his work and travels, and as a result of his studies in the philosophy of education, he evolved a theory for the education of illiterates, especially adults, based on the conviction that every human being, no matter how “ignorant” or submerged in the “culture of silence” is capable of looking critically at his world in a dialogical encounter with others, and that provided with the proper tools for such encounter he can gradually perceive his personal and social reality and deal critically with it. When an illiterate peasant participates in this sort of educational experience he comes to a new awareness of self, a new sense of dignity; he is stirred by new hope.
“We were blind, now our eyes have been opened.”
“Before this, words meant nothing to me; now they speak to me and I can make them speak.”
“I work, and working I transform the world.”
As the illiterate person learns and is able to make such statements, his world becomes radically transformed and he is no longer willing to be a mere object responding to changes occurring around him. The educated are more likely to decide to take upon themselves the struggle to change the structures of society that until now have served to oppress them. This radical self-awareness, however, is not only the task of the workers, but of persons in all countries, including those who in our advanced technological society have been or are being programmed into conformity and thus are essentially part of “the culture of silence.”
Over one million copies of Pedagogy of the Oppressed have been sold worldwide since the first English translation in 1970. It has been used on courses as varied as Philosophy of Education, Liberation Theology, Introduction to Marxism, Critical Issues in Contemporary Education, Communication Ethics and Education Policy. It has been translated into many languages, including German, Italian, Spanish, Korean, Japanese, and French.
Pedagogy of the Oppressed is one of the foundational texts in the field of critical pedagogy, which attempts to help students question and challenge domination, and the beliefs and practices that dominate.


TEXTO I Conectivismo

http://www.connectivism.ca/about.html

viernes, 23 de agosto de 2013

TEXTO II Conectivismo

TEXTO II
Learning in the industrialised world can now be contextualised within a largely technological landscape, where the use of digital media is assuming increasing importance.  Much of this learning is informal, (Commentators such as Cofer (2000), Cross (2006) and Dobbs (2000) place the proportion of informal learning at around 70%) and is also generally location independent.

The present technology rich learning environment is characterised by a sustained use of digital media, their integration into formal contexts, and a shift toward personalisation of learning. These facets of modern life in combination have led educators to question the validity of pre-digital age learning theories. In recent years a range of new explanatory theories has been generated that can be applied as lenses to critically view, analyse and problematise new and emerging forms of learning. 

One highly visible theory is Connectivism (Siemens, 2004). Connectivism has been lauded as a ‘learning theory for the digital age’, and as such seeks to describe how students who use personalised, online and collaborative tools learn in different ways to previous generations of students. The essence of Siemens’ argument is that today, learning is lifelong, largely informal, and that previous human-led pedagogical roles and processes can be off-loaded onto technology. Siemens also criticises the three dominant learning theories, namely behaviourism, cognitivism, and constructivism, suggesting that they all locate learning inside the learner. His counterargument is that through the use of networked technologies, learning can now be distributed outside the learner, within personal learning communities and across social networks.

Perhaps the most significant contribution of Connectivist theory is the premise that declarative knowledge is now supplemented or even supplanted by knowing where knowledge can be found. In a nutshell, connectivism argues that digital media have caused knowledge to be more distributed than ever, and it is now more important for students to know where to find knowledge they require, than it is for them to internalise it. This places the onus firmly upon each student to develop their own personalised learning tools, environments, learning networks and communities within which they can ‘store their knowledge’ (Siemens, 2004). In McLuhan’s view, as we embrace technology, ‘our central nervous system is technologically extended to involve us in the whole of mankind and to incorporate the whole of mankind in us’ (McLuhan, 1964, p. 4). Clearly our social and cultural worlds are influenced by new technology, but are there also biological implications?

References
Cross, J. (2006) Informal Learning: Rediscovering the natural pathways that inspire innovation and performance. London: John Wiley and Sons. 
Cofer, D. (2000) Informal Workplace Learning. Practice Application Brief No. 10, U.S. Department of Education: Clearinghouse on Adult, Career, and Vocational Education.
Dobbs, K. (2000) Simple Moments of Learning. Training, 35 (1), 52-58.
McLuhan, M. (1964) Understanding Media. London: McGraw Hill.
Siemens, G. (2004)
Connectivism: A LearningTheory for the Digital Age. eLearnspace. 



jueves, 22 de agosto de 2013

cuadro comparativo de conectivismo

TEXTO 1
TEXTO 2
Es una teoría de aprendizaje propia de la era digital
Es una teoría de aprendizaje para la era digital
El conectivismo se diferencia por focalizarse en lo digital e informática al momento de adquirid conocimientos
El conectivismo se diferencia de las demás teorías del aprendizaje en el hecho de que en él la enseñanza puede desarrollarse desde fuera a través de las comunidades sociales y no desde dentro de la educación.
Se basa en integrar lo emocional y lo cognitivo ( el aprender hacer)
La conexión permite relacionar cosas  mas allá del concepto aislado.
Saber encontrar la información es más importante que saber la información en sí.

Se basa en la integración de los elementos de la vida moderna con los conocimientos validados en la era pre digital la manera de encontrar el aprendizaje es más importante
Que el aprendizaje en sí.