AE - Aesthetic Experience Essay humanities

Explore the museum collections further into topic areas that relate to our humanities class. 2. Use the museum resource to focu s on your collect or objects of study. Then find at least two or more other sites for background research to use in your essay. 3. Follow the essay directions in the Aesthetic Experience Assignment. The only CHANGE is that your visit will now be “Virtual ”. Be sure to use the appropriate Worksheet in the Aesthetic Experience Module. 4. Be sure to include the link of the art work you are writing about. I hope you enjoy this online aesthetic experience. Choose a topic or collection that is of interest to y ou and can yield good background research for your paper. The more background and research you can bring to your subject of focus the better. Feel free to email me if you have any questions. Approved Online “Virtual” Visits for the Aesthetic Experience Es say Visit the British Museum https://www.britishmuseum.org/ Explore this African Art Collection from the Smithsonian. https://africa.si.edu/collect ions/start See this Native American Collection from the Smithsonian. https://americanindian.si.edu/explore/collections Explore these collections at the Louvre Museum. https://www.louvre.fr/en/departements Visit these collections at the Uffizi Museum. https://www.uffizi.it/en/the -uffizi Explore the Metropolitan Museum of Art https://www.metmuseum.org/art/collection Visit the collections at the National Gallery of Art https://www.nga.gov/collection.html Explore French Museums http://parismuseescollections.paris.fr/en Explore the Museums of the Vatican http://www.museivaticani.va/content/museivaticani/en/collezioni/musei.ht ml Links for other Approved Museums (do NOT use the Museum of Natural History as it does not ha ve art). https://www.top10.com/virtual -museum -tours 2 LEARNING OBJECTIVES 1. The student will be able to identify elements of style in various forms of western and non -western human creative expression. 2. The student will be able to apply a basic vocabulary essential for communicating concepts in the humanities disciplines. 3. The student will be able to identify how forms of Western and Non -Western human creative expressions reflect the human condition. 4. The student will be able to compare and contrast enduring contributions of individual artists, thinkers, and writers. 5. The s tudent will be able to develop critical analysis skills in reference to works of human creative expression. MATERIALS Use all of the online module resources, your textbook, and the Visual Art Vocabulary and Principles at the end of this document to guide your writing. INSTRUCTIONS For this assignment you will physically attend an art museum and select a piece of art to write about.

Then you will compare it to an artwork from our textbook and complete this worksheet. • Choose an art museum near your locati on to visit that meets the following criteria : • The museum you attend must be an art museum, not a science museum or a children's museum. • The museum must provide a dated receipt or dated ticket. You must take a digital photograph of your dated receipt or da ted ticket and insert it in the designated space provided below. • If you experience difficulty finding an art museum near your location, contact your instructor. • Visit your chosen art museum, and select a work of art . Suggestions: • The work can be a painting , sculpture, photograph, mixed media, or any other medium exhibited in the museum. • You may wish to take a copy of this worksheet with you to the museum in order to more carefully select a work of art. • Complete the “Essay Header” section in the designated space provided below. • Complete the “Art Work Information” section in the designated space provided below. • Complete the 3 Prompts in the “Aesthetic Experience and Critical Analysis Essay” section in the designated space provided below. Respond to the prompts using the following guidelines: • Use full sentences and paragraphs in your responses. • Use and incorporate relevant and genre -specific vocabulary for each prompt. Definitions of relevant vocabul ary are provided at the end of this document, in the online module resources, and in your textbook. • Your completed essay responses should be a total of at least 600 words (at least 200 words per response). • Submit your completed Museum Visit Aesthetic Expe rience Worksheet to the Aesthetic Experience and Critical Analysis Essay dropbox folder. ESSAY HEADER Student Full Name Name of Museum Location of Museum Date of Museum Visit Digital Photograph of Dated Receipt or Dated Ticket ART WORK INFORMATION Title Artist Creation Date Discipline Classification How is the selection classified in the Humanities? Is it Liter ature, Visual Art, Music, Theater, M usical Stage, or other? Genre, Time Period, Style What type of art is it? Is it a painting, sculpture, photograph, mixed media, or other? Is it classical, impressionism, abstract, cubism, modernism, etc.? Medium What is this work constructed from? What type of materials are used? Size & Effect of Size What i s the size of the work? Do you believe that the size has any impact upon the way that you react to this piece? How? Social, Historical, Cultural Origin Western or Non -western Humanities Classification Based on the social, historical, and cultural contexts: Would you classify this work as Western or Non -Western? Based on your research and observations, provide r easons and evidence supporting your classification claim. AESTHETIC EXPERIENCE AND CRITICAL ANALYSIS ESSAY Prompt 1 Using t he space provided below, analyze the work of art in at least two fully developed paragraphs with at least 200 words using the following guidelines: • Identify the most significant art principles that were used in the work of art, using at least three releva nt and genre -specific vocabulary words, clearly describing how the artist used them. Provide a minimum of three specific, descriptive details to support the use of each selected art principle. • Select two adjectives describing the overall mood of the piece (stay away from vague terms such as amazing, awesome, excellent, etc.). Give a minimum of two specific/descriptive details to support your claims. Prompt 2 Using the space provided below, further analyze the work of art in at least two fully developed paragraphs with at least 200 words using the following guidelines: • Describe the main social, historical, and cultural contexts of the work? Refer to your respo nses in the “Art Work Information” section above. • Describe the primary purpose of the art work. • Describe the main artistic statement. • Describe how the work reflects the human condition, or how it communicates as a “human, creative expression.” Promp t 3 Using the space provided below, compare the work of art with another work of art from your textbook in at least two fully developed paragraphs with at least 200 words using the following guidelines: • Select and identify another work of art from your textbook that is similar to the work of art that you selected from the museum. In most cases, the works of art in your textbook are considered masterpieces. • Explain three qualities that the work from the museum shares with the work from the textbook, with specific examples to support your argument. • Based on your comparison, explain whether or not the work of art from the museum is a masterpiece or might become a masterpiece, using specific examples to support your decision. Visual Art Vocabulary and Principles TERM DEFINITION Abstract To simplify, rearrange or distort an image; a non - representational (non -realist) form of art. Abstract Art Art that takes from reality only what the artist wants or that renders a visual depiction of concepts in the artist’s mind (phenomenal). Such art typically does not resemble the familiar world of regular (veridical) perception. Adjective Words used to describe or modify nouns or pronouns. For example, red, quick, happy, and obnoxious are adjectiv es because they can describe things —a red hat, the quick rabbit, a happy duck, an obnoxious person. Aesthetics The study of the nature of beauty and art (including the study of human “response” to the “aesthetic experience”). It is a significant branch of philosophy. The word “Aesthetics” is derived from the Greek word meaning “sense perception”. Aesthetic Experience Having an experience in the arts (broadly) such as viewing art, stage productions (like theater, dance, etc.), or viewing and listening t o music (like concerts, opera, singing, etc.), or reading literature and philosophy, that we value intrinsically. Also see key terms at the end of Chapter 1, page 15 Background The part of a pictorial representation that appears to be in the distance. Th e general scene or surface against which designs, patterns or figures are viewed. Balance A principle of art that is concerned with the sense of stability of the visual elements. There are three types of balance: symmetrical, asymmetrical and radial. Catharsis A healthy release of pent up emotion. This can occur as a result of an aesthetic experience. Chiaroscuro Italian term in painting utilizing light and dark contrast to create the effect of modeling a figure or object. It enhances the effect of d epth. Classicism See key terms at the end of Chapter 5 (Art), page 150 Collage See key terms at the end of Chapter 5 (Art), page 150 Content The message or subject the work communicates. The content can relate to the subject matter or be an idea or emot ion. Theme is another word used for content in humanities. Context In humanities, the environment, background, or special circumstances in terms of which a given work is best understood. Social, historical, and cultural context is the identification of p olitical/social arrangements, philosophical ideas, values, styles, and cultural identity of a particular time period in which a selected work is influenced by or may be attempting to express. Also see key terms at the end of Chapter 5 (Art), page 150 Contrast A principle of art that uses the differences between the visual elements to create variety, emphasis or interest. Contrast in value is the difference between light and dark. Cool Colors Colors such as purples, blues and greens that produce the impression of coolness. Cubism See key terms at the end of Chapter 5 (Art), page 150 Discipline (1) in the humanities, a given art form (such as literature, visual art, music, theater, musical stage, and others) that attempts to create and ex press the human condition; (2) in academia, a given department or area of study (like science, history, philosophy, and others). Eastern Humanities Creative expressions in one of the disciplines of humanities exhibited in the social, historical, and cultu ral contexts of one of (broadly) Asia, Africa, Middle East, Indigenous Peoples of all continents (except Europe), and Oceania. Narrowly: China, India, Japan, Korea, Vietnam, Thailand, Pacific Islands, Native America, Aborigines, and Mesoamerica. See also N on-Western Humanities. Focal area A principle of art that stresses one element of art; defines a center of interest or draws attention to certain areas with a work of art. Foreground The part of a scene or picture that is nearest to and in front of the v iewer. Form The visual element that is three -dimensional; having height, width and depth. Fresco See key terms at the end of Chapter 5 (Art), page 150 Genre (broadly in the humanities) a distinct category within a discipline (e.g. categories in film, literature, art, music, musical stage, etc.). EXAMPLE: Poetry is a genre of Literature. Also see key terms at the end of Chapter 4, page 99 Genre subject In art, a scene or a person from everyday life, depicted realistically and without religious o r symbolic significance. Golden Section See key terms at the end of Chapter 5 (Art), page 150 Gothic See key terms at the end of Chapter 5 (Art), page 150 Human Condition Encompasses the uniqueness and totality of the inner experience of “being human”. It is often focused on the ultimate concerns of human existence. Various disciplines in the humanities attempt to express this experience. Imitation See key terms at the end of Chapter 5 (Art), page 150 Impressionism See key terms at the end of Chapter 5 (Art), page 150 Intensity The degree of purity of a color. Deep colors have a high intensity. Installation art An art that creates an architectural tableau using objects drawn from and making reference to artistic sources and everyday life. Likeness the reproduction in several humanities disciplines that is a conscious attempt to imitate reality in its expression. See “Realism” and key terms at the end of Chapter 5 (Art), page 150 Line A visual element that is the path of moving points throu gh space; it has the properties of direction, width and length. Masterpiece A work that in style, form, and execution far exceeds other works of its time. It is a human creation (e.g. painting, novel, film, musical score) that continues to be relevant and/or admired by multiple generations. It is a work that has a profound effect on humanity. Media or Medium the particular materials in which a given artist works. Also see key terms at the end of Chapter 5 (Art), page 150 Modernism See key ter ms at the end of Chapter 5 (Art), page 150 Movement A principle of art used to guide a viewer’s eye throughout the work; a trend. Negative space Spaces surrounding shapes or forms in two - and three -dimensional art. Non -Western Humanities Creative expressions in one of the disciplines of humanities exhibited in the social, historical, and cultural contexts of one of (broadly) Asia, Africa, Middle East, Indigenous Peoples of all continents (except Europe), and Oceania. Narrowly: China, India , Japan, Korea, Vietnam, Thailand, Pacific Islands, Native America, Aborigines, and Mesoamerica. See also Eastern Humanities. Pattern Repetition of elements or motif. Perspective A formula for projecting the illusion of three - dimensional space onto a tw o- dimensional surface. Phenomenological Perception A perception that exists in your mind as a result of (1) mind internally produced, mind internal causation (like hearing your favorite song while no music is playing), or (2) the mental image (in your min d) that is produced as a result of a veridical perception as it is happening (like seeing color while viewing a painting). Pop Art See key terms at the end of Chapter 5 (Art), page 150 Positive space Shapes or forms in two -dimensional and three - dimensio nal art. Post Impressionism See key terms at the end of Chapter 5 (Art), page 150 Post Modernism See key terms at the end of Chapter 5 (Art), page 150 Proportion A principle of art concerned with the relationships in size, one part to another or to the whole. Psychological Realism Artist’s attempt to convey the inner life of the figure, subject, or protagonist. Also see key terms at the end of Chapter 5 (Art), page 150 Realism (1) A style that focuses on the everyday lives of the middle an d lower classes, portraying their world in a serious, accurate, and unsentimental way; (2) a genre in several humanities disciplines that is a conscious attempt to imitate reality in its expression (see “Likeness” also). Renaissance See key terms at the e nd of Chapter 5 (Art), page 150 Repetition An art element repeated over and over that can produce visual rhythm. Saturation The strength of a hue - a vivid hue is of high saturation. Scale When proportional relationships are created r elative to a specific unit of measurement. Shape The visual element that has two -dimensions: height and width; a space with a defined or implied boundary. Two basic groups: geometric and organic. Super -Realism See key terms at the end of Chapter 5 (Art), page 150 Surrealism See key terms at the end of Chapter 5 (Art), page 150 Symbol A visual image that represents something other than itself. Symmetry The balance of like forms and colors on opposite sides of the vertical axis of a composition. Theme The message or subject the work communicates. The theme can relate to the subject matter or be an idea or emotion. Content is another word used for theme in humanities. Texture The visual element that refers to the way something feels or looks li ke it feels and can be actual or implied. Unity A principle of art that is concerned with the sense of wholeness or completeness. Vanishing point in linear perspective – the point on the horizon at which the receding parallel lines appear to converge and then vanish. Veridical Perception A perception caused by something outside of your mind (e.g. light waves striking your eyes causing an image in your brain). This is a perception caused by a sensory experience (like viewing a painting). Warm colors Colors such as reds, oranges, yellows and browns that produce the impression of warmth. Western Humanities Creative expressions in one of the disciplines of humanities exhibited in the social, historical, and cultural contexts of European civiliza tion or by civilizations heavily influenced by European immigration and colonization. In most cases these Western cultures trace significant belief systems and history to Ancient Greece. Broadly: Europe, and Non -Indigenous United States, Canada, and Austra lia.