Instructor manual discovering the humanities 3rd by sayre

INSTRUCTOR’S MANUAL DR LAURA L STEVENS Valencia College DISCOVERING THE HUMANITIES THIRD EDITION Henry M Sayre Boston Columbus Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo This work is solely for the use of instructors and administrators for the purpose of teaching courses and assessing student learning Unauthorized dissemination, publication or sale of the work, in whole or in part (including posting on the internet) will destroy the integrity of the work and is strictly prohibited Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All Rights Reserved Printed in the United States of America This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/ 10 ISBN 10: 0-13-397634-3 ISBN 13: 978-0-13-397634-2 Contents Chapter 1 Chapter Chapter Chapter 12 Chapter 16 Chapter 19 Chapter 23 Chapter 27 Chapter 30 Chapter 10 34 Chapter 11 38 Chapter 12 41 Chapter 13 45 Chapter 14 49 Chapter 15 53 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved CHAPTER The Prehistoric Past and the Earliest Civilizations: The River Cultures of the Ancient World Learning Objectives 1.1 1.2 1.3 1.4 Discuss the rise of culture and how developments in art and architecture reflect the growing sophistication of prehistoric cultures Describe the role of myth in prehistoric culture Distinguish among the ancient civilizations of Mesopotamia, and focus on how they differ from that of the Hebrews Account for the stability of Egyptian culture Chapter at a Glance The Beginnings of Culture Agency and Ritual: Cave Art Paleolithic Culture and Its Artifacts The Rise of Agriculture Neolithic Çatalhưk Neolithic Pottery Across Cultures Neolithic Ceramic Figures The Neolithic Megaliths of Northern Europe Myth in Prehistoric Cultural Life Myth in the Native American Cultures of the Southwest Japan and the Role of Myth in the Shinto Religion Mesopotamia: Power and Social Order in the Early Middle East Sumerian Ur Akkad Babylon Mesopotamian Literature and the Epic of Gilgamesh The Hebrews The Persian Empire The Stability of Ancient Egypt: Flood and Sun The Nile and Its Culture Pictorial Formulas in Egyptian Art The Old Kingdom The New Kingdom and Its Moment of Change Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Continuity & Change: Egyptian and Greek Sculpture Transition Guide Images Deleted Images Added Fig 1.4 Reconstruction of a mammoth-bone House, Mezhirich Fig 1.4 Woman seated between two felines, Çatalhưk, Turkey Fig 1.11 Kachina doll (Maalo), Hopi Culture Fig 1.5 Reconstruction of a “shrine,” Çatalhưk, Turkey Fig 1.19 The Ark of the Covenant and sanctuary implements, mosaic floor decorations from Hammath, Israel Fig 1.8 Neolithic menhir alignments at Menec, Carnac, Brittany, France Fig 1.20 Menorahs and Ark of the Covenant, wall painting in a Jewish catacomb, Villa Torlonia, Rome 3rd century MyArtsLab Multimedia Library Closer Looks: • Nok Head • Stonehenge • Ise Shrine • The Standard of Ur • The Palette of Narmer • Akhenaten and His Family Continuing Presence of the Past: • Marjane Satrapi, page from the “Kim Wilde” chapter of Persepolis, 2001 • Andy Goldsworthy, Sandwork, Sand Sculpture, Time Machine, installation at the British Museum, 1994 Architectural Simulations: • The Pyramids • Post and Lintel Construction Study and Review Revel Multimedia Çatalhưk Closer Look: Head from Nok The Ancient City of Ur Closer Look: Marjane Satrapi, page from "Kim Wilde," Persepolis Closer Look: Andy Goldsworthy, Sandwork, Sand Sculpture, Time Machine Closer Look: The Palette of Narmer Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Closer Look: Akhenaten and His Family Teaching with Pearson Multimedia Homework assignment for Closer Look: Akhenaten and His Family • Consider techniques used in ancient objects of art and ritual What technique is used, for example, in Akhenaten and His Family? What does this technique (used to carve the limestone) reveal about the intent of the Akhenaten’s message to the viewer? In-Class assignment for Closer Look: Marjane Satrapi, page from "Kim Wilde," Persepolis • Speculate on the intended message within the variety of sculptural figures within the Palace of Darius and Xerxes This palace, with its artistic variety, serves as the setting for Satrapi’s Persepolis What cultural nuances serve as an inspirational backdrop on which Satrapi creates Persepolis? Consider other examples in which culture has influenced a greater work’s setting or message Key Terms agency animism anthropomorphis m civilization cromlech cuneiform writing emergence tale epic epithets ground line hieratic scale hominids hunter-gatherers kiva megaliths menhirs metaphors modeling myth narrative genre naturalism patriarchs perspectival drawing post-and-lintel prehistoric registers ritual shaman similes social perspective stele ziggurat Class Discussion Topics and Questions Discussion Topic: Discuss the creative endeavors of the prehistoric culture with a focus on the artistic contributions of primitive/ancient humans Question: Consider the advancements of primitive/ancient humans What works of art and/or architecture serve as the best example of an emerging civilization? How might the creation and use of these items signify a turning point in humanity’s social development? Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Question: Consider the female votive figures (such as Woman (Venus of Willendorf) and Woman Seated Between Two Felines) What concepts might be important to the primitive/ancient human based on these examples? Discussion Topic: A myth is a story that a culture assumes is true Ancient myths were often used to explain natural phenomena (cosmology), such as creation, fertility, and the afterlife Consider the importance of these myths within the context of the primitive/ancient human Question: What is the shaman’s role in preserving myth, and why is it significant? Thinking Back 1.1 Discuss the rise of culture and how developments in art and architecture reflect the growing sophistication of prehistoric cultures 1.2 Describe the role of myth in prehistoric culture 1.3 Distinguish among the ancient civilizations of Mesopotamia, and focus on how they differ from that of the Hebrews 1.4 Account for the stability of Egyptian culture Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved CHAPTER The Greek World: The Classical Tradition Learning Objectives 2.1 2.2 2.3 2.4 Outline how the Cycladic, Minoan, and Mycenaean cultures contributed to the later Greeks’ sense of themselves Define the polis and explain how it came to reflect the values of Greek culture Describe how Pericles defined and shaped Golden Age Athens Characterize the values of the Hellenistic world in terms of politics, philosophy, and art Chapter at a Glance Bronze Age Culture in the Aegean The Cyclades Minoan Culture in Crete Mycenaean Culture on the Mainland The Homeric Epics The Rise of the Greek Polis The Greek Gods The Greek Architectural Tradition Greek Sculpture and the Taste for Naturalism Athenian Pottery The Poetry of Sappho The Rise of Democracy and the Threat of Persia The Golden Age The Architectural Program at the Acropolis The Sculptural Program at the Parthenon Philosophy and the Polis The Theater of the People The Hellenistic World The Empire of Alexander the Great Toward Hellenistic Art: Sculpture in the Late Classical Period Aristotle: Observing the Natural World Alexandria Pergamon: Hellenistic Capital Continuity & Change: Rome and Its Hellenistic Heritage Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Transition Guide Images Deleted Images Added Map 2.2 Athens as it appeared in the late 5th century Fig 2.23 Polygnotos, Two Women, One Playing a Lyre, 5th century BCE Fig 2.28 Model of the Athena Parthenos by Phidias Fig 2.33 The Amasis Painter (?), Satyrs Making Wine, detail of Athenian black-figure amphora Fig 2.41 Reconstructed west staircase frieze of the Altar of Zeus, from Pergamon Fig 2.43 Epigonus (?) Gaul, Roman copy of an original bronze Fig 2.44 Epigonus (?) Dying Gaul, Roman copy of an original bronze MyArtsLab Multimedia Library Closer Looks: • Miniature Ship Fresco (“Flotilla Fresco”) • Snake Goddess • Euphronius Krater Architectural Panoramas: • Parthenon Continuing Presence of the Past: • Thomas Struth, Pergamon Museum I, Berlin, 2001 Architectural Simulations: • Greek Orders Study and Review Revel Multimedia Closer Look: The Snake Goddess or Priestess from Crete Closer Look: Vapheio Cups Closer Look: Death of Sarpedon Closer Look: Technique: Black-Figure and Red-Figure Vase Painting The Acropolis The Sculptural Program at the Parthenon Theater of Dionysus Altar of Zeus Closer Look: Thomas Struth, Pergamon Museum Students on Site: Dying Gaul Closer Look: Nike (Victory) of Samothrace Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Teaching with Pearson Multimedia Homework Assignment for Revel, Closer Look: The Snake Goddess or Priestess from Crete, or MyArtsLab, Snake Goddess • What is the controversy surrounding the Snake Goddess? Address the scholarly concerns by examining the figure critically Approach this figure as though you are an archeologist/historian attempting to verify its authenticity Create a list of pros and cons wherein you discuss how the “additions” to this work may help or hinder the understanding or analysis of such an important figure In-Class Assignment for Closer Look: Thomas Struth, Pergamon Museum • Does Struth’s technique of staging his photos create a more animated scene? How does the individual viewer within the photo become “art” as a result of this process? What other commentary might Struth reveal by the placement and manipulation of viewers within a museum setting? Key Terms 10 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Transition Guide Images Deleted Images Added Fig 12.22 Francisco Goya, Saturn Devouring One of His Children MyArtsLab Multimedia Library Closer Looks: • The Oath of the Horatii • The Lictors Returning to Brutus the Bodies of His Sons • The sublime, the beautiful, and the picturesque Continuing Presence of the Past: • Kara Walker, Insurrection! (Our Tools Were Rudimentary, Yet We Pressed On), 2000 • Devorah Sperber, After Goya: Self Portrait (1815) divided along the vertical axis with each side mirrored to create two symmetrical images, 2006 Study and Review Revel Multimedia Closer Look: J.-L David, Lictors Returning to Brutus Bodies of His Sons Closer Look: Kara Walker, Insurrection! Closer Look: The Sublime, the Beautiful, and the Picturesque Closer Look: Devorah Sperber, After Goya: Self Portrait (1815) Teaching with Pearson Multimedia Homework assignment for Closer Look: Kara Walker, Insurrection! • After exploring Kara Walker, Insurrection!, consider the work as a statement about the dichotomy of society within the Early American Southern plantation lifestyle What is most noticeable about Walker’s figures? Why is this significant? Before comprehending the deeper message within this work, what can you identify as the more superficial concepts that emerge? In-class assignment for Closer Look: The Sublime, the Beautiful, and the Picturesque • After exploring Closer Look: The Sublime, the Beautiful, and the Picturesque, consider contemporary concepts of infinity Within small groups, discuss how the development, use, and application of contemporary conventions (like the Internet) reflect these same ideals Key Terms character pieces Classical music 46 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved ennui estates études Federal style laissez-faire lieder overture picturesque salon concerts sublime symphony 47 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Class Discussion Topics and Questions Discussion Topic: Consider the changes from the social and political upheaval of both the American colonial and French revolutions These campaigns changed the leadership and political climate, resulting in divergent perspectives, newfound freedoms of expression, and truly modern ideas Great works include the Declaration of Independence and the Declaration of the Rights of Man and Citizen These unique documents set forth the foundation and structures on which to build a prosperous future While the arts reflected the struggle of liberty and equality, these mediums also reflected the renewed interest in Classical style This neoclassical style interpreted elements from the GrecoRoman architecture, as well as Classical references within painting In some ways the Romantic Movement is considered a response to the rationality of the Enlightenment Romanticism emerged with a passionate sense of identity, nationalism, interest in the exotic, and a spiritual link to nature Creative expression shifted from decidedly balanced and rational to untamed, natural, and spiritual Question: Neoclassical style was perpetuated with the paintings of Jacques-Louis David, who became known as the painter of the revolution and supported Napoleon’s career through his work Given the balanced visual style, strong revolutionary connections, and symbolic nature of subject matter, how might David’s work be viewed as propaganda or publicity for the revolutionary cause? Question: Consider the Romantic fascination with nature and the spiritual connection to the natural world How did this interest articulate itself within nineteenth-century painting and poetry? What are some example and who contributed to the Romantic interest? Thinking Back 12.1 Compare and contrast the French and American revolutions 12.2 Describe the Neoclassical style 12.3 Define Romanticism as it manifests itself in both literature and painting 12.4 Differentiate between Classical and Romantic music 48 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved CHAPTER 13 The Working Class and the Bourgeoisie: The Conditions of Modern Life Learning Objectives 13.1 13.2 13.3 13.4 13.5 Describe how realism manifested itself in nineteenth-century art and literature Describe the various ways in which French artists and writers attacked bourgeois values in the 1850s and 1860s Define Impressionism and examine how it transformed conventional assumptions about style and content in painting Outline the characteristics of the American sense of self as it developed in the nineteenth century Examine the impact of Western imperial adventuring on the non-Western world Chapter at a Glance The New Realism Marxism Literary Realism Realist Art: The Worker as Subject Representing Slavery and the Civil War Photography: Realism’s Pencil of Light In Pursuit of Modernity: Paris in the 1850s and 1860s Charles Baudelaire and the Poetry of Modern Life Édouard Manet: The Painter of Modern Life Nationalism and the Politics of Opera Impressionist Paris Monet’s Plein-Air Vision Morisot and Pissarro: The Effects of Paint Renoir, Degas, Cassatt, and the Parisian Crowd The American Self The Romantic Song of the American Self: Landscape and Experience The Challenge to Cultural Identity The Fate of the Native Americans The British in China and India The Rise and Fall of Egypt 49 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved The Opening of Japan Africa and Empire Continuity & Change: Toward a New Century Transition Guide Images Deleted Images Added Fig 13.9 Eastman Johnson, Negro Life in the South (Kentucky Home) 1859 Fig 13.23 Thomas Cole, The Oxbow (View from Mount Holyoke, Northampton, Massachusetts, After a Thunderstorm) 1836 Fig 13.24 Asher B Durand, Kindred Spirits 1848 MyArtsLab Multimedia Library Closer Looks: • Liberty Leading the People • Édouard Manet, Le Déjeuner sur l'herbe • Olympia • Mary Cassatt, In the Loge • Thomas Cole, The Oxbow • Katsushika Hokusai, The Great Wave • Pierre-Auguste Renoir, Luncheon of the Boating Party Continuing Presence of the Past: • Fred Wilson, Mining the Museum, 1992 • Jeff Wall, Storyteller, 1986 • Lee nam Lee, The Conversation Between Monet and Sochi, 2009 Studio Technique: • Lithography Study and Review Revel Multimedia Closer Look: Fred Wilson, Mining the Museum Closer Look: Jeff Wall, Storyteller Closer Look: Édouard Manet, Olympia Verdi: Quartet from Act III of Rigoletto Wagner: Act II, Scene 1, Dich, teure Halle from Tannhauser 50 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Closer Look: Lee nam Lee, The Conversation between Monet and Sochi Closer Look: Renoir's Luncheon of the Boating Party Closer Look: Thomas Cole, The Oxbow Teaching with Pearson Multimedia Homework assignment for Revel, Closer Look: Fred Wilson, Mining the Museum, and MyArtsLab, Continuing Presence of the Past: Fred Wilson, Mining the Museum, 1992 • What was Wilson’s purpose in creating his exposition? How did he go about assembling the collection? Why or how is his message meaningful to other viewers? In-class assignment for Closer Look: Jeff Wall, Storyteller • After exploring Closer Look: Jeff Wall, Storyteller, consider the contrast of the natural world and the industrial or developed world How does Wall’s photograph express that dichotomy (a balance or imbalance between the two)? What might be the purpose behind including the figures on the periphery instead as a focal point within this work? Is Wall introducing social commentary? If so, how? Key Terms avant-garde bourgeoisie daguerreotype dialectic en plein air flâneur Haussmannizati on literary realism music drama odalisque photogenic drawing proletariat social Darwinism Class Discussion Topics and Questions Discussion Topic: The nineteenth-century identity scrambled between the emerging new technology of photography, the Impressionists, and the political upheaval of change Realism of the nineteenth century captured dramatic scenes and atrocities that shocked the viewer This attempt to convey the struggles of the human condition brought to light the disparity between social classes and political factions, while simultaneously impressing with exacting detail Literature, poetry, music, and eventually opera followed this creative expression and set the path for the modern era While Europe struggled with identity and liberty, America gained a sense of self through the social struggles of slavery, changing economic structures, and the influx of immigrants fleeing difficulties abroad The result: the concept of an idea or style known as uniquely “American.” As immigrants flooded the urban centers of America, interest in westward expansion inspired the potential of America’s future The British interest in imperialism of the East not only resulted in abuses of power, but also a cultural exchange As imperialism changed the social climate and indeed caused human rights abuses, literature and philosophy revealed the changing view and the Western moral compass Question: Consider the shift in population from the immigration of millions to America With this population seeking a new beginning, in a diverse urban setting; how might these people have 51 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved identified with America? What are some of the struggles that resulted? How is this influence articulated within the modern or even postmodern era? Question: As the nineteenth century became the era of identity and nationality, how did artists and writers bring attention to the working classes? Were these methods helpful in creating reform movements or were they exploitive? How are issues of income inequality and injustice shared currently? Thinking Back 13.1 Describe how realism manifested itself in nineteenth-century art and literature 13.2 Describe the various ways in which French artists and writers attacked bourgeois values in the 1850s and 1860s 13.3 Define Impressionism and examine how it transformed conventional assumptions about style and content in painting 13.4 Outline the characteristics of the American sense of self as it developed in the nineteenth century 13.5 Examine the impact of Western imperial adventuring on the non-Western world 52 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved CHAPTER 14 The Modernist World: The Arts in an Age of Global Confrontation 14.1 14.2 Learning Objectives Outline the various ways in which modernism manifests itself in art and literature Describe the Great War’s impact on the art and literature of the era Chapter at a Glance The Rise of Modernism in the Arts Post-Impressionist Painting Pablo Picasso’s Paris: At the Heart of the Modern The Invention of Cubism: Braque’s Partnership with Picasso Futurism: The Cult of Speed A New Color: Matisse and the Expressionists Modernist Music and Dance Early Twentieth-Century Literature The Great War and Its Aftermath Trench Warfare and the Literary Imagination Escape from Despair: Dada The Harlem Renaissance The Blues and Jazz Russia: Art and Revolution Freud and the Workings of the Mind The Dreamwork of Surrealist Painting The Stream-of-Consciousness Novel Continuity & Change: Guernica and the Specter of War Transition Guide Images Deleted Images Added Fig 14.3 Vincent Van Gogh, Portrait of Patience Escalier August 1889 Fig 14 Vincent Van Gogh, Night Café 1888 Fig 14.21 Aaron Douglas, Illustration for “The Prodigal Son” in James Weldon Johnson’s God’s Fig 14.21 Aaron Douglas, Aspiration 1936 53 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Trombones: Seven Sermons in Verse 1927 Fig 14.24 Photograph of work by Malevich in “0.10: The Last Futurist Exhibition of Painting.” Petrograd, 1915 Fig 14.24 Giorgio de Chirico, The Child’s Brain 1914 Fig 14.25 Max Ernst, The Master’s Bedroom, It’s Worth Spending a Night There (Letter from Katherine S Dreier to Max Ernst, May 25, 1920) MyArtsLab Multimedia Library Closer Looks: • A Sunday on La Grande Jatte • The Starry Night • Paul Cézanne, Still Life with Plaster Cast • Mahana no atua • Les Demoiselles d’Avignon • Marcel Duchamp, Nude Descending a Staircase, No • Eisenstein's Battleship Potemkin • Salvador Dalí, The Persistence of Memory • Pablo Picasso, Guernica • Pablo Picasso’s Collages Continuing Presence of the Past: • Robert Colescott, Auvers-sur-Oise (Crow in the Wheat Field), 1981 • Mark Tansey, Picasso and Braque, 1992 • Sherrie Levine, Fountain (After Marcel Duchamp: A.P.), 1991 Study and Review Revel Multimedia Closer Look: Robert Colescott, Auvers-sur-l'Oise Closer Look: Paul Cézanne, Still Life with Plaster Cast Closer Look: Mark Tansey, Picasso and Braque Closer Look: Pablo Picasso's Collages Stravinsky: "Sacrificial Dance" from The Rite of Spring Schoenberg: "Madonna" from Pierrot Lunaire Closer Look: Sherrie Levine, Fountain (after Marcel Duchamp: A.P.) Closer Look: Marcel Duchamp, Nude Descending a Staircase, No L H Armstrong: Hotter Than That Ellington: It Don’t Mean A Thing (If It Ain’t Got That Swing) Closer Look: Eisentein's Battleship Potemkin, "Odessa Steps Sequence" Closer Look: Salvador Dali, The Persistence of Memory Teaching with Pearson Multimedia 54 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Homework assignment for Closer Look: Marcel Duchamp, Nude Descending a Staircase, No • After exploring Closer Look: Marcel Duchamp, Nude Descending a Staircase, No 2, think about the unique quality of this work Because it is considered an abstract piece, it received criticism when it was originally shown If this work was exhibited more recently, what type of criticism (or praise) might it receive? As this work connects to the Futurist idea of motion, how might it also connect with animation and computer-generated forms of today? In-class assignment for Closer Look: Salvador Dali, The Persistence of Memory • After exploring Closer Look: Salvador Dali, The Persistence of Memory, discuss the contrast between rational elements and irrational portrayal of those elements within the same space How does Dali achieve this balance? What element within the work represents this idea? Key Terms atonality blue note blues call-andresponse collage Cubism Dixieland jazz ego Fauvism id montage ostinato polyrhythms polytonal pointilles scat serial composition Sprechstimme stream-ofconsciousness superego swing tonality tone row tone system Class Discussion Topics and Questions Discussion Topic: The twentieth century emerged with a newly realized recognition of this “new age.” Technology, arts, science, literature, and even war were different within this century A dangerous mix of politics and new weaponry created a dystopian perspective that formed a schism in the brightest minds of the day World War I resulted in the deaths of millions while simultaneously advancing the capabilities and potential of modern warfare Creative thinkers responded with work that met war with abstraction, a distinct rejection of the “old” ways in favor of different and even scandalous portrayals of humanity Art literature, and even the new medium of film became a venue for political activism and social voice, while at the same time reinterpreting traditional understanding of culture Question: Consider the painters and twentieth-century styles Why were the artists of the Cubist, Dada, and Futurist movements not overly concerned with traditional academy standards like their predecessors? Why and how were they different? Question: While Europe struggled with war, America experienced a social shift as the Harlem Renaissance provided a movement that identified the African American struggle How did the 55 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved creativity that emerged form a voice for future generations? What insight is shared through the paintings of Jacob Lawrence or the writing of Langston Hughes? Thinking Back 14.1 Outline the various ways in which modernism manifests itself in art and literature 14.2 Describe the Great War’s impact on the art and literature of the era 56 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved CHAPTER 15 Decades of Change: The Plural Self in a Global Culture Learning Objectives 15.1 Outline the principles of existentialism and how they manifest themselves in art and literature 15.2 Compare and contrast the varieties of Abstract Expressionism and describe how the Beats and Pop Art challenged its ascendency 15.3 Examine the role politics played in the art and literature of the 1960s and 1970s 15.4 Characterize the ways in which pluralism and diversity are reflected in postmodern art and literature Chapter at a Glance Europe After the War: The Existential Quest The Philosophy of Sartre: Existentialism The Theater of the Absurd America After the War: Triumph and Doubt Action Painting: Pollock and de Kooning Women Abstract Expressionists The Beat Generation Cage and the Aesthetics of Chance Architecture in the 1950s Pop Art The Winds of Change Black Identity The Vietnam War: Rebellion and the Arts Kurt Vonnegut’s Slaughterhouse-Five Artists Against the War The Feminist Movement The Postmodern Era Pluralism and Diversity in Postmodern Painting Pluralism and Diversity in Postmodern Literature Cross-Fertilization in the Visual Arts A Multiplicity of Media: New Technology 57 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Continuity & Change: The Environment and the Humanist Tradition Transition Guide Images Deleted Images Added Fig 15.13 Andy Warhol, Gold Marilyn 1962 Fig 15.13 Andy Warhol, Marilyn Diptych 1962 Fig 15.22 Yasumasa Morimura, Portrait (Twins) 1988 Fig 15.20 Judy Chicago, Pasadena Lifesavers Red Series #3 1969–70 Fig 15.21 Judy Chicago, The Dinner Party 1979 Fig 15.24 Gerhard Richter, Meadowland 1992 Fig 15.25 Gerhard Richter, Ice (2) 1989 Fig 15.26 Pat Steir, Yellow and Blue One-Stroke Waterfall 1992 Fig 15.29 David P Bradley (Ojibwe) Indian Country Today 1996–97 Fig 15.30 Bill Viola, Five Angels for the Millennium 2001 Fig 15.31 Isaac Julien, Ten Thousand Waves I 2010 Fig 15.32 Phil Collins, still from part one of The Smiths karaoke trilogy, The World Won’t Listen 2004–07 Fig 15.33 Pipilotti Rist, three stills from I’m Not the Girl Who Misses Much 1986 Fig 15.34 Pipilotti Rist, Ever Is Over All 1997 Fig 15.35 Janine Antoni, Touch 2002 MyArtsLab Multimedia Library Closer Looks: • Marilyn Diptych • Charles the First ã The Dinner Party 58 Copyright â 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved Continuing Presence of the Past: • Mike Bidlo, Not Warhol (Brillo Boxes), 2005 • Gerhard Richter, September, 2005 Studio Technique: • Silkscreen Video: • Shahzia Sikander Study and Review Revel Multimedia Cage: Indeterminancy Closer Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964) Closer Look: Gerhard Richter, September Art21: Shahzia Sikander: The Last Post Teaching with Pearson Multimedia Homework assignment for Closer Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964) • After exploring Closer Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964), consider the idea of what may or may not be considered “art.” Also consider what is truly original or not original in concept, construction, and design Consider too the context of placement of these objects How might the viewer understand or value these works differently depending on the location/placement of each work? Are boxes in a gallery more or less valuable to the viewer instead of boxes in a grocery store? In-class assignment for Closer Look: Gerhard Richter, September • After exploring Closer Look: Gerhard Richter, September, consider: Is abstraction in this way appropriate given the subject matter? How is this painting a more “genuine” portrayal than even a photo of the event? In what ways might this work capture the feeling of the event rather than the detail? Key Terms Abstract Expressionism action painting Beat generation combine paintings existentialism postmodern Theater of the Absurd Class Discussion Topics and Questions Discussion Topic: After World War II, America experienced prosperity and unprecedented growth The postwar consumer culture shaped the way this generation viewed and understood the world Cultural struggles of identity, equality, and ethnicity served as underpinnings of the postmodern 59 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved movement As a result of the atrocities of war, people questioned the very existence of humanity, the purpose and intent of life itself This existential perspective was, in some ways, a catalyst for the rejection of traditional roles As the postwar culture propelled itself forward, an alternative sub-culture emerged Known as the “Beats,” this independent movement of social freedom gave way to social awareness of African Americans, women, and other disenfranchised groups As these groups organized, the collective voice brought identity to the movement for change and equality; literature and art reflected that struggle Pluralism, the idea that there can be multiple interpretations, was articulated through the diversity of the postmodern artistic landscape Globalization contributed to the plural view, or rather plural identities, a convention of postmodern art and literature Question: Consider the events that framed the civil rights movement Who are some of the key figures in the movement, and what were their contributions? How was this struggle reflected in literature and art? Is the same struggle a challenge currently, or are there new struggles? How might media (or social media) enhance a movement such as civil rights? Question: Think about Pop art What are some of the characteristics? Why or how is it considered art? What is the social or political climate that inspired the movement? Do present-day examples of Pop art exist? What might have been the catalyst for this movement? Thinking Back 15.1 Outline the principles of existentialism and how they manifest themselves in art and literature 15.2 Compare and contrast the varieties of Abstract Expressionism and describe how the Beats and Pop Art challenged its ascendency 15.3 Examine the role politics played in the art and literature of the 1960s and 1970s 15.4 Characterize the ways in which pluralism and diversity are reflected in postmodern art and literature 60 Copyright © 2016, 2013, 2010 by Pearson Education, Inc or its affiliates All rights reserved ... Sculptural Program at the Parthenon Philosophy and the Polis The Theater of the People The Hellenistic World The Empire of Alexander the Great Toward Hellenistic Art: Sculpture in the Late Classical... Sculpture and the Taste for Naturalism Athenian Pottery The Poetry of Sappho The Rise of Democracy and the Threat of Persia The Golden Age The Architectural Program at the Acropolis The Sculptural... Glance Bronze Age Culture in the Aegean The Cyclades Minoan Culture in Crete Mycenaean Culture on the Mainland The Homeric Epics The Rise of the Greek Polis The Greek Gods The Greek Architectural