Essential Reading WHA: Art from 1900-1919

Political, economic or social factors

Queen Victoria died 1901. Start of 20thC saw revolt against all forms of naturalism, pre-war era most daring. New methods and ideas in painting, sculpture, architecture, literature, music, philosophy & science. French colonial scandal in 1904 of black people ‘hunts’/murders brought Africa into focus & public outrage. German architects ideas of creative autonomy led to forms of anarchy, their ‘alliance with leftist political utopianism with artistic avant-garde most pronounced’  p778. Futurist ideas spread throughout Europe & US (better known than Cubism), not solely concerned with the arts. Marinetti wanted to obliterate culture of the past  & replace with need society based on new dynamic sensations/speed/noise/mechanical energy of the modern city. Movement cut short by WW1 with death of Boccioni & architect Antonio Sant’Elia (1888-1916) before futurist utopian designs built. It’s links with Fascism mean revival failed after the war Intellectual nature & ‘sense of social destiny’ of Abstract art linked with contemporary politics & social theory P793 Russian Revolution. World War I 1914-1918.

Changes to status or training of artists

Paris still artistic capital for Avant-garde Western art. Exhibitions here, and from 1910 in pre-war Czarist Russia, raised individuals & movement profiles. Chief patrons of Matisse/Picasso 1910+ were wealthy Moscow merchants whose collections were open to public meaning Russian artists aware of latest European trends. US architect Wright achieved international fame (but little influence) by 1910 publication of his work in Berlin.

Development of materials and processes

Pablo Picasso – Les Demoiselles d’Avignon
Paris, June-July 1907, Oil on canvas, 243.9 x 233.7 cm, Acquired through the Lillie P. Bliss Bequest, © 2017 Estate of Pablo Picasso / Artists Rights Society (ARS), New York

Radical innovations underpin all further developments to date, eg Picasso’s Les Demoiselles d’Avignon ,1907, nearly flat painting of a complex of invented forms, p771. Revolutionary break with Western illusionistic art.  He abandoned traditional single viewpoint & proportions & reordered human form into geometrical lozenges/triangles. New intellectual treatment of space/form/unexpressed emotions/states of mind. Rejected coherences of representational art.

Wassily Kandinsky – Composition VII, 1913, Oil on canvas, 200.0 × 300.0 cm, Moscow, Russia. The State Tretyakov Gallery

Also, Kandinsky created some of 1st completely abstract/non-objective works (simultaneously with others elsewhere in Europe). Landmark painting ‘Composition VII’ 1913. His earlier Improvisations had spiritual relationship with primitive art and artists. Plastics developed, 1909. Expressionists exploited woodblock/lino-cut to create graphic art with brutal powerful effect of distilling introspective emotions . P777. Matisse’s spontaneity misleading, colour & shape laboured over to the ‘right’ balance. Painting from subconscious, reactions to own reactions. In architecture, Poelzig’s Expressionist Grosse Schauspielhaus (1918/9) in Berlin was an innovation in theatre design, high stalactite covered ceiling with central circular stage. Picasso invented the collage (paste-up) by incorporating commercial print of chair pattern into 1912 still life. Went beyond play with natural & artistic reality by adding real items so they could be understood in either/both senses. Further refined by Braque , limiting the pasted elements to paper, Papiers colles, flat surfaces, eliminating illusionistic space. ‘we tried to get rid of trompe l’oeil to find a trompe l’esprit‘, Picasso, p787. Items pasted on meaningless, artist making meaning & beauty from nothing. Also, 1912,Picasso creates radical sculptural revolution by using all sorts of materials (wood, tin, card, paper, string etc) & assembling much like a collage. Liberating western sculpture from traditional material /techniques /subjects. Given new intellectual dimension although most sculptors stuck with traditional eg Aristide Maillol (1861-1944). Futurist Boccioni’s Technical Manifesto of futurist sculpture,1912, anticipates/parallels Picasso’s sculptural breakthrough. Using all sorts of materials ‘absolute & complete abolition of the finite line & closed-form sculpture’,p791

Styles and movements

Opposing tendencies, Subjectivism of Symbolists & objectivism/transcendent ‘otherness’ of Cezanne further explored bringing an end to artistic traditions from 14th C. First completely abstract work, 1912. Apparent dilemma between ‘cult of pure form & cult of inner truth’  p768. Period characterised by urge to break down convention & search for new ways of looking.

Impressionism culmination with Monet’s last series, Nympheas eg Water Lilies, 1907. His aim to present impressions of nature resulted in almost abstract view of his pool with its light, atmosphere and colour.

New way of seeing

Self-taught Henri Rousseau (1844-1910), naive artist, genius recognised by Picasso,  technical & conceptual naivety,innocent eye of a savage’ p769 enormous canvases of imagined, mysterious & menacing exotic jungle landscapes.

Henri Matisse, Bonheur de Vivre (Joy of Life), 1905-06, oil on canvas, 176.5 x 240.7 cm (The Barnes Foundation, Philadelphia)

 Les Fauves (Wild Beasts) group lead by Henri Matisse (1869-1954) held 1st ‘event’ in 20thC art 1905 in Salon d’Automne. Exhibition of ‘strident colours, rough handling & distorted anti-naturalistic drawing’ p774 Affinity with naive art. Others included Andre Derain (1880-1954) & Maurice Vlaminck (1876-1958). ‘deliberate disharmonies’ of flat arbitrary clashing colours express artists personal emotional reaction to subject. Colour freed from descriptive representation. Devoid of social comment. Matisse’s The joy of life, 1906, key. P775. His Harmony in Red, 1908 sums up Fauve style, light a function of flat colour, no perspective/modelling/space. Childlike simple pictorial means. Georges Rouault (1871-1958) broke with the group early, became ‘finest religious painter of 20thC’ p776. More of an expressionist painter of spiritual anguish.

German Expressionism developed to convey oppressive mood of prewar apprehension. Charged with spiritual significance, nationalism & anti-French bias. Lead by Ernst Kirchner (1880-1938) who wrote Brucke Manifesto. Spontaneity & sincerity. Style pioneered by Kathe Kollwitz (1867-1945) who remained independent of the group,considered herself a realist. Mystic evangelist Emil Nolde (1867-1956) painted his deeply religious feelings, ‘strength & inwardness’ p777. No general Expressionist architecture definition but roots in Gothic/Art Nouveau/anti-classical simplifying combination & expressive of function eg Erich Mendelsohn(1887-1953), Einstein‘s Observatory, 1919, & Hans Poelzig (1869-1936) (see above), AEG turbine factory, 1909,by Peter Behrens (1868-1940), & Max Berg (1870-1947), Centennial Hall at Wroclaw, 1911.

Der Blaue Reiter (the blue rider) group, Munich, 1911/16, abstract/non-objective works. Leading painter, Vassily Kandinsky (1886-1944), expressed through colour/form to strengthen emotional, spiritual & imaginative impact. Warm/spontaneous/organic. Revelation from seeing his upside down painting as ‘glowing with inner radiance’ p779. Franz Marc (1880-1916), killed in WW1, obsessed with animals. His most abstract, fighting forms, 1914, was left unfinished.

Franz Marc – fighting forms, 1914,

Georges Braque (1882-1963) & child prodigy Pablo Picasso (1881-1973) invented Cubism in close collaboration in 1908, tricky to define. Art simultaneously representational & anti-naturalistic. P783. The label of the Cubist movement was applied to a group of derivative artists in 1911, including Gleizes & Metzinger. Brought to US in 1913 exhibition. It raise Q of  ‘figuration as against abstraction as a conscious and serious issue’  p782 . Never intended to be non-representational, Picasso: ‘no such thing as abstract art. You must always start with something’. P782

Georges Braque, The Portuguese, 1911, oil on canvas, 116.8 x 81 cm (Kunstmuseum Basel, Basel, Switzerland)

Picasso ditched perspective /single viewpoint to combine several views in a single image. Surface of figures broken into facets lit from different arbitrary directions, space eliminated. Picture conceived as independent construction, picture-object/’tableau-objet’ p784. Layer more controlled, narrow range of close-value earthy colours. Less spatial, more volumetric & sculptural than Braque whose semi abstract natural forms of tilting overlapping planes in shallow space protrudes to the viewer. Their work 1910-12 known as Analytical Cubism less sculptural, ‘painterly dissolution of their 1908/9 manner’ p784. The term (by Juan Gris (1887-1927)) is a misnomer as there was no rational process of dissection. Forms more fragmented, they didn’t use observational references, leading towards intellectual abstraction just short of unrecognizability, near monochrome colours grey/green/ochres, dry matt surface. Unimportant ‘ostensible subjects hover like after-images behind geometrical structures‘. P785

Synthetic Cubism, mirror image of Analytical Cubism working back from abstraction to representation, developed alongside collage, object depicted with forms not derived from it, decorative and disunity. Eg Picasso’s harlequin, 1915. P788.

Pablo Picasso – Harlequin, Paris, late 1915, Oil on canvas ,183.5 x 105.1 cm, Acquired through the Lillie P. Bliss Bequest , © 2017 Estate of Pablo Picasso / Artists Rights Society (ARS), New York

Orphic Cubism group: Robert Delaunay (1885-1941), Sonia Delaunay-Terk (1885-1979), Fernand Leger (1881-1955), Marcel Duchamp (1884-1968), & Francis Picabia (1879-1953), interested in prismatic colour (when Picasso/Braque not) with contrasts and Cubist planar structure. Inspired by light itself, the sun, the source of life. Vibrant, dynamic. Leger’s style slightly different, genuine alternative to cubism. Contrasts of both line and form, instead of light, his subject was dynamic, discordant, urban, modern life. He became the artist of the machine age after the war.

Umberto Boccioni
Unique Forms of Continuity in Space
1913 (cast 1931), Bronze, 111.2 x 88.5 x 40 cm, Acquired through the Lillie P. Bliss Bequest

Futurism, short lived, high impact movement. Ideas by Marinetti & artist Boccioni (see thinkers below), aim to represent ‘psychical & total experience’ p790. Cubist broken forms, emphasising intuition/action & ‘simultaneity’ rejecting static compositions, pictures small sections of continuous wholes P790. Subjects moving through, or gone. Some abstract eg Giacomo Balla (1871-1958) created some of earliest non-objective paintings with his Iridescent Interpretations series 1912. Boccioni’s work more naturalistic eg. The city rises, 1910. The aims of the movement fully realised in his sculpture, Unique Forms of Continuity in Space, 1913. The construction of the action of the body ‘pure plastic rhythm’. P791. Raymond Duchamp-Villon (1876-1918), The Horse 1914 bronze cast of a mechanized/abstract but recognisable form.

Abstract/non-objective art implicated by Cubism (resisted by Picasso/Braque). ‘absolutely self-sufficient entity of value entirely in and for itself’ p793 Ideologically different from Kandinsky. Incorporated maths & ideal harmony between humans/environment.

Russian abstract movement lead by Mikhail Larionov (1881-1964) & Natalia Goncharova (1881-1962) in 1912/13 called Rayonism by Larionov because their works resembled rays of lights p794

Constructivist movement formed by Kasimir Malevich (1878-1935) during/after Revolution.  Notable painter Liubov Serbeevna Popova (1889-1924). Although deeply Christian, Malevich interested as Kandinsky in theosophical speculation. His style ‘Cubo-Futuristic’ developed into totally abstract ‘Suprematism’, elemental visual forms, which convey the supremacy of idea over matter, over the chaos of nature’ p794 which ended in 1922. Progression of mathematical shapes & simple colours.

The 1917 Dutch De Stijl (the style) abstract group, led by painters Piet Mondrian (1872-1944), Theo van Doesburg (1883-1931) & architect Jacobus Johannes Pieter Oud (1890-1963) wanted to develop ‘abstraction towards its ultimate goal’ p795. Used Cubist ochre/grey colours but more spiritual form of art with close textured, dynamic compositions, high minded ideals of absolute purity, harmony & sobriety. Impossible to detect subject but based on nature.

American architecture grew in prominence with Frank Lloyd Wright (1869-1959). Extended Sullivans ‘form follows function’, applied to affinities of man & nature with ‘organic architecture’ suggestive of Cubism. Buildings in harmony with their environment eg ground-hugging prairie houses with free forms interiors & bespoke furnishings, ‘Robie House, Chicago, 1907-9’ p796.

In Germany, Adolf Meyer (1881-1929) and Walter Gropius (1883-1969) pre-empted the post-war International Style of architecture with their Fagus Shoe Factory, 1911-1914, ‘glass curtain-walling, flat roof without cornice, an unrelieved cubic block’ p797.

Inside and outside influences

Freud’s theories had a profound effect on artists & intellectual thought. Transformed attitudes & values. Engendered Primitivism, ‘myth of the primitive ‘ (ref Gauguin, section 4), influence of primitive arts of naive, folk art & children, especially African & Oceanic area art (seen in anthropological & ethnographical museums & fetishes in junk shops) on many Fauve/Expressionists/Cubists. Picasso found African art a creative revelation & liberating energy p771 He was influenced by Matisse & Iberian sculpture, el greco, symbolism & rejection of refinement (of his contemporary Monet). Said ‘around 1906 Cezanne’s influence flooded everything ‘ p771 (with his large figure compositions, a final attempt at classical tradition).

Art Nouveau & classical pastoral tradition influenced Matisse’s The joy of life & early Kandinsky/Gabriele Munter (1877-1962).

Rouault inspired by religion & van Gogh.

German Expressionists influenced by Nietzsche & Munch.

Abstract art originates in theories of Romantics, music & colour. Anti-materialist Kandinsky influenced by occult & theosophical ‘thought forms’ & Steiner lectures. Franz Marc inspired by Futurist & Orphic art.

Cubism influenced abstract movements such as Orphism, De Stijl, Constructivism etc.

Futurism influenced by fast paced modern life/technology, Cubists, Expressionists & multiple exposure photographic studies of movement.

Joseph Stella, American, born Italy, 1877–1946
Battle of Lights, Coney Island, Mardi Gras
1913–14, Oil on canvas
195.6 x 215.3 cm,
Gift of Collection Société Anonyme, Photo credit: Yale University Art Gallery

Futurism influenced all subsequent contemporary artistic movements (including synthetic Cubism & Duchamp brothers). It’s exuberant optimism inspired Battle of Lights, Coney Island, 1913 by Joseph Stella example in US. P791. Also, Romanian sculptor Constantin Bruncusi (1876-1957) who’s main influences of native folk art/‘primitive’ African art were completely at odds eg The prodigal son, 1915 (hand-made/organic quality hated by Futurists) & Bird in Space, 1928 (eloquently embodies futurism).

Rayonists inspired Constructivists.

De Stijl influenced by Calvinist background.

Malevich’s lofty ideas influenced Vladimir Tain, El Lissitzky & Alexander Rodchenko in post-Russia Revolutionary period.

Critics, thinkers and historians

Philosopher Henry Bergson (1859-1941), Creative Evolution, 1907, also, Benedetto Croce (1866-1952) parallels between artistic innovations & philosophy.

Sigmund Freud (1856-1939) ‘interpretation of dreams ‘, 1900, involved theories of the subconscious, including sexual urge & understanding instinctual side of human nature with emphasis on emotion and sensations being more important than rational thought.

Writer Andre Gidethe time for gentleness and dilettantism is past.  What are needed now are barbarians’ p769.

Poet Guillaume Apollinaire (1880-1918) wrote about Rousseau.

Art historian Elie Faure described Fauves as young ‘primitives’ in exhibition catalogue. p774

Matisse’s Notes of a Painter, 1908, widely read, immediately translated into Russian & German.

Polemical French Catholic writers, Leon Bloy, Charles Peguy & Jacques Maritain friends & admirers of Rouault

Influential Philosopher Friedrich Nietzsche (1844-1900) inspired generation of writers/artists with oppressive pre-war foreboding eg novelist Franz Kafka (1883-1945).

The term ‘Expressionist’ coined in 1911, with regard to Matisse & Van Gogh at 1st, by writer Wilhelm Worringer (1881-1965) who published ‘Form in Gothic’ & ‘Abstraction and Empathy’ (1908, abstract art & need to withdraw from material world).

Critic Roger Fry wrote about Kandinsky in 1913, ‘Pure visual music‘ p778. French philosopher Bergson, ‘importance of the intuitive in the apprehension of truth’ p779 . Pioneer Gestalt psychologists asserted that shape/size/colour /spatial orientation etc produce certain perception, meanings inherent in forms/colours despite context. Kandinsky’s book ‘concerning the spiritual in art’. Abstract art as ‘inner-necessity’ not meaningless decoration. Occult/ theosophical theorist Rudolf Steiner (1861-1925) taught that artistic experiences & art were best stimulants for understanding spiritual matters.

Artists Albert Gleizes (1881-1953) & Jean Metzinger (1883-1956) wrote book, Du Cubisme . Georges Braque, Aphorisms on art published 1917, emphasised the autonomy of cubism. Picasso’s only recorded discussion on Cubism 1923 with critic Marius de Zayas, he was sceptical of intellectualising it, should be judged on results not intentions.

Critic/poet/writer/close friend of Picasso, Apollinaire spoke of Orphic Cubism as ‘pure painting’ in 1912 p789.

Italian poet Emilio Filippo Tommaso Marinetti (1876-1944) launched Futurism ideology, Milan 1908, manifesto published Paris 1909. Taken up by Umberto Boccioni (1882-1916), further manifestos, on painting, 1910, ‘universal dynamism must be rendered as dynamic sensations; movement & light destroy the substance of objects’ p769, and sculpture, 1912.

Austrian architect Adolf Loos (1870-1933), ‘Ornament and Crime’, 1908 gospel of modern movement in architecture.

Reflection:

The course notes bid us reflect upon the proliferation of -isms, and the usefulness or otherwise of categorising art history into a series of styles of movements. In this first of the three chapters there was not as many -isms as I was expecting. Yes I think these -isms are more than a useful shorthand to facilitate art historical discussion, for example, Cubism was seen at the time as a school, the artists involved were in a circle of likeminded artists pushing the boundaries of art. They exhibited in the Saloons together, they got criticised as a group. Many movements (not all) were like this, a ‘scene’ at the time, and of course also useful for us looking back.

The main thrust of this chapter is the radical changes in such a few short years. Newness across the spectrum of art, literature, music, philosophy & science. In art, each ism moved it that little bit closer to the complete break with traditions of Cubisms new pictoral language and revolution in sculpture of open form. And the post war optmism of Futurism.

References:
Honour, H & Fleming, J. (2009) A World History of Art. (7th Ed), London, Laurence King Publishing

Assignment four

As with the previous assignments, I have made the assignment as a pdf document which can be downloaded here: Assignment 4 PDF submission.

The assignment includes.

  • Four & ½ pages of notes (for three chapters in WHA, 18th-20th century)
  • Two annotations of paintings & direct references
  • One 600 word analysis & direct references
  • General References for assignment 4

As per Assignment 3 feedback I’ve added extra references sections for the direct references used in each bit of the Assignment, it seems a bit overkill to me but if that’s the preferred format then hopefully I have it right this time.

Reflection:

On the run up to creating assignment 4, again I re-read the feedback from previous assignments because that seemed to help with assignment 3.

On the assignment 3 feedback there were a few rework tasks to do, which I’m going to do next (since I was again running behind on my part 4 work with my daughter running me ragged). I did start to review the suggestions provided and have a new tag for those posts: Assignment 3 feedback

I followed the same advice as A3 as far as I could, In general avoid over-reliance on websites and I need to “Engage with more broadly ‘theoretical’ texts so as to deepen your research and expand your comments” using a wide variety of source materials. “Compare and contrast information and evaluate others’ arguments.”. The library books I ordered for specific parts of this section took forever to come in so I found this quite difficult this time, meaning my studied were a bit disjointed as I kept having to put bits aside to wait for another book. One of the comments was to synthesise different art historians’ interpretations. I found this useful especially this time for both the annotations and the analysis. I really enjoyed reading the John Berger essays and I hope to get some time to read some more of them.

Again, for all parts of the assignment I did preparation blogposts which allowed me to get my notes out of my system so i could broadly keep within the word limits. For the WHA notes tried to put a bit of reflection on each of the posts too, I seemingly regressed with my tendency to over note-take but I’m working on it with reading goals as suggested, however my goals this time were to include enough info in my initial notes that i could pull bits out to expand upon re the following A3 feedback: Using a separate set of responses on the blog to “develop short sections of analysis (examine how key components in each chapter fit together and relate to each other), comparison (explore the similarities and differences between the ideas you are reading about), and synthesis (bring together references to different sources or viewpoints)”. My intention was to do a separate bit of analysis on each of the major themes and go off to other books I was reading (such as the Berger essays) and expand on the points in the WHA. The only bit where i was actually able to do this was the Landscape/Industrial Revolution post which I did as direct preparation for the assignment.

Speaking of the analysis part, on reflection, the task calls for A 500-word analysis of a maximum of four paintings or sculptures, which demonstrate the influence of political, social and economic changes on either the portrayal of the city. And i think covered that in my blogpost but i might be close to the edge of skirting the point on the actual analysis because what i wanted to write about was the effect of the industrial revolution on landscape painting, so the pictures i choose don’t all portray the city.

Similarly, with the chose of work annotation & comparison. Since i wanted to do industrial revolution for the 500 words, I wanted something that would reflect the impact of imperialism to annotation, but also something which was a recent event. I hadn’t decided between The Raft of the Medusa and the Goya for the recent event so I hedged my bets and did Goya first, thinking that it is both a contemporary event AND shows the (negative) impact of imperialism. My other thought was to do Napoleon Bonaparte Visiting the Pest House in Jaffa by Gros as the imperialist work. Cursory comparison notes I wrote down to compare it with Goya’s 3rd May was as follows:

  • Use of Christian imagry
  • Propaganda vs truth
  • Pro vs anti war
  • Exotic vs local
  • Differnt viewpoints of the French army
  • Precursor to romantic movement
  • Heroic suffering

but ultimately I found the idea of comparing the raft more compelling.

As discussed with my tutor, I’ve appropriated the original section 3 visit to a country house for this parts visit to a country house. I’ll find another place to visit for section 3 (or do it from internet perhaps as it says in the course notes). With its Neo-classical and Rococo features Hylands House definitely belongs in Part 4.

Overall reflection against the Assessment Criteria:

  • Demonstration of subject-based knowledge and understanding – again there was a lot of reading in this section, and also I tried to use a few more books for the assignment research (as per feedback from assignment 1, 2 & 3). I think I have demonstrated my understanding of the area in this assignment according to the research I have done (see above).
  • Demonstration of research skills – Where possible I tried to go and see the work I was researching in person, but also evaluated the sources I was looking at in books and on the internet for their scholarly worth.
  • Demonstration of critical and evaluation skills – I tried to engage with the concepts throughout part three within each of the exercises that I actually completed, I knew I was running short on time so I skipped ahead to the assignment and have yet to do most of the exercises. I did better on sticking to the word count in the assignment analysis this time, putting all my long-winded thoughts and research into ancillary blogposts on my learning log. Also, I found the OU format that my tutor recommended for comparing works allowed me to review the works in my own words before diving into the research parts.
  • Communication – I think my ideas and points are written clearly. I try to reflect on bits as I go along since the assessor cannot be inside my head. I suspect the they won’t have the time to wade through every blogpost though.

Assignment 3

As with assignment 1 & 2, I have made the assignment as a pdf document which can be downloaded here: Assignment 3 PDF submission. The course notes lists the requirements in A4 page sizes and in a pdf is easier to keep track of that.

The assignment includes.

  • Four pages of notes (for three chapters in WHA, 15th-17th century)
  • Two annotations of paintings (Jan van Eyck’s Arnolfini Portrait and Rubens Samson and Delilah)
  • One 500 word analysis of the stylistic differences between two a seventeenth-century painters.
  • References for assignment 3 (in Harvard referencing style)

 

Reflection:

On the run up to creating assignment 3 I re-read the feedback from assignments 1 & 2 to heed any advice and check I’m heading down the right pathway. As suggested in the helpful We Are OCA blog article on how to use tutor report I printed out and highlighted all the relevant bits, for now ignoring the reworking suggestions (because I plan to go back and revisit this when I’m not running behind on my assignment date). My take away info was as follows:

In general avoid over-reliance on websites and I need to “Engage with more broadly ‘theoretical’ texts so as to deepen your research and expand your comments” using a wide variety of source materials. “Compare and contrast information and evaluate others’ arguments.” When I started this section I reserved a whole heap of books at the library, getting these up front helped a lot with this as I was able to make use of my train journeys to read and digest. I still have a tendency to over note-take but I’m working on it with reading goals as suggested. I think I did much better with the WHA chapter notes (although I fell off the wagon a bit with the Arnolfini books). As I’ve already reflected (on each post) I tried to condense my material into one set of comments per section. The problem I found with this was I wasn’t sure how long the other chapters would be until I got there so I still overshot a little and had to trim slightly for the assignment.

One of the comments was to synthesise different art historians’ interpretations and explain which you find most convincing and why. I used this advice with the annotation of the Arnolfini portrait as there are many different interpretations of that. There were lots of comments on annotations in both sets of feedback so I obviously needed to work on that. The main point that came across was more depth, words like cursory and brief were used to describe them so hopefully I’ve done a better job this time. I spent a long time researching the Arnolfini portrait across several books (as well as websites). I tried to develop a sustained comparison between the two works I have annotated but I had more space on the second annotation so this is where I’ve mostly compared them. I found space in which to put all the annotations I wanted to say an issue in all three assignments. I expect it boils down to making my comments more concise and far-reaching rather than stating the obvious or anything too long and wordy. To head this off at the pass I created a full blog post for each of works to discuss them individually so I could comfortably get my head around them both (and all my words out) before comparing them and selecting only the salient points for my annotations. This might be the duel note taking approach which was not recommended for the reading notes but I’m not sure how else to approach it. I need to find a place to store all my research and the blog is supposed help me with my learning. I also took a look at the Open University study diamond model as recommended. My two full blogposts on the annotations are here: The Arnolfini portrait and here: Samson & Delilah. For the choice of annotation subjects, I chose the Arnolfini portrait at the beginning of the section (just seemed like it’d be more interesting than Giotto or Duccio frescos) and I choose Rubens but I didn’t know that much about him but the ones I’d seen in the National Gallery were very impressive.

I took a similar post, per topic approach to comparing two artists for the 500-word analysis. One here for Caravaggio and one here for Vermeer, this approach seems to work well for me because for the analysis I was able to stick within the word limit (well 518 words, but that’s probably close enough). The assignment specifies to compare between a seventeenth-century Baroque painter associated with the Catholic Counter Reformation and a seventeenth century painter from the Netherlands, I chose Caravaggio because I really enjoyed his work when I was reading about the Baroque era in the WHA (plus I did the analysis before the annotations and hadn’t decided between Rembrandt or Rubens for that yet and didn’t want crossover). I chose Vermeer because, again I didn’t want to choose Rembrandt, also Frans Hals and Jan van Goyen seemed less interesting in the WHA.

I really enjoyed this section, probably my favourite so far. I find having to cover so many different bits a bit of a rushed whistle-stop tour though, it’s nice to focus on a few in depth, but it takes time (which I’m quite short of, with baby and full time job). I enjoyed the visit too but the write up is quite cursory, I think it fits in much better with the next section of the course anyway so I’m going to come back and review it again.

Overall reflection against the Assessment Criteria:

  • Demonstration of subject-based knowledge and understanding – again there was a lot of reading in this section, and also I tried to use a few more books for the assignment research (as per feedback from assignment 1 & 2). I think I have demonstrated my understanding of the area in this assignment according to the research I have done (see above).
  • Demonstration of research skills – Where possible I tried to go and see the work I was researching in person, but also evaluated the sources I was looking at in books and on the internet for their scholarly worth. I think I was quite through for the Arnolfini Portrait but possibly a bit light on the Rubens, which might be picked up on in the feedback?
  • Demonstration of critical and evaluation skills – I tried to engage with the concepts throughout part three within each of the exercises that I actually completed, I knew I was running short on time so I skipped ahead to the assignment and have yet to do some of the exercises. I did better on sticking to the word count in the assignment analysis this time, putting all my long-winded thoughts and research into ancillary blogposts on my learning log. Also, I found the OU format that my tutor recommended for comparing works allowed me to review the works in my own words before diving into the research parts.
  • Communication – I think my ideas and points are written clearly. I try to reflect on bits as I go along since the assessor cannot be inside my head. I suspect the they won’t have the time to wade through every blogpost though.

 

Assignment 2

As with assignment 1, I have made the assignment as a pdf document which can be downloaded here: Assignment 2 PDF submission. The course notes lists the requirements in A4 page sizes and in a pdf is easier to keep track of that.

The assignment includes.

  • Two annotations of sculpture, one Roman and one Greek
  • Four pages of notes (covering 3 chapters in WHA).
  • One 500 word analysis of the Gothic visit
  • References for assignment 2 (in Harvard referencing style)

 

Reflection:

On the template for notes:

I find using the template really quite hard. It’s artificial and I feel as though I’m losing vital context when compressing large amounts of information into this unwieldy framework. There are often bits I want to write down in the notes that just don’t seem to fit into the framework and bits that fit into more than one section of the framework.

On the page/word limitations for the assignment:

For the Greek section I wrote up loads of notes that I just couldnt use in the final summary (which was challenged to be 4 pages for 3 chapters). I tried to economise on space by using abbreviations and also ended up formatting with a small font (I hope the assessors have good eyesight or a zoom button). I managed to get the Roman chapter down to a page by writing less notes and also reordering and rewording them to be less space taking (and removing the bullet points which I thought would save space but didnt really, just improved readability) but it definitely loses something.

More detailed and easier to read notes can be found on the blog posts for each chapter, Greeks, Romans and Medieval.

For the analysis the 500 word count really hit me hard this time, i managed to keep it to a page but it’s over 5oo words. They tell us to ‘think deeply and critically’ and then not give enough space to explain that? See my double length draft and further reflection here.

On the Annotations

I think I took too long to choose my second annotation subject this time so my research is not as deep as I’d have liked (see my reflection against the Assessment Criteria below), I drafted the annotations and research here and here. I compared the two annotations more this time (as per feedback from assignment 1). To avoid having these issues with delays in getting books (and having to fall back to the internet because of its immediacy) I’ve looked ahead at the next assignment already and had a guess at which books might be useful and reserved them in the library, hopefully they’ll arrive before I’m finished this time. Having said that any book suggestions by the tutor are extremely welcomed!

On the learning logs

There’s a lot of ‘todo’ bits left over this time, and lots of images still sitting on my hard drive. I think I spent too long on the earlier exercises and didn’t get to finish some of them. I will try and go over them in due course and finish bits off. With my schedule I was more able to visit places than have the time to write them up. I have now learn from this mistake and remedied that somewhat by bringing my laptop into work so I can have access to photos I’ve taken etc when I have the time to spend at lunch writing it all up. Another lesson learnt, this time with wordpress, I should have captioned all my images in Adobe LightRoom before I exported them to my blog. I had key-worded them with which bits of the cathedral I was in so I could later write them up with proper captions on the blog but then from the blog could not see those keywords, I think by captioning them directly in LR it would import those captions into wordpress.

On the concepts covered in part 2

I actually enjoyed this more than I thought I would. I found the religious work a bit dull to read about but I enjoyed seeing all the Greek & Roman sculpture. I enjoyed doing the London wall walk, it put it into perspective a bit clearer how small the world was back then. These days we think nothing of flying off to Europe for the weekend and London is a massive sprawling city and suburbs. Roman London was a tiny portion of what we now refer to as the city. I enjoyed my visit to the Cathedral on the south bank and mini trips to see various Gothic buildings. I knew nothing about architecture when I started the chapter and now I find myself noticing new bits of buildings that I’ve been walking past in London for years and year, thinking ‘I must look that up’ or ‘I wonder what type of column that is’ or ‘thats a strange statue, I wonder what the original function of that building was’.

 

Overall reflection against the Assessment Criteria:

  • Demonstration of subject-based knowledge and understanding – there was a lot of reading in this chapter, and also I tried to use a few more books for the assignment research (as per feedback from assignment 1). I think I have demonstrated my understanding of the area in this assignment according to the research I have done (see below).
  • Demonstration of research skills – I went to see the sculpture I chose to annotate in person and tried to see them by sketching, but also evaluated the sources I was looking at in books and on the internet for their scholarly worth. I would have liked to get hold of The Elgin Marbles book for the second assignment but due to personal issues with my schedule I was not able to (I decided to annotate that particular sculpture a bit late). I think that might be reflected in the feedback this time, my tutor will probably suggest some rework anyway so perhaps I can include consulting that book then.
  • Demonstration of critical and evaluation skills – I tried to engage with the concepts throughout part one within each of the exercises. On reflection I think perhaps the word counts for the assignments are there to enhance evaluation skills by seeing what you include and what you leave out. Perhaps I can work on this a bit on the next assignment and leave out more.
  • Communication – I think my ideas and points are written clearly. I try to reflect on bits as I go along since the assessor cannot be inside my head. I am still not sure of the language though, I have tried to make my writing style more formal for the assignment this time and to use more words that one might find in a glossary.