My figure is the second picture in the ‘chapter 9′ file, name is
Fig. 9-33 Hieronymus Bosch, Garden of Earthly Delights, 1505–1510. Oil on wood, center panel 7′ 2 5/8″ x 6′ 4 3/4″, each wing 7′ 2 5/8″ x 3′ 2 1/4″. Museo del Prado, Madrid. Fig. 9-33 Hieronymus Bosch, Garden of Earthly Delights, 1505–1510. Oil on wood, center panel 7′ 2 5/8″ x 6′ 4 3/4″, each wing 7′ 2 5/8″ x 3’ 2 1/4″. Museo del Prado, Madrid.
The other two is the figure I can choose. You can compare those two figures when u explain why I chose figures 9-33. Just do the presentation part. No worries about the PowerPoint slides.
Requirements:
1. Each student must prepare and present two slides. On the first slide, put only the Gardner’s artwork with identifying information (keep it as it is on the template). When you show it to class, explain: Who or what is depicted? Who made it? What is its subject or meaning? Why was it made? Where does it come from? What is it made of? How was it made? Does it belong to a movement or style? Etc. Use information from Gardner’s. If you use other resources, you must state that during the presentation.Each student must prepare and present two slides. On the first slide, put only the Gardner’s artwork with identifying information (keep it as it is on the template). When you show it to class, explain: Who or what is depicted? Who made it? What is its subject or meaning? Why was it made? Where does it come from? What is it made of? How was it made? Does it belong to a movement or style? Etc. Use information from Gardner’s. If you use other resources, you must state that during the presentation.
2. On the second slide, put two images, side by side: the Gardner’s artwork, and something else – both images need identifying information! The goal is to create an intriguing, thought-provoking comparison that gets people talking. You can pair the artwork with almost anything: another artwork or artifact, a game, a movie, a book, toys, advertising, etc. On the second slide, put two images, side by side: the Gardner’s artwork, and something else – both images need identifying information! The goal is to create an intriguing, thought-provoking comparison that gets people talking. You can pair the artwork with almost anything: another artwork or artifact, a game, a movie, a book, toys, advertising, etc.
HINTS: Choose your image carefully. The success of your comparison, which is the creative challenge of this assignment, as well as the response you’ll get from the class, depend on this choice. What pair of artworks, or artifacts, would be more intriguing? More provocative? What would get people talking? Something very old with something very new? Artifacts from very different cultures? Religious art and mundane objects? Political art and toys? Almost anything goes, as long as there is a connection between the two. They may comment on a similar theme, depict a similar subject, employ a similar material or technique, or fulfill a similar role in society.HINTS: Choose your image carefully. The success of your comparison, which is the creative challenge of this assignment, as well as the response you’ll get from the class, depend on this choice. What pair of artworks, or artifacts, would be more intriguing? More provocative? What would get people talking? Something very old with something very new? Artifacts from very different cultures? Religious art and mundane objects? Political art and toys? Almost anything goes, as long as there is a connection between the two. They may comment on a similar theme, depict a similar subject, employ a similar material or technique, or fulfill a similar role in society.
3. Contrast and compare the two images. When you show us your comparison slide, start by explaining (describe and contextualize) what this other thing is, just like you did for the Gardner’s artwork. Then point out what connects the two images. Keep in mind that this has two goals: making the Gardner’s artwork more relatable to the class, and initiating an in-class discussion. The best way to start a discussion is by finishing your talk by asking a question to the class. You may also pose a problem, or a provocation. Creating an opportunity for a discussion is required! Make sure you prepare a question, or more than one, to be safe. Contrast and compare the two images. When you show us your comparison slide, start by explaining (describe and contextualize) what this other thing is, just like you did for the Gardner’s artwork. Then point out what connects the two images. Keep in mind that this has two goals: making the Gardner’s artwork more relatable to the class, and initiating an in-class discussion. The best way to start a discussion is by finishing your talk by asking a question to the class. You may also pose a problem, or a provocation. Creating an opportunity for a discussion is required! Make sure you prepare a question, or more than one, to be safe.
HINTS: The focus should be on the Gardner’s artwork, because it will be on the exam for everyone! Keep the discussion focused on art: definitions of art, roles of art in society (politics, religion, advertising, etc), the persistence of certain styles and themes, art & design, art & architecture, etc. Don’t ask questions that lead the discussion into other areas. Don’t ask questions like “Can you think of other examples of…? ”HINTS: The focus should be on the Gardner’s artwork, because it will be on the exam for everyone! Keep the discussion focused on art: definitions of art, roles of art in society (politics, religion, advertising, etc), the persistence of certain styles and themes, art & design, art & architecture, etc. Don’t ask questions that lead the discussion into other areas. Don’t ask questions like “Can you think of other examples of…? ”
