Cubism.

Cubism. THINGS TO LEARN * A distinctly new kind of art first appeared in 1907. It wascalled "Cubism cubism,art movement, primarily in painting, originating in Paris c.1907.Cubist TheoryCubism began as an intellectual revolt against the artistic expression of previous eras. ." It began in Paris, France, with a Frenchman,Georges Braque Noun 1. Georges Braque - French painter who led the cubist movement (1882-1963)Braque , and a Spaniard, Pablo Picasso. The goal of Cubist artists was an improved kind of realism made bychanging objects into flat-sided geometric forms that showed very littledepth. Picasso and Braque also believed that showing only one view of anobject didn't explain it well enough, so they included severalviews at once. Cubist artists were not trying to imitate appearances, however.Georges Braque explained that the goal of Cubist art was in the realityof the mind, not the senses. For these reasons, Cubist artists did nottry to paint realistically. * Braque and Picasso did not begin with the idea that they wereinventing a new and important art form; their experiments were donemainly for themselves and a few wealthy people who were interested inart and bought their paintings. They were joined later by other artists,most importantly Adv. 1. most importantly - above and beyond all other consideration; "above all, you must be independent"above all, most especially Robert Delaunay Robert Delaunay (1885-1941) was a French artist who used orphism, similar to abstraction and cubism in his work. Delaunay concentrated on orphism, while his later works were more abstract, reminiscent of Paul Klee. and Juan Gris Jos�� Victoriano Gonz��lez-P��rez (March 23, 1887 – May 11, 1927), better known as Juan Gris, was a Spanish painter and sculptor who lived and worked in France most of his life. His works are closely connected to the emergence of an innovative artistic genre—Cubism. . * Cubism was the first art movement of many that appearedthroughout the 20th century that were related to each other and called"Modernism." About 30 years ago, Modernism finally began to bereplaced with a new art movement called "Post Modernism." * The original Cubist artists were active until the start of WorldWar I, when most artistic activity in Europe came to an end. At thebeginning of the movement, Cubist painters used only dull, dark colors,but later they began to work with brighter colors. * Although Cubism was an entirely new way of thinking aboutpainting, Picasso and Braque did not invent it out of nowhere. Theygathered many of their ideas from the work of earlier artists, mostnotably Paul Cezanne Noun 1. Paul Cezanne - French Post-impressionist painter who influenced modern art (especially cubism) by stressing the structural components latent in nature (1839-1906)Cezanne , El Greco El Greco:see Greco, El. , Dominique Ingres and Georges Seurat. Inaddition, they began to adapt ideas from African art that was just thenbeing imported into France. * As Cubism evolved, artists began to alter what it had been likewhen they first started. Some of them divided up the shapes into smallerand smaller flat surfaces (planes). This kind of Cubism was called"Fragmented Cubism." Other artists began to experiment further with the idea of showingmovement in addition to painting several views of an object at one time.This style was named "Simultanism." Another variation,"Orphism," made all the shapes appear to be whirling inspirals. * Closely related to Cubism and appearing a few years later was thework of a group of Italian artists. They picked the name"Futurism futurism,Italian school of painting, sculpture, and literature that flourished from 1909, when Filippo Tommaso Marinetti's first manifesto of futurism appeared, until the end of World War I. ." Their inspiration came from the noise and activityof machinery that was changing everyone's lives. At about the time of the Russian Revolution, another group hadideas they called "Constructivism constructivism,Russian art movement founded c.1913 by Vladimir Tatlin, related to the movement known as suprematism. After 1916 the brothers Naum Gabo and Antoine Pevsner gave new impetus to Tatlin's art of purely abstract (although politically intended) ." These ideas came fromgiant industrial structures, steel work and other heavy industries. THINGS TO DO * In order for students to develop a clear understanding of Cubism,they need to become familiar with as many examples as possible. Thefirst goal is to become familiar with the general appearance of Cubistart. While all Cubist art is fairly similar and usually easy todistinguish from other art styles, students need the opportunity to testthemselves with plenty of examples. A second goal is to see enough Cubist art that students canidentify the individual styles of some of the better-known artistslisted earlier. * If students search books on recent art history and becomefamiliar with Cubist art so they can identify it, they will be ready forthe next step. This requires that they compare several of the works theyhave seen and also express their personal preferences. As long asstudents are willing to write or speak sensibly about a selection ofCubist works, it doesn't matter about their point of view. * At first glance, students may believe that anyone can produceCubist art. Once they have studied numbers of Cubist paintings, aneffective way to put this matter to rest is for them to select a subjectand have them make their own Cubist painting based on that subject. Explanations of finished paintings should then be asked for.However, if several students undertake this assignment, they may all beasked to make comparisons among the paintings--not about which they likebest, but about which best reflect the qualities found in good Cubistart. * Max Weber's interpretation of a rush hour in 1915, RushHour, New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of , is about a daily event that took place over 80 yearsago. Not only has New York changed beyond recognition since 1915, so hasevery other community in the United States. Rush hour now occurseverywhere and all students will have experienced it at one time oranother. Since all of them will have rush-hour memories, students may beasked to create a Cubist painting from these memories. To add to the learning task, students may be asked to modal theirshapes and colors from the paintings of Max Weber. If they only haveaccess to the reproduction shown here, then they will have to use it astheir model. * Some Cubist artists working in France painted portraits, whichare quite different from this painting by Max Weber. They are oftencalled Fragmented Cubism, and Max Weber never painted any. Books onmodern art usually include examples of these portraits so students cansee what they look like. If students are interested, they should beencouraged to use this form of Cubism in a painting of their own. BUILDING A PICTURE FILE WITH THIS CLIP & SAVE ART PRINTREPRODUCTION This painting by Max Weber may be used both as an exampleof Cubism and for various other art-teaching needs. Potentially usefulpicture-file categories include: "Cubism"; "AmericanCubists: Max Weber"; "City Scenes: New York";"Repetition"; and "Motion in Painting." For ideas about collecting and retrieving pictures to help inteaching art and other subjects, readers are invited to write to: GuyHubbard c/o Arts & Activities, 591 Camino de la Reina, Suite 200,San Diego, CA 92108.