Art Appreciation

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MODULE 2: SAMPLE ASSIGNMENT

Note: Photo with student has been omitted for this example, as well as student’s information!

Artist(s): Richard Hunt Title: The Centennial Date: Unknown Media/Technique: Bronze Cast Sculpture Dimensions: 25x15x10 ft Specific Location: Prairie View A & M University https://www.pvamu.edu/recruitment/virtual-tour/ Hobart Taylor Center (Prairie View, TX) Photo taken by me on (2/15/2015)

1. Identify subject matter and theme(s) & describe how subject matter is depicted

(rep/non-rep/abstract). Abstract portrait of a bird (American Bald Eagle?). Subject, at times, resembles a bird in flight. Others may classify this as a Non-Representational work, but since there’s a title alluding to a flying bird, I believe that it’s an Abstraction of a bird. It reminds me of a flying bird, such as the American Bald Eagle, hence its relationship to the American Centennial. I’d state that the theme is patriotic, thus adheres to the category of Cultural Identity featured in Chapter 25.

2. Identify three visual elements (Chapter’s 4-7) and three principles of design (Chapter 8) and then explain how they contribute to the overall composition: Note: I’ve modified the student’s assignment to include more than 3, to assist with comprehension and application of concepts.

Visual Elements:

 Actual Mass: it’s a 3-D Public Sculpture

 Space: Interrelationship between negative and positive space; the positive space is the entire sculpture, but there are curves that contain implied shapes, which are the negative spaces (basically the air, sky, surroundings…)

 Shape: Organic irregular shapes, the base is geometric.

 Open Form Composition: the curves of the “bird” jut out into the viewer’s space

 Monochromatic Color Scheme: helps create unity

 Local Color Scheme: A bird can be the color of bronze, which is a natural or “local” color

 Texture: Actual Smooth & Rough Texture assists viewer with using creativity to imagine “feathers” (which would be visual or implied texture) of a bird

 Expressive Lines: I believe helps capture the essence of a bird in flight

 Implied Lines: The viewer’s eyes follow the curved directional lines of the sculpture and then follow through to past the ends of each component of the sculpture, hence there exists implied lines…

 Light is not a part of the actual composition, but I do believe that the artist designed the piece to reflect natural light which is bounced off the curves of the sculpture

 Time: Well, it can be symbolic for flight, hence an essence of stopped time here, since the bird has yet to take off of its perch!

 Pattern: There’s a repetition of the arcs, hence creating a pattern. I believe these symbolize wings of a bird

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Principles of Design

 Asymmetrical Balance: The work is not symmetrical, which forces the viewer to want to walk around the art form

 Large Scale: This is a large–scale public outdoor sculpture meant to beautify the surrounding campus building. It is, however, smaller in scale than the building.

 Proportion: The work is not in proportion, on purpose, since it’s an exaggerated form of a bird in flight; one “wing” seems larger than the rest, hence the entire piece is not in proportion.

 Focal Point: I believe that it’s the larger scale “wing”; my eye views this component, first, then moves away to see the other areas of the sculpture, hence assisting with the conceptual aspect of interpreting a bird about to take flight! The sculpture, itself, is the “focal point” of the entrance to this campus building, as well.

 Repetition & Rhythm: As stated, previously, the “wings” are repeated, hence creating a pattern which helps the viewer to visualize a bird in flight. These characteristics give the sculpture a bold, yet calmingly smooth statement. They catch the viewer’s eye with its large-scale statue and sharp edges. The warm bronze hue calms the soul.

 Unity: Use of a monochromatic color scheme, one medium, and expressive lines help to unify the composition; the title, as well, helps to unify the theme with the abstracted vision of a bird in flight.

 Variety: The artist used a variety of expressive lines and curves to create visual interest and directional forces. Some of the “wings” are larger in scale than others. The artist also created this variety of focal areas so that a viewer is enticed to walk around the sculpture!

3. Identify and describe at least two important icons featured in the art form and explain how they contribute to the overall composition: 1. Wings of a bird & possible body and/or head of a bird. Perhaps represents the American Bald Eagle, which is related to the American Centennial. It’s a symbol of strength, courage, freedom & immortality according to the U. S. Government. http://www.va.gov/opa/publications/celebrate/eagle.pdf 2. Title: The Centennial; helps viewer psychologically visualize an abstracted bird in flight (American Bald Eagle, perhaps) & relate concept to America’s “Centennial”, Democracy, Business & Marketing. https://learner.org/biographyofamerica/prog13/index.html 4. Identify possible content/meaning of the art form: I think the sculpture possibly means to strive for greatness by inspiring students to pursue one’s educational goals. The abstracted bird shape (perhaps the American Bald Eagle) is connected to the political meaning associated with the title or term “Centennial”, and the fact that it’s directly in front of a College Building. It might also commemorate the “Centennial” of the institution or America, itself. http://www.va.gov/opa/publications/celebrate/eagle.pdf https://learner.org/biographyofamerica/prog13/index.html

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5. Identify & explain possible “functions” of the art form :

o To decorate: the sculpture is an outdoor public art form meant to decorate or beautify the area (aesthetics)

o To Inspire: To inspire students to achieve their goals, soar like an eagle…  Personal: This was a personal vision of the artist and/or the school

administrators  Political: I believe that is also contains a hint of political propaganda

since it’s titled “The Centennial”. When I think of this term, I think of government institutions celebrating their “Centennial”; the school is a public institution, hence the connection. In essence, then, it is commemorative. http://www.va.gov/opa/publications/celebrate/eagle.pdf

https://learner.org/biographyofamerica/prog13/index.html

o Advertisement: This sculpture advertises the goals of the institution, the

College of Business building, wealth of the institution (to be able to afford an artist to create an original sculpture for the school).

o Place marker: The public, particularly students and instructors, can use this sculpture to remember where this specific building is located!

6. Identify & explain the artist’s “role”: The artist’s role was to create a statue to provide inspiration to students: students who want to rise to the top should soar like an eagle. The artist helps us “see the world in new or innovative ways” (Sayre, 4). The artist also makes the building on campus more “pleasurable” (Sayre, 7) by placing an appropriately themed outdoor public sculpture at this particular site. It is inspirational, as well as decorative. 7. I selected this sculpture because it gives the impression that students, such as myself, should keep soaring to reach their goals in life. The large-scale bronze caught my attention while walking towards this building to meet a friend after class. When I read the title, I automatically thought of its possible relationship to a bird, American culture, and our educational system. Its value to a student can be intrinsic. It is also part of the extrinsic value of the school, since they own the work, paid an artist to create it for this specific site, and can sell it for money if they so choose, hence it’s tied to economy, just as is a public educational institution, and business & marketing. I also believe that it can provide inspiration to students who attend this school, particularly enrolled in courses located at this building, which emphasizes business and marketing; two components directly related to our American culture & economy. Critique: The sculpture is very unique and original as it can be interpreted in many ways due to its abstraction. The bronze color is not too bold, yet makes a subtle statement with its title, abstract reference to a bird in flight (perhaps the American Bald Eagle), and psychological reference to achieving one’s goals or “soaring” to reach one’s goals. The sharp edges and scale is what grabbed my attention. It’s finely crafted with smooth edges, but gives a bold statement in the process. I feel that the location of this large- scale 3-D sculpture is perfect for its chosen site; at the entrance of the College of Business building. If I were the artist, I’d create a Representational sculpture so that it actually looks like a Bald Eagle. I feel that this format would help students (or any viewer) comprehend the content/meaning of the art work and its relationship to the institution, particularly the Business program. As is, this abstract version is a bit confusing for viewers to understand its possible message!

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Bibliography

Hunt, Richard. The Centennial. Date Unknown. Bronze Cast Sculpture. Approx. 25’x15’x10. Prairie View A &M University, Hobert Taylor Building, Prairie View, TX. https://www.pvamu.edu/recruitment/virtual-tour/ Sayre, Henry M. “ Chapter 1: A World of Art” in A World of Art. 7

th ed. New York:

Prentice Hall, 2013. pp. 4, 7. “The American Bald Eagle” in Celebrating America’s Freedoms. U.S. Dept. of Veteran Affairs. Washington, D.C., 20420. http://www.va.gov/opa/publications/celebrate/eagle.pdf “13: America at the Centennial”. Annenberg Learner . Annenberg Foundation, 2015. https://learner.org/biographyofamerica/prog13/index.html