ABOUT TIME has some problems, especially with keeping to his own rules of time travel, but the movie has a terrific message, and one we could all use every day of the year. There was that pleasant jolt of recognition, and then a resolution to reread her books.
Begin by displaying an image of the front view of Head with Horns by Paul Gauguin. Ask students to write down their initial thoughts about the work. Explain to students that they are now going to learn about objective versus subjective analysis through writing about a work of art.
Begin by discussing as a class what the terms objective and subjective mean. Next, show students the image of the back of the sculpture available in the Image Bank information, in the Materials section aboveand have them write a paragraph describing what they see. Ask students to begin by writing only things they can see, as discussed earlier when defining objective writing.
At this point they will just look for details to describe, and try to avoid forming any opinions or interpretations. Reintroduce the image of the front view of Head with Horns. Have students write another, longer objective paragraph at least six sentences describing what they see on the front of the sculpture.
Discuss as a group the students' descriptions of the sculpture. After discussing what students have written about what they see in the sculpture, explain that some art scholars who study the work of Paul Gauguin believe that this sculpture includes some of the artist's own facial features.
The sculpture could possibly be a self-portrait of Gauguin. As a class, or as part of a computer lab assignment, ask students to find self-portraits by Paul Gauguin on the Internet.
Discuss whether students agree with the scholars that there is a resemblance between the sculpture and Gauguin's self portraits. Have the students return to their writing. This time, ask them to speculate subjectively about what they think Gauguin might have wanted to communicate when making this sculpture.
Tell students that they should use visual evidence to support their opinions. Next, refer to the biographical information about Paul Gauguin, available in the Image Bank, or by clicking on the image in the Materials section above.
Discuss some of the aspects of Gauguin's life and work with students, and speculate on the impulses behind his work. Call to their attention the fact that Gauguin thought of himself as a "savage. Have students return to their own subjective writings about the sculpture.
Ask them to re-read their own analyses and then compare what they have learned about Paul Gauguin and his life with their own earlier interpretations.
Gauguin said of his own work: Gauguin did not lead a conventional life. He abandoned his job as a banker and his wife and five children in the early s in order to turn his full attention to painting. He would later remove himself further from modern Europe by traveling to the South Pacific island of Tahiti inand to the Marquesas in Head with Horns could be Gauguin's representation of himself as a savage.Writing About Art (6th Edition) PDF ebook.
Author: Henry M. Sayre. Other Format: PDF EPUB MOBI TXT CHM WORD PPT.
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Writing is an exploration that you start from nothing and learn as you go. Not everyone is a naturally gifted writer; therefore, you have to gain some techniques and methods about how to compose a piece of writing.
Some of us will have difficulty. This straightforward guide prepares art lovers to describe, interpret, and write about works of art in meaningful and lasting terms.
It provides an efficient step-by-step approach to writing -- from choosing a work to write about, to essay organization, to research techniques, to footnote form, to preparing the final essay. Chapter topics include the . Jan 01, · This straightforward guide prepares art lovers to describe, interpret, and write about works of art in meaningful and lasting terms.
It provides an efficient step-by-step approach to writing -- from choosing a work to write about, to essay organization, to research techniques, to footnote form, to /5(3).