December 16, 2014


Sunt trei persoane care au predat si susținut eseul, dar nu au cele  4 prezențe în clasă, ci doar trei: Mureșan T (CO); Drăgan L. (D); Bartha B. (G). Dacă doriți ca el să conteze și să aveți și creditele, trebuie neapărat să rezolvați EXTRA TASK-ul, cu mențiunea că doriți să conteze ca prezență în clasă!
Koncz  (CO);  Fătu (G); Breban (DV)  trebuie sa rezolve un task pe blog.

December 15, 2014

Some help for you: Van Gogh's "Starry Night"

Here is some help for those of you who might need an extra class attendance; commenting on this material will count either as ONE class attendance, or as the usual comment. When answering this task, do not forget to mention if you want it considered as one attendance, or as one comment, after you have mentioned your names and departments.

Access this link:

Watch the video and identify  some of the works reproduced here. Comment on the way Don McLean, singer and text writer of the song, interprets van Gogh's works, especially the "Starry Night". Here is a quotation Don McLean gives in an interview, of part of a letter Vincent wrote to his brother Theo:
"Just as we take the train to go to Tarascon or Rouen, we take death to go to a star."

DEADLINE : December 19th, 2014 (one and only opportunity). No later comments will be considered!!!

Happy Holidays, a merry Christmas and a happy New Year!

November 19, 2014

Picasso's "Les Demoiselles d'Avignon"'Avignon

You can place your comments on the viewed material here. Why does such a previously perceived as "hideous" work of art mean so much in art history?
DEADLINE for your comments : December 16th

Course 3: The Expository Essay

COMMUNICATIVE PURPOSE : to theorize/speculate about:

-causes + /- effects
-particular meanings
-artist's choices
-possible developments, etc

theorizing = performing an inferential type of mental activity (moving from particular items to general ideas), whose result is a thesis which must be supported by a number of points of proof

DISCOURSE STRATEGIES (that can be used when developing points of proof):

  • explaining viewer's reactions
  • formal analysis
  • comparing works/artists/features
  • historical/anecdotal narratives
  • exemplification
  • quoting/paraphrasing
  • paradox, etc


MOVE I: introducing the subject, thesis, list of points of proof

Step 1: introducing the subject (title of work, artist, context of creation)

Step 2: stating the thesis: one complete, unified statement, limited to one aspect only, general enough to ask for support, defensible, not too obvious

Step 3: stating the points of proof (2-3) intended to be used in order to support the thesis

MOVE II: developing the points of proof

Step 1: developing the first point of proof

Step 2: developing the 2nd point of proof

Step 3: developing the 3rd point of proof

MOVE III: concluding by evaluating the measure in which the points of proof have demonstrated the thesis

MOVE IV: Works cited (whenever one uses bibliography)

Task  Comment on the way the theses and the points of proof were formulated and developed in the two texts we have read in class (1. Idea for Sale by Oana Boca and 2. The African Influences in Brancusi's Work by Paul Stoie). Which of them appears to you more convincing and why?

Deadline December 2nd for no. 1, and December 16th for no. 2

brancusi the beginning The Beginning of the World

The Beginning of the World


The First Cry 

The First Step

November 05, 2014

Edvard Munch's "The Scream"

After having watched the documentary about this masterpiece, what is your reading of this work? Are there any new meanings you might attribute it?
The two materials above are just for some remembrance and/or new thoughts.

Deadline: November 18

October 28, 2014

BASIC TAXONOMY (course one continued)

Here are the most important terms we will be using throughout this year's study; please be sure you get well acquainted with all of them:

  • THEME: the general content of the art work (general aspect/subject) (e.g. the landscape)
  • SUBJECT-MATTER: the sum of identifiable objects, persons, places, references in the artwork (e.g. the rosegarden)
  • MEANING (or, CONTENT): is revealed through interpretation; sometimes the title may be of help, but most often than not, it is revealed through careful iconographic and/or iconologic interpretation
  • ICONOGRAPHY: the overt or hidden symbolism in the artwork, rendered through images (signs, symbols)
  • ICONOLOGY: the meaning revealed through the study of the cultural, social, historical background of the artwork (through literary, historical,aso, texts)
  • DESCRIBING ART: the verbal pointing to the features; a means of gathering the support for interpretations; it concerns the subject-matter, the most expressive formal elements; the principles of design, aso.
  • ANALYSING ART: explaining how the described elements get their meanings, the artist's choices; inferring meaning; evaluating technique
  • INTERPRETING ART: a most important and complex activity; the arriving at the meaning of the artwork by employing different strategies of interpreting based on the information gathered through iconographical and iconological insights
  • EVALUATING ART: determining how good the artwork is, according to some criteria,either clearly stated, or implied, while providing reasons and evidence for judgments

October 22, 2014

"Whistler's Mother"

Comment on the video material about James McNeill Whistler's  "Portrait of the Artist's Mother" also known as "Arrangement in Gray and Black, No 1"; you might think about him breaking all sorts of conventions, both in his real life, and in his painting. Or, maybe, think about what he said:

"Art should be independent on any emotions such as devotion, pity, love, patriotism, and the like. And that is why I insist on calling my works 'arrangements' and 'harmonies'".'s_Mother

Here is a very short fragment:

Deadline: 18th of November