February 19, 2015

Little Dancer Aged Fourteen

Here you can post your comments on Edgar Degas's sculpture.

 Some hints: old versus new in representing human body; relationship with his paintings on the same subject; why that pose? what about the use of materials? Is this an ugly piece or is it a piece of an ugly character? Is it ugly at all? What  is intriguing about it? wax or bronze? why not bronze? what else? Any painters out there? Why would Degas make a sculpture? Any sculptors? the same question.


http://www.tate.org.uk/art/artworks/degas-little-dancer-aged-fourteen-n06076

Deadline: March 1, 2015






The Argumentative Essay

keywords:

"to argue"= to present reasons for or against a thing; to dispute; to debate

"to persuade" = to convince; to induce somebody to believe



communicative purpose:

- to present, explain, clarify, illustrate a viewpoint (the author's) (so far the goals are identical with those of the expository essay) + to persuade the reader that personal viewpoints are more valid than another person's viewpoints



move pattern:



Move I: Introducing the issue in contention

Step 1: introductory remarks to identify work + artist + issue in contention


Step 2: acknowledging counterthesis and counterpoints (the other person's viewpoints)


Step 3: providing specific details (who, what, when, where)


Step 4: stating the thesis (personal viewpoints - in one complete, unified statement about the issue in contention, precise enough to limit the issue, but general enough to ask for support, not too obvious, and showing the changes proposed to the counterthesis)



Move II: Presenting counterthesis and counterpoints

Step 1: Restating the counterthesis and enlarging upon it (in the introductory move we have just stated it; now we have to show the reader that we bothered to understand what the other person's thesis really claims; therefore, we use our own words to explain what we understood and to convince our reader that we know exactly what the other opinion is)


Step 2: Presenting/restating counterpoint 1 (using our own words to show what the first point of proof used by the other person was)


Step 3: Presenting/restating counterpoint 2


Step 4: Presenting/restating counterpoint 3



Move III: Arguing thesis and providing evidence/proof

Step 1: Restating our own thesis and enlarging upon it (we have to make sure the reader fully understands what we claim)


Step 2: Providing constructive argument 1 and evidence/proof to support it (the weakest) to fight against counterpoint 1


Step 3: Providing constructive argument 2 and evidence to support it (stronger) to fight against counterpoint 2


Step 4: Providing constructive argument 3 and evidence to support it (the strongest) to fight against counterpoint 3


Step 5: Disagreeing with counterpoint 1 (refutation 1)


Step 6: Disagreeing with counterpoint 2 (refutation2)


Step 7: Disagreeing with counterpoint 3 (refutation 3)



Note: We can place side by side (mirror) our constructive argument and our disagreement with the other person's counterpoint in the same step, by convincing the reader that our argument and evidence to support it are correct and are better than the other's.



Move IV: Concluding by enhancing the validity of the thesis

We conclude by reminding our reader (in other words) what we claimed and by suggesting that our arguments were (far) more convincing that the other person's. We must never forget to be polite! We must never forget that our simple claim of a truth (our truth) is not convincing without providing proper arguments and evidence. After all, it is the reader to decide who was more convincing!


Move V: (optional) Works cited


Tasks:

Task 1: Read the texts Fashion Art: To BE or Not to Be, by Maria Hritcu and Damien Hirst--Between Art and Money, by Daniela Codrea; pay attention to the two theses in each of them, to the counterpoints and constructive arguments; which of them convince you most? whose side do you tend to take? why?


Task 2: Express your own viewpoints on these matters (provide your own thesis, arguments, evidence). (orally)


Task 3: Write an argumentative essay (either on these subjects, or on any other), related to art. Make sure you mark down all the moves and steps of your essay as well as some discourse strategies you make use of. The essay should be presented in class and submitted in print, within the deadline. It will be taken into consideration either as the final grade this semester only if you have the 4 attendances IN CLASS; otherwise it will count just as a simple intervention in the class.

DEADLINE Tasks 1 + 2 + 3: March 15, 2015
                   

February 14, 2015

New Schedule

                                                                
                                                                ORAR ANUL II
                     LIMBA ENGLEZA
ORA
DATA
SECTIILE
OBSERVATII
13-15

18.02; 4.03; 18.03;1.04;22.04; 6.05; 20.05
Pictura + Foto
Curs + seminar
15- 17

18.02; 4.03; 18.03;1.04;22.04; 6.05; 20.05
Grafica
Curs + seminar
17– 19
Vezi mai sus
P + F + G
Curs
(vizionare + Speaking) SM
13 – 15

25.02; 11.03; 25.03; 8.04; 29.04; 13.05; 27.05
Sculptura + Conservare + Design Textil + Design Vestimentar
Curs +  seminar

15 – 17

25.02; 11.03; 25.03; 8.04; 29.04; 13.05; 27.05
Design + Ceramica
Curs + seminar
17 - 19
Vezi mai sus
S + CO + DT + DV + D + CE
Curs
(vizionare + Speaking) SM


                                              

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"

http://en.wikipedia.org/wiki/Les_Demoiselles_d'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

STANDARD MOVE-STRUCTURE:

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





Newborn







The First Cry 








The First Step

November 05, 2014

Edvard Munch's "The Scream"




http://smarthistory.khanacademy.org/munchs-the-scream.html


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