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Western Humanities
Primer and Introduction
| Question | Answer |
|---|---|
| 5 things that go into undertanding a work of art | Understanding the intent or goal of the artist...The elements of form present in the work...The ways in which those elements contribute to the artist's goal...The context within which the artwork evolved...The connections of the work to other works. |
| 2 questions asked when analyzing a work of art | What is the artist trying to do (the intent of the work)...How well was it done (the evaluation of the execution). |
| Answers to the two questions asked when analyzing a work of art. | Examine the formal elements (formalism) and explore its context (contextualism) |
| A formal analysis is concerned with the _________ elements of a work separate from context. | aesthetic (artistic) |
| Items examined in the formal analysis of painting, sculpture, or an architectural structure. | Line, shape, color, texture, composition, artists technical ability within the medium used. |
| Formal analysis focuses on...... | medium and technique |
| Items examined in the formal analysis of literary work | would explore the relationships among theme, plot, characters, and setting, as well as how well the resources of language---word choice, tone imagery, symbol and so on---are used to support the other elements |
| Items examined in the formal analysis of film | theme, plot, characters (as developed both verbally and non-verbally), and setting, as well as how the resources of cinematography--camera techniques, lighting, sound, editing, and so on... |
| Factors that a contextual analysis focuses on (first 4) | why it was created. how it relates to artistic, social, cultural, historical, and political forces, events, and trends..who the artist is, and what his or her intent and motives were in creating the work. |
| Common perspectives | psychological, feminist, religious, economic, and historical |
| audience | group for whom work is intended |
| composition | the arrangement of constituent elements in an individual work |
| content | the subject matter of the work |
| content can be based on..... | mythology, religion, history, current events, personal history |
| context | the setting in which the art arose, its own time and place |
| context includes..... | political, economic, social, and cultural conditions of the time |
| convention | an agreed upon practice, device, technique, or form |
| sonnet | fourteen line poem with certain specified rhyme schemes; identified by the arrangement of lines as either Italian (Petrarchan) or English (Shakespearean) |
| genre | the type or class to which a work of art, literature, drama, or music belongs.....depending on its style, form, or content |
| medium | the material from which an art object is made |
| style | the combination of distinctive elements of creative execution and expression, in terms of both form and content |
| technique | the systematic procedure whereby a particular creative task is performed |
| theme | the dominant idea of a work....the message or emotion the artist intends to convey |
| prose | the ordinary language used in speaking and writing |
| poetry | a more imaginative and concentrated form of expression usually marked my meter, rhythm, or rhyme |
| Three things that mark poetry..... | meter, rhythm, or rhyme |
| Two divisions of prose | fiction and non-fiction |
| Three types of nonfiction | essays, biography, and autobiography |
| Two types of fiction | short stories, novels |
| Two cultural expression modes of humanities | reflection and artistic expression |
| Two modes of reflection | philosophy and religion |
| Three modes of artistic expression | Visual, Performing, and Literary Arts |
| Three things that humans do through humanities | express their most intenst experiences.....reflect on their most essential truth's......attempt to answer profound universal questions |
| Three reasons why religion exists | helps us to understand and cope with death.....find the good in humanity.....relate to the unknown |
| The five visual arts | painting, sculpture, architecture, photography, film |
| The four literary arts | poetry, prose, drauma, film |
| The four performing arts | music, theater, dance, performance art |
| Factors that a contextual analysis focuses on (last 3) | How does the work relate to other works of the same genre or works of the same period? How does the work relate to the works of other artists or other periods? How does the work relate to other works by the same artist? |
| Psychological perspective | What does the work of art suggest about the psychology of the artist? –What are the sexual or symbolic aspects of the work? –What is the artist’s attitudes toward the subject matter of the work? |
| Feminist perspective | How does the work depict women? –What does it say about gender relationships? –Does it reflect a patriarchal society? |
| Religious perspective | What religious point of view is suggested by the work? –What symbolism is used? –What intercultural connections can be made? |
| Economic perspective | Was the work created as a display of power? –How does the work depict people of different classes? –What is the artist saying about the distribution of wealth? |
| In literature, genre refers to that two things? | form (essay, short stroy, novel, poem, play, film script, television script), specific type within a form (tragedy, comedy, epic, lyric) |
| Types of form: | essay, short story, novel, poem, play, film script, television script |
| Specific types within a form: | tragedy, comedy, epic, lyric |
| What is a tragedy? | Specific type of literature within a form where there is a tragic hero that is brought down by his/her own excessive pride. |
| What is a comedy? | Story with a complicated and amusing plot, usually ending with a happy and peaceful resolution of any comflicts. |
| What is an epic? | A poem, novel, or film that is a relatively long recounting of the life of a hero, or the glorious history of a people. |
| What is a lyric? | A short, subjective poem usually expressing an intense personal emotion. |
| An epic ______ _ _____ and a lyric _________ __ ____ __ _________. | tells a story....expresses an idea or feeling |
| Lyric poetry includes | ballads, elegies, odes, and sonnets. |
| Ballads | dramatic verse meant to be sung or recited often by more than one singer or speaker. |
| Elegies | short, serious meditations, usually on death or other significant themes |
| Odes | short lyric poems dealing with a single theme. |
| Two types of sonnets | Italian (Petrarchan), and English (Shakespearean) |
| In an essay the theme is articulated as the? | Thesis |
| Thesis | the idea or conclusion that the essay will prove or support |
| In a novel, story, or play the theme is inferred from | the content and the development of ideas and imagery. |
| Plot | the action of the story, the arrangement of incidents |
| Where the theme may be expressed in a fiction? | the plot |
| The plot can be evaluated by | how well it supports the theme |
| Aristotle's three plot evaluatives | 1. the action should be whole, with a beginning that does not follow or depend on anything else... 2.a middle that logically follows what went before... 3.an end, or logical culmination of all prior action |
| The plot should be | unified, so that every action is necessary and interrelated with all other actions. |
| Characters | provide the human focus, the embodiment, of the theme; they act out and are affected by the plot |
| The primary character | protagonist |
| Types of characters | protagonist, antagonist, dynamic, static, stock |
| Stock characters | representing a type rather than an individual human being |
| Setting | the background against which the action takes place |
| An explication | identifying a poem's intent and evaluating its execution |
| Makeup of an English (Shakespearean) poem | three 4-line stanzas (quatrains), each with its own rhyme scheme, and a concluding 2-line stanza (couplet), that provides commentary on the preceeding stanzas |
| three 4-line stanzas | quatrain |
| 2-line stanza | couplet |
| rhyme scheme in a shakespearean sonnet | abab cdcd efef gg |
| Two primary types of art | representational and abstract |
| Representational Art | true to human perception and presents a likeness of the world much as it appears to the naked eye. |
| Abstract Art | presents a subjective view of the world |
| Perspective | the appearance of depth and distance on a two-dimensional surface; an important convention or representational art |
| Line | the mark made by the artist |
| Characteristics of lines | straight or curved; thick or thin; light or dark; spare or plentiful. |
| Another name for religious music | sacred music |
| Two types of music | religious (sacred) and secular |
| Examples of religious (sacred) music | gregorian chants, masses, requiems, and hymns |
| Examples of secular music | symphonies, songs, and dances |
| Subtypes of music | vocal or choral and instrumental |
| Definition of music forms | particular structures or arrangements of elements |
| Examples of music forms | symphonies, songs, concertos, string quartets, sonatas, masses and operas |
| Music itself is a combination of | tone, tempo, and texture |
| Tone | a musical sound of definite pitch or the quality of the sound |
| Pitch is determined by | the frequency of the air waves producing the sound |
| Scale | a set pattern of tones (or notes) arranged from low to high (or high to low) |
| Name of a familiar scale | Western |
| Western scale | do, re, me, fa, sol, la, ti, do |
| Tempo | the rate of speed of a musical passage, usually set or suggested by the composer |
| Texture | the number and the nature of the voices or instruments employed and how the parts are combined |
| Melody | a succession of musical tones, usually having a distinctive musical shape, or line, and a definite rhythm |
| Rhythm | the recurrent alternation of accented and unaccented beats |
| Harmony | the simulataneous combination of two or more tones, producing a chord. |
Created by:
jfdr31
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