Art history 2

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St. Thomas University**We aren't endorsed by this school

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ENGLISH 255

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Arts & Humanities

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Feb 4, 2025

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Gallery One Snapshot Time to apply your art historian skills. Start by gathering the formal and contextual information of the provided works of art. 5. Beaker with ibex motifs Susa, Iran. 4200-3500 BCE. Painted terra cotta. 6. Anthropomorphic stele Arabian Peninsula. Fourth millennium BCE. Sandstone. 7. Jade cong Liangzhu, China. 3300-2200 BCE. Carved jade. When analyzing the artworks, please provide a descriptive summary for each category. Focus: What is the subject matter of the artwork? Content: What are the prominent visual elements and materials that highlight the subject? Function: How is the artwork used or displayed and for what purpose? What message is the artist sending? Tradition: In what historical period was the artwork created and what influence would this have on the artwork? What ceremonial use was involved, if applicable? What artistic tradition may have influenced the artwork? Patron: Who made or commissioned this artwork? If a specific individual is unknown, then describe the culture it is from. Setting: What is the art historical setting? Describe the manner of display, including location, time period, and how it would have been viewed by the intended audience. Artwork Funky Caravaggio: Focus, Content, Function, Tradition, Patron, Setting Beaker with ibex motifs F: Tip: in all of these categories, be descriptive! Please try to describe each section in 2-3 complete sentences. (delete this tip to complete this category) C: Terra cotta beaker: variously painted with intricate design, showing ibex motifs. Firmly drawn lines and geometric patterns outline vividly dynamic forms of ibexes, underlining their horns and bodies, often lying at the core of the visual story of a work of this type. F: It might have had ceremonial use, as it would have been employed either in the course of the ritual itself or as a vessel for an offering. The image of the ibexes likely conveyed information of nature, plenty, or spiritual meaning to which the artist wanted to contextualize the community. T: Done between the periods of 4200-3500 BCE, this creation reflects the artistic tradition that prevailed in ancient Iran because of the importance of potteries as a communal craft. Motifs and their execution suggest influences from contiguous traditions, thus indicating local-regional artistic practices.

P: Although it remains unknown which specific patron requested this beaker, it represents the artistic and artisanal standards of ancient Susa. Such objects likely fell under an aesthetic and symbolic sense of order in the community. S: It would have appeared in a domestic or ceremonial context, perhaps utilized during communal gatherings or rituals. The viewers of the time, appreciative of its artistic beauty along with the cultural significance of the ibex motifs, reinforce shared beliefs and tradition. Anthropomorphi c stele F: The Anthropomorphic Stele is anthropomorphic, upright in posture, and with a face composed of several abstract forms. This may be a grave marker or memorial of some sort, thereby showing just how much emphasis there was on ancestry and identity in this culture. C: Carved out of sandstone, the stele is of a simple and forceful composition in which the body and facial features are outlined by geometric shapes. A relief carving gives vigor to the figure, making it a striking visual reference within the landscape. F: This would have been a grave marker, indicating a place of burial for someone or someone significant in the community. Its presence would denote respect for the dead, importance of lineage, reinforcing social structures and beliefs about the afterlife. The stele represents the evidence of the artistic traditions that were presided over in T: the Arabian Peninsula from the fourth millennium BCE. It reflects a strong emphasis on stone carving. The simplicity of the design would suggest a cultural emphasis on functionality and symbolism over detail and intricacy. P: Although the exact patron is unknown, the stele stands representative of the values held collectively by the society that erected it. This most likely functioned as a communal marker, reflecting the cultural significance of ancestry and remembrance in that historical context. S: It will be located in grave space or even an important place within the community, playing for itself a focus of memory. The fact that it is viewable allows the people of the society to pay their respects and rehearse their living memories, strengthening communal relationships and collective ideologies.

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Jade cong F: The subject matter of the jade cong is largely abstract and symbolic, in which the real meaning has always eluded the scholars. C: Features that stand out with a jade cong would be the cylindrical body, the rounded hole in the middle, and an intricately carved surface, which very often consists of geometric patterns, animal forms, and signs and symbols of power and authority typical in this sort of carving F: it functions in the context quoted something to do with the ritual and ceremony of the burial; it may be somehow a status symbol in such circumstances. The question of its direct function remains open T: The Jade Cong originates from the Neolithic in ancient China, at a time when jade was especially considered to be a high-value substance for its symbolic importance, supposedly invested with magical properties. Although the artist of the creation of the Jade Cong is unknown, his work surely emerged from the conventions of jade carving and ceremonial art in ancient China. P: The work on the jade cong would most likely have been executed by skilled craftsmen under the patronage of elite members from Ancient Chinese civilization S: Setting: It had mostly been seen in ceremonial purposes such as those from burials or forms of ritual ceremony. An elite audience who can appreciate not only its beauty but also the symbolic significance of the object view it. The jade congs are now part of the collection of museums worldwide and are studied by scholars and lovers of the arts After you gather the formal and contextual information, analyze your research and respond to the questions. Making Comparisons: Compare the contextual elements between at least two of the artworks. Contrast the contextual elements among at least two of the artworks. Tip: Remember, contextual elements are the external factors like where something was found. How it was used, what we know about the population that made it, etc. (Delete this tip and write your response here. Treat these sections like short essay responses) Analyze Materials and Content: Explain how context influenced artistic decisions about materials and/or content in the creation each of the provided Tip: How does what each artwork is made from tell us something about how and why the artwork was made? What materials were available to

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works of art. people? Imagine how the time-period in history would impact the decisions these early artists would have made. (Delete this tip and write your response). Interpretation: Describe one art historically relevant interpretation of each of the provided works of art. Distinguish the accepted meaning of each artwork provided by primary sources. Tip: For the Interpretation section you'll just need to describe the historical meaning of each artwork. So when you check academic sources like Khan Academy and Art Museum sites. What do they say about the likely function of each artifact? (delete this tip and write your response) Evidence: Explain how the interpretation of each of the provided works of art are derived from an analysis of their form, style, materials, content, function, or context. Define the historical or contextual facts that make the accepted conclusions correct. Tip: The evidence section will be the "why" behind the interpretation. So, did historians determine the artifacts function from the materials? from how it looks? Where it was found? Use these factors to describe the why. (Delete this tip and write your response) Resources: Tip: Please avoid the source https://sites.google.com/site/adairarthistory/ It pops up often in a web search but this is a personal blog site, a google site, and is not an academic research source. Stick with sites like Khan Academy, Smart History, and Art Museum sources. (Delete this tip and list the url addresses of all sources you referenced) Please list all sources used outside of the course reading and CED framework. Your sources should include at least one primary source, like the artwork itself, firsthand accounts created by the artist, immediate audiences, or others. They should also include at least two secondary sources, like journal articles, critical reviews, or museum interpretive materials. Sources should be credible, please avoid personal pages, wikis, or blog posts.

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