Category: Art & architecture

  • “The Paradox of Life and Death: Analyzing Damien Hirst’s Conceptual Art Piece ‘The Physical Impossibility of Death in the Mind of Someone Living’”

    Damien Hirst D5 Watch this Video: https://youtu.be/uDuzy-t7GDA
    After watching this video, please discuss your opinion of this piece and issues encountered when analyzing conceptual art.
    How does the title impact your understanding of the image?
    Remember with all Discussions: In order to receive full credit you must respond to at least two other postings.
    Post addresses all Discussion prompts and provides opinion and utilizes information from various sources
    Respond to two other postings, engaging in agreement or Debate
    REPLY 1)
    D5 John Rosselot posted Jun 21, 2024 12:56 PM
    In my opinion, Hirst’s piece is both unsettling and fascinating. Seeing a real shark suspended in a tank makes us confront the reality of death in a very direct way. It’s a stark reminder of something we all face but often try not to think about. The realism of the shark makes the piece even more impactful, forcing us to reflect on our own mortality.
    The title of Hirst’s piece plays a significant role in how we understand it. “The Physical Impossibility of Death in the Mind of Someone Living” makes us think about how we struggle to truly grasp the concept of death. It adds depth to the artwork, turning it from just a preserved shark into a powerful statement about our fears and thoughts about mortality. Without the title, we might see it just as a preserved shark, but with the title, it becomes a profound commentary on life and death.
    Reply 2)
    D5 Brooklyn Cuthbertson posted Jun 18, 2024 5:13 PM
    “The Physical Impossibility of Death in the Mind of Someone Living” by Damien Hirst is a thought-provoking and polarizing work that questions conventional ideas about art and death. A preserved shark floating in formaldehyde forms the centerpiece of the striking artwork, which compels viewers to acknowledge the impermanence and transience of life. The visceral impact of seeing such a powerful creature in such an unnatural state is striking. The conflict produced by the shark’s enormous size, motionless state, and display inside a glass tank is both frightening and thought-provoking. Hirst’s work, raises questions about the role of shock and spectacle in conceptual art. I believe that the work puts shock value above content, emphasizing the shark’s spectacular display over a more in-depth examination of philosophy or the arts. This addresses the difficulty in interpreting the artist’s aim and meaning in conceptual art, where the message can occasionally be unclear or susceptible to different interpretations.
    The title asks viewers to think about a paradox right away: how can a living person understand that death is physically impossible? It implies that people find it difficult to completely understand death in a concrete or emotional sense, even when they are conscious of their mortality and are living. The contrast between “in the mind of someone living” and “physical impossibility” encourages reflection on existential issues. It forces viewers to face both their own mortality and the boundaries of human comprehension regarding the end of life. The title also raises philosophical questions about the nature of life, death, and human awareness by emphasizing the contrast between the preserved state of the shark and the inability of properly comprehending death in mental perception.

  • Understanding the Developmental Characteristics of Middle and High School Students and their Impact on Art Education Part 1: Reading and Research 1. Middle and high school students experience significant physical changes during this stage of development, including rapid growth spurts, hormonal

    Part 1: Reading and Research
    Research and record 8-10 key understandings about the developmental characteristics of middle and/or high school students. This should include social emotional, cognitive, physical and artistic developmental characteristics. Use the resources below to construct your list (bulleted lists are fine).
    Link to resources for part 1:
    https://uwmil.instructure.com/courses/648672/files/72028427?wrap=1
    https://developingadolescent.semel.ucla.edu/resource-library
    https://uwmil.instructure.com/courses/648672/files/71245712?wrap=1
    Part 2: Curriculum Research
    Examine examples of secondary art curriculum and artwork using the resources below or through independent research. In 1-2 paragraphs, describe what you notice about concepts, technical skills & media, or artistic and instructional strategies in relation to key characteristics you identified in Part 1. Reference exemplar lessons to clarify your points.
    Link to resource for part 2: https://naea.digication.com/Spiral/Spiral_Workshop_Theme_Groups/published

  • “The Rise and Fall of Sustainable Fashion in the Soviet Union: A Historical Perspective”

    research on sustainable fashion in Soviet Union need to insert references to the text as well and make it sound more casual than aggressive

  • “Contrasting Period Styles: A Comparative Analysis of Abstract Expressionism and Pop Art”

    The pair you choose must be drawn from two different period styles. For example, you may compare an example of Abstract Expressionism with an example of Photo Realism. However, you may not compare an Abstract Expressionist work with another example of Abstract Expressionism
    I have attached the rest of the instructions and what I sort of got so far. I am open to change artworks from same artists.

  • Title: The Intersection of Urban Aesthetics, Temporality, and Movement in “The Gates” of Central Park Introduction In February 2005, New York City’s Central Park was transformed into a vibrant and dynamic art installation with

    Write an essay with the research question of: How do the visual/urban aesthetics of “The Gates” interact with ideas of movement and temporality through central park/the city. Using the framework: urban aesthetics. When writing, specify what exactly urban aesthetics are. Refer to images of “The Gates”, how does temporality play a role in the discourse of urban aesthetics(imagining/interpreting the space). How is temporality in line with movement in this art installation?
    Literature will be provided, please use Chicago style referencing and footnotes, paraphrase when using sources.