Transcript Romanticism * Constable/Goya Realism * Courbet/Manet

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Midterm is tomorrow – get in missing work
Finish your 2 paragraph reflections and chapter 8 section 5
notes and questions
Turn in before end of class
Turn in movie permission slips ASAP
Wednesday and Thursday, 17-18 – We will work on chapter 9
sections 1 and 2
Friday, Monday and Tuesday, 19-23 – Crash
Wednesday, 24 – Reflection
Thursday and Friday, 25-26 – Final
Monday and Tuesday, 29-30 – Chapter 9 Sections 3 and 4
Wednesday - Friday, 1-3 (Final time?) – American History X
Monday – Thursday, 6-9 – End of course testing
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If you want to attend the play (April 25-27 at 7 pm and April
28 at 3 pm) you can write a review for 50 points extra credit
Five paragraphs:
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Description of the plot and theme
Review of technical elements (what you liked/disliked and why)
Review of literary elements (what you liked/disliked and why)
Review of performance elements (what you liked/disliked and why)
Over all recommendation/opinion
Must be typed
Ticket stub and play bill (pamphlet with performers’ names)
must be stapled to the back of the essay
Due on or before May 3rd
Must specifically address actors/actresses by name
Give your opinion professionally (be honest, not cruel)
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Midterm is tomorrow – get in missing work
Tuesday, 16 – writing folders – start Romantic/Realism art
ppt.
Wednesday, 17 – Finish art ppt. – Review
Thursday & Friday, 18&19 – Final
Monday, 22 – Romantic Music ppt.
Tuesday, 23 – Music Review
Wednesday, 24 – Romantic/Realism Drama ppt.
Thursday & Friday, 25&26 – Final
Monday, 29 – Binder Check
Tuesday, 30 – Test
Wednesday, 1 – Make-up test
Thursday & Friday, 2&3 – Final
Monday-Thursday, 6-9 – End of course testing


If you want to attend the play (April 25-27 at 7 pm and April
28 at 3 pm) you can write a review for 50 points extra credit
Five paragraphs:
–
–
–
–
–





Description of the plot and theme
Review of technical elements (what you liked/disliked and why)
Review of literary elements (what you liked/disliked and why)
Review of performance elements (what you liked/disliked and why)
Over all recommendation/opinion
Must be typed
Ticket stub and play bill (pamphlet with performers’ names)
must be stapled to the back of the essay
Due on or before May 3rd
Must specifically address actors/actresses by name
Give your opinion professionally (be honest, not cruel)
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(1) Each student should have 3 different pieces for your
class: One writing to learn; one writing to demonstrate
learning; one writing to publish.
(2) These 3 pieces should be put into chronological order.
(3) A “Classroom Writing Folder Check Sheet” should be
stapled to the front of these 3 pieces – filled out in the same
(chronological) order.
(4) Each student should write his or her full name, your
(teacher) name, and the class (e.g. Psychology, AP US
History) on the check sheet; in addition, he or she should
write the English teacher’s name at the top of the check
sheet (C. McClure, S. McClure, Johnson, Vaught, Maremont or
Taylor).
 Second half of the 18th century
 Reaction to the Industrial Rev. and
scientific
rationalization of nature
 Used strong emotion as inspiration for art
 Idealized “untamed” nature
 Embraced the exotic and unfamiliar (esp.
Americas and Orient)
 Often a dreamy/foggy look in painting
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British
Known for landscapes/rural
England
No fame until 52 (8 yrs.
Before death)
Moved away from traditional
landscapes
Most of English public didn’t
like/understand his method
Found popularity in France –
Impressionists built upon his
style
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Inspired by everyday aspects of nature.
Very attached to his native countryside.
Enjoyed simple things:
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Willow Trees
Rotten Planks of Wood
Slimy Posts
Brickwork
Studied Weather
 Clouds
 Rain
 Light
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Spanish painter/engraver
Emphasized foreground
against faded background
Art was rebellious and
biased (uncommon at time)
Recorded history – 80
prints/he considered follies
of the times
Near the end – created
frightening and obscure
paintings
Blind and deaf – pigments?
The Sleep of
Reason Produces
Monsters
Without Reason
comes the dark,
demonic,
undisciplined self.
Rigid and inflexible
reason produces
monsters, too.
You
Were
Born
For
This?
Wondrous
Deeds!
Against
Dead
Men!
Polar opposite to Romanticism
Represented objective reality (objects exactly as
they were seen)
 Claimed lack of personal bias
 Rejected exaggerated emotionalism of the
romantics
 Truth and accuracy became ultimate goals
 Depicted everyday people, dilemmas, and
objects
 Reaction to birth of photography
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Chief artist of realism
movement
 French
 Opposed to art that
didn’t show things as
they really were
 No glamorized settings
 Plight of common
people
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Well educated – didn’t do
well academically
 Uncle encouraged his
interest in art – Louvre
 Studied with Velazquez and
Goya
 Thought art should reflect
ideas of present rather than
past
 Step between realism of
Courbet and Impressionism
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