More Misconceptions in History

Are you beginning to understand just how much is left out of our histories? From early childhood, we are taught about this brave group of individuals who courageously set out to find a new life for themselves in the “New World.” A life where they could be free to worship and live as they chose…and when they got here they had to labor and toil day and night in the midst of an inhospitable and unfamiliar land. Luckily, however, the kindly natives befriended them and helped them survive their first winter here in their new home. And when harvest time came the following year, they all sat down together at the table of brotherhood holding hands, enjoying the fruits of their labor and singing Kum Ba Yah….Does this sound about right? The Pilgrims… a small group of people we thought were seeking religious freedom when they came to this country…we thought they were simply an example of moral, upstanding, Christian leaders responsible for much of the foundational ten- ants which lay at the core of this country… or were they? What have you learned about this group of people now that you’ve read Loewen’s chapter? Some of the issues I find interesting about this group: • They were not seeking religious freedom when they came, they had already found it…in the Netherlands.

• They may have hijacked the Mayflower…and in today’s language, what do we usually call a group of people who hijack a ship or plane? • When they got here, they did not have to “tame” the wilderness…where did they actually settle? In Squanto’s old village. The homes were already built, crops planted… • When they got here what did they do immediately? Begin looking for gold…. • And they looked in some of the most interesting places…like graves. • Because they began immediately looking for gold and not preparing themselves for the months ahead they get themselves in a predicament…and many resort to cannibalism….yes, cannibalism . Many of us remember the Thanksgiving plays we participated in as children in elementary school…where we made the construction paper hats with the big buckles and buckles for our shoes, or the construction paper feather head- dresses…or how we would trace the outline of our hand onto our drawing paper with our crayons and magically it would morph itself into a turkey…we spend much, much time and energy on this “creation” story…. Shouldn’t we include some smallpox ravaged natives, complete with blistering pustules, to represent the 90% of the entire Native American population (in the North and South American continents) wiped out by disease? After all, this is part of the Pilgrims’ story isn’t it? Shouldn’t we include the story of Metacom’s War (named after the son of the original Native American leader who helped the Pilgrims) and all of the ghastly things done to Metacom? His being drawn and quartered by the Pilgrims, them cutting off his hands and putting them on display in Boston, and removing his head and taking it back to Plymouth to mount it atop a big, long stick in the middle of town square where it would remain on display for 25 years? I kid you not…. Should we not include slavery? As the Puritans were one of the main North American contributors to the Trans-Atlantic Slave Trade-an  institution responsible for the loss of 50 million people from Africa through enslavement and death? Why do we spend so much time on this group of people in school? Perhaps even more importantly, why do we spend so much time on this Disney-esque version of the Pilgrims? What purpose, what lesson, do you believe studying the Pilgrims in this way serves?

https://youtu.be/cQIMrw8gSVQ

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Discussion post

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 4, 5, 6
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Initial Post Instructions
For the initial post, select and address one of the following:

  • Option 1: Examine Marx’s writings on communism and socialism and compare them to how they manifested in reality? What worked and what didn’t? What misconceptions do we have about his original intent based on what we see in past or current governments?
  • Option 2: Compare and contrast communism and fascism. Select one example for each to examine the origins of the governments, their accomplishments, and their failures. What accounts for the fact that the masses mobilized to support these movements? Elaborate.
  • Option 3: Examine Depression-Era social programs (select one or more to examine in detail). Were the fears of a communist take-over based on the implementation of these programs grounded in reality? Why or why not? How do they compare to social programs in place today?

Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. At least one of your responses should be to a peer who chose an option different from yours. Further the dialogue by providing more information and clarification.

Writing Requirements

  • Minimum of 3 posts (1 initial & 2 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

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History homework help

Read Charlemagne’s Instructions to the Missi :

What does the General Capitulary for the Missi reveal about Charlemagne’s vision of himself and his empire?

In what ways were his Christian beliefs central to both?

Why might Charlemagne have considered it necessary for all freemen to swear an oath of fidelity to him as emperor?

please write above 300 words

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ARH 131: VISUAL ANALYSIS PAPER

One of the more traditional assignments students encounter in an introductory Art History class is to write a visual (formal) analysis paper. This assignment, which is based on the student’s visit to the Lowe Art Museum on the University of Miami campus in Coral Gables, whose permanent collection contains Greek pottery from the time period that we are studying in Unit 2, requires students to trace the development of Greek pottery, by examining the various techniques and quality of naturalism that evolved over the course of approximately four centuries. Students will select four objects in the collection to analyze: one (1) from the Geometric period; one (1) from the Orientalizing period; one (1) object utilizing the black-figure technique; and one (1) utilizing the red-figure technique. Pay close attention to each of the object’s stylistic features, describing each element and integrating into your analyses comparisons to object(s) we have studied in the textbook or in lecture from the PowerPoints. When selecting objects to compare the Lowe museum pieces to, be discerning.

That is, try to find objects that share more characteristics than not. The aim of this 5-7 page (excluding printed imagery of the objects, which may be either wrapped in the text or placed at the end of the document and labeled), double-spaced, typed assignment is for students to develop an eye for style and locate the subtle differences that distinguish one technique or tendency from another. As such, the paper should be organized with an introductory paragraph, body, and conclusion. The introduction may include some general information (e.g., historical, economic, cultural) about the objects’ specific time period(s), and the technique(s) utilized to create the object(s). More importantly, the introduction should include a thesis statement. Be sure to organize the body in a logical, analytic fashion, and conclude the paper with some remarks about the significance of the objects — that is, how they fit into a larger Greco-Roman art historical framework. Remember, this is NOT a research paper; however, if you quote a source (e.g., a placard or web site from the museum), be certain to include a citation

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Art History-Romanesques period

 The architecture of the Romanesque period had significant influences from the Ancient Romans.  Do these Romanesque buildings remind you of anything from the Ancient Roman Unit?  Do you see similarities within these buildings that are alike your architectural search of your community in Unit 3?  Choose one Romanesque feature of architecture, be it an entire structure or a specific detail from Unit 7 content, and compare/contrast it with one from the Ancient World (using an example from Unit 3 or Unit 4).  Interpret how the Romanesque period used the influence from the Ancients to create a new system for Christianity

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reading summary

Journal of Visual Arts Practice Volume 7 Number 1 © 2008 Intellect Ltd

Article. English Language. doi: 10.1386/jvap.7.1.11/1

Intellectual process, visceral result: human agency and the production of artworks via automated technology

Michael Betancourt

Abstract Automated technology that produces art presents specific issues for interpreta- tion: where should the artwork be situated – in the objects the machine pro- duces, the machine itself, or the design for the machine? Central to this question is the issue of human agency in the creation of art. This paper examines these issues in relation to the implications of Sol LeWitt’s ‘Sentences on Conceptual Art’, and frames the question of human agency in relation to the work of con- temporary artist Roxy Paine, and the historical artists Mary Hallock-Greenewalt and Richard M. Craig who created autonomous systems for making visual music. These artists’ work involves automated technology that functions without their intervention. These works suggest a framework that recognizes the artist’s role as the designer of art, rather than as necessarily the fabricator of those works.

In the New York Times art review ‘Computer Generated Pictures’, published on 8 April 1965, Stuart Preston made an eerily prescient prediction in his review of the first computer art exhibit:

[Some day] almost any kind of painting can be computer-generated. From then on all will be entrusted to the ‘deus ex machina.’ Freed from the tedium of techniques and the mechanics of picture making, the artist will simply create.

(Preston 1965)

When one considers the painting- and sculpture-making machines of Roxy Paine, for example, it is tempting to believe this situation has come to pass, raising the implicit question of Preston’s comment: what does the artist do that qualifies as ‘simply create’ if the artist actually needs to do nothing to produce a particular artwork? This question is the problematic provoked by autonomous systems: if computers can produce art without the need of the artist to guide them, then what could be called ‘Preston’s problematic’ appears: the artist may surrender their agency in the creation of art to a machine, rendering themselves irrelevant to the creation of art.

Automated systems for making art present specific problematics for human agency, and they apply equally well to earlier developments in automated technological art, such as Mary Hallock-Greenewalt’s Sarabet, a technological instrument that began as an automated, mechanical system for visual accompaniment to music; or in the work of other artists who constructed

11JVAP 7 (1) pp. 11–18 © Intellect Ltd 2008

Keywords new media art conceptual art process computer-

generated art

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automated colour organs such as Richard M. Craig (Betancourt 2004). The implications of Sol LeWitt’s comments on ‘conventions’ suggest a possible framework for thinking about art making in a way divorced from human activity, if not human agency.

LeWitt’s ‘Sentences on Conceptual Art, 1968’ includes four sentences that directly mention working with/within the ‘conventions of art’. These sentences are significant because they propose that art making is explicitly a matter of conditions that determine the work of art by creating a network of potential approaches to its facture. As a whole, the twenty statements suggest that the conventions of art are historically contingent objects (Poggioli 1968: 56), directly influenced by the art they describe. This is a dynamic situation, where the conventions constrain the potential objects, which can be art as they are affected by those objects (Eco 1984: 66–67). These sentences are representative of a shift in conceptual art from the creation of objects to the generation of specific conditions for the creation of art based on ‘the artist or somebody else fabricating or describing the piece as equal conditions for the production of [the art], thereby abolishing the notion of artist centered production’ (Alberro 2000: xxii–xxv), a situation that has explicit implications for automated art, since the role of the artist is extremely atten- uated when compared to, for example, a handmade (manually produced) painting.

However, where conceptual art abolishes the object as well as the artist’s physical labour in creating the artwork, LeWitt’s ‘Sentences on Conceptual Art’ still assumes that there will be some type of object produced from the artist’s activity; this feature of his articulation makes his comments more directly applicable to any theorization of human agency in relation to automated art-making systems. The significant factor in such a framework is how the human agency is separated from the mechanical aspects of actually making the work. LeWitt’s comment that ‘The idea becomes a machine that makes the art’ (Lippard 1997: 28) is a good example of this framework in action and provides a point of reference for considering these statements as the basis for a theory of human agency:

(17) All ideas are art if they are concerned with art and fall within the conven- tions of art. (18) One usually understands the art of the past by applying the conventions of the present, thus misunderstanding the art of the past. (19) The conventions of art are altered by works of art. (20) Successful art changes our understanding of the conventions by altering our perceptions.

(LeWitt 1972: 174–175)

While LeWitt mentions ‘conventions’, and uses the term as if it is unques- tioned what these ‘conventions’ may be, the precise nature of that con- cept is unclear. Understanding the specific nature of these conventions clarifies their application to contemporary work by artists, such as Roxy Paine, where the question of human agency is central: when devices create art autonomously, determining what constitutes human agency is neces- sary in order to decide what constitutes the art. What is at stake in this sit- uation is the status of the objects produced; this interpretation assumes

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that art is dependent on human agency, so the relationship between human agency and the autonomously produced object is crucial.

Creating a framework for human agency in relation to autonomous sys- tems depends on understanding the meaning and role of conventions. The two most apparent approaches to the meaning of this term are not directly opposed, but neither do they provide an understanding of what can be done with the conventions. The first would take conventions to mean those rules for selecting from possible objects for inclusion in the category ‘art’, and would provide guidelines for ranking those objects hierarchically. The second understanding of this term shows methods to interpret the works already in the category called ‘art’, and aids in developing arguments about their significance and meaning (Danto 1990: 217–231).

Both approaches to the meaning of conventions assume that the received meaning of art (i.e. the traditional definition) is not in doubt. Such a usage of conventions takes the form of a lexicon of established ways and means – practices having particular meanings as a result of their repeated use. Making art with this view of conventions is essentially academic; the conventions are received dicta not open to question, debate or investigation.

However, within LeWitt’s statements there is a third understanding of these sentences that suggests that conventions are directly connected to the process of making the works themselves: a set of rules invented by the artist based on their particular interests, using history as source and refer- ent. This approach can be understood in terms of (a) avant-gardism and those objects that may be included as art; or (b) interpretation, work com- menting on its historical embeddedness; or (c) as a comment on the direct influence that an artwork can have on subsequent work – how all art is interpreted by each new work’s expansion/comment on the history of art. The third interpretation is one which emphasizes process. This would be the ‘productive’ interpretation of the ‘Sentences on Conceptual Art’.

This third interpretation raises (again) the question of human agency in making art. Approaching conventions as a set of rules whose application will determine a particular work enables a view of human agency separated from the fabrication of the artwork: an approach that has ample historical support ranging from Marcel Duchamp’s readymades through the use of commercial reproduction, and even the historical debate about photogra- phy as art. It is a history where the removal of direct, clear human agency (as in manually produced artworks) results in a denial of the status ‘art’. Each of these historical examples raises the question of human agency anew. They are all examples of Preston’s problematic where deciding a work is art demands a new consideration of human agency in regard to fabricat- ing artworks.

The concept of ‘axioms’ from the field of mathematics provides a useful parallel for conventions in art. Viewing conventions as axioms makes them into a function of the framework used in the working process. LeWitt states that these constraints – when drawn from the history of art – form the con- ventions an artist employs in the process of making artwork. The crux of his sentences is the relationship an artist has to the source of those conven- tions: given the breadth of art history, it is arguable that these conventions could take potentially any form; his comments suggest that creating the

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boundaries necessary for working becomes part of the artist’s work (or is the art itself ).

Art objects exist simultaneously as objects for interpretation and as expressions of specific conventions whose relationship may not be self- reflexive: the conventions themselves are separate from any meaning that may result from following those conventions. The concept of ‘style’, as used to describe traditional art, can be understood to perform this role. The creation of a convention set (whether explicitly as conventions or implicitly through style) provides the logic of the sequence. These conventions pro- duce a network of potentials that enables the creation of the individual work. This framework necessarily constrains the physical form of the work and the possibilities for depiction within that form.

LeWitt’s conception of conventions suggests a radically different view of the artistic creative process, one much closer to mechanical design than the action of ‘genius’. The artist chooses/creates the conventions that are the operational parameters for the artwork, then constructs objects within that field of potentials. Whether this fabrication is manually or autonomously done makes no difference to the issue of human agency because the crucial decisions about the art takes the form of conventions, rather than the artist’s labour in making objects. LeWitt’s sentences propose a typical approach to conceptual art that can allow the instructions to become the work, eschewing objects in favour of the audience mentally creating the art; Yoko Ono’s fabrication of her ‘instruction paintings’ in the 1990s (Ono 1995) demonstrates the feasibility of these instructions in the actual creation of objects.

When making art becomes an autonomous process, the aesthetics of the work are literally built into the machine itself. This issue is especially clear with an entire category of art-making devices called ‘colour organs’. Mary Hallock-Greenewalt, an early developer of colour organs (and inventor of new technologies), described two specific potential approaches to colour music (Hallock-Greenewalt 1946): (a) the live, virtuoso performance and (b) automated performance, where a machine performs using a pre- arranged set of instructions for colour music (Betancourt 2005). The auto- mated approach (b) has been employed by various other artists whose machinery responds to music following a predetermined set of potentials; this latter variety is the ‘music visualizer’ now a common feature on most computers.

What these machines all have in common is that the decisions about the relationship between sound and image must be made by the artist a pri- ori to the construction of the device: the visualizer cannot exist without these conventions. The determining factor separating one music visualizer from another is what it does – i.e. what conventions it establishes in how it visualizes music.

Hallock-Greenewalt’s machines create very different effects from Richard M. Craig’s Radio Color Organ. His machine was specifically designed to gen- erate autonomous visual accompaniment to broadcast music (Betancourt 2004: 167–171). Whether the artist or someone else then manufactures the machine is irrelevant since the significant choices – the artist’s agency as artist – determine the machine’s function. The artist chooses which con- ventions to follow and which to ignore, constrained only by the technology

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available; Hallock-Greenewalt was forced to invent new technologies to enable the construction of her visual music instrument, the Sarabet. This technologic limitation is not one of aesthetics derived from art history, but an engineering problem.

The historical development proposed by Clement Greenberg in ‘Modernist Painting’ where each successive new art is a historically mandated reduc- tion towards purity (Greenberg 1986: 85–93) cannot apply to works created within this framework because the conditions which would allow such development no longer apply (Danto 1990: 46). Any art that asserts such a framework would (ironically) appear either ahistorical or quotational, rather than simply a manifestation of a historically mandated art. LeWitt explicitly states this situation in ‘(19) The conventions of art are altered by works of art’. As Arthur Danto has observed,

The philosophical question of the nature of art, rather, was something that arose within art [following the 1960s] when artists pressed against boundary after boundary, and found that all the boundaries gave way.

(Danto 1990: 15)

These boundaries were defined by traditions that the avant-garde systemat- ically attacked and destroyed between the 1860s and the 1960s, with the resulting effect that artists entered into the new historical moment uncon- strained by the tradition that Danto describes; LeWitt’s sentences are a product of this changed relationship to the past.

Implicit in this framework is an understanding that conventions are specifically serial; a particular historical framework presents constraints on the potentially available forms (called ‘aesthetics’). Making art requires the elaboration of specific groupings of conventions whose choice is funda- mentally arbitrary (a matter of the individual artist’s choice rather than mandated by any external authority such as an academy or tradition). Umberto Eco explains what this conception of ‘seriality’ means:

The real problem is that what is of interest is not so much the single variation as ‘variability’ as a formal principle, the fact that one can make variations to infinity. Variability to infinity has all the characteristics of repetition, and very little of innovation. But it is the ‘infinity’ of the process that gives a new sense to the device of variation.[…] What becomes celebrated here is a sort of vic- tory of life over art, with the paradoxical result that the era of electronics, instead of emphasizing the phenomena of shock, interruption, novelty, and frustration of expectations, would produce a return to the Cyclical, the Periodical, the Regular.

(Eco 1984: 46)

In describing serial forms, Eco also identifies the atomization effected by conventions. The return to repetitious, continuous forms is not as surpris- ing as it sounds from Eco’s description. The demands imposed by the adaptation of aesthetic methods towards procedures adoptable by auto- mated production, with its historical foundations in the assembly line’s breakdown of production into modular components joined into a seamless whole. Eco’s observation that the ‘era of electronics’ effaces fragmentation

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in favour of continuity is a return of the classical idea of ‘transparency’ where the actual manufacture of the artwork is hidden from view, instead presenting an illusion of seamless facture; this transparency is also a goal of designers who develop computer software (Pold 2005: par. 6), suggest- ing a possible inverse correlation between the experience of interruption provided by the technology and transparency, i.e. the greater the interrup- tion, the more it will be used to create a transparent experience.

As Paine’s machines or Hallock-Greenewalt’s Sarabet demonstrate, con- structing a machine of any type is an issue of engineering, and building a device capable of producing the desired result requires an explicit descrip- tion of any physical product that particular machine will make. An explicit iteration of conventions is required for the design of machinery for the auto- mated creation of artworks. Machines for fabricating art therefore make the conventions of art an immanent part of their design; i.e. their conventions (the aesthetics they employ) are an emergent property available through examining their design. These conventions are also apparent through the product (the art) created by the machine’s operation. At the same time, the approach to creating art this framework describes is one in which the artist assumes the role of designer, in effect separating the fabrication of the art (including the manufacture of the machinery) from the decision-making process that leads to that art.

Situating human agency at the decision-making stage of the art’s pro- duction creates two distinct ways to view the function of the framework in producing the art. Emphasis can be placed on either (a) the machine itself, or on (b) what the machine produces. Robert Scott’s discussion of Paine’s robots for making art – built to function like an automated assembly line – clarifies this issue:

Paine’s PMU (Painting Manufacture Unit), 1999–2000 provides a perfect example of this rigorous engineering… . To make just one painting, the process [the machine follows] may repeat itself between 80 and 200 times, without any intervention whatsoever from the artist… . Paine’s insistence on this technical exactitude and lack of superfluous detail reveals his surprisingly mechanistic understanding of the inventions he aptly regards as ‘labor saving devices’. By automating processes lasting from many hours to many days, they spare the artist’s time and attention, rendering his engaged presence irrelevant to the creation of the work.

(Rothkoff 2001: 21–25)

Paine’s use of the computer as a technical device avoids the physical labour of the artist, since once set in motion it will make art without any further need for assistance. If the artist’s programming and design of the machine gains emphasis, as in Scott’s description of the Painting Manufacture Unit, it makes the result simply a proof that the machine does what it should. This ‘proof of function’ interpretation literalizes LeWitt’s comment that ‘the idea becomes a machine that makes the art’. Viewing what the machine makes as a proof of function renders those works simply an iteration of fol- lowing the instructions, specifically displacing the art from the fabricated works onto the machine itself and its processes, something Paine’s concept of labour-saving devices argues against. The same lingering scepticism that

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denied photography the status of art for the first century of its existence is evident here in the tendency to deny the art produced by a machine status as an artwork, even though that machine follows the artist’s specifications precisely.

What is at issue with these works is the question of human agency in the creation of art: what role must the artist have in relation to the creation of the art for it to be immediately acceptable as art? Paine’s work, while provocative in this regard, ‘plays it safe’ by exhibiting both the mechanism and the results of its functioning. The presentation of both autonomous machine and its products together avoids the problematic this work sug- gests by allowing the proof of function interpretation, an approach that is less readily available if the machine is not exhibited in conjunction with the work produced.

This paper proposed a framework for understanding art making based on human agency divorced from direct human action that is implicit in the idea of conventions suggested by Sol LeWitt in his ‘Sentences on Conceptual Art, 1968’. The ability to break the process of making art into a set of descriptive instructions (the network of potentials that conventions produce) is a prerequisite to being able to produce art-making machines. By focusing on the decision-making aspects of human agency in determining the final artwork rather than the active, physically engaged dimension of art creation, it becomes possible to consider the distinctions between these two activities and the ways they combine to literally inscribe aesthetic con- cerns and beliefs about the nature of the work in the construction of machineries for making art. This framework recognizes the artist’s role as the designer of art, rather than as necessarily the fabricator of those works. Understanding the creation of art in these terms extends the recognition that skilled labourers employed by an artist (in the form or technicians or assistants) in making art can be applied and understood as in the use of automated technology as well.

References Alberro, Alexander (2000), ‘Reconsidering Conceptual Art’, in Alberro, A. and

Stimson, B. (eds), Conceptual Art: A Critical Anthology, Cambridge: The MIT Press.

Betancourt, Michael (ed.) (2004), Visual Music Instrument Patents, Vol. 1, Holicong: Borgo Press.

——, (ed.) (2005), Mary Hallock-Greenewalt: The Complete Patents, Wildside Press.

Danto, Arthur (1990), Beyond the Brillo Box, Berkeley: University of California Press.

Eco, Umberto (1984), Postscript to The Name of the Rose, (trans. William Weaver), New York: Harcourt Brace Jovanovich.

Greenberg, Clement (1986), The Collected Essays and Criticism, Volume 4, Chicago: University of Chicago Press.

Hallock-Greenewalt, Mary (1946), Nourathar: The Fine Art of Light-Color Playing, Philadelphia: Westbrook Publishing.

LeWitt, Sol (1972), ‘Sentences on Conceptual Art, 1968’ in Art-Language, 1:1, 1969, reprinted in Meyer, U. (ed), Conceptual Art ed. Ursula Meyer, New York: Dutton.

Lippard, Lucy (1997), Six Years: The Dematerialization of the Art Object, Berkeley: The University of California Press.

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Ono, Yoko (1995), Instruction Paintings, New York: Weatherhill.

Poggioli, Renato (1968), The Theory of the Avant-Garde, Cambridge: Harvard University Press.

Pold, Soren (2005), ‘Interface Realisms: The Interface as Aesthetic Form’ in Post Modern Culture, 15:1, par. 6., www.iath.virginia.edu/pmc/current.issue/15.2pold.html.

Preston, Stuart (1965), ‘Reputations Made and in the Making’, in The New York Times, 18 April.

Rothkoff, Scott (2001), Roxy Paine, New York: James Cohan Gallery.

Suggested citation Betancourt, M. (2008), ‘Intellectual process, visceral result: human agency and the

production of artworks via automated technology’, Journal of Visual Arts Practice 7: 1, pp. 11–18, doi: 10.1386/jvap.7.1.11/1.

Contributor details Michael Betancourt is an independent scholar, curator and new media/installation artist who writes critical theory. His papers have appeared in Leonardo, CTheory, The Millenium Film Journal and Semiotica, and he has edited several anthologies on visual music technology and art, as well as having written the book Structuring Time, a theory of motion pictures based on the historical avant-garde.

Contact: 1718 Summit Street, Sioux City IA 51105, 712-252-9595. E-mail: cinegraphic@gmail.com

18 Michael Betancourt

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Art and Social Change in Latin America: Diego Rivera

Write essay answers (you will need at least two or three paragraphs each, maybe more) for each question based on the readings and the texts. No citations are necessary. Please give examples and do not give vague answers. Provide details to back up your arguments.

  1. How were Mexican muralists influenced by the 1910 Revolution and other uprisings and what were the objectives of the early mural movement in Mexico?
  2. How did Diego Rivera view the role of an artist in society and how was this expressed in one of his murals? ( You need to look at the interview with his daughter to answer this)

https://www.youtube.com/watch?v=mQpmzyRb_Mc#action=share (Links to an external site.)
Minimize Video

3. Describe the differences in the approach to art of the following artists. How did their artistic vision differ?

a. Diego Rivera
b. Jose Clemente Orozco
c. David Alfaro Siqueiros
d. Frida Kahlo

4. How did the Zapatista movement of the 1990’s transform Mexican culture?

(watch the film, The Sixth Sun: Mayan Uprising in Chiapas, to answer this question.

5. How was the representation of women and their participation in art transformed in the 1920’s and 1930’s in Mexico?

6. Describe the topic of your research paper and explain how the topic is relevant to the material presented in this class.

You can write about any topic you can relate to the material in this class. You can write about artists in the visual arts, music, film, theater, dance, performance art, or any other art movement that you can relate to the topics in this class.  Previous topics have ranged to Chicano muralism, the analysis of feminist themes in Frida Kahlo’s work, to Banksy, Guayasamin, to Bad Bunny.

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Essay 6

Select one of the following essays.

Your answer must include an introduction, multiple body paragraphs, and a conclusion. You cannot quote from the textbook or use outside sources.

1. In what ways did the end of slavery in the North bring about an increase in anti-black prejudice? What strategies did free black northerners develop to combat discrimination and fortify their communities?

2. What techniques did free blacks employ, and what organizations and institutions did they found, to advance the developing black freedom movement?

3. Describe the various legal and political battles surrounding slavery during the years 1850-1860. How did black northerners respond? What impact did these events have on the black freedom struggle?

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Paper Revising & Reply to Students

In week 3 you completed Research Paper Part 1 which included your introduction, references, and paper outline. Review the feedback you received from your instructor on Research Paper Part 1 before completing Research Paper Part 2. Before submitting your research paper, review the grading rubric below to gain a full understanding of the requirements for the assignment.

Your assignment is to write a 1250-1800 words paper on your chosen topic, from Week Three, Final Research Paper Part I. You are expected to cite at least five reputable, scholarly sources (outside of the course text) in supporting your thesis on your chosen topic.

Please follow these Guidelines:

  1. Use MLA format for your documentation and paper formatting (use one or the other style, but be sure you use it correctly and consistently throughout your paper.
  2. Cite, quote and paraphrase ethically and correctly. No more than 5% of your paper may be made up of quoted material.
  3. Include examples of art works to support your analysis. If you would like to include images in your paper, they must be properly captioned and cited.
  4. Use the art elements and design principles vocabulary in your writing.
  5. Submit your paper as an attachment in MS Word format. Click on the “Week Four Assignment – Final Research Paper Part II” link above to submit your assignment and have it filtered through Safe Assign.

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American History Reform

Instructions: In an essay of no more than 1200 words, answer the following question. Please use parenthetical citations (Moore, p. 3). No need for a bibliography or “Works Cited” page.

The period between the Civil War and the 1920s witnessed a remarkable transformation of American culture (for example, the critique of “Victorianism”) and of American sports (for example, the rise of College football and the popularity of boxing). The two books about this period are, Brian Ingrassia’s The Rise of Gridiron University and Louis Moore’s I Fight for a Living. While these books focus on very different topics, they have some overlapping themes. Compare and contrast these books and explain how, taken together, they help explain key developments in American society in the critical years from the 1870s through the 1920s.

Please be sure to back up your claims with evidence drawn from these books as well as the lectures.

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