Sacred Realm of Art Analysis

I’m studying for my English class and don’t understand how to answer this. Can you help me study?

topic 1:Read the Sacred Realm of Art and answer the questions:1. How is the text structured overall?

a. narrative

b. comparison-contrast

c. topic-subtopic (description)

d. problem-solution

2. Make a general map (i.e., visual representation) of the reading.

3. In what paragraph would you place this image: Bwa mask.jpg

4. Read paragraph 2 closely. The text analyzes the Olmec figure using both the critical approach and the historical approach.

a. What does the text say about the Olmec figure from the perspective of a critical approach?

b. What does the text say about the Olmec figure from the perspective of a historical approach?

5. Although there is no explicit comparison-contrast discourse in the reading, which paragraphs might invite you (the reader) to compare two pieces of art? Why?

6. What is the purpose of sacred art?

topic 2:Looking at Art 3

Study this painting by Norman Rockwell. It is called The Runaway.

A young boy with a knapsack sitting in a diner talking to a police officer and a waiter.

Now read the two passages below. Based on your understanding of Looking at Art


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, which passage is an example of the art criticism approach to looking at art, and which one is an example of the art history approach.

Explain the reasons you say so.

Passage 1

The Runaway is one of people’s favorite Rockwell paintings. Rockwell often used models to pose for his paintings. For the Runaway, Rockwell’s neighbor, Richard Clemens, who just happened to be a Massachusetts State Trooper, gladly posed for the artist, along with young Eddie Lock. After posing for this now iconic cover in 1958, Richard and Eddie didn’t see each other again until 1971 when they happened to find themselves sitting next to each other in an evening class (in logic) at a community college.

Passage 2

The painting shows three people inside a diner. We see two of the characters from behind. One is a young boy about 6-7 years old. On the boy’s left is a policeman. They are sitting on tall stools at a lunch counter.

The boy is neatly dressed in a yellow t-shirt and blue jeans. A dark blue jacket lies across his lap. His jeans are a bit too short to cover his white socks, which are a little dingy, and droopy. He has brown shoes, which seem only a little bit worn. The right shoe is untied. On the floor just to the right of the boy’s seat is a red-polka dot bundle with carrying stick.

The policeman wears a uniform consisting of navy blue pants and calf high boots, a lighter blue shirt, and a navy blue cap. A pistol hangs in its holster from the policeman’s right hip and a notebook peeks out of his right rear pants pocket. The policeman is very large compared to the boy.

In this moment captured in the painting, the policeman is leaning to his right and bending down to bring his face closer to the boy. The boy and policeman look at each other quietly. A third man, a waiter, in a white shirt faces them from behind the lunch counter.

topic3: Read The Golden Age of Islamic Invention, p. 164-166.

Make a timeline. Your timeline should have dates (e.g., 1300), periods (e.g., the Classical Age) AND events (e.g., Al-Jazari invents a system for raising water).

You can draw your timeline by hand and take a picture. It will be easier than trying to use MS Word.

See the beginning of a timeline below. I have gotten you started with some examples. You need to add additional items based on the reading. Try to be thorough; don’t leave out important ideas.

Islamic Invention-1.png

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