TEST BANK for Living with Art 12th Edition by Mark Getlein.

Living with Art, 12e (Getlein) Chapter 1 Living with Art 1) What human ability seems as deeply ingrained as the impulse to make and respond to art?

A) Learn language B) Hunt for food C) Fight or flight response D) Reproduce Answer: A Explanation: The impulse and ability to learn language set us apart as humans.

Topic: Purposes of art Learning Objective: Recognize why artists make art.

Bloom's: Understand Accessibility: Keyboard Navigation 2) What is the famous Neolithic structure in England, made of megaliths that once formed several concentric circles?

A) Megalopolis B) Stonehenge C) Jahangir D) Chauvet Answer: B Explanation: Stonehenge was built in several phases over many centuries with some stones weighing 50 tons each.

Topic: Creating art Learning Objective: Recognize how art can be created for some human purpose.; Describe the creative process and its objects.; Identify significant works of art and artists.

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3) Radiocarbon testing indicates that the earliest images made by humans date back to what period?

A) Neolithic Era B) Paleolithic Period C) Jurassic Period D) Bronze Age Answer: B Explanation: The testing accurately dated the cave paintings and pushed back the history of art several thousand years.

Topic: Creating art Learning Objective: Recognize how art can be created for some human purpose.; Recognize how art can record and commemorate.

Bloom's: Remember Accessibility: Keyboard Navigation 4) Who said, "All art is basically Paleolithic or Neolithic: either the urge to smear soot and grease on cave walls or pile stone on stone"?

A) Constantin Brancusi B) Maya Lin C) Anthony Caro D) Vincent van Gogh Answer: C Explanation: This quote was said by Anthony Caro, a contemporary British sculptor.

Topic: Role of the artist; Purposes of art Learning Objective: Recognize why artists make art.; Recall the role of the artist.

Bloom's: Remember Accessibility: Keyboard Navigation 5) According to the author, why do humans have the impulse to create art?

A) To achieve superiority over animals B) To explore aesthetic possibilities C) To construct images and forms that carry meaning D) To create order and structure Answer: B, C, D Among other reasons, the author suggests that humans create art to construct meaningful images and forms, create order and structure, and explore aesthetic possibilities.

Topic: Art and everyday life; Role of the artist; Purposes of art; Creating art Learning Objective: Recognize why artists make art.; Recall the role of the artist.

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6) How can the purpose of Maya Lin's Vietnam Veterans Memorial be described?

A) It creates a space for contemplation and remembrance.

B) It emphasizes the mundance aspects of life.

C) It celebrates the victories of the American military.

D) It creates an extraordinary version of an everyday object.

Answer: A Explanation: Maya Lin created the Vietnam Veterans Memorial for contemplation and remembrance, and to bring a community together.

Topic: Purposes of art; Creating art; Artist: Maya Lin Learning Objective: Recognize why artists make art.; Recognize how art can be created for some human purpose.; Recall the artistic contributions of Maya Lin. Bloom's: Understand Accessibility: Keyboard Navigation 7) What role best describes the artist's intention when creating the Shiva Nataraja statue?

A) To create a place for some human purpose B) To create an extraordinary version of ordinary objects C) To give tangible form to the unknown D) To celebrate the familiar Answer: C Explanation: The sculpture of Shiva helps give tangible form to the Hindu god. The work helps a viewer see a physical manifestation of an unknowable force.

Topic: Purposes of art Learning Objective: Recognize why artists make art.; Recall the role of the artist.; Recognize how art can give tangible form to the unknown.

Bloom's: Understand Accessibility: Keyboard Navigation 8) What artistic purpose is illustrated in the text by the painting, Jahangir Receives a Cup from Khusrau?

A) To create places for some human purpose B) To create extraordinary versions of ordinary objects C) To record and commemorate D) To give tangible form to the unknown Answer: C Explanation: Jahangir Receives a Cup from Khusrau is a painting that commemorates a moment of reconciliation between the ruler Jahangir and his son, Khusrau.

Topic: Role of the artist; Purposes of art Learning Objective: Recognize why artists make art.; Recall the role of the artist.; Recognize how art can record and commemorate.; Identify significant works of art and artists.

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9) Although Vincent van Gogh suffered emotionally throughout his life, he was able to give his emotions tangible form in works such as _.

A) Vanitas B) The Starry Night C) Shibboleth D) Bird in Space Answer: B Explanation: Van Gogh wanted the viewer to experience the energy of the universe in The Starry Night. All the other works listed were created by other artists.

Topic: Role of the artist; Purposes of art; Artist: Vincent van Gogh Learning Objective: Recognize why artists make art.; Explain how artists create their works.; Recall the role of the artist.; Recognize how art can give tangible form to feelings and ideas.; Recall the artistic contributions of Vincent van Gogh.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 10) What are some traits that creative people seem to possess?

A) Playfulness B) Efficiency C) Analytical skill D) Sensitivity Answer: A, C, D Creative people tend to possess certain traits—sensitivity, playfulness, analytical skill—but, according to the author, not necessarily efficiency.

Topic: Creating art Learning Objective: Describe the creative process and its objects.; Recall the concept of creativity.

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11) The sculptor Constantin Brancusi spent his life attempting to create what kind of forms?

A) Pure and timeless B) Complex and refined C) Complex and rough D) Realistic and detailed Answer: A Explanation: Brancusi strove to deconstruct his subject to its essence, looking for forms that were simple, pure, and timeless.

Topic: Role of the artist; Creating art Learning Objective: Recognize why artists make art.; Explain how artists create their works.; Recognize how art can refresh our vision and help us see the world in new ways.; Describe the creative process and its objects.; Identify significant works of art and artists.

Bloom's: Understand Accessibility: Keyboard Navigation 12) The nature of perception suggests that the most important key to looking at art is what?

A) Awareness of the process of looking itself B) A strong art-history background C) The ability to draw well D) The ability to sculpt well Answer: A Explanation: The nature of perception suggests that the key to looking at art is to become aware of the process of looking itself—to notice details and visual relationships, to explore the associations and feelings they inspire, to search for knowledge we can bring to bear, and to try to put what we see into words.

Topic: Responding to art Learning Objective: Discuss how viewers respond to art.; Recognize the subjective nature of looking at art.

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13) According to the author, what is the most important meaning of an artwork?

A) The explanation given by a critic B) An art historian's interpretation C) The interpretation of each viewer D) The work's subject matter Answer: C Explanation: Works of art become meaningful for a viewer when the viewer's own experiences, thoughts, and emotions find a place in them.

Topic: Responding to art Learning Objective: Discuss how viewers respond to art.; Recognize the subjective nature of looking at art.

Bloom's: Understand Accessibility: Keyboard Navigation 14) Vanitas paintings meditate on what subject?

A) The vanity of the artist B) The vanity of the viewer C) The importance of holding on to worldly life D) The fleeting nature of earthly life and happiness Answer: D Explanation: Vanitas is Latin for vanity and alludes to the biblical book of Ecclesiastes, a meditation on the "fleeting nature of earthly life and happiness."

Topic: Purposes of art; Responding to art Learning Objective: Recognize how art can give tangible form to the unknown.; Recognize how art can give tangible form to feelings and ideas.; Identify significant works of art and artists.; Recognize key styles and movements of art with identifiable characteristics.

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15) What type of work is Audrey Flack's, Wheel of Fortune?

A) Cave drawing B) Vanitas painting C) Abstract sculpture D) Public monument Answer: B Explanation: Flack employs the vanitas style with contemporary subject matter in her work Wheel of Fortune.

Topic: Purposes of art Learning Objective: Recognize why artists make art.; Recognize how art can give tangible form to the unknown.; Recognize how art can give tangible form to feelings and ideas.; Recognize how art can refresh our vision and help us see the world in new ways.; Exemplify the creative process.

Bloom's: Understand Accessibility: Keyboard Navigation 16) What methods were used by prehistoric painters?

A) Animal fats and pigments were mixed together.

B) Raw oil was used to make paint.

C) Megaliths were mined for paint glazes.

D) Powdered pigments were blown through hollow reeds.

E) Animal hair was made into brushes.

Answer: A, D, E Paleolithic painters used a variety of materials to create works. Charcoal and a black mineral called manganese dioxide served as pigments. They were ground to a powder with stone mortars, then mixed with a liquid that bound them into paint—blood, animal fat, and calcium-rich cave water were some of the binders used. Paint was applied to the cave walls with fingers and animal-hair brushes, or sprayed from the mouth or through a hollow reed. Megaliths were huge stone used in sculpture, not painting.

Topic: Creating art Learning Objective: Explain how artists create their works.; Describe the creative process and its objects.

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17) What work from your text is an example of an artist creating an extraordinary version of an ordinary object?

A) Kente cloth B) The Starry Night C) Shibboleth D) Wheel of Fortune Answer: A Explanation: The spectacular example of kente in your text shows how an ordinary object (article of clothing) can be made extraordinary.

Topic: Art and everyday life; Role of the artist; Purposes of art Learning Objective: Recognize why artists make art.; Recall the role of the artist.; Recognize how art can create extraordinary versions of ordinary objects.

Bloom's: Understand Accessibility: Keyboard Navigation 18) To what do we owe our knowledge of Vincent van Gogh's thoughts about his own paintings?

A) The Van Gogh Research Society B) MRI monitors C) The many letters he wrote to friends and relatives D) His autobiography Answer: C Explanation: Van Gogh's letters reveal a sensitive, intelligent artist pouring out his thoughts onto paper. They were an important documentation of his life and art.

Topic: Role of the artist; Creating art; Artist: Vincent van Gogh Learning Objective: Explain how artists create their works.; Recall the artistic contributions of Vincent van Gogh.; Describe the creative process and its objects.; Exemplify the creative process.; Recall the concept of creativity.

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19) What theory explains the purpose of the drawings and paintings found in the Chauvet cave?

A) Paleolithic artists wanted to communicate with future generations.

B) The images were used in rituals conducted by shamans.

C) The painters wished to express timelessness and formlessness.

D) Paleolithic people wished to capture accurate records of their hunts.

Answer: B Explanation: A recent influential theory holds that the images were used in rituals conducted by shamans—religious specialists who communicate with a parallel spirit world, often through animal spirit go-betweens.

Topic: Purposes of art; Creating art Learning Objective: Recognize why artists make art.; Recall the role of the artist.; Recognize how art can be created for some human purpose.; Describe the creative process and its objects.; Exemplify the creative process.

Bloom's: Understand Accessibility: Keyboard Navigation 20) In an effort to give tangible form to the unknown, the tenth-century sculpture Shiva Nataraja represents what mystery?

A) The linearity of time B) The destruction and rebirth of the universe C) The importance of worldly virtue D) The story of Adam and Eve Answer: B Explanation: The tenth-century sculpture of the Hindu god Shiva (in his guise as Nataraja, Lord of the Dance) portrays the destruction and rebirth of the world, the end of one cycle of time and the beginning of another.

Topic: Purposes of art Learning Objective: Recognize how art can give tangible form to the unknown.; Recognize how art can give tangible form to feelings and ideas.

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21) What is the primary symbolism of a vanitas painting? Discuss at least two artists from different centuries who have created such works and indicate the reasons for the recurrence of the vanitas theme in art of various eras.

Answer: Objects in vanitas paintings represent a meditation on the "fleeting nature of earthly life and happiness." Vanitas paintings were popular in the 17th century and contemporary artists have become fascinated by the tradition.

Topic: Purposes of art; Responding to art Learning Objective: Recognize how art can be created for some human purpose.; Recognize how art can give tangible form to feelings and ideas.; Describe the creative process and its objects.

Bloom's: Analyze Accessibility: Keyboard Navigation 22) List and explain the six social functions of art—or the purposes for which humans create art.

Give an example of a work that illustrates each of the functions and explain why you selected this work to exemplify this function.

Answer: The text notes six social functions of art: create places for some human purpose; create extraordinary versions of ordinary objects; record and commemorate; give tangible form to the unknown; give tangible form to feelings and ideas; refresh our vision and help us see the world in new ways. Students should be specific in their explanations of each artwork and how it illustrates the particular function or purpose.

Topic: Art and everyday life; Purposes of art; Creating art; Responding to art Learning Objective: Recognize why artists make art.; Recognize how art can be created for some human purpose.; Recognize how art can create extraordinary versions of ordinary objects.; Recognize how art can record and commemorate.; Recognize how art can give tangible form to the unknown.; Recognize how art can give tangible form to feelings and ideas.; Recognize how art can refresh our vision and help us see the world in new ways.

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23) List at least five of the traits commonly associated with creative people. Then discuss one real person, living or dead, artist or nonartist, who demonstrated those traits you have listed.

Answer: The text describes several traits usually found in creative people, including: the ability to generate numerous ideas, many of them quite original, then to analyze the ideas, selecting the most promising ones to develop; the instinct to redefine problems and seek connections between seemingly unrelated ideas; tendency to have a playful side, but also the capability of long periods of intense, concentrated work; an appetite for taking risks, remaining open to experience, and not feeling restricted by existing knowledge or conventional solutions. Students should be specific in detailing how the person fits in the commonly associated traits and discuss the art form that is a result of his or her creativity.

Topic: Creating art Learning Objective: Explain how artists create their works.; Describe the creative process and its objects.; Exemplify the creative process.; Recall the concept of creativity.

Bloom's: Apply Accessibility: Keyboard Navigation 24) Explain the process of "selective perception," indicating how this subjective process can result in differing interpretations of works of visual art.

Answer: Different factors are at play when viewing and interpreting an artwork so students should be specific in their response. In general, the subjective nature of perception explains why a work of art may mean different things to different people: when looking at art, we bring the whole of our prior experience—the culture we grew up in, relationships we have had, places we have seen, knowledge we have accumulated. Further, the more we know, the richer each new encounter with art will be, for we will have more experience to bring to it.

Topic: Responding to art Learning Objective: Recognize how art can refresh our vision and help us see the world in new ways.; Recognize the subjective nature of looking at art.

Bloom's: Analyze Accessibility: Keyboard Navigation

25) Describe three works of prehistoric art, being sure to indicate as closely as possible when and where the work was created and also discovered. Consider the possible purposes for which the works were created according to historians and archaeologists. Relate these purposes to the function(s) of art discussed in this chapter.

Answer: Responses will vary. For example, the Neolithic art presented in the text are examples of the human impulse for art.

Topic: Art and everyday life; Purposes of art; Creating art Learning Objective: Recognize how art can be created for some human purpose.; Recognize how art can create extraordinary versions of ordinary objects.; Recognize how art can record and commemorate.; Recognize how art can give tangible form to the unknown.; Recognize how art can give tangible form to feelings and ideas.; Recognize how art can refresh our vision and help us see the world in new ways.; Describe the creative process and its objects.; Identify significant works of art and artists.

Bloom's: Apply Accessibility: Keyboard Navigation 26) Consider Vincent van Gogh's work, The Starry Night, included in this chapter of the text.

Explain which function of art this work best fulfilled for the artist and how it impacts you as a viewer.

Answer: Responses will vary as this question requires personal subjective feedback.

Responses should mention that Van Gogh sought to express his personal feelings as he stood on the outskirts of a small village in France and looked up at the night sky. Van Gogh had become intrigued by the belief that people journeyed to a star after their death, and that there they continued their lives.

Topic: Purposes of art; Responding to art; Artist: Vincent van Gogh Learning Objective: Recognize why artists make art.; Recall the artistic contributions of Vincent van Gogh.; Recognize the subjective nature of looking at art.; Identify significant works of art and artists.

Bloom's: Analyze Accessibility: Keyboard Navigation 27) Consider the tenth-century C.E. bronze statue Shiva Nataraja. Discuss the importance of understanding the beliefs of the culture in which this work was created in order to develop an understanding of the meaning or message of the work. What cultural or religious function was the artist performing in creating this work?

Answer: Consider that one of the functions of art is to give tangible form to the unknown, an important component in depicting religious or spiritual art forms.

Topic: Purposes of art Learning Objective: Recognize why artists make art.; Recognize how art can give tangible form to the unknown.; Recognize the subjective nature of looking at art.

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28) Consider both Stonehenge and the Neolithic stemmed vessel of the Majiayao culture, included in this chapter of the text. Discuss the possible purposes for these works, along with their aesthetic qualities and technological requirements.

Answer: These products of the Neolithic period are proof of the impulse for art in humans.

Note the aesthetic qualities of each work and how they might have reflected various aspects of daily life in Majiayao culture. They should also recall some of the theories as to how the works, particularly Stonehenge, were executed.

Topic: Art and everyday life; Purposes of art Learning Objective: Recognize why artists make art.; Recognize how art can be created for some human purpose.; Recognize how art can create extraordinary versions of ordinary objects.

Bloom's: Analyze Accessibility: Keyboard Navigation 29) Brancusi sought to simplify and purify his forms. Discuss how he used tangible objects to convey the essence of a subject. Cite examples to support your answer.

Answer: Brancusi wanted to give form to the essence of an object three-dimensionally and go beyond abstracted sculpture to invite viewer meditation. Rather than realistically depict a subject, Brancusi's sculptures seek to capture the essence of some thing, such as with Bird in Space, which abstracts the phenomenon of a bird in flight.

Topic: Purposes of art; Creating art; Responding to art Learning Objective: Recognize why artists make art.; Recall the role of the artist.; Recognize how art can give tangible form to feelings and ideas.; Recognize how art can refresh our vision and help us see the world in new ways.; Exemplify the creative process.; Identify significant works of art and artists.

Bloom's: Analyze Accessibility: Keyboard Navigation 30) Compare and contrast the two paintings by Juan de Valdés Leal and Audrey Flack, discussing the context of vanitas paintings and how the two paintings reflect the society and culture of the time periods through symbolic messages.

Answer: In addition to comparing the paintings, responses should also touch upon how vanitas are still-life paintings containing symbols or objects that convey the transience of earthly life.

This subject was popular in the 17th century. Later, contemporary artists became fascinated with this tradition.

Topic: Art and everyday life; Purposes of art; Responding to art Learning Objective: Explain how artists create their works.; Recognize how art can be created for some human purpose.; Recognize how art can give tangible form to the unknown.; Recognize how art can give tangible form to feelings and ideas.; Describe the creative process and its objects.; Recognize the subjective nature of looking at art.

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Living with Art, 12e (Getlein) Chapter 2 What Is Art? 1) What quality of Leonardo da Vinci's Mona Lisa dazzled his contemporaries?

A) Da Vinci's use of varnish B) Its designation as a ready-made C) The miraculous lifelike portrait D) None of these answers are correct.

Answer: C Explanation: Da Vinci's contemporaries were awed by his new painting methods that created the lifelike presentation of a real woman.

Topic: Artist and audience; Art and meaning; Materials and techniques Learning Objective: Discuss some definitions of art through observation of works and objects.; Recall how artists work in the past.; Recall characteristics of representational art.

Bloom's: Remember Accessibility: Keyboard Navigation 2) During the , there began to be a separation between "art" and "craft"; painting, sculpture, and architecture, came to be thought of as more elevated forms of art.

A) Renaissance B) Middle Ages C) Baroque era D) Nineteenth century Answer: A Explanation: Beginning around 1500, during the period known as the Renaissance, painting, sculpture, and architecture came to be thought of as more elevated forms of art.

Topic: Context; Art and purpose Learning Objective: Discuss some definitions of art through observation of works and objects.; Recognize key styles and movements of art with identifiable characteristics.

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3) The field of philosophy called aesthetics is concerned with what question?

A) What makes art beautiful?

B) How is art made?

C) Is art from the past better than that of today?

D) Who is responsible for judging the meaning of an artwork?

Answer: A Explanation: Aesthetics examines the nature and beauty of art and addresses the evolving terms, judgments, and concepts of art.

Topic: Aesthetics Learning Objective: Discuss the relationship between art and beauty.; Recall the concept of aesthetics.; Recall how pleasure factored into beauty for early aesthetic philosophers.

Bloom's: Remember Accessibility: Keyboard Navigation 4) Marcel Duchamp's Fountain is known as what type of art?

A) Ready-made B) Abstract C) Nonrepresentational D) Iconography Answer: A Explanation: Marcel Duchamp's Fountain is a type of art known as a ready-made. This means that Duchamp did not make this urinal but only designated it as a work of art.

Topic: Style; Art and meaning Learning Objective: Recall how artists work in the contemporary times.; Categorize art by its appearance.; Recall the concept of style.; Interpret style in works of art.; Recognize key styles and movements of art with identifiable characteristics.

Bloom's: Remember Accessibility: Keyboard Navigation 5) What common feature of today's art world was absent from that of the Renaissance?

A) Museums B) Patrons C) Commissions D) Studios Answer: A Explanation: Today's world of independent artists features art schools, galleries, critics, collectors, and museums, none of which were common during the Renaissance. Both eras, however, feature commissioned work, studios, and patrons.

Topic: Artist and audience Learning Objective: Explain relationship between artists and their audience.; Recall how artists work in the contemporary times.; Recall how artists work in the past.

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6) helps describe why the sculptor of the Amida Buddha depicted the subject with elongated earlobes, specific hand gestures, and a bun atop his head.

A) Designation B) Iconography C) Craft D) Aesthetics Answer: B Explanation: Iconography conveys ideas relevant to specific cultures or religions through symbolic meanings of signs and subjects.

Topic: Iconography Learning Objective: Categorize art by its appearance.; Recall the concept of iconography.; Infer how iconography contribute to meaning.

Bloom's: Remember Accessibility: Keyboard Navigation 7) What term is used to refer to the recurring pattern of choices—characteristic subject matter or materials, distinctive ways of drawing or of applying paint, preferences for certain colors or color combinations—in an artist's work?

A) Iconography B) Style C) Form D) Content Answer: B Explanation: Style refers to a distinctive, recognizable pattern of recurring characteristics in an artist's body of work.

Topic: Style Learning Objective: Categorize art by its appearance.; Recall the concept of style.; Interpret style in works of art.

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8) What was an important part of an artist's path in past eras?

A) Gallery sponsorship B) Auction sales C) Apprenticeships D) Outsider status Answer: C Explanation: In past eras, and common to many cultures, apprenticeship was the main path to becoming an artist.

Topic: Artist and audience Learning Objective: Explain relationship between artists and their audience.; Recall how artists work in the past.

Bloom's: Understand Accessibility: Keyboard Navigation 9) During the eighteenth century, why were beauty and art discussed together?

A) They were studied by the upper class.

B) They were both considered nonrepresentational.

C) They were related to the senses.

D) They were both felt to provide pleasure.

Answer: D Explanation: Philosophers thought the character of pleasure was intellectual and the viewer's gaze upon an object is to take pleasure in what he or she is seeing.

Topic: Aesthetics Learning Objective: Discuss the relationship between art and beauty.; Recall the concept of aesthetics.; Recall how pleasure factored into beauty for early aesthetic philosophers.

Bloom's: Remember Accessibility: Keyboard Navigation 10) What formal qualities are associated with beauty in art?

A) Symmetry B) Complex geometrical shapes C) Repeated lines D) Monochromatic color scheme Answer: A, C Some theories link beauty to formal qualities such as symmetry, repeated lines, simple geometrical shapes, and the play of colors.

Topic: Aesthetics Learning Objective: Discuss the relationship between art and beauty.; Recall the concept of aesthetics.; Recall formal qualities linked to beauty.; Categorize art by its appearance.

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11) If a work of art is faithful to our visual experience, its style is said to be A) iconographic B) representational C) stylized D) abstracted

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Answer: B Explanation: Representational art closely resembles the form it portrays; the subjects' contours and curves are portrayed accurately.

Topic: Representational and abstract art Learning Objective: Categorize art by its appearance.; Recall characteristics of representational art.; Interpret representational art.; Recognize key styles and movements of art with identifiable characteristics.

Bloom's: Remember Accessibility: Keyboard Navigation 12) Art that does not refer to the world outside itself, creating meaning and expressive power from the elements of art itself, is called .

A) nonrepresentational B) abstract C) trompe l'oeil D) stylized Answer: A Explanation: Art that does not represent or refer to the world outside itself is called nonrepresentational, or nonobjective.

Topic: Nonrepresentational art; Form and content Learning Objective: Categorize art by its appearance.; Recall characteristics of nonrepresentational art.; Interpret nonrepresentational art.; Recall the concept of style.; Infer how materials and techniques contribute to meaning.; Recognize key styles and movements of art with identifiable characteristics.

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13) In art, what is form?

A) The physical appearance of a work B) What a work is about C) The subject matter of a work D) The symbolic meaning of a work Answer: A Explanation: Form refers to the physical appearance of a work, everything the eye registers about it, such as colors, shapes, and internal organization.

Topic: Art and meaning; Form and content Learning Objective: Recall the concept of form.; Infer how form and content contribute to meaning.

Bloom's: Remember Accessibility: Keyboard Navigation 14) What meaning can be inferred by the use of marble in Rodin's The Kiss?

A) Romance is a commercialized product.

B) Love is an illusion.

C) Love is eternal.

D) A romantic kiss is ephemeral.

Answer: C Explanation: Marble has been used for centuries in sculpture because of its enduring properties.

By capturing a romantic moment between a couple, Rodin may be implying that love is an eternal, everlasting state of being.

Topic: Art and meaning; Materials and techniques Learning Objective: Interpret representational art.; Examine art for its meaning.; Infer how form and content contribute to meaning.; Infer how materials and techniques contribute to meaning.

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15) What is term for the personal, social, cultural, and historical setting in which a work of art was created, received, and interpreted?

A) Form B) Meaning C) Context D) Style Answer: C Explanation: Context focuses on the cultural background of the artist, the art object, and its connections to the larger world of human beliefs, values, and principles. It refers to art, the personal, social, cultural, and historical setting in which an artwork was created, received, and interpreted.

Topic: Artist and audience; Context Learning Objective: Explain relationship between artists and their audience.; Recall the concept of context.; Infer how context contribute to meaning.

Bloom's: Remember Accessibility: Keyboard Navigation 16) Kara Walker's A Subtlety is an example of a(n) A) painting B) sculpture C) installation D) trompe l'oeil

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Answer: C Explanation: Installation art forms involve a space presented as a work of art that can be entered, experienced, explored, and reflected upon, such as Walker's A Subtlety.

Topic: Materials and techniques; Art and purpose Learning Objective: Recall how artists work in the contemporary times.; Categorize art by its appearance.; Summarize some purposes for art.; Recognize key styles and movements of art with identifiable characteristics.

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17) In Navajo culture, what is the purpose of sand painting, ceremonially created by a hataali?

A) To comment on the modern, commercial society in which we all live B) To record and commemorate a specific historical event C) To call upon spirit powers to heal and bless someone who is ill D) To guide the initiation of young people into adulthood Answer: C Explanation: Sand painting is part of a ceremony in which a religious specialist known as a singer, or hataali, calls upon spirit powers to heal and bless someone who is ill.

Topic: Art and meaning; Materials and techniques; Art and purpose Learning Objective: Examine art for its meaning.; Infer how form and content contribute to meaning.; Infer how materials and techniques contribute to meaning.; Infer how context contribute to meaning.; Summarize some purposes for art.

Bloom's: Remember Accessibility: Keyboard Navigation 18) Which statement is NOT true regarding James Hampton's Throne of the Third Heaven of the Nations' Millennium General Assembly body of work?

A) The artist's art was outside of the realm of professional training.

B) The artist was unknown until his death.

C) The complete body of work resides now in the Smithsonian.

D) The artist intended the work to be viewed by everyone as a message of redemption.

Answer: D Explanation: Hampton was an unknown artist until his work was discovered after his death and is an example of an untrained artist who created a physical representation of his vision.

Topic: Artist and audience; Art and meaning; Art and purpose Learning Objective: Explain relationship between artists and their audience.; Recall how artists work in the contemporary times.; Examine art for its meaning.; Infer the reasons for examining meaning in a work of art.; Infer how context contribute to meaning.; Summarize some purposes for art.

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19) Louise Bourgeois's work, Woman with Packages, is an example of which simplifies, fragments, or otherwise distorts forms of the visual world.

A) nonrepresentational B) abstract C) nonobjective D) contextual

art,

Answer: B Explanation: Abstract art starts with recognizable forms from the visual world and then simplifies, fragments, or otherwise distorts them.

Topic: Representational and abstract art; Materials and techniques Learning Objective: Recall how artists work in the contemporary times.; Categorize art by its appearance.; Recall characteristics of representational art.; Recall characteristics of abstract art.; Interpret abstract art.; Recall the concept of style.; Interpret style in works of art.; Recognize key styles and movements of art with identifiable characteristics.

Bloom's: Understand Accessibility: Keyboard Navigation 20) Aesthetic philosophers determined that the pleasure of art was an intellectual pleasure and was perceived through what practice?

A) Physical experience of the art through touch B) A special kind of attention called disinterested contemplation C) The analysis of a work's context D) Any emotional response experienced by the viewer Answer: B Explanation: Setting aside personal, practical stakes we might have in what we are viewing and taking pleasure in what we see is disinterested contemplation.

Topic: Artist and audience; Aesthetics Learning Objective: Discuss some definitions of art through observation of works and objects.; Explain relationship between artists and their audience.; Discuss the relationship between art and beauty.; Recall the concept of aesthetics.; Recall how pleasure factored into beauty for early aesthetic philosophers.; Infer the reasons for examining meaning in a work of art.

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21) Cite and describe four works representing each of these categories: representational, abstract, trompe l'oeil, and nonrepresentational. For each of the works you select explain what the artist communicated through the form of his or her artwork.

Answer: Each selected artwork should be precise examples of these categories. Answers should be specific and use correct terminology when analyzing the artwork, and should also place them into a historical context that informs the content of the works.

Topic: Artist and audience; Representational and abstract art; Nonrepresentational art; Art and purpose Learning Objective: Explain relationship between artists and their audience.; Recall how artists work in the contemporary times.; Recall how artists work in the past.; Categorize art by its appearance.; Recall characteristics of representational art.; Interpret representational art.; Recall characteristics of abstract art.; Interpret abstract art.; Recall characteristics of nonrepresentational art.; Interpret nonrepresentational art.; Recognize key styles and movements of art with identifiable characteristics.

Bloom's: Analyze Accessibility: Keyboard Navigation 22) Identify and explain three reasons that an artist would elect to present content through abstract or nonrepresentational form, referring to a different work or artist as an example for each of the reasons you have identified.

Answer: Examples should include three of the following: starting points, range of approaches, visual impact, stylization, essence, and form.

Topic: Nonrepresentational art; Art and meaning Learning Objective: Recall characteristics of abstract art.; Interpret abstract art.; Recall characteristics of nonrepresentational art.; Interpret nonrepresentational art.; Infer how form and content contribute to meaning.

Bloom's: Analyze Accessibility: Keyboard Navigation 23) At the beginning of the 20th century, how did the development of photography transform the art of artists who worked in nonphotographic media? Which artist determined that this new process changed the process of representing the observable world and how?

Answer: Photography offered a mechanical way to record images. It allowed artists to abandon realism, leaving the depiction of reality to photography. Picasso recognized photography as the pivotal change in art making.

Topic: Form and content; Materials and techniques; Art and purpose Learning Objective: Recall how artists work in the contemporary times.; Recall characteristics of abstract art.; Infer how materials and techniques contribute to meaning.

Bloom's: Understand Accessibility: Keyboard Navigation

24) Consider the differences between "outsider" art and the works of professional artists, explaining why you believe that "outsider" art should or should not be accepted by critics, museums and galleries, and the public as "real" art.

Answer: The emergence and validation of difference within a culture, the collapse of the distinction between an elite and low culture, and a proliferation of the popular arts has challenged and broadened what we recognize as art and who we consider are artists.

Topic: Artist and audience; Art and meaning; Context; Art and purpose Learning Objective: Discuss some definitions of art through observation of works and objects.; Explain relationship between artists and their audience.; Recall how artists work in the contemporary times.; Interpret style in works of art.; Infer how materials and techniques contribute to meaning.; Summarize some purposes for art.

Bloom's: Analyze Accessibility: Keyboard Navigation 25) Discuss how the form and content of non-Western works of art represent ideals of beauty differently than Western works. Note several examples of differences in culture or tradition that prove standards of beauty to be culturally specific rather than universal.

Answer: Both Western art and non-Western art employed naturalistic and abstract styles.

Cultural concepts that inform the standards of beauty can include aspects of spiritual and physical reality, social order, and commemoration of ancestors.

Topic: Aesthetics; Form and content; Context Learning Objective: Discuss the relationship between art and beauty.; Recall the concept of aesthetics.; Recall formal qualities linked to beauty.; Recall the concept of form.; Infer how form and content contribute to meaning.; Infer how context contribute to meaning.

Bloom's: Understand Accessibility: Keyboard Navigation 26) Consider Jan van Eyck's painting Arnolfini Double Portrait. Discuss three symbols within it that reveal the possible iconography of the work. Then explain an alternate interpretation of the work relating to the meaning of the same objects.

Answer: Symbols such as the dog, the shoes, the one candle, and the mirror have a cultural significance. In a contemporary era, those symbols would have other meanings, depending on the viewer's interpretation.

Topic: Representational and abstract art; Form and content; Iconography Learning Objective: Discuss some definitions of art through observation of works and objects.; Interpret representational art.; Examine art for its meaning.; Recall the concept of content.; Recall the concept of iconography.; Infer how iconography contribute to meaning.

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27) Consider both Auguste Rodin's The Kiss and the Head of King from the Yoruba kingdom of Ife, included in this chapter of the text. Compare and contrast the materials from which the works were created and the styles each work represents, mentioning at least two of the general categories of styles (cultural, period/historical, and school styles). Finally, discuss the themes of art that you believe each work presents.

Answer: Both pieces are sculptural—one of bronze, the other of stone—and each is presented in a naturalistic manner. They are informed by the cultural realities of the time. Thematically, the head is of a spiritual nature. The Kiss is more emotional and physical.

Topic: Art and meaning; Materials and techniques; Context; Art and purpose Learning Objective: Explain relationship between artists and their audience.; Interpret representational art.; Examine art for its meaning.; Infer how materials and techniques contribute to meaning.; Recall the concept of context.; Infer how context contribute to meaning.

Bloom's: Analyze Accessibility: Keyboard Navigation 28) Consider the following works, included in this chapter of the text, and discuss each artist's style and treatment of the subject: Utamaro's Hairdressing, from Twelve Types of Women's Handicraft, and Degas's Nude Woman Having Her Hair Combed.

Answer: Both artworks are thematically connected as they involve women's grooming activities. The methods in which they are presented are different as one is abstracted and the other is more naturalistic.

Topic: Style; Form and content; Context; Art and purpose Learning Objective: Discuss the relationship between art and beauty.; Interpret representational art.; Interpret abstract art.; Recall the concept of style.; Examine art for its meaning.; Infer how form and content contribute to meaning.; Recognize key styles and movements of art with identifiable characteristics.

Bloom's: Analyze Accessibility: Keyboard Navigation

29) The ideas we have about art today have not always been in place. Discuss how the Mona Lisa, one of the most famous works of Western art, became a product of our modern era.

Consider influences such as historical context, the concept of celebrity, and the contemporary meaning of the term art as compared to that of the pre-modern era.

Answer: The Mona Lisa gained popularity after being presented to the public in museums.

Celebrity is determined by popularity and exposure. Although admired in its time, the Mona Lisa's current fame is a product of our own modern era, in which museums separate art from ordinary life.

Topic: Artist and audience; Context; Art and purpose Learning Objective: Discuss some definitions of art through observation of works and objects.; Explain relationship between artists and their audience.; Recall the concept of context.; Summarize some purposes for art.; Examine functions, contexts, and communicative nature of art in various works.

Bloom's: Understand Accessibility: Keyboard Navigation 30) Discuss how the artist Louise Bourgeois rejected traditional art education and explored alternative paths to create a career that spanned decades. Include her personal influences and public attention, and how she came to terms with life through her art.

Answer: Bourgeois was dissatisfied with official art education, which led to an exploration of alternate paths, most valuably a period of study with painter Fernand Léger. Her marriage to American art historian Robert Goldwater took her to America, where she found an atmosphere that allowed her to do as she wanted.

Topic: Style Learning Objective: Recall how artists work in the contemporary times.; Recall the artistic contributions of Louise Bourgeois.; Interpret style in works of art.

Bloom's: Understand Accessibility: Keyboard Navigation 31) The Amida Buddha is an example of a sculpture that employs the iconography of Japanese Buddhism. Give an example of an artwork that employs Christian iconography and explain how the components of the artwork are examples of the term iconography.

Answer: Examples will vary. The Arnolfini Double Portrait is an example of Christian iconography through symbolic details. Specific objects in the work represent concepts. For example, the single candle represents a holy presence; the dog, marriage, fidelity, and love; and shoes, a sign of a sacred ground.

Topic: Art and meaning; Iconography Learning Objective: Examine art for its meaning.; Recall the concept of content.; Recall the concept of iconography.; Infer how iconography contribute to meaning.

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32) Compare Titian's Assumption and Banksy's mural in regard to historical and social context, visual presentation, and audience.

Answer: Titian's Assumption is a religious painting not housed in a museum, but in a church, and created during a period when Christianity was a central aspect of society. Viewers experience the splendor of the setting when viewing it as a part of an altarpiece. The church becomes the museum. Banksy's mural is ephemeral, it assumes it will be painted over. The mural is for a more casual audience: people walking outside on the street. The work comments on our attitudes toward street art, drawing a parallel between modern street art and the cave paintings of prehistory that we now consider to be priceless treasures.

Topic: Artist and audience; Art and meaning; Form and content; Context; Art and purpose Learning Objective: Explain relationship between artists and their audience.; Recall how artists work in the contemporary times.; Recall how artists work in the past.; Infer how form and content contribute to meaning.; Infer how materials and techniques contribute to meaning.; Recall the concept of context.; Infer how context contribute to meaning.; Examine functions, contexts, and communicative nature of art in various works.

Bloom's: Analyze Accessibility: Keyboard Navigation 33) Discuss how Kara Walker's A Subtlety and Joseph Bueys's How to Explain Pictures to a Dead Hare are examples of installation and performance art, addressing the performance nature of the pieces, the importance or unimportance of the space, the visual impact, and your response to this type of art.

Answer: Installation art uses a determined space for a work of art that can be experienced for a limited time. Walker's A Subtlety depended on the large space of the Domino Sugar Refinery in Brooklyn, New York to accommodate the scale of her work. Similarly, performance art depends on time, since it occurs in the present. Bueys's work depended on an audience being present at a particular time to experience his message and ritualistic actions.

Topic: Artist and audience; Context; Art and purpose Learning Objective: Explain relationship between artists and their audience.; Recall the concept of context.; Infer how context contribute to meaning.; Summarize some purposes for art.; Examine functions, contexts, and communicative nature of art in various works.

Bloom's: Analyze Accessibility: Keyboard Navigation

Living with Art, 12e (Getlein) Chapter 3 Themes of Art 1) are broad areas of meaning that have been reflected in the arts of many cultures.

A) Narratives B) Themes C) Assemblages D) Forms Answer: B Explanation: Themes include broad areas of meaning that are reflected in many cultures throughout human history.

Topic: Theme: Sacred Realm; Theme: Politics and the Social Order; Theme: Stories and Histories; Theme: Here and Now; Theme: Human Experience; Theme: Invention and Fantasy; Theme: Natural World; Theme: Art and Art Learning Objective: Compare representations of the sacred realm.; Identify how works of art reflect politics and the social order.; Explain the story or history represented in works of art.; Describe how artists represent everyday life.; Discuss how art is used to reflect on the human experience.; Recognize invention and fantasy in art.; Characterize the representation of the natural world in art.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What theme best describes the content of Wang Jain's painting, White Clouds over Xiao and Xiang?

A) Politics B) Historical record C) The natural world D) Daily life Answer: C Explanation: Wang Jian's work followed the Chinese painting tradition of constructing imaginary natural landscapes, creating a meditative space for the viewer to wander.

Topic: Theme: Natural World Learning Objective: Characterize the representation of the natural world in art.; Recognize how landscapes depict the natural world.; Recognize how the natural world can be used as material for art.

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3) What work illustrates a spiritual theme, serving as an image for worship?

A) Madonna Enthroned B) Great Wall of Los Angeles: Chavez Ravine and the Division of the Chicano Community C) The Dream D) Guernica Answer: A Explanation: The painting Madonna Enthroned is an image of Christian worship, placing Mary and the Christ child in a heavenly realm.

Topic: Theme: Sacred Realm Learning Objective: Compare representations of the sacred realm.; Recognize how art can give concrete form to the sacred realm.

Bloom's: Understand Accessibility: Keyboard Navigation 4) Iconoclasm means the A) creation B) worship C) contemplation D) destruction

of images based on religious beliefs.

Answer: D Explanation: Iconoclasm is a term derived from the Greek for "image breaking."

Topic: Theme: Sacred Realm Learning Objective: Recognize how art can give concrete form to the sacred realm.; Recall the concept of iconoclasm.

Bloom's: Remember Accessibility: Keyboard Navigation 5) What aspect is NOT similar between Cimabue's Madonna Enthroned and Rathnasambhava, the Transcendent Buddha of the South?

A) A sacred theme B) Compositional structure C) Symbolic hand gestures D) Identical iconography Answer: D Explanation: Iconography is the meaning of symbols and signs used to convey ideas and beliefs important to different cultures. Being from different cultures, these two works do not share the same iconography.

Topic: Theme: Sacred Realm; Iconography Learning Objective: Compare representations of the sacred realm.; Recognize how art can give concrete form to the sacred realm.

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6) Which of the following is an example of a theme in art?

A) Painting B) Renaissance C) Mural and tapestry D) The natural world Answer: D Explanation: Themes provide a framework for exploring how complex a form of expression or subject, such as the natural world, can be.

Topic: Theme: Natural World Learning Objective: Characterize the representation of the natural world in art.; Recognize how landscapes depict the natural world.

Bloom's: Remember Accessibility: Keyboard Navigation 7) What space served as tombs, helping rulers to become fully diving upon death?

A) The pyramids at Giza B) Sainte-Chapelle, Paris C) Great Mosque, Córdoba, Spain D) Buddha niche, Bamiyan, Afghanistan Answer: A Explanation: The three pyramids at Giza served as the tombs of the pharaohs Menkaure, Khafre, and Khufu, helping them rejoin the gods upon death.

Topic: Theme: Sacred Realm; Theme: Politics and the Social Order Learning Objective: Compare representations of the sacred realm.; Recognize how architecture can provide settings for worship and prayer.; Recognize how art can give concrete form to the sacred realm.; Identify how works of art reflect politics and the social order.

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8) What principle is idealized in Eugène Delacroix's painting, Liberty Leading the People?

A) The afterlife B) Democracy C) The American West D) Marcus Aurelius Answer: B Explanation: Delacroix's Liberty Leading the People shows the artist's support for the French Revolution of 1830, a popular uprising in Paris that sought to bring democratic government to France.

Topic: Theme: Politics and the Social Order Learning Objective: Identify how works of art reflect politics and the social order.; Recognize how art can show social order.; Recognize how art can be a vehicle for political expression.; Recognize how art can use storytelling for social change.

Bloom's: Remember Accessibility: Keyboard Navigation 9) What was Pablo Picasso's Guernica a protest against?

A) The Vietnam war B) The bombing of a civilian population C) The atomic bomb D) Concentration camps Answer: B Explanation: Picasso's reaction to the horror of the bombing of civilians during the Spanish Civil War impelled him to paint Guernica depicting the massacre.

Topic: Theme: Politics and the Social Order; Theme: Human Experience Learning Objective: Identify how works of art reflect politics and the social order.; Recognize how art can be a vehicle for political expression.; Explain the story or history represented in works of art.; Recognize how art can use storytelling for social change.

Bloom's: Remember Accessibility: Keyboard Navigation

10) What type of daily life is depicted in the Florentine Codex?

A) Chinese court ladies performing domestic chores B) Aztecs making clothing C) Tourism in New York City D) Egyptian women at work, spinning and weaving cloth Answer: B Explanation: The Florentine Codex was written by Friar Bernadino de Sahagún with the assistance of native Mexican artists and informants. The text is in Spanish and the Aztec language, Nahuatl. Sahagún created the book as a general history of the Indians of central Mexico.

Topic: Theme: Here and Now; Theme: Human Experience Learning Objective: Recognize how art can be used to record history.; Describe how artists represent everyday life.; Recognize how art can depict daily life.; Recognize how art can capture a specific time and place.

Bloom's: Remember Accessibility: Keyboard Navigation 11) In addition to paintings, prints, and combination pieces, what artist has done extensive set and costume design for Merce Cunningham, as well as graphic design for magazines and books?

A) Jeff Wall B) Pablo Picasso C) Robert Rauschenberg D) Meta Warrick Fuller Answer: C Explanation: Rauschenberg's art dissolved boundaries between media, art and nonart, and art and life. He chose to "ennoble the ordinary."

Topic: Artist: Robert Rauschenberg Learning Objective: Recall the artistic contributions of Robert Rauschenberg.; Identify significant works of art and artists.

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12) What work of fantasy is by the bizarrely inventive Hieronymus Bosch?

A) The Dream B) The Garden of Earthly Delights C) The Oxbow D) Windward Answer: B Explanation: Bosch drew upon many sources, such as folklore, literature, and astrology, for his fantasy-themed work, The Garden of Earthly Delights.

Topic: Theme: Invention and Fantasy Learning Objective: Recognize invention and fantasy in art.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 13) For what genre is artist Frida Kahlo well-known?

A) Landscape photographs B) Religious triptychs C) Self-portraits D) Public installations Answer: C Explanation: Kahlo sought to record her human experience through her self-portraits.

Topic: Theme: Human Experience Learning Objective: Discuss how art is used to reflect on the human experience.; Recognize how art can be used to reflect on our existence.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 14) The A) Greeks B) Romans C) Egyptians D) Japanese

often created equestrian statues of their emperors.

Answer: B Explanation: Equestrian statues, which convey a sense of power and control, were commonly used to exalt an emperor during Roman times.

Topic: Theme: Politics and the Social Order Learning Objective: Identify how works of art reflect politics and the social order.; Recognize how art can show social order.; Recognize how art can be a vehicle for political expression.

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15) Jeff Wall's A Sudden Gust of Wind (after Hokusai) is a A) sculpture; photograph B) photograph; print C) building; sculpture D) collage; earthwork

that refers to a

.

Answer: B Explanation: Wall employs the technology of photography to reconstruct an image of daily life, drawing on a woodblock print from a series by Hokusai.

Topic: Theme: Art and Art Learning Objective: Characterize the representation of the natural world in art.; Restate how artists respond to art and its institutions.

Bloom's: Understand Accessibility: Keyboard Navigation 16) Robert Smithson's Spiral Jetty is an example of a(n) in its construction.

A) earthwork B) pyramid C) triptych D) assemblage

, which uses natural materials

Answer: A Explanation: Smithson's Spiral Jetty is an earthwork, in which the natural materials of Utah's Great Salt Lake produce an ever-changing sculpture.

Topic: Theme: Natural World Learning Objective: Characterize the representation of the natural world in art.; Recognize how landscapes depict the natural world.

Bloom's: Remember Accessibility: Keyboard Navigation 17) In Judith Baca's work, Great Wall of Los Angeles, images cover over a half-mile of length to tell a(n) of the area.

A) iconoclasm B) etching C) narrative D) triptych Answer: C Explanation: When images tell a story, as in Baca's work, we say that they are narrative.

Topic: Theme: Stories and Histories Learning Objective: Explain the story or history represented in works of art.; Recognize how art can be used to record history.

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18) Christian Boltanski draws upon the to create his work A) French Revolution; Liberty Leading the People B) Spanish Civil War; Guernica C) Holocaust; Altar to the Chases High School D) history of slavery; Talking Skull

.

Answer: C Explanation: History has furnished artists with many stories, for history itself is nothing more than a story we tell about ourselves. Such is the case in Boltanski's Altar to the Chases High School, which draws on our memory of the Holocaust, the mass murder of European Jews and other populations by the Nazis during World War II. Topic: Theme: Stories and Histories Learning Objective: Explain the story or history represented in works of art.; Recognize how art can be used to record history.; Recognize how art can capture a specific time and place.; Discuss how art is used to reflect on the human experience.

Bloom's: Remember Accessibility: Keyboard Navigation 19) What was the subject matter of Thomas Cole's work, The Oxbow?

A) Mount Fuji, in Japan B) The lack of women artists in contemporary museum exhibitions C) The American landscape in the nineteenth century D) Historical records of Native American peoples Answer: C Explanation: Nature and our relationship to it are themes that have often been addressed through art. Thomas Cole's The Oxbow, which depicts the great looping bend (oxbow) of the Connecticut River as seen from the heights of nearby Mount Holyoke, in Massachusetts is an example of this theme.

Topic: Theme: Natural World Learning Objective: Characterize the representation of the natural world in art.; Recognize how landscapes depict the natural world.; Recognize how the natural world can be used as material for art.

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20) Discuss several ways in which works that were created to reflect the spiritual beliefs of different cultures meet the goals and needs of those cultures, with specific reference to at least three of the works considered in the text.

Answer: Responses will vary. From the earliest times art has played an important role in our relationship to the sacred, helping to envision it, honor it, and communicate with it. Also, consider religions that focus on personal enlightenment, such as Buddhism.

Topic: Theme: Sacred Realm Learning Objective: Compare representations of the sacred realm.; Recognize how art can give concrete form to the sacred realm.; Recognize how art can be used to communicate with ancestors and spirits.

Bloom's: Understand Accessibility: Keyboard Navigation 21) Select one political event from the past (prior to the 20th century) that featured art to influence public perception, and one event of the 20th or 21st century that employed art in a similar manner. Discuss the effectiveness or ineffectiveness of these efforts. Be specific in mentioning works or media that were used.

Answer: Responses will vary. A great portion of the world's art has had political implications.

Motivation for this art can include image, honor, patriotism, power, or illusion of power.

Political art can reflect positive and negative support, serving both ends of the political spectrum.

Some examples from your text include the equestrian statue of Marcus Aurelius, and Delacroix's, Liberty Leading the People.

Topic: Theme: Politics and the Social Order Learning Objective: Identify how works of art reflect politics and the social order.; Recognize how art can show social order.; Recognize how art can be a vehicle for political expression.; Recognize how art can use storytelling for social change.

Bloom's: Analyze Accessibility: Keyboard Navigation 22) Discuss the value of visual representations in addressing politics and the social order.

Analyze a specific artist who created a work that drew attention to, either positively or negatively, something for the public to consider. How did the artist use visual means to take a position on that issue?

Answer: Art has the power to achieve one's goal for personal statements as a reaction against those in control and the artwork can convey a sympathetic or unsympathetic viewpoint. For example, Picasso addressed the Fascists who violently bombed the town of Guernica, the old Basque capital in northern Spain.

Topic: Theme: Politics and the Social Order Learning Objective: Identify how works of art reflect politics and the social order.; Recognize how art can be a vehicle for political expression.; Recognize how art can use storytelling for social change.

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23) Discuss the relationship between stories and images in creating a shared sense of culture or community. Discuss specific works that you consider effective in communicating culturally important stories and histories.

Answer: Responses will vary, and may touch on how early societies relied on storytelling or visual image to impart cultural history to create a sense of cultural identity and community. Cave paintings, such as those in chapter 1, illustrate this aspect. More recently, Judith Baca's Great Wall of Los Angeles: Chavez Ravine and the Division of the Chicano Community seek to represent the histories of the diverse populations of Los Angeles who are underrepresented in history books and school curricula.

Topic: Theme: Stories and Histories; Theme: Human Experience Learning Objective: Explain the story or history represented in works of art.; Recognize how art can use storytelling for social change.; Recognize how art can depict daily life.; Discuss how art is used to reflect on the human experience.; Recognize how art can be used to reflect on our existence.

Bloom's: Understand Accessibility: Keyboard Navigation 24) Discuss Robert Rauschenberg and Robert Smithson as artists who explored unusual materials and techniques in their works. How did each use humor or unconventional actions to transform their art?

Answer: Students should note that both artists deviated from the traditional method of art making to experiment with surfaces, techniques, and materials. Rauschenberg was formally trained, but eventually innovative new techniques, based on previous ones. We get from Rauschenberg a sense of boundaries being dissolved—boundaries between media, between art and nonart, between art and life. Smithson creates earthworks, which function as sculptures, but they are made from natural materials.

Topic: Theme: Here and Now; Theme: Natural World; Artist: Robert Rauschenberg Learning Objective: Recall the artistic contributions of Robert Rauschenberg.; Characterize the representation of the natural world in art.; Recognize how the natural world can be used as material for art.; Identify significant works of art and artists.

Bloom's: Understand Accessibility: Keyboard Navigation

25) Musicians often "cover" songs recorded by other artists, developing a new interpretation of it. Artist Jeff Wall "covered" a work by Hokusai with his A Sudden Gust of Wind (after Hokusai). How does Wall's work create a dialogue with Hokusai's? How do the differences in their works speak to the viewer about the intentions or purposes of both artists? How does this "cover" represent the theme of "Art and Art"?

Answer: Art can be its own theme. Some artists draw from artwork created in previous decades or centuries to re-contextualize the image and subject matter to result in a new dialogue and appreciation of the "art" of the work.

Topic: Theme: Art and Art Learning Objective: Restate how artists respond to art and its institutions.

Bloom's: Understand Accessibility: Keyboard Navigation 26) These three figurative works, included in this chapter of the text, represent three different themes of art: Equestrian Statue of Marcus Aurelius; Delacroix, Liberty Leading the People; and Cimabue, Madonna Enthroned. Explain how each image communicates the theme of the work.

Answer: Areas of meaning convey what a work of art is "about" and can be categorized by themes. These works reflect themes of social orders, political expression, and the sacred realm through figurative representation.

Topic: Theme: Sacred Realm; Theme: Politics and the Social Order Learning Objective: Compare representations of the sacred realm.; Recognize how art can give concrete form to the sacred realm.; Identify how works of art reflect politics and the social order.; Recognize how art can show social order.; Recognize how art can be a vehicle for political expression.

Bloom's: Analyze Accessibility: Keyboard Navigation 27) Consider the painting by Cole, The Oxbow, which depicts a view of nature that includes a human figure. Discuss the point of view and the relationship between human and nature in this work.

Answer: American landscape painting was popular in the 19th century and covered the depiction of natural scenery in stylistic grandeur. Figures were represented but were a secondary subject emphasis. Also common to the 19th century was a Romantic portrayal of nature, which was portrayed with a spiritual quality.

Topic: Theme: Natural World Learning Objective: Characterize the representation of the natural world in art.; Recognize how landscapes depict the natural world.

Bloom's: Analyze Accessibility: Keyboard Navigation

28) Consider Rousseau's The Dream and Piranesi's "The Sawhorse." Both works are imaginative rather than realistic. Compare the methods each artist uses in creating these images.

Answer: Painting, like poetry, can bring an imaginary world to life. Rousseau's indifference to art traditions resulted in paintings like The Dream, which depicted a lush, complex design that does not exist in real life. Piranesi's "The Sawhorse," has a far darker atmosphere, featuring images of torture devices and objects of horror. The work is an etching, a medium whose aggressive strokes and cut lines emphasize the violent mood.

Topic: Theme: Invention and Fantasy Learning Objective: Recognize invention and fantasy in art.

Bloom's: Analyze Accessibility: Keyboard Navigation 29) Consider Picasso's Guernica and Delacroix's Liberty Leading the People. Discuss the stories behind each of the works, paying particular attention to the political and social messages that each artist wished to convey.

Answer: Picasso's Guernica was a response to the violence of war unleashed against ordinary citizens. He employed symbolic imagery to portray the horrors of the event. Delacroix's Liberty conveyed his support for the Revolution of 1830 and personified Liberty herself as a Greek statue.

Topic: Theme: Politics and the Social Order Learning Objective: Identify how works of art reflect politics and the social order.; Recognize how art can show social order.; Recognize how art can use storytelling for social change.

Bloom's: Analyze Accessibility: Keyboard Navigation 30) Consider Garden of Earthly Delights, by Bosch, and identify the historical/artistic period in which it was created. Then discuss the ways in which this painting is both a work of fantasy and one that relates to the religious beliefs of its time.

Answer: Bosch drew upon many sources, such as folklore, literature, Christian writings, and astrology, for his fantasy-themed Renaissance triptych. Between Eden and Hell, Bosch depicts the false paradise of love—false because, although deeply pleasurable, it can lead humanity away from the bonds of marriage toward the deadly sin of Lust, and thus damnation.

Topic: Theme: Sacred Realm; Theme: Invention and Fantasy Learning Objective: Compare representations of the sacred realm.; Recognize how art can give concrete form to the sacred realm.; Recognize invention and fantasy in art.; Identify significant works of art and artists.

Bloom's: Understand Accessibility: Keyboard Navigation

31) Identify the purpose(s) of the Great Pyramids and the equestrian statue of Marcus Aurelius.

In what ways did these works serve the leaders who commissioned their creations?

Answer: Pharaohs constructed massive pyramids as tombs that were outfitted with everything they would need in the afterlife. The equestrian statue of Aurelius employs gestures and facial details that signify the royal status of the emperor. Both are intended to convey a sense of power and grandeur.

Topic: Theme: Politics and the Social Order Learning Objective: Identify how works of art reflect politics and the social order.; Recognize how art can show social order.

Bloom's: Analyze Accessibility: Keyboard Navigation 32) Consider Fuller's Talking Skull. Discuss the particular aspects of human experience that this work explores, and explain the artist's struggles to achieve personal goals and connections with her cultural heritage.

Answer: Fuller's sculpture reflects a spiritual belief of her cultural heritage and depicts the realization of the desire to connect with ancestors. On one level, Talking Skull embodies a universal message about the desire for communion beyond the boundaries of our brief lifetime.

But it is also a specifically African-American work that addresses the traumatic rupture with ancestral culture that slavery had caused.

Topic: Theme: Stories and Histories; Theme: Human Experience Learning Objective: Explain the story or history represented in works of art.; Discuss how art is used to reflect on the human experience.; Recognize how art can be used to communicate with ancestors and spirits.

Bloom's: Understand Accessibility: Keyboard Navigation 33) Discuss how Robert Smithson uses the natural world to sculpt his earthwork Spiral Jetty.

Include factors such as intent, process, and construction.

Answer: Spiral Jetty is sculpture on a grand scale. Smithson was fascinated with the ecology of salt lakes and was drawn to the idea that an artist could participate in the shaping of landscape as a geological force. The work continued to change according to natural processes after it was finished. Salt crystals accumulated and sparkled on its edges. Depths of water in and around it showed themselves in different tints of transparent violet, pink, and red.

Topic: Theme: Natural World Learning Objective: Characterize the representation of the natural world in art.; Recognize how the natural world can be used as material for art.

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34) Compare and contrast the theme of the human experience in Kahlo's Self-Portrait with Monkeys and Vermeer's Woman Holding a Balance. Discuss how the artists positioned their subjects in the paintings to convey reality. Consider factors such as lighting, color, and relevant objects.

Answer: Kahlo began to paint self-portraits as an affirmation that she existed, surrounding herself with relevant objects of her culture. Vermeer evoked fundamental questions of our existence and employed gentle lighting and symbolic objects that convey issues humans address in their journey through life.

Topic: Theme: Human Experience Learning Objective: Describe how artists represent everyday life.; Discuss how art is used to reflect on the human experience.; Recognize how art can be used to reflect on our existence.

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Living with Art, 12e (Getlein) Chapter 4 The Visual Elements 1) Which of the visual elements can best be described as "the path of a moving point"?

A) Motion B) Time C) Line D) Light Answer: C Explanation: Line comes from the path of a moving point that creates a one-dimensional figure.

Topic: Element: Line Learning Objective: Recall characteristics of line.

Bloom's: Remember Accessibility: Keyboard Navigation 2) During the 20th century, which of the following became a recognized element of art?

A) Motion B) Texture C) Color D) Line Answer: A Explanation: Motion as an element began to be recognized more often in the 20th century when interactive art, video art, and film began to take hold as forms. Motion can be implied, as well as actualized.

Topic: Element: Time and Motion Learning Objective: Relate how time and motion appear in art.

Bloom's: Remember Accessibility: Keyboard Navigation 3) What element is most often used to indicate boundaries between forms?

A) Contour lines B) Ground C) Intensity D) Foreshortening Answer: A Explanation: Contour lines define the boundaries of three-dimensional forms.

Topic: Element: Line Learning Objective: Identify types of lines.; Recall characteristics of line.; Recall the concept of contour.

Bloom's: Remember Accessibility: Keyboard Navigation 4) In art, shapes that suggest forms found in nature are called

shapes.

A) organic B) real C) geometric D) environmental Answer: A Explanation: Organic shapes are irregular, rounded, and curving, and evoke the living forms of nature.

Topic: Element: Shape and Mass Learning Objective: Explain how artists create shape and mass.; Recall characteristics of shape and mass.

Bloom's: Remember Accessibility: Keyboard Navigation 5) Raphael's The Madonna of the Meadows is composed using what implied shape?

A) Trapezoid B) Square C) Triangle D) Circle Answer: C Explanation: An implied triangle gives stability to the composition.

Topic: Element: Shape and Mass Learning Objective: Recall characteristics of shape and mass.; Interpret the use of shapes and mass in works of art.; Recognize the use of implied shapes.

Bloom's: Understand Accessibility: Keyboard Navigation 6) What two basic visual cues are used to imply depth in the 18th-century Indian painting of Maharana Amar Singh and others watching musicians and acrobats?

A) Chiaroscuro and hatching B) Atmospheric perspective and foreshortening C) Implied line and a vanishing point D) Position and overlap Answer: D Explanation: The characteristic flatness of Indian paintings of this time, including the work mentioned, uses position and overlap to create depth.

Topic: Element: Space Learning Objective: Discuss the strategies for creating space in two-dimensional art.; Recall characteristics of space.; Interpret the use of space in works of art.; Identify techniques used to imply three-dimensional space.

Bloom's: Remember Accessibility: Keyboard Navigation 7) A black-and-white photograph of a scene eliminates the hues and intensities of the scene's

colors but captures the _ A) pigments B) chromas C) harmonies D) values

of the colors.

Answer: D Explanation: Value refers to relative lightness or darkness.

Topic: Element: Light Learning Objective: Describe how real and implied light function in art.; Interpret the use of light in works of art.

Bloom's: Understand Accessibility: Keyboard Navigation 8) In drawing, the outer boundaries of two-dimensional forms are defined by the outer boundaries perceived among three-dimensional forms are defined by A) visual elements; principles of design B) outlines; contour lines C) thick lines; thin lines D) actual lines; implied lines

, while .

Answer: B Explanation: Outlines define a two-dimensional shape; contours record the boundaries of threedimensional forms.

Topic: Element: Line Learning Objective: Identify types of lines.; Recall characteristics of line.; Identify techniques used to imply three-dimensional space.

Bloom's: Remember Accessibility: Keyboard Navigation 9) In painting and drawing, artists often use the technique of shadows and light define the shape of forms.

A) refraction B) isometric perspective C) simultaneous contrast D) chiaroscuro

to describe the way

Answer: D Explanation: Chiaroscuro is an Italian term that means "light-dark."

Topic: Element: Light Learning Objective: Describe how real and implied light function in art.; Interpret the use of light in works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 10) What technique, illustrated in Charles White's Untitled, uses parallel lines to suggest value?

A) Hatching B) Atmospheric perspective C) Impasto D) Foreshortening Answer: A Explanation: Hatching is closely spaced parallel lines that create modeling in a 2D shape.

Topic: Element: Line; Element: Light Learning Objective: Identify types of lines.; Recall characteristics of line.; Interpret the use of lines in works of art.; Explain how artists create shape and mass.; Describe how real and implied light function in art.; Interpret the use of light in works of art.; Recognize the use of implied light.; Identify techniques used to imply three-dimensional space.

Bloom's: Remember Accessibility: Keyboard Navigation 11) What term describes the use of light and shadow to give a three-dimensional appearance to shapes in a two-dimensional work?

A) Pointillism B) Figure C) Ground D) Model Answer: D Explanation: Artists use implied light (lights and darks) to model shapes in two-dimensional works, giving them a three-dimensional appearance.

Topic: Element: Shape and Mass; Element: Light Learning Objective: Explain how artists create shape and mass.; Describe how real and implied light function in art.; Interpret the use of light in works of art.; Recognize the use of implied light.; Discuss the strategies for creating space in two-dimensional art.; Identify techniques used to imply three-dimensional space.

Bloom's: Remember Accessibility: Keyboard Navigation

12) In the additive process of color mixing, red light, green light, and blue light combine to produce light.

A) yellow B) black C) white D) green Answer: C Explanation: In the additive process, the sum of the primary colors create white light.

Topic: Element: Light; Element: Color Learning Objective: Characterize the use of color and the theories.; Recall the two color-mixing processes.

Bloom's: Understand Accessibility: Keyboard Navigation 13) Mixing two primary colors produces a A) secondary B) passive C) complementary D) triad

color.

Answer: A Explanation: Primary colors are pure colors and create a secondary color when mixed together.

Topic: Element: Color Learning Objective: Characterize the use of color and the theories.; Recall the three properties of color.

Bloom's: Remember Accessibility: Keyboard Navigation 14) What term is used to describe a color lighter than a hue's normal value?

A) Tint B) Shade C) Chroma D) Palette Answer: A Explanation: A color lighter than the hue's normal value is known as a tint.

Topic: Element: Color Learning Objective: Characterize the use of color and the theories.; Recall the three properties of color.

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15) In the subtractive color process, what are the secondary colors?

A) Orange B) Green C) Violet D) Blue-green E) Yellow F) Blue Answer: A, B, C In the subtractive process, secondary colors (orange, green, and violet) are produced by mixing two primary colors.

Topic: Element: Color Learning Objective: Characterize the use of color and the theories.; Recall the three properties of color.; Recall the two color-mixing processes.

Bloom's: Remember Accessibility: Keyboard Navigation 16) Works that use a(n) _ on the color wheel.

A) analogous B) complementary C) triadic D) open

harmony feature any three colors equidistant from each other

Answer: C Explanation: Triadic harmonies are composed of any three colors equidistant from each other on the color wheel.

Topic: Element: Color Learning Objective: Characterize the use of color and the theories.; Recall the concept of triadic harmony.

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17) What technique uses dots of color to create a specific optical effect?

A) Stippling B) Modeling C) Pointillism D) Chiaroscuro Answer: C Explanation: Pointillism, innovated by Georges Seurat, places many thousands of tiny dots—or points—of pure color next to each other. From a distance of a few inches, a pointillist work will appear to be nothing but a jumble of colored dots, but as a viewer steps back, the dots gradually coalesce into shapes.

Topic: Element: Color Learning Objective: Characterize the use of color and the theories.; Interpret the use of color in works of art.; Recognize uses of colors to create optical effects in works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 18) What are some expressive characteristics associated with the color blue?

A) Freedom B) Calm C) Passion D) Anxiety E) Quiet F) Love Answer: A, B, E Although emotional responses to color are both culturally conditioned and intensely personal, blue is often associated with the sky and ocean, and the freedom implied by those elements.

Blue is a "cool" color and has been shown to have a calming effect. Artists have therefore often used it to express feelings of tranquility.

Topic: Element: Color Learning Objective: Characterize the use of color and the theories.; Interpret the use of color in works of art.; Recognize how color can elicit emotional responses.

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19) What is a necessary feature of pattern?

A) Texture B) Color C) Modeling D) Repetition Answer: D Explanation: Pattern is any decorative, repetitive motif or design.

Topic: Element: Texture Learning Objective: Distinguish actual and visual texture as used in art.; Recall characteristics of texture.

Bloom's: Remember Accessibility: Keyboard Navigation 20) Where is the vanishing point in Leonardo da Vinci's The Last Supper?

A) In the upper left corner of the image B) Just behind the head of the figure of Jesus C) Below the horizon line D) At the top center of the image Answer: B Explanation: Parallel lines receding in the distance converge at a point called the vanishing point. In The Last Supper, these lines converge at a vanishing point behind Jesus' head, at the exact center of the picture, along the horizon line.

Topic: Element: Space Learning Objective: Discuss the strategies for creating space in two-dimensional art.; Recall characteristics of space.; Interpret the use of space in works of art.; Recall the concept of linear perspective.

Bloom's: Understand Accessibility: Keyboard Navigation 21) Art that moves is called A) kinetic B) trompe l'oeil C) directional D) modeled

art.

Answer: A Explanation: Art that moves is called kinetic art, from the Greek word kinetos, "moving."

Topic: Element: Time and Motion Learning Objective: Relate how time and motion appear in art.; Interpret the use of time and motion in works of art.

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22) In Albrecht Dürer's woodcut The Draftsman Drawing a Reclining Nude, the draftsman is using a device to help him achieve the effect of .

A) foreshortening B) chiaroscuro C) the illusion of motion D) simultaneous contrast Answer: A Explanation: Foreshortening is a visual phenomenon that makes an elongated object projecting toward or away from the viewer shorter than it actually is, thereby creating the illusion of projecting into space.

Topic: Element: Space Learning Objective: Discuss the strategies for creating space in two-dimensional art.; Recall characteristics of space.; Interpret the use of space in works of art.; Recall the concept of foreshortening.; Recall the artistic contributions of Albrecht Durer.

Bloom's: Remember Accessibility: Keyboard Navigation 23) The use of atmospheric perspective is a prominent aspect of which work?

A) Hidden Relief by Sarah Sze B) Lake George by John Frederick Kensett C) Chanter by Emmi Whitehorse D) The Chief: He Who Sold Africa to the Colonists by Samuel Fosso Answer: B Explanation: Atmospheric perspective is a method to create the illusion of space by distant objects appearing less distinct and paler than nearby objects. John Frederick Kensett's Lake George is an exquisite example of beautifully modulated atmospheric perspective.

Topic: Element: Space Learning Objective: Discuss the strategies for creating space in two-dimensional art.; Recall characteristics of space.; Interpret the use of space in works of art.; Identify techniques used to imply three-dimensional space.; Recall the concept of atmospheric perspective.

Bloom's: Understand Accessibility: Keyboard Navigation

24) Many still-life works attempt to capture what artistic element?

A) Actual texture B) Isometric perspective C) Linear perspective D) Visual texture Answer: D Explanation: Visual texture in a work refers to a texture our minds associate particular markings with. Many still-life painters delight in capturing visual texture in paint.

Topic: Element: Texture Learning Objective: Distinguish actual and visual texture as used in art.; Recall characteristics of texture.; Interpret the use of texture in works of art.

Bloom's: Understand Accessibility: Keyboard Navigation 25) Choose two works from your text that illustrates two different color harmonies: monochromatic, analogous, complementary, or triadic. How do the artists use the properties of color in concert with the harmonic schemes? Do the works use an open or restricted palette?

Answer: Recall the various differences between the color harmonies and how they are based on the color wheel. Identify how the colors are used: low value; high intensity; tints; shades; etc. If there is a clear color harmony, chances are the palette is restricted, meaning that the artist limited him or herself to a few pigments and their mixtures, tints, and shades.

Topic: Element: Color Learning Objective: Characterize the use of color and the theories.; Interpret the use of color in works of art.; Categorize colors according to the standard color wheel.; Recall the three properties of color.; Recall the concept of monochromatic harmony.; Recall the concept of complementary harmony.; Recall the concept of analogous harmony.; Recall the concept of triadic harmony.; Recognize examples of restricted and open palettes.; Recognize how color can elicit emotional responses.

Bloom's: Analyze Accessibility: Keyboard Navigation 26) Select one two-dimensional artwork that suggests visual depth. Discuss at least three ways that the artist used visual elements to create the illusion of three-dimensionality.

Answer: A possible answer is Leonardo's The Last Supper, which employs various visual elements to create deep space in a two-dimensional space. These elements include linear perspective, modeling, and atmospheric perspective.

Topic: Element: Space Learning Objective: Interpret the use of light in works of art.; Recall characteristics of space.; Interpret the use of space in works of art.; Identify techniques used to imply three-dimensional space.; Recall the concept of linear perspective.; Recall the concept of foreshortening.; Recall the concept of atmospheric perspective.

Bloom's: Analyze Accessibility: Keyboard Navigation

27) Discuss the roles of the artist, the work, and the viewer in suggesting time and motion through a work of art. Support your statements by referring to at least one specific work and analyzing how it does so.

Answer: Answers will vary depending on the artwork selection. Artwork can include 2D or 3D examples, which illustrate the illusion of time and motion, or actual motion.

Topic: Element: Time and Motion Learning Objective: Recall techniques to shape three-dimensional space.; Relate how time and motion appear in art.; Interpret the use of time and motion in works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation 28) Contrast the mixing of colors through additive and subtractive processes, indicating a specific material or medium in which artists use each process.

Answer: Additive processes involve actual light. A subtractive process is the result of mixing pigments. The additive process is often found in theatrical light, where colored lights are combined to create secondary and tertiary colors. The subtractive process is typical of paints, watercolors, or other materials that absorb certain light frequencies.

Topic: Element: Color Learning Objective: Characterize the use of color and the theories.; Interpret the use of color in works of art.; Recall the two color-mixing processes.; Categorize works of art into various media used.

Bloom's: Understand Accessibility: Keyboard Navigation 29) Discuss the role of line in Albrecht Dürer's work. Why was line so important in creating a sense of space and depth, features that artists of his time were intently exploring?

Answer: Dürer and his Renaissance colleagues were fascinated with exploring space in twodimensional works, especially the technique of linear perspective. Linear perspective used line— both actual and implied—extensively. Further, you can see from the woodcut in the text, how Dürer used line to create shape and shadow (through hatching) as well as visual texture.

Topic: Element: Line; Element: Light; Element: Texture; Element: Space Learning Objective: Identify types of lines.; Recall characteristics of line.; Recall the concept of contour.; Interpret the use of lines in works of art.; Recognize the use of implied lines.; Describe how real and implied light function in art.; Distinguish actual and visual texture as used in art.; Recall characteristics of texture.; Interpret the use of texture in works of art.; Recognize visual texture in works of art.; Discuss the strategies for creating space in two-dimensional art.; Recall characteristics of space.; Interpret the use of space in works of art.; Identify techniques used to imply three-dimensional space.; Recall the concept of linear perspective.; Recall the concept of foreshortening.; Recall the artistic contributions of Albrecht Durer.

Bloom's: Analyze Accessibility: Keyboard Navigation

30) Select three of the visual elements of art, define each, and then discuss three separate works from other chapters in the text that illustrates the use of each element. Give the title and artist of each of the works that you discuss.

Answer: Answers will vary depending on the artwork selections. Consider how your three elements help guide the viewer's gaze and create emphasis in the works. Emphasis will often lead to clues to discover meaning.

Topic: Element: Line; Element: Shape and Mass; Element: Light; Element: Color; Element: Texture; Element: Space; Element: Time and Motion Learning Objective: Interpret the use of lines in works of art.; Interpret the use of shapes and mass in works of art.; Interpret the use of light in works of art.; Characterize the use of color and the theories.; Interpret the use of color in works of art.; Interpret the use of texture in works of art.; Interpret the use of space in works of art.; Relate how time and motion appear in art.; Interpret the use of time and motion in works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation 31) Discuss the use of lines, both actual and implied, to direct the viewers' eyes and to create focal points in the following two works by Leonardo da Vinci: The Last Supper and The Virgin and St. Anne with the Christ Child and John the Baptist.

Answer: Focal points draw the viewer into the image, and lines, actual and implied, move the eye around the composition. The Last Supper uses actual and implied lines to create a linear perspective that emphasizes the focal point. The Virgin and St. Anne uses implied lines in the form of a triangle to contain the composition in addition to a circular motif of the heads.

Topic: Element: Line; Element: Shape and Mass; Element: Space Learning Objective: Identify types of lines.; Recall characteristics of line.; Interpret the use of lines in works of art.; Recognize the use of implied lines.; Explain how artists create shape and mass.; Interpret the use of shapes and mass in works of art.; Recognize the use of implied shapes.; Recall characteristics of space.; Identify techniques used to imply three-dimensional space.; Recall the concept of linear perspective.

Bloom's: Analyze Accessibility: Keyboard Navigation

32) Consider Eakins' The Biglin Brothers Racing and Cartier-Bresson's Aquila, Abruzzi, Italy.

Describe each artist's use of line (both actual and implied) to emphasize the content of each work.

Answer: Horizontal, vertical, and diagonal lines in a two-dimensional artwork contribute to the direction and movement in the composition. Horizontal and vertical lines convey a sense of calm and stability, whereas diagonal lines suggest action and tension. Thomas Eakins' The Biglin Brothers Racing is stabilized by the long, calm horizontal of the distant shore. In Aquila, Abruzzi, Italy, Cartier-Bresson emphasizes the use of directional lines. The viewer's eyes slide down the line of the steeply pitched railing to a woman's head. Other railing lines carry our eyes into the background, where a cluster of town-dwellers stand in the open square. Without the lines of the iron railings, our eyes would not move so efficiently through the picture.

Topic: Element: Line Learning Objective: Identify types of lines.; Recall characteristics of line.; Interpret the use of lines in works of art.; Recognize the use of implied lines.

Bloom's: Analyze Accessibility: Keyboard Navigation 33) How does Alexander Calder use motion in his work, Carmen? How does he use color in this work? How do these two elements interact and what effect do they have?

Answer: The element of motion includes actual movement, and when employed in a sculpture it is kinetic. Actual movement in sculpture creates an additional level to the viewer's experience.

This mobile is almost always in motion, reminding the viewer that time is constantly passing.

His choice of red and yellow colors show a primary color scheme, but Calder must have taken into account the green background of the trees. Green is a complement color to red, but analogous with yellow. The use of primary colors support the primal sense of time passing.

Topic: Element: Color; Element: Time and Motion Learning Objective: Characterize the use of color and the theories.; Interpret the use of color in works of art.; Categorize colors according to the standard color wheel.; Recall the three properties of color.; Recall the two color-mixing processes.; Recall the concept of complementary harmony.; Recall the concept of analogous harmony.; Recognize how color can elicit emotional responses.; Relate how time and motion appear in art.; Interpret the use of time and motion in works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation

34) Consider Kensett's Lake George and Shen Zhou's Autumn Colors among Streams and Mountains. Discuss each artist's use of atmospheric perspective to create the illusion of depth.

How does the sense of space conveyed in each work differ?

Answer: Both paintings suggest receding landscape through atmospheric perspective. Kensett uses receding color values to suggest deep space, while Shen Zhou uses a monochromatic value change.

Topic: Element: Space Learning Objective: Recall characteristics of space.; Interpret the use of space in works of art.; Identify techniques used to imply three-dimensional space.; Recall the concept of atmospheric perspective.

Bloom's: Analyze Accessibility: Keyboard Navigation 35) Select two works from the text that are two-dimensional and discuss the concept of visual texture, giving examples of how it is employed.

Answer: Responses will vary depending on the artwork selections. Implied visual textures are merely the illusions of actual textures on a flat painted surface. Be sure to mention how light and shadow are used to help create visual texture in the works.

Topic: Element: Texture Learning Objective: Distinguish actual and visual texture as used in art.; Recall characteristics of texture.; Interpret the use of texture in works of art.; Recognize actual texture in works of art.; Recognize visual texture in works of art.

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Living with Art, 12e (Getlein) Chapter 5 Principles of Design 1) What is the term for the organization of visual elements in two-dimensional art?

A) Taste B) Composition C) Context D) Pictorial space E) Visual weight Answer: B Explanation: Composition is the organization of lines, shapes, colors, and other art elements in a work of art. More often applied to two-dimensional art; the broader term is design.

Topic: Elements and Principles Learning Objective: Describe how artists create unity and variety.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What features are NOT considered principles of design?

A) Unity and variety B) Emphasis and subordination C) Balance and rhythm D) Texture and color E) Proportion and scale Answer: D Explanation: Texture and color are elements of art and design, not principles, which are guidelines for a composition or design.

Topic: Elements and Principles; Principle: Unity and Variety; Principle: Balance; Principle: Emphasis and Subordination; Principle: Scale and Proportion; Principle: Rhythm Learning Objective: Analyze formal elements and principles of design.

Bloom's: Understand Accessibility: Keyboard Navigation

3) The Mandala of Jnanadakini shows what kind of balance?

A) Asymmetrical B) Proportional C) Radial D) hierarchical Answer: C Explanation: A symmetrical balance has a vertical axis down the center of the composition, with forms on both sides of the axis corresponding to one another in size, shape, and placement.

Topic: Principle: Balance Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Recall the concept of symmetrical balance.

Bloom's: Understand Accessibility: Keyboard Navigation 4) Drawing attention to an area by contrasting dark and light is one way of demonstrating .

A) texture B) scale C) emphasis D) symmetry Answer: C Explanation: Emphasis draws our attention to certain parts of a composition, while subordination purposely makes some parts of a composition less interesting.

Topic: Elements and Principles; Principle: Emphasis and Subordination Learning Objective: Explain how artists emphasize and subordinate parts of a work.; Analyze formal elements and principles of design.

Bloom's: Understand Accessibility: Keyboard Navigation 5) How is scale defined?

A) Color's relation to value B) Size in relation to a standard or "normal" size C) Size relation of parts to the whole D) Repetition of objects in a work Answer: B Explanation: Scale is the size in relation to some "normal" or constant size.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.

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6) With what principle of design does sculptor Claes Oldenburg often experiment?

A) Symmetry B) Emphasis C) Scale D) Balance E) Unity Answer: C Explanation: Oldenburg creates works that are radically large, almost like giants.

Topic: Principle: Scale and Proportion; Medium: Sculpture Learning Objective: Interpret the use of scale and proportion in works of art.; Analyze formal elements and principles of design.

Bloom's: Remember Accessibility: Keyboard Navigation 7) What object did the ancient Roman architect Vitruvius relate to the perfect geometry of a circle and square?

A) City plazas B) Church domes C) Male human form D) Constellations E) Castle arches Answer: C Explanation: Vitruvius was a Roman architect who related the perfected male form to the perfect geometry of the square and the circle.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Analyze formal elements and principles of design.

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8) The Parthenon and the Modulor were both designed according to what feature?

A) The vanishing point B) The true view C) The silver mean D) The golden section E) The central plan Answer: D Explanation: The golden section is a length of two unequal segments in which the smaller one has the same ratio to the larger one as the larger one has to the whole.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Analyze formal elements and principles of design.

Bloom's: Remember Accessibility: Keyboard Navigation 9) What design principle is based on repetition?

A) Rhythm B) Balance C) Emphasis D) Focal point Answer: A Explanation: Rhythm has a pattern, which comes from repetition.

Topic: Elements and Principles; Principle: Rhythm Learning Objective: Characterize the use of rhythm in art.; Interpret the use of rhythm in works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 10) By positioning the dark, dense image of death next to the billowing, light form representing life, Gustav Klimt's painting Death and Life demonstrates artistic use of what design principle?

A) Hierarchical scale B) Symmetrical balance C) Unity D) Asymmetrical balance Answer: D Explanation: An asymmetrical balance has two sides that do not match, but the work still seems to be balanced because of the placement of forms.

Topic: Elements and Principles; Principle: Balance Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Interpret the use of balance in works of art.; Recall the concept of asymmetrical balance.

Bloom's: Analyze Accessibility: Keyboard Navigation

11) How may the appearance of balance be achieved in a two-dimensional work with asymmetrical balance?

A) Objects mirror each other across a central axis B) Use of ideal proportions C) Distribute visual weight accordingly D) Use of scale to indicate relative importance Answer: C Explanation: Balance comes from the equal distribution of visual weight to either side of a felt or implied center of gravity.

Topic: Elements and Principles; Principle: Balance Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Interpret the use of balance in works of art.; Recall the concept of asymmetrical balance.; Analyze formal elements and principles of design.

Bloom's: Understand Accessibility: Keyboard Navigation 12) Rather than depend solely upon visual unity, an artist will sometimes create by unifying the ideas in a work of art.

A) proportional B) invisible C) conceptual D) symmetrical

unity

Answer: C Explanation: Ideas are concepts, and unity can be achieved through any means as long as it creates a sense of oneness, of things belonging together and making up a coherent whole.

Topic: Elements and Principles; Principle: Unity and Variety Learning Objective: Describe how artists create unity and variety.; Recall characteristics of unity and variety.; Interpret the use of unity and variety in works of art.

Bloom's: Understand Accessibility: Keyboard Navigation

13) What design principle is exemplified in Haruka Kojin's reflectwo?

A) Symmetrical balance B) Radial balance C) The Golden Mean D) Asymmetrical balance Answer: A Explanation: Balance comes from the equal distribution of visual weight to either side of a felt or implied center of gravity.

Topic: Elements and Principles; Principle: Balance Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Interpret the use of balance in works of art.; Recall the concept of symmetrical balance.

Bloom's: Analyze Accessibility: Keyboard Navigation 14) What principle is used in the Thirteen-Diety Jnanadakini Mandala to suggest that there is a logic and order to the universe?

A) Visual weight B) Asymmetry C) Proportion D) Symmetry Answer: D Explanation: Cosmic order is the subject of this work of art, and to show the cosmic realm is logical and orderly, a mandala diagram is used with clear geometry and symmetry.

Topic: Elements and Principles; Principle: Balance Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Interpret the use of balance in works of art.; Recall the concept of symmetrical balance.; Analyze formal elements and principles of design.

Bloom's: Analyze Accessibility: Keyboard Navigation 15) What kind of unity helps to give Annette Messager's Mes Voeux meaning?

A) Conceptual B) Radial C) Proportional D) Symmetrical Answer: A Explanation: In this work, there is unity, but not visually. The unity comes from the ideas.

Topic: Elements and Principles; Principle: Unity and Variety Learning Objective: Describe how artists create unity and variety.; Recall characteristics of unity and variety.; Interpret the use of unity and variety in works of art.; Analyze formal elements and principles of design.

Bloom's: Analyze Accessibility: Keyboard Navigation

16) By what method did the ancient Egyptians govern the "correct" proportions of their drawn human figures?

A) Symmetrical balance B) Visual weight C) The golden mean D) A squared grid Answer: D Explanation: As evident in unfinished works, we can see that the ancient Egyptians started with grids with each palm of the hand occupying one square of the grid.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.

Bloom's: Understand Accessibility: Keyboard Navigation 17) What feature must be present in a work that is symmetrically balanced?

A) Central axis B) Hierarchical scale C) Focal point D) Golden mean Answer: A Explanation: A symmetrical balance has a vertical axis down the center of the composition, with forms on both sides of the axis corresponding to other each other in size, shape, and placement.

Topic: Elements and Principles; Principle: Balance Learning Objective: Identify types of balance found in art.; Recall the concept of symmetrical balance.

Bloom's: Understand Accessibility: Keyboard Navigation

18) What type of balance gives Pablo Picasso's Girl Before a Mirror meaning, using variety carefully to depict the subject's conscious and unconscious sides?

A) Radial symmetry B) Conceptual C) Hierarchical scale D) Symmetrical Answer: D Explanation: Vanitas, coming from the Latin word for "vanity," explore the fleeting nature of earthly life and happiness.

Topic: Elements and Principles; Principle: Balance; Medium: Painting Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Interpret the use of balance in works of art.; Recall the concept of symmetrical balance.; Analyze formal elements and principles of design.

Bloom's: Analyze Accessibility: Keyboard Navigation 19) What is the focus of Tawaraya Sotatsu's The Zen Priest Choka, emphasized by the artist's daring use of asymmetrical balance?

A) Imbalance B) Emptiness C) The Afterlife D) Order E) Rebellion Answer: B Explanation: Symmetrical balance is often used to express order, harmony, and authority.

O'Keeffe's Deer's Skull with Pedernal has a forceful, formal presence because of the symmetrical balance.

Topic: Elements and Principles; Principle: Balance Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Recall the concept of asymmetrical balance.; Analyze formal elements and principles of design.

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20) What is another term for asymmetrical balance?

A) Radial balance B) Visual weight C) Scale D) Informal balance Answer: D Explanation: Asymmetrical balance occurs when the two sides of a composition do not match, but yet there appears to be a balance in the work.

Topic: Principle: Balance Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Recall the concept of asymmetrical balance.

Bloom's: Remember Accessibility: Keyboard Navigation 21) What aspect is manipulated to affect the balance of the composition?

A) Golden ratio B) Meaning C) Modulor D) Visual weight Answer: D Explanation: Balance comes from the equal distribution of visual weight to either side of a felt or implied center of gravity.

Topic: Elements and Principles; Principle: Balance Learning Objective: Recall characteristics of balance.; Recall the concept of symmetrical balance.; Recall the concept of asymmetrical balance.

Bloom's: Understand Accessibility: Keyboard Navigation 22) How does Henry Ossawa Tanner's The Banjo Lesson create emphasis?

A) Size and placement of the figures B) Symmetrical balance C) Unrealistic scale D) Bright colors in the background Answer: A Explanation: There are many ways to create emphasis, including size, placement, values, directional lines, contrast, and subordination of the background.

Topic: Elements and Principles; Principle: Emphasis and Subordination Learning Objective: Explain how artists emphasize and subordinate parts of a work.; Interpret the use of emphasis and subordination in works of art.; Analyze formal elements and principles of design.

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23) In the work, Plantoir, Claes Oldenburg and Coosje van Bruggen created shock value through use of .

A) symmetry B) repetition C) scale D) abstraction E) variety Answer: C Explanation: Both Oldenburg and van Bruggen added a shock value to their works by overturning our perception of scale as the measure of all things.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Analyze formal elements and principles of design.

Bloom's: Understand Accessibility: Keyboard Navigation 24) What type of design principle is used in the royal altar to the hand (ikegobo), from Benin?

A) Hierarchical scale B) Golden section C) Asymmetrical balance D) Mandala Answer: A Explanation: Hierarchical scale is the use of scale to indicate relative importance. In this work, the king is at the center because he is the most important followed by his attendants.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Analyze formal elements and principles of design.

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25) The ancient Roman architect Vitruvius associated the perfected male form with the perfect geometry of what shapes?

A) Square and rectangle B) Circle and square C) Triangle and circle D) Rectangle and triangle Answer: B Explanation: In Vitruvius' form, the figure stands inside a square defined by his height and the span of his arms, and a circled centered at his navel.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Analyze formal elements and principles of design.

Bloom's: Remember Accessibility: Keyboard Navigation 26) The use of scale to indicate relative importance is known as A) proportional B) hierarchical C) golden D) rhythmic E) symmetrical

scale.

Answer: B Explanation: Hierarchical scale shows figures of greatest important in the center and usually in a larger scale than the other figures.

Topic: Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Analyze formal elements and principles of design.

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27) On what feature did Le Corbusier construct the Modulor, a tool used for calculating human proportions?

A) Repeating rhythms B) Hierarchical scale C) The golden section D) Visual weight Answer: C Explanation: The Modulor is based on two overlapping golden sections. The first extends from the feet to the top of the head; the second extends from the navel to the tip of an upraised hand.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 28) What aspect forms the basis for rhythm in art?

A) Scale B) Realistic proportions C) Focal points D) Repetition E) A directional line of sight Answer: D Explanation: Both compositions feature the use of several rhythms, such as Yusho's long lines of the nets and short, quick reed leaves and Klee's tapered silvery forms that sway, and the yellow birds that are alert and circling.

Topic: Elements and Principles; Principle: Rhythm Learning Objective: Characterize the use of rhythm in art.

Bloom's: Remember Accessibility: Keyboard Navigation 29) Artists will often add A) vanishing points B) variety C) golden rectangles D) primary colors

to provide interest and enliven the unity of a work of art.

Answer: B Explanation: Variety brings difference and disorder, which can provide interest.

Topic: Elements and Principles; Principle: Unity and Variety Learning Objective: Describe how artists create unity and variety.; Recall characteristics of unity and variety.; Interpret the use of unity and variety in works of art.

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30) What feature of James McNeill Whistler's work, Billingsgate, creates rhythm?

A) Vertical lines of ship masts B) Wavelike, horizontal bars C) Repeating colored circles D) Strong use of negative space Answer: A Explanation: There are many ways of interpreting Manet's work as we wonder and analyze the artist's decisions in his placement of the barmaid, the reflection, and other parts of the composition.

Topic: Elements and Principles; Principle: Rhythm Learning Objective: Characterize the use of rhythm in art.; Interpret the use of rhythm in works of art.; Analyze formal elements and principles of design.

Bloom's: Analyze Accessibility: Keyboard Navigation 31) Compare and contrast form and content in two works, one of which has visual unity and the other conceptual unity.

Answer: Answers will vary. The response should show awareness of what the difference is between visual and conceptual. Visual is what we are able to see; therefore, the comparison can include colors, lines, shapes, and so on. Conceptual is about ideas; therefore, the comparison will be more about the meanings behind the forms used in the work.

Topic: Elements and Principles; Principle: Unity and Variety Learning Objective: Describe how artists create unity and variety.; Recall characteristics of unity and variety.; Interpret the use of unity and variety in works of art.; Analyze formal elements and principles of design.

Bloom's: Analyze Accessibility: Keyboard Navigation 32) Discuss the effects—both visual and emotional—of the symmetry of the Tibetan ThirteenDeity Jnanadakini Mandala, or of another religious work that employs formal symmetry.

Answer: Response should address the use of geometry, the repetition, the placement of figures and forms to discuss formal effects, and the meanings behind the use of symmetry, the cosmic order, and the religious symbolism to discuss emotional effects.

Topic: Elements and Principles; Principle: Balance Learning Objective: Describe how artists create unity and variety.; Interpret the use of balance in works of art.; Recall the concept of symmetrical balance.; Analyze formal elements and principles of design.

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33) Choose three works that utilize rhythm and compare the emotional and intellectual responses they evoke in you.

Answer: Answers will vary. For the three works, students should identify the different ways rhythms stand out visually, and then discuss what the artists were trying to show through such uses of rhythms.

Topic: Elements and Principles; Principle: Rhythm Learning Objective: Characterize the use of rhythm in art.; Interpret the use of rhythm in works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation 34) Explain how artists use the elements of shape, color, texture, and value to create visual balance. Use at least two works of art from other chapters as examples of formal and informal balance.

Answer: Answers will vary, but students should note how elements fall along both sides of the vertical axis and how the balance created makes them feel.

Topic: Elements and Principles; Principle: Balance Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Interpret the use of balance in works of art.; Recall the concept of symmetrical balance.; Recall the concept of asymmetrical balance.; Analyze formal elements and principles of design.

Bloom's: Understand Accessibility: Keyboard Navigation 35) Discuss at least three ways that artists create compositional unity in a work, referring to specific works of art to support your statements.

Answer: Answers will vary, but the different ways can include: (1) visual unity, through use of shape, line, color, and so on; and (2) conceptual unity, through use of ideas.

Topic: Elements and Principles; Principle: Unity and Variety Learning Objective: Describe how artists create unity and variety.; Recall characteristics of unity and variety.; Interpret the use of unity and variety in works of art.; Analyze formal elements and principles of design.

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36) Select any work in the chapter, except Picasso's Girl Before a Mirror. Identify it by artist, title, and medium. Then identify at least three of the elements of art in the work. Next, indicate three of the principles of design that are evident in the work and describe how the artist has used these elements and principles to convey information through form as well as through content.

Answer: Answers will vary, but should include any three of these elements—line, shape and mass, light, color, texture and pattern, space, time and motion—and any three of these principles—unity and variety, balance, emphasis, scale and proportion, rhythm—in the discussion of an artwork.

Topic: Elements and Principles; Principle: Unity and Variety; Principle: Balance; Principle: Emphasis and Subordination; Principle: Scale and Proportion; Principle: Rhythm Learning Objective: Describe how artists create unity and variety.; Interpret the use of unity and variety in works of art.; Identify types of balance found in art.; Interpret the use of balance in works of art.; Interpret the use of emphasis and subordination in works of art.; Interpret the use of scale and proportion in works of art.; Interpret the use of rhythm in works of art.; Analyze formal elements and principles of design.

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37) Consider Ansel Adams's The Tetons—Snake River, Grand Teton National Park, Wyoming, included in this chapter of the text. Select three of the principles of design and discuss how Adams has considered these principles in his work.

Answer: Answers will vary, but can cover these: •

Rhythm: In Adams's work, the river winds around in a manner that draws our eyes to move around the artwork, drawing attention ultimately to the majestic peak in the background. The angular, jagged mountain peaks create exciting accents, like cymbal crashes in an orchestral composition. Repeated pine trees throughout add staccato rhythms to the piece.

• Emphasis: In Adams's work, emphasis achieved primarily through placement and focus. The largest peak is emphasized by placing it in a central location. Adams makes sure the mountain is in clear focus, giving it greater emphasis than the other objects in the image.

• Size and Proportion: As Adams was intent on capturing the grandeur of the American landscape, he uses scale to demonstrate the immensity of the natural world. In this image, placing the mountains behind trees, give the viewer an exact sense of how big the Tetons actually are.

• Unity and Variety: In this photograph, Adams creates unity through his use of framing and focusing. In choosing to frame the river and mountain in this way, he achieves symmetrical placement of two large natural objects, opposite each other on a horizontal axis, creating visual unity. Variety is offered by the small details in the work—trees, clouds, and a wide range of lights and darks.

Topic: Principle: Unity and Variety; Principle: Balance; Principle: Emphasis and Subordination; Principle: Scale and Proportion; Principle: Rhythm; Medium: Photography Learning Objective: Describe how artists create unity and variety.; Recall characteristics of unity and variety.; Interpret the use of unity and variety in works of art.; Identify types of balance found in art.; Recall characteristics of balance.; Recall the concept of symmetrical balance.; Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Characterize the use of rhythm in art.; Interpret the use of rhythm in works of art.; Recall the artistic contributions of Ansel Adams.; Analyze formal elements and principles of design.

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38) Consider Klimt's Death and Life and Goya's Executions of the Third of May, 1808, both included in this chapter of the text. Discuss the ways in which each artist visually established focal points or areas of interest.

Answer: Responses should touch upon the following: •

The main areas of emphasis in Klimt's work are death and the motherly figure.

The two are hooked through a direct gaze from Death to the woman. One is malicious-looking while the other joyful. One is dark, and one is light. One is clothed in pattern of grave markers while the other is not clothed at all. Life, or the motherly figure, takes up more space in the composition, but Death's white skull stands out against its dark wardrobe and the dark background.

• In Goya's work, the colors white, yellow, and red demand our attention by creating a dramatic focal area against a background of earthtones and black. The lantern shines upon a man, who is about to get shot, along with the directional force of the guns—all of the attention is on him, dressed in a white shirt with an expression of pain, while the soldiers are faceless, anonymous.

Topic: Elements and Principles; Principle: Emphasis and Subordination Learning Objective: Explain how artists emphasize and subordinate parts of a work.; Interpret the use of emphasis and subordination in works of art.; Analyze formal elements and principles of design.

Bloom's: Analyze Accessibility: Keyboard Navigation 39) Consider Leonardo da Vinci's Study of Human Proportions according to Vitruvius, included in this chapter of the text. Identify the century in which Leonardo worked, and discuss his use of proportion in this piece.

Answer: Leonardo worked in the fifteenth century C.E. As the title of the work indicates, Leonardo was fascinated with the ideas of Vitruvius, a Roman architect, who related the perfected male form to the perfect geometry of the square and the circle. In this particular work

by Leonardo, the man stands inside a square defined by his height and the span of his arms, and a circle centered at his navel.

Topic: Elements and Principles; Principle: Scale and Proportion Learning Objective: Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Analyze formal elements and principles of design.

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40) Consider Le Corbusier's Poissy bei Paris, Villa Savoye, and Francesco Borromini's San Carlo alle Quattro Fontane in Rome. Identify the historical eras in which each architect worked. Then analyze the visual rhythms and use of symmetry and proportion in these buildings, noting how these characteristics impact our understanding of them.

Answer: Answers will vary, but they should touch upon the following: •

Borromini worked in the seventeenth century C.E. and Le Corbusier worked from the late nineteenth century into the twentieth century.

• Visual Rhythm: Borromini used rhythms to articulate the façade (exterior face) of the church. A repeating vertical rhythm of columns, along with projecting and recessing walls create an undulating rhythm. Le Corbusier's structure has a static rhythm, which comes partially from the even repetition of same-sized shapes.

• Symmetry and Proportion: The façade of Alberti's church is symmetrical, the design elements on both sides even and the same. Doors and windows are huge.

Le Corbusier used the golden section for the Modulor to create a practical proportion. The building is mostly symmetrical, using symmetrical shapes in both the overall design and component parts (windows, pillars, walls). Le Corbusier was conscious of making a building of normal proportions to create a comfortable living situation for its human occupants.

Topic: Elements and Principles; Principle: Balance; Principle: Rhythm Learning Objective: Identify types of balance found in art.; Recall characteristics of balance.; Recall the concept of symmetrical balance.; Relate how scale and proportion function in art.; Interpret the use of scale and proportion in works of art.; Characterize the use of rhythm in art.; Interpret the use of rhythm in works of art.; Analyze formal elements and principles of design.

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Living with Art, 12e (Getlein) Chapter 6 Drawing 1) Ideas quickly jotted down for later development are called A) binders B) sketches C) grounds D) media

.

Answer: B Explanation: Preliminary sketches for paintings or sculptures are ideas that are quickly jotted down for later development. They can offer fascinating glimpses into the creative process.

Topic: Medium: Drawing Learning Objective: Explain how drawing is used.

Bloom's: Remember Accessibility: Keyboard Navigation 2) The A) Greeks B) Chinese C) Egyptians D) Persians

are credited with the invention of paper around 105 C.E.

Answer: B Explanation: Although the word paper is a derivative from the Latin papyrus, it is the Chinese who are credited with the invention.

Topic: Medium: Drawing–Paper Learning Objective: Discuss how artists use paper as a drawing material.; Recall the development of paper.

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3) What drawing material was the predecessor of the graphite pencil and was especially popular during the Renaissance?

A) Charcoal B) Metalpoint C) Ground D) Pastel Answer: B Explanation: Metalpoint, the ancestor of the graphite pencil, is an old technique that was especially popular during the Renaissance.

Topic: Medium: Drawing; Medium: Drawing–Dry Media Learning Objective: Identify drawing materials.; Identify various dry media for drawing.; Recall characteristics of metalpoint.

Bloom's: Remember Accessibility: Keyboard Navigation 4) The coloring material in virtually all drawing media is known as A) pastel B) binder C) pigment D) wash

.

Answer: C Explanation: Pigment is a coloring material made from various organic or chemical substances mixed with a binder to create a drawing or painting medium.

Topic: Medium: Drawing; Medium: Drawing–Dry Media; Medium: Drawing–Liquid Media Learning Objective: Identify drawing materials.; Identify various dry media for drawing.; Identify various liquid media for drawing.

Bloom's: Remember Accessibility: Keyboard Navigation 5) What substance allows drawing media to be shaped into sticks (for dry media) or suspended in fluid (for liquid media), and to adhere to the drawing surface?

A) Pigment B) Ground C) Binder D) Wash Answer: C Explanation: A binder is a substance that allows drawing media to be shaped into sticks (dry) or to be suspended in fluid (liquid), and to adhere to the drawing surface.

Topic: Medium: Drawing; Medium: Drawing–Dry Media; Medium: Drawing–Liquid Media Learning Objective: Identify drawing materials.

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6) In metalpoint, lines are drawn with a silver coating of paint.

A) dagger B) coin C) wire D) dart

onto a surface coated with a preliminary

Answer: C Explanation: In metalpoint works, the drawing medium is a thin wire made of a relatively soft metal such as silver, set in a holder for convenience.

Topic: Medium: Drawing; Medium: Drawing–Dry Media Learning Objective: Identify drawing materials.; Identify various dry media for drawing.; Recall characteristics of metalpoint.

Bloom's: Remember Accessibility: Keyboard Navigation 7) Chris Ofili used what medium in his work, Prince among Thieves with Flowers?

A) Pen and ink B) Brush and ink C) Pencil D) Charcoal Answer: C Explanation: Ofili used hard and soft pencils, which created a contrast of value effects in his artwork.

Topic: Medium: Drawing; Medium: Drawing–Dry Media Learning Objective: Identify drawing materials.; Identify various dry media for drawing.; Recall characteristics of graphite.; Interpret the use of graphite in works of art.

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8) Why is there variety in the color and consistency of different types of crayons and pastels?

A) Different binders are used.

B) Pigment quality is better for crayons.

C) Crayons are made for children, while pastels are made for artists.

D) Liquid pigmentation is used.

Answer: A Explanation: Crayons and pastels are made of powdered pigments, the same as those used to make paints, mixed with a binder. For crayons, the binder is a greasy or waxy substance. Finer, denser, more brilliant versions of these crayons have been developed for artists. Pastel consists of pigment bound with a nongreasy binder.

Topic: Medium: Drawing; Medium: Drawing–Dry Media Learning Objective: Identify drawing materials.; Identify various dry media for drawing.; Recall characteristics of crayon and pastel.

Bloom's: Remember Accessibility: Keyboard Navigation 9) Georges Seurat used what medium in his pointillist work, Café-concert?

A) Conté crayon B) Pastel C) Watercolor D) Pencil Answer: A Explanation: Seurat's painting technique, pointillism, features tiny dots of color that are massed together to build form. In this work, Seurat uses conté crayon on rough-textured paper to approximate the effect of color dots in paint.

Topic: Medium: Drawing; Medium: Drawing–Dry Media Learning Objective: Identify drawing materials.; Identify various dry media for drawing.; Recall characteristics of crayon and pastel.; Interpret the use of crayon and pastel in works of art.; Discuss how artists use paper as a drawing material.

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10) What is an example of a liquid medium?

A) Graphite B) Pastel C) Ink D) Silverpoint Answer: C Explanation: Ink is a fluid, pigmented substance used in drawing, painting, and writing.

Topic: Medium: Drawing; Medium: Drawing–Liquid Media Learning Objective: Identify drawing materials.; Identify various liquid media for drawing.; Recall characteristics of pen and ink.; Recall characteristics of brush and ink.

Bloom's: Remember Accessibility: Keyboard Navigation 11) What part of the pen determines the quality of the line (thick, thin, even in width or variable, coarse, or flowing)?

A) Ground B) Wash C) Brush D) Nib Answer: D Explanation: Depending on the qualities of the nib—the part of a pen that conveys ink to the drawing surface—the line a pen makes may be thick or thin, even in width or variable, stubby and coarse or smooth and flowing.

Topic: Medium: Drawing; Medium: Drawing–Liquid Media Learning Objective: Identify drawing materials.; Identify various liquid media for drawing.; Recall characteristics of pen and ink.

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12) In her work, Untitled from 2011, what medium does Julie Mehretu use to intentionally evoke architectural drafting?

A) Brush and ink B) Rapidograph C) Metalpoint D) Pastel Answer: B Explanation: Mehretu employs the rapidograph medium, commonly used in architectural drawing processes. In her work, Untitled, from your text, fragments of urban plans along with details of buildings and infrastructure seem caught up in an explosive whirlwind.

Topic: Medium: Drawing; Medium: Drawing–Liquid Media Learning Objective: Identify drawing materials.; Identify various liquid media for drawing.; Recall characteristics of pen and ink.; Interpret the use of pen and ink in works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 13) What type of drawing medium is most likely to produce a line that swells in the middle, but tapers at both ends?

A) Metalpoint B) Rapidograph C) Crayon D) Brush and ink Answer: D Explanation: Brushes help to create lines that transform over their length. The other mediums listed here produce a line mostly uniform in width.

Topic: Medium: Drawing; Medium: Drawing–Liquid Media Learning Objective: Identify drawing materials.; Identify various liquid media for drawing.; Recall characteristics of brush and ink.

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14) Beside paper, what other materials have served to support drawings?

A) Marble B) Silk C) Fired clay D) Papyrus E) Earth Answer: B, C, D Many types of surfaces have been used throughout history for drawing, including papyrus, silk, and fired clay. Earth and marble are not associated with drawing.

Topic: Medium: Drawing; Medium: Drawing–Paper Learning Objective: Explain how drawing is used.; Identify drawing materials.

Bloom's: Remember Accessibility: Keyboard Navigation 15) In Howling Wolf's ledger drawing from your text, Ute Indian, what mediums are used?

A) Pen, ink, and watercolor B) Brush, ink, and pastels C) Crayons and pastels D) Crayons, charcoal, and graphite Answer: A Explanation: In Ute Indian, Howling Wolf drew the image with an ink pen, then colored it with watercolor paint.

Topic: Medium: Drawing; Medium: Drawing–Dry Media; Medium: Drawing–Liquid Media Learning Objective: Explain how drawing is used.; Recall the artistic contributions of Howling Wolf.; Identify drawing materials.; Identify various dry media for drawing.; Identify various liquid media for drawing.; Recall characteristics of pen and ink.; Interpret the use of pen and ink in works of art.

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16) Because this 20th-century artist dated most of his drawings over the course of his lifetime, we have nearly a complete visual record of his mind at work.

A) Ingres B) Picasso C) Rembrandt D) Degas Answer: B Explanation: Picasso, mindful of his own legacy, began early on to date and save all his sketches.

Topic: Medium: Drawing Learning Objective: Explain how drawing is used.; Discuss how artists use paper as a drawing material.

Bloom's: Remember Accessibility: Keyboard Navigation 17) Romare Bearden's Mysteries can be considered what type of work?

A) Watercolor B) Pointillist C) Collage D) Acrylic Answer: C Explanation: Bearden's Mysteries is a collage, which alludes both to the African-American folk tradition of quilting, which also pieces together a whole from many fragments, and to the rhythms and improvisatory nature of jazz, another art form with African roots.

Topic: Medium: Drawing–Paper Learning Objective: Discuss how artists use paper as a drawing material.

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18) How can Mia Pearlman's installation Inrush, best be described?

A) Exploded drawing B) Delicate silhouettes C) Spatial collage D) Papier collé Answer: A Explanation: We can think of Pearlman's installations as exploded drawings. The artist herself explains, "these drawings and their shadows capture a weightless world in flux, frozen in time, tottering on the brink of being and not being."

Topic: Medium: Drawing; Medium: Drawing–Liquid Media; Medium: Drawing–Paper Learning Objective: Explain how drawing is used.; Identify drawing materials.; Identify various liquid media for drawing.; Recall characteristics of brush and ink.; Interpret the use of brush and ink in works of art.; Discuss how artists use paper as a drawing material.

Bloom's: Remember Accessibility: Keyboard Navigation 19) Vonne Jacquette's Three Mile Island, Night I uses the medium of A) chalk B) pastel C) brush and ink D) charcoal

.

Answer: D Explanation: Jacquette's drawing illustrates the tonal range of charcoal.

Topic: Medium: Drawing; Medium: Drawing–Dry Media Learning Objective: Identify drawing materials.; Recall characteristics of charcoal.; Interpret the use of charcoal in works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 20) Review the works in this chapter by Filippino Lippi and Rembrandt, and discuss the different qualities and characteristic appearances of the medium each artist used.

Answer: Lippi worked in metalpoint creating drawings with fine, delicate lines and hatching and cross-hatching for modeled effects. Rembrandt used pen and ink to create varied gestural lines, resulting in drawings that included modeled and loosely sketched areas.

Topic: Medium: Drawing; Medium: Drawing–Dry Media; Medium: Drawing–Liquid Media Learning Objective: Explain how drawing is used.; Identify drawing materials.; Identify various dry media for drawing.; Recall characteristics of metalpoint.; Interpret the use of metalpoint in works of art.; Identify various liquid media for drawing.; Recall characteristics of pen and ink.; Interpret the use of pen and ink in works of art.

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21) Describe three differences between a sketch and a completed work based on a sketch. Select one specific painting, sculpture, or architectural work for which you can find several preliminary drawings; then comment on the specific similarities and differences between the sketches and the final work. Conclude with your assessment of the process of preliminary drawings as an essential or nonessential part of the process of completing a work.

Answer: Answers will vary depending on selected art work. Sketches are quickly executed drawings; a direct expression from the artist's brain to hand, usually not intended to be a finished work. Sketches also can be preliminary plans for a future drawing or painting, and function as working ideas that lead to a finished work.

Topic: Medium: Drawing Learning Objective: Explain how drawing is used.; Discuss how artists use paper as a drawing material.

Bloom's: Analyze Accessibility: Keyboard Navigation 22) What was the subject matter often found in the ledger drawings of Native Americans, such as those by Howling Wolf? Discuss the materials used and the visual elements common to these drawings.

Answer: Ledger drawing by the native peoples of America were often done on paper, using pencil, ink, pen, and crayon or watercolor. The drawings were mostly narrative, depicting battles, hunts, and community rituals. The style was characterized by prominent contour lines, flat colors, and limited details of setting or context. In Wolf's Ute Indian, figures are presented with a frontal view of the torso and a profile view of the head. Both faces are identical because ledger artists used clothing and accessories to identify a person, adding name pictographs for highly significant subjects.

Topic: Medium: Drawing; Medium: Drawing–Dry Media; Medium: Drawing–Liquid Media Learning Objective: Explain how drawing is used.; Recall the artistic contributions of Howling Wolf.; Identify drawing materials.; Identify various dry media for drawing.; Recall characteristics of graphite.; Recall characteristics of crayon and pastel.; Identify various liquid media for drawing.; Recall characteristics of pen and ink.; Interpret the use of pen and ink in works of art.; Discuss how artists use paper as a drawing material.

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23) Summarize the history of papermaking, discussing the technological processes required. Cover its origins and its transmission to other cultures and describe some of the writing anddrawing surfaces it replaced. What are paper's advantages over these materials?

Answer: Although the word paper is a derivative from the Latin papyrus, it is the Chinese who are credited with the invention. The secret of paper spread from China to neighboring countries and over centuries enormous strides were made in the papermaking processes. Making surface paper offered flexibility in durability, transportation, and stability.

Topic: Medium: Drawing–Paper Learning Objective: Discuss how artists use paper as a drawing material.; Recall the development of paper.

Bloom's: Remember Accessibility: Keyboard Navigation 24) Give three examples of ways in which paper can be used as a medium. How have contemporary artists differed from traditional artists in their uses of the medium? Refer to specific works to support your statements.

Answer: For centuries, paper was an artisanal product, made by hand one sheet at a time and used to record historical details, as well as the medium for drawings and other artistic works. As paper became mass-produced, its uses extended to information dissemination: newspapers, books, posters, etc. During the twentieth century, artists began using paper in innovate ways: collages and sculptures are two such examples.

Topic: Medium: Drawing–Paper Learning Objective: Discuss how artists use paper as a drawing material.; Recall the development of paper.

Bloom's: Understand Accessibility: Keyboard Navigation 25) Consider Pettibon's No Title (Not a single armorer . . .). Discuss the artist's use of the drawing medium, as well as the use of brush and ink in the work. Why is this work thought of as a drawing and not a painting?

Answer: In No Title (Not a single armorer . . . ), Raymond Pettibon uses brush and ink on paper. We tend to classify this type of work as a drawing because it was created on paper, is in black and white, and is largely linear in character—that is, Pettibon used the brush largely to make lines. Pettibon used a fine brush to draw the slender, even lines of the text at the upper left and a larger brush and a looser, more varied line to create the image.

Topic: Medium: Drawing; Medium: Drawing–Liquid Media Learning Objective: Explain how drawing is used.; Identify drawing materials.; Identify various liquid media for drawing.; Recall characteristics of brush and ink.; Interpret the use of brush and ink in works of art.; Discuss how artists use paper as a drawing material.

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26) Discuss the characteristics and different forms of charcoal. Considering Yvonne Jacquette's Three Mile Island, Night I, explain how the medium of charcoal is employed in her drawing.

Answer: Charcoal is charred wood and can be used in a natural or manufactured form. Charcoal has been used since ancient times and so conveys a primal energy. Jacquette, in her work, features the many tonal variations of charcoal to create a variety of shaded effects.

Topic: Medium: Drawing; Medium: Drawing–Dry Media Learning Objective: Explain how drawing is used.; Identify drawing materials.; Identify various dry media for drawing.; Recall characteristics of charcoal.; Interpret the use of charcoal in works of art.

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Living with Art, 12e (Getlein) Chapter 7 Painting 1) What twentieth-century master of the fresco technique created the work Mixtec Culture?

A) Diego Rivera B) Pablo Picasso C) Georges Braque D) Frida Kahlo Answer: A Explanation: After a civil war in Mexico, Rivera and other artists were commissioned by the government to create a series of fresco murals about the glories of Mexico.

Topic: Medium: Painting; Medium: Fresco Painting Learning Objective: Recall characteristics of fresco painting.; Interpret examples of fresco painting.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What is pigment in paint?

A) A powdered color B) A solvent C) A binder D) A vehicle Answer: A Explanation: Pigment, or powdered color, is mixed with a binder to create paint, which can then be applied to a surface.

Topic: Medium: Painting Learning Objective: Recall the properties of paint.

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3) Which of the following is an example of a nonaqueous medium?

A) Fresco B) Oil paint C) Acrylic D) Watercolor E) None of these answers are correct.

Answer: B Explanation: Oil paints are an example of a nonaqueous medium; these can be diluted with turpentine or mineral spirits. Historically, the most commonly used oils have been linseed oil, poppy seed oil, and walnut oil.

Topic: Medium: Painting Learning Objective: Recall the properties of paint.; Recall characteristics of oil painting.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What painting technique, used in the first century in Egypt, Greece, and Rome, involves the use of wax?

A) Oil paint B) Acrylic C) Tempera D) Encaustic Answer: D Explanation: Encaustic painting is an ancient process where beeswax is liquefied and pigment is mixed in and then applied to a surface, typically wood.

Topic: Medium: Painting; Medium: Encaustic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of encaustic painting.

Bloom's: Remember Accessibility: Keyboard Navigation 5) In buon fresco, or true fresco, pigment is mixed with water and applied to what surface?

A) Dry plaster B) Stretched canvas C) Hot beeswax D) Wet plaster Answer: D Explanation: Buon, or true, fresco is a technique in which the pigment is mixed with water and applied to wet plaster on a wall, allowing the painting to become an actual part of the wall.

Topic: Medium: Painting; Medium: Fresco Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of fresco painting.

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6) After building a canvas and before painting it, an artist generally applies a(n) improve adhesion of paints.

A) binder B) cartoon C) primer D) impasto

to

Answer: C Explanation: Primers prepare a surface to receive a painting medium.

Topic: Medium: Painting; Medium: Encaustic Painting; Medium: Fresco Painting; Medium: Tempera Painting; Medium: Gouache Painting Learning Objective: Recall the properties of paint.; Recall characteristics of encaustic painting.; Recall characteristics of fresco painting.; Recall characteristics of tempera painting.; Recall characteristics of oil painting.; Recall characteristics of gouache painting.

Bloom's: Remember Accessibility: Keyboard Navigation 7) In fresco painting, a drawing called a applying the pigment.

A) cartoon B) collage C) gouache D) sketch

is transferred to the prepared surface prior to

Answer: A Explanation: A cartoon is a study or guide of the image for the final fresco. Once a cartoon is finalized, its contour lines are perforated with pinprick-size holes. The drawing is transferred to the prepared surface by placing a portion of the cartoon over the damp plaster and rubbing pigment through the holes. The outline of the image is left behind when the cartoon is removed, and the artist "connects the dots" to re-create the drawing; then the work of painting begins.

Topic: Medium: Fresco Painting Learning Objective: Recall the properties of paint.; Recall characteristics of fresco painting.; Interpret examples of fresco painting.

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8) What is the primary characteristic of watercolors?

A) Permanency B) Ease of revision C) Transparency D) Textural qualities Answer: C Explanation: The leading characteristic of watercolor is transparency and its ability to apply thin transparent washes.

Topic: Medium: Watercolor Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of watercolor painting.

Bloom's: Remember Accessibility: Keyboard Navigation 9) What two ancient painting media are still in use today?

A) Acrylics and oils B) Encaustic and fresco C) Gouache and oils D) Acrylics and tempera Answer: B Explanation: Twentieth-century artists, such as Jasper Johns and Diego Rivera, have used the historical techniques of encaustic and fresco to create artworks with contemporary themes.

Topic: Medium: Encaustic Painting; Medium: Fresco Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall characteristics of encaustic painting.; Interpret examples of encaustic painting.; Recall characteristics of fresco painting.; Interpret examples of fresco painting.; Explain how artists exploit paint and painting beyond traditional practices.

Bloom's: Remember Accessibility: Keyboard Navigation 10) In oil painting, linseed oil acts as a A) pigment B) ground C) support D) binder

.

Answer: D Explanation: Oil paints consist of pigment compounded with oil, which acts as a vehicle and binder. Historically, the most commonly used oils have been linseed oil, poppy seed oil, and walnut oil.

Topic: Medium: Painting Learning Objective: Recall the properties of paint.; Recall characteristics of oil painting.

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11) In oil painting, thin veils of translucent color applied over a layer of opaque paint are known as .

A) glazes B) synthetics C) tesserae D) gesso Answer: A Explanation: Glazes result from thin veils of translucent color applied over a layer of opaque paint.

Topic: Medium: Painting Learning Objective: Recall the properties of paint.; Recall characteristics of oil painting.

Bloom's: Remember Accessibility: Keyboard Navigation 12) What are some advantages of oil painting?

A) The final work is waterproof.

B) The paint dries very quickly.

C) Colors may be subtlety blended.

D) Works may be revised indefinitely.

E) The paint may be applied in a wide range of consistencies.

Answer: C, D, E Oil paint dries very slowly, allowing artists far more time to manipulate the paint and revise their works. Colors can be laid down next to each other and blended softly and seamlessly. They can be painted wet-on-wet, with a new color painted into a color that is not yet dry. They can be scraped away partially or altogether for revisions or effects. Oil paint can be applied in a range of consistencies, from very thick to very thin.

Topic: Medium: Painting Learning Objective: Recall the properties of paint.; Recall characteristics of oil painting.

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13) is watercolor that has been made opaque by adding inert white pigment to it.

A) Encaustic B) Impasto C) Fresco D) Gouache Answer: D Explanation: Gouache is watercolor with inert white pigment added. It lends itself to more immediate techniques than watercolor and dries to different values than when wet.

Topic: Medium: Watercolor Painting; Medium: Gouache Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of watercolor painting.; Recall characteristics of gouache painting.

Bloom's: Remember Accessibility: Keyboard Navigation 14) What medium, invented in the twentieth century, resembles oil paint, but dries very quickly and is far more durable?

A) Gouache B) Acrylic C) Tempera D) Collage Answer: B Explanation: Acrylic paints are water soluble and quick drying but cannot be rehydrated after they have dried. They are strong, weatherproof, industrial paints that use a vehicle of synthetic plastic resins.

Topic: Medium: Acrylic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of acrylic painting.

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15) Pope Julius II employed which two Italian Renaissance artists to paint frescoes for him?

A) Michelangelo and Raphael B) Van Gogh and Gauguin C) Vermeer and Van Eyck D) Donatello and Titian Answer: A Explanation: Michelangelo and Raphael are famous for their work in the Sistine chapel and the Vatican Palace, and their frescoes are considered the greatest of all Western art.

Topic: Medium: Fresco Painting Learning Objective: Recall the properties of paint.; Recall characteristics of fresco painting.; Interpret examples of fresco painting.

Bloom's: Remember Accessibility: Keyboard Navigation 16) Mosaic is made of small, closely spaced particles called A) impasto B) weaves C) easels D) tesserae

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Answer: D Explanation: Mosaic is made from tesserae, small pieces of colored ceramic, stone, or glass used as the basic unit of composition.

Topic: Medium: Mosaic and Tapestry Learning Objective: Describe how mosaics and tapestries are used to create images.; Recall characteristics of mosaics.

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Match each characteristic to its associated medium.

A) Used for sketches due to its extemporaneous quality, it carries a sense of intimacy.

B) Aqueous medium that dries to a tough, insoluble film. Its colors retain their brilliance and clarity for centuries.

C) Colors are locked in through a heating process.

D) Aqueous medium applied to a plaster support, usually a wall or ceiling.

E) Strong, weatherproof, and uses a vehicle of synthetic plastic resins.

17) Tempera Topic: Medium: Painting; Medium: Encaustic Painting; Medium: Fresco Painting; Medium: Tempera Painting; Medium: Watercolor Painting; Medium: Acrylic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of encaustic painting.; Recall characteristics of fresco painting.; Recall characteristics of tempera painting.; Recall characteristics of watercolor painting.; Recall characteristics of acrylic painting.

Bloom's: Remember Accessibility: Keyboard Navigation 18) Fresco Topic: Medium: Painting; Medium: Encaustic Painting; Medium: Fresco Painting; Medium: Tempera Painting; Medium: Watercolor Painting; Medium: Acrylic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of encaustic painting.; Recall characteristics of fresco painting.; Recall characteristics of tempera painting.; Recall characteristics of watercolor painting.; Recall characteristics of acrylic painting.

Bloom's: Remember Accessibility: Keyboard Navigation 19) Watercolor Topic: Medium: Painting; Medium: Encaustic Painting; Medium: Fresco Painting; Medium: Tempera Painting; Medium: Watercolor Painting; Medium: Acrylic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of encaustic painting.; Recall characteristics of fresco painting.; Recall characteristics of tempera painting.; Recall characteristics of watercolor painting.; Recall characteristics of acrylic painting.

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20) Acrylic Topic: Medium: Painting; Medium: Encaustic Painting; Medium: Fresco Painting; Medium: Tempera Painting; Medium: Watercolor Painting; Medium: Acrylic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of encaustic painting.; Recall characteristics of fresco painting.; Recall characteristics of tempera painting.; Recall characteristics of watercolor painting.; Recall characteristics of acrylic painting.

Bloom's: Remember Accessibility: Keyboard Navigation 21) Encaustic Topic: Medium: Painting; Medium: Encaustic Painting; Medium: Fresco Painting; Medium: Tempera Painting; Medium: Watercolor Painting; Medium: Acrylic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of encaustic painting.; Recall characteristics of fresco painting.; Recall characteristics of tempera painting.; Recall characteristics of watercolor painting.; Recall characteristics of acrylic painting.

Bloom's: Remember Accessibility: Keyboard Navigation Answers: 17) B 18) D 19) A 20) E 21) C

22) What innovation, as practiced by Jackson Pollock, helped move painting away from the easel?

A) The canvas was placed on the floor.

B) Acrylic paints were spread around the borders.

C) Computer software was used to digitally alter images.

D) Installations that were meant to be experienced from inside, moment by moment.

Answer: A Explanation: In the 1940s, Jackson Pollock did away with the easel and spread his canvas on the floor so that he could spatter and drip paint onto it from above. Computer innovations and installations came along after Pollock.

Topic: Medium: Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Explain how artists exploit paint and painting beyond traditional practices.; Recall characteristics of easel paintings.

Bloom's: Remember Accessibility: Keyboard Navigation 23) What type of medium is frequently used in post-Internet art?

A) Tapestry B) Installation C) Acrylic D) Digital software Answer: D Explanation: Post-Internet artists use digital images found online as the basis for their artworks.

They collect digital pictures and then transform these found pictures with the help of imagemaking software.

Topic: Medium: Painting Learning Objective: Explain how artists exploit paint and painting beyond traditional practices.; Infer how a work of art can be considered a painting without using paint.

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24) What do you think of the concept of painting without paint? Consider Katharina Grosse's One Floor Up More Highly and Petra Cortright's 007 goldeneye_all characters cheat as examples of this kind of genre. Discuss elements in each of these works that commonly appear in more traditional painted works.

Answer: Both Grosse's One Floor Up More Highly and Cortright's 007 goldeneye_all characters cheat use bright colors, a feature common to most painting mediums, especially oil, tempera, gouache, and pastels. Grosse's work is an installation, but incorporates aspect of painting, including acrylic itself. Cortright's streaks and lines of color look as if they were made with a paintbrush rather than a printer. These marks are the artist's homage to the essence of her medium—the painting made with brushes—but in a contemporary, high-tech form. She even calls them brushstrokes.

Topic: Medium: Painting; Medium: Acrylic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall characteristics of acrylic painting.; Interpret examples of acrylic painting.; Explain how artists exploit paint and painting beyond traditional practices.; Infer how a work of art can be considered a painting without using paint.

Bloom's: Analyze Accessibility: Keyboard Navigation 25) Briefly outline the history of the fresco medium from ancient times through the twentieth century. Select one particular fresco work and explain how, where, and when it was created.

Identify the artist and place the work in one of the thematic categories.

Answer: Answers will vary depending on the selection of artwork. For example, Frescos have survived to the present day from the civilizations of the ancient Mediterranean, from China and India, and from the early civilizations of Mexico. They were extremely popular during the Renaissance and more recently saw a resurgence in twentieth-century Mexico.

Topic: Medium: Fresco Painting Learning Objective: Recall the properties of paint.; Recall characteristics of fresco painting.; Interpret examples of fresco painting.

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26) Choose a painting medium and explain its characteristics. Select an artist who is known for working primarily in this medium and discuss how the medium seems to meet the needs of the artist's subjects and messages.

Answer: Answers will vary depending on selection of the painting medium and artist. Consider the context in which the artist's works were made: were they made to last for centuries, or were they of the moment?

Topic: Medium: Painting; Medium: Encaustic Painting; Medium: Fresco Painting; Medium: Tempera Painting; Medium: Pastel Painting; Medium: Watercolor Painting; Medium: Gouache Painting; Medium: Acrylic Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Interpret examples of encaustic painting.; Interpret examples of fresco painting.; Interpret examples of tempera painting.; Interpret examples of oil painting.; Interpret examples of pastel in painting.; Interpret examples of watercolor painting.; Interpret examples of gouache painting.; Interpret examples of acrylic painting.; Explain how artists exploit paint and painting beyond traditional practices.

Bloom's: Analyze Accessibility: Keyboard Navigation 27) Discuss the unique features of the mosaic medium. How is it similar or different to that of painting? Select a mosaic work from the text and describe its function as art. Who is the intended audience?

Answer: Answers will vary. Like fresco, mosaic is well suited to decorating architectural surfaces such as walls and ceilings. Unlike fresco, however, mosaic is sturdy enough to stand up to the elements, and so it can be used for floors and outdoor surfaces as well. Mosaics are often used to instill character and remarkable beauty to various public places, as in Nancy Spero's Artemis Acrobats, Divas, and Dancers.

Topic: Medium: Mosaic and Tapestry Learning Objective: Infer how a work of art can be considered a painting without using paint.; Describe how mosaics and tapestries are used to create images.; Recall characteristics of mosaics.; Interpret examples of mosaic.

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28) Consider the work of Georgia O'Keeffe. Explain how the content of her work, White Shell with Red, is expressed or emphasized by the media and techniques used.

Answer: O'Keeffe's work, like her life, was unique and outside of the mainstream. At a time when abstraction and nonrepresentation was standard, O'Keeffe deliberately painted representational works based on materials she found around her home. Her images feature bright colors, simplified forms, and uncluttered compositions. She produced expressive paintings that highlight the beauty of natural shapes. O'Keeffe believed that the colors and shapes in her paintings communicated in ways that words could not.

Topic: Medium: Pastel Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of pastel.; Interpret examples of pastel in painting.; Recall the artistic contributions of Georgia O'Keeffe.; Recall characteristics of easel paintings.

Bloom's: Analyze Accessibility: Keyboard Navigation 29) Consider Petrus Christus's A Goldsmith in His Shop and Amy Sillman's Nut. These two paintings present two very different styles of oil painting. Analyze the works and the stylistic differences between them.

Answer: When oil paints were first introduced, most artists, including Petrus Christus, continued working on wood panels. Christus employed a slow and time-consuming technique of glaze building that yielded a meticulous, detailed image. Gradually, however, artists adopted canvas instead of wood, as in Sillman's work. Further, Sillman's piece conveys a more spontaneous approach of laying paint down on the canvas, including showing the underlayers of paint.

Topic: Medium: Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of oil painting.; Interpret examples of oil painting.; Explain how artists exploit paint and painting beyond traditional practices.; Recall characteristics of easel paintings.

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30) Consider Wilfredo Lam's The Jungle and Winslow Homer's Key West, Hauling Anchor.

These works represent views of nature. Explain how each artist uses the characteristics of his selected medium to express or represent his subject and his view of nature.

Answer: Homer's Key West, Hauling Anchor is an example of a classic watercolor technique, controlled yet spontaneous in feeling. The medium captures well the constantly changing nature of the open water, and the breeze that will serve to propel the boat. Lam uses gouache, a watercolor paint with white pigment, and exploits both the transparent and opaque possibilities of this medium. The result represents the typical jungle environment: bright colors and buzzing energy set against simultaneous deep shadows and mystery.

Topic: Medium: Watercolor Painting; Medium: Gouache Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of watercolor painting.; Interpret examples of watercolor painting.; Recall characteristics of gouache painting.; Interpret examples of gouache painting.

Bloom's: Analyze Accessibility: Keyboard Navigation 31) Why did Jacob Lawrence prefer the tempera medium? Discuss how the medium influenced his sense of design. Compare his use of tempera to that of Girolamo dai Libri, as seen in his work, Manuscript Illumination with the Holy Women at the Tomb.

Answer: Lawrence explained that he was drawn to the "raw, sharp, rough" effect of tempera colors, qualities he brings out quite well in his scrappy handling here, with paint applied sparingly to simplified forms. The medium also lends itself well to clear designs, emphasizing pattern and color. He says, "I liked design. I used to do things like rugs by seeing the pattern. . . I used to make these very symmetrical designs in very bright primary and secondary colors. . . .

And then I did masks. ...... And again they were very symmetrical." The tempera paintings the artist completed as an adult share these qualities. Libri used the medium in a much more ornate way, building up the forms of his work slowly and patiently through layers of small, precise brushstrokes. The shimmering gold provides textural variation and an air of holiness.

Topic: Medium: Tempera Painting Learning Objective: Distinguish painting made in different painting media and techniques.; Recall the properties of paint.; Recall characteristics of tempera painting.; Interpret examples of tempera painting.; Recall the artistic contributions of Jacob Lawrence.

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Living with Art, 12e (Getlein) Chapter 8 Prints 1) Except in the case of printmaking.

A) screenprints B) intaglio prints C) monotypes D) relief prints

, identical multiple impressions are printed to create editions in

Answer: C Explanation: Monotypes are singular prints that cannot be precisely duplicated.

Topic: Medium: Prints; Medium: Print–Monotype Learning Objective: Recall general characteristics of print.; Explain the unique qualities of monotype.

Bloom's: Remember Accessibility: Keyboard Navigation 2) In printmaking, a(n) is a surface on which a design is prepared before being transferred through pressure to a receiving surface such as paper.

A) burin B) matrix C) impression D) edition Answer: B Explanation: A matrix is a surface on which a design is prepared before being transferred through pressure to a receiving surface such as paper.

Topic: Medium: Prints Learning Objective: Recall general characteristics of print.; Recall the development of print.; Describe relief printmaking processes and their characteristics.

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3) What characteristic is associated with lithography?

A) Planographic process B) Intaglio C) Stone relief D) Engraving Answer: A Explanation: Lithography is a planographic process, which means that the printing surface isflat— not raised as in relief or depressed as in intaglio.

Topic: Medium: Prints; Medium: Print–Lithography Learning Objective: Recall general characteristics of print.; Recall the development of print.; Characterize the use of lithography.

Bloom's: Remember Accessibility: Keyboard Navigation 4) Which is NOT one of the four basic printmaking processes?

A) Screenprinting B) Gouache C) Lithography D) Intaglio Answer: B Explanation: Recall that gouache is a painting medium.

Topic: Medium: Prints; Medium: Relief Print; Medium: Intaglio Print Learning Objective: Recall general characteristics of print.; Describe relief printmaking processes and their characteristics.; Distinguish intaglio printmaking processes and their advantages.; Recall characteristics and process of engraving.; Characterize the use of lithography.

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5) Images from the world's earliest known printed book, a copy of the Diamond Sutra, was made using what process?

A) Drypoint B) Mezzotint C) Woodcut D) Lithography Answer: C Explanation: Woodcut images survive from a copy of the Diamond Sutra, which is the world's earliest known printed book.

Topic: Medium: Prints; Medium: Relief Print Learning Objective: Recall general characteristics of print.; Recall the development of print.; Describe relief printmaking processes and their characteristics.; Recall characteristics and process of woodcut.; Interpret examples of woodcut.

Bloom's: Remember Accessibility: Keyboard Navigation 6) A rubber stamp creates what type of print?

A) Lithograph B) Silkscreen C) Relief D) Intaglio Answer: C Explanation: Rubber stamps create a relief print where the print is a mirror image of the stamp.

Topic: Medium: Prints; Medium: Relief Print Learning Objective: Recall general characteristics of print.; Describe relief printmaking processes and their characteristics.

Bloom's: Remember Accessibility: Keyboard Navigation 7) is the precise alignment of impressions made by two or more printing blocks or plates on the same sheet of paper.

A) Registration B) Photogravure C) Serigraphy D) Linocut Answer: A Explanation: Registration is necessary for multiple printing blocks to verify that each subsequent image is aligned with the existing image, and that no gaps or overlapping occurs.

Topic: Medium: Prints; Medium: Relief Print Learning Objective: Recall general characteristics of print.; Describe relief printmaking processes and their characteristics.; Recall characteristics and process of woodcut.

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8) What are the two main differences between prints and most other forms of art?

A) Prints are always machine-made and relatively inexpensive.

B) Prints are copies of works of art and don't involve artists in the production process.

C) Prints have very little resale value and are a poor investment for collectors.

D) Prints are made using an indirect process and this process results in multiples of the same image.

Answer: D Explanation: Each print created is an original, not a copy, and the image can be produced in multiples. The print process, an indirect one, is designed for this approach, whereas other art forms are created as original, individual pieces not meant to be reproduced.

Topic: Medium: Prints Learning Objective: Recall general characteristics of print.; Recall the development of print.; Describe relief printmaking processes and their characteristics.; Distinguish intaglio printmaking processes and their advantages.; Relate digital prints to other printmaking processes.

Bloom's: Understand Accessibility: Keyboard Navigation 9) One of the main differences between the intaglio and the relief printing processes is that with intaglio the ink the surface of the printing plate.

A) lies above B) lies below C) lies even with D) is forced through Answer: B Explanation: Intaglio prints are the reverse of relief prints in that areas meant to print are incised below the surface and hold the ink. Relief prints are intended to print the surface of the block, not the carved areas.

Topic: Medium: Prints; Medium: Intaglio Print Learning Objective: Recall general characteristics of print.; Distinguish intaglio printmaking processes and their advantages.; Recall characteristics and process of engraving.; Recall characteristics and process of drypoint.; Recall characteristics and process of mezzotint.; Recall characteristics and process of etching.; Recall characteristics and process of photogravure.

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10) What artist used traditional woodcut printing to create art with modern subject matter?

A) Albrecht Dürer B) Alfred Stieglitz C) Ed Ruscha D) Käthe Kollwitz Answer: D Explanation: Käthe Kollwitz concentrated on etchings and woodcuts earlier in her career, capturing the pathos of the war-affected modern era.

Topic: Medium: Prints; Medium: Relief Print Learning Objective: Recall general characteristics of print.; Describe relief printmaking processes and their characteristics.; Recall characteristics and process of woodcut.; Interpret examples of woodcut.; Recall the artistic contributions of Kathe Kollwitz.

Bloom's: Remember Accessibility: Keyboard Navigation 11) Which of the following is NOT one of the techniques of intaglio printing?

A) Mezzotint B) Linocut C) Engraving D) Aquatint Answer: B Explanation: Linocuts identify with relief prints in that the surface of the plate carries the ink.

Recall that intaglio is the reverse of relief, in that the areas meant to print are below the surface of the printing plate.

Topic: Medium: Prints; Medium: Relief Print; Medium: Intaglio Print Learning Objective: Recall general characteristics of print.; Describe relief printmaking processes and their characteristics.; Recall characteristics and process of linocut.; Distinguish intaglio printmaking processes and their advantages.; Recall characteristics and process of engraving.; Recall characteristics and process of mezzotint.; Recall characteristics and process of etching.; Recall characteristics and process of aquatint.

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12) What work is a good example of how screenprinting may be used to produce broad areas of flat, uniform color?

A) Standard Station by Ed Ruscha B) The Steerage by Alfred Stieglitz C) Singing Their Songs by Elizabeth Catlett D) The Caress by Mary Cassatt Answer: A Explanation: Ed Ruscha's screenprint Standard Station takes advantage of the medium's ability to produce broad areas of flat, uniform color.

Topic: Medium: Prints; Medium: Print–Screenprinting Learning Objective: Identify characteristics of screenprinting.; Interpret examples of screenprinting.; Discuss recent approaches to printmaking.

Bloom's: Remember Accessibility: Keyboard Navigation 13) What printing technique uses a grease-based crayon, known by its German name, tusche?

A) Mezzotint B) Screenprinting C) Lithography D) Drypoint Answer: C Explanation: To make a lithographic print, the artist first draws the image on the stone with a greasy material—usually a grease-based crayon or a greasy ink known by its German name, tusche.

Topic: Medium: Prints; Medium: Print–Lithography Learning Objective: Characterize the use of lithography.

Bloom's: Remember Accessibility: Keyboard Navigation 14) In printmaking, when an edition is complete, what will typically happen to the matrix?

A) It will be restored so that a new image may be printed from it.

B) It will be canceled so that no more prints can be made from it.

C) It will be registered so that the artist may rework his or her ideas anew.

D) It will be registered so that the edition may be copyrighted.

Answer: B Explanation: The practice of canceling plates, or blocks, so no more images can be produced can effect a value increase in limited-edition prints.

Topic: Medium: Prints Learning Objective: Recall general characteristics of print.

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15) What term is used to describe "silk writing"?

A) Registration B) Intaglio C) Lithography D) Serigraphy Answer: D Explanation: Serigraphy involves a sheer fabric, like silk, to create prints by using a stencil technique, where the ink is pushed through the stencil against the paper's surface.

Topic: Medium: Prints; Medium: Print–Screenprinting Learning Objective: Recall general characteristics of print.; Identify characteristics of screenprinting.; Discuss recent approaches to printmaking.

Bloom's: Remember Accessibility: Keyboard Navigation 16) What technology has changed printmaking, making the traditional use of a matrix increasingly obsolete?

A) Serigraphy B) Registration machines C) Monotype D) Inkjet printers Answer: D Explanation: Digital inkjet printers have changed printmaking, making the need for a physical matrix no longer necessary.

Topic: Medium: Prints; Medium: Digital Print Learning Objective: Recall general characteristics of print.; Recall the development of print.; Relate digital prints to other printmaking processes.; Discuss recent approaches to printmaking.

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17) In what way does Caledonia Curry, better known as Swoon, use linocuts and woodcuts in a modern way?

A) Blog decorations B) Internet art C) Street art D) Color screenprint Answer: C Explanation: Swoon makes large linocuts and woodcuts on lightweight paper, cuts the images free of their ground, then pastes them up on urban walls and barriers. She says her art, "is about declaring the walls of the city a public sounding board for our dreams, desires, and collective identity."

Topic: Medium: Prints; Medium: Relief Print Learning Objective: Recall the development of print.; Describe relief printmaking processes and their characteristics.; Recall characteristics and process of woodcut.; Interpret examples of woodcut.; Interpret examples of linocut.; Discuss recent approaches to printmaking.

Bloom's: Remember Accessibility: Keyboard Navigation 18) What printing process is considered the most direct and effortless, features that lead to its use in daily newspapers?

A) Etching B) Intaglio C) Serigraphy D) Lithography Answer: D Explanation: For artists, lithography is the most direct and effortless of the print media, for they can work as freely with lithographic crayons and tusche on stone as they do with regular crayons and ink on paper.

Topic: Medium: Prints; Medium: Print–Lithography Learning Objective: Recall general characteristics of print.; Recall the development of print.; Characterize the use of lithography.; Interpret examples of lithography.

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19) Honoré Daumier used the lithographic process for his masterly work in A) caricatures B) etchings C) black-and-white photography D) serigraphy

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Answer: A Explanation: Honoré Daumier was a master of caricature. His satirical images shows the ease of drawing in lithography.

Topic: Medium: Prints; Medium: Print–Lithography Learning Objective: Recall the development of print.; Characterize the use of lithography.; Interpret examples of lithography.; Compare the use of caricature and cartoons.

Bloom's: Remember Accessibility: Keyboard Navigation 20) Discuss the entire process of producing a print using any one of the major printmaking methods. Make reference to a specific work or works to help explain and illustrate your statements.

Answer: Answers will vary depending on selection of printmaking method. Your response should include a comprehensive explanation of the process and how it relates to the specific work selected.

Topic: Medium: Prints; Medium: Relief Print; Medium: Intaglio Print; Medium: Print– Lithography; Medium: Print–Screenprinting; Medium: Print–Monotype; Medium: Digital Print Learning Objective: Recall general characteristics of print.; Describe relief printmaking processes and their characteristics.; Recall characteristics and process of woodcut.; Recall characteristics and process of wood engraving.; Recall characteristics and process of linocut.; Distinguish intaglio printmaking processes and their advantages.; Recall characteristics and process of engraving.; Recall characteristics and process of drypoint.; Recall characteristics and process of mezzotint.; Recall characteristics and process of etching.; Recall characteristics and process of aquatint.; Recall characteristics and process of photogravure.; Characterize the use of lithography.; Identify characteristics of screenprinting.; Relate digital prints to other printmaking processes.; Discuss recent approaches to printmaking.

Bloom's: Understand Accessibility: Keyboard Navigation

21) Discuss the reasons why an artist might want to make a monotype instead of simply painting on canvas or paper.

Answer: Answers will vary but should include a description of the process. Monotype offers several technical advantages. The range of colors is unlimited, as is the potential for lines or tones. No problems arise with cutting against a grain or into resistant metal. The artist can work as freely as in a direct process such as painting or drawing but the final print may feature blended colors and softened contours. The textures of brush strokes on the plate disappear into flatness on the paper.

Some artists prefer this process because of the unique nature of the print. The initial, original image is not permanent and is recorded in the subsequent print. Employing a particular technique is a personal choice and involves the unique qualities the particular technique produces.

Topic: Medium: Prints; Medium: Print–Monotype Learning Objective: Recall general characteristics of print.; Explain the unique qualities of monotype.; Interpret examples of monotype.

Bloom's: Understand Accessibility: Keyboard Navigation 22) How can understanding printmaking techniques, both commercial and artistic, help you assess the value of a printed work?

Answer: Mass-produced images are reproductions of a singular image. Printmaking techniques produce multiple impressions in an edition. Artists employing any printmaking technique do so because of the unique quality of each print, and the creative, original nature of the product, which affects the value of the artwork.

Topic: Medium: Prints Learning Objective: Recall general characteristics of print.

Bloom's: Understand Accessibility: Keyboard Navigation

23) Choose one work from Chapter 8 of your text that was made after the year 1900 and does not feature the use of inkjet printers. What printmaking process was used to create the work?

Compare the work to an older work that used the same process. Discuss how the works are similar and different.

Answer: Answers will vary depending on the selected printing technique. Consider how the recent work adapts an older process to modern aesthetics. For example, Elizabeth Catlett's Singing Their Songs looks very different from Honoré Daumier's Nadar Elevating Photography to the Heights of Art. Both use the same lithographic process, but Catlett celebrates black culture using modern design elements.

Topic: Medium: Prints; Medium: Relief Print; Medium: Print–Lithography; Medium: Print– Screenprinting; Medium: Print–Monotype Learning Objective: Recall general characteristics of print.; Recall the development of print.; Describe relief printmaking processes and their characteristics.; Recall characteristics and process of woodcut.; Interpret examples of woodcut.; Interpret examples of wood engraving.; Interpret examples of linocut.; Characterize the use of lithography.; Interpret examples of lithography.; Identify characteristics of screenprinting.; Interpret examples of screenprinting.; Explain the unique qualities of monotype.; Interpret examples of monotype.; Discuss recent approaches to printmaking.

Bloom's: Analyze Accessibility: Keyboard Navigation 24) Consider Ruscha's Standard Station, included in this chapter of the text. Identify the printing technique used in this work. Discuss the subject matter of this print and briefly describe the materials and process used to create such a work. How is the attitude of the artist towards his subject reinforced by the choice of medium?

Answer: Rucha used screenprinting, a technique in which ink is pushed through a stencil against a paper's surface, taking advantage of this medium's ability to produce broad areas of flat, uniform color. Drawing on the giant letters seen on billboards and signs, particularly gas stations, Rucha created a series of prints that linked the connotation of a word to the fundamentals of American life.

Topic: Medium: Prints; Medium: Print–Screenprinting Learning Objective: Recall general characteristics of print.; Identify characteristics of screenprinting.; Interpret examples of screenprinting.; Discuss recent approaches to printmaking.

Bloom's: Analyze Accessibility: Keyboard Navigation

25) Discuss the process used in Nicole Eisenman's work, Untitled. How did the artist use this technique to convey the narrative in his imagery?

Answer: In this work, Eisenman used the monotype process, perhaps wishing to play with the element of chance that the medium brings to the creative process. The unpredictability of a monotype print seems to emphasize the fun, light nature of the work: a quick kiss brimming with primary colors.

Topic: Medium: Prints; Medium: Print–Monotype Learning Objective: Recall general characteristics of print.; Explain the unique qualities of monotype.; Interpret examples of monotype.; Discuss recent approaches to printmaking.

Bloom's: Analyze Accessibility: Keyboard Navigation 26) What were some common themes in the work of Käthe Kollwitz? How did her use of prints enhance her subject matter and content? Discuss at least one of her works in your response.

Answer: Kollwitz's art communicate profound grief and deep introspection. Her art champions the strength of women and explores the overwhelming but sometimes painful power of love.

She identified passionately with the sufferings of working people; as a mother, she identified with the struggle of women to keep their children safe. These themes of anxiety and suffering are emphasized by her use of prints, especially woodcuts. For example, The Widow II is stark, and Kollwitz used the black ink and white page to create dramatic chiaroscuro. The deep visible cuts represent the violence from World War I, and the trauma it left on generations of people, especially women.

Topic: Medium: Prints; Medium: Relief Print Learning Objective: Describe relief printmaking processes and their characteristics.; Recall characteristics and process of woodcut.; Interpret examples of woodcut.; Recall the artistic contributions of Kathe Kollwitz.; Discuss recent approaches to printmaking.

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Living with Art, 12e (Getlein) Chapter 9 Camera and Computer Arts 1) is the suppression of words or pictures that a group or individuals find offensive, indecent or dangerous.

A) Dada B) Pictorialism C) Censorship D) Auteur Answer: C Explanation: Censorship involves someone who supervises morality and appropriate conduct, or examines material, such as books or artworks, for objectionable substance. It occurs when groups or individuals suppress words or pictures they find offensive, indecent, or dangerous.

Topic: Medium: Photography; Medium: Film; Medium: Video; Medium: The Internet Learning Objective: Infer the role censorship plays in photography and other arts.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What subject was the study of Eadweard Muybridge's photographic experiments?

A) Motion B) The Great Depression C) World War I D) Light Answer: A Explanation: Muybridge's experiments were ambitious studies of motion. Animal Locomotion, his most important work, allowed the world to see for the first time what positions living creatures really assume when they move.

Topic: Medium: Photography; Medium: Film Learning Objective: Explain the history and art of film.; Recall the origins of motion pictures.; Interpret the works of early filmmakers.; Recall how artists use the film medium.

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3) During what time period did experiments with the camera obscura first begin?

A) Classical Greece B) Early twentieth century C) Italian Renaissance D) Industrial Revolution Answer: C Explanation: The principle of the camera obscura was discovered very early in history, but it was not until the Renaissance that a practical device was developed to harness those principles.

Topic: Medium: Film Learning Objective: Recall the principle behind photography.; Recall early inventions of photography.; Recall the earliest photography and its uses.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What feature of video appeals to many artists?

A) Recorded footage can be instantaneously displayed on a monitor.

B) A short exposure time of around thirty seconds.

C) The warm quality of celluloid film.

D) Pixelation that allows for animating objects.

Answer: A Explanation: Artists took quickly to video because of its immediate results in capturing an image (including instantaneous display on an external monitor) and the ability to manipulate video signals to effect interesting artistic outcomes.

Topic: Medium: Video Learning Objective: Discuss how artists have used video.

Bloom's: Remember Accessibility: Keyboard Navigation 5) What 16th-century development allowed the camera obscura to focus the image it projected?

A) Lenses B) Daguerreotypes C) Celluloid film D) Dark rooms Answer: A Explanation: The development of lenses during the sixteenth century helped the camera obscura to focus the image it projected.

Topic: Medium: Photography Learning Objective: Recall the principle behind photography.; Identify the basic elements of photographic technology.; Recall early inventions of photography.; Recall the earliest photography and its uses.

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6) The creation of a photographic body of work around an event, place, or culture is known as .

A) Pictorialism B) photojournalism C) censorship D) continuous-motion photography Answer: B Explanation: A purpose of photography is to bear witness and document, and photojournalism allowed the public to see a story, not just an individual illustration of an event.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the concept of photojournalism.

Bloom's: Remember Accessibility: Keyboard Navigation 7) Identify the basic parts of a still camera.

A) Lens B) Diaphragm C) Film D) Monitor E) Machinima Answer: A, B, C A camera is a light-tight box with an opening at one end to admit light (diaphragm), a lens to focus and refract the light, and a light-sensitive surface to receive the light-image and hold it (film).

Topic: Medium: Photography Learning Objective: Recall the development of camera and computer arts.; Recall the principle behind photography.; Identify the basic elements of photographic technology.

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8) What description best summarizes Andy Warhol's film Empire?

A) Epic battle scenes B) The daily life of the artist C) Passage of time D) Early space travel Answer: C Explanation: Warhol's films resemble his paintings of the time, which challenge our idea that something will "happen." Empire, Warhol said, was a way of watching time pass.

Topic: Medium: Film Learning Objective: Explain the history and art of film.; Recall how artists use the film medium.

Bloom's: Understand Accessibility: Keyboard Navigation 9) What characteristic helps to define the style of "pure" or "straight" photography?

A) A photograph is not cropped or manipulated in any way.

B) A photograph's subject should reference photography itself.

C) A photograph's meaning should refuse to make sense in traditional ways.

D) A photograph should explore poetic effects.

Answer: C Explanation: Adherents of pure or straight photography believed that for photography to be an art, it must be true to its own nature and not try to be painterly. The style avoided cropping or other manipulations to images.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the concept of pure or straight photography.; Interpret examples of pure or straight photography.

Bloom's: Understand Accessibility: Keyboard Navigation

10) In a daguerreotype, what type of surface is used to record light?

A) Copper plate covered with silver iodine B) Rayogram C) Plate of glass D) Gelatin silver print Answer: A Explanation: Daguerre made a breakthrough for photography by recording an image that was clear and sharp and could be duplicated easily. His light-sensitive surface was a copper plate coated with silver iodide, and he named his invention the daguerreotype.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the principle behind photography.; Identify the basic elements of photographic technology.; Recall early inventions of photography.; Recall the earliest photography and its uses.

Bloom's: Remember Accessibility: Keyboard Navigation 11) Early examples of art photography often imitated what genre?

A) Renaissance mosaics B) Screenprinting C) Rococo sculpture D) Painting Answer: D Explanation: Early photographic artists embraced labor-intensive printing techniques that allowed them to blur unwanted detail, enhance tonal range, soften focus, and add highlights and delicate veils of color, resulting in images that drew close to painting in their effects.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the earliest photography and its uses.; Compare photography to traditional art media.; Recall the concept of Pictorialism.

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12) The work of Hannah Höch is considered to be a part of what artistic style?

A) Photojournalism B) Pure photography C) Pictorialism D) Dada Answer: D Explanation: Höch belonged to the Dadaist movement, which was formed as a reaction to the unprecedented slaughter of World War I. Her collage work embodies the Dadaist ideals of collecting and exhibiting found art.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recognize that photography is explored as subject in other art media.

Bloom's: Remember Accessibility: Keyboard Navigation 13) Photojournalists were hired by the Farm Security Administration of the U.S. Department of Agriculture to record what historical event?

A) World War I B) Animal motion C) The Great Depression D) Produce merchants Answer: C Explanation: The FSA subsidized photographers and sent them out to record conditions across the nation to document what happened during the Great Depression.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the concept of photojournalism.; Interpret examples of photojournalism.

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14) was a photographer who became dissatisfied with Pictorialism and promoted the idea that photography should be true to its own nature rather than trying to imitate painting.

A) Gertrude Käsebier B) Alfred Steiglitz C) Julia Margaret Cameron D) Thomas Ruff Answer: B Explanation: The type of photography Stieglitz championed came to be known as "pure" or "straight" photography.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the concept of Pictorialism.; Recall the concept of pure or straight photography.

Bloom's: Remember Accessibility: Keyboard Navigation 15) The Dada movement was formed as a reaction to what historical happening?

A) The emergence of television B) The racial aftermath of the American Civil War C) The horrors of World War I D) The dominance of machines in twentieth-century life Answer: C Explanation: The Dadaist movement, which was formed as a reaction to the unprecedented slaughter of WWI, refused to make sense in traditional ways, creating "anti-art."

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Compare photography to traditional art media.; Recognize that photography is explored as subject in other art media.

Bloom's: Understand Accessibility: Keyboard Navigation 16) What are the Lumière brothers known for?

A) Originating the concept of the auteur in filmmaking B) Inventing the first workable film projector C) Producing the first science fiction film D) Spearheading the New Wave film movement Answer: B Explanation: The French Lumière brothers took up the challenge to develop a method for projecting films to an audience and succeeded in building a workable film projector.

Topic: Medium: Film Learning Objective: Explain the history and art of film.; Recall the origins of motion pictures.

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17) For what purpose was color photography first widely used?

A) Photojournalism B) Portraiture C) Advertising D) Dada art Answer: C Explanation: Early techniques for color were in place by about 1910, but it was not until the 1930s that color began to be widely used, and then only in advertising.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Identify the basic elements of photographic technology.; Examine changes in photography from black and white to color to digital.

Bloom's: Remember Accessibility: Keyboard Navigation 18) What drawback hindered the success of the daguerreotype?

A) A strict international patent B) The inability to make multiple copies from the captured image C) The invention of the motion picture D) The cost of silver Answer: B Explanation: The daguerreotype's image produced a positive image, which is unique and cannot be reproduced since the plate is the photograph.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the principle behind photography.; Recall early inventions of photography.; Recall the earliest photography and its uses.

Bloom's: Understand Accessibility: Keyboard Navigation 19) Julia Margaret Cameron is renowned for her A) collages B) pop-art films C) portraits D) video art

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Answer: C Explanation: Exploring the possibilities of the new medium of photography, Julia Cameron became one of the finest portraitists of the time.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the earliest photography and its uses.

Bloom's: Remember Accessibility: Keyboard Navigation

20) What quality of the Kodak camera helped change the history of photography?

A) Portability B) Colorization C) 3-D film D) Immediate development of the film Answer: A Explanation: With his Kodak camera, George Eastman introduced a camera that was lightweight and portable. The Kodak and cameras like it opened photography up to amateurs, and it quickly became a popular hobby.

Topic: Medium: Photography Learning Objective: Recall the development of camera and computer arts.; Describe the photographic processes and styles.; Recall the principle behind photography.; Recall early inventions of photography.; Recall the earliest photography and its uses.

Bloom's: Remember Accessibility: Keyboard Navigation 21) What is the source material for Thomas Ruff's work, Substratum 12 III? A) Japanese manga B) Digital photographs taken by the Hubble Space Telescope C) Muybridge's series of animal movements D) Abstract patterns in textile weavings Answer: A Explanation: Thomas Ruff looked to the Internet in series of works he calls Substrata. He used images taken from Japanese manga (comic books) and anime (animated films), layering the images one on top of the other, making them difficult to decipher individually.

Topic: Medium: Photography Learning Objective: Recall the development of camera and computer arts.; Describe the photographic processes and styles.; Identify the basic elements of photographic technology.; Compare photography to traditional art media.; Recognize that photography is explored as subject in other art media.; Examine changes in photography from black and white to color to digital.

Bloom's: Remember Accessibility: Keyboard Navigation

22) Man Ray created mysterious images, called _ but did not require a camera to record them.

A) substrata B) daguerreotypes C) Kodaks D) Rayograms

, that looked like ordinary photographs

Answer: D Explanation: Man Ray discovered that an object placed on light-sensitive paper would leave its mark in the form of a shadow when exposed to light, and developed a technique called the Rayogram.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the principle behind photography.; Recall early inventions of photography.; Recall characteristics and process of rayograph.; Interpret examples of rayograph.

Bloom's: Remember Accessibility: Keyboard Navigation 23) A(n) is a director whose films are marked by a consistent, individual style and is closely involved in conceiving the idea for the film's story and writing the script.

A) auteur B) photojournalist C) videographer D) Dadaist Answer: A Explanation: During the 1920s, the expression "art cinema" came into use producing independent movies that didn't conform to popular storytelling techniques. The directors were recognized for their individualistic style and were named after the French word for author (auteur).

Topic: Medium: Film Learning Objective: Explain the history and art of film.; Recall the concept of the auteur.

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24) What filmmaker and film is an example of the New Wave movement?

A) Andy Warhol's Empire B) Bruce Nauman's Dance or Exercise on the Perimeter of a Square (Square Dance) C) Jean-Luc Godard's Breathless D) Beryl Korot's Text and Commentary Answer: C Explanation: One of the first New Wave films to appear was Jean-Luc Godard's Breathless.

Topic: Medium: Film Learning Objective: Explain the history and art of film.; Recall characteristics of the New Wave movement.; Interpret examples of New Wave.

Bloom's: Remember Accessibility: Keyboard Navigation 25) Compare and contrast the ways in which still photography, film, television, video, and computer technologies have transformed mass communications. Make specific reference to several recent examples of mass communication in which these technologies were used to convey messages through various types of images.

Answer: Photography, film, television, and video serve not only as art forms, but also as methods by which information can be documented and recorded in a visual format. These media can be reproduced and distributed to the public, locally and globally. The computer, as a tool, has expanded the possibilities of these older art forms. With the development of the Internet, the computer became a gateway to a new kind of public space, global in scope and potentially accessible to everyone. Examples will vary depending on selection of references.

Topic: Medium: Photography; Medium: Film; Medium: Video; Medium: The Internet Learning Objective: Recall the development of camera and computer arts.; Recall the earliest photography and its uses.; Recall the concept of photojournalism.; Recall how artists use the film medium.; Discuss how artists have used video.; Recognize how the Internet is used in art.

Bloom's: Understand Accessibility: Keyboard Navigation

26) Consider the meaning of "truth" in terms of the photographer's art. Discuss the concepts of "truth" presented in this chapter and make personal observations about these ideas as they relate to photography, film, and video.

Answer: Responses will vary depending on personal observations. Truth suggests the accurate depiction of reality. A still life, a portrait, or a scene is a direct recording of what the camera "sees," a split second of the present moment. Photography can record what was seen as history unfolded and preserve a visual record of what existed if it is not manipulated.

Topic: Medium: Photography; Medium: Film; Medium: Video; Medium: The Internet Learning Objective: Describe the photographic processes and styles.; Recall the concept of photojournalism.; Recall the concept of Pictorialism.; Recall the concept of pure or straight photography.; Recall how artists use the film medium.; Discuss how artists have used video.; Recognize how the Internet is used in art.

Bloom's: Analyze Accessibility: Keyboard Navigation 27) Trace the history of debate over whether photography is a fine art. Analyze three photographs in relation to this debate, discussing the photographers' intentions and their relationship to this debate.

Answer: Responses will vary depending on selection of photographs. Consider the use of the camera as a tool for creating an image, and how photographers and artists have employed this medium for their creative process. Discuss the relationship photography has had with other arts, such as painting, and its role in the era of abstraction.

Topic: Medium: Photography Learning Objective: Recall the development of camera and computer arts.; Describe the photographic processes and styles.; Recall the earliest photography and its uses.; Recall the concept of photojournalism.; Interpret examples of photojournalism.; Compare photography to traditional art media.; Recall the concept of Pictorialism.; Recall the concept of pure or straight photography.; Interpret examples of pure or straight photography.; Recognize that photography is explored as subject in other art media.; Examine changes in photography from black and white to color to digital.

Bloom's: Understand Accessibility: Keyboard Navigation

28) Discuss the idea that a computer is a place. How does the artist Wafaa Bilal use the computer in this way, exhibiting his work in a digital space? Consider the role of the Internet in this concept.

Answer: In addition to being a tool, the computer is a place. Images can be created, stored, and looked at on a computer without being given a traditional material form at all. With the development of the Internet, a computer became a gateway to a new kind of public space, one that was global in scope and potentially accessible to everyone. Wafaa Bilal is an example of an artist who disseminates and exhibits his work online, rather than traditional spaces like galleries or museums. In his work, 3rdi, he used a camera attached to his head to capture his daily like and transmit it to the Internet.

Topic: Medium: The Internet Learning Objective: Recognize how the Internet is used in art.; Recall the artistic contributions of Wafaa Bilal.

Bloom's: Analyze Accessibility: Keyboard Navigation 29) Summarize the history of the development of the camera from the early camera obscura to the advent of color film. Emphasize the major differences that marked each new development in photography.

Answer: The Renaissance harnessed the principles of the camera obscura in projecting and capturing an image. The still camera began preserving those images through long exposure times and bulky equipment in the form of heliographs and daguerreotypes. Advancements were made with the Kodak snapshot camera for easy, quick capture of images, and the development of color film, which was used mainly for advertising and commercial venues and was adopted later by serious photographers.

Topic: Medium: Photography Learning Objective: Recall the development of camera and computer arts.; Describe the photographic processes and styles.; Recall the principle behind photography.; Identify the basic elements of photographic technology.; Recall early inventions of photography.; Recall the earliest photography and its uses.; Recognize that photography is explored as subject in other art media.; Examine changes in photography from black and white to color to digital.

Bloom's: Understand Accessibility: Keyboard Navigation

30) Consider Daguerre's Le Boulevard du Temple. Discuss the reason that this image is important to the history of photography and the difficulties inherent in the production of this image.

Answer: Daguerre made a breakthrough recording an image that was clear and sharp, a significant improvement to the captured image of Niépce, which involved a long exposure time and resulting fuzzy appearance. Daguerre's Le Boulevard du Temple was displayed the year the French government announced Daguerre's discovery. Although the exposure time was less that the previous process, the 10-to-20-minute exposure time didn't record the moving traffic on the busy boulevard. However, the figure in the lower left was motionless long enough to have his image captured.

Topic: Medium: Photography Learning Objective: Identify the basic elements of photographic technology.; Recall early inventions of photography.; Recall the earliest photography and its uses.

Bloom's: Analyze Accessibility: Keyboard Navigation 31) Consider Lange's Migrant Mother. Identify the decade in which this photograph was made.

Define and discuss the purposes of photojournalism, using the work of this photographer as an example of the process by which a photojournalist works to document not just a single image but a historical epoch.

Answer: In the 1930s, Lange traveled for the FSA taking pictures and devoted her attention to the migrants uprooted from their farms due to the Depression and drought. Her series of photographs is an example of photojournalism, through which she creates a body of work, recording and chronicling an event and its subsequent effects. Her best known image, Migrant Mother, humanized the plight of migrants and touched the hearts of the world.

Topic: Medium: Photography Learning Objective: Describe the photographic processes and styles.; Recall the concept of photojournalism.; Interpret examples of photojournalism.

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32) Consider Warhol's Empire; an image from the film is included in the text. This avant-garde film challenged the conventions of studio-made films. How did it do so? Consider the history of cinema and this film's relationship to traditional narrative and editing. How does this film relate to other aspects of this artist's work?

Answer: Film was hailed initially as a wonderful medium for creating popular storytelling entertainment. Yet from the beginning there were people claiming it could be practiced as an art, like photography, subsequently leading to a new approach to films by visual artists. Andy Warhol, a pop artist, had an unusually prolific engagement with films. Warhol's early films resembled his paintings in that they challenge the idea that something will "happen." Empire was an eight-hour fixed-camera recording of the Empire State Building, with the intent of presenting a way of watching time pass.

Topic: Medium: Film Learning Objective: Explain the history and art of film.; Interpret the works of early filmmakers.; Recall the process of putting together a film.; Compare film to traditional art media.; Recall how artists use the film medium.

Bloom's: Analyze Accessibility: Keyboard Navigation 33) Discuss how editing emerged as fundamental to filmmaking. Give an example of a film, and director, demonstrating the development and technique of film editing.

Answer: Early filmmakers looked naturally to the theater as a model, and basically filmed a staged performance. Editing quickly emerged as fundamental to filmmaking for clarity and continuity. Sergei Eisenstein was one of the most influential early masters of editing and became interested in the expressive possibilities, including the rhythm of shots to create symbolic connections between them. Many of his innovative techniques can be seen in the 1925 film Battleship Potemkin.

Topic: Medium: Film Learning Objective: Explain the history and art of film.; Recall the process of putting together a film.; Recall how artists use the film medium.

Bloom's: Understand Accessibility: Keyboard Navigation

34) Discuss the "auteur" in filmmaking and cite an example of a New Wave filmmaker. How do New Wave films depart from mainstream filmmaking?

Answer: An auteur is a director whose films are marked by a consistent, individual style and who is in control of many aspects of the film. The young critics behind the auteur concept launched a vibrant movement known as the New Wave. Jean-Luc Goddard's 1960s Breathless was one of the first New Wave films to appear. The revolutionary nature of Breathless does not lie in the story line but in the way it is told, employing unconventional editing techniques, camera shots, and dialogue.

Topic: Medium: Film Learning Objective: Explain the history and art of film.; Interpret the works of early filmmakers.; Recall the process of putting together a film.; Recall the concept of the auteur.; Interpret examples of New Wave.; Recall how artists use the film medium.

Bloom's: Understand Accessibility: Keyboard Navigation 35) What are some characteristics of post-Internet art? How does this style challenge traditional notions of art? Be sure to discuss an artist who is considered to be working in the post-Internet style in your response.

Answer: Post-Internet art may reside online or it may take the form of an object, often one that embodies critical thinking about the Internet itself—its visual culture, its networks of information and communication, and its role in our experience of the world. Aram Bartholl's project, Map, is illustrative of this style. Using the Google map markers—a symbol with which most everybody is familiar—he blurs the boundaries between the real world and the virtual.

Topic: Medium: The Internet Learning Objective: Recall the development of camera and computer arts.; Recognize how the Internet is used in art.

Bloom's: Understand Accessibility: Keyboard Navigation

Living with Art, 12e (Getlein) Chapter 10 Graphic Design 1) What celebrated nineteenth-century artist created posters for the cabarets and dance halls of Paris?

A) Henri de Toulouse-Lautrec B) Johannes Gutenberg C) Shepard Fairey D) Albrecht Dürer Answer: A Explanation: With the development of color lithography in the 19th century, posters came into their own as the most eye-catching form of advertising. Among the most famous of all nineteenth-century posters are those created by Henri de Toulouse-Lautrec for the cabarets and dance halls of Paris.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What invention made it possible to devise a notice that could be reproduced in large numbers and distributed widely?

A) Typography B) Lithography C) Computer D) Printing press Answer: D Explanation: The invention of the printing press with the mechanical movable type printing ushered in the era of mass communication.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.

Bloom's: Remember Accessibility: Keyboard Navigation

3) , such as directional arrows, convey information and embody ideas.

A) Typefaces B) Logotypes C) Layouts D) Symbols Answer: D Explanation: A symbol is an image or sign that represents some information or idea, because of convention, association, or resemblance.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.; Describe the use of signs and symbols in design.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What does the rainbow symbolize on the LGBT flag?

A) Persecution of homosexuals throughout history B) Inclusion and acceptance C) Patriotism D) Artificial nature of consumer culture Answer: B Explanation: The rainbow symbol and overall design of the LGBT flag was universally understood to represent inclusion and acceptance.

Topic: Medium: Graphic Design Learning Objective: Describe the use of signs and symbols in design.

Bloom's: Understand Accessibility: Keyboard Navigation 5) Identify the two developments that created graphic design, as we know it today.

A) The discovery of the Rosetta Stone and the invention of the camera obscura B) Motion pictures and television C) The printing press and the Industrial Revolution D) The discovery of the Rosetta Stone and the printing press Answer: C Explanation: The printing press piloted the practice of mass communication and the Industrial Revolution dramatically increased the commercial applications of graphic design.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.

Bloom's: Remember; Understand Accessibility: Keyboard Navigation

6) Identify the developments that created graphic design, as we know it today.

A) Printing press B) Industrial Revolution C) Logos D) Gutenberg's Bible E) Film and television F) Wordmark Answer: A, B, E Graphic design has its roots in two developments: the invention of the printing press in the fifteenth century and the Industrial Revolution of the eighteenth and nineteenth centuries. The invention of film and television, as well as the digital revolution, has also changed the field.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.

Bloom's: Remember Accessibility: Keyboard Navigation 7) When the name of a company, institution, or product is given a distinctive graphic treatment, it is known as a .

A) logotype B) typeface C) poster D) screenprint Answer: A Explanation: A specific type of logo is the logotype, or wordmark, which features a specially designed text that represents a company, institution, or product.

Topic: Medium: Graphic Design Learning Objective: Describe the use of signs and symbols in design.; Discuss how graphic design uses words and images.

Bloom's: Remember Accessibility: Keyboard Navigation

8) A is often the first and key element in creating a complete corporate identity.

A) layout B) logo C) composite D) title Answer: B Explanation: A logo is a symbol or other design used by an organization to identify its products or function.

Topic: Medium: Graphic Design Learning Objective: Discuss how graphic design uses words and images.

Bloom's: Remember Accessibility: Keyboard Navigation 9) What are some elements of J. Howard Miller's We Can Do It! poster that speak to its design?

A) Sans serif typeface B) Gestalt principles C) Motion D) Interactivity Answer: D Explanation: The famous 1942 poster of We Can Do It! features an uplifting message, given in a sans serif typeface. The figure and the text stand out from the background, thanks to the use of saturated complementary colors. Like all successful design posters, Gestalt principles are plainly at work, unifying the composition.

Topic: Medium: Graphic Design Learning Objective: Explain the roles of typography and layout.; Discuss how graphic design uses words and images.

Bloom's: Apply Accessibility: Keyboard Navigation 10) What term is used to describe how text and images appear on a page?

A) Lithograph B) Logotype C) Layout D) Processing Answer: C Explanation: Layouts are plans or sketches for a book, newspaper, or advertisement that indicate specifications as to the relationships of the parts, including type and artwork.

Topic: Medium: Graphic Design Learning Objective: Explain the roles of typography and layout.; Discuss how graphic design uses words and images.

Bloom's: Remember Accessibility: Keyboard Navigation

11) How is Cassidy Curtis's Graffiti Archaeology organized, in order to effectively display its subject?

A) Artist and style B) Location and style C) Style and time D) Location and time Answer: D Explanation: Graffiti Archaeology makes visible the evolution of graffiti sites over time as graffiti writers paint on top of each other's work.

Topic: Medium: Graphic Design Learning Objective: Identify motion and interactivity in graphic design.

Bloom's: Understand Accessibility: Keyboard Navigation 12) What message was conveyed in Shepard Fairey's immensely popular poster that became the unofficial symbol of Barak Obama's presidential campaign?

A) Hope B) Obey C) Ideal Power D) Create Answer: A Explanation: In 2008, Fairey created a poster of presidential candidate Barack Obama's likeness with the word "HOPE." Made as street art to promote the candidate he supported, the poster proved immensely popular and became the unofficial symbol of Obama's campaign.

Topic: Medium: Graphic Design Learning Objective: Discuss how graphic design uses words and images.; Recall the artistic contributions of Shepard Fairey.

Bloom's: Remember Accessibility: Keyboard Navigation 13) In typography, what are the short cross-lines that end the principal strokes of individual letters?

A) Serifs B) Wordmarks C) Signs D) Logotypes Answer: A Explanation: Serifs are the short cross-lines that finish the principal strokes in letters of certain text styles.

Topic: Medium: Graphic Design Learning Objective: Explain the roles of typography and layout.

Bloom's: Remember Accessibility: Keyboard Navigation

14) In 1525, with the advent of moveable type, mass-produced.

A) Paul Rand B) Henri de Toulouse-Lautrec C) J. Howard Miller D) Albrecht Dürer

created a unified alphabet that could be

Answer: D Explanation: With the invention of movable type, the alphabet drew the attention of designers.

The letters Dürer designed were laboriously carved and placed in position by hand before printing.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.; Explain the roles of typography and layout.

Bloom's: Remember Accessibility: Keyboard Navigation 15) What aspect of media design has been introduced by the digital revolution?

A) Colors B) Interactivity C) Lithography D) Gestalt principles Answer: B Explanation: With the digital revolution, design was set in motion. A new element was added— interactivity—the possibility of give-and-take between users and technology by means of an interface.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.; Identify motion and interactivity in graphic design.

Bloom's: Remember Accessibility: Keyboard Navigation 16) What artist often blurred the line between commercial design and fine art?

A) Harvey Milk B) Paul Rand C) Andy Warhol D) Johannes Gutenberg Answer: C Explanation: Warhol was one of the earliest artists to acknowledge the power of graphic design.

Many of his works, such as Campbell's Soup Cans, were portraits of graphic design.

Topic: Medium: Graphic Design Learning Objective: Relate graphic design and art.; Infer the relationship of art and design.

Bloom's: Remember Accessibility: Keyboard Navigation

17) Alexsandr Rodchenko worked in the _ style, his works marked by abstraction and geometric shapes that emphasized the formal elements of line, color, and texture.

A) commercial B) wordmark C) graffiti D) constructivist Answer: D Explanation: Rodchencko worked in a style known as Constructivism, which used abstraction and geometric shapes that emphasized the formal elements of line, color, and texture.

Topic: Medium: Graphic Design Learning Objective: Explain the roles of typography and layout.; Discuss how graphic design uses words and images.; Relate graphic design and art.; Infer the relationship of art and design.

Bloom's: Remember Accessibility: Keyboard Navigation 18) Explain the reasons why the invention of the printing press and the Industrial Revolution were so important in the development of graphic design.

Answer: The printing press made it possible to devise a notice that could be reproduced hundreds of times and distributed to a larger population. The Industrial Revolution, for its part, dramatically increased the commercial applications of graphic design, allowing for huge quantities of goods to be produced in centralized factories for wide distribution.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.

Bloom's: Understand Accessibility: Keyboard Navigation 19) Consider Dürer's interest in designing and experimenting with the proportions of typefaces.

Then, discuss the role of type as one of the graphic designer's tools in reflecting attitudes and concepts.

Answer: With the invention of moveable type, someone had to decide on the exact form to create a visually unified alphabet. Dürer was the person who experimented with the design of well-balanced letterforms. The design of typefaces continues to be an important and often highly specialized field, and graphic designers have literally thousands of styles to choose from. Today's graphic designers have a goal to communicate a specific message to a group of people, and the success of a design is measured by how well that message is conveyed.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.; Explain the roles of typography and layout.; Discuss how graphic design uses words and images.

Bloom's: Understand Accessibility: Keyboard Navigation

20) Review some of the advertising images in this chapter and consider how their designers have used the elements and principles of art. Then discuss how the advertising designer can also use some of the tools and techniques of graphic design to have products noticed. What differences seem to exist in the production of a work of "fine" art and a work of graphic design?

Answer: Responses will vary based on selection of images. Graphic designers creatively employ logos and symbols to communicate information. Before our modern ideas about art were in place, artists often worked for clients who expected them to convey a message, whether it was a religious doctrine or a historical event. Graphic designers continue this task employing new technologies to the principles of communicative clarity and visual elegance.

Topic: Medium: Graphic Design Learning Objective: Describe the use of signs and symbols in design.; Explain the roles of typography and layout.; Discuss how graphic design uses words and images.; Identify motion and interactivity in graphic design.; Relate graphic design and art.; Infer the relationship of art and design.

Bloom's: Analyze Accessibility: Keyboard Navigation 21) Find an example of a well-designed website on the Internet and then an example of a poorly designed website. Define what is effective about the well-designed site and discuss how the poorly designed site might be improved.

Answer: Responses will vary depending on the example selected. Points such as text, image, visual presentation, clarity, and interpretation should be considered.

Topic: Medium: Graphic Design Learning Objective: Describe the use of signs and symbols in design.; Explain the roles of typography and layout.; Discuss how graphic design uses words and images.; Identify motion and interactivity in graphic design.

Bloom's: Analyze Accessibility: Keyboard Navigation 22) Discuss the role emerging technologies have played in the development and advancement of graphic design and illustration.

Answer: Designers are now bending new technologies to the principles of communicative clarity and visual elegance. Working with digital motion graphics enable designers to test out many unique ideas quickly and move with particular ease between design assignments.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.; Identify motion and interactivity in graphic design.

Bloom's: Understand Accessibility: Keyboard Navigation

23) Consider Toulouse-Lautrec's La Goulue at the Moulin Rouge. Identify the time period and printing technique used to create this poster. Then discuss the artist's purpose for creating the poster and significant influences on the artist's style.

Answer: La Goulue at the Moulin Rouge was created in the 19th century using a color lithograph process. Toulouse-Lautrec created the poster to advertise a particular cabaret and employed the flattened, simplified forms related to Japanese prints to illustrate the featured performer.

Topic: Medium: Graphic Design Learning Objective: Explain the roles of typography and layout.; Discuss how graphic design uses words and images.; Infer the relationship of art and design.

Bloom's: Analyze Accessibility: Keyboard Navigation 24) How does Ester Hernandez use graphic design in her work, Sun Mad? Discuss how this work illustrates differences between the fields of graphic design and fine art.

Answer: Hernandez uses (or appropriates) the design for Sun Maid raisins as a basis for this work. Tweaking the design, Hernandez keeps the commercial look but transformed the woman into a skeleton poisoned by the pesticides and chemicals of modern farming. Sun Mad helps us to see the fluid relationship between art and design. Clearly, the work is not made for commercial purposes, but its message relies on the ability of the viewer to understand the original commercial context.

Topic: Medium: Graphic Design Learning Objective: Relate graphic design and art.; Infer the relationship of art and design.

Bloom's: Analyze Accessibility: Keyboard Navigation 25) Identify several characteristics that are common in the work of Shepard Fairey. How does Fairey use the elements of design to create works that blend art and design? Be sure to discuss a work of his in your response.

Answer: Fairey cherishes the intersection of art and design, believing it to be a big reason for his success. He works in a boldly graphic style, with images dominated by large, flat areas of red, black, light blue, and tan. He does not use hatching to model his forms. Instead, flat colors placed side by side suggest shading. His compositions are symmetrical, and all design rests on the surface of the page. Typography always enjoys a prominent role in his images, too, frequently shaping the meaning of the work.

Topic: Medium: Graphic Design Learning Objective: Explain the roles of typography and layout.; Discuss how graphic design uses words and images.; Recall the artistic contributions of Shepard Fairey.; Relate graphic design and art.; Infer the relationship of art and design.

Bloom's: Analyze Accessibility: Keyboard Navigation

26) Discuss the principles at work in the interactive website Graffiti Archaeology. How does data help to create the design of the website?

Answer: Graphic design can reveal information by organizing facts or data in a visually coherent way. Graffiti Archaeology takes isolated facts—in this case individual photographs of graffiti sites—and sets them in a structure that reveals the information they contain. A timeline of the graphic images is available and the viewer is able to move backward in time to reveal layers of hidden images. This website makes visible the evolution of graffiti sites over time as graffiti writers paint on top of each other's work.

Topic: Medium: Graphic Design Learning Objective: Recall the development of graphic design.; Identify motion and interactivity in graphic design.

Bloom's: Analyze Accessibility: Keyboard Navigation

Living with Art, 12e (Getlein) Chapter 11 Sculpture and Installation 1) The carving method is what type of process?

A) Modeling B) Additive C) Assembling D) Subtractive Answer: D Explanation: Carving is a subtractive process in which one starts with a mass of material larger than the planned sculpture and subtracts, or takes away, material until only the desired form remains.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of carving.

Bloom's: Remember Accessibility: Keyboard Navigation 2) The Indian sculpture Durga Fighting the Buffalo Demon is an example of sculpture.

A) low-relief B) high-relief C) assembled D) earth-work Answer: B Explanation: A sculpture in which forms project to at least half their understood depths is considered high-relief, exemplified in Durga Fighting the Buffalo Demon.

Topic: Medium: Sculpture Learning Objective: Recall characteristics of relief sculptures.; Interpret examples of relief sculptures.; Interpret works of art made from carving.

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3) What are the four basic methods of making sculpture?

A) Modeling B) Firing C) Carving D) Relief E) Assembling F) Casting Answer: A, C, E, F The four basic methods for making a sculpture are modeling, casting, carving, and assembling.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of modeling.; Recall the process of casting.; Recall the process of carving.; Recall the process of assembling.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What method of sculpture illustrates the additive process?

A) Carving B) Casting C) Modeling D) Molding Answer: C Explanation: The additive process involves adding material to the sculpture, not removing it.

Modeling and assembling are considered additive processes.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.

Bloom's: Remember Accessibility: Keyboard Navigation 5) Andy Goldsworthy uses A) synthetic B) natural C) artificial D) imaginary

materials to create sculptures that are ephemeral.

Answer: B Explanation: Goldsworthy makes ephemeral earthworks from natural materials, such as leaves or branches, and documents them with photographs.

Topic: Medium: Sculpture Learning Objective: Recognize various types of sculptures.; Identify methods and materials used to make sculpture.; Recall characteristics of earthworks.; Interpret examples of earthwork.

Bloom's: Remember Accessibility: Keyboard Navigation

6) What term is used to described sculpture in which figures project only slightly from the background?

A) Low relief B) High relief C) In the round D) Molded Answer: A Explanation: Low relief is a sculptural technique in which figures project only slightly from the background.

Topic: Medium: Sculpture Learning Objective: Recall characteristics of relief sculptures.; Interpret examples of relief sculptures.; Identify methods and materials used to make sculpture.

Bloom's: Remember Accessibility: Keyboard Navigation 7) What is a characteristic of relief sculpture?

A) It is meant to be viewed in the round.

B) It is finished on all sides.

C) It is often used to decorate architecture.

D) It typically uses the lost-wax process.

Answer: C Explanation: Relief sculpture features forms that project from but remain attached to a background surface. A relief is meant to be viewed frontally, the way we view a painting. Two types of relief sculpture are haute and bas, or high and low. The lost-wax process is used for casting sculptures that are finished on all sides.

Topic: Medium: Sculpture Learning Objective: Recall characteristics of relief sculptures.; Interpret examples of relief sculptures.; Identify methods and materials used to make sculpture.

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8) In sculpture, what is the most popular modeling material?

A) Gold B) Clay C) Marble D) Wood Answer: B Explanation: Clay is easily manipulated and pliable, and lends itself to subtractive and additive processes.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of modeling.; Recall the process of carving.

Bloom's: Remember Accessibility: Keyboard Navigation 9) What is another term used to describe fired clay?

A) Pewter B) Haut relief C) Contrapposto D) Terra cotta Answer: D Explanation: Although there are many types of clay, pieces that are baked, or fired, are often referred to as terra cotta.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of modeling.

Bloom's: Remember Accessibility: Keyboard Navigation 10) What genre conceives of a space and everything in it as a work of art?

A) Bas-relief B) Minimalism C) Installation D) In the round Answer: C Explanation: 20th-century artists looking for new direction in thought processes related to artworks created a new art form, called installation, in which a space is presented as a work of art that can be entered, explored, and experienced.

Topic: Medium: Installation Learning Objective: Identify methods and materials used to make sculpture.; Discuss how time and place are incorporated into sculpture and installation art.; Recall characteristics of installations.

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11) The lost-wax process is what type of sculptural method?

A) Assembling B) Modeling C) Casting D) Carving Answer: C Explanation: The lost-wax process is a common method for casting metal.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of casting.

Bloom's: Remember Accessibility: Keyboard Navigation 12) Casting is known as a(n) A) subtractive B) additive C) indirect D) modeling

method.

Answer: C Explanation: In indirect sculpture processes, such as casting, sometimes the sculptors never touch the final piece at all.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of casting.

Bloom's: Remember Accessibility: Keyboard Navigation 13) Sculptors will often create a "sketch" out of medium of choice.

A) fresco B) clay C) bronze D) terra cotta

to test ideas before proceeding to their

Answer: B Explanation: Sculptors use clay, an easy material to manipulate, to work out designs and potential design issues for a final artwork.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of modeling.; Interpret works of art made from modeling.

Bloom's: Remember Accessibility: Keyboard Navigation

14) What is the key difference between the process of lost-wax casting as practiced in ancient times and that same process today?

A) The ancient method used mud, rather than wax.

B) The modern method no longer uses wax.

C) There is no difference between the modern and the ancient methods.

D) Today, multiples can be created from the process.

Answer: D Explanation: In the older process of casting, the original mold was destroyed in the process.

Now, new materials allow for multiples to be created from a singular mold.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of casting.

Bloom's: Remember Accessibility: Keyboard Navigation 15) is a sculptural process of bringing together individual pieces, segments, or objects to form a sculpture.

A) Contrapposto B) Collage C) In the round D) Assemblage Answer: D Explanation: Assemblage is an additive process where material is added to the sculpture.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of assembling.

Bloom's: Remember Accessibility: Keyboard Navigation 16) How is high-relief sculpture different from low-relief sculpture?

A) High-relief is a freestanding work that can be viewed from any angle.

B) High-relief is installed high upon the wall of a building.

C) High-relief projects only slightly from the background.

D) Elements of high-relief may be in the round, unattached to the background.

Answer: D Explanation: Usually the foreground elements are modeled in the round, detaching themselves from the background altogether.

Topic: Medium: Sculpture Learning Objective: Recall characteristics of relief sculptures.; Identify methods and materials used to make sculpture.

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17) What is a characteristic of Minimalist art?

A) It attempts to influence people through images.

B) It favors natural and earth-based materials.

C) It attempts to offer a pure experience by letting the materials speak for themselves.

D) It conceives of a space and everything in it as a single work of art.

Answer: C Explanation: Minimalism developed from a broad tendency during the 1960s and '70s toward simple, primary forms. Minimalist artists believe that art should offer a pure and honest aesthetic experience instead of trying to influence people through images. They favor materials associated more with industry or construction than with art.

Topic: Medium: Sculpture Learning Objective: Recognize various types of sculptures.; Identify methods and materials used to make sculpture.; Discuss how time and place are incorporated into sculpture and installation art.

Bloom's: Remember Accessibility: Keyboard Navigation 18) was developed by ancient Greeks as a naturalistic pose for sculptures of the human figure.

A) Contrapposto B) Terra Cotta C) Relief D) Assemblage Answer: A Explanation: Contrapposto, developed by ancient Greeks, sets the body in a gentle S-shaped curve through a play of opposites. You can see such balance in ancient Greek works.

Topic: Medium: Sculpture; Human Figure Learning Objective: Identify methods and materials used to make sculpture.; Describe how the human figure has been represented in sculpture.; Recall the concept of contrapposto.; Interpret contemporary examples of the human figure in sculptures.

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19) What qualities are common in the artwork of Christo and Jeanne-Claude?

A) Installations are temporary and transitory.

B) The works are produced mainly through public funding.

C) The works seek to express the subjective emotions of the artists.

D) The process is kept secret, allowing for a surprising reveal of the finished work.

Answer: A Explanation: Christo and Jeanne-Claude raise the money for their art themselves and are careful to emphasize that their art is not just the end result, but also the entire process from planning through removal. Their works are of a specific place and time, meant to only last for a short while.

Topic: Medium: Installation Learning Objective: Recall the process of assembling.; Interpret works of art made from assembling.; Recognize that sculptures can be used to give presence.; Discuss how time and place are incorporated into sculpture and installation art.; Recall characteristics of installations.; Interpret examples of installation.; Infer how public art can be controversial.

Bloom's: Understand Accessibility: Keyboard Navigation 20) Serpent Mound and Spiral Jetty are what type of works?

A) Installations B) Sculptures in the round C) Earthworks D) High-relief sculptures Answer: C Explanation: Earthworks are works of art made for a specific place using natural materials found there, especially the earth itself. Serpent Mound and Spiral Jetty illustrate this genre.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recognize that sculptures can be used to give presence.; Discuss how time and place are incorporated into sculpture and installation art.; Recall characteristics of earthworks.; Interpret examples of earthwork.

Bloom's: Understand Accessibility: Keyboard Navigation

21) What characteristic can be seen in the sculpture, Apoxyomenos (Scraper)?

A) Contrapposto B) High relief C) Low relief D) Assemblage Answer: A Explanation: Greek sculptors created the human form as an ideally beautiful body governed by harmonious proportions, exemplified by the S-shaped curve of contrapposto.

Topic: Medium: Sculpture; Human Figure Learning Objective: Recall characteristics of a sculpture in the round.; Interpret examples of sculptures in the round.; Describe how the human figure has been represented in sculpture.; Recall the concept of contrapposto.; Interpret contemporary examples of the human figure in sculptures.

Bloom's: Understand Accessibility: Keyboard Navigation 22) What quality is especially pronounced in Pedro de Mena's Ecce Homo?

A) Peace B) Drama C) Minimalism D) Contrapposto Answer: B Explanation: Mena's work represents Christ after his arrest and torture. His goal for the sculpture was to picture this painful and sad moment in Christ's life with the utmost drama, a quality typical of Baroque art.

Topic: Medium: Sculpture; Human Figure Learning Objective: Interpret works of art made from carving.; Describe how the human figure has been represented in sculpture.; Recognize that sculptures can be used to give presence.; Recognize that sculptures can be used for religious and spiritual purposes.

Bloom's: Understand Accessibility: Keyboard Navigation

23) Carved in a broad style of plain surfaces and subtle modeling, Colossal Head is thought to represent rulers.

A) Egyptian B) Greek C) Olmec D) Indian Answer: C Explanation: Ancient Olmec artists used basalt, which was associated with the awesome powers of nature and fitting material for rulers, for the monumental stone carvings.

Topic: Medium: Sculpture; Human Figure Learning Objective: Interpret works of art made from carving.; Describe how the human figure has been represented in sculpture.; Recognize that sculptures can represent rulers and their deeds.

Bloom's: Remember Accessibility: Keyboard Navigation 24) Classify three of the four basic sculptural methods (modeling, assembling, carving, and casting) as additive or subtractive, giving a reason for each of your classifications. Then briefly explain the process of casting. Identify at least one work that illustrates each of these methods of making a sculpture.

Answer: Responses will vary based on selection. Possible answers: modeling and assembling are considered additive processes; carving is a subtractive process. Casting is neither and involves a mold in which a liquid material is poured.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of modeling.; Recall the process of casting.; Recall the process of carving.; Recall the process of assembling.

Bloom's: Understand Accessibility: Keyboard Navigation

25) Compare and contrast the experience of Serpent Mound and Christo and Jeanne-Claude's The Gates. Then indicate your responses to these works and the reasons you respond in these ways.

Answer: Responses will vary. Both pieces are large in scale with winding, curvilinear paths which a viewer can follow. Serpent Mound, however, is much older and uses natural resources to make it an earth work. The creator's intention for Serpent Mound is unknown and all we have to reflect on is the work itself.

In contrast, Christo and Jeanne-Claude recorded the whole process of creating The Gates. The work involves the idea of impermanence, lasting for a short period of time. Viewers walk through the gates, experiencing a majestic ceremonial walkway of billowing saffron-colored banners. The installation's duration was 16 days; afterwards it was removed, leaving no trace of its presence.

Topic: Medium: Sculpture; Medium: Installation Learning Objective: Identify methods and materials used to make sculpture.; Discuss how time and place are incorporated into sculpture and installation art.; Recall characteristics of earthworks.; Interpret examples of earthwork.; Recall characteristics of installations.; Interpret examples of installation.

Bloom's: Analyze Accessibility: Keyboard Navigation 26) Define and describe the technique of lost-wax casting. Give an example of a specific work created with this technique and discuss why its artist might have chosen this technique.

Answer: Casting is an indirect method of sculpture, creating objects from a wax model. The model is fitted with wax rods, which serve as channels for the molten material. The entire ensemble is heated so the wax melts and then runs out (lost), creating the mold. Liquid metal is poured into the mold, cooled, and the mold is then broken open, revealing the sculpture. An example is the bronze sculpture The Bodhisattva Avalokiteshvara, which displays a gleaming surface in contrast with the detailed flowers, jewelry, and hair style. Cast sculptures allow for fine details, smooth rounded shapes, and glowing reflective surfaces.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of casting.; Interpret works of art made from casting.

Bloom's: Understand Accessibility: Keyboard Navigation

27) Discuss at least three different approaches to the sculptural portrayal of the human body by different artists. Include your own assessment of the message each artist sends through the work and how you think his/her medium, processes, and technique affected the success of the work in communicating to the viewer.

Answer: Responses will vary depending on the artwork selection. Approaches can include abstract, idealized, and realistic. Medium and technique can inform the context and intent of the sculpture. Consider how the human is portrayed: As a ruler? Spiritual leader? Hero?

Topic: Medium: Sculpture; Human Figure Learning Objective: Recognize various types of sculptures.; Describe how the human figure has been represented in sculpture.; Interpret contemporary examples of the human figure in sculptures.

Bloom's: Analyze Accessibility: Keyboard Navigation 28) Explore the concept of impermanent sculpture by discussing an impermanent sculptural work or installation. Discuss the reasoning behind such a work of art and how its impermanence affects its meaning.

Answer: Responses will vary depending on the selection of artwork. Impermanent refers to art that is evolving, transient, or ephemeral. The work is not intended to last. The artist employs materials and methods that are temporary, resulting in an artwork meant to be experienced for a limited time period.

Topic: Medium: Sculpture Learning Objective: Discuss how time and place are incorporated into sculpture and installation art.; Recall characteristics of installations.; Interpret examples of installation.

Bloom's: Analyze Accessibility: Keyboard Navigation 29) Why is work created for public spaces often controversial? Illustrate your response with an example from the text. Consider both sides of the controversy.

Answer: Public art is often funded by taxpayer money and so citizens feel they have a right to voice their opinions. Works are commissioned by governments or other entities that may not have consulted with communities or other constituencies. For example, some people complained about the lack of familiar images and symbols of heroism in Maya Lin's Vietnam Veterans Memorial. They construed its unique approach to be a political statement against the war.

Topic: Medium: Sculpture; Medium: Installation Learning Objective: Recognize that sculptures can memorialize heroes and heroines.; Infer how public art can be controversial.

Bloom's: Understand Accessibility: Keyboard Navigation

30) Analyze Huma Bhabh's sculpture, Athos. From what materials is it made? What sculptural process best describes the work (carving, modeling, casting, or assembling)? Compare the depiction of the human figure in this work, to traditional depictions, as in Menkaure and Khamerernebty.

Answer: Bhabh's sculpture Athos is an assemblage. It is made from many found objects: scraps of wood, pieces of metal and plastic, Styrofoam containers and packing pieces, chicken wire, and sticks. The figure seems to have a slight contrapposto in the upper body, but overall the impression is similar to the poise of the human figures in Menkaure and Khamerernebty.

Topic: Medium: Sculpture; Human Figure Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of assembling.; Interpret works of art made from assembling.; Describe how the human figure has been represented in sculpture.; Recognize that sculptures can be used to give presence.; Interpret contemporary examples of the human figure in sculptures.

Bloom's: Analyze Accessibility: Keyboard Navigation 31) Consider the statues of Menkaure and Khamerernebty and the Burghers of Calais. Describe the medium of each of these works and identify each by artist or culture. Then discuss the similarities and differences in these representations of the human form in relation to the themes of each work and its relationship to the viewer.

Answer: The carved stone sculpture Menkaure and Khamerernebty depicts a pharaoh and his royal wife. Employing the conventions of Egyptian sculpture, the couple are portrayed with idealized, youthful bodies and similar facial features with stiff, frozen arms. This formal, frontal pose suggests the power of the rulers and their serene, eternal existence. In contrast, Rodin's cast bronze sculpture Burghers of Calais memorializes the heroic 14th-century townsmen, who offered their lives as a ransom during a siege. The sculpture is an emotional presentation of individuals facing death and defeat. They are arranged in an irregular circle, requiring the viewers to pace alongside of them, for there is not an angle from which all of their faces are visible.

Topic: Medium: Sculpture; Human Figure Learning Objective: Recognize various types of sculptures.; Identify methods and materials used to make sculpture.; Interpret works of art made from modeling.; Interpret works of art made from carving.; Describe how the human figure has been represented in sculpture.; Recognize that sculptures can represent rulers and their deeds.; Recognize that sculptures can memorialize heroes and heroines.

Bloom's: Analyze Accessibility: Keyboard Navigation

32) Discuss Martin Puryear's relationship to the materials he uses in his works. How did his early life shape his attitude towards materials? Choose a work from Puryear, identify the materials used, and analyze how those specific materials contribute to the work's meaning.

Answer: Puryear began his lifelong love affair with materials as a young man, making wood furniture and canoes. His abstract sculpture celebrates materials, and the viewer always appreciates the labor and effort that went into its making. For example, Self, appears to be a solid mass but is instead made from thin sheets of wood, layered one atop the next, that transform a simple shape into a complex construction. The work seems to challenge the notion of superficial judgment, proposing that one look deeper into someone or something, to truly understand its makeup.

Topic: Medium: Sculpture Learning Objective: Identify methods and materials used to make sculpture.; Recall the process of assembling.; Interpret works of art made from assembling.; Recall the artistic contributions of Martin Puryear.

Bloom's: Analyze Accessibility: Keyboard Navigation

Living with Art, 12e (Getlein) Chapter 12 Arts of Ritual and Daily Life 1) What mediums are associated with craft?

A) Sculpture B) Textiles C) Metalwork D) Painting E) Ceramics Answer: B, C, E As painting and sculpture began to be considered fine art in the West, the skilled activities they were formerly associated with—textiles, ceramics, metalwork, furniture making, and so on— were referred to as decorative arts, or craft.

Topic: Art, Craft, Design Learning Objective: Distinguish the roles and definitions of art, craft, and design.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What is the most common product of woodworking art?

A) Cooking pots B) Jewelry C) Building tools D) Furniture Answer: D Explanation: Widely available, renewable, and relatively easy to work, wood has been used by almost all peoples across history to fashion objects for ritual or daily use. The most common product of the woodworker's art is furniture.

Topic: Medium: Wood Learning Objective: Relate wood to its artistic functions.; Interpret objects and works of art made from wood.

Bloom's: Remember Accessibility: Keyboard Navigation

3) The Tree of Jesse is what type of work?

A) Stained glass B) Wood sculpture C) Chinese porcelain D) Persian carpet Answer: A Explanation: The Tree of Jesse is an example of a special branch of glasswork, stained glass, a technique used for windows, particularly in the great cathedrals of the 12th and 13th centuries.

Topic: Medium: Glass Learning Objective: Describe how art is made with glass.; Interpret objects and works of art made from glass.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What is the principal ingredient in glass?

A) Resin B) Lead C) Kaolin D) Sand Answer: D Explanation: Although there are numerous formulas for glass, its principal ingredient is usually silica or sand.

Topic: Medium: Glass Learning Objective: Describe how art is made with glass.

Bloom's: Remember Accessibility: Keyboard Navigation 5) When clay is wet, it becomes moldable and cohesive, or A) plastic B) porcelain C) forged D) glazed

.

Answer: A Explanation: When clay is mixed with water, it becomes plastic—that is, moldable and cohesive.

Topic: Medium: Clay Learning Objective: Explain how clay is transformed into functional objects.; Recognize how artists work with crafts media.

Bloom's: Remember Accessibility: Keyboard Navigation

6) What is the most common way to shape a hollow glass vessel?

A) Blowing B) Staining C) Forging D) Lacquering Answer: A Explanation: Glass blowing produces a glass bubble that can be shaped or cut while it is hot and malleable.

Topic: Medium: Glass Learning Objective: Describe how art is made with glass.; Recognize how artists work with crafts media.

Bloom's: Remember Accessibility: Keyboard Navigation 7) Pueblo potter María Martínez used what method to create her striking blackware?

A) Blowing B) Carving C) Coiling D) Weaving Answer: C Explanation: The famous Pueblo potter María Martínez uses the coiling technique in her ceramic works.

Topic: Medium: Clay Learning Objective: Explain how clay is transformed into functional objects.; Interpret objects and works of art made from clay.; Recognize how artists work with crafts media.

Bloom's: Remember Accessibility: Keyboard Navigation 8) The Arts and Crafts movement came about as a reaction to what event?

A) The Renaissance B) The Industrial Revolution C) The fall of the Roman empire D) The 1960s Answer: B Explanation: After the Industrial Revolution, people grew determined to carve out a place for handmade objects by setting up workshops and studios.

Topic: Art, Craft, Design Learning Objective: Distinguish the roles and definitions of art, craft, and design.; Recall the history of the Arts and Crafts movement.; Recognize how artists work with crafts media.

Bloom's: Remember Accessibility: Keyboard Navigation

9) Islamic cultures have focused a great deal of aesthetic attention on A) tapestries B) stained glass C) carpets D) jade

.

Answer: C Explanation: Islamic textiles are famous for their designs as illustrated by the Ardabil carpets, which are in the collection of the Victoria and Albert Museum in England.

Topic: Medium: Fiber Learning Objective: Summarize techniques and use of fiber arts.; Interpret objects and works of art made from fiber.

Bloom's: Remember Accessibility: Keyboard Navigation 10) What are some ideals of the Arts and Crafts movement?

A) Cooperation between artists and manufacturers B) Designs produced solely by hand C) Objection to the use of machines D) Integration of art and craft Answer: A, D The ideals of the Arts and Crafts movement encouraged cooperation between artists and manufacturers. In this new relationship, an artist's task was no longer to make an object but to design an object that could be made by industrial methods. Since the mid-twentieth century, artists have reached out to use materials and forms associated with crafts, blurring the line between fine art and craft.

Topic: Art, Craft, Design Learning Objective: Distinguish the roles and definitions of art, craft, and design.; Recall the history of the Arts and Crafts movement.; Recognize how artists work with crafts media.; Infer how the Arts and Crafts movement and its legacy led to the field of design.

Bloom's: Understand Accessibility: Keyboard Navigation

11) In weaving, the set of fibers that is held taut on a loom or frame is called the A) woof B) warp C) weft D) dau

.

Answer: B Explanation: Weaving involves placing two sets of parallel fibers at right angles to each other and interlacing one set through the other. One set of fibers is held taut; this is called the warp.

The other set, known as the weft or woof, is interwoven through the warp to make a textile.

Topic: Medium: Fiber Learning Objective: Summarize techniques and use of fiber arts.; Recognize how artists work with crafts media.

Bloom's: Remember Accessibility: Keyboard Navigation 12) Why is wood such a popular craft material?

A) It is well suited to the casting process.

B) It is abundant and relatively easy to work.

C) It is likely to withstand natural disasters.

D) It is extremely durable.

Answer: B Explanation: Because of its abundance and ease of work, this material was employed by peoples across history to fashion objects for ritual or daily use.

Topic: Medium: Wood Learning Objective: Relate wood to its artistic functions.; Interpret objects and works of art made from wood.

Bloom's: Remember Accessibility: Keyboard Navigation 13) What material is made from the sap of a tree?

A) Glaze B) Jade C) Lacquer D) Porcelain Answer: C Explanation: Lacquer is made of the sap of a tree that originally grew only in China. It is unique to East Asia, where it has been the basis of an important artistic tradition.

Topic: Medium: Lacquer Learning Objective: Describe art made of ivory, jade, and lacquer.; Interpret objects and works of art made from lacquer.

Bloom's: Remember Accessibility: Keyboard Navigation

14) The ancient Olmecs of Mesoamerica prized _ associated with rainwater.

A) lacquer B) glaze C) jade D) aquamanile

for its translucence, which they

Answer: C Explanation: Jade's translucent beauty has caused it to be treasured in various cultures, including that of the Olmec.

Topic: Medium: Jade Learning Objective: Describe art made of ivory, jade, and lacquer.; Interpret objects and works of art made from jade.

Bloom's: Remember Accessibility: Keyboard Navigation 15) What technique shapes metal through hammer blows?

A) Casting B) Forging C) Warping D) Crafting Answer: B Explanation: Forging is an ancient metalworking technique in which metal is shaped by hammer blows. The forging process can involve hot or cold metals.

Topic: Medium: Metal Learning Objective: Discuss techniques for making objects in metal.; Recognize how artists work with crafts media.

Bloom's: Remember Accessibility: Keyboard Navigation 16) What is one result from the passage of NAGPRA, in 1990?

A) Native American art was given marginalized status.

B) Museums were given the right to preserve native artifacts.

C) Excavation of native graves or sacred sites was prohibited.

D) Museums and universities sponsored excavations of Native American sites.

Answer: C Explanation: In 1990, the United States government passed the Native American Graves Protection and Repatriation Act (NAGPRA). The new law prohibited excavation of native graves or sacred sites. It also required all federal institutions and those receiving federal funds to return the objects and remains that had been removed in the past.

Topic: Art, Craft, Design Learning Objective: Examine outcomes of archaeological excavations.

17) What traditional craft does contemporary artist Faig Ahmed incorporate into his art?

A) Metal casting B) Rug weaving C) Metal forging D) Glass blowing Answer: B Explanation: Faig Ahmed calls upon the long rug-weaving tradition of his native Azerbaijan for his textile arts.

Topic: Medium: Fiber; Art, Craft, Design Learning Objective: Interpret objects and works of art made from fiber.; Recognize how artists work with crafts media.

Bloom's: Remember Accessibility: Keyboard Navigation 18) The secret of was discovered and perfected in China, and for hundreds of years potters elsewhere failed to duplicate it.

A) terra cotta B) stained glass C) ivory D) porcelain Answer: D Explanation: Porcelain is a ceramic made by mixing kaolin, a fine white clay, with finely ground petunse, known as porcelain stone. This process was discovered and perfected in China, irreproducible by other potters for hundreds of years.

Topic: Medium: Clay Learning Objective: Explain how clay is transformed into functional objects.; Recognize how artists work with crafts media.

Bloom's: Remember Accessibility: Keyboard Navigation 19) What is the fastest method of creating a hollow, rounded clay form?

A) Loom B) Coiling C) Potter's wheel D) Hot forging Answer: C Explanation: With a potter's wheel, clay is placed on a flat disc, which rotates at varying speeds, allowing the potter to produce a rounded or cylindrical form.

Topic: Medium: Clay Learning Objective: Explain how clay is transformed into functional objects.; Recognize how artists work with crafts media.

20) The sculptor Olowe of Ise is associated with what culture?

A) Indian B) Pueblo C) Yoruba D) Egyptian Answer: C Explanation: Olowe of Ise was an accomplished artist given commissions by kings and religious groups throughout the easternmost Yoruba lands.

Topic: Medium: Wood Learning Objective: Relate wood to its artistic functions.; Interpret objects and works of art made from wood.

Bloom's: Remember Accessibility: Keyboard Navigation 21) What work illustrates the pinnacle of stained-glass art?

A) Tree of Jesse B) Lion aquamanile C) Chair of Hetepheres D) Sasa Answer: A Explanation: The 12th and 13th centuries in Europe were a golden age for stained glass, as exemplified by the Tree of Jesse, in Chartres Cathedral.

Topic: Medium: Glass Learning Objective: Describe how art is made with glass.; Interpret objects and works of art made from glass.

Bloom's: Remember Accessibility: Keyboard Navigation

22) In what ways can works such as The Tree of Jesse and María and Julián Martínez's jar reveal information about cultural traditions? Discuss how the particular materials and methods used in each work reveal aspects of their respective cultures.

Answer: María and Julián Martínez's jar is an example of the coil method of pottery made by the native people in the American Southwest. During the 20th century, the couple revived and popularized the tradition of fine pottery making among the Pueblo people. This revival shows pride in their cultural traditions. The Tree of Jesse is an example of a special branch of glasswork, stained glass, a technique used for windows. In the religious philosophy that guided the building of the great cathedrals of the 12th and 13th centuries in Europe, light was viewed as a spiritually transforming substance. Windows contained colorful glass mosaics of didactic biblical pictures, illuminating the interiors and creating a spiritual ambience.

Topic: Medium: Clay; Medium: Glass Learning Objective: Explain how clay is transformed into functional objects.; Interpret objects and works of art made from clay.; Interpret objects and works of art made from glass.; Recognize how artists work with crafts media.

Bloom's: Understand Accessibility: Keyboard Navigation 23) Find at least two definitions for the word "craft" in a dictionary. For each definition, select a work from the chapter that you feel illustrates the definition. Explain your reasons for associating each definition with the work you have chosen.

Answer: Responses will vary depending on definitions. Possible connotations are "craft" as a skill and "craft" as a process. The Tree of Life shows how the craft of stained glass can show extraordinary levels of skill. Contemporary works can often show how traditional craft processes may be incorporated into modern art, as in El Anatsui's Sasa, which uses the fiber weaving tradition of African royal textiles for a metallic sculpture.

Topic: Medium: Clay; Medium: Glass; Medium: Metal; Medium: Wood; Medium: Fiber; Medium: Ivory; Medium: Jade; Medium: Lacquer; Art, Craft, Design Learning Objective: Interpret objects and works of art made from clay.; Interpret objects and works of art made from glass.; Interpret objects and works of art made from metal.; Interpret objects and works of art made from wood.; Summarize techniques and use of fiber arts.; Interpret objects and works of art made from fiber.; Interpret objects and works of art made from ivory.; Interpret objects and works of art made from jade.; Interpret objects and works of art made from lacquer.; Distinguish the roles and definitions of art, craft, and design.; Recognize how artists work with crafts media.

Bloom's: Analyze Accessibility: Keyboard Navigation

24) Discuss at least one work in the chapter that is a part of the Arts and Crafts movement and explain in what ways the work can be categorized as such. Weave into your essay a discussion of whether you believe there to be a distinction between fine arts and craft.

Answer: Responses will vary depending on the selection of artwork. A clear explanation defining the fine arts, created primarily for aesthetic purposes, and the studio crafts, involving artistic skills to create functional objects, should be included in the discussion of the work.

Topic: Art, Craft, Design Learning Objective: Distinguish the roles and definitions of art, craft, and design.; Recall the history of the Arts and Crafts movement.; Recognize how artists work with crafts media.; Infer how the Arts and Crafts movement and its legacy led to the field of design.

Bloom's: Understand Accessibility: Keyboard Navigation 25) List and discuss three contemporary artists who have incorporated crafts media and techniques into their works. Discuss their works in terms of the themes and/or purposes of art that the selected craft media emphasize. In addition, discuss their form, relating characteristics of the media to the elements and principles found in these works.

Answer: Responses will vary depending on the selection of artists. Possible artists are Dale Chihuly, Maria Nepomuceno, and El Anatsui. All of these artists, inspired by the ideals of the Arts and Crafts movement, utilize traditional craft materials or methods in their works.

Topic: Art, Craft, Design Learning Objective: Distinguish the roles and definitions of art, craft, and design.; Recognize how artists work with crafts media.; Infer how the Arts and Crafts movement and its legacy led to the field of design.

Bloom's: Understand Accessibility: Keyboard Navigation 26) Why do some scientists argue that museums and other institutions are well equipped to preserve ancient artifacts? How do their views conflict with the native communities who claim ownership over these artifacts? Consider your feelings about the debate in your response.

Answer: Native communities claim they should make the decisions about how artifacts should be handled. Many decades of excavations and grave robbing have taken artifacts from native cultures and placed them in museums of western countries. This disconnect is at the center of the debate over ownership and the preservation of these valuable pieces. Some scientists argue that museums and other institutions have better equipment and knowledge of preservation techniques, therefore doing the sacred objects a worthy service.

Topic: Art, Craft, Design Learning Objective: Examine outcomes of archaeological excavations.

Bloom's: Understand Accessibility: Keyboard Navigation

27) Consider Maria Nepomuceno's Untitled. Discuss this work's technique and the artist's process. How does this work blur the line between fine art and craft?

Answer: Working with fiber, Maria Nepomuceno uses colorful rope and beaded necklaces to construct quirky biomorphic forms in this work. Nepomuceno's art was profoundly influenced by the experience of giving birth and themes of fertility and generation are clearly present in Untitled. The piece is a hybrid of fine art (it is meant to be displayed in a museum) and craft art (the use of ropes, beads, and fabric).

Topic: Medium: Fiber; Art, Craft, Design Learning Objective: Summarize techniques and use of fiber arts.; Interpret objects and works of art made from fiber.; Distinguish the roles and definitions of art, craft, and design.; Recognize how artists work with crafts media.

Bloom's: Analyze Accessibility: Keyboard Navigation 28) How is Jeroen Verhoeven's Cinderella Table a legacy of the Arts and Crafts movement?

Discuss how this work, from 2005, embodies the ideals from the earlier 19th-century movement.

Answer: Jeroen Verhoeven used computer-aided design and manufacturing technology to create Cinderella, a curvaceous table made of plywood. Verhoeven's table speaks to the fine arts in its unique design, limited production run, and lofty intentions but is also a legacy of the Arts and Crafts movement in that it is fully functional as both a table and storage cabinet.

Topic: Medium: Wood; Art, Craft, Design Learning Objective: Relate wood to its artistic functions.; Interpret objects and works of art made from wood.; Distinguish the roles and definitions of art, craft, and design.; Recall the history of the Arts and Crafts movement.; Recognize how artists work with crafts media.; Infer how the Arts and Crafts movement and its legacy led to the field of design.

Bloom's: Analyze Accessibility: Keyboard Navigation 29) Why has ivory been in such high demand throughout history? What are the negative effects of its use and the ivory trade in general? What steps are being taken to offset these effects?

Answer: Elephant ivory is a beautiful material that polishes to a yellowish sheen. It is durable, easy to work, and many cultures around the world have relied on ivory for small, portable luxury items. Acquiring the raw material means killing the elephant, which has dramatically reduced the world's elephant populations. To preserve existing populations, the Convention on International Trade in Endangered Species of Wild Fauna and Flora recommended banning the sale of ivory in 1989. Countries around the world have slowly complied.

Topic: Medium: Ivory Learning Objective: Describe art made of ivory, jade, and lacquer.; Interpret objects and works of art made from ivory.; Examine outcomes of the ivory trade.

Bloom's: Understand Accessibility: Keyboard Navigation

Living with Art, 12e (Getlein) Chapter 13 Architecture 1) Using a steel framework with masonry sheathing, the is thought by many to be the first genuinely modern building.

A) Wainwright Building B) Crystal Palace C) Lever House D) Chrysler Building

, designed by Louis Sullivan,

Answer: A Explanation: Sullivan broke new ground with the Wainwright Building by making his sheathing light, letting the skin of the building echo the steel framing underneath.

Topic: Architecture Learning Objective: Recall characteristics of steel-frame construction.; Interpret examples of steel-frame construction.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What term is used to describe the ability of a material to withstand tension?

A) Tensile strength B) Compression C) Sheathing D) Entablature Answer: A Explanation: In supporting weight, tensile strength refers to the amount of stretching strength a material can withstand before it breaks.

Topic: Architecture; Structural Systems Learning Objective: Explain structural systems used in architecture.

Bloom's: Remember Accessibility: Keyboard Navigation

3) "Stacking and piling" is another term for what structural system?

A) Post-and-lintel B) Arch and vault C) Load-bearing construction D) Corbelling Answer: C Explanation: Load-bearing construction—"stacking and piling"—is the simplest method of making a building, and it is suitable for brick, stone, adobe, ice blocks, and certain modern materials. Essentially, the builder constructs the walls by piling layer upon layer, starting thick at the bottom, getting thinner as the structure rises, and usually tapering inward near the highest point.

Topic: Architecture; Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of load-bearing construction.

Bloom's: Remember Accessibility: Keyboard Navigation 4) The Doric, Ionic, and Corinthian styles are known as what architectural style?

A) International B) Shell system C) Hypostyle D) Greek orders Answer: D Explanation: Greek architects developed and codified three major architectural styles known as the Greek orders.

Topic: Architecture; Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of post-and-lintel construction.; Interpret examples of post-and-lintel construction.

Bloom's: Remember Accessibility: Keyboard Navigation

5) The Byodo-in Temple in Kyoto, Japan, is an elegant example of what structural system?

A) Dome B) Load-bearing C) Balloon-frame D) Post-and-lintel Answer: D Explanation: The temple employs the post-and-lintel system but uses wood as the building material instead of stone.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of post-and-lintel construction.; Interpret examples of post-and-lintel construction.

Bloom's: Remember Accessibility: Keyboard Navigation

Match each building to the structural system used in its construction.

A) Great Friday Mosque at Djenné, in Mali B) Crystal Palace, Hyde Park, London C) Cathedral of Notre-Dame de Reims, France D) Temple of Athena Nike, Acropolis, Athens 6) Load-bearing Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of load-bearing construction.; Interpret examples of load-bearing construction.; Recall characteristics of post-and-lintel construction.; Interpret examples of post-and-lintel construction.; Recall characteristics of pointed arch and vault construction.; Interpret examples of pointed arch and vault.; Recall characteristics of cast-iron construction.; Interpret examples of cast-iron construction.; Recall characteristics of steel-frame construction.; Interpret examples of steel-frame construction.

Bloom's: Remember Accessibility: Keyboard Navigation 7) Post-and-lintel Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of load-bearing construction.; Interpret examples of load-bearing construction.; Recall characteristics of post-and-lintel construction.; Interpret examples of post-and-lintel construction.; Recall characteristics of pointed arch and vault construction.; Interpret examples of pointed arch and vault.; Recall characteristics of cast-iron construction.; Interpret examples of cast-iron construction.; Recall characteristics of steel-frame construction.; Interpret examples of steel-frame construction.

Bloom's: Remember Accessibility: Keyboard Navigation 8) Pointed Arch and Vault Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of load-bearing construction.; Interpret examples of load-bearing construction.; Recall characteristics of post-and-lintel construction.; Interpret examples of post-and-lintel construction.; Recall characteristics of pointed arch and vault construction.; Interpret examples of pointed arch and vault.; Recall characteristics of cast-iron construction.; Interpret examples of cast-iron construction.; Recall characteristics of steel-frame construction.; Interpret examples of steel-frame construction.

Bloom's: Remember Accessibility: Keyboard Navigation

9) Cast-Iron Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of load-bearing construction.; Interpret examples of load-bearing construction.; Recall characteristics of post-and-lintel construction.; Interpret examples of post-and-lintel construction.; Recall characteristics of pointed arch and vault construction.; Interpret examples of pointed arch and vault.; Recall characteristics of cast-iron construction.; Interpret examples of cast-iron construction.; Recall characteristics of steel-frame construction.; Interpret examples of steel-frame construction.

Bloom's: Remember Accessibility: Keyboard Navigation Answers: 6) A 7) D 8) C 9) B 10) Built almost 2000 years ago, the arch.

A) Pont du Gard at Nîmes B) Hagia Sophia C) Reims Cathedral D) Acropolis in Athens

is an enduring testament to the Roman use of the

Answer: A Explanation: Pont du Gard shows the use of arch construction. It is shot through with open space that makes it seem light and its weight-bearing capabilities effortless.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of round arch and vault construction.; Interpret examples of round arch and vault.

Bloom's: Remember Accessibility: Keyboard Navigation 11) Built for the World's Fair in 1889, the construction.

A) Wainwright Building B) Crystal Palace C) Eiffel Tower D) Lever House

was an early experiment in iron

Answer: C Explanation: The importance of this singular, remarkable structure was that it was a skeleton that proudly showed itself without benefit of any cosmetic embellishment. Nearly a thousand feet tall, the Eiffel Tower acted as a centerpiece for the Paris World's Fair of 1889.

Topic: Structural Systems Learning Objective: Recall characteristics of cast-iron construction.; Interpret examples of castiron construction.

Bloom's: Remember Accessibility: Keyboard Navigation

12) is most famous for his design of the geodesic dome.

A) Frank Lloyd Wright B) Frank Gehry C) Louis Sullivan D) R. Buckminster Fuller Answer: D Explanation: Fuller's geodesic dome was a result of his exploration of the natural environment's principles of construction to find and implement design solutions.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of geodesic dome construction.; Interpret examples of geodesic dome.

Bloom's: Remember Accessibility: Keyboard Navigation 13) What ideals are emphasized in architecture of the International Style?

A) Reliance on corbelled arches B) Coffered ceilings C) Avoidance of superficial decoration D) Geometric forms E) Clean lines Answer: C, D, E International style architecture emphasized clean lines, geometric (usually rectilinear) form, and an avoidance of superficial decoration. The "bones" of a building were supposed to show and to be the only ornament necessary.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of steel-frame construction.; Interpret examples of steel-frame construction.; Discuss how new architectural technologies and materials respond to current concerns.

Bloom's: Remember Accessibility: Keyboard Navigation

14) Fallingwater (the Kaufmann House in Mill Run, Pennsylvania) is a prime example of the "organic" architecture of what designer?

A) Frank Lloyd Wright B) Shigeru Ban C) Frank Gehry D) Zaha Hadid Answer: A Explanation: Wright's organic architecture sought integration of the surrounding environment and merged natural landscape features with the organic flow of the interior.

Topic: Structural Systems Learning Objective: Recall characteristics of reinforced-concrete construction.; Interpret examples of reinforced concrete.

Bloom's: Remember; Understand Accessibility: Keyboard Navigation 15) What structure is a horizontal form supported at only one end?

A) Cornice B) Keystone C) Flying buttress D) Cantilever Answer: D Explanation: A cantilever is a type of projecting form supported at only one end. Frank Lloyd Wright was among one of the first architects to use the cantilever for domestic architecture.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of reinforced-concrete construction.; Interpret examples of reinforced concrete.

Bloom's: Remember Accessibility: Keyboard Navigation 16) What type of structure is generated by rotating an arch 360 degrees about a vertical central axis?

A) Cantilever B) Dome C) Portico D) Vault Answer: B Explanation: The most common type of dome takes the form of a "shell of rotation"—that is, a form generated by rotating an arch about a vertical central axis.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of dome construction.

Bloom's: Remember Accessibility: Keyboard Navigation

17) When a large hall is built using post-and-lintel construction methods, the resulting "virtual forest of columns" is called a .

A) barrel vault B) hypostyle hall C) groin vault D) portico Answer: B Explanation: The term hypostyle comes from the Greek for "beneath columns."

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of post-and-lintel construction.; Interpret examples of post-and-lintel construction.; Examine the relationship between architecture and community.

Bloom's: Remember Accessibility: Keyboard Navigation 18) What are the two basic families of structural systems in architecture?

A) Shell B) Digital C) Modern D) Postmodern E) Skeleton-and-skin F) Organic Answer: A, E In the shell system one building material provides both structural support and sheathing. The skeleton-and-skin is found in modern skyscrapers, with their frames (skeleton) supporting the structure and a sheathing (skin) of glass.

Topic: Architecture; Structural Systems Learning Objective: Explain structural systems used in architecture.

Bloom's: Remember Accessibility: Keyboard Navigation

19) What structure used digital fabrication in its construction?

A) Guggenheim Museum Bilbao, Spain B) Fallingwater, Mill Run, Pennsylvania C) Golden Gate Bridge, San Francisco D) Lever House, New York Answer: A Explanation: Frank Gehry's Guggenheim Museum Bilbao was one of the first buildings to use digital design and fabrication in its construction.

Topic: Digital Design and Fabric Architecture Learning Objective: Recall characteristics of digital design and fabrication in architecture.; Interpret architecture made from digital design and fabrication.

Bloom's: Remember Accessibility: Keyboard Navigation 20) What material did Shigeru Ban use in his Centre Pompidou-Metz, that updated the ancient idea of fabric architecture?

A) Silk B) CATIA C) Fiberglass D) Bamboo Answer: C Explanation: In Shigeru Ban's Centre Pompidou-Metz, a wooden lattice is covered with Tefloncoated fiberglass fabric.

Topic: Digital Design and Fabric Architecture Learning Objective: Explain structural systems used in architecture.; Discuss how new architectural technologies and materials respond to current concerns.; Recall characteristics of digital design and fabrication in architecture.; Interpret architecture made from digital design and fabrication.

Bloom's: Remember Accessibility: Keyboard Navigation

21) A flying buttress is an arched exterior support system found on what style of building?

A) Postmodern B) Romanesque C) Geodesic D) Gothic Answer: D Explanation: Because of the numerous windows in cathedrals that could weaken the walls, Gothic builders reinforced their walls from the outside using flying buttresses.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of pointed arch and vault construction.; Interpret examples of pointed arch and vault.; Recall characteristics of the Gothic style.

Bloom's: Remember Accessibility: Keyboard Navigation 22) The Taj Mahal was built by the 17th-century Moslem emperor for what purpose?

A) As a mosque B) As a monument C) As a tomb for his wife D) As a home Answer: C Explanation: The Taj Mahal was built for his beloved wife, Arjummand Banu.

Topic: Architecture; Architecture and Community Learning Objective: Examine the relationship between architecture and community.

Bloom's: Remember Accessibility: Keyboard Navigation 23) The round opening in the dome of the Pantheon is called a(n) A) rotunda B) oculus C) coffer D) cantilever

.

Answer: B Explanation: The oculus is thought to be the "eye of Heaven" and provides the sole illumination for the building.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of dome construction.; Interpret examples of dome construction.

Bloom's: Remember Accessibility: Keyboard Navigation

24) The skeleton-and-skin structure the Crystal Palace was designed by A) Louis Sullivan B) Gustav Eiffel C) Frank Lloyd Wright D) Joseph Paxton

in 1851.

Answer: D Explanation: Paxton, a designer of greenhouses, was commissioned to build a suitable structure to house the "Works of Industry of All Nations" for an exhibition in London.

Topic: Structural Systems Learning Objective: Recall characteristics of cast-iron construction.; Interpret examples of castiron construction.

Bloom's: Remember Accessibility: Keyboard Navigation 25) What are some qualities associated with Zaha Hadid's design style?

A) Traditional B) Futuristic C) Earthy D) Handmade E) Geodesic Answer: B, C Hadid describes her style as raw, vital, and earthy. Critics have often called her designs spectacular, visionary, futuristic, sensuous, and transformative.

Topic: Architecture; Digital Design and Fabric Architecture Learning Objective: Discuss how new architectural technologies and materials respond to current concerns.; Recall the artistic contributions of Zaha Hadid.

Bloom's: Understand Accessibility: Keyboard Navigation

26) Outline the main goals of green architecture, describing how an architect or group of architects achieved each of those goals in a specific structure. Discuss the advantages and difficulties of green architecture in terms of meeting environmentalist objectives and the needs of those who will be living and/or working within them.

Answer: Increasing awareness of environmental concerns has created a growing interest in healthy, efficient homes. Architects have a common objective to design and build structures that reduce the overall impact of health safety and the environment, which is an advantage of green architecture. However, while many people would opt for a green structure, the cost of building one can be beyond the range of most budgets.

Topic: Sustainability Learning Objective: Discuss how new architectural technologies and materials respond to current concerns.; Recall characteristics of green architecture.; Interpret examples of green architecture.

Bloom's: Understand Accessibility: Keyboard Navigation 27) Discuss the major tenets of Frank Lloyd Wright's theories of domestic architecture, identifying aspects of specific structures that illustrate his success in realizing these tenets in homes he designed.

Answer: Wright's approach to domestic architecture was characterized by two related principles: a house should blend with its environment and interiors and exteriors of houses should be visually and physically integrated. The Kaufmann House is an example of architectural integration with the surrounding environment and the merging of natural landscape features with the organic flow of the interior.

Topic: Architecture; Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of reinforced-concrete construction.; Interpret examples of reinforced concrete.; Examine the relationship between architecture and community.

Bloom's: Understand; Analyze Accessibility: Keyboard Navigation

28) Discuss how social features are reflected in architecture. Relate an example from the text that shows the ties between architectural design and social space. Then, think of an example in your own life that shows this relationship.

Answer: Architecture is made to serve the community in which it exists. The construction of an overhead lattice at the Plaza de la Encarnación shows how a structure can unify a space. The Metropol Parasol responds to the needs of the local community and attracts tourists to a part of town they might otherwise have ignored. Social notions of gender are regularly reflected in architecture. For example, the harem is a private area of retreat and solace away from the business of the court. Although the sultan occupied the rooms with his family, the harem came to be seen as a space for women.

Topic: Architecture and Community Learning Objective: Infer how architecture is a social space.; Examine the relationship between architecture and community.

Bloom's: Understand Accessibility: Keyboard Navigation 29) Describe the differences between Romanesque and Gothic architecture. Use specific buildings and their features to support your answer.

Answer: Romanesque is an earlier European style of architecture than Gothic. Romanesque style used round arches in a stone barrel vault over the nave. The barrel vault unified the interior visually, providing a soaring, majestic climax to the rhythms announced by the arches below.

You can see a barrel vault, as well as groin vaults, in the nave of the abbey church of Sainte-Foy. The later Gothic period featured the use of a pointed arch, which allowed for greater height and allowed for more interior light. Whereas Romanesque cathedrals tended to be dark inside, with few and small window openings, Gothic builders strove to open up their walls for large stainedglass windows. Gothic builders reinforced their walls from the outside with buttresses, piers, and a new invention, flying buttresses. The Cathedral of Notre-Dame de Reims, France is a prime example of Gothic architecture.

Topic: Architecture; Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of round arch and vault construction.; Interpret examples of round arch and vault.; Recall characteristics of the Romanesque style.; Recall characteristics of pointed arch and vault construction.; Interpret examples of pointed arch and vault.; Recall characteristics of the Gothic style.

Bloom's: Analyze Accessibility: Keyboard Navigation

30) Identify and describe the impact of one architect of the 20th and/or 21st century whom you consider a major technical, artistic, or philosophical innovator. Discuss at least one structure designed by this architect as an example of his/her innovations.

Answer: Responses will vary based on the selection of examples. Possible choices are Frank Lloyd Wright, F. Buckminster Fuller, Zaha Hadid, Anna Heringer and Eike Roswag, and Frank Gehry. Consider how new architectural technologies and materials respond to social and cultural concerns.

Topic: Architecture; Digital Design and Fabric Architecture; Architecture and Community; Sustainability Learning Objective: Recall characteristics of geodesic dome construction.; Interpret examples of geodesic dome.; Infer how architecture is a social space.; Discuss how new architectural technologies and materials respond to current concerns.; Recall characteristics of digital design and fabrication in architecture.; Recall characteristics of fabric architecture.; Interpret examples of fabric architecture.; Recall the artistic contributions of Zaha Hadid.; Examine the relationship between architecture and community.; Recall characteristics of green architecture.; Interpret examples of green architecture.

Bloom's: Understand Accessibility: Keyboard Navigation 31) Consider the Taj Mahal and the Pantheon. Both of these buildings feature dome construction.

Discuss the differences in appearance and styles of the dome.

Answer: The dome is an architectural structure in the shape of a hemisphere. The Pantheon has a perfect hemispherical dome, resting on a cylinder almost the same diameter, and covers the entire round structure. The interior ceiling is coffered, and there is an exterior opening in the center of the dome that allows for illumination of the building. The Taj Mahal has a tall drum crowned by a pointed dome and is mostly ornamental. The dome is centered over the central part of the structure and sits on the roof of the building.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of dome construction.; Interpret examples of dome construction.

Bloom's: Analyze Accessibility: Keyboard Navigation

32) Consider Kallikrates, Temple of Athena Nike, Acropolis, in Athens. Discuss the structural system that is used in this building in relation to the purpose of the building and the decorative aspects of the structure's surface. What are the advantages and limitations of this structural system?

Answer: Greek temples, including the Temple of Nike, employed the post-and-lintel design system. With its stepped bases and volute capitals, located on the top of the support columns, this structure is identified as an Ionic temple. The post-and-lintel system has been used for thousands of years to raise a roof and provide open space underneath; however, it doesn't have great tensile strength. The supporting columns must be closely spaced.

Topic: Structural Systems Learning Objective: Explain structural systems used in architecture.; Recall characteristics of post-and-lintel construction.; Interpret examples of post-and-lintel construction.

Bloom's: Understand Accessibility: Keyboard Navigation 33) How has fabric been incorporated into modern architecture? What are the advantages, both practical and aesthetic, that fabric gives to structures? Support your answer by discussing how Zaha Hadid has used fabric in her work.

Answer: Although fabric architecture is an ancient concept, modern architects have been using it in innovative ways. Lightweight and strong synthetic fabrics offer a number of advantages in modern design and construction. The tensile strength of fabric allows structures to be lightweight and portable. Zaha Hadid's innovative Burnham Pavilion is made of panels of fabric zipped tight over a framework of bent aluminum and steel tubing. Video was projected onto some of the fabric inside the structure and LEDs illuminated the exterior at night so that it glows in a sequence of colors—green, orange, blue, violet.

Topic: Structural Systems; Digital Design and Fabric Architecture Learning Objective: Discuss how new architectural technologies and materials respond to current concerns.; Recall characteristics of digital design and fabrication in architecture.; Interpret architecture made from digital design and fabrication.; Recall characteristics of fabric architecture.; Interpret examples of fabric architecture.

Bloom's: Analyze Accessibility: Keyboard Navigation

34) Describe how reinforced concrete works and explain how this product lends itself to create free-form organic shapes. Give an example of a building that employs this material, how it was innovative in design, and how the design integrated with the location of the structure.

Answer: Reinforced concrete's base is a mixture of cement, gravel, and water, and when poured will assume the shape of any mold. It requires an inner structure, such as iron rods, to give it tensile strength. The Sydney Opera House uses precast reinforced sections to create the soaring shell-like forms. So innovative was its concept that necessary technology had to be invented as the project went along. Planned as a symbol of the great port city in whose harbor it stands, the Opera House conveys the look of a clipper ship at full sail.

Topic: Architecture; Structural Systems Learning Objective: Recall characteristics of reinforced-concrete construction.

Bloom's: Understand Accessibility: Keyboard Navigation

Living with Art, 12e (Getlein) Chapter 14 Ancient Mediterranean World 1) What is the primary subject matter of the cave paintings at Chauvet?

A) Botany B) Stars C) Animals D) Human figures Answer: C Explanation: Most of the paintings at Chauvet are representations of animals.

Topic: Prehistory Learning Objective: Recognize the forms and themes of prehistoric art.; Interpret Paleolithic object and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What are some reasons that ancient art has survived?

A) Artists worked in durable materials.

B) The humid climate helped preserve artworks.

C) Stable population centers attracted artists.

D) Ancient cultures collected artworks in tombs or underground caves.

Answer: A, C, D Certain conditions prevailed in ancient cultures that helped foster the preservation of art. First, the artists worked in durable materials such as stone, metal, and fired clay. Second, the local environment was not destructive to artworks; for instance, the hot, dry climate of Egypt provides an excellent milieu for preservation. Third, the culture was highly organized, with stable population centers in which artists congregated. Fourth, the culture had a tradition of caching its artworks in places of limited or no accessibility. A huge portion of the ancient art that has survived comes from tombs or underground caves.

Topic: Prehistory; Mesopotamia Learning Objective: Recognize the forms and themes of prehistoric art.; Interpret Paleolithic object and works of art.; Interpret Neolithic objects works of art.; Infer the reasons for the destruction of works of art.

Bloom's: Understand Accessibility: Keyboard Navigation

3) What material was the basis for most ancient Sumerian buildings?

A) Wood B) Stone C) Concrete D) Sun-dried brick Answer: D Explanation: Lacking stone, the Sumerians built their cities of sun-dried brick using the loadbearing construction technique.

Topic: Mesopotamia; Architecture Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Sumer.; Identify characteristics of Sumerian art.; Interpret Sumerian objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 4) To compensate for the natural visual distortion in which tall columns appear to bend inward, the Greeks gave them a slight bulge, which is known as .

A) entasis B) kouros C) entablature D) frieze Answer: A Explanation: Greek architects considered the beauty and sculptural form of structures based on concepts of balance and proportion.

Topic: Architecture; Ancient Greece Learning Objective: Interpret examples of ancient Greek architecture.

Bloom's: Remember Accessibility: Keyboard Navigation

Match each artwork or structure to its associated culture.

A) Human-headed winged lion stone sculpture B) Ishtar Gate C) Nanna Ziggurat D) Stele of King Naram-Sin 5) Babylonian Topic: Mesopotamia Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Sumer.; Identify characteristics of Sumerian art.; Interpret Sumerian objects and works of art.; Identify characteristics of Assyrian art.; Recall the history and culture of Babylon.; Identify characteristics of Babylonian art.; Interpret Babylonian objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 6) Assyrian Topic: Mesopotamia Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Sumer.; Identify characteristics of Sumerian art.; Interpret Sumerian objects and works of art.; Identify characteristics of Assyrian art.; Recall the history and culture of Babylon.; Identify characteristics of Babylonian art.; Interpret Babylonian objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 7) Sumerian Topic: Mesopotamia Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Sumer.; Identify characteristics of Sumerian art.; Interpret Sumerian objects and works of art.; Identify characteristics of Assyrian art.; Recall the history and culture of Babylon.; Identify characteristics of Babylonian art.; Interpret Babylonian objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 8) Akkadian Topic: Mesopotamia Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Sumer.; Identify characteristics of Sumerian art.; Interpret Sumerian objects and works of art.; Identify characteristics of Assyrian art.; Recall the history and culture of Babylon.; Identify characteristics of Babylonian art.; Interpret Babylonian objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation Answers: 5) B 6) A 7) C 8) D

9) What animal is repeatedly found in the art of ancient Mesopotamia?

A) Elephant B) Dragon C) Turtle D) Bull Answer: D Explanation: Ancient Mesopotamian art often features representations of a bull, sometimes combined with features of a lion.

Topic: Mesopotamia Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Sumer.; Identify characteristics of Sumerian art.; Interpret Sumerian objects and works of art.; Recall the history and culture of Babylon.; Identify characteristics of Babylonian art.; Interpret Babylonian objects and works of art.

Bloom's: Understand Accessibility: Keyboard Navigation 10) What is the most notable example of Neolithic architecture in Europe?

A) Tassili n'Ajjer B) Stonehenge C) Roman Colosseum D) Ishtar Gate Answer: B Explanation: The most famous work of Neolithic architecture in Europe is the monument of megaliths known as Stonehenge, in England.

Topic: Prehistory Learning Objective: Recognize the forms and themes of prehistoric art.; Interpret Neolithic objects works of art.

Bloom's: Remember; Apply Accessibility: Keyboard Navigation

11) What term is used to describe the convention of representing social importance by size, often found in Egyptian art?

A) Entasis B) Hierarchical scale C) Krater D) Contrapposto Answer: B Explanation: The use of hierarchical scale to represent social importance is found on wall paintings and reliefs.

Topic: Ancient Egypt Learning Objective: Identify the appearance, subject, and purpose of Egyptian art.; Interpret ancient Egyptian objects and works of art.; Recall the history and culture of ancient Egypt.

Bloom's: Remember Accessibility: Keyboard Navigation 12) Under the reign of A) Amenhotep IV B) Nefertiti C) Tutankhamun D) Narmer

, a new, more naturalistic style of Egyptian art developed.

Answer: A Explanation: Amenhotep, who changed his name to Akhenaten, was quite active in creating a new style of art for his reign and under his direction, the age-old rigid postures of Egyptian art gave way to more relaxed, naturalistic, and even intimate portrayals.

Topic: Ancient Egypt Learning Objective: Identify the appearance, subject, and purpose of Egyptian art.; Interpret ancient Egyptian objects and works of art.; Recall the history and culture of ancient Egypt.

Bloom's: Remember Accessibility: Keyboard Navigation 13) What early writing system, marked by wedge-shaped marks, was used in Mesopotamia?

A) Ziggurat B) Cuneiform C) Rhyton D) Techne Answer: B Explanation: Cuneiform, created by the Sumerians, served as the writing system of Mesopotamia.

Topic: Mesopotamia Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Sumer.; Recall the history and culture of Babylon.

Bloom's: Remember Accessibility: Keyboard Navigation

14) What technique is illustrated in the sculpture Akhenaten and His Family?

A) Fresco B) Amphora C) Sunken relief D) Contrapposto Answer: C Explanation: In sunken relief, figures do not project upward from the surface; instead, outlines are carved into the surface and the figures are modeled within them.

Topic: Ancient Egypt Learning Objective: Identify the appearance, subject, and purpose of Egyptian art.; Interpret ancient Egyptian objects and works of art.; Recall the history and culture of ancient Egypt.

Bloom's: Remember Accessibility: Keyboard Navigation 15) What did gold signify in ancient Egyptian culture and art?

A) Eternity B) Death C) Earthly leisure D) Monotheism Answer: A Explanation: Gold in Egyptian thought signified more than mere wealth. It was associated with the life-giving rays of the sun and with eternity itself.

Topic: Ancient Egypt Learning Objective: Identify the appearance, subject, and purpose of Egyptian art.; Interpret ancient Egyptian objects and works of art.; Recall the history and culture of ancient Egypt.

Bloom's: Remember Accessibility: Keyboard Navigation 16) A true arch was developed by idea.

A) Egyptian B) Assyrian C) Neo-Babylonian D) Minoan

architects long before the Romans came up with the

Answer: C Explanation: The "new" Babylonians developed a true arch before the Romans and incorporated this design into the Ishtar Gate.

Topic: Mesopotamia; Architecture Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Babylon.; Identify characteristics of Babylonian art.

Bloom's: Remember Accessibility: Keyboard Navigation

17) What three major cultures preceded the Greeks in and around the Aegean Sea? A) Cycladic B) Akkadian C) Mycenaean D) Assyrian E) Minoan Answer: A, C, E The three major Aegean cultures were: the Cycladic, centered on a group of small islands in the Aegean; the Minoan, based on the island of Crete at the southern end of the Aegean; and the Mycenaean, on the mainland of Greece.

Topic: Aegean Learning Objective: Explain Aegean painting, sculpture, and architecture.; Recall the history and culture of the Minoan.; Recall the history and culture of Mycenae.

Bloom's: Remember Accessibility: Keyboard Navigation 18) Why have most ancient Greek bronze statues not survived, even though bronze was the favored material for freestanding sculpture?

A) They have corroded entirely away.

B) They were destroyed by Christian iconoclasts.

C) They were melted down to make weapons and other objects.

D) The Romans destroyed them when making marble copies.

Answer: C Explanation: Bronze was valuable for other purposes; therefore, it was melted down, and marble copies of bronze sculptures were commissioned by later Roman admirers.

Topic: Ancient Greece Learning Objective: Infer the reasons for the destruction of works of art.; Discuss the art of the Classical world.; Recall the history and culture of ancient Greece.; Interpret examples of ancient Greek sculpture.

Bloom's: Understand Accessibility: Keyboard Navigation

19) Where could Romans watch gladiators fight to the death, along with other sporting events?

A) Pantheon B) Parthenon C) Acropolis D) Colosseum Answer: D Explanation: The Colosseum was planned under the Emperor Vespasian and dedicated in 80 C.E. as an amphitheater for gladiatorial games and public entertainments.

Topic: Ancient Rome Learning Objective: Recall the history and culture of ancient Rome.; Interpret examples of ancient Roman architecture.

Bloom's: Remember Accessibility: Keyboard Navigation 20) Which work is a prime example of art from the Hellenistic era?

A) Laocoön Group B) Andokides and the "Andokides Painter" C) Wall-painting, from Villa of the Mysteries D) Toreador fresco Answer: A Explanation: The Laocoön Group illustrates the Hellenistic style of dynamic poses and extreme emotions.

Topic: Ancient Greece Learning Objective: Discuss the art of the Classical world.; Recall the history and culture of ancient Greece.; Identify characteristics of ancient Greek art.; Interpret examples of ancient Greek sculpture.; Recall characteristics of Hellenistic phase.; Interpret examples of Hellenistic style.

Bloom's: Remember Accessibility: Keyboard Navigation

21) What characteristic of Hellenistic Roman art can be seen in the Funerary Portrait of Gratidia M. L. Chrite and M. Gratidius Libanus?

A) Realistic portrayals of individuals B) Simplified, abstract figures C) Use of hierarchical scale D) Idealized portrayals of types of people Answer: A Explanation: One aspect of Hellenistic art was a tendency toward realistic portrayals of individuals, as opposed to idealized portrayals of types of people.

Topic: Ancient Rome Learning Objective: Discuss the art of the Classical world.; Recall characteristics of Hellenistic phase.; Interpret examples of Hellenistic style.; Recall the history and culture of ancient Rome.; Identify characteristics of ancient Roman art.; Interpret examples of ancient Roman sculpture.

Bloom's: Remember Accessibility: Keyboard Navigation 22) What subject matter informs the abstract artworks of the Cycladic culture?

A) Lion hunts B) Domestic scenes C) Female nude figures D) Equestrian portraits Answer: C Explanation: Female nude figures, individually referred to as "Venus," represented a fertility image and were meant to be carried as an amulet or good-luck charm.

Topic: Aegean Learning Objective: Explain Aegean painting, sculpture, and architecture.; Identify characteristics of Cycladic art.; Interpret Cycladic objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation

23) What disciplines were discussed as techne, in ancient Greek culture?

A) Sculpture B) Painting C) Architecture D) Politics Answer: A, B, C Sculpture, painting, and architecture were discussed as techne, roughly "things requiring a special body of knowledge and skill to make."

Topic: Ancient Greece Learning Objective: Discuss the art of the Classical world.; Identify characteristics of ancient Greek art.

Bloom's: Remember Accessibility: Keyboard Navigation 24) What term is used to describe the pose used by Greek artists that expresses the potential for motion inherent in a standing human?

A) Contrapposto B) Entasis C) Techne D) Ziggurat Answer: A Explanation: Contrapposto is a pose that suggest the potential for movement in a standing human figure.

Topic: Ancient Greece Learning Objective: Discuss the art of the Classical world.; Identify characteristics of ancient Greek art.; Interpret examples of ancient Greek sculpture.

Bloom's: Remember Accessibility: Keyboard Navigation

25) What characteristics can be found in krater from the Late Geometric period?

A) Geometric motifs B) Abstracted figures C) Realistic details of human figures D) Contrapposto Answer: A, B Krater from the Late Geometric period show human figures just beginning to appear amid the geometric motifs that had decorated earlier Greek ceramics. Highly abstracted figures are only beginning to break free from their flat, geometric world.

Topic: Ancient Greece Learning Objective: Recall the history and culture of ancient Greece.; Identify characteristics of ancient Greek art.; Interpret examples of ancient Greek krater.; Interpret examples of ancient Greek object or artifact.

Bloom's: Understand Accessibility: Keyboard Navigation 26) The Great Sphinx at Giza, in Egypt, has the head of a man and the body of a A) snake B) woman C) lion D) horse

.

Answer: C Explanation: The Sphinx is the essence of stability, order, and endurance. It features the body of a reclining lion and the head of a man (thought to be that of the pharaoh Khafre, whose tomb is nearby).

Topic: Ancient Egypt Learning Objective: Identify the appearance, subject, and purpose of Egyptian art.; Interpret ancient Egyptian objects and works of art.; Recall the history and culture of ancient Egypt.

Bloom's: Remember Accessibility: Keyboard Navigation

27) What type of statues were common in Classical Rome?

A) Kouros B) Amphora C) Sphinx D) Equestrian Answer: D Explanation: Both the Greeks and the Romans honored their rulers with equestrian statues. A description of Rome dating from around 320 C.E. speaks of twenty-three such statues.

Topic: Ancient Rome Learning Objective: Discuss the art of the Classical world.; Recall the history and culture of ancient Rome.; Identify characteristics of ancient Roman art.; Interpret examples of ancient Roman sculpture.

Bloom's: Remember Accessibility: Keyboard Navigation 28) Marble sculptures from what ancient Greek structure were removed and sent to England in the hopes of preservation?

A) Parthenon B) Colosseum C) Nanna Ziggurat D) Pantheon Answer: A Explanation: During the 17th century, invading Venetian forces had fired on the Parthenon, which the Ottomans had been using to store gunpowder. The resulting explosion caused severe damage. Lord Elgin arrived with a plan to make plaster copies of the remaining Parthenon sculptures and send them back to England, but he quickly became convinced that the sculptures themselves needed to be removed to preserve them for posterity.

Topic: Ancient Greece Learning Objective: Infer the reasons for the destruction of works of art.; Discuss the art of the Classical world.; Recall the history and culture of ancient Greece.; Interpret examples of ancient Greek architecture.

Bloom's: Remember Accessibility: Keyboard Navigation

29) Discuss the influences of Greek architecture and sculpture on the Roman arts. Compare and contrast several works from both Greece and Rome, emphasizing cultural reasons for the differences in both form and content.

Answer: Responses will vary depending on artwork selection. Greek architecture and sculpture had an enormous influence on the later civilizations of Rome. Greek painting, architecture, and sculpture were discussed as techne, meaning "things requiring a special body of knowledge and skill to make." The skillful accomplishments in Greek arts and architecture were benchmarks of quality, and subsequent cultures copied and carried forward their classical styles.

Topic: Ancient Greece; Ancient Rome Learning Objective: Discuss the art of the Classical world.; Recall the history and culture of ancient Greece.; Identify characteristics of ancient Greek art.; Interpret examples of ancient Greek sculpture.; Interpret examples of ancient Greek object or artifact.; Interpret examples of ancient Greek architecture.; Recall characteristics of Hellenistic phase.; Recall the history and culture of ancient Rome.; Interpret examples of ancient Roman sculpture.; Interpret examples of ancient Roman painting.; Interpret examples of ancient Roman mosaic.; Interpret examples of ancient Roman architecture.; Recognize themes and interdisciplinary relationships in art from ancient Mediterranean worlds.

Bloom's: Understand Accessibility: Keyboard Navigation 30) Discuss theories explaining the purposes of prehistoric art. What does this ancient art say about the cultures in which it was created?

Answer: Prehistoric art forms include cave paintings and statuettes. Experts agree that the animal images are meaningful, although their exact meaning remains obscure. Some theories on the cave images are that they were made as a form of magic to ensure success in the hunt. Recent theories focused on the arrangement of the animals by species or gender. Nearly as old as the cave paintings were small female statuettes, named "Venus" by modern scholars. Considering the size of the statuette, it was clear that it was some type of fertility image, to be carried as an amulet for good luck. It is theorized that much prehistoric art seems to have been created to make sense of the universe and exert control over the forces of nature.

Topic: Prehistory Learning Objective: Recognize the forms and themes of prehistoric art.; Interpret Paleolithic object and works of art.; Interpret Sumerian objects and works of art.

Bloom's: Understand Accessibility: Keyboard Navigation

31) What are some reasons that people destroy art? How is the destruction of art precipitated by certain cultural ideals? Be sure to cite specific examples in your response.

Answer: Art is often destroyed following changes of regime or political ideology. Examples of this can be seen in the 2003, as Iraqi citizens destroyed imaged of deposed president Saddam Hussein. Similarly, in the mid-20th century, Germany rushed to remove portraits of Adolf Hitler, along with other Nazi symbols. Destroying art also occurs for religious reasons as religious groups destroy images (iconoclasm) that offend their particular belief system.

Topic: Art Preservation Learning Objective: Infer the reasons for the destruction of works of art.

Bloom's: Understand Accessibility: Keyboard Navigation 32) Discuss the evolution of style in Greek sculpture, naming and describing specific works that illustrate each of the stages you mention. Begin your response with art from the Archaic period and proceed to the Hellenistic era.

Answer: The sculptural traditions of Greece began with small bronze figures of horses and men. Drawing on Egyptian stylistic presentation of the body, the Archaic period produced stiff, frontal figures with a degree of naturalism and consisted of young Greek males called Kouroi.

The Greek concern with lifelike representation is evident in the Classical style of a bronze statue, Warrior A, an idealized, virile male body. As the spread of Greek culture moved eastward, sculpture developed in several stylistic directions, one being a continuing classical style as seen in the Aphrodite of Melos, and a more dynamic presentation of extreme emotions in the Laocoön Group.

Topic: Ancient Greece Learning Objective: Discuss the art of the Classical world.; Recall the history and culture of ancient Greece.; Identify characteristics of ancient Greek art.; Interpret examples of ancient Greek krater.; Interpret examples of ancient Greek sculpture.; Interpret examples of ancient Greek object or artifact.; Recall characteristics of Hellenistic phase.; Interpret examples of Hellenistic style.

Bloom's: Analyze Accessibility: Keyboard Navigation

33) Compare and contrast the functions and themes of art in the Mesopotamian and Egyptian civilizations. Analyze the cultural and societal reasons for the differences and similarities between them.

Answer: The art of Mesopotamia consisted of sculpture and architecture. Art forms employed stylized animal sculptures of limestone, bronze figures, and massive brick structures called ziggurats. Mesopotamia's history was marked by continual warfare and conquests, and a major goal of architecture was the erection of citadels to ensure the safety of temples and palaces.

Egypt had less political turmoil and the principal message of their art was continuity to express a span of time reaching back into the past and forward to the future. Massive limestone structures, the pyramids, the Great Sphinx, and tombs are characteristic of Egyptian art, conveying the essence of stability, order, and endurance. Egyptian civilization was characterized by the power of the pharaoh, and much of the art was devoted to demonstrating the power and sacredness of the king.

Topic: Mesopotamia; Ancient Egypt Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Sumer.; Recall the history and culture of Babylon.; Identify the appearance, subject, and purpose of Egyptian art.; Recall the history and culture of ancient Egypt.

Bloom's: Understand Accessibility: Keyboard Navigation 34) Consider the fragment of a wall painting from the tomb of Nebamun and the Toreador fresco. Identify the cultures that produced these two works. How are the works different in style and intent?

Answer: The Minoan Toreador fresco is one of numerous surviving frescoes that give the impression of a lighthearted, cheerful people devoted to games and sport. The flat, stylized figures reinforce the experience of action with their tumbling figures and the curving sway of the bull's back and underbelly. The Egyptian wall painting from the tomb of Nebamun represents a hunting scene with the large figure of the hunter in keeping with the Egyptian stylized convention depicting the body. The birds and other creatures are painted with exact biological precision, conveying Egyptians' love of detail. The composition employs the use of hierarchical scale, the largest figure being the most important, and suggests this is a male due to the dark coloring. The other, smaller figures are female, as indicated by the lighter, yellowish hue, color being a convention to depict gender.

Topic: Ancient Egypt; Aegean Learning Objective: Identify the appearance, subject, and purpose of Egyptian art.; Interpret ancient Egyptian objects and works of art.; Recall the history and culture of ancient Egypt.; Explain Aegean painting, sculpture, and architecture.; Recall the history and culture of the Minoan.; Interpret Minoan objects and works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation

35) Consider the Funerary Temple of Hatshepsut, the Ishtar Gate, and the Parthenon. Discuss each in terms of the purpose for which it was intended. Also discuss differences in the style and structural system in which each work was made.

Answer: The Funerary Temple of Hatshepsut is one of the best-preserved and most innovative temples for one of the few female rulers. It rises in a series of three broad terraces, then continues into the steep cliffs behind it, from which an inner sanctuary was hollowed out. The Ishtar Gate stood at one end of the Processional Way in the planned city of Babylon. Due to the scarcity of wood in the region, the gate is composed of thousands of glazed ceramic bricks, with two massive towers flanking a central arch. The ruler would sit under the arch in majesty to receive his subjects. The Parthenon, dedicated to the goddess Athena, is a Doric-style temple with columns all around the exterior and an inner row of columns on each of the short walls. The roof rose to a peak, leaving a pediment at each end, which was embellished with sculptures and a decorative frieze.

Topic: Mesopotamia; Ancient Egypt; Architecture; Ancient Greece Learning Objective: Describe the art and architecture of Mesopotamia.; Recall the history and culture of Babylon.; Interpret Babylonian objects and works of art.; Interpret ancient Egyptian objects and works of art.; Recall the history and culture of ancient Egypt.; Recall the history and culture of ancient Greece.; Interpret examples of ancient Greek architecture.; Recognize themes and interdisciplinary relationships in art from ancient Mediterranean worlds.

Bloom's: Analyze Accessibility: Keyboard Navigation 36) Consider the mummy case of Artemidorus and the wall painting from Villa of the Mysteries, Pompeii. Identify the materials and techniques with which each was made and the purposes of each. Indicate how each work presents information relating to the Roman Empire and its history.

Answer: The mummy case of Artemidorus gives us a glimpse of the multicultural world of late Rome. It holds the mummy of a young Roman subject, Artemidorus, a Greek name, from Egypt, which was part of the Roman Empire in the second century. The exterior case is stucco, with an encaustic portrait painting of the inhabitant. The mummified body of Artemidorus reflects the Egyptian religious practice, and on his mummy are representations of ancient Egyptian gods including Anubis, the god of the dead. The Villa of Mysteries fresco is an example of the mastery of Roman wall painting, most of which is lost to history. Located in a house of the same name, the fresco depicts a scene believed to represent secret cult rituals associated with the wine god Dionysus. The scene is believed to portray secret cult rituals associated with the Greek wine god, Dionysus—known to the Romans as Bacchus.

Topic: Ancient Rome Learning Objective: Discuss the art of the Classical world.; Recall the history and culture of ancient Rome.; Identify characteristics of ancient Roman art.; Interpret examples of ancient Roman sculpture.; Interpret examples of ancient Roman painting.; Recognize themes and interdisciplinary relationships in art from ancient Mediterranean worlds.

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37) Consider the Riace Warrior A, the Aphrodite of Melos, and the marble kouros figure in your text. Identify the cultures in which these works were made and describe how each of the works depicts the human figure. How did their sculptors use design elements and principles in each work? How do the differences in these works exemplify the changing perceptions of the idealized human form?

Answer: Drawing on Egyptian stylistic presentation of the body, the Greek Archaic period produced stiff, rectangular-shaped frontal figures, symmetrically balanced with a degree of naturalism. Sculptures were typically of young males called kouros. The Greek concern with lifelike representation is evident in the Classical style of a bronze statue, Warrior A, an idealized, virile male body, a form distilled from athletic physiques. The sculpture exhibits negative spatial areas, and the body presents the distinctive contrapposto pose, which sets the line dynamic in a gentle S-shaped curve through a play of opposites. As the spread of Greek culture moved eastward, sculpture developed in several stylistic directions, one being a continuing classical style as seen in the Aphrodite of Melos, emphasizing symmetrical balance and restraint in a closed sculptural form.

Topic: Ancient Greece; Ancient Rome Learning Objective: Discuss the art of the Classical world.; Recall the history and culture of ancient Greece.; Identify characteristics of ancient Greek art.; Interpret examples of ancient Greek sculpture.; Recall characteristics of Hellenistic phase.; Interpret examples of Hellenistic style.; Recall the history and culture of ancient Rome.; Interpret examples of ancient Roman sculpture.; Recognize themes and interdisciplinary relationships in art from ancient Mediterranean worlds.

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38) How were animals portrayed differently in the art of the ancient worlds? Choose three works that depict animals, from three different time periods and cultures (Prehistoric, Mesopotamian, Egyptian, Aegean, and Classical Greece and Rome), and discuss how animals were depicted in each period. Consider what these different portrayals say about the cultures and eras.

Answer: In prehistoric art, such as that found in Chauvet cave, animals are depicted naturalistically. Artists sought to capture a primal, animalistic energy that must have been ever present at that time. Human figures and animals were depicted as separate entities. As art moves into Mesopotamian and Egyptian times, animals and humans are often fused together, as in the Assyrian human-headed winged lion or Egyptian Sphinx. Later, in the Greek and Roman worlds, animals were depicted as subservient to humans, as in the equestrian statues, or as a cause of suffering, as in the Laocoön Group.

Topic: Prehistory; Mesopotamia; Ancient Egypt; Aegean; Ancient Greece; Ancient Rome Learning Objective: Recognize the forms and themes of prehistoric art.; Describe the art and architecture of Mesopotamia.; Identify characteristics of Sumerian art.; Identify characteristics of Assyrian art.; Recall the history and culture of Babylon.; Identify characteristics of Babylonian art.; Identify the appearance, subject, and purpose of Egyptian art.; Discuss the art of the Classical world.; Recall the history and culture of ancient Greece.; Identify characteristics of ancient Greek art.; Identify characteristics of ancient Roman art.; Recognize themes and interdisciplinary relationships in art from ancient Mediterranean worlds.; Explain Aegean painting, sculpture, and architecture.; Identify characteristics of Cycladic art.; Recall the history and culture of the Minoan.; Identify characteristics of Minoan art.; Identify characteristics of Mycenaean art.

Bloom's: Analyze Accessibility: Keyboard Navigation 39) Compare and contrast the figure sculptures Venus of Willendorf and the Cycladic female figure, considering their function and sculptural form. How do these artworks reflect the cultures in which they were made?

Answer: Venus of Willendorf is a prehistoric statuette found near a town of the same name in present-day Austria. Small in scale, less than five inches tall, it appears to be a fertility object meant to be carried around as an amulet or a good-luck charm. Only the features associated with childbearing are stressed such as the large belly, sagging breasts, and defined pubic area. Lack of facial features and feet suggest all this statuette could do was bear and nurture children.

Associated with a small group of islands in the Aegean Sea is the Cycladic culture, and almost all Cycladic art consists of nude female figures like the female figure in the text. Unlike the fullbodied Venus sculptures, this one is larger in size, almost two feet in height; more abstract; and composed of geometric lines and shapes. Presumably these also were meant to be fertility images, although they are dramatically different from the fleshier "Venuses" in size and form.

Topic: Prehistory; Aegean Learning Objective: Recognize the forms and themes of prehistoric art.; Interpret Paleolithic object and works of art.; Explain Aegean painting, sculpture, and architecture.; Identify characteristics of Cycladic art.; Interpret Cycladic objects and works of art.

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Living with Art, 12e (Getlein) Chapter 15 Christianity and the Formation of Europe 1) The walled, upward extension of the nave that is pierced with windows is called the .

A) clerestory B) narthex C) apse D) transept Answer: A Explanation: The clerestory extended above the flanking elements, such as aisles, and is the topmost zone of the nave.

Topic: Early Christianity; Architecture Learning Objective: Describe the art made to support the rise of Christianity.; Recall the rise of Christianity in the Roman Empire and Europe.; Explain the art and architecture of Byzantium.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What aspect of Christianity required a fundamental change in the architecture of religious buildings?

A) Congregational worship B) Elaborate iconography C) Private worship D) Hierarchy of the gods Answer: A Explanation: Because of Christianity's emphasis on congregational worship, early churches needed to accommodate large groups of people. Architects drew from the standard structure of a Roman meeting hall floor plan to contain a lot of people.

Topic: Early Christianity; Architecture Learning Objective: Describe the art made to support the rise of Christianity.; Recall the rise of Christianity in the Roman Empire and Europe.; Explain the art and architecture of Byzantium.

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3) The cross-shaped floor plan of a church is formed by the combined shapes of the nave and the .

A) clerestory B) narthex C) apse D) transept Answer: D Explanation: Together the nave and the transept form a cross, a fundamental symbol in Christianity.

Topic: Early Christianity; Architecture Learning Objective: Describe the art made to support the rise of Christianity.; Recall the rise of Christianity in the Roman Empire and Europe.; Explain the art and architecture of Byzantium.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What design form—unique to Byzantinian architecture—is seen in the church of San Vitale?

A) Octagon B) Sphere C) Cross D) Pyramid Answer: A Explanation: The octagonal floor plan in San Vitale is a departure from the standard cross plan in Western churches, but the major axis is vertical, from floor to dome, or symbolically from earth to the vault of the heaven.

Topic: Byzantium; Architecture Learning Objective: Recall the rise of Christianity in the Roman Empire and Europe.; Explain the art and architecture of Byzantium.; Recall the history and culture of Byzantium.

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5) What type of art decorates the interior of San Vitale?

A) Mosaics B) Frescoes C) Marble sculptures D) Encaustic paintings Answer: A Explanation: The interior of San Vitale is decorated in glittering mosaics. Gold and plant motifs in glass and ceramic tesserae create a feeling of otherworldly paradise and splendor.

Topic: Early Christianity; Byzantium Learning Objective: Describe the art made to support the rise of Christianity.; Interpret examples of early Christian art.; Explain the art and architecture of Byzantium.; Recall the history and culture of Byzantium.; Interpret examples of Byzantine art.

Bloom's: Remember Accessibility: Keyboard Navigation 6) Unlike their Greek and Roman predecessors, Byzantine artists preferred what type of aesthetic?

A) Monochromatic color schemes B) Realism and anatomical detail C) Geometric patterns and forms D) A flattened, abstracted style of art Answer: D Explanation: Byzantine artists moved away from the naturalism and realism of Greece and Rome toward a flattened, abstracted style.

Topic: Byzantium Learning Objective: Describe the art made to support the rise of Christianity.; Explain the art and architecture of Byzantium.; Recall the history and culture of Byzantium.; Interpret examples of Byzantine art.; Recognize themes and interdisciplinary relationships in art from the rise of Christianity, Byzantium, and the European Middle Ages.

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7) Architects of Romanesque churches began installing around the apse, which allowed the overflow of pilgrims to circulate freely around the interior of the church.

A) scaffolding B) ambulatories C) transepts D) choirs Answer: B Explanation: Due to the large crowds of pilgrims visiting Romanesque churches, ambulatories were designed to allow circulation around the apse, without disturbing devotions in progress.

Topic: High Middle Ages; Architecture Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Romanesque style.; Interpret examples of Romanesque style.

Bloom's: Remember Accessibility: Keyboard Navigation 8) is a pattern or patterns formed by intricately interwoven ribbons or bands.

A) Narthex B) Interlace C) Illumination D) Ambulatory Answer: B Explanation: An example of interlace patterns can be found in the purse cover from Sutton Hoo. Topic: Early Middle Ages Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Identify characteristics of early medieval objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 9) The art and architecture of the high Middle Ages is generally divided into two periods, the and the .

A) Romanesque; Carolingian B) Romanesque; Gothic C) Romanesque; Renaissance D) Gothic; Carolingian Answer: B Explanation: The Romanesque and Gothic periods can be identified by their architectural styles.

Topic: High Middle Ages Learning Objective: Recall characteristics of Romanesque style.; Recall characteristics of Gothic style.

10) What feature is NOT typical of Romanesque architecture?

A) Thick stone walls B) Barrel-vaulted stone ceilings C) Large windows of stained glass D) Round arches Answer: C Explanation: Stained glass is a characteristic of the Gothic style of architecture.

Topic: High Middle Ages Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Romanesque style.; Recall characteristics of Gothic style.

Bloom's: Understand Accessibility: Keyboard Navigation 11) What are a few ideals of the Gothic style in church architecture?

A) Heaven-reaching design B) Filled with light C) Rounded arches D) Harmonious proportions E) Massive piers for support Answer: A, B, D In the Gothic style, the ideal church should have certain characteristics: It should appear to reach up to heaven, it should have harmonious proportions, and it should be filled with light. Rounded arches and massive support piers were features of the Romanesque style.

Topic: High Middle Ages; Architecture Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Gothic style.; Interpret examples of Gothic style.

Bloom's: Remember Accessibility: Keyboard Navigation 12) What Carolingian feature can be found in the chapel of Charlemagne?

A) Triangular core B) Roman arches C) Flying butresses D) Large stained-glass windows Answer: B Explanation: The chapel consists of a domed octagonal core with a surrounding aisle and upper gallery. It also features Roman arches set on massive piers, and stone vaulting.

Topic: Early Middle Ages; Architecture Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Carolingian style.

13) The A) nave B) narthex C) apse D) transept

is the walkway directly in front of a church that serves as the entry porch.

Answer: B Explanation: The arm of the walkway directly in front of the church served as an entry porch called a narthex.

Topic: Early Christianity; Architecture Learning Objective: Explain the art and architecture of Byzantium.; Discuss the objects and buildings made in Europe during the Middle Ages.

Bloom's: Remember Accessibility: Keyboard Navigation 14) What late-medieval artist used architecture to define space and direct movement in his paintings?

A) Suger B) Constantine C) Giotto D) Duccio Answer: D Explanation: In Duccio's work, architecture plays an important role in defining space and directing movement. His innovation was the use of architecture to demarcate space rather than to act as a simple backdrop.

Topic: Transition to Renaissance Learning Objective: Identify characteristics of early medieval objects and works of art.; Identify characteristics of art that anticipated the Renaissance.; Identify key artists and works that marked a shift from medieval style to the Renaissance.

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15) The Abbey Church of Saint-Foy is one of the earliest A) Gothic B) Romanesque C) High Renaissance D) Carolingian

churches ever built.

Answer: B Explanation: The Abbey Church of Sainte-Foy is the earliest Romanesque pilgrimage church still standing.

Topic: High Middle Ages; Architecture Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Romanesque style.; Interpret examples of Romanesque style.

Bloom's: Remember Accessibility: Keyboard Navigation 16) The Palace Chapel at Aachen was built for A) Saint Denis B) Abbot Suger C) Charlemagne D) Constantine

as his personal place of worship.

Answer: C Explanation: Charlemagne was a powerful Frankish king who was crowned Holy Roman Emperor by the Pope on Christmas day in the year 800. The chapel was a part of Charlemagne's permanent and magnificent palace in the capital of Aachen.

Topic: Early Middle Ages Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall the history and culture of the early Middle Ages.; Recall characteristics of Carolingian style.

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17) What purpose is served by the carved figures that adorn the entryways at Chartres Cathedral?

A) Reminders of the sacred space within B) Structural supports for the doorways C) Reflect the glory of Charlemagne D) Tell the story of the Bible Answer: A Explanation: The carved figures, called jamb statues, serve as a transition between the everyday world of the town and the sacred space within, forming a sort of "welcoming committee" for the faithful as they enter.

Topic: High Middle Ages; Architecture Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Gothic style.; Interpret examples of Gothic style.

Bloom's: Remember Accessibility: Keyboard Navigation 18) What feature is an important aspect of Gothic architecture?

A) Roman arches B) Barrel vaults C) Mosaic decorations in church interiors D) Flying buttresses Answer: D Explanation: Gothic cathedrals featured pointed arches, ribbed vaulting, flying buttresses, and stained-glass windows so large they seemed like translucent walls.

Topic: High Middle Ages; Architecture Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall the history and culture of the early Middle Ages.; Recall characteristics of Gothic style.; Interpret examples of Gothic style.

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19) What painting, by the artist Giotto, shows his pioneering use of a "window" effect in painting?

A) Icon with the Crucifixion B) Christ Entering Jerusalem C) Pantokrator D) The Lamentation Answer: D Explanation: Giotto's The Lamentation, shows a scene that has been composed as though it were on a stage and we the viewers are an audience participating in the drama. In other words, space going back from the picture plane seems to be continuous with space in front of the picture plane, the space in which we stand.

Topic: Transition to Renaissance Learning Objective: Identify characteristics of art that anticipated the Renaissance.; Identify key artists and works that marked a shift from medieval style to the Renaissance.

Bloom's: Remember Accessibility: Keyboard Navigation 20) What object was the most treasured of medieval possessions for royal and noble households, as well as wealthy merchant families?

A) Paintings B) Tapestries C) Mosaics D) Sculptures Answer: B Explanation: For households that could afford them, tapestries were the most treasured medieval possessions, more valuable by far than paintings.

Topic: Early Middle Ages; High Middle Ages Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall the history and culture of the early Middle Ages.; Identify characteristics of early medieval objects and works of art.

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21) What technique was used to complete the work, Empress Theodora and Retinue?

A) Collage B) Interlace C) Fresco D) Mosaic Answer: D Explanation: Empress Theodora and Retinue is a mosaic, created by arranging bits of colored ceramic, stone, or glass into an image.

Topic: Byzantium Learning Objective: Describe the art made to support the rise of Christianity.; Explain the art and architecture of Byzantium.; Recall the history and culture of Byzantium.; Interpret examples of Byzantine art.

Bloom's: Understand Accessibility: Keyboard Navigation 22) In Byzantine art, a(n) is a specific kind of image, either a portrait of a sacred person or a portrayal of a sacred event.

A) Pantokrator B) icon C) transept D) illumination Answer: A Explanation: In the context of Byzantine art, an icon is a specific kind of image, either a portrait of a sacred person or a portrayal of a sacred event.

Topic: Byzantium Learning Objective: Describe the art made to support the rise of Christianity.; Explain the art and architecture of Byzantium.; Recall the history and culture of Byzantium.; Interpret examples of Byzantine art.

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23) As they copied important texts, medieval monks often created decorations that embellished the words.

A) illuminations B) tapestries C) reliquaries D) icons

, illustrations and

Answer: C Explanation: Monks not only copied texts but also illuminated them—furnished them with illustrations and decorations.

Topic: Early Middle Ages; High Middle Ages Learning Objective: Describe the art made to support the rise of Christianity.; Recall the history and culture of the early Middle Ages.; Identify characteristics of early medieval objects and works of art.; Interpret examples of early medieval book arts.

Bloom's: Remember Accessibility: Keyboard Navigation 24) Compare and contrast Romanesque and Gothic architectural styles, citing specific structures to illustrate your points.

Answer: The High Middle Ages were marked by a building boom of churches, and art historians refer to the period of 1050 to 1200 as the Romanesque era for stylistic features reminiscent of ancient Roman architecture including an overall massiveness, thick stone walls, and barrel-vaulted ceilings. The earliest Romanesque pilgrimage church is the Abbey Church of Sainte-Foy, in France. The church has a cross-form plan configured by the nave and the transept.

Two square towers flank the entry portal and an octagonal tower marks the intersection of the transept and nave. The round arches of the windows are continued in the interior, which has a barrel-vaulted nave and groin-vaulted aisles. The cathedral at Chartres, France, shows the towering quality of Gothic architecture. The unadorned masses of the Romanesque give way to the ornate, linear, vertical elements that direct the eye upward. Flying buttresses line the nave and apse to contain the outward thrust of the walls. The soaring, open interior spaces were created with ribbed vaulting and pointed arches, a departure from the rounded arches of the Romanesque.

Topic: High Middle Ages; Architecture Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Romanesque style.; Interpret examples of Romanesque style.; Recall characteristics of Gothic style.; Interpret examples of Gothic style.

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25) Explain several reasons that stained glass is considered the most glorious aspect of the Gothic cathedrals.

Answer: The glory of the Gothic Cathedrals is their stained glass windows. The tall, pointed glass mosaic windows allowed for more natural light to illuminate the interiors and bath them with gem-like colors of a mystical light. In addition to the spiritual ambience, they served a didactic purpose as each window told a story in pictures, including some from the Bible, the lives of the saints, signs of the Zodiac, and donors from all aspects of society.

Topic: High Middle Ages; Theme: Sacred Realm Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Gothic style.; Recognize key styles and movements of art with identifiable characteristics.

Bloom's: Understand Accessibility: Keyboard Navigation 26) Consider Christ Entering Jerusalem and The Lamentation. For each work, identify the artist, media/techniques, and subject(s). Then discuss at least three ways in which these works can be considered as transitions or bridges between typical medieval styles of painting and early Renaissance styles.

Answer: Italian artists Duccio, from Sienna, and his contemporary Giotto, from Florence, were influential in making the shift from art styles of the Middle Ages to the significantly different styles of the Renaissance. Duccio's tempera on panel Christ Entering Jerusalem displays a departure from the flattened forms of medieval art. Duccio attempted to create believable space in a scene and employed architecture to define the space and direct the movement. This was Duccio's almost unprecedented contribution using architecture to demarcate space rather than to function as a simple background. Giotto made a more remarkable break with art traditions in The Lamentation, a fresco panel employing a highly original use of space. His scenes are composed as a stage, and the space in the foreground and background appears to be continuous. Giotto's presentation of the human figure displays rounded, full-bodied people who define the spatial aspect, not architecture as in Duccio's work. Both artists sought a new direction for painting in a more naturalistic, more human, and engaging representation of the physical world.

Topic: Transition to Renaissance Learning Objective: Identify characteristics of art that anticipated the Renaissance.; Identify key artists and works that marked a shift from medieval style to the Renaissance.

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27) Consider the Sutton Hoo purse cover pictured in the text. Discuss this work with reference to the site in which it was found, the culture in which it was created, the artistic style it represents, and the materials used in its creation.

Answer: Sutton Hoo was located on the island of Britain where the grave of an unknown seventh-century East Anglian king was found. One of the objects at the burial site was a goldand-enamel purse cover with delicately made designs. The motifs are typical of the animal style, prevalent in the art of northwestern Europe, a legacy from the migratory herdsmen. Animal-style images were accompanied by interlace, patterns formed by intricately interwoven ribbons and bands.

Topic: Early Middle Ages Learning Objective: Recall the history and culture of the early Middle Ages.; Identify characteristics of early medieval objects and works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation 28) Consider the tapestry Smell, from The Lady and the Unicorn, pictured in the text. What is the subject matter? What elements in the tapestry indicate a Gothic style? What elements predict the aesthetics of the Renaissance?

Answer: Smell is from a cycle of six hangings known as The Lady and the Unicorn. The work features a unicorn, a mythical beast that represents a man in amorous pursuit of a young maiden.

But this tapestry is mostly focused on representing the sense of smell: A servant offers a basket of flowers, while on the bench behind the lady, a monkey sniffs at a blossom he has stolen.

The genteel elegance of the tapestry is typical of the Gothic style. The figures are long and graceful, with a slight curve at the hip. The attempt at naturalism predicts the experiments and innovations of the Renaissance, which placed a high emphasis on natural details in art.

Topic: High Middle Ages; Transition to Renaissance Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Identify characteristics of early medieval objects and works of art.; Recall characteristics of Gothic style.; Interpret examples of Gothic style.; Identify characteristics of art that anticipated the Renaissance.

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29) Consider the Church of San Vitale, Ravenna, and the west façade of Chartres Cathedral.

Identify the style of each of these structures and describe the characteristics that make each one typical of its style.

Answer: A church in the early Byzantine style is San Vitale, built in the sixth century in Ravenna, Italy. San Vitale doesn't follow the cross plan that became standard for Western churches but employs a central plan favored in the East, and takes the unusual form of an octagon. An apse protrudes from one wall and a narthex is attached to two others; however, the fundamental focus of the building is at its center, over which rises a dome. Portions of Chartres Cathedral were built at different times, visually documenting the evolution of the Gothic style.

The west façade of Chartres Cathedral, also known as the north tower, was built first, between 1134 and 1150. Its plain, unadorned surfaces and solid masses are still fundamentally in the Romanesque style. The final addition to Chartres was the left (north) spire of the façade, built in the early 16th century, and it illustrates the last phase of the Gothic style—slender, elongated, and highly ornamental style referred to as flamboyant.

Topic: Byzantium; High Middle Ages; Architecture Learning Objective: Explain the art and architecture of Byzantium.; Recall the history and culture of Byzantium.; Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Romanesque style.; Interpret examples of Romanesque style.; Recall characteristics of Gothic style.; Interpret examples of Gothic style.; Recognize themes and interdisciplinary relationships in art from the rise of Christianity, Byzantium, and the European Middle Ages.

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30) Explain the function of jamb statues in cathedrals. How can the transition between Romanesque and Gothic styles be seen in the differences between the statues located in the west façade and south transept of Chartres Cathedral?

Answer: In the Middle Ages a function of sculpture was to embellish architecture. Over two thousand carved figures decorate the exterior of Chartres, were concentrated principally around entryways or door jambs, and were referred to as jamb statues. They serve as a conceptual transition between the secular, everyday world and the sacred space within.

Created at different times, the stylistic transition from Romanesque to Gothic is obvious. On the west façade, the Romanesque style can be seen in the elongated, flattened bodies of the 12thcentury carvings, with the linear folds of the draperies not so much sculpted as incised, as if drawn into the stone with a chisel. It is difficult to believe that there are actual bodies under the draped clothing. Carved a hundred years later, the statues on the south transept display the mature Gothic style. Compared to the bodies on the north façade, the bodies here are more fully rounded and appear to be further detached from their architectural supports. A sense of musculature is evident, with the draped clothing suggesting there is a body underneath.

Topic: High Middle Ages; Medium: Sculpture Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall characteristics of Romanesque style.; Interpret examples of Romanesque style.; Recall characteristics of Gothic style.; Interpret examples of Gothic style.

Bloom's: Understand Accessibility: Keyboard Navigation 31) Considering the art of the Middle Ages, give examples of art forms that had more of a secular purpose as opposed to sacred and select one example to discuss in detail.

Answer: Not all art of the Middle Ages was imbued with Christian culture. Royal, noble, and later middle-class households owned fine-carved furniture, illuminated books, and objects to grace daily life. One of the most treasured medieval possessions, more valuable than paintings, was tapestries, large woven hangings, often created in cycles that told a story or followed a theme. These splendid tapestries were hung in great halls and private chambers. The Lady and the Unicorn, woven for a member of a wealthy French family named Le Viste, is from a cycle of six hangings. According to legend, the unicorn can be tamed by a young girl. In this tapestry the unicorn stands for Le Viste in amorous pursuit. Included in the picture is a lion, signaling Le Viste's presence by holding up the family's coat of arms. The subject of the tapestry is smell, indicated by the basket of flowers offered to the central figure of a young girl, while a monkey sniffs at a stolen blossom.

Topic: Early Middle Ages; High Middle Ages Learning Objective: Discuss the objects and buildings made in Europe during the Middle Ages.; Recall the history and culture of the early Middle Ages.; Identify characteristics of early medieval objects and works of art.

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Living with Art, 12e (Getlein) Chapter 16 The Renaissance 1) Who were the Limbourgs?

A) A Protestant religious sect B) A powerful ruling family of monarchs and popes C) Artist brothers D) Members of the blacksmiths' guild in France E) Leaders of the counter-Reformation Answer: C Explanation: The Limbourgs were three brothers who created an illuminated prayer book for the duke of Berry, brother of the King of France.

Topic: Northern Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Describe the characteristics of Renaissance art in Northern Europe.; Identify key artists and works of Northern Renaissance.; Interpret examples of Northern Renaissance book arts and print.; Interpret examples of Northern Renaissance painting.

Bloom's: Remember Accessibility: Keyboard Navigation 2) Neo-Platonic thought reconciled the Classical beliefs of ancient Greece and Rome with what disparate culture?

A) Christianity B) Mannerism C) Reformation D) Counter-reformation E) Baroque Answer: A Explanation: The reconciliation of Classical culture and its relationship to Christianity gave rise to a philosophy called Neo-Platonism.

Topic: Early Renaissance; High Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Recognize themes and interdisciplinary relationships in art from the Renaissance.

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3) How did the role of artists change, from pre-Renaissance to after?

A) Skilled crafts workers to intellectuals B) Observers of nature to designers.

C) Shamans to documentarians D) Monks to nobility Answer: A Explanation: The Renaissance ideals involving theories of beauty and proportion established painting, sculpture, and architecture as intellectual activities, elevating the status of artists.

Topic: Early Renaissance; High Renaissance; Transition to Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Recall the social structure and art's role during the Italian Renaissance.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What does the word renaissance mean?

A) "To know something thoroughly" B) "Rebirth" C) "To create something from nothing" D) "To reinvent" E) "Celebration" Answer: B Explanation: "Rebirth" refers to the revival of interest in ancient Greek and Roman culture, which is one of the key characteristics of the period.

Topic: Early Renaissance; Transition to Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Recognize themes and interdisciplinary relationships in art from the Renaissance.

Bloom's: Remember Accessibility: Keyboard Navigation 5) Who was an early master of oil painting?

A) Hans Holbein B) Albrecht Dürer C) Robert Campin D) Tintoretto Answer: C Explanation: An early master of the newly developed medium of oil paint was Robert Campin, who was working in the early 15th century.

Topic: Northern Renaissance; Medium: Painting Learning Objective: Recall the history and culture of the Renaissance.; Describe the characteristics of Renaissance art in Northern Europe.; Identify key artists and works of Northern Renaissance.

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6) What were Venetian artists of the Renaissance, such as Giovanni Bellini, Titian, and Giorgione, especially known for?

A) Linear perspective B) Tempera paint C) Color and light D) Marble sculpture E) The illumination of manuscripts Answer: C Explanation: A characteristic of Venetian paintings is the richness of the color and their use of golden light.

Topic: High Renaissance; Element: Color; Element: Light Learning Objective: Recall the history and culture of the Renaissance.; Relate the appearance and content of Italian Early and High Renaissance art to the historical context.; Interpret examples of Venetian Renaissance art.; Identify qualities of late Renaissance art in Italy.; Recognize uses of colors to create optical effects in works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 7) What characteristics are associated with Northern European artists during the Renaissance?

A) Decoration B) Precise detail C) Structure D) Linear perspective E) Visual texture Answer: A, B, E As part of their heritage, Northern artists were preoccupied with decoration. Whereas the Italian masters were obsessed with structure, Northern artists perfected their skill at rendering the precise outer appearance of their subjects. They were unsurpassed at capturing in paint the textures of satin or velvet, the sheen of silver and gold, the quality of skin to its last pore and wrinkle.

Topic: Northern Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Describe the characteristics of Renaissance art in Northern Europe.; Identify key artists and works of Northern Renaissance.; Interpret examples of Northern Renaissance painting.

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8) From where does the theme of the Sistine Chapel ceiling frescoes come?

A) Scenes of everyday life B) The Egyptian Book of the Dead.

C) The story of the artist's life.

D) Plato's Republic.

E) The Old Testament Answer: E Explanation: Michelangelo organized the ceiling into segments depicting the Old Testament stories of the creation of the world.

Topic: High Renaissance; Artist: Michelangelo Learning Objective: Recall the history and culture of the Renaissance.; Identify key artists and works of the Italian High Renaissance.; Interpret examples of works by Michelangelo.; Recognize themes and interdisciplinary relationships in art from the Renaissance.

Bloom's: Remember Accessibility: Keyboard Navigation 9) organization, as seen in Masaccio's Trinity with the Virgin, St. John the Evangelist, and Donors, was a popular device among Renaissance artists of Italy.

A) Accidental B) Diagonal C) Informal D) Triangular Answer: D Explanation: Masaccio placed the figures in triangular arrangements, which gives stability to the composition.

Topic: Early Renaissance; Artist: Masaccio; Form and content Learning Objective: Relate the appearance and content of Italian Early and High Renaissance art to the historical context.; Identify key artists and works of early Italian Renaissance.; Analyze formal elements and principles of design.; Interpret works of art using formal visual language.; Infer how form and content contribute to meaning.

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10) In what area did Leonardo da Vinci NOT show his talents?

A) Engineering B) Inventing C) Painter D) Architect E) Business Answer: E Explanation: Leonardo da Vinci is referred to as a "Renaissance Man," a person who is gifted in many, unrelated things. He was not known, however, for achievements in business.

Topic: High Renaissance; Artist: Leonardo da Vinci Learning Objective: Recall the history and culture of the Renaissance.; Identify key artists and works of the Italian High Renaissance.; Interpret examples of works by Leonardo da Vinci.

Bloom's: Remember Accessibility: Keyboard Navigation 11) As with much Venetian Renaissance art, Titian's Venus of Urbino demonstrates what quality?

A) Sensuality B) Intuitive perspective C) Illumination D) Restraint Answer: A Explanation: Titian's Venus of Urbino is a feast for the eyes. It emphasizes sensuality, both in subject and execution.

Topic: High Renaissance Learning Objective: Identify key artists and works of early Italian Renaissance.; Identify key artists and works of the Italian High Renaissance.; Interpret examples of Venetian Renaissance art.; Recognize themes and interdisciplinary relationships in art from the Renaissance.

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12) Who was a patron for Michelangelo, Raphael, and Botticelli?

A) King Louis XIV B) The Silversmiths Guild C) The Medici family D) Pope Leo X E) The Duke of Berry Answer: C Explanation: The Medicis were a powerful banking family and under their influence the Renaissance flowered in Florence.

Topic: High Renaissance; Artist: Sandro Botticelli; Artist: Michelangelo; Artist: Raphael Learning Objective: Recall the history and culture of the Renaissance.; Recall the social structure and art's role during the Italian Renaissance.; Identify key artists and works of the Italian High Renaissance.

Bloom's: Remember Accessibility: Keyboard Navigation 13) What was one of Michelangelo's major achievements?

A) Study of Human Proportions B) Redesigning St. Peter's Cathedral C) Helping begin the Reformation D) Developed the Mannerist style Answer: B Explanation: Michelangelo took over for the architect Bramante after his death and redesigned the plans for St. Peter's Cathedral.

Topic: High Renaissance; Artist: Leonardo da Vinci Learning Objective: Recall the history and culture of the Renaissance.; Identify key artists and works of the Italian High Renaissance.; Interpret examples of works by Leonardo da Vinci.

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14) When did Northern European Renaissance artists begin using the system of linear perspective?

A) During the Middle Ages B) Much earlier than the Italians C) About 75 years after it was first developed D) Simultaneously with its development in Rome Answer: C Explanation: Initially, Northern European Renaissance artists were more concerned with the "look" of their art than they were with the scientific principles of composition.

Topic: Northern Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Describe the characteristics of Renaissance art in Northern Europe.; Recall the concept of linear perspective.

Bloom's: Remember Accessibility: Keyboard Navigation 15) What artists are identified with the style of the Early Renaissance?

A) Donatello B) Leonardo da Vinci C) Masaccio D) Sandro Botticelli E) Raphael Answer: A, C, D Botticelli, Donatello, and Massacio were innovators of artistic styles as first-generation Renaissance artists.

Topic: Early Renaissance; Artist: Donatello; Artist: Masaccio; Artist: Sandro Botticelli Learning Objective: Recall the history and culture of the Renaissance.; Identify key artists and works of early Italian Renaissance.; Interpret examples of works by Donatello.; Interpret examples of works by Masaccio.; Interpret examples of works by Sandro Botticelli.

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16) Which 15th-century invention led to the decrease in the practice of illumination by hand?

A) The printing press B) The system of linear perspective C) The camera obscura D) The technology of oil painting.

Answer: A Explanation: The printing press initiated a shift from hand-lettered manuscripts to the printed page, and allowed this new technology to produce large numbers of copies and a broader distribution of information.

Topic: Northern Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Describe the characteristics of Renaissance art in Northern Europe.; Interpret examples of Northern Renaissance book arts and print.; Interpret examples of Northern Renaissance painting.

Bloom's: Remember Accessibility: Keyboard Navigation 17) What characteristic in Grünewald's depiction of the Crucifixion in the Isenheim Altarpiece demonstrated the way Northern European artists treated this subject matter?

A) Extreme physical agony B) Emphasis on sensuality C) Reference to Classical mythology D) Allegory Answer: B Explanation: Depictions of extreme physical agony were commonplace in Northern representations of the Crucifixion.

Topic: Northern Renaissance Learning Objective: Describe the characteristics of Renaissance art in Northern Europe.; Identify key artists and works of Northern Renaissance.; Interpret examples of Northern Renaissance painting.

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18) What movement divided all of Europe into Protestant and Catholic camps?

A) The Renaissance B) The Reformation C) The Crusades D) Neo-Platonism Answer: B Explanation: The Reformation was initiated by reformers objecting to doctrines and practices of the Catholic Church.

Topic: High Renaissance; Northern Renaissance Learning Objective: Recall the history and culture of the Renaissance.

Bloom's: Remember Accessibility: Keyboard Navigation 19) The painting The Harvesters, which formed part of a cycle depicting the months of the year, was painted by _, a 16th-century Netherland painter.

A) Roger van der Weyden B) Robert Campin C) Hans Holbein D) Pieter Brugel the Elder Answer: D Explanation: Pieter Brugel the Elder was a Flemish Renaissance painter who is known for his landscapes and peasant scenes.

Topic: Northern Renaissance; Medium: Painting Learning Objective: Describe the characteristics of Renaissance art in Northern Europe.; Identify key artists and works of Northern Renaissance.; Interpret examples of Northern Renaissance painting.

Bloom's: Remember Accessibility: Keyboard Navigation 20) Who was known as an eminent architect in the early Renaissance?

A) Leon Battista Alberti B) Massaccio C) Robert Campin D) Albrecht Dürer E) Agnolo Bronzino Answer: A Explanation: The architect Leon Battista Alberti designed the church of Sant'Andrea in Mantua, an inspiration to many artists.

Topic: Early Renaissance; Artist: Leon Battista Albert; Architecture Learning Objective: Identify key artists and works of early Italian Renaissance.; Interpret examples of works by Leon Battista Albert.

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21) As seen in Adoration of the Shepherds, by , Renaissance Venetian artists took advantage of oil paint's glazes to build luminous layers of color.

A) Giovanni Bellini B) Titian C) Giorgione D) Raphael E) Agnolo Bronzino Answer: C Explanation: Giorgione and other Venetian artists took advantage of oil paint's glazes to build luminous layers of color. Giorgione's image reveals a special sensitivity to how light functions.

Topic: High Renaissance; Medium: Painting; Element: Color Learning Objective: Identify key artists and works of the Italian High Renaissance.; Interpret examples of Venetian Renaissance art.; Recognize uses of colors to create optical effects in works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 22) Define the terms Renaissance, Humanism, and Protestant Reformation. Explain at least three ways in which these movements led to broad changes in European life.

Answer: Renaissance means "rebirth" and brought about a revival of classical ideals and interest in Greek and Roman culture, in addition to the position of the artist in society, and identities and influences of patrons. Renaissance men and women referred to themselves as humanists, and emphasis was placed on the value of the human being, resulting in education on not only teachings of the church but also the study of the liberal arts, as the pursuit of knowledge for its own sake. Martin Luther, and others, objecting to doctrines and practices of the Catholic Church, originated the Protestant Reformation and drew large numbers away from the Catholic Church. The concerns of the reformers affected art and the context of subject matter. Eventually, the Reformation initiated a response from the Catholic Church, and it struck back with the Counter-Reformation.

Topic: Early Renaissance; Transition to Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Relate the appearance and content of Italian Early and High Renaissance art to the historical context.; Recognize themes and interdisciplinary relationships in art from the Renaissance.

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23) Compare and contrast the Italian Renaissance and the Northern Renaissance, discussing specific artists and works to support your statements.

Answer: Responses will vary depending on artwork selections. Renaissance artists in the north approached composition differently than Italian artists. Northern artists didn't share the scientific principles of composition, nor did they share a personal link to the creators of the Classical past.

The Northern Renaissance style evolved out of the late Middle Ages and artists became increasingly absorbed with the countless details of the visible world. Northern Renaissance artists were more concerned with the "look" of their art; color, not form, was significantly important.

Topic: Early Renaissance; High Renaissance; Northern Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Relate the appearance and content of Italian Early and High Renaissance art to the historical context.; Identify key artists and works of early Italian Renaissance.; Identify key artists and works of the Italian High Renaissance.; Describe the characteristics of Renaissance art in Northern Europe.; Identify key artists and works of Northern Renaissance.; Interpret examples of Northern Renaissance book arts and print.; Recognize themes and interdisciplinary relationships in art from the Renaissance.

Bloom's: Analyze Accessibility: Keyboard Navigation 24) Discuss changes during the Renaissance in the visual arts of painting, sculpture, and architecture, along with changes in attitudes about the arts, explaining several ways in which the public's perception of artists changed. How did these new perceptions and attitudes affect the social, economic, and creative lives of artists, including their newly defined relationships with their patrons?

Answer: The Renaissance brought immense changes to the world of art. These changes affected the way art looked, its perception, subject treatment, the societal position of the artists, identities and patron influences, and points of cultural references. In the Middle Ages painters were considered skilled craftsman, on a level with carpenters, goldsmiths, and other tradespeople. The Renaissance elevated the status of artists, from anonymous crafts workers to divinely talented individuals. The character of art patronage reflected this changing period. Before the Renaissance only the nobility and clergy functioned as patrons. By the 15th century a new class of patrons contributed, made up of very rich, socially ambitious merchant-rulers, fully able to afford extravagant expenditures on art, subsequently enhancing the economic situation of the artists.

Topic: Early Renaissance; High Renaissance; Transition to Renaissance Learning Objective: Recall the history and culture of the Renaissance.; Recall the social structure and art's role during the Italian Renaissance.

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25) Consider da Vinci's Last Supper and Tintoretto's The Last Supper. These paintings depict the same biblical event in very different ways. Compare the two styles and the interpretations of this event by each artist. Identify and comment upon the formal elements and principles of design as they relate to the styles of these works.

Answer: Painted on a monastery wall in Milan, Leonardo da Vinci's fresco depicts the final gathering of Jesus with his disciples and the final Passover meal they shared. High Renaissance artists delighted in creating deep space in their paintings using linear perspective. Leonardo employed this system in his fresco, which structures the design and reinforces the symbolic content of the painting. The one-point system places the vanishing point behind the head of Christ, who is placed in the center of implied depth, making him the focal point of the composition and the narrative. A stabilizing feature of the symmetrical composition is the implied triangle formed by the outstretched arms of the central figure. The central opening at the back wall emphasizes the focus on Christ and alludes to a "halo" effect around his head.

Tintoretto's painting involves the same narrative, but presented in a very different manner. His style, encouraged by the Counter-Reformation, is theatrical, as seen in his virtuosic brushwork and dramatic lighting effects. The dramatic diagonal pulls the viewer's eye to the figure of Christ, who is emphasized by the halo of light around his head. Tintoretto's interpretation is dynamic and emotional, compared to the subtle and intellectual depiction by da Vinci.

Topic: High Renaissance; Mannerism; Counter-Reformation; Artist: Leonardo da Vinci; Medium: Painting; Element: Color; Form and content Learning Objective: Identify key artists and works of the Italian High Renaissance.; Interpret examples of works by Leonardo da Vinci.; Interpret examples of Venetian Renaissance art.; Identify qualities of late Renaissance art in Italy.; Recall characteristics of Mannerism.; Interpret Mannerist objects and works of art.; Interpret examples of works created during the CounterReformation.; Analyze formal elements and principles of design.; Interpret works of art using formal visual language.; Recall the concept of linear perspective.

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26) Consider Botticelli's Primavera. Identify the subject and medium of this painting. Explain how the structure and form of this composition, as well as its content, reveal changes that are representative of Renaissance art.

Answer: In addition to Christian themes, Renaissance artists also turned to stories of Greek and Roman gods and goddesses for subject matter. An example is Botticelli's tempera painting Primavera, whose central subject is Venus, the Roman goddess of love and beauty. Botticelli paints the goddess in the nude, with only a few concessions to modesty. Such a large-scale depiction of the female nude in art was unknown since the nudity of classical art. Botticelli's usual linear style and shallow modeling were an exception to Renaissance norms. Appearances of Medici family symbols emphasize the role of patrons in Renaissance art. Botticelli's work displays the rarefied and learned side of Renaissance art.

Topic: Early Renaissance; Artist: Sandro Botticelli; Medium: Painting; Form and content Learning Objective: Identify key artists and works of early Italian Renaissance.; Interpret examples of works by Sandro Botticelli.; Recognize themes and interdisciplinary relationships in art from the Renaissance.; Interpret works of art using formal visual language.

Bloom's: Analyze Accessibility: Keyboard Navigation 27) Consider Holbein's The Ambassadors. This painting highlights human achievement and institutions as personified by these men and the symbolic instruments on the shelves behind them. Identify the subjects and discuss the symbolism of the objects in this work. How does the distorted object in the foreground transform the painting's meaning?

Answer: Holbein's mastery of oil paint rendered detailed objects that are mainly symbolic. The two figures, both ambassadors, flank a table richly laden with objects symbolizing the four humanist sciences of music, arithmetic, geometry, and astronomy. The table cover, an imported Islamic rug, speaks of contacts with the wider world. A globe reminds us of the age of Renaissance exploration and discovery. A broken lute string and a hymnal page by Martin Luther symbolize the discord generated by Luther's accusations. The most intriguing element in the painting is the anamorphic foreground shape. Meant to be a visual puzzle, it represents a memento mori, a remembrance of mortality, and employs a skewed skull to suggest death cuts across life, taking us by surprise.

Topic: Northern Renaissance; Medium: Painting; Form and content Learning Objective: Recall the history and culture of the Renaissance.; Describe the characteristics of Renaissance art in Northern Europe.; Identify key artists and works of Northern Renaissance.; Interpret examples of Northern Renaissance painting.; Infer how form and content contribute to meaning.

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28) When and where did Mannerism begin? Using the Allegory painting by Bronzino as an example, discuss the characteristics of the Mannerist style.

Answer: Scholars date the end of the High Renaissance with the death of Raphael in 1520. One of the artistic trends that emerged is known as Mannerism, from the Italian maniera, meaning "style" or "stylishness." Agnolo Bronzino's bizarre Allegory illustrates some of the fascinating and unsettling characteristics of Mannerism. In an allegory, figures and objects have symbolic meanings. But the allegory in Bronzino's painting is obscure and difficult for scholars to reconstruct. This fondness for elaborate or obscure subject matter is typical of Mannerist artists.

Also typical is the "forbidden" erotic undercurrent. Bronzino employs mythological mother and son subjects, Venus and Cupid, but presents their interaction as suggestively erotic. The elongated figures and twisting S-shaped poses are part of the Mannerist repertoire, as is the illogical, shallow picture space filled with people. This painting is an extreme example of the highly artificial and self-conscious aspect of Mannerist art.

Topic: Mannerism; Medium: Painting Learning Objective: Recall the history and culture of the Renaissance.; Identify qualities of late Renaissance art in Italy.; Recall characteristics of Mannerism.; Interpret Mannerist objects and works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation 29) Discuss the effect of the Reformation on religious images and the resulting shift in subject matter for Northern European artists. How did the response by the Catholic Church change artistic trends in Italy at the time?

Answer: Protestant reforms included an attitude toward religious images that ranged from wariness to hostility. In their view, the Church in Rome encouraged the belief that images of saints and other figures possessed sacred powers. The walls of the Protestant churches were bare and artists had to look to new patrons. Northern European artists turned to the everyday world for subject matter, and the landscape was the most fruitful subject. The Catholic Church responded with the Counter-Reformation, supporting artists who understood and encouraged art's ability to appeal to the emotions, to engage the hearts of the faithful as well as their intellects.

Many religious works during this time used the Mannerist style to depict sacred subjects.

Topic: Mannerism; Counter-Reformation Learning Objective: Recall the history and culture of the Renaissance.; Relate the appearance and content of Italian Early and High Renaissance art to the historical context.; Recall the social structure and art's role during the Italian Renaissance.; Interpret examples of Venetian Renaissance art.; Identify qualities of late Renaissance art in Italy.; Recall characteristics of Mannerism.; Interpret Mannerist objects and works of art.; Recall details of the CounterReformation.; Interpret examples of works created during the Counter-Reformation.

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Living with Art, 12e (Getlein) Chapter 17 The 17th and 18th Centuries 1) Which work of art tragically depicts the murder of an important figure of the French Revolution?

A) The Oath of the Horatii B) Judith and Maidservant with the Head of Holofernes C) The Death of Marat D) The Pursuit Answer: C Explanation: Jacques-Louis David memorialized Jean-Paul Marat's death in his most famous painting, The Death of Marat.

Topic: Neoclassicism; Revolutions Learning Objective: Interpret Neoclassical objects and works of art.; Describe art that represents 18th-century revolutions.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 2) Due to the near-dictatorial power of European monarchs, how is the period of the 17th and 18th centuries often referred?

A) The Royal Era B) The Gilded Age C) The Age of Kings D) The Rule of the Monarchs Answer: C Explanation: Some of the most powerful rulers in history occupied the thrones of various countries during this time, which is often referred to as "The Age of Kings."

Topic: Baroque Learning Objective: Recall the history and culture of the Baroque era.

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3) What sculptor, famous for his work in the Cornaro Chapel, was also a painter, dramatist, and composer?

A) Gianlorenzo Bernini B) Giovanni Battista Piranesi C) Caravaggio D) Peter Paul Rubens Answer: A Explanation: Employing all these art forms, Bernini was a leading interpreter of Baroque aesthetics.

Topic: Baroque; Artist: Bernini Learning Objective: Recall the history and culture of the Baroque era.; Identify key artists and works of Baroque era.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 4) Paintings depicting scenes of everyday life are known as A) trompe l'oeil B) vanitas C) genre D) still-life

paintings.

Answer: C Explanation: Genre paintings were popular forms of Dutch Baroque art.

Topic: Baroque Learning Objective: Recognize the characteristics of the Baroque era.; Recall characteristics of Dutch Baroque style.

Bloom's: Remember Accessibility: Keyboard Navigation 5) What nationality was Peter Paul Rubens?

A) Spanish B) French C) English D) Flemish Answer: D Explanation: Although Flemish, Rubens' paintings reflect the style of the Italian Baroque artists.

Topic: Baroque; Artist: Peter Paul Rubens Learning Objective: Identify key artists and works of Baroque era.

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6) How did Baroque painters depict figures that seemed to project forward, out of the picture plane?

A) Analogous color schemes B) Complementary color schemes C) Dramatic lighting D) Atmospheric perspective Answer: C Explanation: Dramatic lighting is an important characteristic of the theatrical presentation in Baroque art.

Topic: Baroque; Element: Space Learning Objective: Recognize the characteristics of the Baroque era.; Recognize key styles and movements of art with identifiable characteristics.

Bloom's: Understand Accessibility: Keyboard Navigation 7) What painter produced Judith and Maidservant with the Head of Holofernes, whose subject is taken from the biblical story of Judith?

A) Artemisia Gentileschi B) Caravaggio C) Peter Paul Rubens D) Rembrandt van Rijn Answer: A Explanation: Artemisia Gentileschi dramatically portrayed the biblical story of Judith in this work.

Topic: Baroque; Artist: Artemisia Gentileschi Learning Objective: Recall the history and culture of the Baroque era.; Identify key artists and works of Baroque era.; Interpret example of works by Gentileschi.; Recall the artistic contributions of Artemisia Gentileschi.; Identify significant works of art and artists.

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8) What characteristic is NOT typical of Italian Baroque art?

A) Ornamentation B) Theatricality C) Classic simplicity D) Emotion Answer: C Explanation: Classic simplicity is evident in Renaissance art, while Baroque art tends to be flamboyant.

Topic: Baroque Learning Objective: Recognize the characteristics of the Baroque era.; Recall characteristics of French Baroque style.; Recall characteristics of Dutch Baroque style.

Bloom's: Understand Accessibility: Keyboard Navigation 9) In what media did Rembrandt work?

A) Sculpture B) Painting C) Etching D) Drawing E) Architecture Answer: B, C, D Rembrandt's range as an artist was enormous. He was a master not only of painting but also of drawing and of the demanding printmaking technique of etching.

Topic: Baroque; Artist: Rembrandt Learning Objective: Identify key artists and works of Baroque era.; Recall characteristics of Dutch Baroque style.; Recall the artistic contributions of Rembrandt.

Bloom's: Remember Accessibility: Keyboard Navigation 10) The Palace of Versailles was home to what monarch?

A) Philip IV of Spain B) Maria Theresa of Austria C) Louis XIV of France D) Julius II of Rome Answer: C Explanation: Louis XIV for all time exemplifies the term "absolute monarch" and the power of his kingship flowed forth from the remarkable Palace of Versailles.

Topic: Baroque Learning Objective: Recall the history and culture of the Baroque era.

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11) What event helped spark the Neoclassical style?

A) The Catholic Counter-Reformation B) The invention of photography C) The American Civil War D) The excavations of ancient Pompeii and Herculaneum Answer: D Explanation: With the discovery of the classical past from the excavations, patrons and artists sought to capture the virtues associated with the Roman Empire.

Topic: Neoclassicism Learning Objective: Explain the art and architecture of the 18th century.; Recall characteristics of Neoclassical style.

Bloom's: Remember Accessibility: Keyboard Navigation 12) Unlike Baroque art from Catholic countries, Dutch Baroque art focused upon A) the community B) the family and home C) All of these D) None of these answers is correct.

Answer: C Explanation: The Protestant Reformation created an attitude of hostility toward religious images, so Northern European artists turned to the everyday world around them for subject matter.

Topic: Baroque Learning Objective: Recall the history and culture of the Baroque era.; Recognize the characteristics of the Baroque era.; Interpret Dutch Baroque objects and works of art.

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13) What subjects were the focus of Dutch baroque art?

A) Religious iconography B) Everyday life C) Landscapes D) Community E) Royal wealth Answer: B, C, D The Dutch Baroque, was quite different from Baroque movements in France, Spain, and Italy. In the north, Protestantism was the dominant religion, and the outward symbols of faith—imagery, ornate churches, and clerical pageantry—were far less important. Dutch society, and particularly the wealthy merchant class, centered not on the Church but, instead, on the home and family, business and social organizations, the community. Genre and landscape paintings were popular as well.

Topic: Baroque Learning Objective: Recall the history and culture of the Baroque era.; Recognize the characteristics of the Baroque era.; Recall characteristics of Dutch Baroque style.; Interpret Dutch Baroque objects and works of art.; Recognize key styles and movements of art with identifiable characteristics.

Bloom's: Remember Accessibility: Keyboard Navigation 14) St. Teresa in Ecstasy is an excellent example of what genre?

A) Baroque sculpture B) Neoclassical allegory C) Neoclassical portraiture D) Rococo painting Answer: A Explanation: St. Teresa is an example of the theatrical qualities of Baroque sculpture.

Topic: Baroque; Artist: Bernini Learning Objective: Recognize the characteristics of the Baroque era.; Identify key artists and works of Baroque era.; Interpret examples of works by Bernini.; Identify significant works of art and artists.; Recognize key styles and movements of art with identifiable characteristics.

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15) Among the following artists, whose innovation was it to create group portraits in the setting of an activity, rather than posing the subjects formally?

A) Jacob van Ruisdael B) Jacques-Louis David C) Rembrandt D) Elisabeth Vigée-Lebrun Answer: C Explanation: Dutch civic organizations often commissioned group portraits and painters responded by portraying the members seated around a table or lined up. Rembrandt's innovation was to paint individual portraits within the context of a larger activity.

Topic: Baroque; Artist: Rembrandt Learning Objective: Identify key artists and works of Baroque era.; Recall characteristics of Dutch Baroque style.; Interpret Dutch Baroque objects and works of art.; Recall the artistic contributions of Rembrandt.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 16) Which artist, known for a more subtle approach to Baroque theatricality, was court painter to King Philip IV? A) Gianlorenzo Bernini B) Artemisia Gentileschi C) Francesco Borromini D) Diego Velázquez Answer: D Explanation: Velázquez was one of the geniuses of Spanish art and was an asset to King Phillip IV as court painter.

Topic: Baroque Learning Objective: Recall the history and culture of the Baroque era.; Recognize the characteristics of the Baroque era.; Identify key artists and works of Baroque era.; Interpret examples of works by Delazquez.

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17) Which artist, known for exquisite portraiture, had to flee France due to the political revolution?

A) Artemisia Gentileschi B) Elisabeth Vigée-Lebrun C) Claude Lorrain D) Jean-Honoré Fragonard Answer: B Explanation: The daughter of a portrait painter, Élisabeth Vigée-Lebrun, carried on the family legacy, becoming extremely successful in her own right.

Topic: Baroque; Artist: Elisabeth Vigee-Lebrun Learning Objective: Recall the history and culture of the Baroque era.; Identify key artists and works of Baroque era.; Recall characteristics of French Baroque style.; Recall the artistic contributions of Elisabeth Vigee-Lebrun.

Bloom's: Remember Accessibility: Keyboard Navigation 18) How does the Rococo style compare to that of the Baroque?

A) It is more playful and lighthearted.

B) It is more suitable for public places.

C) It tends to employ more intense colors.

D) It emphasizes a greater degree of theatricality.

Answer: A Explanation: Rococo is more intimate, suitable for the aristocratic home and the drawing room, and leans more toward gentle pastels. Whereas Baroque is large in scale, massive, dramatic, Rococo has a smaller scale and a lighthearted, playful quality.

Topic: Baroque; Rococo Learning Objective: Recognize the characteristics of the Baroque era.; Explain the art and architecture of the 18th century.; Recall characteristics of Rococo style.; Recognize key styles and movements of art with identifiable characteristics.

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19) What artist is especially known for a theatrical treatment of light and shadow, as seen in the magnificent Entombment of Christ?

A) Élisabeth Vigée-Lebrun B) Caravaggio C) Anne-Louis Girodet de Roucy-Trioson D) Michelangelo Answer: B Explanation: The most influential proponent of the dramatic style of painting in the early Baroque was Caravaggio. His work, Entombment of Christ, is an example of the theatrical treatment of light and shadow.

Topic: Baroque; Artist: Caravaggio Learning Objective: Recognize the characteristics of the Baroque era.; Identify key artists and works of Baroque era.; Interpret examples of works by Caravaggio.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 20) What qualities were frequently promoted in Neoclassical painting, as seen in The Oath of the Horatii, by Jacques-Louis David?

A) Patriotism B) Stoicism C) Playfulness D) Extravagance E) Self-sacrifice Answer: A, B, E Neoclassical painters often sought to foster civic virtues such as patriotism, stoicism, selfsacrifice, and frugality—virtues they associated with the Roman Republic.

Topic: Neoclassicism Learning Objective: Explain the art and architecture of the 18th century.; Recall characteristics of Neoclassical style.; Interpret Neoclassical objects and works of art.

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21) How can the nature of the academies best be described?

A) Innovative B) Conservative C) Democratic D) Open minded Answer: B Explanation: Academies were inherently conservative. Their aim was to maintain official standards of skill and taste by perpetuating models of greatness from the past, especially the Classical past.

Topic: Neoclassicism Learning Objective: Recall the history and culture of the Baroque era.; Recall characteristics of Neoclassical style.; Recall the role academies play in the 18th century.

Bloom's: Remember Accessibility: Keyboard Navigation 22) Typical of Dutch landscape painting was the work of which artist?

A) Jacob van Ruisdael B) Jean-Baptiste Belley C) Jean-Honoré Fragonard D) Balthasar van der Ast Answer: A Explanation: The 17th century was a great period for landscape painting, and Jacob van Ruisdael portrayed the flatness of the Dutch landscape as an expression of the limitless, immense grandeur of nature.

Topic: Baroque Learning Objective: Identify key artists and works of Baroque era.; Recall characteristics of Dutch Baroque style.; Interpret Dutch Baroque objects and works of art.

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23) What characteristics of the Baroque style can be seen in Peter Paul Rubens's Presentation of the Portrait of Marie de' Medici?

A) Subtle color palette B) Dramatic play of light and shadow C) Dynamic energy D) Saturated colors Answer: B Explanation: Rubens's work displays many characteristics of the Baroque style, including vivid and saturated colors, dramatic play of light and shadow, and a quivering sense of energy and movement.

Topic: Baroque; Artist: Peter Paul Rubens Learning Objective: Recognize the characteristics of the Baroque era.; Identify key artists and works of Baroque era.; Interpret examples of works by Peter Paul Rubens.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 24) What style most closely describes Charles Willson Peale's painting, George Washington at the Battle of Princeton?

A) Neoclassical B) Baroque C) Rococo D) Dutch genre Answer: A Explanation: Neoclassicism became the official style of 18th-century revolutions and Peale's portrait of George Washington displays many elements of the style. Washington is as both a hero and a compassionate and thoughtful human being, qualities associated with the Classical past. The composition is orderly and stable with a focus on historical content.

Topic: Neoclassicism Learning Objective: Recall characteristics of Neoclassical style.; Interpret Neoclassical objects and works of art.; Describe art that represents 18th-century revolutions.; Recognize themes and interdisciplinary relationships in art from the 17th and 18th centuries.

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25) Baroque art is often considered to be dramatic and emotional. With reference to specific works, explain how artists created these effects and then discuss the purposes for which artists sought to affect viewers emotionally during this period.

Answer: Renaissance art stressed the calm of reason. In contrast, Baroque art is full of energy, emotion, and movement. The dynamism and theatricality of Baroque are evident in the sculptures of Gianlorenzo Bernini. Ecstasy of St. Theresa is a sculpture in the Cornaro Chapel.

The entire chapel employs all of Bernini's talents, creating a theatrical arena, with St. Theresa setting the drama as if on a stage. An angel wields a spear, and the figure falls back in a dramatic collapse, her face full of emotional rapture. The deeply cut folds of the garment create abrupt contrasts of light and shadow, illuminated from a hidden window. Bernini sought to create a theatrical performance, and the viewer is caught up in the theatrical experience.

Topic: Baroque Learning Objective: Recall the history and culture of the Baroque era.; Recognize the characteristics of the Baroque era.; Identify key artists and works of Baroque era.; Recall characteristics of French Baroque style.; Interpret French Baroque objects and works of art.; Recall characteristics of Dutch Baroque style.; Interpret Dutch Baroque objects and works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation 26) Compare and contrast Baroque art in France, Spain, and Italy with Dutch Baroque, mentioning not only the formal visual aspects of works, but also differences in theme and content. Explain the major reasons for the differences.

Answer: Baroque art is full of energy, emotion, and movement, and favored greater contrast between colors, and light and dark. Architecture and sculpture favored ornamentation, as rich and complex as possible. The Catholic Church encouraged a response to the Protestant Reformation, resulting in the Baroque style, which dictated the arts should communicate religious themes in an emotional presentation. This style was present in Italy, France, and Spain—all Catholic countries.

Dutch Baroque, sometimes called "bourgeois Baroque," is quite different from the Baroque art of France, Spain, and Italy. Protestantism in the North was the dominant religion and outward symbols of faith, imagery, ornate churches, and pageantry were far less important. Artists painted scenes of everyday life, also called genre paintings, in addition to landscape painting.

Topic: Baroque Learning Objective: Recall the history and culture of the Baroque era.; Recognize the characteristics of the Baroque era.; Interpret examples of works by Peter Paul Rubens.; Recall characteristics of French Baroque style.; Interpret French Baroque objects and works of art.; Interpret examples of works by Delazquez.; Recall characteristics of Dutch Baroque style.; Interpret Dutch Baroque objects and works of art.; Recognize themes and interdisciplinary relationships in art from the 17th and 18th centuries.

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27) Summarize the history of art academies in Europe. What was their role in the 17th and 18th centuries? Describe the curriculum and why certain types of art were emphasized.

Answer: Art academies began during the Renaissance and over the course of the next two centuries, they were established across Europe. By the close of the 18th century, they were at the center of artistic life, closely aligned with the goals of the monarchy. Academies were inherently conservative. Their aim was to maintain official standards of skill and taste by perpetuating models of greatness from the past, especially the Classical past.

Students began by copying drawings, then advanced to drawing fragments of Classical statues— isolated heads, feet, torsos. They learned to draw gestures, poses, and facial expressions that expressed a great variety of dramatic situations and emotions. This emphasis on mastering the human form was linked to the belief that the greatest subject for art was history, including biblical and mythological scenes, historical events, and episodes from famous literary works.

After history, portraiture had the most prestige. Then, in descending order, came genre painting, still life, and landscape.

Topic: Neoclassicism Learning Objective: Explain the art and architecture of the 18th century.; Recall characteristics of Neoclassical style.; Interpret Neoclassical objects and works of art.; Recall the role academies play in the 18th century.

Bloom's: Understand Accessibility: Keyboard Navigation 28) Explain the relationship between Neoclassical art and the revolutionary movements in the 18th century. Support your points with references to specific works of the period.

Answer: Neoclassicism, or "new classicism," is an 18th- and 19th-century movement in art and architecture that looked to the civilizations of ancient Greece and Rome for inspiration.

Neoclassical art emphasized order, restraint, and clarity. Jacques Louis David was an influential painter in the Neoclassical style and became a supporter of the French Revolution. His style of painting revealed an intellectual approach to depict the political events and people of the Revolution.

Topic: Neoclassicism Learning Objective: Recall characteristics of Neoclassical style.; Interpret Neoclassical objects and works of art.; Describe art that represents 18th-century revolutions.

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29) Consider Velázquez's Las Meninas (from Chapter 2 of your text) and Rembrandt's Sortie of Captain Cocq's Company of the Civic Guard (The Night Watch). The two paintings were made within 10 years of one another, but in countries with very different cultures. Explain the social/political forces that contribute to the works' differences.

Answer: The Spanish court, under the rule of King Phillip IV, was eager to emulate the pomp and pageantry of the French court. In his capacity as the king's court painter, Velázquez created his masterpiece Las Meninas. The setting is a room in the royal palace with an assembly of people, the royal couple, their daughter, attendants, dwarfs, and fine objects that represent court life. There is ambiguity in the subject, as we can only guess at the subject he is painting, but that is part of the fascination. The painting is an official portrait and Velázquez conveys a warm, everyday quality. Rembrandt's Night Watch portrays a kind of private elite militia. Such groups played a prominent role, but by Rembrandt's time their function was largely ceremonial.

Rembrandt's innovation was to paint individual portraits within the context of a larger activity, a call to arms.

Topic: Baroque; Artist: Rembrandt Learning Objective: Recognize the characteristics of the Baroque era.; Identify key artists and works of Baroque era.; Recall characteristics of French Baroque style.; Interpret French Baroque objects and works of art.; Interpret examples of works by Delazquez.; Recall characteristics of Dutch Baroque style.; Interpret Dutch Baroque objects and works of art.; Recall the artistic contributions of Rembrandt.; Identify significant works of art and artists.

Bloom's: Analyze Accessibility: Keyboard Navigation 30) Consider Gentileschi's Judith and Maidservant with the Head of Holofernes and David's The Oath of the Horatii. These paintings represent idealized visions of heroic figures in two different cultures. Explain the political and social forces that influenced their form and content.

Answer: Gentileschi's Judith takes its subject matter from the biblical story of Judith, an Israelite widow who volunteered heroically to rescue her people from the Assyrian general Holofernes. Employing the Baroque style, Gentileschi focuses on the moments after Judith decapitates Holofernes. She lights the figures dramatically and plunges the backgrounds into shadow. As a painter of the French Revolution, David's painting displays the political implications of great patriotism in The Oath of the Horatii. The painting depicts the story of three brothers who take an oath to sacrifice themselves in defense of their city. David organizes the composition with geometric precision, employing light from the left of the composition, which emphasizes mass and volume.

Topic: Baroque; Neoclassicism; Artist: Artemisia Gentileschi Learning Objective: Recognize the characteristics of the Baroque era.; Identify key artists and works of Baroque era.; Interpret example of works by Gentileschi.; Recall the artistic contributions of Artemisia Gentileschi.; Recall characteristics of Neoclassical style.; Interpret Neoclassical objects and works of art.; Describe art that represents 18th-century revolutions.; Recognize themes and interdisciplinary relationships in art from the 17th and 18th centuries.; Identify significant works of art and artists.

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31) Consider Bernini's St. Teresa in Ecstasy. Discuss the aspects of this work's form and content that exemplify the religious Baroque style supporting the Roman Catholic Church during the Counter-Reformation.

Answer: As a response to the Protestant Reformation, the Catholic Church decided the arts should communicate religious themes in an emotional presentation, which gave rise to the Baroque style. Ecstasy of St. Theresa is a sculpture in the Cornaro Chapel and depicts a Spanish mystic nun, who is an important Counter-Reformation figure. The entire chapel employs all of Bernini's talents, creating a theatrical arena, with St. Theresa as the focal point, setting the drama as if on a stage. An angel wields a spear, and the figure falls back in a dramatic collapse, her face full of emotional rapture. The deeply cut folds of the garment create abrupt contrasts of light and shadow, illuminated from a hidden window. Bernini sought to create a theatrical performance, and the viewer is caught up in the theatrical experience.

Topic: Artist: Bernini Learning Objective: Interpret examples of works by Bernini.

Bloom's: Understand; Analyze Accessibility: Keyboard Navigation 32) Consider the painting The Pursuit from The Progress of Love, by Jean-Honoré Fragonard. In what style is this work? Why did the patron reject the series?

Answer: One of the characteristics of the Rococo style is the lighthearted, playful quality of content. The Countess du Barry commissioned one of the last masterpieces of Rococo art, a set of four large paintings by Jean-Honoré Fragonard called The Progress of Love. The image presents a lush garden where an ardent youth chases after a girl. Above the figures a statue of two cupids seems to participate, watching for the outcome of the event. The Countess planned to decorate a new pavilion she built on her estate. Although the paintings were some of the best Fragonard painted in the Rococo style, the patron rejected them as she considered them too oldfashioned and sentimental. Rococo had run its course and seriousness was now in vogue, together with the artistic style of Neoclassicism.

Topic: Rococo Learning Objective: Identify key artists and works of Baroque era.; Explain the art and architecture of the 18th century.; Recall characteristics of Rococo style.; Interpret Rococo objects and works of art.

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33) Discuss the similarities and differences between Caravaggio's Entombment of Christ, Rubens's Raising of the Cross (from Chapter 4 of your text).

Answer: Both paintings are in the Baroque style. Rubens traveled to Italy and studied the works of Italian masters, including Caravaggio. There are similarities between these two paintings in the sharply diagonal composition and dramatic lighting. There are differences in the two masters' styles in regard to the placement of the figures. Caravaggio's seem almost frozen in a moment of anguish, but Ruben's painting teems with movement and energy, each of the participants balanced precariously and straining at his task. The action in Entombment is contained on four sides within the canvas frame. But Ruben's figures burst outside the picture in several directions, suggesting a continuation of the action.

Topic: Baroque; Artist: Caravaggio; Artist: Peter Paul Rubens Learning Objective: Recognize the characteristics of the Baroque era.; Identify key artists and works of Baroque era.; Interpret examples of works by Caravaggio.; Interpret examples of works

by Peter Paul Rubens.; Identify significant works of art and artists.

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Living with Art, 12e (Getlein) Chapter 18 Arts of Islam and of Africa 1) When did Islam come into being?

A) 1st century C.E. B) 3rd century C.E. C) 5th century C.E. D) 7th century C.E. Answer: D Explanation: Islam arose during the early 7th century C.E. on the Arabian Peninsula.

Topic: Islam–History Learning Objective: Recall the rise and influence of Islam.

Bloom's: Remember Accessibility: Keyboard Navigation 2) From what source did early Islamic architects draw inspiration for their mosque designs?

A) India's Taj Mahal B) Muhammad's residence in Medina C) San Vitale D) The Alhambra Palace Answer: B Explanation: Early Islamic architects drew their inspiration from descriptions of the Prophet's house in Medina. Like most houses in Arabia, Muhammad's residence was built of sun-dried brick around a central courtyard. An open porch made of palm trunks supporting a roof of palm fronds ran along one wall, providing shade and shelter. There the Prophet had preached to the gathered faithful.

Topic: Islam–History Learning Objective: Recall characteristics of Islamic architecture.; Interpret examples of Islamic architecture.

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3) What structure, built during the 14th century under the Nasrid dynasty, was a city fortress that contained gardens, palaces, mosques, baths, and quarters for artisans?

A) The Taj Majal B) Friday Mosque C) The Congregational Mosque at Kairouan D) The Alhambra Answer: D Explanation: The Alhambra, in Granada, Spain was constructed largely during the 14th century under the Nasrid dynasty. The Alhambra was a royal city of gardens, palaces, mosques, baths, and quarters for artisans, all built within the protective walls of an older hilltop fortress.

Topic: Islam–History; Islamic art Learning Objective: Recall the rise and influence of Islam.; Recall characteristics of Islamic architecture.; Interpret examples of Islamic architecture.

Bloom's: Remember Accessibility: Keyboard Navigation 4) Muhammad's emigration from Mecca to Medina is known as the A) qibla B) hijra C) ijele D) nkisi

.

Answer: B Explanation: Muhammad's emigration, known as the hijra, marked the year 1 in the Islamic calendar, the beginning of a new era.

Topic: Islam–History Learning Objective: Recall the rise and influence of Islam.

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5) What characteristic of Islamic art was a result of Islamic doctrine forbidding idolatry?

A) Images of animate beings in religious contexts B) Geometric patterns C) Blue glazed tile mosaic D) Masquerade costumes Answer: B Explanation: The Qur'an contains a stern warning against the worship of idols, and in time this led to a doctrine forbidding images of animate beings in religious contexts. As a result, artists working for Islamic patrons poured their genius into decorative geometric patterns and stylized plant forms.

Topic: Islam–History; Islamic art Learning Objective: Explain the appearance and purpose of Islamic arts.; Recall the rise and influence of Islam.; Recall characteristics of Islamic architecture.; Recall characteristics of Islamic book arts.

Bloom's: Remember Accessibility: Keyboard Navigation 6) What symbol, featured at the center of the Nubian gold ornament from the pyramid of Queen Amanishakheto, represents the solar deity Amun?

A) Lion's mouth B) Pyramid C) Rams' head D) Geometric iwan Answer: C Explanation: In this Nubian artwork, a sensitively modeled ram's head protrudes from the center of the ornament, a symbol in Kush, as in Egypt, of the solar deity Amun.

Topic: Africa: Nubia Learning Objective: Describe the function and meaning of African arts.; Recall the history and culture of Nubia.

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7) What African resources flowed through the Nubian kingdom, into Egypt and further lands?

A) Ivory B) Silk C) Tea D) Gold E) Incense Answer: A, D, E Nubia was linked by trade networks to African lands south of the Sahara, and it was through Nubia that the rich resources of Africa—ebony, ivory, gold, incense, and leopard skins—flowed into Egypt.

Topic: Africa: Nubia Learning Objective: Recall the history and culture of Nubia.

Bloom's: Remember Accessibility: Keyboard Navigation 8) What Persian architectural feature is a large vaulted chamber with a pointed-arch opening, first used as an entrance to royal reception halls in Persian palaces, and later adapted to mosque designs?

A) A minaret B) A qibla C) A muqarnas D) An iwan Answer: D Explanation: An iwan is a form that served to mark the entry to a royal reception hall in Persian palaces.

Topic: Islamic art Learning Objective: Recall the rise and influence of Islam.; Recall characteristics of Islamic architecture.; Interpret examples of Islamic architecture.

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9) appear at funerals of important Igbo men of Nigeria, welcoming his spirit to the other world and easing his transition from one stage of being to the next.

A) Nowo B) Minkisi C) Ijele D) Minkondi Answer: C Explanation: Ijele welcome the deceased's spirit into the other world and ease his transition from one stage of being to the next.

Topic: African art Learning Objective: Describe the function and meaning of African arts.; Explain how art is used for spiritual purposes in Africa.

Bloom's: Remember Accessibility: Keyboard Navigation 10) Viewed as an act of prayer, world.

A) sculpture B) calligraphy C) painting D) textiles

became the most highly regarded art in the Islamic

Answer: B Explanation: Calligraphy became the most highly regarded art in Islamic lands, and great calligraphers achieved the renown Europeans accorded to painters and sculptors.

Topic: Islamic art Learning Objective: Explain the appearance and purpose of Islamic arts.; Recall characteristics of Islamic book arts.; Interpret examples of Islamic book arts.

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11) What characteristic of Islamic art can be understood from the work, Bahram Gur and the Princess in the Black Pavilion?

A) Illustrations of people are allowed in secular books in Islamic culture.

B) The artist Shaykhazada disobeyed Islamic law by portraying people.

C) Islamic law permits the depiction of people in religious murals.

D) Art from Islamic culture is abstract and nonfigurative.

Answer: A Explanation: Although the Qur'an could not be illustrated with images, other books could and so books were the major artistic outlets for painters in Islamic culture.

Topic: Islamic art Learning Objective: Explain the appearance and purpose of Islamic arts.; Recall characteristics of Islamic book arts.; Interpret examples of Islamic book arts.

Bloom's: Understand; Analyze Accessibility: Keyboard Navigation 12) What feature in the Great Mosque at Córdoba, Spain demonstrates the cultural exchange between Islam and Byzantium?

A) Mosaics B) Textiles C) Calligraphy D) Pointed arches Answer: A Explanation: Glazed-tile mosaics had been used to decorate buildings since the ancient civilizations of Mesopotamia. The 10th-century ruler who commissioned the mosaics at the Great Mosque sent an ambassador to the Byzantine emperor requesting a master artisan to oversee the work.

Topic: Islamic art Learning Objective: Explain the appearance and purpose of Islamic arts.; Recall the rise and influence of Islam.; Recall characteristics of Islamic architecture.; Interpret examples of Islamic architecture.

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13) What African country was especially receptive to Christianity, and is the location of the unique Church of St. George?

A) Ethiopia B) Benin C) Mali D) Egypt Answer: A Explanation: Ethiopia was especially friendly to Christian teachings, and Christianity became its official religion in the 4th century.

Topic: African art Learning Objective: Recall the influence of Christianity and Islam in Africa.

Bloom's: Remember Accessibility: Keyboard Navigation 14) Why has much of African artwork been lost to history?

A) It was stolen and lost by Spanish pirates.

B) No records were kept of its whereabouts.

C) Islamic armies destroyed it.

D) It was made of perishable material, such as wood.

Answer: D Explanation: Much of the history of African art is lost to us, in part for the simple reason that most art in Africa has been made of perishable materials such as wood.

Topic: African art Learning Objective: Infer the role scholars have in preserving knowledge.; Describe the function and meaning of African arts.

Bloom's: Remember Accessibility: Keyboard Navigation 15) In what city was the House of Wisdom built?

A) Isfahan B) Baghdad C) Mecca D) Alexandria Answer: D Explanation: The Muslim rulers of Iraq created the House of Wisdom in Baghdad, dedicated to translating and preserving texts from throughout the known world, and open to scholars of all faiths.

Topic: Islam–History Learning Objective: Recall the rise and influence of Islam.; Recall characteristics of Islamic book arts.; Infer the role scholars have in preserving knowledge.

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16) The people of Kongo use containers called harnessing the powers of the dead.

A) nowo B) minkisi C) ijele D) iwan

to hold materials that aid in rituals for

Answer: B Explanation: Minkisi, of the Kongo and neighboring peoples of central Africa, are among the best-known and most visually compelling works of spiritual agency.

Topic: African art Learning Objective: Describe the function and meaning of African arts.; Explain how art is used for spiritual purposes in Africa.

Bloom's: Remember Accessibility: Keyboard Navigation 17) From what feature of the Congregational Mosque at Kairouan does a crier call the faithful to prayer five times a day?

A) Qibla B) Minaret C) Mihrab D) Courtyard Answer: B Explanation: Over the entry to the mosque courtyard rises a large, square tower called a minaret. From its height a crier calls the faithful to prayer five times a day.

Topic: Islam–History; Islamic art Learning Objective: Recall characteristics of Islamic architecture.; Interpret examples of Islamic architecture.

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18) What feature is used in art from Benin royal altars to support the concept of sacred kingship, as in the altar dedicated to King Ovonramwen?

A) Hierarchical scale B) Asymmetry C) Geometric patterns D) Gold leafing Answer: A Explanation: To dramatize and support sacred kingship, Benin artists composed altars that conveyed the king's centrality through symmetrical composition, his importance through hierarchical scale, and the symbolic role of his head through proportion.

Topic: African art; Africa: Benin Learning Objective: Describe the function and meaning of African arts.; Recall the history and culture of Benin.; Interpret Benin objects and works of art.; Explain how art is used for spiritual purposes in Africa.

Bloom's: Remember Accessibility: Keyboard Navigation 19) What purpose does a crown serve to Yoruba rulers, such as the one shown on Ariwajoye I? A) A representation of the link between the living king and his godly ancestors B) Visual testimony to the king's fearsome prowess C) A symbol of the water goddess Nowo D) A representation of the Yoruba ideal of beauty and modesty Answer: A Explanation: The crown seen on Yoruba ruler Ariwajoye I gives form to the idea that the living king is one with his godly ancestors, for in wearing it his head merges with theirs, and their many eyes look out.

Topic: African art; Africa: Yoruba Learning Objective: Describe the function and meaning of African arts.; Recall the history and culture of Yoruba.; Interpret Yoruba objects and works of art.; Explain how art is used for spiritual purposes in Africa.

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20) What is a primary purpose of the African masquerade?

A) To bring the spirits themselves into the community B) To establish local cultural values C) To relate historical tales to outsiders D) To worship the sun god, Amun Answer: A Explanation: Involving sculpture, costume, music, and movement, a African masquerade seeks to bring the spirits themselves into the community.

Topic: African art Learning Objective: Describe the function and meaning of African arts.; Explain how art is used for spiritual purposes in Africa.

Bloom's: Remember Accessibility: Keyboard Navigation 21) The smooth surfaces and D-shaped eyes are characteristic of works from what culture?

A) Berber B) Nok C) Yoruba D) Nubian Answer: B Explanation: The smooth surfaces and D-shaped eyes are characteristic of works from the culture known as Nok, named after the town in Nigeria where the first examples of its art were found.

Topic: African art; Africa: Nok Learning Objective: Recall the history and culture of Nok.; Interpret Nok objects and works of art.

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22) How can the Dogon sculpture of the seated couple best be described?

A) Ornamented and intricate B) Abstract and symbolic C) Cut from volcanic rock D) Naturalistic Answer: D Explanation: The sculpture portrays a couple seated side by side, rendered in a highly conventionalized, abstract manner. As often in African sculpture, abstraction is a clue here that the work represents not specific people but spirits or ideas.

Topic: African art; Africa: Dogon Learning Objective: Describe the function and meaning of African arts.; Recall the history and culture of the Dogon.; Interpret Dogon objects and works of art.; Explain how art is used for spiritual purposes in Africa.

Bloom's: Understand Accessibility: Keyboard Navigation 23) Discuss the similarities and differences between Egyptian and other African cultures in history and art.

Answer: Egyptian culture arose in Africa and was the creation of African peoples. The Nile that nourished Egypt also supported kingdoms farther south in a region called Nubia. A famous Nubian kingdom, Kush, produced gold ornaments found in tombs. The sculptural iconography and style in these ornaments identified with the deities and architecture of ancient Egyptian art linked to the Mediterranean world. Farther west, Arab armies carried their conquests across the Mediterranean and eventually the African people known as the Berbers were converted to Islam.

African Islamic art was a result of the spread of Islam along ancient trade routes to the south.

Islamic travelers found literally hundreds of cultures south of the Sahara, each with its own distinctive art forms. More than any other artistic tradition, the arts of Africa challenge us with their forms, impulses, and purposes.

Topic: Islamic art; African art Learning Objective: Explain the appearance and purpose of Islamic arts.; Describe the function and meaning of African arts.; Recognize themes and interdisciplinary relationships in Islamic and African art.

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24) Explain the role of calligraphy as an important form of art in Islamic cultures. Why did the art become so prominent?

Answer: Writing out the Qur'an is viewed as an act of prayer. Calligraphy thus became the most highly regarded art in Islamic land, and great calligraphers achieved the renown Europeans accorded to painters and sculptors. Images of animate beings were never illustrated. Instead, artists ornamented manuscripts with geometric patterns and stylized plant forms.

Topic: Islamic art Learning Objective: Explain the appearance and purpose of Islamic arts.; Recall the rise and influence of Islam.; Recall characteristics of Islamic book arts.; Interpret examples of Islamic book arts.

Bloom's: Understand Accessibility: Keyboard Navigation 25) Describe the emergence of photography in Africa. How did images of Africa taken by African photographers differ from those of their European counterparts?

Answer: Photography arrived in Africa less than a year after its invention in 1839. European explorers brought cameras to document their trips, and soon African artists began taking photographs. Photographs taken by Africans show the culture as they saw it, free from outside stereotypes. European photographers often turned their African subjects into exotic specimens for curious European viewers, whereas African photographers represented their subjects with dignity and respect for their culture.

Topic: African art; Medium: Photography Learning Objective: Interpret examples of African photography.

Bloom's: Understand Accessibility: Keyboard Navigation 26) Compare and contrast the mosaics found in mosques with those in a Byzantine church, explaining the cultural and doctrinal reasons for the differences.

Answer: Where the mosaics in a Byzantine church might depict Jesus, Mary, and saints, the mosaics in a mosque do not portray any people, much less images of God. The Qur'an contains a stern warning against the worship of idols, and this led to a doctrine prohibiting images of animate beings in religious contexts. The creative result was decorative geometric patterns and stylized plant forms. Arabic script also became an important element of decoration.

Topic: Islam–History; Islamic art Learning Objective: Explain the appearance and purpose of Islamic arts.; Recall the rise and influence of Islam.; Recall characteristics of Islamic architecture.; Interpret examples of Islamic architecture.

Bloom's: Analyze Accessibility: Keyboard Navigation

27) Discuss the use and significance of proportion and scale in Benin sculpture.

Answer: Like the rulers of ancient Egypt, Benin kings are viewed as sacred beings, which is common in many African societies. Art is employed to dramatize and support this concept of a sacred kingship. Royal altars were dedicated to the king's hand, a symbol of physical prowess.

Hands are depicted around its base where they alternate with rams' heads. The king is shown seated atop the altar flanked by attendants in a symmetrical composition, which expresses a social hierarchy. The king is at the center and is portrayed larger than the other figures, which employs scale as an indication of importance. Proportionally, the king takes up one-third of his total height. Representations of the king manifest themselves through the use of proportion.

Topic: African art; Africa: Benin; Principle: Scale and Proportion Learning Objective: Describe the function and meaning of African arts.; Recall the history and culture of Benin.; Interpret Benin objects and works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation 28) Explain the symbolism of Yoruba or Dogon sculpture, referring to specific aspects of a work or works to illustrate your statements.

Answer: Responses will vary depending on the selection of artwork. Yoruba kings are regarded as sacred and art serves to dramatize their exceptional nature. Sculpture, royal robes, and crowns are highly decorated with abstracted figures and animals. Beaded bird heads form the pinnacle of the crowns, which refer to female ancestors from whom the king draws power. Sculptural male and female figures represent broad-based strength and ritual generation of new life. Gender roles are also the subject of Dogon sculpture. Figures are abstracted, which suggests that the work represents spirits and ideas, not specific people. There is a fundamental unity, but placement and gestures represent symbolic concepts.

Topic: African art; Africa: Yoruba; Africa: Dogon Learning Objective: Describe the function and meaning of African arts.; Recall the history and culture of Yoruba.; Interpret Yoruba objects and works of art.; Recall the history and culture of the Dogon.; Interpret Dogon objects and works of art.; Explain how art is used for spiritual purposes in Africa.

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29) Consider the Congregational Mosque of Kairouan, Tunisia. Discuss briefly its design, its religious functions, and the origins of its forms.

Answer: The Congregational Mosque of Kairouan incorporated the elements of the Prophet Muhammad's residence into a monumental form. A mosque is a place for congregational prayer and consists of a large rectangular prayer hall, with an open courtyard that rises to a large square tower called a minaret, modeled on a Roman lighthouse. From the height of the minaret a crier calls the faithful to prayer five times a day.

Topic: Islam–History; Islamic art; Architecture Learning Objective: Recall the rise and influence of Islam.; Recall characteristics of Islamic architecture.; Interpret examples of Islamic architecture.

Bloom's: Analyze Accessibility: Keyboard Navigation 30) Consider the Seated Couple sculpture of the Dogon culture. Discuss what this work reveals about gender roles and the status of the family within the culture in which it was created.

Answer: Complementary gender roles are the subject of the Seated Couple. The sculpture portrays a couple seated side by side on a stool, which links them physically and symbolically.

The man is slightly larger and speaks for the couple through his gestures, suggesting concepts of nurturing and procreation, while the female is quiet. The figures are highly conventionalized and abstract, which suggests that the work represents spirits and ideas, not specific people.

Topic: African art; Africa: Dogon Learning Objective: Describe the function and meaning of African arts.; Recall the history and culture of the Dogon.; Interpret Dogon objects and works of art.

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31) With reference to the Temne nowo masquerade, discuss the purpose of masks in African cultures, highlighting spiritual and communal uses. How have outsiders to African culture misinterpreted the meanings of African masks?

Answer: In Western museums, masks are commonly exhibited and admired as sculpture. In Africa, masks are never displayed as an art form; they appear only in motion as the heads or faces of spirits that have appeared in a human community. The nowo is the guiding spirit of a Temne women's organization called Bondo, which regulates female affairs and prepares young girls for initiation into adult status and into the community. During this time they need protection, guidance, and sponsorship of spirits to make the transition. In a masquerade ceremony the nowo appears as a lustrous black mask, representing the Temne ideal of feminine beauty and modesty. The rings around the base symbolize transformation and the emergence. A white scarf tied to the nowo' selaborate hairstyle indicates empathy for the initiates under her care.

Topic: African art Learning Objective: Describe the function and meaning of African arts.; Explain how art is used for spiritual purposes in Africa.

Bloom's: Analyze Accessibility: Keyboard Navigation 32) Discuss how the Islamic architecture was colored by the culture of Persia, giving examples of architecture in the text.

Answer: During the 12th century, Persian architecture inspired a new form of mosque, such as the Friday Mosque at Isfahan. The entrance is a large vaulted chamber whose pointed arch is set in a rectangular frame, an iwan, covered with blue glazed mosaic tile, which was a specialty of Persian artists. Four sides of the mosque's courtyard are set with an iwan, which became a standard configuration in Persia, and into Egypt. The Taj Mahal in India is based on Persian architectural forms, and each of its four facades is set with an iwan.

Topic: Islam–History; Islamic art; Architecture Learning Objective: Explain the appearance and purpose of Islamic arts.; Recall the rise and influence of Islam.; Recall characteristics of Islamic architecture.; Interpret examples of Islamic architecture.

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33) Discuss the art in Africa as an agent to engage spiritual powers, giving examples of specific art forms that allow this interaction.

Answer: Art in Africa often serves as an agent to bring about some desired state of affairs, usually through contact with spirit powers. The most well known and visually compelling are the power figures of the minkisi, of the Kongo and neighboring central Africa. Minkisi are containers and hold materials that allow a ritual specialist to harness the powers of the dead in the service of the living. Almost any container can be a nkisi, but the most famous minkisi outside Africa are statues of ferocious hunters. These figures are called minkondi and hunt down witches and wrongdoers. A nkondi (singular form) begins as a plain carved figure; then, to empower it, the ritual specialist adds packets of materials to its surface, materials linked to the dead and the dire punishments the nkondi will be asked to inflict. Other materials can be added, such as a hunting net to remind him of his purpose or mirrors on the eyes to see approaching witches. To invoke the nkondi, the specialist violently drives iron nails or blades into it.

Topic: African art; Africa: Nok; Africa: Benin; Africa: Yoruba; Africa: Dogon Learning Objective: Describe the function and meaning of African arts.; Recall the history and culture of Nok.; Interpret Nok objects and works of art.; Recall the history and culture of Benin.; Interpret Benin objects and works of art.; Recall the history and culture of Yoruba.; Interpret Yoruba objects and works of art.; Recall the history and culture of the Dogon.; Interpret Dogon objects and works of art.; Explain how art is used for spiritual purposes in Africa.

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Living with Art, 12e (Getlein) Chapter 19 Arts of Asia 1) How do some scholars interpret the relaxed abdomen on the small Indus sculpture of a torso from your text?

A) Indus people were severely overweight.

B) Indus culture feared malnutrition.

C) Indus people practiced breathing exercises.

D) Indus culture prized fertility above all else.

Answer: C Explanation: Scholars have interpreted the relaxed abdomen as a sign that the Indus people practiced the breathing exercises we know from later Indian culture as a component of yoga.

Topic: India–History; Indian art Learning Objective: Explain styles, themes, and history of Indian arts.; Recall the history and culture of the Indus Valley.; Interpret Indus objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 2) Buddhism was a reaction to what feature of Aryan culture?

A) Rigid social order as laid out by Brahmins B) Ideas of nonattachment C) The cyclical nature of time D) Meditation for spiritual insight Answer: A Explanation: In Aryan society, Brahmins began to impose rigid ideas about social order derived from the Vedas, their sacred texts. Numerous spiritual leaders, including the Buddha, sought to escape this hierarchical way of living.

Topic: India–History Learning Objective: Recall the beliefs of Buddhism in India.

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3) Housing the Buddha's remains, a A) stupa B) yakshi C) mudra D) chattri

is a solid earthen mound faced with stone.

Answer: A Explanation: After his death, his cremated remains were distributed among eight memorial mounds called stupas.

Topic: India–History Learning Objective: Recall the beliefs of Buddhism in India.; Interpret examples of Indian Buddhist art.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What belief is common to both Hinduism and Buddhism?

A) Monotheism B) Time is cyclical C) Social hierarchy D) Devotion to deities Answer: B Explanation: This cyclical nature of time is evident in the imagery presented in Hindu and Buddhist art forms.

Topic: India–History Learning Objective: Recall the beliefs of Buddhism in India.; Recall the beliefs of Hinduism in India.

Bloom's: Remember Accessibility: Keyboard Navigation 5) What did the temple complex known as Angkor Wat indicate about Khmer rulers?

A) Humility and devotion B) Adherence to Zen Buddhism C) Position as a "god-king" D) Spiritual leaders of the Jain religion Answer: C Explanation: Taking the title devaraja, "god-king," Khmer rulers identified themselves with a deity such as Vishnu, Shiva, or the bodhisattva Lokeshvara.

Topic: India–History Learning Objective: Interpret examples of Indian Buddhist art.; Interpret examples of Hindu art.

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6) The carved figures of voluptuous women and sensuous couple on the outside of Hindu temples, demonstrate a belief in , spirits that embody ideas of fertility and abundance.

A) yakshi B) shikhara C) stupas D) Vedas Answer: A Explanation: On northern temples such as the Kandariya Mahadeva, voluptuous women and sensuous loving couples are depicted. These sculptures demonstrate how belief in such auspicious presences as yakshi, nature spirits embodying ideas of fertility and abundance, found a place in Hinduism.

Topic: India–History; Indian art Learning Objective: Explain styles, themes, and history of Indian arts.; Recall the beliefs of Hinduism in India.; Interpret examples of Hindu art.

Bloom's: Remember Accessibility: Keyboard Navigation 7) What are a few characteristics associated with Mughal culture?

A) Designed palaces based on a mandala B) Influenced by Persian culture C) Illustrated books decorated with jewel-toned palettes D) The Taj Mahal E) Fusion of Buddhism and Islam Answer: B, C, D Like most Islamic groups from Central Asia, the Mughals were influenced by Persian culture. In India, Persian forms mingled with Indian elements to create a uniquely Indian form of Islamic art and architecture, as seen in the Taj Mahal. Illustrated books were a second great Persian artistic tradition. Indian painters absorbed the Mughal love of detail and jewel-toned palette, while retaining the decorative flatness and saturated color of earlier Indian manuscript painting.

Topic: India–History; Indian art Learning Objective: Recall characteristics of Mughal culture; Interpret examples of Mughal art.

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8) In what medium did Lala Deen Dayal work?

A) Architecture B) Photography C) Painting D) Calligraphy Answer: B Explanation: Lala Deen Dayal is widely considered the most important photographer working in 19th-century India.

Topic: India–History; Indian art Learning Objective: Infer the development of Indian art in the modern era.; Recall the artistic contributions of Lala Deen Dayal.

Bloom's: Remember Accessibility: Keyboard Navigation 9) What is a principle aim of Daoism?

A) The creation of a peaceful society B) Victory against evil forces C) To link social order with cosmic order D) To bring human life into harmony with nature Answer: D Explanation: A dao is a way or a path, and the Dao is the Way of the Universe. Daoism is concerned with bringing human life into harmony with nature.

Topic: China–History Learning Objective: Recall the beliefs of Daoism Bloom's: Remember Accessibility: Keyboard Navigation

10) What themes, associated with Confucianism, can be seen in the Funerary Sculpture of a Pair of Officials from your text?

A) Social status B) Court protocol C) Search for immortality D) Embrace of the natural world E) Loyalty to superiors Answer: A, B, E The Funerary Sculpture of a Pair of Officials illustrates the rigidity of the Confucian social hierarchy. The large ceramic sculptures depict two court officials dressed in the formal attire and headgear of their office. They stand with hands clasped and eyes fixed, as if they await instructions from their superior. These glazed, molded figures demonstrate that social status was thought to remain even after death.

Topic: China–History; Chinese art Learning Objective: Recall the philosophy of Confucianism.; Recall the history and culture of the Tang dynasty.; Interpret Tang objects and works of art.

Bloom's: Understand Accessibility: Keyboard Navigation 11) What features are associated with shinmei architecture, as seen in the temple complex of Ise? A) Simple forms and natural materials B) Elegant designs C) Highly colored decorative designs D) Pagoda structures and multiple roof lines Answer: A Explanation: The most famous example of shinmei is a shrine complex at Ise. Shinmei shows a taste for simple forms and natural materials that is one of the themes of Japanese art.

Topic: Japan–History; Japanese art Learning Objective: Discuss the history of the arts in Japan.

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12) What religion is most embodied in Li Cheng's Solitary Temple amid Clearing Peaks?

A) Daoism B) Buddhism C) Shintoism D) Hinduism Answer: A Explanation: Li Cheng's vision of nature ordered by some higher force and human life in harmony with it clearly echoes the ideas of Daoism.

Topic: China–History; Chinese art Learning Objective: Describe the appearance and subject of Chinese arts.; Recall the beliefs of Daoism; Interpret Daoist objects and works of art.; Recall the history and culture of the Song dynasty.; Interpret examples of Song painting, especially landscape.

Bloom's: Analyze Accessibility: Keyboard Navigation 13) Along what path did Buddhism spread?

A) China to India and eventually to Japan B) Japan to Korea and on to India C) India to China and then to Japan D) Japan to China, ending in India Answer: C Explanation: Recall that Buddhism began in India with the Buddha. It then spread to China and eventually Japan.

Topic: India–History; China–History; Japan–History Learning Objective: Recall the beliefs of Buddhism in India.; Recall the history and culture of the Tang dynasty.; Recall the beliefs of Buddhism in China.; Recall the history and culture of the Asuka period.; Recognize themes and interdisciplinary relationships in Indian, Chinese, and Japanese art.

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14) During what period did Chinese culture reach the islands of Japan?

A) Asuka B) Kamakura C) Momoyama D) Edo Answer: A Explanation: Japan was profoundly transformed during the Asuka period (552–646 C.E.), when elements of Chinese culture reach the Japanese islands.

Topic: Japan–History Learning Objective: Discuss the history of the arts in Japan.; Recall the history and culture of the Asuka period.

Bloom's: Remember Accessibility: Keyboard Navigation 15) What artifact was discovered in the tomb of the first Qin emperor, Shihuangdi?

A) A huge terra-cotta army B) The original Bodhisattva Guide of Souls C) Buddhist mandalas D) Preface to the Diamond Sutra Answer: A Explanation: Shihuangdi was obsessed with attaining immortality and filled his burial tomb with thousands of life-size terra-cotta figures to defend him.

Topic: China–History; Chinese art Learning Objective: Describe the appearance and subject of Chinese arts.; Recall the history and culture of the Qin dynasty.; Interpret Qin objects and works of art.

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16) What characteristics are common to Song landscape paintings?

A) Vertical format B) Shallow space C) Vibrant colors D) Shrouding mists E) Crowds of people F) Flowing water Answer: A, D, F Common features of Song-era landscape paintings include: mobile midair perspective; monochrome ink; vertical format; flowing water; shrouding mists; and a buildup of forms culminating in towering mountains.

Topic: Chinese art Learning Objective: Describe the appearance and subject of Chinese arts.; Recall the history and culture of the Song dynasty.; Interpret examples of Song painting, especially landscape.

Bloom's: Understand Accessibility: Keyboard Navigation 17) What distinctive aspect of Japanese illustration can be seen in the hand scroll The Tale of Genji?

A) Portrayal of extreme emotion in the figures B) A nearly empty background where figures float in space C) Removal of the roof to show an interior space D) A raw, untrained approach Answer: C Explanation: As in all the Genji illustrations, we are given a bird's-eye view of an interior with the roof conveniently removed so we can see inside.

Topic: Japanese art Learning Objective: Discuss the history of the arts in Japan.; Recall the history and culture of the Heian period.; Interpret objects and works of art from the Heian period.

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18) Buddhism spread to other parts of Asia through what means?

A) European texts B) The Silk Road C) Traveling Indian architects D) The printing press Answer: D Explanation: In addition to commodities, ideas also traveled along the Silk Road. Like other religions, Buddhism spread with the help of traders and merchants who traveled the network.

Topic: India–History; China–History Learning Objective: Recall the beliefs of Buddhism in India.; Recall the beliefs of Buddhism in China.; Infer the influence of the Silk Road on China and beyond.

Bloom's: Remember Accessibility: Keyboard Navigation 19) What is a koan designed to do?

A) Demonstrate morality through narrative B) Bring meditative sleep C) Provide "short-circuit" logical thought patterns D) Develop vision in the dark Answer: C Explanation: The best-known Zen teaching tools are koan, irrational questions designed to "short-circuit" logical thought patterns.

Topic: Japan–History Learning Objective: Recall the history and culture of the Kamakura period.; Recall the history and culture of the Muromachi period.

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20) Zen priest-painters used a painting technique called haboku, "splashed ink," which helped to express what theme?

A) Sudden enlightenment B) Man's complete control of nature C) The violence of death D) The dualism of existence Answer: A Explanation: Enlightenment in Zen is above all sudden. Zen priest-painters embodied this sudden appearance of meaning out of chaos in a painting technique called haboku, "splashed ink."

Topic: Japanese art Learning Objective: Recall the history and culture of the Kamakura period.; Interpret objects and works of art from the Kamakura period.; Recall the history and culture of the Muromachi period.; Interpret objects and works of art from the Muromachi period.

Bloom's: Remember Accessibility: Keyboard Navigation 21) What religion is the focus of the work, Bodhisattva Guide of Souls?

A) Zen B) Pure Land Buddhism C) Daoism D) Jain Answer: B Explanation: The Tang work, Bodhisattva Guide of Souls, portrays Pure Land Buddhism, the most popular form of Buddhism in China at the time.

Topic: China–History; Chinese art Learning Objective: Describe the appearance and subject of Chinese arts.; Recall the history and culture of the Tang dynasty.; Interpret Tang objects and works of art.; Recall the beliefs of Buddhism in China.; Interpret examples of Chinese Buddhist art.

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22) How did early Buddhist art depict the Buddha?

A) Calligraphic writing B) Symbols of his presence C) Decorative organic shapes D) Shrouds of mist Answer: B Explanation: Symbolic images of the Buddha included an empty chair, which represented his presence, a pair of footprints, to indicate the ground where he walked, or a parasol to represent the space he occupied.

Topic: Indian art Learning Objective: Explain styles, themes, and history of Indian arts.; Interpret examples of Indian Buddhist art.

Bloom's: Understand Accessibility: Keyboard Navigation 23) What was the principle aim of art created during the early days of the People's Republic of China?

A) Confucian ideals B) Communist propaganda C) Modern Buddhist thought D) Western ideals of democracy Answer: B Explanation: Chinese art during the mid-20th century was used as a propaganda tool promoting Socialist or Communist values.

Topic: China–History; Chinese art Learning Objective: Describe the appearance and subject of Chinese arts.; Infer the development of Chinese art in the modern era.

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24) What was perhaps the most important art form in the Japanese Heian period?

A) Calligraphy B) Poetry C) Scroll painting D) Sculpture Answer: B Explanation: In the Heian period, perhaps the most important art was poetry. Through the miniature thirty-one-syllable form known as tanka, men and women communicated their feelings for each other, but always indirectly.

Topic: Japan–History; Japanese art Learning Objective: Discuss the history of the arts in Japan.; Recall the history and culture of the Heian period.

Bloom's: Remember Accessibility: Keyboard Navigation 25) Discuss the scholar-artists of China in relation to professional artists in historic China.

Answer: During the Song dynasty, a new social class began and scholars were the product of an examination system designed to recruit the finest minds. Education was in the classic texts and its purpose was to produce the Confucian ideal of a cultivated person. In contrast to the professional artists, scholar-painters were not to sell their work but give it freely to one another as a token of friendship or in thanks for a favor.

Topic: Chinese art Learning Objective: Recall the lives of early Chinese scholars.; Recall the history and culture of the Yuan dynasty.; Recall the history and culture of the Ming dynasty.

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26) Select two art works from Japanese culture and explain several ways in which these works illustrate Japanese tastes for simple forms and natural materials.

Answer: Responses will vary depending on the selection of artwork. Japanese culture comes into clearer focus during the first centuries of our era. Cylindrically shaped terra-cotta figures, called haniwa, embody the taste for simple forms and natural material. Housed in a structure made of raised wooden piles and a thatched roof, the shrines are left unpainted as the haniwa were left unglazed. A later example of this aesthetic can be seen in Hasegawa Tōhaku's Pine Wood, which was painted with great simplicity in ink on paper, featuring ghostly trees that appear through veils of mist.

Topic: Japan–History; Japanese art Learning Objective: Discuss the history of the arts in Japan.; Recall the history and culture of the Asuka period.; Interpret objects and works of art from the Asuka period.; Recall the history and culture of the Heian period.; Interpret objects and works of art from the Heian period.; Recall the history and culture of the Kamakura period.; Interpret objects and works of art from the Kamakura period.; Recall the history and culture of the Muromachi period.; Interpret objects and works of art from the Muromachi period.; Recall the history and culture of the Momoyama period.; Interpret objects and works of art from the Momoyama period.; Recall the history and culture of the Edo period.; Interpret objects and works of art from the Edo period.

Bloom's: Analyze Accessibility: Keyboard Navigation 27) Compare and contrast the influences that the religions of Asia have had on the arts of those regions. Relate your statements to specific works of art.

Answer: Responses will vary depending on the selection of artwork. Art forms are a result of philosophy and belief systems of different cultures, and physical objects play a part in the representation of these beliefs and bring tangibility to the unknown. The Silk Road helped bring Buddhism into both China and Japan, where it merged with local beliefs to form new syncretistic sects.

Topic: India–History; Indian art; China–History; Chinese art; Japan–History; Japanese art Learning Objective: Describe the appearance and subject of Chinese arts.; Recall the beliefs of Buddhism in China.; Interpret examples of Chinese Buddhist art.; Infer the influence of the Silk Road on China and beyond.; Discuss the history of the arts in Japan.; Recognize themes and interdisciplinary relationships in Indian, Chinese, and Japanese art.

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28) Discuss the formal innovations of Song landscape painting. Support your response with details from a specific work.

Answer: Song painters cast their own long shadow over the future with a focus on the landscape. The Song style of monumental landscape was largely the creation of Li Cheng. In his hands, the elements—mobile mid-air perspective, monochrome ink, vertical format, flowing water, shrouding mists, and a buildup of forms culminating in towering mountains—were gathered into a newly harmonious and spacious whole.

Topic: Chinese art Learning Objective: Describe the appearance and subject of Chinese arts.; Recall the history and culture of the Song dynasty.; Interpret examples of Song painting, especially landscape.

Bloom's: Analyze Accessibility: Keyboard Navigation 29) Explain the relationships and influences between the cultures and arts of China and Japan.

Make reference to specific works, styles, artists, and/or periods to support your statements.

Answer: Responses will vary depending on the selection of artworks. Japan was profoundly transformed during the Asuka period when elements of Chinese culture reached the islands through the intermediary of Korea. One profound and lasting acquisition was Buddhism, accompanied by the art and architecture that China had developed from this religion.

Topic: China–History; Chinese art; Japan–History; Japanese art Learning Objective: Describe the appearance and subject of Chinese arts.; Recall the beliefs of Daoism; Interpret Daoist objects and works of art.; Recall the beliefs of Buddhism in China.; Interpret examples of Chinese Buddhist art.; Discuss the history of the arts in Japan.; Recognize themes and interdisciplinary relationships in Indian, Chinese, and Japanese art.

Bloom's: Analyze Accessibility: Keyboard Navigation 30) Consider the Kandariya Mahaveda temple and identify the civilization with which it is associated. Compare and contrast the structure and symbolism of this work with that of European cathedrals.

Answer: A masterpiece for the monumental Indian Hindu religion is the Kandariya Mahaveda temple. Similar to the construction system of cathedrals, Indian architects worked with post-andlintel construction techniques, but unlike the massive interiors of European cathedrals, which were required for large congregations, the interior of the temple is smaller. Hindu religious practices are not based in congregational, but individual, worship. As cathedrals represent the expression of Christian ideals, Hindu temples are conceived as a cosmic mountain that houses a statue in which the deity is believed to be present.

Topic: India–History; Indian art Learning Objective: Explain styles, themes, and history of Indian arts.; Recall the beliefs of Hinduism in India.; Interpret examples of Hindu art.

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31) Summarize the importance of the Silk Road. How did it help disseminate ideas, as well as material objects? Discuss how the Mogao Caves in Dunhuang, China exemplify the essence of the Silk Road.

Answer: The Silk Road was a network of trade routs, focused on transporting goods around Asia and into Europe. It had ancient roots, as goods such as silk, horses, spices, and jade made their way from Asia all the way to western Europe. In addition to material goods, ideas and cultural beliefs were spread along the routes. Buddhism was especially successful at this.

The Mogao Caves in Dunhuang, China feature a Buddhist shrine that is a testament to this dissemination of religion and ideas.

Topic: India–History; Indian art; China–History; Chinese art Learning Objective: Recall the beliefs of Buddhism in India.; Describe the appearance and subject of Chinese arts.; Recall the beliefs of Buddhism in China.; Interpret examples of Chinese Buddhist art.; Infer the influence of the Silk Road on China and beyond.; Recognize themes and interdisciplinary relationships in Indian, Chinese, and Japanese art.

Bloom's: Understand Accessibility: Keyboard Navigation 32) Describe the culture of Edo period Japan, especially in the capital. Why was it known as ukiyo? Discuss how the artists Katsushika Hokusai and Ando Hiroshige did or did not incorporate the style of ukiyo-e.

Answer: In the capital of Edo, the pleasure quarter and theater district of Edo became known as ukiyo, the "floating world," a place to escape life's difficulties. Edo era woodblock prints have become known as ukiyo-e, "images of the floating world." These images portrayed the new urban playground, where townspeople and samurai went to relax. Beautiful women, famous actors, scenes set in tea houses and bath houses, scenes from folktales and ghost stories—these were some of the most popular subjects of ukiyo-e.

Masters of the woodblock print, Hokusai and Hiroshige left behind the traditional subject matter of ukiyo-e and turned their attention to a new subject, landscape.

Topic: Japan–History; Japanese art Learning Objective: Discuss the history of the arts in Japan.; Recall the history and culture of the Edo period.; Interpret objects and works of art from the Edo period.

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33) Discuss the Indus Valley civilization in regard to its location, architecture, and art forms.

What themes are present in the art of Indus cultures that carry forward to subsequent eras?

Answer: The Indus civilization developed in the Indus River valley of the Hindu Kush mountain range, which today is Pakistan. The engineering skills of the Indus architects were quite advanced, building their cities on stone foundations with straight stone-paved streets laid out in a grid pattern. Houses were constructed of fired brick.

The few artifacts found, including a small sandstone torso, revealed softly modeled, rounded forms, differing dramatically from ancient Mediterranean sculpture. A carved seal stone reveals an Indus writing system and includes a figure in a classic pose of meditation and images that suggest later Hindu gods.

Topic: India–History; Indian art Learning Objective: Explain styles, themes, and history of Indian arts.; Recall the history and culture of the Indus Valley.; Interpret Indus objects and works of art.

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Living with Art, 12e (Getlein) Chapter 20 Arts of the Pacific and of the Americas 1) What is the role of the Kwakiutl mask?

A) Symbol for victory in war and games B) Guardian of the stars C) Healing spirit for the sick D) Mythical bird who eats human flesh Answer: D Explanation: The flamboyant Kwakiutl mask makes manifest the four mythical Cannibal Birds who live at the north end of the world and eat human flesh.

Topic: North American Learning Objective: Recall the history and culture of the Pacific Northwest.; Interpret objects and works of art from the Pacific Northwest.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What is a similarity between the feather cloaks of Hawaii and the meetinghouses of the Maori people of New Zealand?

A) They both are imbued with protective powers of the gods.

B) They both represent human control over natural forces.

C) They both commemorate important war victories.

D) They both are used exclusively by women.

Answer: A Explanation: The function of a cloak was to be worn for protective power. The architectural structure of the meetinghouses symbolically represented the "body" of the supreme deity of the Maori.

Topic: Pacific cultures Learning Objective: Explain the art of Pacific Cultures.; Recall the beliefs of the Polynesian; Interpret Polynesian objects and works of art.; Recall the beliefs of the Maori.; Interpret Maori objects and works of art.

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3) How was the tumbaga pendant showing a Tairona ruler created?

A) Carving B) Etching C) Casting D) Assembling Answer: C Explanation: This pendant was made by an artist of the Tairona culture, using the lost-wax method and fashioned from a gold and copper alloy, called tumbaga.

Topic: The Americas; South and Central America Learning Objective: Describe the art and architecture of the diverse cultures of the Americas.; Recall the history and culture of the Tairona.; Interpret Tairona objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 4) What Polynesian practice, considered sacred, was performed ritually by a specialist, known as a tukuka?

A) Tattooing B) Scarification C) Foot binding D) Forehead elongation Answer: A Explanation: The act of tattooing was considered sacred by the Marquesans. It was performed ritually by a specialist, a tukuka, who invoked the protective presence of specific deities.

Topic: Pacific cultures Learning Objective: Explain the art of Pacific Cultures.; Recall the beliefs of the Polynesian; Interpret Polynesian objects and works of art.; Infer the reasons for body art in various cultures.

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5) What culture is often called the "mother culture" because it seemed to have institutionalized the features that mark later civilizations in the Mesoamerican region?

A) Inca B) Olmec C) Maya D) Aztec Answer: B Explanation: Olmec civilization, which flourished between about 1500 and 300 B.C.E., is often called the "mother culture" of Mesoamerica. The principal Olmec centers were concentrated in a small region on the Gulf Coast of Mexico, but their influence extended over a much larger area.

Topic: The Americas; Mesoamerica Learning Objective: Recall the geography and culture of Mesoamerica.; Recall the history and culture of the Olmec.

Bloom's: Remember Accessibility: Keyboard Navigation 6) What is now understood to be the primary concern of Mayan art?

A) Recording history B) Depicting cosmic events C) Jewelry and other symbols of wealth D) Everyday use Answer: A Explanation: The first scholars to study the Maya believed that their art was primarily sacred and depicted cosmic events such as stories of the gods. Thanks to our understanding of Maya writing, we now realize that Maya art is almost entirely concerned with history.

Topic: The Americas; Mesoamerica; South and Central America Learning Objective: Recall the geography and culture of Mesoamerica.; Recall the history and culture of the Maya.; Interpret Maya objects and works of art.

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7) What was the preferred material for the early Olmec and Maya cultures?

A) Gold B) tumbaga C) Jade D) Fiber Answer: D Explanation: Gold became popular among later Mesoamerican cultures (Aztec, Tairona, Mixtec), but earlier cultures such as the Olmecs and the Maya had preferred jade.

Topic: The Americas; Mesoamerica; South and Central America Learning Objective: Recall the geography and culture of Mesoamerica.; Recall the history and culture of the Olmec.; Recall the history and culture of the Maya.; Recognize themes and interdisciplinary relationships in arts of the Pacific and of the Americas.

Bloom's: Remember Accessibility: Keyboard Navigation 8) What is the essential concern of many arts of the North American Indians?

A) Cosmology B) Daily life C) Record keeping D) Procreation Answer: B Explanation: Many arts of later North American Indians are arts of daily life: portable objects such as baskets, clothing, and tools imbued with meaning that goes far beyond their practical functions.

Topic: The Americas; North American Learning Objective: Recall the history and culture of the Eastern Woodlands.; Recall Pueblo history and culture.; Recall Plains history and culture.

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9) The monumental sculptures of Easter Island were carved from what material?

A) Jade B) Marble C) Terra cotta D) Volcanic rock Answer: D Explanation: These statues were quarried and partially carved in the island's volcanic mountains.

Topic: Pacific cultures Learning Objective: Explain the art of Pacific Cultures.; Recall the beliefs of Easter Island.; Interpret objects and works of art from Easter Island.; Recall the beliefs of the Polynesian; Interpret Polynesian objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 10) Why are many Mimbres ceramics, recovered from graves, shattered or pierced?

A) The craftsmanship was low level.

B) They represent the breaking of the human body in death.

C) They are works that were rejected by the artist.

D) The circumstances of death were less than honorable.

Answer: B Explanation: Mimbres ceramic vessels were used in households in some manner, but as grave goods the vessels often seem to have been ritually "killed," representing human death and the release of the soul.

Topic: The Americas; North American Learning Objective: Describe the art and architecture of the diverse cultures of the Americas.; Recall Mogollon history and culture.; Interpret Mogollon objects and works of art.

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11) Much Aboriginal art seeks to portray the concept of earthly forms emerged.

A) Moche B) katsina C) Dreamtime D) tukuka

, a medium from which all

Answer: C Explanation: Since 1960 scholars have begun to crack the code of Mayan writing and the steady deciphering of inscriptions provided new insights into Mayan civilization.

Topic: Pacific cultures Learning Objective: Explain the art of Pacific Cultures.; Recall the beliefs of Dreamtime or Dreaming.; Interpret Dreamtime objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 12) What was NOT an achievement of the Mayan culture?

A) An advanced writing system B) Astronomy C) Oil painting D) The mathematical concept of zero Answer: C Explanation: Some of the accomplishments of the Maya include: astronomy, biology, and the mathematical concept of zero. The Maya also developed the most sophisticated version of the Mesoamerican calendar and the most advanced of the region's many writing systems.

Topic: Mesoamerica Learning Objective: Recall the geography and culture of Mesoamerica.; Recall the history and culture of the Maya.; Interpret Maya objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 13) Where was the art of goldsmith's first developed in the Americas?

A) Peru B) Teotihuacán C) Yucatán D) Cliff Palace Answer: A Explanation: The knowledge of extracting and working gold was first developed in Peru, and as it spread northward the goldsmith's art became increasingly refined and technically advanced.

Topic: The Americas; Mesoamerica; South and Central America Learning Objective: Describe the art and architecture of the diverse cultures of the Americas.; Recall the history and culture of the Inca.

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14) A kiva is a large, underground ceremonial chamber of the A) Anasazi B) Moche C) Tairona D) Maori

people.

Answer: A Explanation: The Anasazi created ambitious communal dwelling sites, and the kiva was an underground chamber used for religious or other ceremonial purposes.

Topic: The Americas; North American Learning Objective: Recall Anasazi history and culture.; Interpret Anasazi objects and works of art.

Bloom's: Remember Accessibility: Keyboard Navigation 15) What style did T. C. Cannon incorporate into his art, merging it with his own Native American heritage?

A) French impressionism B) Polynesian Dreamtime C) American modernism D) Japanese scroll painting Answer: C Explanation: Cannon freely combined Native culture and American modernity into his art. The painting Mama and Papa Have the Going Home to Shiprock Blues, for example, pictures a Navajo couple in a style inspired by the abstraction of European and American modernism.

Topic: The Americas; North American Learning Objective: Infer the development of Native American art in the modern era.; Recall the artistic contributions of T. C. Cannon.

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16) Why was Quetzalcoatl, who frequently appeared in much art of Central America, so important to Mesoamerican cultures?

A) He built the city of Teotihuacán.

B) He facilitated the domestication of animals.

C) He brought rain and water through windstorms.

D) He protected the Aztec people from other, less-friendly gods.

Answer: C Explanation: The feathered serpent, Quetzalcoatl, was the god of windstorms that brought rain. Rain and the wind that brought it were essential to the agricultural societies of Mesoamerica.

Topic: The Americas; Mesoamerica; South and Central America Learning Objective: Recall the geography and culture of Mesoamerica.; Recall the history and culture of the Maya.; Recall the history and culture of the Aztec.

Bloom's: Remember Accessibility: Keyboard Navigation 17) What still-visible site is from the Eastern Woodlands cultures known collectively as the "mound builders"?

A) Spiral Jetty B) Serpent Mound C) Feathered Serpent D) Pyramid of the Sun Answer: B Explanation: The Serpent Mound in Ohio, is the most famous of the mounds still visible.

Topic: The Americas; North American Learning Objective: Describe the art and architecture of the diverse cultures of the Americas.; Recall the history and culture of the Eastern Woodlands.; Interpret objects and works of art from the Eastern Woodlands.

Bloom's: Remember Accessibility: Keyboard Navigation 18) The Moche of South America left a substantial record of art that includes: A) hundreds of huge stone sculptures commonly depicting fierce owls.

B) intricately painted ornamental eggs.

C) a small temple with a completely gold-lined interior chamber.

D) tens of thousands of ceramic objects, often depicting kneeling warriors.

Answer: D Explanation: The use of molds allowed for mass production of these images.

Topic: South and Central America Learning Objective: Interpret objects and works of art from the Moche.

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19) What features are present in Self-Portrait in the Studio, by T. C. Cannon?

A) Flattened forms B) Pointillist technique C) Collage incorporating bead work D) Rich and vibrant colors E) Ornamental textures Answer: A, D, E The self-portrait exhibits the style Cannon adopted near the end of this life. It is generally naturalistic, but the spaces and forms are flattened, textures are ornamental and decorative, and lines quiver ever so slightly. His colors are rich and vibrant and the image conveys a sense of bold confidence.

Topic: The Americas; North American Learning Objective: Infer the development of Native American art in the modern era.; Recall the artistic contributions of T. C. Cannon.; Interpret works of art using formal visual language.

Bloom's: Analyze Accessibility: Keyboard Navigation 20) was considered a sacred substance by many North American peoples and the vehicle for delivery became a sculptural art form.

A) Water B) Dirt C) Charcoal D) Tobacco Answer: D Explanation: Smoking tobacco became a form of prayer.

Topic: The Americas; North American Learning Objective: Recall the history and culture of the Eastern Woodlands.; Recall Plains history and culture.; Recognize themes and interdisciplinary relationships in arts of the Pacific and of the Americas.

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21) Like the ziggurats of Mesopotamia, Mesoamerican pyramids were symbolically understood as what?

A) Mountains B) Fertility goddesses C) The human mind D) The universe Answer: A Explanation: Like the ziggurats of ancient Mesopotamia, Mesoamerican pyramids were symbolically understood as mountains.

Topic: The Americas; Mesoamerica; South and Central America Learning Objective: Describe the art and architecture of the diverse cultures of the Americas.; Recall the geography and culture of Mesoamerica.; Infer the importance of the city of Teotihuacan.; Recall the history and culture of the Maya.; Interpret Maya objects and works of art.; Recall the history and culture of the Aztec.; Interpret Aztec objects and works of art.; Recognize themes and interdisciplinary relationships in arts of the Pacific and of the Americas.

Bloom's: Remember Accessibility: Keyboard Navigation 22) What building method was used to construct Pyramid of the Sun ?

A) Post-and-lintel B) Geodesic dome C) Load-bearing D) Corbelling Answer: C Explanation: The Pyramid of the Sun was made of stone using the stacking and piling technique of load-bearing architecture.

Topic: The Americas; Mesoamerica; South and Central America; Architecture Learning Objective: Describe the art and architecture of the diverse cultures of the Americas.; Infer the importance of the city of Teotihuacan.; Recall the history and culture of the Aztec.; Interpret Aztec objects and works of art.

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23) Compare the ways in which two different cultures discussed in this chapter use visual symbols, relating your comments to specific works or types of works.

Answer: Possible answers can include masks, reliefs, sculpture, and murals. Symbols often take the form of animals, as in the Feathered Serpent sculptures of the Aztecs, the Cannibal Bird of the Kwakiutl, or the Emu in Aboriginal art. Symbolic meaning can also be derived from patterns or forms, as in the Asmat bis poles, the panels of lattice in Maori meeting houses, or the mimbres bowls of Mogollon culture.

Topic: Pacific cultures; The Americas; Mesoamerica; South and Central America; North American Learning Objective: Explain the art of Pacific Cultures.; Interpret Dreamtime objects and works of art.; Interpret Asmat objects and works of art.; Interpret objects and works of art from Easter Island.; Interpret Polynesian objects and works of art.; Interpret Maori objects and works of art.; Describe the art and architecture of the diverse cultures of the Americas.; Interpret Olmec objects and works of art.; Interpret Maya objects and works of art.; Interpret Aztec objects and works of art.; Interpret Moche objects and works of art.; Interpret Inca objects and works of art.; Interpret Tairona objects and works of art.; Interpret objects and works of art from the Eastern Woodlands.; Interpret Anasazi objects and works of art.; Interpret Mogollon objects and works of art.; Interpret Pueblo objects and works of art.; Interpret objects and works of art from the Pacific Northwest.; Interpret Plains objects and works of art.; Recognize themes and interdisciplinary relationships in arts of the Pacific and of the Americas.

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24) Discuss the ways in which the various cultures of the Pacific and the Americas believed that they could interact with the spirit world. Describe how these beliefs manifested in art from these cultures. What commonalities do you find?

Answer: The Pacific culture connected with the religious belief known as Dreamtime, which includes the distant past when ancestral beings emerged from the earth. Polynesian people believed certain materials were sacred to the gods, among them feathers. Names were invoked while weaving garments, imbuing them with protective spiritual power. The architecture of the meetinghouses of the Maori people embodies the continuing presence of ancestors and the protective power of the gods. Mayan bloodletting and the visions it produced seem to have been the ruler's way to communicate with the spirits and gods. North American Indians made Kachina dolls, which were believed to contain some of the power of the spirit they represented. The Navajo adapted aspects of Pueblo religious beliefs, including the practice of making spirit beings manifest through masks.

Topic: Pacific cultures; The Americas; Mesoamerica; South and Central America; North American Learning Objective: Recall the beliefs of Dreamtime or Dreaming.; Recall the beliefs of the Asmat.; Recall the beliefs of Easter Island.; Recall the beliefs of the Polynesian; Recall the beliefs of the Maori.; Recall the history and culture of the Olmec.; Recall the history and culture of the Maya.; Recall the history and culture of the Aztec.; Recall the history and culture of the Moche.; Recall the history and culture of the Inca.; Recall the history and culture of the Tairona.; Recall the history and culture of the Eastern Woodlands.; Recall Anasazi history and culture.; Recall Mogollon history and culture.; Recall Pueblo history and culture.; Recall the history and culture of the Pacific Northwest.; Recall Plains history and culture.; Recognize themes and interdisciplinary relationships in arts of the Pacific and of the Americas.

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25) Consider the ways in which the artists of early North American cultures used materials in their natural environment to create their art. How does this aspect of their art relate to their cultural beliefs?

Answer: The Plains Indians of North America made headdresses with tail feathers of eagles, which were identified with the sky deity Thunderbird and offered protective spiritual power. The Tolei culture involves costumes of leaves, which represent nature and the natural order of things. The Anasazi created ambitious communal dwelling sites that featured buildings in protected sites on the undersides of cliffs. The structures are made of stone or adobe with timber, and included places that were used for religious or other ceremonial purposes.

Topic: The Americas; North American Learning Objective: Describe the art and architecture of the diverse cultures of the Americas.; Recall the history and culture of the Eastern Woodlands.; Interpret objects and works of art from the Eastern Woodlands.; Recall Anasazi history and culture.; Interpret Anasazi objects and works of art.; Recall Pueblo history and culture.; Interpret Pueblo objects and works of art.; Recall the history and culture of the Pacific Northwest.; Interpret objects and works of art from the Pacific Northwest.; Recall Plains history and culture.; Interpret Plains objects and works of art.

Bloom's: Analyze Accessibility: Keyboard Navigation 26) Explain the effects the European conquest of the Americas had on the native inhabitants, their culture, and their arts.

Answer: With the invasion of the Spanish conquerors in the Mesoamerican empire, almost nothing remains of the capital Tenochtitlan. The Spaniards razed pyramids; Aztec books were burned; and their arts in precious metals were melted down for gold and silver. Yet the Spaniards were deeply impressed by the arts they found, and many objects were sent back to Europe.

Topic: The Americas; Mesoamerica Learning Objective: Recall the geography and culture of Mesoamerica.; Infer the importance of the city of Teotihuacan.; Recall the history and culture of the Aztec.; Recognize themes and interdisciplinary relationships in arts of the Pacific and of the Americas.

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27) Describe the rituals of bloodletting or human sacrifice in Mesoamerican cultures. For what reasons were these rituals practiced? How were these rituals represented in artworks or architecture?

Answer: Human sacrifices were thought necessary to sustain the gods and maintain the universe in Mesoamerican cultures. Bloodletting was a central Maya practice, and almost every ritually important occasion was marked by it. Lintel 25 depicts a scene in which Lady Xoc pulls a thorn-lined rope through her tongue in the presence of Shield Jaguar himself. Here, she experiences the hallucinatory vision that was the purpose of the ceremony.

Topic: Mesoamerica Learning Objective: Recall the geography and culture of Mesoamerica.; Recall the history and culture of the Olmec.; Recall the history and culture of the Maya.; Interpret Maya objects and works of art.

Bloom's: Understand Accessibility: Keyboard Navigation 28) Choose artworks from two different cultures that were presented in this chapter and discuss how their art depicts the sacred realm. Discuss how the works represent and reflect on the human experience of life and death.

Answer: Aboriginal art is intimately connected with the religious beliefs known as Dreamtime, or the Dreaming. Dreamtime includes the distant past, when ancestral beings emerged from the Earth. Hopi and Zuni Indians make doll-size versions of kachina as educational playthings so that children may learn to identify and understand the numerous spirits. The dolls are believed to contain some of the power of the spirit they represent. In mimbres bowls, we see how the Mogollon culture perceived death. As grave goods the vessels often seem to have been ritually "killed," either by shattering or, as here, by being pierced with a hole. The act draws a parallel with the human body, which is a vessel for a soul. In death, the vessel is broken and the soul released.

Topic: Pacific cultures; The Americas; Mesoamerica; South and Central America; North American Learning Objective: Explain the art of Pacific Cultures.; Recall the beliefs of Dreamtime or Dreaming.; Interpret Dreamtime objects and works of art.; Recall the beliefs of Easter Island.; Recall the beliefs of the Polynesian; Describe the art and architecture of the diverse cultures of the Americas.; Recognize themes and interdisciplinary relationships in arts of the Pacific and of the Americas.

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29) Consider the stone figures on Ahu Naunau, Easter Island. Discuss interpretations of the possible meanings of these statues and explain the process of their creation.

Answer: Among the most well-known works of the Pacific are the monumental stone figures of Easter Island. Almost one thousand of the monolithic statues have been found. Scholars believe they were carved as memorials to dead rulers or other important ancestors. The stones were quarried and partially carved in the island's volcanic mountains. The average height of the figures is around 36 feet and each one weighs tens of tons.

Topic: Pacific cultures; Theme: Sacred Realm Learning Objective: Explain the art of Pacific Cultures.; Recall the beliefs of Easter Island.; Interpret objects and works of art from Easter Island.; Recall the beliefs of the Polynesian; Interpret Polynesian objects and works of art.; Examine functions, contexts, and communicative nature of art in various works.

Bloom's: Analyze Accessibility: Keyboard Navigation 30) Summarize the background of the artist T. C. Cannon. Using the artworks in this chapter, describe how he incorporated his Native heritage into his art. What elements of his paintings point to his cultural background?

Answer: T. C. Cannon was a member of the Caddo and Kiowa peoples, born in Oklahoma. He is said to have declared that "an Indian painting is any painting that was done by an Indian." Cannon produced a substantial body of work that merged his Native American heritage and the trends of contemporary art. The painting Mama and Papa Have the Going Home to Shiprock Blues, for example, pictures a Navajo couple in a style inspired by the abstraction of European and American modernism. His use of bold colors, flattened forms, and decorative textures refer back to earlier Native American artistic styles.

Topic: Theme: Human Experience Learning Objective: Infer the development of Native American art in the modern era.; Recall the artistic contributions of T. C. Cannon.; Interpret works of art using formal visual language.; Recognize key styles and movements of art with identifiable characteristics.

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31) Discuss the art of tattooing, the culture that practiced it, the process, and how it was considered a sacred act.

Answer: All Polynesian peoples practiced tattoo, but the South Pacific Marquesans cultivated the art with greater virtuosity. Like all other arts, the Maresan considered the act of tattooing sacred. A specialist, tukuka, who invoked the protective presence of specific deities, performed it ritually. The designs were created using a bone tool that resembled a small comb with sharp fine teeth. The specialist dipped the teeth in the black pigment made of soot or ground charcoal, set them against his client's skin, and then gave the tool a sharp rap with a stick to puncture the skin and insert the pigment. Because tattooing was expensive and painful, only a small area of the body was usually decorated during each session. The wealthiest and most highly regarded chiefs and warriors attained a total body tattooing.

Topic: Pacific cultures Learning Objective: Explain the art of Pacific Cultures.; Recall the beliefs of the Polynesian; Interpret Polynesian objects and works of art.; Recall the beliefs of the Maori.; Interpret Maori objects and works of art.; Infer the reasons for body art in various cultures.

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Living with Art, 12e (Getlein) Chapter 21 The Modern World 1) What work is a good example of a Surrealist work?

A) Trafalgar Square by Piet Mondrian B) Le Portugais (The Emigrant) by Georges Braque C) Armchair by Marcel Breuer D) Object (Luncheon in Fur) by Meret Oppenheim Answer: D Explanation: Surrealist works, such as Oppenheim's Object (Luncheon in Fur), often juxtapose incongruous objects to provoke disorientation or a shiver of strangeness.

Topic: Surrealism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Interpret examples of Surrealism.

Bloom's: Remember Accessibility: Keyboard Navigation 2) In what style is Jean-Auguste-Dominique Ingres's Jupiter and Thetis?

A) Impressionist B) Post-Impressionist C) Surrealist D) Neoclassical Answer: D Explanation: Jean-Auguste-Dominique Ingres, a student of Jacques-Louis David, brought the Neoclassical style into the nineteenth century.

Topic: Neoclassicism Learning Objective: Identify Neoclassical and Romantic style and subjects.; Interpret examples of Neoclassicism in the modern world.

Bloom's: Remember Accessibility: Keyboard Navigation 3) Which art movement was directly influenced by Sigmund Freud's theories of the unconscious?

A) Fauvism B) Cubism C) Dada D) Surrealism Answer: D Explanation: Surrealism was not so much a style as a way of life, and appreciated the logic of dreams and the mystery of the unconscious.

Topic: Surrealism Learning Objective: Recall characteristics of Surrealist style.

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4) What was the subject matter of much Impressionist art?

A) Scenes of leisure involving the middle class B) Aristocratic pomp and splendor C) Symbolism and esoteric content D) Historical narratives Answer: A Explanation: Renoir, Morisot, Cassatt, and other Impressionist artists found inspiration in depicting the everyday lives of people.

Topic: Impressionism Learning Objective: Discuss the forms and themes of Impressionism.

Bloom's: Understand Accessibility: Keyboard Navigation 5) Eugène Delacroix was a leading practitioner of the A) Neoclassic B) Romantic C) Realist D) Impressionist

style.

Answer: B Explanation: Eugène Delacroix was the leading painter of the Romantic movement in France, exhibiting the exoticism often found in European Romantic works.

Topic: Romanticism Learning Objective: Identify Neoclassical and Romantic style and subjects.; Interpret examples of Romanticism in the modern world.

Bloom's: Remember Accessibility: Keyboard Navigation 6) What subject did Realist artists seek to depict?

A) New ways of looking at the world B) Heroic deeds C) Exotic cultures D) Lives of the middle and lower classes Answer: D Explanation: Realist artists sought to depict the everyday and the ordinary rather than the historic, the heroic, or the exotic. Their works unmasked for art viewers the true lives of the middle and lower classes.

Topic: Realism Learning Objective: Describe the movement known as Realism.; Recall characteristics of Realist style.

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7) What artistic style avoided sentimentality?

A) Romanticism B) Impressionism C) Post-Impressionism D) Realism Answer: D Explanation: The Realist style, as in the work of Gustave Courbet, refused to beautify or sentimentalize its subject matter.

Topic: Realism Learning Objective: Describe the movement known as Realism.; Recall characteristics of Realist style.

Bloom's: Understand Accessibility: Keyboard Navigation 8) What element of art was the focus of Fauvism?

A) Space B) Line C) Color D) Texture Answer: C Explanation: In Fauvism, color was freed from its supporting role in describing objects to become a fully independent expressive element.

Topic: Fauvism Learning Objective: Recall characteristics of Fauvist style.; Classify the art of early avant-garde movements.

Bloom's: Remember Accessibility: Keyboard Navigation 9) The spontaneity and directness of painting outdoors—made possible with portable oil colors—is evident in works by artists.

A) Neoclassical B) Romantic C) Impressionist D) Realist Answer: C Explanation: Thanks to the new availability of portable oil colors in tubes (as they are still manufactured today), many of the Impressionists took their canvases, brushes, and paints outside to be part of the shifting light they wanted to depict.

Topic: Impressionism Learning Objective: Discuss the forms and themes of Impressionism.; Interpret examples of Impressionism.

10) What element was a primary concern of Impressionist art?

A) Light B) Shape C) Illusion of depth D) Line Answer: A Explanation: A large part of Impressionist art is the depiction of natural outdoor light, and how it flickers and dances.

Topic: Impressionism Learning Objective: Discuss the forms and themes of Impressionism.; Interpret examples of Impressionism.

Bloom's: Understand Accessibility: Keyboard Navigation 11) American Romantic art expressed itself most clearly through what subject?

A) Political revolution B) Classical mythology C) Landscape D) Scenes of daily life Answer: C Explanation: Romanticism in the Americas it expressed itself most clearly through an attitude toward landscape, an almost mystical reverence for the natural beauty of the unspoiled land itself.

Topic: Romanticism Learning Objective: Identify Neoclassical and Romantic style and subjects.; Interpret examples of Romanticism in the modern world.; Recognize Romantic characteristics in works by American artists.

Bloom's: Remember Accessibility: Keyboard Navigation 12) Marcel Duchamp's Fountain is an example of what art form?

A) Sculpture B) Ready-mades C) De Stijl D) Bauhaus Answer: B Explanation: Duchamp's ready-made Fountain raised philosophical questions about the context of art.

Topic: Surrealism Learning Objective: Characterize art produced during and after World War I.; Interpret examples of Surrealism.

13) Identify characteristics associated with Richard Woodville's War News from Mexico.

A) Realism B) Expressionism C) Vibrant and saturated colors D) Allegory for mythological tale E) Humble setting Answer: A, E Woodville's painting is filled with realistically portrayed figures of different ages and stations in life. The setting is humble and familiar. Woodville's Realism convinces us that the scene is true to real life, which helped persuade its viewers to its moralizing lessons.

Topic: Realism Learning Objective: Describe the movement known as Realism.; Interpret examples of Realism.; Recognize Realist characteristics in works by American artists.

Bloom's: Analyze Accessibility: Keyboard Navigation 14) Impressionism got its name from a painting called Impression, Sunrise, by the artist .

A) Claude Monet B) Pierre-Auguste Renoir C) Édouard Manet D) Georges Seurat Answer: A Explanation: A painting in an 1874 exhibition by Claude Monet called Impression, Sunrise caught the attention of a critic named Jules-Antoine Castagnary. Castagnary titled his review "The Impressionists," and the artists themselves largely accepted the name.

Topic: Impressionism Learning Objective: Discuss the forms and themes of Impressionism.; Interpret examples of Impressionism.

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15) What element is created through repetition in Paul Cézanne's Mont Sainte-Victoire?

A) Rhythm B) Linear perspective C) Motion D) Precise and meticulous forms Answer: A Explanation: Cézanne's repetition of terse strokes and color patches create strong rhythms throughout the painting.

Topic: Post-Impressionism Learning Objective: Explain Post-Impressionist art.; Interpret examples of Post-Impressionism.

Bloom's: Analyze Accessibility: Keyboard Navigation 16) What type of art was called "degenerate" by Adolf Hitler?

A) Romantic B) Realist C) Avant-garde D) Neoclassicism Answer: C Explanation: When Adolf Hitler became Germany's chancellor, he immediately set about removing over 15,000 examples of avant-garde art from state-run museums. In 1937, he organized an exhibition of this art, which he called "degenerate."

Topic: Surrealism; Post-Impressionism; Cubism Learning Objective: Characterize art produced during and after World War I.; Classify the art of early avant-garde movements.; Infer the impact of the Nazi's campaign against modern art.

Bloom's: Understand Accessibility: Keyboard Navigation 17) What theme permeates the work of Vasili Kandinsky?

A) Spirituality and art are linked.

B) Realism produces the clearest meaning.

C) The "real" should be merged with the "not real."

D) Art should not make sense.

Answer: A Explanation: Kandinsky was convinced that art's spiritual and communicative power lay in its own language of line, form, and color.

Topic: Expressionism Learning Objective: Recall characteristics of Expressionist style.; Interpret examples of Expressionism.

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18) Which of the following artists was a Realist?

A) Jean-Auguste-Dominique Ingres B) Eugène Delacroix C) Gustave Courbet D) Jacques-Louis David Answer: C Explanation: Courbet was one of the leaders of the Realist movement.

Topic: Realism Learning Objective: Describe the movement known as Realism.

Bloom's: Remember Accessibility: Keyboard Navigation 19) What features contribute to Van Gogh's artistic style?

A) Nonrepresentational images B) Pointillist technique C) High-key colors D) Agitated brushwork E) Emotional intensity Answer: C, D, E Van Gogh developed a unique style and his use of high-key colors, agitated brushwork, and emotional intensity (as in The Starry Night and Self-Portrait) would be enormously influential on the next generation of artists.

Topic: Post-Impressionism Learning Objective: Explain Post-Impressionist art.; Interpret examples of Post-Impressionism.

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20) What characteristics can be seen in the art of Paul Guaguin, as in his work Te Aa No Areois (The Seed of the Areoi)?

A) Deeply modeled forms B) Broad color areas C) Ambiguous outlines D) Tertiary color harmonies E) A quest for the "primitive" Answer: B, D, E Gauguin's style shows unique qualities, such as flattened forms and broad color areas, a strong outline, tertiary color harmonies, a taste for the exotic, an aura of mystery, and a quest for the "primitive."

Topic: Post-Impressionism Learning Objective: Explain Post-Impressionist art.; Interpret examples of Post-Impressionism.

Bloom's: Understand Accessibility: Keyboard Navigation 21) From where did Edouard Manet get inspiration for his painting Le Déjeuner sur l'herbe (Luncheon on the Grass)?

A) Renaissance works of art B) Newspaper articles of the day C) The American landscape D) The "exotic" cultures of Tahiti Answer: A Explanation: Manet incorporated the iconography of Renaissance images in his painting, including that of Titian's Fete Champêtre and Raphael's Judgment of Paris.

Topic: Impressionism Learning Objective: Discuss the forms and themes of Impressionism.; Interpret examples of Impressionism.

Bloom's: Remember Accessibility: Keyboard Navigation 22) Which artist developed the Pointillist technique?

A) Vincent van Gogh B) Claude Monet C) Georges Seurat D) Pierre-Auguste Renoir Answer: C Explanation: Seurat's reading of color theories led him to develop the technique of Pointillism.

Topic: Post-Impressionism Learning Objective: Explain Post-Impressionist art.

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23) What was the initial aim of Cubism?

A) To explore the possibilities of color B) To invent a new system for depicting form and space on a flat surface C) To express the artist's intense feelings D) To capture the motion of modern industrial society Answer: B Explanation: Picasso and Braque helped develop Cubism, which offered the most original and powerful system for rethinking the representation of form and space since the Renaissance.

Topic: Cubism Learning Objective: Classify the art of early avant-garde movements.; Recall characteristics of Cubist style.; Interpret examples of Cubism.

Bloom's: Remember Accessibility: Keyboard Navigation 24) The first art movement to be born in the 19th century was reaction against Neoclassicism and Romanticism.

A) Realism B) Impressionism C) Pointillism D) Fauvism

, which arose as a

Answer: A Explanation: Realists sought to depict the everyday and the ordinary other than the historical.

Topic: Realism Learning Objective: Describe the movement known as Realism.

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Match each artist with his or her associated style.

A) Futurism B) Impressionism C) Romanticism D) Surrealism E) Fauvism F) Realism 25) Eugène Delacroix Topic: Surrealism; Neoclassicism; Romanticism; Realism; Impressionism; Fauvism; Expressionism; Futurism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Identify Neoclassical and Romantic style and subjects.; Discuss the forms and themes of Impressionism.; Describe the movement known as Realism.; Recall characteristics of Realist style.; Recall characteristics of Fauvist style.; Recall characteristics of Expressionist style.; Recall characteristics of Futurist style.

Bloom's: Remember Accessibility: Keyboard Navigation 26) Gustave Courbet Topic: Surrealism; Neoclassicism; Romanticism; Realism; Impressionism; Fauvism; Expressionism; Futurism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Identify Neoclassical and Romantic style and subjects.; Discuss the forms and themes of Impressionism.; Describe the movement known as Realism.; Recall characteristics of Realist style.; Recall characteristics of Fauvist style.; Recall characteristics of Expressionist style.; Recall characteristics of Futurist style.

Bloom's: Remember Accessibility: Keyboard Navigation 27) Berthe Morisot Topic: Surrealism; Neoclassicism; Romanticism; Realism; Impressionism; Fauvism; Expressionism; Futurism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Identify Neoclassical and Romantic style and subjects.; Discuss the forms and themes of Impressionism.; Describe the movement known as Realism.; Recall characteristics of Realist style.; Recall characteristics of Fauvist style.; Recall characteristics of Expressionist style.; Recall characteristics of Futurist style.

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28) Umberto Boccioni Topic: Surrealism; Neoclassicism; Romanticism; Realism; Impressionism; Fauvism; Expressionism; Futurism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Identify Neoclassical and Romantic style and subjects.; Discuss the forms and themes of Impressionism.; Describe the movement known as Realism.; Recall characteristics of Realist style.; Recall characteristics of Fauvist style.; Recall characteristics of Expressionist style.; Recall characteristics of Futurist style.

Bloom's: Remember Accessibility: Keyboard Navigation 29) Salvador Dalí Topic: Surrealism; Neoclassicism; Romanticism; Realism; Impressionism; Fauvism; Expressionism; Futurism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Identify Neoclassical and Romantic style and subjects.; Discuss the forms and themes of Impressionism.; Describe the movement known as Realism.; Recall characteristics of Realist style.; Recall characteristics of Fauvist style.; Recall characteristics of Expressionist style.; Recall characteristics of Futurist style.

Bloom's: Remember Accessibility: Keyboard Navigation 30) Henri Matisse Topic: Surrealism; Neoclassicism; Romanticism; Realism; Impressionism; Fauvism; Expressionism; Futurism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Identify Neoclassical and Romantic style and subjects.; Discuss the forms and themes of Impressionism.; Describe the movement known as Realism.; Recall characteristics of Realist style.; Recall characteristics of Fauvist style.; Recall characteristics of Expressionist style.; Recall characteristics of Futurist style.

Bloom's: Remember Accessibility: Keyboard Navigation Answers: 25) C 26) F 27) B 28) A 29) D 30) E

31) How can the art of Dada be described?

A) Political B) Conservative C) Emotional D) Absurd Answer: D Explanation: The essence of Dada is a moving target. Dada works were creative, silly, spontaneous, provocative, and absurd. Above all, it refused to make sense or to be pinned down.

Topic: Surrealism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.

Bloom's: Understand Accessibility: Keyboard Navigation 32) Marcel Breuer, who designed a famous armchair, was a student of the design in Germany.

A) De Stijl B) Dada C) Bauhaus D) Der Blaue Reiter

school of

Answer: C Explanation: Construction by intersecting planes is the principle behind the Breuer chair, and the Bauhaus sought to build new guiding principles of design compatible with 20th-century technology.

Topic: Bauhaus Learning Objective: Interpret works of art created in transforming societies post-World War I.; Recall characteristics of Bauhaus principles.; Interpret examples of Bauhaus art and design.

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33) Discuss the technological improvements, cultural developments, and aesthetic innovations that led to Impressionism and explain how the movement got its name, mentioning specific artists and/or works to support your statements.

Answer: The painting by Claude Monet, Impressionism: Sunrise, caught the attention of an art critic who used the title to explain what the artists had in common. He titled his review "The Impressionists" and the name stuck. With Impressionism, art moved outdoors due to the new availability of oil paints in tubes. Artists were able to paint outside and experience the shifting light they wanted to depict. The "look" of their paintings became more of a recording of optical sensations, as little dabs, slashes, and flicks of paint were employed to represent subject matter.

Black was banished and replaced with blues and greens. Landscapes, a favorite of Monet, were popular subject matter and were meant to represent momentary action and capture the fleeting light. Renoir and Morisot found inspiration in depicting the everyday lives of people.

Topic: Impressionism Learning Objective: Discuss the forms and themes of Impressionism.; Interpret examples of Impressionism.

Bloom's: Understand Accessibility: Keyboard Navigation 34) Identify, describe, and contrast two of the Expressionist groups of the early 20th century.

Refer to specific artists and works to illustrate your points.

Answer: Responses will vary depending on the selection of artwork. Broadly, Expressionism arose as artists came to believe that the fundamental purpose of art was to express their intense feelings toward the world. The movement developed in Germany where the expressive idea had its greatest influence. Two Expressionist groups that emerged were Die Brücke and Der Blaue Reiter. The former's intense arbitrary colors and wavering lines link it to Fauvism and Munch; the latter was organized by Vasili Kandinsky, who employed the same bright colors and mystical themes. Die Brücke believed that through their art they would build a bridge to an enlightened future, whereas Der Blaue Reiter sought to eliminate subject matter and employ a nonrepresentational style to communicate a formal language of line, form, and color.

Topic: Expressionism Learning Objective: Classify the art of early avant-garde movements.; Recall characteristics of Expressionist style.; Interpret examples of Expressionism.

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35) Discuss the significance of the Harlem Renaissance as a cultural movement that included visual arts and various other art forms. Name several important artists and works from the Harlem Renaissance and explain the long-term effects of the movement on American art, society, and politics.

Answer: Responses will vary depending on the selection of artwork. In the period following World War I, the United States saw the flowering of art dedicated to building a better society.

One of the most vibrant movements, the Harlem Renaissance, arose in an area of New York— Harlem, which was home to many black Americans of all economic classes. Three experiences merged during this period: the rich heritage of Africa, the legacy of slavery, and the realities of modern life. During the decade of the 1920s, Harlem served as a magnet to great talent in all the arts, such as music, visual art, theater, and literature, in addition to the sciences. Louis Armstrong, Langston Hughes, Countee Cullen, and Aaron Douglas are just a few of the talented artists in residence during this period. The Harlem Renaissance lasted only a decade and ended with the 1929 stock market crash. Artists continued to have a vision of a better society and believed that the arts had a social mission during those difficult times.

Topic: Harlem Renaissance Learning Objective: Recognize themes and interdisciplinary relationships in arts of the modern world from 1800 to 1945.

Bloom's: Understand Accessibility: Keyboard Navigation 36) Explain how the Cubist and Futurist movements and artists reflected new attitudes, philosophies, and social and political transformations. Discuss specific works in your response.

Answer: Consider Picasso's Cubism, which abstracted the forms of the visible world into fragments drawn from multiple points of view. This innovation perhaps reflected the plurality of 20th-century culture, where influences and inspiration came from all around the globe. Futurism, an Italian movement that expressed motion as the new glory of the 20th century, as evident in Boccioni's sculpture. For Boccioni and the Futurists, machines were more beautiful than any work from the history of art. The art of the early 20th century reflected the bold advances into uncharted territory, against the resistance of conservative forces.

Topic: Cubism; Futurism Learning Objective: Classify the art of early avant-garde movements.; Recall characteristics of Cubist style.; Interpret examples of Cubism.; Recall characteristics of Futurist style.; Interpret examples of Futurism.

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37) Consider Kandinsky's Black Lines and Miró's Carnival of the Harlequin. Identify the movements with which each work is associated. Discuss each artist's use of abstraction and/or nonrepresentation.

Answer: Black Lines by Vasili Kandinsky organized the group Der Blaue Reiter, which sought to eliminate subject matter and employ a nonrepresentational style to communicate a formal language of line, form, and color. Kandinsky's intense arbitrary colors and wavering lines link it to Fauvism, which employed the same bright colors and mystical themes. Miró's painting Carnival of the Harlequin offered a Surrealist view of the famous painting Las Meninas, by Velasquez. Miró created a fantasy world of colorful, nameless abstract forms that participated in a swirling universe of lighthearted play and movement.

Topic: Surrealism; Expressionism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Interpret examples of Surrealism.; Classify the art of early avant-garde movements.; Recall characteristics of Expressionist style.; Interpret examples of Expressionism.

Bloom's: Analyze Accessibility: Keyboard Navigation 38) Consider Manet's Le Déjeuner sur l'herbe and Picasso's Les Demoiselles d'Avignon. Describe the critical and public reception each of the works received upon first exhibit. Discuss the movements associated with each artist and indicate how earlier works of art influenced these works.

Answer: Manet's Le Déjeuner sur l'herbe was one of thousands of works rejected from the annual Salon in 1863. Manet wanted to prove that modern life could produce eternal subjects worthy of the great masters. He incorporated the iconography from Titian's Fete Champêtre and Raphael's Judgment of Paris. The public reacted negatively, perceiving that Manet was making fun of these master works. Manet, like the Realist Courbet, believed that modern life itself was the most suitable subject for modern art, and was associated with that movement.

Picasso's painting Les Demoiselles d'Avignon is considered a pivotal work in the development of 20th-century modern art. The entire composition is chopped up into planes, with no conventional modeling, flattening out the entire picture. The presentation of the female subjects with their angular, geometric shapes and primitive mask-like faces caused discomfort to many people, although the painting proved a significant beginning for his artistic journey in developing the movement known as Cubism. Much of this work was inspired by Iberian and African art.

Topic: Impressionism; Cubism Learning Objective: Discuss the forms and themes of Impressionism.; Interpret examples of Impressionism.; Classify the art of early avant-garde movements.; Interpret examples of Cubism.

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39) Consider Mary Cassatt's Woman Bathing. In what style would you place this work? Describe the details of the work that point to a style, or to the absence of one.

Answer: Cassatt was an American ex-patriot artist who became a member of the Impressionist movement after Degas invited her to show with the group. However, Cassatt's work is not strictly Impressionist. As an American, she brought her own unique experiences to the European art movement. Woman Bathing has more in common with the Realist style, portraying an honest depiction of a humble daily ritual. The bold, simplified forms and broad areas of color, which reflected the influence of Japanese prints, also separate this work from the quicker rhythms of Impressionism.

Topic: Realism Learning Objective: Describe the movement known as Realism.; Recall characteristics of Realist style.; Interpret examples of Realism.

Bloom's: Analyze Accessibility: Keyboard Navigation 40) Explain the emergence of nonrepresentational art. What works in this chapter feature nonrepresentational elements? Discuss how meaning is created in these works without clear subject matter.

Answer: Nonrepresentational art began to gain momentum in the early twentieth century.

Vasili Kandinsky discovered the power of nonrepresentational art when he was struck by the beauty of a painting he didn't recognize in his studio. It turned out to be one of his own works, set the wrong way up. He realized then that subject matter was only incidental to art's impact.

Meaning was created through the language of line, form, and color. Similarly, the artists of De Stijl reduced art to essential geometric shapes and primary colors, believing that these were a universally understood visual language. Piet Mondrian distilled his art to what he considered to be the most universal signs of human order: vertical and horizontal lines, and the primary colors red, yellow, and blue. To him, these formal elements radiated a kind of intellectual beauty that was humanity's greatest achievement.

Topic: Expressionism; De Stijl; Nonrepresentational art Learning Objective: Characterize art produced during and after World War I.; Classify the art of early avant-garde movements.; Recall characteristics of Expressionist style.; Interpret examples of Expressionism.; Recall characteristics of De Stijl principles.; Interpret examples of De Stijl art and design.

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41) Consider Duchamp's Fountain and Boccioni's Unique Forms of Continuity in Space. Identify the movement(s) with which these artists are associated. How does each artist differ in his relationship to issues of technology and to the traditions of art?

Answer: The Dadaist with the most lasting impact on American art was Marcel Duchamp, whose "ready-mades" probed the border between art and life. A ready-made is a work of art that is not made but designated. Fountain, an inverted urinal, raised philosophical questions regarding the art object. Duchamp thought that art and life could regularly trade places. Boccioni belonged to a group of Italian artists, the Futurists, who decided that motion itself was the glory of the new 20th century, especially the motion of the new machines. These artists strove to reflect this feeling of motion into their art. Boccioni's Unique Forms of Continuity in Space represents a striding human figure as the Futurists imagined it would be in the light of contemporary science: a field of energy interacting with everything around it. Sculpture must give life to objects by extending them in space and making them palpable, systematic, and plastic.

Topic: Surrealism; Futurism Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Surrealist style.; Interpret examples of Surrealism.; Classify the art of early avant-garde movements.; Recall characteristics of Futurist style.; Interpret examples of Futurism.; Recognize themes and interdisciplinary relationships in arts of the modern world from 1800 to 1945.

Bloom's: Analyze Accessibility: Keyboard Navigation 42) Discuss the Bauhaus school, and its influence on early 20th-century modernism, citing examples and artists/architects of the style.

Answer: The Bauhaus was an ideal of collective artistic endeavor, and the student's education was designed to eliminate traditional divisions between painters, sculptors, architects, and graphic and industrial designers. Literally "building house," the Bauhaus sought to "build" new guiding principles of design compatible with 20th-century technology. Structures, rooms, furniture, and everyday household objects were stripped of superficial embellishment and pared down to clean lines. These aesthetics continued to influence design and fine art for decades.

Topic: Bauhaus Learning Objective: Characterize art produced during and after World War I.; Recall characteristics of Bauhaus principles.; Interpret examples of Bauhaus art and design.

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43) Discuss the trend of 18th-century Romanticism and give examples of the stylistic characteristics, selecting an artist and his or her artwork as an example. Consider how European and American artists differed in their approach to Romanticism.

Answer: Romanticism was not so much a style as a set of attitudes and characteristic subjects.

The 18th century is sometimes known as the Age of Reason for its leading thinkers placed their faith in rationality, skeptical questioning, and scientific inquiry. Rebelling against those ideas, Romanticism urged the claims of emotion, intuition, individual experience, and the imagination.

Romantic artists gloried in mysterious or awe-inspiring landscapes, picturesque ruins, extreme events, and exotic cultures. Eugene Delacroix, the leading painter of the Romantic movement, was fascinated by the exotic cultures of North Africa and created numerous paintings depicting scenes that were part of this "Oriental" realm. American Romantic artists concentrated on the landscapes around them, carrying an almost mystical reverence for the natural beauty of the unspoiled land itself.

Topic: Realism; The Americas Learning Objective: Identify Neoclassical and Romantic style and subjects.; Interpret examples of Romanticism in the modern world.; Recognize Romantic characteristics in works by American artists.

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Living with Art, 12e (Getlein) Chapter 22 From Modern to Postmodern 1) What style of art is associated with the New York School?

A) Pop B) Minimalism C) Abstract Expressionism D) Postmodernism Answer: C Explanation: Not a school in the sense of an institution or of instruction, the New York School was a convenient label under which to lump together a group of painters also known as the Abstract Expressionists.

Topic: New York School; Abstract Expressionism Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.

Bloom's: Remember Accessibility: Keyboard Navigation 2) Walter De Maria's Lightning Field is an example of A) Land B) Feminist C) Performance D) Minimalist

art.

Answer: A Explanation: Lightning Field is an example of Land art. Also known as Earth art, it was another way in which artists of the later 1960s sought to separate art from issues of money and ownership and to escape from urban exhibition spaces, opening up alternatives to the weighty traditions of painting and sculpture.

Topic: Land Art Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Land art.; Interpret examples of Land art.

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3) With what artistic medium was the term Postmodern first used?

A) Painting B) Sculpture C) Photography D) Architecture Answer: D Explanation: The term Postmodern was first used to describe architecture, such as the Georges Pompidou National Center of Art and Culture, one of the many buildings of the time that turned away from the International style.

Topic: Postmodern art Learning Objective: Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.

Bloom's: Remember Accessibility: Keyboard Navigation 4) In his notorious Women series, the painter grimacing monsters.

A) Jackson Pollock B) Robert Rauschenberg C) Jasper Johns D) Willem de Kooning

mutated images of beautiful women into

Answer: D Explanation: Although the artist began each painting from a photograph of a beautiful woman, it mutated into a grimacing monster, which de Kooning reports wasn't his goal at all.

Topic: New York School; Abstract Expressionism Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Interpret examples of Abstract Expressionism.

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5) What recent art group is known for their shocking images, as well as their skill at marketing and self-promotion?

A) New York School B) Guerilla Girls C) Young British Artists D) Minimalists Answer: C Explanation: The Young British Artists (YBAs) did not practice a particular style or address a common theme. Instead, they were united by their use of found objects, their skill at marketing and self-promotion, and their refusal to limit themselves to a single medium. They were also known for their shocking images.

Topic: Postmodern art Learning Objective: Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.; Infer the public reaction to postmodern approaches to art.

Bloom's: Remember Accessibility: Keyboard Navigation 6) Which Abstract Expressionist artist was NOT a painter?

A) Willem de Kooning B) Mark Rothko C) Jackson Pollock D) Louise Nevelson Answer: D Explanation: Abstract Expressionism was mostly a painting style, but Nevelson was one of several New York-based sculptors whose work was associated with the style.

Topic: New York School; Abstract Expressionism; Sculpture Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Interpret examples of Abstract Expressionism.

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7) What type of work is Jasper Johns's Target with Four Faces?

A) Installation B) Happening C) Land art D) Assemblage Answer: D Explanation: Combining encaustic paint, newspaper and collage on canvas with objects, all surmounted by four tinted plaster faces in a wood box with hinged front, this Johns work is an assemblage.

Topic: Assemblage Learning Objective: Summarize the goals and characteristics of assemblages and happenings.; Interpret examples of assemblage.

Bloom's: Understand Accessibility: Keyboard Navigation 8) How can the idea of pluralism in Postmodernism be described?

A) Art follows an obvious progression and advocates a dominant direction.

B) Art can take many directions at the same time, all of them equally valid.

C) Art should be based on the advancement of formal discoveries.

D) Art should focus on the future and leave the past behind.

Answer: B Explanation: Pluralism recognizes that there is no longer any single leading artistic center; rather, the world for art consists of many centers and has many levels, all equally valid.

Topic: Postmodernism Learning Objective: Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.; Recognize themes and interdisciplinary relationships in arts from the modern to postmodern world.

Bloom's: Understand Accessibility: Keyboard Navigation 9) The work of artist A) Kara Walker B) Jenny Holzer C) Olia Lialina D) Christiane Baumgartner

explores historical and personal questions of blackness.

Answer: A Explanation: In her work, Kara Walker often uses biting wit to depict race relations before the U. S. Civil War. Topic: Postmodernism Learning Objective: Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret how issues of identity is explored in works of art.

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10) What type of painting reveals the traces of an act, the painter's dance of creation?

A) Assemblage B) Action C) Neo-Dada D) Process Answer: B Explanation: Action painting describes the work of Pollock and others, for their paintings are not images in a traditional sense but traces of an act, the painter's dance of creation.

Topic: New York School; Abstract Expressionism Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Interpret examples of Abstract Expressionism.

Bloom's: Remember Accessibility: Keyboard Navigation 11) What genre of art sought to explore the possibilities of pure form?

A) Performance B) Assemblage C) Pop D) Minimalism Answer: D Explanation: Minimalism describes a group of sculptors who wanted to rid art of representation and personal expression once and for all, exploring the possibilities of pure form.

Topic: Minimalism Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Minimalist art.

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Match each artist to his or her associated style.

A) Minimalism B) Performance C) Abstract Expressionism D) Pop E) Photorealism 12) Chuck Close Topic: New York School; Abstract Expressionism; Pop Art; Photorealism; Minimalism; Performance Art Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Explain the development of art in the 1960s and 1970s.; Recall characteristics of Pop art.; Recall characteristics of Photorealist art.; Recall characteristics of Minimalist art.; Recall characteristics of Performance art.

Bloom's: Remember Accessibility: Keyboard Navigation 13) Donald Judd Topic: New York School; Abstract Expressionism; Pop Art; Photorealism; Minimalism; Performance Art Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Explain the development of art in the 1960s and 1970s.; Recall characteristics of Pop art.; Recall characteristics of Photorealist art.; Recall characteristics of Minimalist art.; Recall characteristics of Performance art.

Bloom's: Remember Accessibility: Keyboard Navigation 14) Marina Abramović Topic: New York School; Abstract Expressionism; Pop Art; Photorealism; Minimalism; Performance Art Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Explain the development of art in the 1960s and 1970s.; Recall characteristics of Pop art.; Recall characteristics of Photorealist art.; Recall characteristics of Minimalist art.; Recall characteristics of Performance art.

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15) Mark Rothko Topic: New York School; Abstract Expressionism; Pop Art; Photorealism; Minimalism; Performance Art Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Explain the development of art in the 1960s and 1970s.; Recall characteristics of Pop art.; Recall characteristics of Photorealist art.; Recall characteristics of Minimalist art.; Recall characteristics of Performance art.

Bloom's: Remember Accessibility: Keyboard Navigation 16) Roy Lichtenstein Topic: New York School; Abstract Expressionism; Pop Art; Photorealism; Minimalism; Performance Art Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Explain the development of art in the 1960s and 1970s.; Recall characteristics of Pop art.; Recall characteristics of Photorealist art.; Recall characteristics of Minimalist art.; Recall characteristics of Performance art.

Bloom's: Remember Accessibility: Keyboard Navigation Answers: 12) E 13) A 14) B 15) D 16) C

17) The tautological conceit of Joseph Kosuth's Five Words in White Neon identify it as art.

A) Conceptual B) Expressionist C) Performance D) Digital Answer: A Explanation: Conceptual art is art in which ideas are paramount, such as that in Kosuth's Five Words in White Neon.

Topic: Conceptual Art Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Conceptual art.; Interpret examples of Conceptual art.

Bloom's: Understand Accessibility: Keyboard Navigation 18) In addressing political or social issues, many artists incorporated words into works, such as Protect Me From What I Want, by borrowing principles from what field?

A) Advertising B) Architecture C) Musical songs D) Dance Answer: A Explanation: By the 1980s, it had become clear to many that advertising was the prevalent visual reality of our time, and a number of artists adopted its techniques, most commonly to address political and social issues.

Topic: Conceptual Art; Postmodernism Learning Objective: Recall characteristics of Conceptual art.; Interpret examples of Conceptual art.; Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.; Interpret the use of words in works of art.

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19) What artist made art from "found" materials and images and named his new art form a "combine?"

A) John Cage B) Robert Rauschenberg C) Jasper Johns D) Andy Warhol.

Answer: B Explanation: Rauschenberg referred to his works as combine paintings, but a more general term is assemblage.

Topic: Assemblage Learning Objective: Summarize the goals and characteristics of assemblages and happenings.; Interpret examples of assemblage.

Bloom's: Remember Accessibility: Keyboard Navigation 20) What characteristic is fundamental to a happening, exemplified in Saburo Murakami's Laceration of Paper?

A) Impermanence B) Textual basis C) Nonrepresentation D) Social progress Answer: A Explanation: Happenings eliminated the art object, taking the form of staged events that were open to spontaneity and encouraged audience participation. The fundamental characteristic of the work of art as a tangible object was undermined.

Topic: Happenings Learning Objective: Summarize the goals and characteristics of assemblages and happenings.; Interpret examples of happenings.; Explain the development of art in the 1960s and 1970s.

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21) What postmodern practice takes existing images and recycles them, challenging traditional ideas about authenticity?

A) Photorealism B) Appropriation C) Tautology D) Action painting Answer: B Explanation: The postmodern practice of appropriation explores ideas about authorship and originality by repeating other artists' imagery.

Topic: Postmodernism Learning Objective: Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.

Bloom's: Remember Accessibility: Keyboard Navigation 22) What art form creates an environment for the viewer to enter and experience?

A) Minimalism B) Process C) Combine D) Installation Answer: D Explanation: Installations are spaces conceived of as works of art for viewers to enter and experience.

Topic: Installation Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of installation art.

Bloom's: Remember Accessibility: Keyboard Navigation 23) Much Internet Art shares the quality of being A) humorous B) political C) ephemeral D) provocative

.

Answer: C Explanation: Incorporeal and often ephemeral, Internet art exists for a time on the Internet: it cannot truly be owned or sold.

Topic: Postmodernism Learning Objective: Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of postmodern Internet art.; Infer how digital technologies open up possibilities in traditional media.

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24) One of the names most closely associated with Performance art is for the performance piece Imponderabilia.

A) Sherrie Levine B) Mark Rothko C) Kara Walker D) Marina Abramović

, who is known

Answer: D Explanation: Marina Abramović was and continues to be a prominent performance artist. In the 1970s, she and her then-partner Ulay performed Imponderabilia, in which the two stood facing each other in a narrow museum doorway, naked and expressionless, forcing visitors to squeeze through to get to the museum.

Topic: Performance Art Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Performance art.; Interpret examples of Performance art.

Bloom's: Remember Accessibility: Keyboard Navigation 25) On what source material did Roy Lichtenstein often base his imagery?

A) The Bible B) Current popular products C) Comics D) Works of earlier artists Answer: C Explanation: Many of Lichtenstein's paintings were adapted from comic strips accurately down to the dialogue in the speech balloons and the dot pattern of crude newspaper reproduction.

Topic: Pop Art Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Pop art.; Interpret examples of Pop. Bloom's: Remember Accessibility: Keyboard Navigation

26) What type of art is Matthew Barney's Cremaster Cycle?

A) Land art B) Pop art C) Internet art D) Video art Answer: D Explanation: Barney's Cremaster Cycle is a series of five videos.

Topic: Postmodernism Learning Objective: Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.; Interpret examples of postmodern video art.; Infer how digital technologies open up possibilities in traditional media.

Bloom's: Remember Accessibility: Keyboard Navigation 27) Discuss the concept of appropriation in postmodern art. Point to specific examples from your text in your response. Then consider content from outside your text, describing how it referencespast style or works.

Answer: Postmodern artists engage in the practice of appropriation, or an artistic recycling of existing objects or images. Sherrie Levine is an artist who created a number of "after" works, restating images made originally by such artists as Constantin Brancusi, Man Ray, and the photographer Walker Evans. In music, appropriation is at the heart of sampling—taking bits of music from prerecorded songs and giving them new meaning by placing them in a new context.

Topic: Postmodernism Learning Objective: Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.; Interpret examples of postmodern video art.

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28) Giving specific examples of works and/or artists to support your statements, discuss the impact of the feminist movement on art and artists. How have feminist artists created works that address issues of gender? What media, subjects, and themes have been and are used by feminist artists?

Answer: Since the late 1960s, when feminism arose, women have been focused on what makes them different from men, and for feminist artists, what makes the art from women artists different from male art. Judy Chicago was a feminist artist who created works addressing gender in a variety of media, subjects, and themes. Judy Chicago's The Dinner Party is perhaps the most important work from the 1970s feminist movement. Arranged around a triangular table, this collaborative work that involved hundreds of women is 39 place settings, each created in honor of an influential woman. By using craft techniques such as ceramics, weaving, needlepoint, and embroidery, Chicago physically associated the piece with "women's work." The 13 places on each side invoke the seating arrangement of Leonardo's Last Supper, a reference to an all-male gathering that is a central work in Western art history.

Topic: Feminist Art Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Feminist art.; Interpret examples of Feminist art.

Bloom's: Understand Accessibility: Keyboard Navigation 29) What is the role of provocation, or "shock value," in art? Discuss the work of the Young British Artists in your response, taking into account the audience's reaction to such art.

Answer: By its nature, provocative art creates strong opinions. Audiences may like or abhor the works and their meanings, but at least the art and its value is being discussed. For example, controversy followed the Sensation exhibit to the Brooklyn Museum of Art in New York. The focus of American outrage was Chris Ofili's image of the Madonna adorned with elephant dung and small pornographic photographs. The resulting actions prompted widespread debate about the boundaries of taste in art.

Topic: Postmodernism Learning Objective: Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.; Infer the public reaction to postmodern approaches to art.; Interpret examples of postmodern video art.

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30) Making references to the works of specific artists, discuss representations and interpretations of the human body from De Kooning to the present. Analyze a selection of works with a variety of representations of the body. Explore an artist or work that you consider particularly interesting or compelling, analyzing why you feel this way.

Answer: Responses will vary depending on the selection of artwork. Consider the genre of Body Art in your discussion. Artists to consider are Willem de Kooning, Marina Abramović, and Matthew Barney.

Topic: Abstract Expressionism; Performance Art; Feminist Art; Postmodernism Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Interpret examples of Abstract Expressionism.; Explain the development of art in the 1960s and 1970s.; Interpret examples of Pop.; Interpret examples of Performance art.; Recall characteristics of Feminist art.; Interpret examples of Feminist art.; Discuss the art of the 1980s and 1990s.; Interpret examples of Postmodernist art and design.; Interpret how issues of identity is explored in works of art.; Recognize themes and interdisciplinary relationships in arts from the modern to postmodern world.

Bloom's: Analyze Accessibility: Keyboard Navigation 31) How have contemporary artists explored cultural identity? Discuss works in which artists explore pluralism and identity through their use of images, actions, and materials.

Answer: Artists associated with the feminist movement of the 1970s and LGBTQ movement of the 1980s were instrumental in opening the art world to works that addressed human difference and the many identities the American culture embraced. Kara Walker's art takes on the highly charged subject of slavery in her installation African't. Consisting of large-scale silhouettes cut from heavy black paper and attached to a wall, the installation is made up of brief scenes of a series of vignettes. Stereotypes of master and slave come to life and begin to act out their true natures. In addressing the most highly charged issues, the AIDS epidemic of the 1980s, the Silence=Death Project used the formal means of advertising to channel emotions from personal experience.

Topic: Feminist Art; Postmodernism Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Feminist art.; Interpret examples of Feminist art.; Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.; Interpret how issues of identity is explored in works of art.; Recognize themes and interdisciplinary relationships in arts from the modern to postmodern world.

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32) Consider Pollock's Number 1, 1949. Identify the style of this work. Then discuss the artist's incorporation of at least three elements and principles of art in the work.

Answer: Responses will vary depending on the selection of elements and principles. Pollock was the model Abstract Expressionist who employed a "drip technique" by casting paint from a brush with controlled gestures, or dripping paint from stick. This work, and Pollock's in general, displays an emphasis on rhythm, nonrepresentation, color, form, and line.

Topic: New York School; Abstract Expressionism Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Interpret examples of Abstract Expressionism.

Bloom's: Analyze Accessibility: Keyboard Navigation 33) Consider the following works: Rothko's Orange and Yellow, De Kooning's Woman IV, and Johns' Target with Four Faces. Associate each artist or his/her work with the style it most closely represents. How do these works approach issues of representation, content, media, and abstraction?

Answer: Abstract Expressionist Willem De Kooning employed an abstract sense in his gestural oil, enamel, and charcoal painting Woman IV. In his series of paintings titled Women, De Kooning began each painting from a photograph of a beautiful woman; yet, as he worked, they were abstracted into subconscious manifestations. Another form of abstraction that came into prominence was color field painting. Mark Rothko reduced imagery to a large "field" or area of color. His oil on canvas Orange and Yellow, as well as other paintings, has a meditative tranquility that draws in the viewer and invites contemplation. An example of a Neo-Dada style is found in Jasper Johns' Target with Four Faces. Johns combined objects and assorted art media to create a format called assemblage. In Target, Johns chose familiar images and objects in his pieces to create a visual narrative, mixing art with life as he saw it.

Topic: Abstract Expressionism; Assemblage Learning Objective: Describe the art of the New York School.; Recall characteristics of Abstract Expressionist art.; Interpret examples of Abstract Expressionism.; Summarize the goals and characteristics of assemblages and happenings.; Interpret examples of assemblage.

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34) Consider Judy Chicago's Dinner Party. Describe how the work is representative of feminist theory and Feminist art.

Answer: Judy Chicago was a feminist artist who created works addressing gender in a variety of media, subjects, and themes. The Dinner Party is perhaps her most important work from the 1970s feminist movement. Arranged around a triangular table were 39 place settings, each individually designed by different artists in honor of an influential woman. By using craft techniques such as ceramics, weaving, needlepoint, and embroidery, Chicago physically associated the piece with "women's work."

Topic: Feminist Art Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Feminist art.; Interpret examples of Feminist art.

Bloom's: Analyze Accessibility: Keyboard Navigation 35) Describe the relationship between the commercial media and Pop art. From where did Pop artists, such as Andy Warhol and Roy Lichtenstein, draw inspiration? Explain how the works of Pop artists differ from the mass-produced content that serves as their source material.

Answer: Pop artists found a gold mine of visual material in the mundane, mass-produced objects and images of America's popular culture: comic books, advertising, billboards, and packaging; the ever-expanding world of home appliances and other commodities; and photographic images from cinema, television, and newspapers. They used these resources on which to base their art, simultaneously celebrating and critiquing the consumer culture in which we live.

Topic: Pop Art Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Pop art.; Interpret examples of Pop. Bloom's: Analyze Accessibility: Keyboard Navigation

36) Discuss how Body art and Performance art often intersect. Use specific examples to illustrate your answer. Further, consider instances where the two styles do not overlap.

Answer: Much of the Performance art of the 1970s concerned the relationship between artist and spectator, and therefore included aspects of Body art. An example is Imponderabilia, which the artist Marina Abramović performed with her then partner Ulay in a museum in Italy. Anyone wanting to enter the museum had to get by them, squeezing through sideways, brushing against their bodies. In Bruce Nauman's Poke in the Eye/Nose/Ear, although the subject of the work is Nauman's body, the subject is videotaped and not a live performance. The visual framing is tight, the video is shot in slow motion, and the projection is huge. The viewer feels sympathetic pain and discomfort as we watch the artist's body.

Topic: Performance Art; Postmodernism Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Performance art.; Interpret examples of Performance art.; Discuss the art of the 1980s and 1990s.; Recall characteristics of Postmodern art.; Interpret examples of Postmodernist art and design.; Interpret examples of postmodern video art.

Bloom's: Analyze Accessibility: Keyboard Navigation 37) Describe the role of text and words in Conceptual art. What ideas result from the use of words that cannot be achieved without text?

Answer: Many Conceptual artists worked with language, for words, when written, take on a double life as image and idea. For example, Joseph Kosuth made a work called One and Three Chairs by juxtaposing three elements: a chair, a black-and-white photograph of the same chair enlarged to life-size, and a photographic enlargement of a dictionary definition of the word chair.

In true Conceptual fashion, the form is secondary, for the style of chair doesn't matter, any dictionary definition will do, and the three elements can be arranged in many ways. Conceptual art often plays with the idea of "truth" and uses language to challenge our notions of what that may be.

Topic: Conceptual Art Learning Objective: Explain the development of art in the 1960s and 1970s.; Recall characteristics of Conceptual art.; Interpret examples of Conceptual art.; Discuss the art of the 1980s and 1990s.

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Living with Art, 12e (Getlein) Chapter 23 Contemporary Art around the World 1) What type of source material did Subodh Gupta use in making the work Dada?

A) Plaster B) Recycled tires C) Stainless-steel utensils D) Wood, grass, and mud Answer: C Explanation: Gupta makes his flamboyant, entertaining art from the everyday objects of Indian culture, including stainless-steel utensils, which are ubiquitous.

Topic: Artist: Subodh Gupta Learning Objective: Interpret examples of works by Subodh Gupta.

Bloom's: Remember Accessibility: Keyboard Navigation 2) What factor greatly contributes to rising art prices?

A) The cost of the work's materials B) The controversy behind the work C) The message of the work D) High demand for the work Answer: D Explanation: The prices paid by art collectors are determined by the basic economic principle of supply and demand. When supply of a desired artist's work is low and demand is high, prices rise.

Topic: Art value Learning Objective: Infer how works of art are valued.

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3) What is the inspiration for Nermine Hammam's Cairo Year One: Upekkha?

A) Egyptian heiroglyphics B) The 2011 Egyptian Revolution C) Indian politics D) Hindu pantheism Answer: B Explanation: In 2011, during the early days of the Egyptian Revolution, Hammam went to Tahrir Square to photograph the arrival of the Egyptian army, which had been called in to guarantee order. As the protests continued under the protection of the army, Hammam photographed the soldiers in unguarded moments of daydreaming, vulnerability, flirtation, and kindness.

Topic: Artist: Nermine Hamman Learning Objective: Identify issues addressed by contemporary artists around the world.; Interpret examples of works by Nermine Hamman.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 4) Imran Qureshi's work is informed by what influence?

A) Postmodern minimalism B) The human form C) Traditional Mughal miniature painting D) Video games Answer: C Explanation: Imran Qureshi surprised himself by finding inspiration in traditional Mughal miniature paintings. For example, in Blessings Upon the Land of My Love, Qureshi employs the conventions and techniques of Mughal painting to portray what at first glance appears to be the aftermath of a violent incident.

Topic: Artist: Imran Qureshi Learning Objective: Identify issues addressed by contemporary artists around the world.; Interpret examples of works by Imran Qureshi.

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5) What subject does Damián Ortega explore in his work, Harvest?

A) Mexican revolutionary culture B) Postmodern alienation C) Language and its representation D) The exploitation of indigenous peoples in Latin America Answer: C Explanation: Harvest finds Ortega thinking about language and its representation. Suspended from the ceiling, close to the floor, twenty-five lengths of steel turn and twist in the air. Each one is lit independently from above; each shadow takes the form of a letter of the alphabet.

Topic: Artist: Damian Ortega Learning Objective: Identify issues addressed by contemporary artists around the world.; Interpret examples of works by Damian Ortega.; Identify significant works of art and artists.

Bloom's: Analyze Accessibility: Keyboard Navigation 6) What aspect is explored in Ernesto Neto's work, Leviathan Thot?

A) Romantic ideals B) Gravity C) War D) Fertility Answer: B Explanation: Neto's sculpture works with gravity, is created by gravity, which pulls the elements earthward and gives the work form. The artist thinks of his work as a dance, an art of gravity, grace, balance, and interaction.

Topic: Artist: Ernesto Neto Learning Objective: Interpret examples of works by Ernesto Neto.; Identify significant works of art and artists.

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7) What style is associated with Takashi Murakami's work, such as Hustle'n'Punch by Kaikai and Kiki?

A) Neoclassical B) 8-bit C) Superflat D) Photorealism Answer: C Explanation: Hustle'n'Punch by Kaikai and Kiki is an example of Murakami's "superflat" works. As the name suggests, such works are entirely flat and do not create the illusion of threedimensional space or forms.

Topic: Artist: Takashi Murakami Learning Objective: Interpret examples of works by Takashi Murakami.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 8) How is Feng Mengbo's Long March: Restart best described?

A) Sculpture B) Video game installation C) Superflat painting D) Silkscreen Answer: B Explanation: Long March: Restart is an interactive video-game installation based on the Long March. Feng Mengbo created the work using the 8-bit technology of the side-scrolling video games of the 1980s.

Topic: Artist: Feng Mengbo Learning Objective: Interpret examples of works by Feng Mengbo.; Identify significant works of art and artists.

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9) What topic is explored in Yinka Shonibare's Cake Man? A) Nature B) Indian mythology C) Greed D) The brutality of the Khmer Rouge Answer: C Explanation: As Shonibare himself explains, "Cake Man is essentially about greed, the burden of carrying wealth and never having enough...Even though it weighs you down, you still want more."

Topic: Artist: Yinka Shonibare, MBE Learning Objective: Interpret examples of works by Yinka Shonibare, MBE.; Identify significant works of art and artists.

Bloom's: Understand Accessibility: Keyboard Navigation 10) What theme in contemporary art is unique to the last century?

A) Technology B) Globalization C) Spirituality D) Political regime change Answer: B Explanation: Over the past century, the global art world—a term that embraces artists, curators, dealers, collectors, journalists, critics, and other professionals—became even more interconnected. This phenomenon of globalization, therefore, is an important theme in contemporary art.

Although contemporary art also explores technology, politics, and spirituality, these topics have been the subject of art for millennia.

Topic: Theme: Here and Now Learning Objective: Identify issues addressed by contemporary artists around the world.; Recognize themes and interdisciplinary relationships in arts from around the world today.; Relate contemporary works of art to past works.

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11) How can Sopheap Pich's Fertile Land be described?

A) Nonrepresentational B) Dada C) Internet art D) Installation Answer: A Explanation: Recently, Pich has been making nonrepresentational works that exist between painting and sculpture, as in the case of Fertile Land.

Topic: Artist: Sopheap Pich Learning Objective: Interpret examples of works by Sopheap Pich.; Identify significant works of art and artists.

Bloom's: Understand Accessibility: Keyboard Navigation 12) What element is an influence in Kohei Nawa's PixCell-Deer#24?

A) Japanese Shinto religion B) Neoclassical painting C) Otaku lifestyle D) Japanese traditional dress Answer: A Explanation: In the context of traditional Japanese culture, PixCell-Deer recalls Shintoism. In Shinto belief, deer appear as messengers of the kami, nature spirits and natural phenomena that are worshiped as sacred beings.

Topic: Artist: Kohei Nawa Learning Objective: Interpret examples of works by Kohei Nawa.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 13) What subject matter is the focus of Jenny Saville's work, including Rosetta 2?

A) Flesh B) Political revolution C) Global religions D) Balance Answer: A Explanation: Saville paints women's bodies as landscapes of flesh shaped by time, pain, love, desire, illness, deformity, and violence. "I'm trying to find bodies that manifest in their flesh something of our contemporary age."

Topic: Artist: Jenny Saville Learning Objective: Identify issues addressed by contemporary artists around the world.; Interpret examples of works by Jenny Saville.

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14) What work was installed in the Pantheon in Paris?

A) Leviathan Thot by Ernesto Neto B) Harvest by Damián Ortega C) PixCell-Deer#24 by Kohei Nawa D) Dada by Subodh Gupta E) Armed Innocence II by Nermine Hammam Answer: A Explanation: Neto was invited to create a work for temporary installation in the Pantheon in Paris, resulting in Leviathan Thot. The work transformed the Pantheon's cavernous Neoclassical interior into a sensuous, mysterious place filled with pendulous, organic forms.

Topic: Artist: Ernesto Neto Learning Objective: Interpret examples of works by Ernesto Neto.; Identify significant works of art and artists.

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Match the artist to his or her work.

A) Nermine Hammam B) Jenny Saville C) Subodh Gupta D) Imran Qureshi E) Damián Ortega F) Kohei Nawa G) Yinka Shonibare, MBE 15) Cake Man Topic: Artist: Yinka Shonibare, MBE; Artist: Nermine Hamman; Artist: Imran Qureshi; Artist: Subodh Gupta; Artist: Kohei Nawa; Artist: Damian Ortega; Artist: Jenny Saville Learning Objective: Interpret examples of works by Yinka Shonibare, MBE.; Interpret examples of works by Nermine Hamman.; Interpret examples of works by Imran Qureshi.; Interpret examples of works by Subodh Gupta.; Interpret examples of works by Kohei Nawa.; Interpret examples of works by Damian Ortega.; Interpret examples of works by Jenny Saville.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 16) PixCell (Beads) Topic: Artist: Yinka Shonibare, MBE; Artist: Nermine Hamman; Artist: Imran Qureshi; Artist: Subodh Gupta; Artist: Kohei Nawa; Artist: Damian Ortega; Artist: Jenny Saville Learning Objective: Interpret examples of works by Yinka Shonibare, MBE.; Interpret examples of works by Nermine Hamman.; Interpret examples of works by Imran Qureshi.; Interpret examples of works by Subodh Gupta.; Interpret examples of works by Kohei Nawa.; Interpret examples of works by Damian Ortega.; Interpret examples of works by Jenny Saville.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 17) Rosetta 2 Topic: Artist: Yinka Shonibare, MBE; Artist: Nermine Hamman; Artist: Imran Qureshi; Artist: Subodh Gupta; Artist: Kohei Nawa; Artist: Damian Ortega; Artist: Jenny Saville Learning Objective: Interpret examples of works by Yinka Shonibare, MBE.; Interpret examples of works by Nermine Hamman.; Interpret examples of works by Imran Qureshi.; Interpret examples of works by Subodh Gupta.; Interpret examples of works by Kohei Nawa.; Interpret examples of works by Damian Ortega.; Interpret examples of works by Jenny Saville.; Identify significant works of art and artists.

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18) Cairo Year One: Upekkha Topic: Artist: Yinka Shonibare, MBE; Artist: Nermine Hamman; Artist: Imran Qureshi; Artist: Subodh Gupta; Artist: Kohei Nawa; Artist: Damian Ortega; Artist: Jenny Saville Learning Objective: Interpret examples of works by Yinka Shonibare, MBE.; Interpret examples of works by Nermine Hamman.; Interpret examples of works by Imran Qureshi.; Interpret examples of works by Subodh Gupta.; Interpret examples of works by Kohei Nawa.; Interpret examples of works by Damian Ortega.; Interpret examples of works by Jenny Saville.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 19) Blessings Upon the Land of My Love Topic: Artist: Yinka Shonibare, MBE; Artist: Nermine Hamman; Artist: Imran Qureshi; Artist: Subodh Gupta; Artist: Kohei Nawa; Artist: Damian Ortega; Artist: Jenny Saville Learning Objective: Interpret examples of works by Yinka Shonibare, MBE.; Interpret examples of works by Nermine Hamman.; Interpret examples of works by Imran Qureshi.; Interpret examples of works by Subodh Gupta.; Interpret examples of works by Kohei Nawa.; Interpret examples of works by Damian Ortega.; Interpret examples of works by Jenny Saville.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 20) Dada Topic: Artist: Yinka Shonibare, MBE; Artist: Nermine Hamman; Artist: Imran Qureshi; Artist: Subodh Gupta; Artist: Kohei Nawa; Artist: Damian Ortega; Artist: Jenny Saville Learning Objective: Interpret examples of works by Yinka Shonibare, MBE.; Interpret examples of works by Nermine Hamman.; Interpret examples of works by Imran Qureshi.; Interpret examples of works by Subodh Gupta.; Interpret examples of works by Kohei Nawa.; Interpret examples of works by Damian Ortega.; Interpret examples of works by Jenny Saville.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation 21) Harvest Topic: Artist: Yinka Shonibare, MBE; Artist: Nermine Hamman; Artist: Imran Qureshi; Artist: Subodh Gupta; Artist: Kohei Nawa; Artist: Damian Ortega; Artist: Jenny Saville Learning Objective: Interpret examples of works by Yinka Shonibare, MBE.; Interpret examples of works by Nermine Hamman.; Interpret examples of works by Imran Qureshi.; Interpret examples of works by Subodh Gupta.; Interpret examples of works by Kohei Nawa.; Interpret examples of works by Damian Ortega.; Interpret examples of works by Jenny Saville.; Identify significant works of art and artists.

Bloom's: Remember Accessibility: Keyboard Navigation Answers: 15) G 16) F 17) B 18) A 19) D 20) C 21) E

22) Giving specific examples of works and/or artists, discuss the impact of globalization on art and artists.

Answer: As the twentieth century drew to a close, the art world began to expand its international reach. Galleries, museums, and artists established presences on the Internet and in digital media. Exhibition spaces opened up in major cities around the world, and venerable and prestigious international biennial exhibitions of new art were joined by similarly ambitious events in other cities worldwide, creating an expanded network in which art from many points of origin circulated and became known.

Topic: Theme: Human Experience Learning Objective: Identify issues addressed by contemporary artists around the world.; Recognize themes and interdisciplinary relationships in arts from around the world today.

Bloom's: Understand Accessibility: Keyboard Navigation 23) Discuss how a background of certain cultural or historical knowledge could increase a viewer's understanding and appreciation of at least two contemporary works mentioned in this chapter.

Answer: Consider how the content of the artwork is conveyed through the presentation of the work and how the content is informed by the cultural or historical background or reference. For example, knowledge of The Long March, a famous event in 20th-century Chinese history, will increase a viewer's understanding of the symbology (and irony) in Feng Mengbo's Long March: Restart.

Topic: Theme: Stories and Histories Learning Objective: Identify issues addressed by contemporary artists around the world.; Recognize themes and interdisciplinary relationships in arts from around the world today.

Bloom's: Understand Accessibility: Keyboard Navigation 24) Do you think the growing global interconnectedness is good or bad for the art world?

Support your opinion by exploring how globalization manifests in an artwork from your text.

Answer: Responses will vary depending on answer selection. Consider global factors that have an impact on the art world and how these factors can have a positive or negative effect. For example, Yinka Shonibare's Cake Man questions the idea of authenticity, and if such a thing exists anymore. "Even things that were supposed to represent authentic Africa didn't turn out to fulfill the expectation of authenticity," says Shonibare. The textiles he used in Cake Man invite us to meditate on the complexity of globalization, which destabilizes simple ideas about cultural authenticity and national identity.

Topic: Theme: Here and Now; Theme: Human Experience Learning Objective: Identify issues addressed by contemporary artists around the world.; Recognize themes and interdisciplinary relationships in arts from around the world today.; Relate contemporary works of art to past works.

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25) Identify two artists who have used their art to comment on issues of identity, both cultural and personal. Comment on the reasons that you feel they have succeeded or failed in their efforts.

Answer: Responses will vary depending on the selection of artwork/artists. Include a description of each artwork and how that work employs a visual dialog to convey the artist's statement. For example, Jenny Saville seeks to find meaning in the flesh of women's bodies. She says, "I'm trying to find bodies that manifest in their flesh something of our contemporary age.

"Her painting Rosetta 2 blurs the line between beauty and grotesque, perhaps commenting on how a woman's identity is tied to cultural notions of aesthetic beauty.

Topic: Theme: Human Experience Learning Objective: Identify issues addressed by contemporary artists around the world.; Recognize themes and interdisciplinary relationships in arts from around the world today.

Bloom's: Analyze Accessibility: Keyboard Navigation 26) Summarize the factors that contribute to an artwork's value. Discuss reasons for the relatively recent explosion in prices paid for artworks.

Answer: Generally speaking, the prices paid by art collectors are determined by the basic economic principle of supply and demand. When supply of a desired artist's work is low and demand is high, prices rise. The recent demand for art has greatly increased, in part because of the growth of the economies of Russia, China, India, and the Gulf states. With many wealthy people competing to buy the same art, prices rise. Although many wealthy buyers of art enjoy the pieces they purchase, they may also hope that the works will appreciate in value.

Topic: Art value Learning Objective: Infer how works of art are valued.

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