ART AND CULTURE

Art is linked to society and changes as history progresses. Primitive cultures represented elements and symbols of nature. During the Renaissance, a great artistic revolution took place due to the use of perspective. Abstract expressionism developed in the interwar period, when it was difficult to take a stance. Historical and artistic evolutions go hand in hand.

Even two works of art by the same artist can be very different since their intentions, personal experiences and the society they live in change. Art, as a mirror of society, helps us to build our identity within a collective.

Many of our current sensory experiences are part of old rites, connected with artistic and cultural objects from different periods and styles, such as the baroque sculpture at Easter or the masks at carnival. This is called heritage, which helps us know where we come from.

1 a) What do you know about the history of art? Why do you think styles change? What differentiates them?

b) What is your heritage? What are the most popular images nowadays? When the people of the future see them, what will they think about us?

2 Look for elements of your heritage (natural or cultural, tangible or intangible). Describe and classify them. Then see how they have changed throughout history and identify different styles. Discuss which ones should be part of art history and explain why.

We create objects that become part of our tangible and intangible heritage, such as a building, a ritual object, a poster, a typical dish, a traditional fabric, or a piece of furniture. They become part of our collective memory.

These objects are not always given the same value, nor are all artists considered equal. These creations are valued based on aspects such as aesthetics, expressiveness, ethics, ideology, cost, etc. Creations are often valued subjectively.

3 a) From your point of view, is art valuable? What do you think adds value to a piece of art? Why do you think only some pieces of art are exhibited in museums?

b) Have you ever visited an exhibition? Which one? What do you remember about it? What did you learn? What is art for you? Explain.

1. Porte Bouteilles (Bottle Rack) (1914/1964), by Marcel Duchamp (1887-1968). State Gallery, Stuttgart (Germany).

2. Antique handmade bottle rack. There is a difference between these two works: one is a work of art accepted as such in a more or less consensual way (1) and the other is not valued as art (2).

Although we need to experiment by ourselves, the best way to learn is by looking at what others have already done. Look for examples that prove this statement and share them. Then reinterpret the work of an artist that you like. Change the colour range, compositional scheme, size or scale; introduce new elements, etc. Does it still have the same meaning? Has its meaning changed? Ask your classmates for their impressions.

1. The Mona Lisa (1403), by Leonardo da Vinci (1452-1519). Louvre Museum (Paris).

2. The Mona Lisa (1983), by Jean-Michel Basquiat (1960-1988). Private collection.

3. Collage of the Mona Lisa (2019), by Solange Gautier. Solange Gautier collection.

Observe and respond a) What feelings do they provoke in you? b) Why do you think your feelings are different? a) Is the use of colour realistic? What is the intention behind the colour? b) Where is the attention focused? Why? c) What did the creators want to convey? a) Why? Is it intentional? b) What feelings do they awaken in you?

4 Look at the following images.

1. The Black Square (1915), by Kazimir Malevich (1879-1935). Hermitage Museum (Saint Petersburg).

2. Dos Postes (Two Poles) (1987), by Miquel Barceló (1957). Soledad Lorenzo Gallery (Madrid).

5 Look at the following artworks.

1. Blue Lovers (1914), by Marc Chagall (18871985). Private collection.

2. The Kiss, by Gustav Klimt (1862-1918). Austrian Art Gallery (Vienna).

6 In the following artworks, light is not reflected in the same way.

1. Rabbit (1986), by Jeff Koons (1955). Ileana and Michael Sonnabend collection (New York).

2. Le Chien (Dog) (1957), by Alberto Giacometti (1901-1966). Guggenheim Museum (New York).

The different elements that make up a work of art can be distributed in multiple* ways. A different message can be conveyed depending on where the centre of interest is, where the lines of force go, the types of lines we use, how we distribute the colours, the light, the textures, etc. The analysis ends up with a personal interpretation and emotional assessment.

Works of art cannot be understood outside of the historical and sociopolitical context in which they have been created. The critical analysis of a work of art goes beyond formal aspects, opening a window to the time, customs, ideas and interests in which the creator was immersed. For this reason, art is a good way of understanding the rules and values that govern or have governed a specific society.

We do not need to be experts in history and art criticism to observe, enjoy and value a work of art. However, knowing the historical context in which it was created helps us to better understand and enjoy it.

The concept of the artist has changed throughout history: magicians, whose works are attributed a mystical function (good hunting season, fertility, etc.); propagandists, who glorify a powerful figure or institution to influence people’s opinions; narrators, who help us to understand the world and history; misunderstood geniuses, social outsiders who are not understood by their peers; and social artists, whose art is specially made for the good of the community.

Representations of maternity in different countries and times. We can observe different techniques and concepts of maternity:

1. Madonna and Child (1450), by Jean Fouquet (France, 1420-1481). Museum of Fine Arts (Antwerp, Belgium).

2. El Abrazo de Amor del Universo, la Tierra (México), Yo Misma, Diego y el Señor Xólotl (The Love Embrace of the Universe, the Earth [Mexico], Myself, Diego and Señor Xólotl) (1949), by Frida Kahlo (Mexico, 1907-1954). Jacques and Natasha Gelman collection.

3. Mujer y Niño (Mother and Child) (Oaxaca, Mexico; c. 1929), photograph by Tina Modotti (1896-1942). MoMA (New York).

4. Maternidad (Motherhood) (1953), by Baltasar Lobo (1910-1993).

7   Create a catalogue of images from different periods of art history that convey different sensations (peace, confusion, speed, weight, lightness, etc.). Analyse the different elements of the compositions and how they are distributed.

8 What type of artist do you identify with the most? Why?