REVIEW & PRACTISE

ART AND SOCIETY

Art and culture (Heritage) Social art

Formal analysis of a work of art

Sociocultural analysis of a work of art

Artistic activism

Art as testimonial evidence

The artist as a chronicler

A-l

The revolutionary artist

Popular art

Community art

Artivism

Artivism Word formed by the combination of ‘artist’ and ‘activism’. It refers to artistic productions with an explicit social content.

Chronicler An official historian or a person who records chronicles.

Community art Type of artistic production made by a group of people. The artistic process and the social intervention are more important than the work itself.

Formal analysis The analysis of the formal characteristics of a work, whose purpose is to identify the style and understand it.

Intangible heritage Set of intangible assets that have been created by past societies.

Lines of force Lines of dominant tension produced by visual movement when contemplating an artwork.

Urban art

Relational art

M-Z

Performance An artistic activity based on improvisation and direct contact with the audience. Relational art Type of art in which the relationships established among the people at whom the intervention is aimed are more important than the work itself.

Revolutionary Person in favour of revolution and change.

Sensory experience An activity to experience the world through sensations.

Stencil Artistic technique in which you work with a template of a cut-out drawing.

Tangible heritage Set of tangible assets that have been created by past societies.

1   Reflect on the society in which you live by analysing the images that surround you throughout a day. Use a camera or mobile phone to capture these images. Then explain what they tell you, their intentions, what they make you feel, etc. Reflect on the influence they have had on you. Make a collage with them and add words to define it.

2 A new artistic style arises when an artist breaks the rules. Manet’s work Lunch on the Grass (1863) was an avant-garde piece of art and represented a rupture with the art of the time. When it was presented to be exhibited at the Paris Salon, it was rejected as scandalous since it showed a naked woman next to a dressed man. Look for other examples of ground-breaking images and find out why they were considered to be so.

your ideas into an image. Then look for examples of other artists who criticise today’s society and the myths and rites that we have today. For example, Steve Cutss or John Holcroft.

Graffiti criticising meat consumption (Düsseldorf-Eller, Germany).

4 Answer the following questions. You can discuss them with your classmates. Then, evaluate your learning on a scale of 1 to 5.

a) Am I able to understand the relationships between the artwork and its historical context?

b) Am I aware of how these relationships are reflected in the artwork?

c) Am I able to improve society with artistic resources?

d) Do I understand what heritage is and its social function?

e) Can I identify the formal aspects in the analysis of a work of art?

f ) Can I recognise different types of social art?

g) Can I identify different types of popular art?

h) Do I value popular art and accept it as another form of artistic expression?

i ) Do I understand the differences between an artist and an activist?

3 Have you ever asked yourself if you do things just because they have always been done? Have you ever thought about the trends you follow and the reasons to do so? How do traditions and conventions influence you? Reflect on an absurd or unhealthy habit or on a type of conformism. Write a short text about its causes and consequences, and condense

Reflect on the progress made in the learning situation throughout the unit at anayaeducacion.es