CTXT 122. Unit 06|Assignments.Scholarly Writings on Works of Art. Art Comparison

Unit 06 | Assignments
Essays: Scholarly Writings on Works of Art
Essay Overview
Choose 3 piantings from the link, (except Images of the Virgin and Child,)
to compare
  https://artsandculture.google.com/search/asset/?p=uffizi-gallery&em=m01vrkm&categoryId=artmovement&hl=en
Write a 600-word (minimum) essay explaining the importance of the works chosen for this exhibition. Find commonalities among the three works you choose, and develop your thesis statement around those characteristics. Some possibilities include the following:Influence of the Classical world (ancient Greece and Rome)
Ancient subject matter such as mythology or inclusion of ancient architecture
Landscape elements
Narrative scenes
In this course, you will write two 600-word essays that demonstrate the conventions of art-historical research and analysis. The essay topics may be an expansion of topics that you have investigated as a part of your course discussions. You will draw upon the skills required for analyzing a work of art, which include looking at the work of art, identifying style, discussing the meaning of the subject (and symbols where appropriate), and placing the work in historical context, to successfully craft each writing.
Essay Requirements
Each essay must adhere to the following guidelines and standards:
Title Page
Each 600-word essay must begin with a title page that includes the following information:
• essay title
• name
• name of the course
• professor’s name
• date
• word count.
Thesis Statement
This is a concise statement that tells the reader what the essay is about and what your main point or points are. It should offer a well-thought-out, central idea rather than an overtly argumentative statement.
The evidence (primary and secondary sources) you provide for your thesis will include your interpretation, analysis, and description of the characteristics of works of art and texts, and must at all times relate to your thesis.
Review The Writers’ Studio document Thesis Statements for additional guidance.
Analysis
Formal Analysis 
You must discuss at least two images in each essay that serve as support for your thesis and analysis. For each image discussed, write a caption stating what it depicts. Images should be placed at the end of your text. Use Chicago/Turabian style to label your images.At the center of the art-historical method is a thorough visual analysis. Carefully explain the work(s) chosen to the reader to serve as the basis for your analysis. Visual analysis can include thinking of line, shape, form, space, texture, value, light, color, time, repetition, variety, rhythm, balance, compositional unity, emphasis, economy, and proportion. Develop visual analysis by looking carefully at a work of art to determine what is important about its form and parts.
Review The Writers’ Studio document Writing in Art History for commonly used art-historical tools.
Historical and Cultural Context
Research the historical and cultural issues related to the era and region of your topic. Why was the piece made, and how was it used? Who owned it, and who could see it? Compare and contrast similar pieces or artists of the time. What was the content, meaning, or message of the piece or pieces you are looking at, as understood by the people of that time and place?
References
Select two or more scholarly sources (primary and/or secondary sources) relevant to your topic. Document your sources using footnotes set in Chicago/Turabian style. Do not use endnotes or parenthetical citations. Refer to this course’s SCAD Library resource guide for further guidance on proper references as well as additional library resources that are available.
Sources that are unacceptable include any encyclopedia, reference works such as the Grove Dictionary of Art, and most Internet sources.
Primary Sources
Primary sources refer to the original materials (not what another author says about them) created usually at the time under study. In the case of art, primary sources will most likely be the art (paintings, sculptures, installations) itself, interviews with artists, manifestos, contemporary criticism, some theoretical writings, and personal and public correspondence.
Secondary Sources
Secondary sources are interpretations and commentary on primary sources, especially works of art. Secondary sources include books (monographs, anthologies, and exhibition catalogs) and articles in scholarly journals.
Sources that are unacceptable include any encyclopedia, reference works such as the Grove Dictionary of Art, and most Internet sources. The best bibliography will be made up of a variety of sources, and websites should only be cited judiciously.
Review The Writers’ Studio document Using Endnotes or Footnotes in Chicago Style for the most commonly used elements of these styles.
Resources
Barnett, Sylvan. A Short Guide to Writing About Art, 11th Edition. Prentice Hall, 2014.
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. 8th ed. University of Chicago Press.SCAD’s Writers’ Studio
Survey of Western Art Library Guide
Learning Outcomes
After completing this part of the project, students will be able to:
• define a cogent thesis that clearly identifies the topic of the essay
• write a thesis statement using correct syntax, spelling, and grammar
• write an analysis that effectively evaluates works of art and/or architecture from specified historic eras with consideration for the appropriate use of pertinent vocabulary, the significance of techniques and materials employed in making the work, and the cultural context of the work
• convincingly support the central thesis of an essay with appropriate visual support and scholarly sources
• identify and assess quality images from credible academic sources and integrate them into a written analysis
• correctly apply Chicago/Turabian style to notations and references used in a scholarly writing
• provide constructive feedback on peers’ scholarly writings on works of art with consideration for factors such as the clarity 
of the thesis, the successful integration and reference to primary and secondary sources, and the degree to which visual support is valuably integrated into the written analysis.
Procedure
1. Review the Writing Portfolio essay requirements. 
2. Write Essay 2—a 600-word essay that addresses selected works from any of the art-history periods covered in Units 6 – 9. The essay must be formatted in Chicago/Turabian style.
3. Save a draft of your file in DOCX format, named as follows:
o lastnamefirstinitial_Essay2draft.docx
o for example, John Doe would name the file “doej_Essay2draft.docx.”
4. Post a draft of your work to the appropriate Unit 9 discussion forum by 11:59 p.m. U.S. EST/EDT by Day 3 of Unit 9.
5. Provide constructive feedback to your peers’ work by 11:59 p.m. U.S. EST/EDT by Day 5 of Unit 9.
6. Consider the feedback you received and apply it to your final version of the essay.
7. Save a final version of your file in DOCX format, named as follows:
o lastnamefirstinitial_Essay2final.docx
o for example, John Doe would name the file “doej_Essay2final.docx.”
8. Submit this file via the Submissions link in the Course Menu by 11:59 p.m. U.S. EST/EDT on Day 7 of Unit 9.
Grading
Essay 2 is equal to 20 percent of your overall grade in this class. Your project will be graded according to the criteria specified in the Portfolio Essay Rubric, which can be found in Grades on the Course Menu.
Search Results
Web results
Pablo Picasso. Les Demoiselles d'Avignon. Paris, June-July ...
www.moma.org › collection › works
1. 2. Pablo Picasso. Les Demoiselles d'Avignon. Paris, June-July 1907. Oil on canvas. 8' x 7' 8” (243.9 x 233.7 cm). Ivan the Terrible and His Son Ivan
Ivan the Terrible and His Son Ivan on November 16th 1581 Type: Oil on canvas Size: 199.5cm × 254cm Collection: Tretyakov Gallery, Russia
对于有较大艺术交流潜力的物体，我仍然觉得是刀具。追溯到历史当中，也可以由剑开始研究。各个国家在各个时期所用的刀，剑 哥不相同。他们的尺寸，用处，材质，意义也都不同。并且反向推算的话，我们可以从考古中发现的道具和剑来分析出当时的年代，推断出年份，它们的拥有者是谁，当时发生了什么故事。（除了功能性，它们的外形也很经得住推敲，从古至今，刀具的刀柄，刀鞘，刀穗—刀的装饰品也非常丰富。刀身上有时所刻的字母，文字具有不同的意义。刀鞘和刀的挂坠会使用各种考究的材质，比如手工缝制的皮或者镶嵌着保湿的金属。）在当代，我们使用剑的频率几乎没有了（击剑，射箭的剑除外），相反，刀作为小尺寸的剑仍然被人们使用，所以我认为刀是具有较大艺术交流潜力的物体，
For objects with greater artistic communication potential, I still think it is a knife. It can be traced back to history, and can also be studied by the sword. The swords and swords used by different countries in different periods are different. Their size, use, material, and meaning are also different. In addition to their functionality, their shapes are also able to withstand scrutiny. From ancient times to the present, knife handles, scabbards, and spike-knife decorations are also very rich. The letters and words sometimes carved on the knife have different meanings. The scabbard and the pendant of the knife will use a variety of exquisite materials, such as hand-sewn leather or metal inlaid with moisture. And in reverse calculation, we can analyze the time of the time from the props and swords found in archaeology, infer the year, who their owners are, and what happened at that time. In the contemporary era, we rarely use swords (except for fencing and archery swords). On the contrary, knives are still used by people as small-sized swords, so I think knives are objects with greater potential for artistic exchange.
我认为文中提到的珠宝的象征力量是我所感兴趣的。我们可以发现从古至今人们赋予珠宝的‘信仰“所带给人们的心理慰藉不容小觑。也正如文章所说的这种象征力量和物理屏障一样有效。因为心理慰藉所带来的力量不只是坚定和勇气，这种安全感会让你更从容，在处理问题和面对世界的时候会有不同的结果，就像蝴蝶效应一样，每一步都会将你引向正确的方向。这也是我目前看到的最理想的对于珠宝的象征意义的总结