Write an essay with the research question of: How do the visual/urban aesthetics of “The Gates” interact with ideas of movement and temporality through central park/the city. Using the framework: urban aesthetics. When writing, specify what exactly urban aesthetics are. Refer to images of “The Gates”, how does temporality play a role in the discourse of urban aesthetics(imagining/interpreting the space). How is temporality in line with movement in this art installation?
Literature will be provided, please use Chicago style referencing and footnotes, paraphrase when using sources.
Category: Art & architecture
• ISSUES TO BE IDENTIFIED/ADDRESSED WHEN BLENDING NEW DEVELOPMENTS WITH HISTORICALLY SMALL TOWNSHIPS?
Addressed to Adelaide Plains Council
Write an essay describing how this painting embodies the “sublime beauty” through its depiction of seashells and erotica in nature. Create a thorough analysis of the painting and its erotic aspects playing into the idea of sublime beauty of the sea. How does this relate to a romantic perception of the sea?
Please use only academic sources and paraphrasing when using sources. Literature will be provided. Please use Chicago Style footnotes.
Select an elementary grade level (K-6) that will be the focus of your four integrated activities.
(MUST USE GEORGIA STATE STANDARDS!
A. Create an integrated visual arts activity for the selected elementary grade level by doing the following:
1. Provide one state or national visual arts standard for the selected grade level, including the alphanumeric indicator code and the written standard.
2. Provide a standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the visual arts standard from part A1. Include the alphanumeric indicator code and the state or national written academic content standard.
Note: Once you use an academic area, it cannot be repeated for any other task prompt. All four content standards must be used by the end of the task (math, science, language arts, and social studies).
3. Describe a learning activity that integrates the identified visual arts standard from part A1 and the core academic standard from part A2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity.
Note: Be sure to include source information (author, title, date, and source location) for your work of art in your references page. b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part A3 effectively integrates the visual arts standard from part A1 and the academic standard from part A2 into one cohesive learning experience. B. Create an integrated drama/theater activity for the selected elementary grade level by doing the following:
1. Provide one state or national drama/theater standard for the selected grade level, including the alphanumeric indicator code and written standard.
2. Provide a standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the drama/theater standard from part B1. Include the alphanumeric indicator code and the state or national written academic content standard.
3. Describe a learning activity that integrates the identified drama/theater standard from part B1 and the core academic standard from part B2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity. b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part B3 effectively integrates the drama/theater standard from part B1 and the academic standard from part B2 into one cohesive learning experience.
C. Create an integrated dance activity for the selected elementary grade level by doing the following:
1. Provide one state or national dance standard for the selected grade level, including the alphanumeric indicator code and written standard.
2. Provide a standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the dance standard from part C1. Include the alphanumeric indicator code and the state or national written academic content standard. 3. Describe a learning activity that integrates the identified dance standard from part C1 and the core academic standard from part C2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity.
b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part C3 effectively integrates the dance standard from part C1 and the academic standard from part C2 into one cohesive learning experience. D. Create an integrated music activity for the selected elementary grade level by doing the following:
1. Provide a state or national music standard for the selected grade level, including the alphanumeric indicator code and written standard.
2. Provide a standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the music standard from part D1. Include the alphanumeric indicator code and the state or national written academic content standard. 3. Describe a learning activity that integrates the identified music standard from part D1 and the core academic standard from part D2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity.
b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part D3 effectively integrates the music standard from part D1 and the academic standard from part D2 into one cohesive learning experience. E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
Note: All works of art should be included in your references page.
Match cover or inquiry letters, resumes, reference lists, etc. into one set. (Cover letters, professional resumes, references, and personal marketing plans are attached.) In other words, make sure that font styles and sizes are consistent between documents as well as any graphics or other layout elements, and remove AI-ing.
For this journal assignment, you will begin by making a short list of all the graphic design encounters that you experience daily. Identify the types of designs you thought were most effective. Discuss how these designs were persuasive and visually captivating by pointing out specific visual information such as color, type, design, etc. You can also identify unsuccessful designs and describe the ineffective qualities.
Do the graphic designs you encounter differ based on their origins? For example, do graphics from other countries or regions differ in their modes of expression and tonal qualities? Can you distinguish any cultural features in any of the designs?
Your journal entry must be at least 450 words in length and must include at least one source obtained from the CSU Online Library. Be sure to incorporate language, concepts, and vocabulary from the textbook in your response. All sources used must have citations and resources formatted in proper APA Style.
: In this assignment, you will explore the crossroads of culture, innovation, and religious expression through art and architecture. Drawing from the course material, you will complete two distinct yet interconnected parts in a 4-5 page (1,000-1,200 words) paper:
Innovations in Art and Architecture: Examine innovations in art or architecture by analyzing how they built upon past innovations to create something entirely new.
Art, Architecture, and Religious Expression: Delve into the connection between art and architecture and the values of different religions. You will select specific works and discuss how they embody the ideals and values of their respective cultures.
I need someone with an architecture background who can help m make nice visuals and architectural maps for this topic and help me write. Price is not an problem
Please make sure you have access to the book in the topic section. Please open the documents below for instructions and assignment. Please answer Parts A & B separately from Parts 1 & 2 separately.
Respond to ALL of the questions thoroughly, using specific examples of works we have seen in class. Please answer all of the questions, not just individual questions or parts of each question. This is not a research paper! You should be referring to class lectures to respond to the questions. There is no need to cite the lectures. a. In what ways does the Baroque period in the Netherlands differ from the Baroque in all of the other countries we discussed? Examine the period both artistically and religiously. b.How was the Baroque period impacted by the Counter-Reformation? c. Discuss how the Protestant Reformation and the Catholic Counter-Reformation led to different religious practices and inspired different styles of art. Select at least one artist from each country we have studied, and analyze how each made use of varying Baroque characteristics in his/her art. Extra Credit: How were the Baroque and Rococo styles similar and different? Where did each style begin, to whom did they most appeal, and why?