HOGARTH – Helpful Online Gateway to ART History

2002 ◽  
Vol 27 (1) ◽  
pp. 40-43
Author(s):  
Sarah Gilmour

Exhibition and sales catalogues are notoriously hard to locate. This problem will be soon be alleviated in the UK by HOGARTH, a project to facilitate research access to the major collections in the history of art within the concept of the distributed national collection in the subject. A second benefit will be the creation of an electronic directory of collections of art history documentation in this country. The project is currently at halfway stage and this article outlines its background, its methodology, progress to date and future developments.

KÜLÖNBSÉG ◽  
2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Anna Váraljai

The article proposes a methodological experiment in writing art history, namely the incorporation of the study of mixed discourse into the area of art history.  The term mixed discourse was defined by Ricoeur in his analysis of Freud’s writings. It refers to a mixed discourse of everyday and scientific language that is manifested in verbal and visual productions.  A mix of epistemological modes is represented in products of mixed discourse that disturbs consumers. In the art history of the fin-de-siècle, the popular register of mixed discourse is usually overlooked. The article surveys what happens if this blind spot becomes the subject of scrutiny.


Artifex Novus ◽  
2020 ◽  
pp. 124-135
Author(s):  
Beata Lewińska

Dydaktyka historii sztuki w Instytucie Historii Sztuki Uniwersytetu Kardynała Stefana Wyszyńskiego jest przedmiotem edukacji od 2001 roku. Konieczność wprowadzenia tego typu zajęć była determinowana chęcią włączenia praktycznych elementów do programu studiów w historii sztuki, co otworzyło nowe możliwości dla studentów na rynku pracy. Historia sztuki jest nauczana w szkołach artystycznych od II wojny światowej, a od 2005 roku jest przedmiotem egzaminu gimnazjalnego. W 2008 r. Ministerstwo Edukacji wprowadziło historię sztuki do szkół średnich jako dodatkowy przedmiot. Uniwersytet Kardynała Stefana Wyszyńskiego był pierwszą uczelnią w Polsce, na której wprowadzono dydaktykę i metodologię nauczania historii sztuki. Dzięki realizacji tych zajęć wraz z przedmiotami pedagogicznymi i psychologicznymi, uczniowie historii sztuki zdobywają kwalifikacje pedagogiczne i podejmują pracę w szkołach. W tym artykule przedstawiono również programy nauczania i metody ich prowadzenia. Didactics of art history at the Institute of Art History at the University of Cardinal Stefan Wyszyński has been the subject of education since 2001. The need to introduce this type of classes was determined by the desire to include practical elements in the study program in the history of art, which will open up new opportunities for the students in the labor market. The history of art has been taught in art schools since the Second World War, and since 2005 it has been the subject of the secondary school certificate examination. In 2008, Ministry of Education introduced the history of art to secondary schools as an additional subject. Cardinal Stefan Wyszyński University was the first university in Poland where didactics and methodology for teaching art history was introduced. Thanks to the implementation of these classes along with pedagogical and psychological subjects, students of art history obtain pedagogical qualifications and take up work in schools. This article also introduces the teaching programs and methods of their conduct.


We often assume that works of visual art are meant to be seen. Yet that assumption may be a modern prejudice. The ancient world - from China to Greece, Rome to Mexico - provides many examples of statues, paintings, and other images that were not intended to be visible. Instead of being displayed, they were hidden, buried, or otherwise obscured. In this third volume in the Visual Conversations in Art & Archaeology series, leading scholars working at the intersection of archaeology and the history of art address the fundamental question of art's visibility. What conditions must be met, what has to be in place, for a work of art to be seen at all? The answer is both historical and methodological; it concerns ancient societies and modern disciplines, and encompasses material circumstances, perceptual capacities, technologies of visualization, protocols of classification, and a great deal more. The emerging field of archaeological art history is uniquely suited to address such questions. Intrinsically comparative, this approach cuts across traditional ethnic, religious, and chronological categories to confront the academic present with the historical past. The goal is to produce a new art history that is at once cosmopolitan in method and global in scope, and in doing so establish new ways of seeing - new conditions of visibility - for shared objects of study.


Art Journal ◽  
1984 ◽  
Vol 44 (4) ◽  
pp. 313
Author(s):  
Jules David Prown

1970 ◽  
Vol 36 ◽  
pp. 261-279 ◽  
Author(s):  
J. V. S. Megaw

Nearly seventy years ago Wilhelm Worringer first wrote that ‘ultimately all our definitions of art are definitions of classical art’ (Worringer, 1953, 132). Today, the study of Western European art history, old or modern, the products of peasant craft-centres or urban ‘schools’, has in the course of time developed its own methodology and, almost, mystique. In contrast, the study of many branches of prehistoric art in Europe and elsewhere is all too often seen as a mere extension of the skilled but subjective approaches of classical archaeology without considering the suitability of the latter's application. The use of the classical art-historian's intuitive methods built up not just from visual exprience but a detailed background of literary, historical and philosophical studies must in fact be almost entirely denied the student of prehistoric or primitive art. It is perhaps only natural that principles of classical art history should be applied to later European prehistory, though it is often difficult to arrive at a precise definition of these principles. It was Johann Joachim Winckelmann who made the first systematic application of categories of style to the history of art (Gombrich, 1968, 319). Sir John Beazley, the greatest of all modern classical art historians followed in this tradition basing attributions ‘on the grounds of tell-tale traits of individual mannerisms’ (Carpenter, 1963, 115 ff.) a scheme first applied to painting less than a century ago by the Italian physician Giovanni Morelli (Gombrich, 1968, 309 ff.) and followed at the turn of the nineteenth century in the study of Italian painting (Lermolieff, 1892–3). With Beazley it is, however, difficult to follow step by step his methods of work.


Literator ◽  
2009 ◽  
Vol 30 (1) ◽  
pp. 31-54
Author(s):  
R. Swanepoel

This article presents a theoretical exploration and reading of the notion of the grotesque in Western history of art to serve as background to the reading of the original creatures in the “Tracking creative creatures” project.1 These creatures were drawn by Marley, based on imaginary creatures narrated by his five year-old son, Joshua. The focus in this article is on the occurrence of the grotesque in paintings and drawings. Three techniques associated with the grotesque are identified: the presence of imagined fusion figures or composite creatures, the violation and exaggeration of standing categories or concepts, and the juxtaposition of the ridiculous and the horrible. The use of these techniques is illustrated in selected artworks and Marley’s creatures are then read from the angle of these strategies.


Author(s):  
Ewa Wipszycka

The Canons of Athanasius, a homiletic work written at the beginning of the fifth century in one of the cities of the Egyptian chora, provide us with many important and detailed pieces of information about the Church hierarchy. Information gleaned from this text can be found in studies devoted to the history of Christianity of the fourth and fifth centuries, but rarely are they the subject of reflection as an autonomous subject. To date, no one has endeavoured to determine how the author of the Canons sought to establish the parameters of his work: why he included certain things in this work, and why left other aspects out despite them being within the boundaries of the subject which he had wished to write upon. This article looks to explore two thematic areas: firstly, what we learn about the hierarchical Church from the Canons, and secondly, what we know about the hierarchical Church from period sources other than the Canons. This article presents new arguments which exclude the authorship of Athanasius and date the creation of the Canons to the first three decades of the fifth century.


Author(s):  
Halyna Stelmashchuk

The article is devoted to the history, achievements and prospects of the Department of history and theory of arts of Lviv National Academy of Arts. Emphasis is placed on the role of the doctor of arts, Professor, academician of Yakуm Zapasko in the creation of the graduate school, graduate Department of Historу and Theory of Art and the dissertation Committee LNAM. The publication has an informative value.


1970 ◽  
Vol 6 (1) ◽  
pp. 59-68
Author(s):  
Waldemar Szczerbiński

The subject of the following discourse is, as the title itself points out, the anthropology of Heschel. Considering the fact that Heschel is in general unknown in Poland, I shall take the liberty to make known, in short, some pieces of information about him. Heschel was born in Warsaw, Poland on January 11th 1907. After graduating from the Gymnasium in Wilno he started his studies at Friedrich Wilhelm Universität, Berlin. At the Berlin University he studied at the Philosophy Department and, additionally, he took up studies in the sphere of Semitic Philosophy and History of Art. In 1937 Heschel was chosen by Martin Buber as his successor at Mittelstelle für Jüdische Erwachsenen-Bildung in Frankfurt on the Main. In October he was arrested by the Gestapo and deported to Poland together with all the Jews of Polish nationality. After returning to Warsaw he taught philosophy and biblical sciences at the Institute of Jewish Studies. Six weeks before the German aggression against Poland he left for England and then for the United States where he stayed until his death. He was the Professor at the Jewish Theological Seminary in New York. Except for his didactical activity, our philosopher did not neglect creative work. As time went on he was becoming a more and more well-known and appreciated intellectualist and social worker in America. His activity went far beyond the boundaries of the Jewish world.


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