Agnès Varda: Photography and Early Creative Process

2021 ◽  
Vol 36 (1) ◽  
pp. 215-229
Author(s):  
Rebecca J. DeRoo

Abstract Agnès Varda frequently presented her career as encompassing three domains: photography, cinema, and visual art. While her cinema and late-career artistic work are widely accessible, her early photography remains a growing area of study. Moreover, it has often been repeated that Varda began her directorial career with little knowledge of cinema (stories Varda herself echoed). This article excavates little-known 1950s photographic studies from her archives to show how, in her early cinematic career, she utilized her training as a photographer to conceive her early films. The article demonstrates that Varda made extensive scouting photographs to plan the shots and motifs of her first film, La Pointe Courte (France, 1954), and sometimes sketched these compositions directly in her shooting script. The article also features photographs she made to develop themes in L'Opéra Mouffe (Diary of a Pregnant Woman, France, 1958). Photography, the author argues, enabled Varda to work aesthetically and economically, realizing these early films without the support of producers or state subsidies. Her photographs reveal her formal composition and thematic concerns; they also demonstrate the stunning scope of her planning and enable new understandings of her early creative process.

2021 ◽  
Vol 1 (3) ◽  
pp. 6-15
Author(s):  
M. V. Boubnova ◽  

The goal of this paper is to identify the features of visual activity and conceptual approaches to the process of depiction. The research was carried out through observation of students’ work at the Moscow Region State University (MRSU) on the creation of paintings within the traditions of realistic depiction. The article analyzes the tendencies typical for visual activity, as well as the main problems arising in the process of artistic work, gives examples from practice, suggests ways to overcome such problems and to master the algorithms of “analytical depiction”. Author’s revisions of the following concepts are introduced: “depiction” as a method of “analytical painting”, when the result of the work is the realization of the conceived, and “copying” as drawing without comparing the qualities of the depicted, when the result of the activity is random and is not the artistic image that was intended to be created. The results of the research contribute to the theory of teaching professional art creativity, and to the understanding of theoretical problems of art and arts education. The materials can be used in teaching practice.


Author(s):  
Adérito Fernandes Marcos ◽  
Pedro Branco ◽  
João Álvaro Carvalho

Art objects might be described as symbolic objects that aim at stimulating emotions. They reach us through our senses (visual, auditory, tactile, or other). They are displayed by means of physical material (stone, paper, wood, etc.) and combine some patterns to produce an aesthetic composition. They convey some message, normally to suggest some state of mind or to induce an emotion and the consequent feeling on the side of the viewer. Digital art differs from conventional art pieces by the use of computers and computer-based artifacts that manipulate digitally coded information, inheriting the almost unlimited possibilities in interaction, virtualization and manipulation of information the computer medium offers. In this chapter the authors propose to analyze and discuss the concepts and definitions behind digital art, emphasizing how the computer medium is itself the tool and the raw material in its creation, especially if we stress the fact that the conception and design of artistic information content is at the heart of any artistic work. Furthermore the authors present a framework for digital art creation that consists of a common design space where digital artists can smoothly progress from the concept until the final artifact while exploring the computer medium to its maximum potential.


2012 ◽  
Vol 24 (4) ◽  
pp. 283-295 ◽  
Author(s):  
Guillaume Fürst ◽  
Paolo Ghisletta ◽  
Todd Lubart

2015 ◽  
Vol 12 (1) ◽  
pp. 127-136
Author(s):  
Krzysztof Szwajgier

Abstract Zygmunt Krauze is the founder of a new current in art: unistic (unitary) music. He developed this concept in the first period of his artistic work, inspired by the unistic paintings of Władysław Strzemiński. Traces of this style are also detectable in Krauze’s later post-unistic works. Unistic music is characterised by a paradoxical unity in diversity. Most of the composer’s statements collected in this paper refer to specific features of unism in music. Other, more general comments concern the essence of music, the composer’s personal stance, the creative process, the autonomy of the composer, the audience and the performers, etc. Two longer texts by Zygmunt Krauze have been quoted in full. One can be considered as a unistic manifesto, while the other is a kind of personal credo.


2016 ◽  
Vol 8 (1) ◽  
pp. 1-8
Author(s):  
Ilze Briška

Abstract The aim of the study is to investigate the possibilities of artistic creativity to foster the development of prospective teachers’ professional values to enable an appreciation of the diversity and individuality. The central idea of the article is on the development of the student’s values and its relation to a person’s direct emotional experience of a particular value and reflective arrangement of its emotional trend and subjective sense. One of the modes of experience of artistic creativity - experience of the creative process - is analysed as a source for emotions, necessary for the initiation of the process of development of values. The analysis of qualitative and quantitative data reveals significant interconnections between prospective teachers’ experience of creative process in art classes and their attitudes towards diversity and individuality as personally and professionally significant values. The results of the research enable us to provide suggestions about the content of visual art studies in teacher training curriculum, recommendable for facilitating the development of prospective teachers’ professional competence.


2020 ◽  
pp. 194084472094807
Author(s):  
Alison Rouse

In the relative comfort of my UK living room, a passive spectator of TV news, I watch fleeting images of appalling suffering and devastation emanating from the war in Syria. The coverage of the bombing of Aleppo (2015) is heart-rending. I turn to art in response, to slow the disappearance of visual images and to counter my sense of remove. This begins as self-activism, drawing/painting-as-inquiry, in combination with journal writing. As the work progresses, portraits burst out of the sketchbook and claim space to speak for themselves, demanding a place in the wider world, their own artivism. What they communicate to each viewer will vary—a commentary on war, on a country’s response to migration, or a call to action for what might be different? The inquiry moves through personal and cultural layers of a creative process to question what art does, and what it fails to do, in the context of this project and activism. Art’s potential, through the acts of looking and making, to affect is central to the sequence of encounters (connections and disconnections), which are examined here.


Leonardo ◽  
1980 ◽  
Vol 13 (1) ◽  
pp. 17 ◽  
Author(s):  
Albert Rothenberg
Keyword(s):  

1989 ◽  
Vol 13 (3) ◽  
pp. 397
Author(s):  
Harry Seldom
Keyword(s):  

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