scholarly journals "Artistic" and "visual" images in contemporary art

Author(s):  
Tatiana Mironova

The purpose of the article is to comprehend the features of "artistic" and "visual" images in contemporary art. Methodology. The main methodological approach is the cultural-semiotic analysis of the forms of manifestation of visualization of contemporary art culture. The application of a systematic approach allowed us to study semiotic systems that contribute to the comprehensive disclosure of the problem of the semantics of modern forms of visualization. The integrative approach has enabled research in new forms of visualization of modern artistic language, which combines informational and aesthetic functions. System-value and historical-typological approaches allowed to reveal the role and functions of public art in the formation of image-plot structure in modern Ukrainian culture. Due to the revealed changes, traditional images are visualized with the help of a new artistic language, which does not correspond to the traditional meanings of the artistic image. The scientific novelty of the work lies in the expansion of the features of "artistic" and "visual" images in modern fine arts. In particular, it is noted that today’s culture changes its direction from verbal to visual communication, so the main task of the artistic image is a visual way of transmitting information and communicating with the audience at a certain cultural level. Artistic images are means of transmitting and transmitting information that are inextricably linked to the cultural context, they always go beyond a simple depiction of reality and are rather elitist in nature. At the same time, visual images address society in a visual and familiar visual language, communicating with the viewer, visualizing certain information or idea. Conclusions. Therefore, artistic and visual images have both common points and differences: the visual image, in fact, is a component of the artistic image and differs from it by certain objectivity and generalization. Contemporary artists work on the border between visuality and artistic image, filling their works with various social and aesthetic functions. However, in order to understand artistic images, the viewer, as a rule, must be informationally and culturally prepared, and visual images must be easily perceived by the public.

2021 ◽  
Vol 11 (4) ◽  
pp. 636-648
Author(s):  
Svetlana M. Gracheva ◽  

In Russian fine art, portrait painting has been traditionally distinguished by extraordinary variety and depth, reflecting the figurative and stylistic searches of artists of different periods. Russian art historians have comprehensively studied the portrait genre in the history of art. At the same time, the well-established classification of genres does not allow to take into account completely the variety of trends and approaches to the depiction of a person in contemporary art. The understanding of the portrait genre’s boundaries in contemporary art is extremely blurred. Sometimes it means either any image of a person, or even the absence of one at all. It appears essential and important to consider the work of Russian artists in the context of international visual art practices to compose a more holistic picture connected with general cultural development. The article proposes to expand the established typology of the portrait genre adopted in Russian art. The already well-known typology of portrait painting can be updated with other types of portrait based on the semantic and semiotic analysis of artistic works of the late 20th — 21st century. It is important to study contemporary Russian portrait painting from the perspective of a variety of typological models, and to use the new language of contemporary art history to understand the processes taking place in Russian painting of the late 20th — 21st century, in order to facilitate the entry of Russian art into the international cultural context. An idea has been matured to create a National Portrait Gallery in Russia which would collect portraits and self-portraits of the greatest personalities of our era in a real and virtual space.


2020 ◽  
Author(s):  
Victoria Demenova ◽  
Olga Urozhenko

The goal of this article is to formulate the main criteria for the analysis of contemporary art in general, with a specific focus on works including sacred image of Buddha, from an art-historical perspective. The development of an expert assessment approach in this area is a necessary step because most researchers of contemporary art containing various religious or sacred images describe them only from an artistic viewpoint or explore the general cultural context. The authors present several questions as assessment criteria, answers to which will be able to help the experts reach their conclusions. What is the purpose of creating an image? What role does the material chosen by an artist play in shaping the artistic image? Does the multidimensionality of meanings appear in the artistic image of the work? Does the work refer to a non-finite? While discussing these issues, we analyse the works of Pema Namdol Thae, Climent Brie, Nam Joon Paik, Yeshe Gombo and others. Keywords: contemporary Buddhist art, Pema Namdol Thae, analysis and criticism of contemporary art, examination of contemporary art.


2019 ◽  
pp. 130
Author(s):  
Marianna Toutziaraki

The object of the present paper is the functional utilisation of the artistic image in the teaching of literature in Secondary Education. The proposal for the introduction of paintings to literary education is founded on Bakhtin’s principle of dialogism. The wider spirit of the theory of dialogism allows us to detach the literary text from the solitude of its autonomy, connecting it not only to other literary texts but also to other forms of art, which unfold within a particular historical and cultural context. One example of the dialogic relationship between literature and painting could be the dialogue between Kostas Karyotakis’ poem ‘We are just some…’ and Egon Schiele’s paintings, which was deployed in a teaching session for Greek eleventh graders. The teaching course, which is described thoroughly in the article, gave prominence to the dialogic relationship between the poetic text and the artistic images on a thematic, on a style and on a sociohistorical level. It also brought out the students’ role as active participants in the dialogue between the poem and the paintings and as crucial agents of the completion and the renewal of their meaning. This sample teaching has proven that the utilisation of the visual artwork material can be fully incorporated into the implementation framework of the current teaching methods of literature, can reignite pupils' own interest in the ideas and expressive ways of poetry and initiate them successfully into the fundamental issues of art in general. 


The article is devoted to the problem of interaction between a teacher and a student of musical education in the process of distance learning. The main tasks facing each teacher during the quarantine period are outlined, and the preference is given to the ability to master the techniques of conducting online music lessons using various Internet resources or platforms for maintaining feedback. The author gives examples of online piano lessons, which took place individually with each student in a convenient mode for them. Attention is drawn to the problems that arose during the implementation of team tasks. Particular attention is paid to the research work of applicants, which ensured their continuous participation in scientific activities throughout the distance learning. The result was the performance of a first-year student at an online conference of the piano department with a report on the peculiarities of the reproduction of the artistic image in a musical work, which ended with the performance of an instrumental lyric piece. The research work provides an opportunity to show analytical abilities, observation, concentration, flexibility of thinking, which helps student musicians to acquire skills of independent work for future professional activity, promotes the development and formation of their personal qualities. The proposed study focuses on the peculiarities of interaction between the subjects of distance education who took an active part in prestigious international competitions and festivals in the category of instrumental art, which were held online. The specifics of work on musical pieces are revealed, the main difficulty of which is the true reproduction of artistic images.


2021 ◽  
pp. 257-271
Author(s):  
Денис Владимирович Макаров

Основная цель исследования состоит в выявлении основной проблематики романа «Александр Невский» и в исследовании особенностей художественного образа святого благоверного князя Александра Невского в художественном произведении одного из выдающихся представителей советской военной прозы Бориса Львовича Васильева. Начиная со второй половины 1990-х годов писатель воплощает в литературе образы выдающихся древнерусских князей и создаёт в своих исторических романах целую галерею художественных портретов: Владимира Святого, Ярослава Мудрого, Владимира Мономаха и многих других. В работе применяется сравнительно-исторический метод и метод филологического анализа. Для достижения указанной цели анализируется основная проблематика романа Бориса Васильева. В качестве наиболее актуальных для Руси XIII в. вопросов, поднимаемых автором, выделяются проблемы духовного наследия Византии, феодальной раздробленности, двоеверия, взаимоотношения власти (государства) и Церкви, исторического выбора между Востоком и Западом. Автором статьи предпринимает сопоставление образа святого благоверного князя Александра Невского прежде всего со знаменитым памятником древнерусской литературы XIII в. «Повесть о житии Александра Невского». Также в статье указываются предшественники Бориса Васильева в создании образа благоверного князя Александра Невского в русской литературе XIX и XX вв., среди которых поэты Аполлон Николаевич Майков, Лев Александрович Мей, Константин Михайлович Симонов и писатели Алексей Кузьмич Югов, Василий Григорьевич Ян, Анатолий Александрович Субботин, Сергей Павлович Мосияш. Наиболее важные результаты исследования состоят в выявлении основных особенностей художественного образа святого благоверного князя Александра Невского в романе Бориса Васильева. The main purpose of the research is to identify the main problems of the novel «Alexander Nevsky» and to study the features of the artistic image of the saint Prince Alexander Nevsky in the artistic work of one of the outstanding representatives of Soviet military prose - Boris Lvovich Vasiliev, who turned in the second half of the 1990s-2010s to the embodiment in artistic images of outstanding Ancient Russian princes and created in his historical novels from 1996 to 2010 a whole gallery of artistic images: Vladimir the Saint, Yaroslav the Wise, Vladimir Monomakh and many others. To achieve this goal, the main problems of the novel by Boris Vasiliev are analyzed. The research highlights the problems of the spiritual heritage of Byzantium, feudal fragmentation, dual faith, the relationship between the government (state) and the Church, the historical choice between East and West are highlighted as the most relevant issues for Russia of the XIII century raised by the author, the problems of the spiritual heritage of Byzantium, feudal fragmentation, dual faith, the relationship between the government (state) and the Church, the historical choice between the East and the West. The comparison of the image of the saint Prince Alexander Nevsky is undertaken, first of all, with the famous monument of ancient Russian literature of the XIII century «The Story of the Life of Alexander Nevsky». The work also identifies the literary predecessors of Boris Vasiliev in creating the image of the blessed Prince Alexander Nevsky in Russian literature of the XIX and XX centuries, among them the poets Apollo Nikolaevich Maykov, Lev Alexandrovich May, Konstantin Mikhailovich Simonov and the writers Alexey Kuzmich Yugov, Vasily Grigoryevich Yan, Anatoly Alexandrovich Subbotin, Sergey Pavlovich Mosiyash. The comparative-historical method and the method of philological analysis are used in the work. The most important results of the study are to identify the main features of the artistic image of the saint Prince Alexander Nevsky in the novel by Boris Vasiliev.


Author(s):  
Petr Dobrolyubov

The article is devoted to the work of the Russian painter Dobrolyubov Vladimir Petrovich, who in 2020 marks the centenary of his birth. Special attention is paid to the presentation of his ideals, which inspired the artist to create wonderful paintings depicting the world around him, landscapes and landscapes, urban environment, monuments of ancient Russian architecture, decoration and interiors of the oldest churches from Moscow to Yaroslavl, Pereslavl Zalessky, Staraya Ladoga. From the Russian North to the Crimean mountains and Tsemeskiy Bay. Vladimir Petrovich Dobrolyubov (05.07.1920-24.02.1975) - a student of I.I. Mashkov, N.P. Krymov, G.G. Ryazhskiy, K.F. Yuon, V.V. Krainev, P.I. Kotov, V.I. Finogeev, K.G. Dorokchov. Dobrolyubov V.P., was the veteran of the Great Patriotic war (1941-1945), - the 75th anniversary of the Victory which we celebrate this 2020 year. The author analyzes the paintings of V.P. Dobrolyubov - a natural colorist, nugget, artist, philosopher and citizen of his country. His thoughts on the art of painting based on the beauty and traditions of the Russian school of iconography were the Foundation, the spiritual platform, for all of his painting, created in a short period of life. The author's paintings Dobrolyubov V.P. is of well-deserved interest for art studies and make a worthy, significant contribution to it not only by their high appreciation of color, color spot, and lyrical appearance, but also as works of the history of Russian painting and in particular, the Moscow school of painting, 30-60-ies of XX century, of which he was a representative. Also noteworthy is his understanding of art, his creative pictorial, original, author's handwriting, and also an amazing vision of color and color spot, his own, individual. As well as the interpretation of personal perception, the attitude and understanding of the fundamental foundations of realism in the domestic and world fine arts, expressed and approved in their own, no one repeats, coloristic pictorial language. Dobrolyubov V.P. considered icons, the Russian icon, as a work of art, which following the tradition of Byzantine masters of iconography, undoubtedly constitutes the core of the soul of the artistic creative process, and especially the work of iconographers such as Andrei Rublev, Theophanes the Greek, Vladimir-Suzdal, Moscow, Yaroslavl school of icon-painting as an objective reality of the world of spiritual images in their own work. Artistic creativity, in his opinion, as a representative of the Moscow school of painting, is not an abstract search and self-expression of the artist's beliefs and ideas, but the result of a deep, divine transformation of the soul, its path to truth and to the foundations of realistic art, through the perception of artistic images. Russian iconography of the XIV-XVII centuries, brought to Russia from Byzantium, Dobrolyubov V. P. considered the Russian school of iconography the main, unsurpassed, imperishable Foundation and a masterpiece of Russian fine art. Everywhere in his memories, in his understanding of the basics of art, the artist renounces the concept of copying the image and the icon for him is like a conditional historical symbol, indicating the spiritual image of past centuries. An artistic image is born in the soul of the painter and of course exists outside of iconography, but then it can appear in the minds of other people who contemplate the master's canvases, in which the image of the universal universe and the beauty of the universe is encoded, if you want, encrypted in the very deep images of Russian iconography. Therefore, the icon itself, its image and composition, as a work of art created once in the depths of past centuries, is personified in the mind of the author, as grace and inspiration sent from heaven. Dobrolyubov V.P. confirms the aesthetic and spiritual platform created for any person. Therefore, Russian icons created as spiritually and artistically perfect, self-sufficient works of Russian culture are inextricably linked to the General process for Russian art history, its ability to testify to its highest level in the hierarchy of world art. For the artist Dobrolyubov, Russian iconography is an inseparable part of his spiritual platform, and his works of painting – and, temple art, in conjunction with ancient Russian architecture, with the interiors of churches and their decoration, as well as the sacrament of divine services, baptisms, weddings and funerals, and are the most essential foundation, being, as the very artistic image of all his art work and now, in 2020. Today, 45 years after his death in 1975, his artistic paintings are just as beautiful and heartfelt.


Pedagogika ◽  
2014 ◽  
Vol 114 (2) ◽  
pp. 167-179
Author(s):  
Edita Musneckienė

This article examines a paradigmatic change of contemporary art education in the context of visual culture and focus to the integrity of arts in formal and informal art education. The article is based on an international research “Contemporary art and visual culture in education” which reveals the problematic aspects of contemporary arts and visual culture in education in general. The research method was the discourse analysis of the participants and researchers, who presented the insights in reflective groups and during the interview with teachers and educators.This paper explores how contemporary cultural context and the spread of visual culture provide preconditions for changes in art education. The aim of the article is to analyze theproblems and perspectives of integral arts education in formal and non-formal education: what the educational challenges and opportunities appear in the context of contemporary art and visual culture? How the integral arts could be realized in art education practice in different arts disciplines and areas of education?Contemporary art and visual culture is increasingly multidimensional, the wide range of visual art forms integral with per formative arts, new technologies and media merge the limits between the arts disciplines. That becomes relevant pedagogical problem with the fact that arts education is traditionally allocated to the separate arts subjects such as music, art, theatre, dance, which also can also be divided into separate areas. This subject segregation of the school curriculum and strong subject orientation limits multimodal contemporary arts education. Secondary Education programs provide opportunities for several options of arts education disciplines (photography, cinema art, graphic design, contemporary music technologies), but it needs special resources for the schools and professional teachers. Many schools follow on traditional model of teaching art and still focusing on simple interpretation of modern artworks, different media and technical skills.Contemporary model of teaching integrated arts and visual culture in education is challenging, because it is based on visual literacy and critical thinking skills, it emphasizes inquiry-based education, a critical understanding of contemporary art practices, problem solving and creating new valuable ideas. Knowledge and experiences came from various sources: formal, non-formal, accidental, individual.Great potential for contemporary art education has non-formal art education programs and projects. Successful project-based initiatives in art education have been excellent examples of arts integration.Artists and other creative people involved into a process of education, their collaboration with schools and communities could initiate some interdisciplinary and collaborative practices. Non-formal arts education environment creates more space for creativity, freedom and diversity. Additional arts education programs, museum and gallery education, artistic competitions and international projects allows for the wider development of arts education. Art education in the new age requires changing attitudes towards learning and teaching, changing roles of the educator and new learning environments.


2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Alexander Gyoshev ◽  

The study observes some of the most important details hidden in Kazimir Malevich’s abstract painting “Black Square on a White Background” (1915). Of central concern for the more adequate understanding of this intriguing piece of art is the tracking of its supposed relationship with the work of Alfons Alle – French writer known for his extravagant style and ideas. The differences between Alle’s painting entitled “Negroes Fighting in a Cellar at Night” and Malevich’s composition, both sharing similar themes, are analyzed in their specific historical and cultural context. Finally, there is a hypothesis about “Black Square on a White Background” as a work marked with a psychological projection that unfolds itself through the dark figure of the square, as an iconic image that still has an impact on the contemporary art and may serve as a key to some symbols of the present.


Leonardo ◽  
2021 ◽  
Vol 54 (1) ◽  
pp. 71-78
Author(s):  
Elena Gubanova

In this article, the author presents some of her artworks in which she created artistic images and interpretations of time, space and light that define human life on Earth. In her multimedia installations of the last 10 years, her interest in the scientific study of the universe has been interwoven with her experience as the daughter of an astronomer. The author and her husband collaborate to express their thoughts on science and philosophy through a combination of art and engineering solutions and technologies.


2020 ◽  
Author(s):  
Sonia Palmieri ◽  
Kerryn Baker

Abstract In this article, we extend empirical understandings of feminist institutionalism by outlining a new methodological approach to the study of parliament as a gendered workplace. We argue that while a localised approach to studying institutional change allows a more nuanced appreciation of the role of local cultural context, internationalised norms can be an interesting starting point to work back from. A case study of the New Zealand parliament’s ‘family-friendly’ workplace practices illustrates this methodological approach. By tracing the establishment of family-friendly practices in this parliament, our study shines a light on the intractable nature of local institutional context in global norm diffusion and hints at the next phase of work required to further the agenda of transformational gender-sensitive parliaments.


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