Art as a continuum Be able to not only identify the works of art, their periods and significant...

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Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Transcript of Art as a continuum Be able to not only identify the works of art, their periods and significant...

Page 1: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Art as a continuum

Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Page 2: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Vessel fragment with bird in profile, 7th–6th millennium B.C.; Halaf periodExcavated at Tell Brak, Eye Temple fill, SyriaCeramic, paint; 2.83 x 1.65 in. (7.19 x 4.19 cm)Gift of Colt Archaeological Institute Inc., 1988 (1988.323.7)

Page 3: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Stamp seal amulet of a seated woman, 3300–2900 B.C.; Late Uruk/Jemdet Nasr periodIran or MesopotamiaRhodochrosite; 0.85 x 1.02 in. (2.3 x. 3 cm)

Page 4: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Head of a woman from Uruk, c. 3500-3000BC. Marble, 8 ins

Iraq Museum, Baghdad

Page 5: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Tell Asmar

Standing male worshipper, 2750–2600 B.C.; Early Dynastic period II; Sumerian styleExcavated at Tell Asmar (ancient Eshnunna), central MesopotamiaAlabaster (gypsum), shell, black limestone; H. 11 5/8 in. (29.5 cm)

Page 6: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Cylinder seal and modern impression: hunting scene, 2250–2150 B.C.; late Akkadian periodMesopotamia

Page 7: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Administrative tablet with cylinder seal impression of a male figure, hunting dogs, and boars, 3100–2900 B.C.; Jemdet Nasr period (Uruk III script)MesopotamiaClay; H. 2 in. (5.3 cm)

Page 8: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Head of Akkadian RulerNineveh, 2,330 BC

Bronze, Height 14 ¼ inchesIraq museum, Baghdad

Page 9: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 10: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 11: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 12: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 13: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 14: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 15: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 16: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 17: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 18: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 19: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 20: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 21: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 22: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 23: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 24: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 25: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 26: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 27: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Pylos

Page 28: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Four Styles?Four Eras?

End of Bronze AgeConnection Between Pottery and

Trade

Page 29: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 30: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 31: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 32: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 33: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 34: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 35: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 36: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 37: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 38: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 39: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 40: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 41: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 42: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.

Greek Sculpture

Page 43: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 44: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 45: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 46: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 47: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 48: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 49: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 50: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 51: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 52: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 53: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 54: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 55: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.
Page 56: Art as a continuum Be able to not only identify the works of art, their periods and significant details; but find proof of influences across periods/cultures.