Dedalus Art History Research Project. Robert Motherwell Elegy to the Spanish Republic No. 34, 1953 – 1954 Oil on canvas 80 x 100 inches (203.2 x 254 cm)

Dedalus Art History Research Project

Robert Motherwell Elegy to the Spanish Republic No. 34, 1953 – 1954 Oil on canvas 80 x 100 inches (203.2 x 254 cm) Collection: The Albright Knox Gallery, Buffalo, New York (Gift of Seymour H. Knox, 1957)

The Art History Research Project, developed by the Office of the Arts and Special Projects, New York City Department of Education has been underwritten by a generous grant from the Dedalus Foundation.

in·no·va·tionˌinəˈvāSH(ə)n/

nounthe action or process of innovating.synonyms: change, alteration, revolution, upheaval, transformation, metamorphosis, breakthrough;

a new method, idea, product, etc.plural noun: innovations"technological innovations designed to save energy"

Art history research paper Rough draft

due Friday 12/19/14

Requirements:

•Use 12-point type in a Times New Roman font

•Use 1.5-spacing

•Use endnotes rather than footnotes

•Set 1 inch margins all the way around

•Do not use any headers or footers

•Do not include page numbers

•Type straight text in paragraph style, with a

one-tab indent on the first line

•After a period, use just one space before the

start of the next sentence.

•3-7 pages

Students are invited to include images of works of art in research papers. Please place them, numbered (before endnotes) on one or two pages. Reference images within the text in this way: Vincent van Gogh’s L’Arlésienne (Image 1) which hangs in the Metropolitan Museum of Art, is one of seven portraits he painted of Marie Ginoux from 1888 to 1890.*

REWARDS• 5 Scholarships of $2000 each• Art History Credit

Topic Sentence - Due Monday October 20, 2014

Rough Draft - Due Friday December 19, 2014

Completed Paper - Due Monday January 12, 2015

Presentations - Week of January 20-23, 2015

Scholarship Application Due March/April 2015

TOPIC SHEET DUE MONDAY 10/20/14

When choosing a topic to research: 1. Choose a topic that you are really interested in and want to spend time researching. 2. Think of some kind of controversy, conflict or question that goes into your topic. Think of something that you could prove. 3. This year’s theme is “Innovation”  What is your topic?_________________________________________ What do you think the title of your paper going to be?  

What is your topic sentence going to be?

(usually the first sentence of your paper)

The Art Group That Twice Took Beijing By StormKatie Zhao

History often repeats itself with dictator’s who lead revolutions where many people are

killed, culture is destroyed and the survivors are left in despair. In China, these events describe

the period from 1966 to 1976 known as the Cultural Revolution. Art during and before the

Cultural Revolution was very traditional and often used for propaganda. Under Mao Zedong’s

Communist reign, the government only allowed certain kinds of art to be displayed and taught in

the art schools, such as ink landscapes. Art that had nothing to do with the government and

Communism was put down or destroyed. Most artists appeased Mao Zedong and his rules even

after his death. There was a sense of hopelessness and hardly any progression was made in the

arts. However, there were many young artists who had small voices in their community but they

were ambitious and had big ideas and used the terror of the Cultural Revolution as inspiration. In

the late 1970’s one of the most famous art groups called "Xing Xing," also known as the Stars

Group, helped bring a change into the art scene in China. The Stars Group of artists was inspired

by western art movements to take an artistic and political stand during a time of censorship and

restriction. The Stars group was the beginning of contemporary ‘avant-garde’ art in China and

helped to create change in the art scene and to inspire future artists.Communist leader Mao Zedong launched the Cultural Revolution in August 1966. Mao originally made a failed attempt at a revolution with his “Great Leap Forward,”

which was his attempt to bring China to the future. However in his second attempt in 1966 he was

successful and had a huge impact on China. Mao wanted to get rid of impure elements remaining

in China through the nation’s youth, who Mao organized into a mini army known as the Red

Guards.1Mao wanted to get rid of the old and bring in the new, and a tremendous amount of

Chinese tradition was destroyed during his reign. The Red Guards harassed the elderly and

intellectual populations and were told by Mao to turn them in to the government to be punished.2

Anyone believed to be conspiring against the government were tortured and imprisoned. Many

people had their property seized. The Red Guards turned in teachers, doctors, and often

their own parents. These adults were ridiculed and humiliated publicly. During this time, the

Chinese government reported that thousands of people were killed. But now it is estimated

that 1.5 million people were killed during Mao’s reign of terror.3 In 1969 Mao lost his

power and his successor Lin Biao took over. However Biao died and a new leader, Zhou Enlai, took

over and attempted to stabilize China, but Mao’s damage had been done and people continued

to suffer. They had lost faith in their government and little progression was being made. In

1976 Zhou and Mao died, and a new leader Deng Xiaoping, took over in 1977, officially ending the

Cultural Revolution.

While a lot of Chinese tradition was destroyed during the Cultural Revolution, art had not been

completely lost. However the development of Chinese art lacked the creativity that was seen in

1 “Cultural Revolution” on History.com, accessed December 18, 2013. http://www.history.com/topics/cultural-revolutionthe West. Before and during the

Cultural Revolution art was mainly used for propaganda and

2 “Art and China’s Revolution Exhibition Introduction” The Asia Society, September 5, 2008 to January 11, 2009. http://sites.asiasociety.org/chinarevo/?p=10

3http://www.artyfactory.com/art_appreciation/timelines/modern_art_timeline.htm

4 Central Academy of Fine Arts website. http://www.cafa.edu.cn/aboutcafa/lan/?c=1101

5 Zhao Gang, telephone interview by Katie Zhao, Beijing and New York, December 8, 2013

6 Zhao Gang, telephone interview by Katie Zhao, Beijing and New York, December 8, 2013

Works Cited1. History.com Staff. "Cultural Revolution." History.com. A&E TelevisionNetworks, 2009. Web. Winter 2014.2. "Introduction." Http://sites.asiasociety.org/chinarevo/?p=10. Asia Society and Museum, n.d. Web. Winter 2014.3. "Modern Art Timeline Part 1 (1870-1930)." Modern Art Timeline. Art Factory, n.d. Web. Winter 2014.4. Murray, Michael. "Materials of the Future: Documenting Contemporary Chinese Art From 1980-1990." Interview by Jane DeBevoise. Materials of the Future: Documenting Contemporary Chinese Art From 1980-1990. Asia Art Archive, 31 Oct. 2009. Web. Winter 2014. <http://www.china1980s.org/en/interview_detail.aspx?interview_id=81>.5. "About CAFAAbout." About CAFAAbout. CAFA, n.d. Web. Winter 2014.6. Sullivan, Michael. Art and Artists of Twentieth-century China. Berkeley: University of California, 1996. Print.ILLUSTRATION

Image 1Ai Weiwei’s Mao Triptych10 (Image 1), which was exhibited at The Stars Show in New York City in 1983. The current location of the piece is unknown.

Name: ______________________________________________________________________________ Art History - Riley OBJECTIVE: The students will learn to research a topic in art history and write a research paper.

Exceeds Standard

100-96 Meets Standard

95-90 Near Standard

80s Below Standard

< 70s

Focus

Thesis demonstrates original thinking and is well developed (clear & arguable)

Thesis is established and is developed (clear & arguable)

Thesis is partially established or not developed

Thesis is vague, unclear, or shows little direction

Support & Elaboration

The position is richly supported with relevant information from each of the source materials

The position is well supported, typically using relevant information from each of the source materials

The position is somewhat supported and may not use relevant information from each of the source materials

The position is not supported by the source materials, OR the information is not relevant, OR the support provided is copied verbatim

organization

Thesis is insightfully supported by the body of the paper Thesis is reiterated and expanded upon in the conclusion

Thesis is supported by the body of the paper Thesis is reiterated in the conclusion

Thesis is not fully supported by body of the paper Thesis is alluded to in the conclusion or is repeated verbatim

Thesis is not supported by the body of the paper Thesis is not evident in the conclusion

Introduction & Conclusion

Engaging opening introduces the essay’s topic and inspires thinking; logically proceeds to thesis Lesson is clearly illustrated and explained in conclusion

Generally engaging opening; presentation of general topic OR transition between general opening and specific thesis statement may need developing Lesson is explained in conclusion

Opening is functional but is too brief and/or simplistic; topic is apparent but needs further development Lesson is alluded to but not specifically stated in conclusion

Opening is ineffective, poorly organized, and undeveloped; lack of transition from topic to thesis No lesson is apparent in conclusion

Conventions of English

Exceptional use of mechanics (no errors in spelling, punctuation, capitalization) Paper is free of all sentence fragments and run-on sentences

Appropriate use of mechanics (few errors in spelling, punctuation, capitalization)

Paper contains 1-2 sentence fragments and/or run-on sentences

Limited use of mechanics (several errors in spelling, punctuation, capitalization) Paper contains few sentence fragments and/or run-on sentences

Lack of competency in mechanics (multitude of errors in spelling, punctuation, capitalization)

Paper contains multiple sentence fragments and/or run-on sentences

References & Paper Format

Utilizes credible print, Internet, and database sources beyond minimum to support thesis Endnotes are used correctly in all areas

Utilizes minimum (3) credible print, Internet, and database sources to support thesis Endnotes are used correctly in most areas

Utilizes too few (2) credible print, Internet, or database sources to support thesis Endnotes are used correctly in some areas)

Utilizes only 1 credible print, Internet, or database source to support thesis Endnotes are not used correctly or at all

Works Cited

All sources are documented and contain the necessary information All citations are in alphabetical order by the first word of the citation

All sources are documented, and most have the necessary information Most citations are in correct alphabetical order by the first word of the citation

All sources are documented, but some are missing the necessary information or it is inaccurate Some citations are in correct alphabetical order by the first word of the citation

None of the sources are documented with the necessary information There does not appear to be an attempt to put citations in correct alphabetical order by the first word of the citation

Grade: _____________/200 points

art history in 10 minutes