Teen Guide, 2007.14 - The Art Institute of Chicago

Description

science37, sports37, tech37, and words37 programs. For more information, please visit www. afterschoolmatters.org. Look for the numbers. The purpose of this ...

Sujets

• Sport

Informations

• Publié par: Sportif
• Nombre de lectures: 73
• Langue: Français
• Poids de l'ouvrage: 1 Mo

Extrait

TUTE

CHICAGO

ART INSTITUTE

CHICAGO

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART I

TUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

ICAGO

THE

ART INSTITUTE

OF

CHICAGO

THE

ART INSTITUTE

OF

CHICAGO

Untitled

Teen Guide

2007.14

This is a story

about a group

of teens that got together to make a

guide to the Art Institute of Chicago

for other teens. Some teenagers don’t

understand art and we want to change

that. Art is about feeling, living, and

emotion. Our guide is going to take you

on a journey because art is a journey.

We didn’t always agree with each other

but in the end we were all happy with

what we made. In this guide you will see

paintings, sculptures, stories, drawings,

and poems. Some of the things found in

this guide were made by us.

Teen Lab Members

.1 Marjani Avery

.2 Yasmin Berry

.3 Jasmine Clarke

.4 Talbert Dixon

.5 Jasmine Glover

.6 Tiana Harris

.7 Kourtney Howard

.8 Griffin O’Dowd-Ryan

.9 Kiah Pinkston

.10 Irene Rogers

.11 Theodis Smith

.12 Jade Taylor

.13 Leonard Thompson

.14 Timothy Young

Teen Lab Instructors

Kate Ewell Lewis

David Geary

Some works of art may not be

on view at the time of your visit.

2

1

Teen Lab, a collaboration between

After School Matters and the Art

Institute of Chicago’s Department

of Museum Education, gives teens

a chance to see another side of

art while fostering cooperation,

brainstorming, and communication

skills. At Teen Lab, we discuss works

of art and create our own work in

response to art in the museum. This

is the first year of this program, and

we are proud to be part of it. We

thank you for supporting us by using

and reading the guide we worked

so hard to create.

Teen programs at the Art Institute

are made possible in part by the

Gaylord and Dorothy Donnelley

Foundation. Additional support is

generously provided by The William

Randolph Hearst Foundations and

The Brinson Foundation.

After School Matters is a non-profit

organization that partners with the

City of Chicago, Chicago Public

Schools, the Chicago Park District,

the Chicago Public Library, and

community-based organizations

citywide to expand out-of-school

opportunities for Chicago teens

through its innovative gallery37,

science37, sports37, tech37, and

words37 programs. For more

information, please visit www.

afterschoolmatters.org.

Look for the numbers

The purpose of this guide is to get those

who don’t like or don’t understand art

to experience it through the eyes of

people who do. Maybe art isn’t for

everyone but you should always try

something once, so give it a try—you

might just gain a passion for art that

meets our own.

Wait!

Before you read

the text about

this piece, try to

identify the hero,

Yoshitsune

.

Two foes went head-to-head that day. The

smaller one had eight helpers with him while

the larger one had only his weapon. This

wasn’t cheating in the mind of the smaller

one, for the larger one was eight feet tall

with strength to match. Waters ran still

under Gojo Bridge. The foes stared into each

other’s eyes for what seemed like many years

but truly was only a few moments. Then the

larger one ran at the smaller one, driving his

sword swiftly up and across. The smaller one

stepped quickly aside and drew his sword,

bringing it around faster than man’s eye could

follow only to meet the larger one’s weapon.

That’s when the eight helpers attacked, biting,

hitting, stabbing, and kicking the larger one,

who brushed them off like you would brush

off dirt. The two foes fought for hours, day

turning into night, the sun going to sleep while

the moon awakened. Then, out of nowhere,

the smaller one jumped up on to the railing

and kicked the larger one in the neck. The

eight helpers held on to the larger one’s

weapon and pushed him with great force over

the railing. They didn’t stop attacking until he

hit the water, which carried him far away from

his foe, never to be seen again. So ended the

battle between Yoshitsune and Benkei.

.10

Utagawa Kuniyoshi

Japanese, 1797–1861

The Young Yoshitsune Defeating

Benkei at the Gojo Bridge

Ôban triptych

Restricted Gift of Mrs. Daniel Green, 1975.477

In the scene, the great commander

Yoshitune is fighting Benkei at Gojo

Bridge. It is said that Benkei killed 999

warriors and collected their swords—

that is, until he was defeated by

Yoshitsune. Afterward, Benkei became

Yoshitsune’s follower.

Yoshitsune is accompanied by eight

tengu

. These mystical creatures inhabit

the mountains and forests and possess

various powers. They taught Yoshitsune

how to fight.

.14

3

4

If you like this print,

you may also like:

Kawanabe Kyosai

Japanese, 1831–1889

May: Shôki the Demon Queller

Riding on a Tiger, Subjugating

Goblins from the set of prints

The Twelve Months

1887

Color woodblock prints;

ôban triptych

Frederick W. and Natalie C. Gookin

Endowment, 1984.1371

Thomas Couture

French, 1815–1879

The Supper after the Masked Ball

c. 1855

Woodcut with painted and sten-

ciled additions on tan wove paper,

laid down on fabric, and stretched

on a wooden stretcher

Zita Cogan, Mr. and Mrs. Richard J. Franke,

Marjorie Glaser, Inez Heginbotham, Frank

Hubachek, Prints and Drawings, Mr. and Mrs.

Gordon Prussian, and John Winterbotham

Memorial Funds; Helen Davis Bailey, Robert

M. Chase, Stanley Field, Everett D. Graff,

The Hannan Fund, Henry Huxley, William

McCallin-McKee Memorial, Prints and

Drawings, Joseph T. Ryerson, Elizabeth Gott

Templeton, and John H. Wrenn Memorial

endowments; through prior acquisitions of

Paula Gerard, Katherine Kuh, and Ellen N.

LaMotte, 1999.4

These works

remind me of

Imagination

Dreams

Battle

Terror

Sagas

Heroes

Defeat

5

6

.13

.1

What is this box that I see in front of me,

What is this box that it is supposed to be,

Is this a box of wonder,

Or is this a box of hay,

But all I see when I am standing there, is this box of gray

.4

Jasper Johns

American, born 1930

Near the Lagoon

2002–03

Encaustic on canvas and

wooden boards, hinges,

and string

Through prior gift of Muriel

Kallis Newman in memory

of Albert Hardy Newman,

2004.146

The work is a white string that hangs downward and across a gray board.

At the bottom are letters spelling the artist’s name.

According to the wall label, it is supposed to bring actual

“non-illusionist evidence of a three-dimensional world into dialogue

with painting.” I think it is weird and interesting.

.4

7

8

.11

Last night I had the strangest dream. I was in a world of gray . . .

everything in the world was gray. It looked just like

the people on a black-and-white TV. I was the only one in color,

and I refused to be painted gray, so they tied me up with a rope.

Just when they were about to paint me gray, I woke up.

.3

Last night I had the strangest dream. I wanted to go swimming.

When I got ready and went to the beach, I noticed

that the water looked a little gray. Then when I got in,

I saw what looked like lines and rope in a certain form in the

ocean.

I went further in and got swallowed by the ocean (for good).

.6

If you like Jasper

Johns’s work, then

you’ll like these…

Ad Reinhardt

American, 1913–1967

Abstract Painting 1960–65

1960

Oil on canvas

Emilie L. Wild Prize Fund; Through prior

bequest of Marguerita S. Ritman; through

prior acquisitions of Friends of American Art

and Mr. and Mrs. Carter H. Harrison; gift of

Lannan Foundation, 1997.163

Roy Lichtenstein

American, 1923–1997

Mirror in Six Panels

1971

Oil and magna on canvas

Anstiss and Ronald Krueck Fund for Contem-

porary Art, facilitated by the Roy Lichtenstein

Foundation, and temporary funding from

the Frederick W. Renshaw Acquisition Fund,

2005.18

9

10

.5

.8

.3

.6

Balthus (Count Balthasar Klossowski de Rola)

French, 1908–2001

Girl with Cat

1937

Oil on board

Lindy and Edwin Bergman Collection, 1991.595

What do you think the setting is?

Who do you think the girl is and

what might she be looking at?

Do you think she is alone in the room?

Who else might be with her?

How does this painting compare to

other types of portraits?

11

12

.2

Me

Me, me when you look at me what do you see?

A little girl with her cat in a lonely room?

Me, me when you look at me what do you see?

Do you see a little girl who is going to be a doctor, a teacher,

or maybe even a police officer?

Me, me, when you look at me do you see

a nice-looking little girl, a girl who looks lonely

but is just dreaming?

.9

In

Girl with Cat

, a young, prepubescent girl is reclining in a chair alongside

a cat in an ambiguous space. Her leg is raised so that her skirt falls behind

her knees, partly exposing her underwear. She seems to be looking off to

her left, mindlessly unaware of being looked at, maybe thinking about a

boy she likes, while the cat seems occupied with something in the opposite

direction. It raises difficult questions about children and innocence, maybe

about the feelings of teen girls and boys.

.8 .9

Other artworks

to consider:

Balthus (Count Balthasar

Klossowski de Rola)

French, 1908–2001

Solitaire

1943

Oil on canvas

Joseph Winterbotham Collection, 1964.177

Ferdinand Hodler

Swiss, 1853–1918

Day (Truth)

1896/98

Oil on canvas

Joseph Winterbotham Collection, 2003.119

13

14

.8

.14

Think about these

questions while

looking at

the artwork:

What do you think was

the dream or event that

gave the artist the idea

for this painting?

Why title it

The Banquet

?

René Magritte

Belgian, 1898–1967

The Banquet

1958

Oil on canvas

Lindy and Edwin Bergman Collection,

143.1991

The last thing I

remember before every-

thing went blank is the sun. It was

bright red, and it seemed to be in

front of the trees instead of behind

them as before. The next day the

papers printed the headline,

“Woman Found Dead at

The Banquet.”

.10

Boring, dull, and oh,

did I say boring?

If it weren’t for

my noble husband I wouldn’t have been there

that night. But it was my job as a nobleman’s wife to

be by his side at every event like this banquet. Of course I

didn’t stay by his side all night. I was dismissed as soon as the

men started talking about hunting and business, but I didn’t mind.

I looked around: people were

dancing

and having a great time. I

started walking around too but soon the loud music and the swirling

of gaudy colors made my head spin, so I very slowly walked outside.

The air was sharp and bitter for early fall, the trees were still green,

yet the

air

felt colder then death. I looked at the sky, and the sun

was just setting, turning the sky a mix of

reds

and oranges. No

sound came from the woods, which I should have taken as

a sign that something bad was to happen. The animals

could smell danger. The

forest

held its breath

. . . waiting; I didn’t pay any mind to

any of this.

15

16

I’m at the ball with

the most beautiful woman I

have ever seen in my life. We dance

around for hours and hours; then finally

I talk to her by herself. Her response is so

beautiful, her voice so beautiful—I feel

like I’m in love, and, as soon as I lean

over to kiss her, a big red dot sucks

me in, and I wake up

at home.

.11

Also check out

these artists:

• Salvador Dalí

• Kay Sage

• Yves Tanguy

17

18

.10

.9

.7

.12

As I gazed

onto the stars I saw

a bright light. Could this be

death or everlasting life? I had no

idea what this could be, but it was

coming into close sight. Could it be

a fire or even a falling star? But

I would soon find out, for it

was not too far.

.4

This is a great piece with lots of meaning. It’s fun to watch the story unfold in front of your

own eyes. The series

The Capture of the Bandit El Maragato by Friar Pedro de Zaldivia

was

created by Francisco de Goya and was inspired by a real-life situation. The characters that

you see are real and their reactions to this moment are too. The story of this piece is . . .

the bandit El Maragato escaped from prison and went on a robbing spree. On his spree

he decided to rob a house. He went into the house scaring the people with “blasphemies

and oaths” and locked them up in a room. By chance, a friar named Pedro walked into the

house not knowing that there was a robbery going on. El Maragato saw Pedro and escorted

him to the room with the rest of the captives. Later, the bandit realized that his shoes were

in bad condition and that a guard, one of the captives, had some nice ones on. El Maragato

asked the guard to remove his shoes, but Pedro insisted that the robber take his shoes

because they would be a better fit. As he handed El Maragato the shoes, he somehow took

the gun. El Maragato and Pedro fought until the friar had the gun in his hand. The bandit

tried to run away, but Pedro shot him in the back of his thigh and tied him up to make sure

he didn’t escape.

.12

The way that this work is made in six

pieces and the way it shows action—

it’s the father of comic books.

.12

Francisco Jose de Goya

y Lucientes

Spanish, 1746–1828

The Capture of the Bandit

El Maragato by Friar Pedro

de Zaldivia

series

c. 1806

Oil on panel

Mr. and Mrs. Martin A. Ryerson Collection,

1933.1071-1076

Although the ending of

this story is not in the

painting, El Maragato was

sentenced to be hung,

drawn, and quartered.

19

20