1.  None today  Pull out your “Swan Lake” notes. Take a minute to finish the back questions if you haven’t yet.  We are going to discuss these questions and then turn this in for a classwork grade! I will be calling on random people to share so be prepared!

2. Pull out the your worksheets from Friday…

3.  1. The dancers are dancing “en pointe.” In your opinion, does it make the dancers appear weightless? How so?

4.  2. Knowing the story, does this ballet portray Act IV? How do you see the story happening? Give at least 3 examples.

5.  3. Describe the various costumes you see (girls, Prince Seigfried, Von Rothbart.) How do they help tell the story?

6.  4. Did you enjoy what you saw? Would you buy tickets to Swan Lake? Why or why not?  This one I won’t make you share – but answer HONESTLY on your paper.  Turn these papers into the box for credit. I will pass them back in a few days and they will go back into your binder.

7. Painting

8.  Romantic style had an emotional appeal (similar to music, opera, and ballet)  Romantic compositions moved toward fragmentation of images  With the intention of dramatizing, personalizing, and escaping into imagination  Painting strove to get away from formal content and move towards the expressive

10.  We’ll look at the work of several artists to demonstrate the emotional themes and individuality  You will NOT need to name these paintings on the quiz or test  You will want to remember these names…  And (remember you WILL have music recognition)

11.  1746-1828  Spanish  Used his paintings to attack the abuses perpetrated by governments, both the Spanish and the French  His highly imaginative and often nightmarish works capture the emotional character of humanity and nature

12.  Tells a true story  On May 3 rd, the citizens of Madrid rebelled against the invading army of Napoleon  People were arbitrarily arrested and executed by the masses

13. What/ who is the focal point?

14.  It is impossible to escape the focal point of the story – the man in white about to die  His strong value contrasts force the eye back to the victim  The lantern behind the soldiers keeps the work in balance

15.  Goya leads us beyond the death of individuals here  The figures are not naturalistically depicted people  Instead, Goya makes a powerful social and emotional statement

16.  The soldiers’ faces are hidden and their rigid, repeated forms create a frightening line of suffering  The murky quality of the background strengthens the value contrasts and charges the emotional drama

17.  Color areas have hard edges  A stark line of light running from the oversized lantern to the lower border separates the executioners and victims

18. What Romantic characteristics are seen?

21.  Visualizes a passage in James Thomson’s poem “The Seasons” which describes how sharks follow a slave ship in a storm “lured by the scent of steaming crowds of rank disease and death.”

22.  Elements of Romantic Painting:  Fragmented by disjointed diagonals  The brushstrokes are energetic and spontaneous  The sea and sky appear transparent  Expression dominates form and content – a sense of doom prevails

23.  1798-1863  Employed color, light, and shade to capture the climactic moments of high emotion

24.  Shows the allegorical figure of Liberty bearing the tricolor flag of France and leading the charge of a freedom loving people

25. Which characteristics of Romantic art are evident here?

26.  Lights and darks provide strong and dramatic contrasts  The red, white, and blue, used around the work unify the scene

27.  1796-1875  “Romantic naturalism”  First to execute finished paintings outdoors rather than in a studio  He wanted to create the full luminosity of nature and to capture the natural effect of visual perception  Visual perception: how the eye focuses on detail and how peripheral vision works

28. How is there visual perception?

29.  Strives to achieve a true-to-life visual effect by reducing the graphic clarity of all details except those of the central objects (which are presented very clearly)  Just as our eyes perceive clearly only those objects on which we are focused

30.  BAROQUE  Chiaroscuro is DIFFERENT from Fragmentation Chairoscuro is a strip of bright light (high values) Fragmentation is having one side of the painting high in contrast from the other  CLASSICAL  Both Romantic and Classical aren’t overly detailed  Classical is POSITIVE (Utopia – graceful)  Romantic is NEGATIVE (harsh – doom)

31.  Test Friday – let’s make sure you remember these musical examples…  8 Music Examples, Multiple Choice, Fill in the Blank (with a word bank), and just 2-3 short answer questions

32.  Groups of 2-3  You will be handed an artwork and a worksheet  As a group, determine if the artwork is from the Romantic Period  Fill out the worksheet as you go (will be turned in for a grade.)  We will go over the worksheet before you begin  You will get started today and finish tomorrow.  Get the worksheet done today – tomorrow you will briefly present your findings to the class