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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world’s treasures online.

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Per ripassare le diverse categorie della teoria di colori, ogni studente ha scelto un tema e ha disegnato 7 oggetti nello stile dei doodle. La parola doodle in inglese significa principalmente "scarabocchio" o "ghirigoro", di quelli che facciamo mentre siamo sovrappensiero o al telefono, per esempio. Online sono reperibili molti disegni in stile doodle o "clipart", semplici, lineari e stilizzati, con i più svariati argomenti, come per esempio l'immagine sottostante:

Ai ragazzi è stato chiesto di scegliere un tema, alcuni si sono ispirati a immagini di riferimento trovate online, alcuni hanno inventato il loro tema e i loro disegni. Una volta disegnati i sette oggetti è stato chiesto di colorare ogni oggetto con UNA categoria di colori:

1. primari

2. secondari

3. acromatici

4. caldi

5. freddi

6. la gradazione tonale di un colore

7. una coppia di colori complementari

I disegni sono fatti prima a matita, poi ripassati con un pennarello nero e poi colorati con le matite colorate e pennarelli.

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Per ripassare le diverse categorie della teoria di colori, ogni studente ha scelto un tema e ha disegnato 7 oggetti nello stile dei doodle. La parola doodle in inglese significa principalmente "scarabocchio" o "ghirigoro", di quelli che facciamo mentre siamo sovrappensiero o al telefono, per esempio.

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Disegnare con le tempere - Fabriano e Zanichelli per il disegno

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Riproponiamo il paesaggio che possiamo vedere in questo video tutorial in versione primaverile: Si tratta di tracciare la stessa sequenza di linee partendo dalla linea di orizzonte e dal punto di fuga, che sarà spostato verso la destra del foglio, successivamente si disegnano con un righello le linee di convergenza degli alberi e i fusti...

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Odio le gif. Mi disturba la ciclicità febbrile, l’enfasi comunicativa e la grafica volgare. Ciò non toglie che possano diventare uno strumento didattico...

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I Allora sono ripartita da dubbi all'inizio erano enormi. Soprattutto: come scrivere un nuovo manuale? Come raccontare in modo efficace le stesse cose di ogni altro libro di arte? Cosa avrebbe fatto la differenza?
come si impara: come ci insegna il buon Munari (a sua volta riprendendo niente meno che Confucio) è solo attraverso il ' fare ' che avviene il vero apprendimento.

Dunque la parola d'ordine del mio libro sarebbe stata FARE. Un fare non necessariamente manuale ma anche mentale. Ogni argomento deve coinvolgere lo studente in modo attivo, chiedendogli di Ma il osservare, confrontare e rapporto con il testo deve essere strettissimo: non ci devono essere immagini che non vengono spiegate, così come non ci possono essere spiegazioni di opere senza la relativa immagine (capitano entrambe le cose in tanti libri!). creare. E tutto deve essere presentato in modo chiaro e quanto più possibile visivo. Le immagini, d'altra parte, sono fondamentali in un libro del genere.

Ogni capitolo si apre dunque con una breve sintesi storica: quei pochi elementi necessari a inquadrare lo spirito dell'epoca e soprattutto quelle situazioni che hanno avuto delle conseguenze nel campo dell'arte. Mappa e linea del tempo fissano a colpo d'occhio il contesto geografico e quello storico.

Poi si passa agli elementi stilistici del periodo in questione, ma soprattutto al primo confronto: Naturalmente il confronto non va inteso in senso evolutivo. Una che cosa cambia, ad esempio, tra Gotico e Rinascimento? Cinque coppie di elementi analoghi ci guidano nella comprensione. Dal verticalismo alle proporzioni equilibrate, dall'arco a sesto acuto a quello a tutto sesto, dal fondo oro allo spazio in prospettiva e così via.
trasformazione non è necessariamente un superamento o un miglioramento ma, appunto, un cambiamento che segue il mutare dei tempi.

Quella del 'che cosa cambia' è una pagina molto semplificata, basta guardare le figure per afferrarne il senso. Per questo è adatta alla didattica inclusiva: chi ha difficoltà di lettura o chi non comprende la lingua italiana può afferrare facilmente i grandi passaggi della storia dell'arte. Stessa cosa per la pagina seguente: tre opere esemplari, scelte tra architettura, scultura e pittura, permettono di fissare velocemente gli elementi stilistici propri dell'epoca.

Accanto c'è invece una novità per ogni periodo che riguarda la rappresentazione del mondo. L'arte, d'altra parte, è sempre una forma di rappresentazione della realtà, anche quando la reinventa. Allora, di epoca in epoca, scopriamo in che modo viene raffigurato lo spazio.
Per il Rinascimento, chiaramente, quel modo è la prospettiva. Ma per capirla a fondo viene chiesto subito allo studente di mettersi alla prova con l'esercizio del pavimento a scacchiera. Capire attraverso il fare, come dicevo all'inizio.

E poi vengono gli autori con le loro opere principali. Affrontate, però, mostrandone anche i piccoli segreti, quegli aspetti nascosti che possono dare l'idea di quella complessità che la necessaria semplificazione fa sempre perdere di vista. Ad esempio, dello Spedale degli Innocenti di Brunelleschi, viene approfondito il tema dei tondi in ceramica invetriata dei Della Robbia. In un colpo solo si affrontano le arti minori (che non sono affatto minori!), le collaborazioni tra artisti, le opere contestualizzate.

Il simboletto accanto al nome dell'artista indica che esiste un video per quell'opera. In questo caso la cupola di Santa Maria del Fiore.

Tante opere, inoltre, sono accompagnate da una scheda di analisi in tre passi: soggetto, stile e significato raccontati nel testo sono là riassunti per memorizzare meglio le caratteristiche fondamentali del manufatto e per imparare a separare i tre aspetti principali dell'opera. Più o meno corrispondono a ciò che avevo raccontato in questo post.

Un'analisi più approfondita è riservata a un'opera per capitolo, che ho cercato di descrivere come in un racconto. Perché ogni quadro nasconde una storia, ma alcune sono più avvincenti di un romanzo!

Ma il lavoro sul confronto vale anche tra simili. Dunque, cos'ha di speciale il tempietto di Donato Bramante? Cerchiamo analogie e differenze con una tholos greca e con quello dipinto da Raffaello nello Sposalizio e ci arriveremo da soli.

Tutto il libro è pieno di confronti. Da quello tra l'Angelus di Millet e la reinterpretazione di Dalì a quello tra Impressionismo ed Espressionismo scegliendo due immagini con lo stesso soggetto.

Un altro tipo di confronto è quello tra il dipinto e la realtà rappresentata. Per esempio la cattedrale di Rouen nei dipinti di Monet con una foto della stessa chiesa. Ci accorgiamo così del taglio 'fotografico' che ha operato Monet (facilitato dal fatto che dipingeva dietro una finestra).

Ma parlando di Monet e dello studio cromatico fatto sull'architettura viene spontaneo allargare il discorso in senso interdisciplinare e parlare del rapporto tra luce e colore. Ci viene incontro per questo il volume B del manuale, dedicato al linguaggio visivo e alle tecniche artistiche. Un libro da usare assieme al volume A di storia dell'arte, perché l'arte è un linguaggio e perché quel linguaggio si esprime attraverso specifiche tecniche.

Tra le pagine di storia dell'arte anche diverse donne. Ma non relegate in un'appendice del tipo "l'arte al femminile", come una curiosità da poter anche saltare, ma esattamente dove devono stare, tra i colleghi dello stesso periodo artistico.

Altre cinquanta opere d'arte sono in un fascicolo a parte chiamato Album. E per non perdere mai di vista il fare-per-imparare tanti autori sono occasioni per Non solo: per lui (e per tanti altri) ho scelto di mostrare anche opere meno blasonate come il dipinto con la lepre o la zolla di terra, per mostrare quanto fossero
esercizi grafici. Se studi Dürer, ad esempio, è d'obbligo giocare con il proprio monogramma!
variegati gli interessi di questi artisti.

Di Dürer ho inserito anche una splendida incisione. Quale migliore occasione per fare un salto sull'altro volume e scoprire com'è fatta?

Ma il rapporto con il volume B può diventare ancora più diretto. Ad esempio, se stiamo studiando l'arte micenea e la maschera di Agamennone perché non provare subito a lavorare con lo sbalzo? Basta una teglia di alluminio da cucina!

Oltre all'allargamento alle tecniche e al linguaggio visivo ho pensato di allargare il percorso di studio anche alle altre Sapere, ad esempio, che mentre Bernini lavora al baldacchino di San Pietro, in India viene costruito il Taj Mahal serve a capire che quella che studiamo non è LA storia dell'arte, ma culture artistiche attraverso pagine dal titolo "intanto in...".
UNA storia dell'arte, e che ci sono posti del mondo dove si realizzano altri capolavori diversissimi dai nostri. Insomma, serve a imparare a relativizzare oltre che a conoscere.

E non è l'unico gioco. Si può imparare l'arte romana costruendo un Memory dei monumenti antichi o l'astrattismo di Mondrian animando un suo quadro in stop-motion...

Ancora più coinvolgenti sono i compiti di realtà. Attività da interpretare secondo ruoli ben definiti che fanno calare in un contesto concreto. Come il telegiornale ambientato nel Rinascimento o i mitici quadri viventi.

Naturalmente le attività non sono solo queste. Il volume B contiene 100 tutorial per ogni tecnica artistica, spiegati fase per fase.
Spesso nei libri viene presentato già il risultato finale, ma questo scoraggia lo studente perché pensa di non esserne capace. Quando, invece, si procede passo passo si riescono a fare cose difficili e anche belle guadagnandoci tanto in apprendimento ma soprattutto in autostima!

E se questo non bastasse ci sono otto video per altrettante tecniche.

E poi, creatività allo stato puro: esercizi multitecnica per liberare la fantasia. Ma sempre con un tema, perché se non ci sono vincoli l'immaginazione si disperde.

Lo ammetto, alla fine mi sono divertita anch'io.
E quando i miei figli hanno realizzato le attività con i gessetti (sì, perché alla fine ho coinvolto tutta la famiglia, in particolare mia figlia, autrice di tutti i tutorial)...

... beh, non ho resistito e mi ci sono messa dentro pure io!

E tutto quello che nel libro non c'entrava?
Non si è perso nulla: ci siamo inventati ilblog Artemondo. Ogni lunedì un nuovo post con uno spunto teorico e un'attività.

Quando l'ho ricevuto, il mio volto era così...

In chiusura voglio ringraziare tutte le persone che hanno partecipato a questo risultato. Sono tantissime, perché un libro è un lavoro corale.
Grazie a Marina, Irene, Giuseppe, Federico, Laura, Valentina, Silvia, Mario, Salvatore, Daniela, Beatrice, Costanza, Evelyne, Orsola, Claudia, Chiara, Bernardo e a tutti quelli di cui non so il nome ma che tra le quinte hanno dato il loro prezioso contributo.

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Artemondo, il mio manuale di arte e immagine

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I Allora sono ripartita da dubbi all'inizio erano enormi. Soprattutto: come scrivere un nuovo manuale? Come raccontare in modo efficace le stesse cose di ogni altro libro di arte? Cosa avrebbe fatto la differenza? come si impara: come ci insegna il buon Munari (a sua volta riprendendo niente meno che Confucio) è solo attraverso il ' fare ' che avviene il vero apprendimento.

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Kenny Scharf is an American painter known for his participation in New York City's interdisciplinary East Village art scene during the 1980s, alongside Jean-Michel Basquiat and Keith Haring, Scharf's do-it-yourself practice spanned painting, sculpture, fashion, video, performance art, and street art. Growing up in post-World War II Southern California, Scharf was fascinated by television and the futuristic promise of modern design. His works often includes pop culture icons, such as the Flintstones and the Jetsons, or caricatures of middle-class Americans in an apocalyptic science fiction setting.

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Kenny Scharf is an American painter known for his participation in New York City's interdisciplinary East Village art scene during the 1980s, alongside Jean-Michel Basquiat and Keith Haring, Scharf's do-it-yourself practice spanned painting, sculpture, fashion, video, performance art, and street art.

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Solomon “Sol” LeWitt was an American artist linked to various movements, including conceptual art and minimalism.

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Michelangelo Merisi da Caravaggio, known as Caravaggio, was an Italian painter active in Rome for most of his artistic life. During the final four years of his life he moved between Naples, Malta, and Sicily until his death. His paintings have been characterized by art critics as combining a realistic observation of the human state, both physical and emotional, with a dramatic use of lighting, which had a formative influence on Baroque painting.
Caravaggio employed close physical observation with a dramatic use of chiaroscuro that came to be known as tenebrism. He made the technique a dominant stylistic element, transfixing subjects in bright shafts of light and darkening shadows. Caravaggio vividly expressed crucial moments and scenes, often featuring violent struggles, torture, and death. He worked rapidly, with live models, preferring to forgo drawings and work directly onto the canvas. His inspiring effect on the new Baroque style that emerged from Mannerism was profound. His influence can be seen directly or indirectly in the work of Peter Paul Rubens, Jusepe de Ribera, Gian Lorenzo Bernini, and Rembrandt.

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Michelangelo Merisi da Caravaggio, known as Caravaggio, was an Italian painter active in Rome for most of his artistic life.

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Yokoyama Taikan was the art-name of a major figure in pre-World War II Japanese painting.

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Georgia Totto O'Keeffe was an American artist. She was known for her paintings of enlarged flowers, New York skyscrapers, and New Mexico landscapes. O'Keeffe has been recognized as the "Mother of American modernism".
In 1905, O'Keeffe began her serious formal art training at the School of the Art Institute of Chicago and then the Art Students League of New York, but she felt constrained by her lessons that focused on recreating or copying what was in nature. In 1908, unable to fund further education, she worked for two years as a commercial illustrator, and then taught in Virginia, Texas, and South Carolina between 1911 and 1918. During that time, she studied art during the summers between 1912 and 1914 and was introduced to the principles and philosophies of Arthur Wesley Dow, who created works of art based upon personal style, design, and interpretation of subjects, rather than trying to copy or represent them.

"I had to create an equivalent for what I felt about what I was looking at - not copy it."

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Georgia O'Keeffe - Google Arts & Culture

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Georgia Totto O'Keeffe was an American artist. She was known for her paintings of enlarged flowers, New York skyscrapers, and New Mexico landscapes. O'Keeffe has been recognized as the "Mother of American modernism".In 1905, O'Keeffe began her serious formal art training at the School of the Art Institute of Chicago and then the Art Students League of New York, but she felt constrained by her lessons that focused on recreating or copying what was in nature.

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Michelangelo di Lodovico Buonarroti Simoni, known simply as Michelangelo, was an Italian sculptor, painter, architect and poet of the High Renaissance born in the Republic of Florence, who exerted an unparalleled influence on the development of Western art. His artistic versatility was of such a high order that he is often considered a contender for the title of the archetypal Renaissance man, along with his rival and elder contemporary, Leonardo da Vinci. Several scholars have described Michelangelo as the greatest artist of his age and even as the greatest artist of all time.
A number of Michelangelo's works of painting, sculpture, and architecture rank among the most famous in existence. His output in these fields was prodigious; given the sheer volume of surviving correspondence, sketches, and reminiscences, he is the best-documented artist of the 16th century. He sculpted two of his best-known works, the Pietà and David, before the age of thirty.

"Death and love are the two wings that bear the good man to heaven."

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Michelangelo di Lodovico Buonarroti Simoni, known simply as Michelangelo, was an Italian sculptor, painter, architect and poet of the High Renaissance born in the Republic of Florence, who exerted an unparalleled influence on the development of Western art.

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Can You Identify These Florentine Painters? - Google Arts & Culture

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Use your sleuthing skills to discover these incredible artists

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Leonardo di ser Piero da Vinci, known as Leonardo da Vinci, was an Italian polymath of the Renaissance whose areas of interest included invention, drawing, painting, sculpture, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, paleontology, and cartography. He has been variously called the father of palaeontology, ichnology, and architecture, and is widely considered one of the greatest painters of all time.
Born out of wedlock to a notary, Piero da Vinci, and a peasant woman, Caterina, in Vinci, in the region of Florence, Italy, Leonardo was educated in the studio of the renowned Italian painter Andrea del Verrocchio. Much of his earlier working life was spent in the service of Ludovico il Moro in Milan, and he later worked in Rome, Bologna and Venice. He spent his last three years in France, where he died in 1519.
Leonardo is renowned primarily as a painter. The Mona Lisa is the most famous of his works and the most popular portrait ever made. The Last Supper is the most reproduced religious painting of all time and his Vitruvian Man drawing is regarded as a cultural icon as well.

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Leonardo da Vinci - Google Arts & Culture

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Leonardo di ser Piero da Vinci, known as Leonardo da Vinci, was an Italian polymath of the Renaissance whose areas of interest included invention, drawing, painting, sculpture, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, paleontology, and cartography.

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7 Facts About Leonardo da Vinci - Google Arts & Culture

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He was born a peasant and died in the arms of the King of France. There's a lot to learn about Leonardo da Vinci!

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JR is the pseudonym of a French photographer and street artist whose identity is unconfirmed. Describing himself as a photograffeur, he flyposts large black-and-white photographic images in public locations, in a manner similar to the appropriation of the built environment by the graffiti artist. He states that the street is "the largest art gallery in the world." He started out on the streets of Paris. JR's work "often challenges widely held preconceptions and the reductive images propagated by advertising and the media."
JR's work combines art and action, and deals with commitment, freedom, identity and limits. He has been introduced by Fabrice Bousteau as: "the one we already call the Cartier-Bresson of the 21st century". On 20 October 2010, JR won the TED Prize for 2011. He used the $100,000 award money to start the Inside Out Project.

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JR is the pseudonym of a French photographer and street artist whose identity is unconfirmed. Describing himself as a photograffeur, he flyposts large black-and-white photographic images in public locations, in a manner similar to the appropriation of the built environment by the graffiti artist.

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Paul Klee was a Swiss-born artist. His highly individual style was influenced by movements in art that included Expressionism, Cubism, and Surrealism. Klee was a natural draftsman who experimented with and eventually deeply explored color theory, writing about it extensively; his lectures Writings on Form and Design Theory, published in English as the Paul Klee Notebooks, are held to be as important for modern art as Leonardo da Vinci's A Treatise on Painting for the Renaissance. He and his colleague, Russian painter Wassily Kandinsky, both taught at the Bauhaus school of art, design and architecture in Germany. His works reflect his dry humor and his sometimes childlike perspective, his personal moods and beliefs, and his musicality.

"Art does not reproduce the visible; rather, it makes visible."

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Paul Klee was a Swiss-born artist. His highly individual style was influenced by movements in art that included Expressionism, Cubism, and Surrealism. Klee was a natural draftsman who experimented with and eventually deeply explored color theory, writing about it extensively; his lectures Writings on Form and Design Theory, published in English as the Paul Klee Notebooks, are held to be as important for modern art as Leonardo da Vinci's A Treatise on Painting for the Renaissance.

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Vincent Willem van Gogh was a Dutch Post-Impressionist painter who posthumously became one of the most famous and influential figures in Western art history. In a decade, he created about 2,100 artworks, including around 860 oil paintings, most of which date from the last two years of his life. They include landscapes, still lifes, portraits and self-portraits, and are characterised by bold colours and dramatic, impulsive and expressive brushwork that contributed to the foundations of modern art. Not commercially successful, he struggled with severe depression and poverty, eventually leading to his suicide at age thirty-seven.
Born into an upper-middle-class family, Van Gogh drew as a child and was serious, quiet, and thoughtful. As a young man, he worked as an art dealer, often traveling, but became depressed after he was transferred to London. He turned to religion and spent time as a Protestant missionary in southern Belgium. He drifted in ill health and solitude before taking up painting in 1881, having moved back home with his parents. His younger brother Theo supported him financially, and the two kept a long correspondence by letter.

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Vincent van Gogh - Google Arts & Culture

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Vincent Willem van Gogh was a Dutch Post-Impressionist painter who posthumously became one of the most famous and influential figures in Western art history.

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Osamu Tezuka was a Japanese manga artist, cartoonist, and animator. Born in Osaka Prefecture, his prolific output, pioneering techniques, and innovative redefinitions of genres earned him such titles as "the Father of Manga", "the Godfather of Manga" and "the God of Manga". Additionally, he is often considered the Japanese equivalent to Walt Disney, who served as a major inspiration during Tezuka's formative years. Though this phrase praises the quality of his early manga works for children and animations, it also blurs the significant influence of his later, more literary, gekiga works.
Tezuka began what was known as the manga revolution in Japan with his New Treasure Island published in 1947. His legendary output would spawn some of the most influential, successful, and well received manga series including the children mangas Astro Boy, Princess Knight and Kimba the White Lion, and the adult oriented series Black Jack, Phoenix, and Buddha, all of which won several awards.
Tezuka died of stomach cancer in 1989. His death had an immediate impact on the Japanese public and other cartoonists.

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Osamu Tezuka was a Japanese manga artist, cartoonist, and animator. Born in Osaka Prefecture, his prolific output, pioneering techniques, and innovative redefinitions of genres earned him such titles as "the Father of Manga", "the Godfather of Manga" and "the God of Manga".

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Alessandro di Mariano di Vanni Filipepi, known as Sandro Botticelli, was an Italian painter of the Early Renaissance. He belonged to the Florentine School under the patronage of Lorenzo de' Medici, a movement that Giorgio Vasari would characterize less than a hundred years later in his Vita of Botticelli as a "golden age". Botticelli's posthumous reputation suffered until the late 19th century; since then, his work has been seen to represent the linear grace of Early Renaissance painting.
As well as the small number of mythological subjects which are his best known works today, he painted a wide range of religious subjects and also some portraits. He and his workshop were especially known for their Madonna and Childs, many in the round tondo shape. Botticelli's best-known works are The Birth of Venus and Primavera, both in the Uffizi in Florence. He lived all his life in the same neighbourhood of Florence, with probably his only significant time elsewhere the months he spent painting in Pisa in 1474 and the Sistine Chapel in Rome in 1481-82.

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Sandro Botticelli - Google Arts & Culture

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Alessandro di Mariano di Vanni Filipepi, known as Sandro Botticelli, was an Italian painter of the Early Renaissance. He belonged to the Florentine School under the patronage of Lorenzo de' Medici, a movement that Giorgio Vasari would characterize less than a hundred years later in his Vita of Botticelli as a "golden age".

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The provenance of this painting is unknown. The first records date back to an inventory of 1642, relating to the property of Federico II Landi di Bardi. When in 1860 the fortress of Bardi, where the tondo was kept, became state, it was transferred to the Pinacoteca Nazionale in Turin. It merged into the collections of the Municipality of Piacenza in 1862, thanks to the mayor of the Emilian city Fausto Perletti.

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The provenance of this painting is unknown. The first records date back to an inventory of 1642, relating to the property of Federico II Landi di Bardi. When in 1860 the fortress of Bardi, where the tondo was kept, became state, it was transferred to the Pinacoteca Nazionale in Turin.

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Magdalena Carmen Frida Kahlo y Calderón was a Mexican painter known for her many portraits, self-portraits, and works inspired by the nature and artifacts of Mexico. Inspired by the country's popular culture, she employed a naïve folk art style to explore questions of identity, postcolonialism, gender, class, and race in Mexican society. Her paintings often had strong autobiographical elements and mixed realism with fantasy. In addition to belonging to the post-revolutionary Mexicayotl movement, which sought to define a Mexican identity, Kahlo has been described as a surrealist or magical realist. She is known for painting about her experience of chronic pain.
Born to a German father and a mestiza mother, Kahlo spent most of her childhood and adult life at La Casa Azul, her family home in Coyoacán - now publicly accessible as the Frida Kahlo Museum. Although she was disabled by polio as a child, Kahlo had been a promising student headed for medical school until she suffered a bus accident at the age of 18, which caused her lifelong pain and medical problems. During her recovery, she returned to her childhood interest in art with the idea of becoming an artist.

"I paint my own reality. The only thing I know is that I paint because I need to, and I paint whatever passes through my head without any other consideration."

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Magdalena Carmen Frida Kahlo y Calderón was a Mexican painter known for her many portraits, self-portraits, and works inspired by the nature and artifacts ...

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Edvard Munch was a Norwegian painter. His best known work, The Scream, has become one of the iconic images of world art.
His childhood was overshadowed by illness, bereavement and the dread of inheriting a mental condition that ran in the family. Studying at the Royal School of Art and Design in Kristiania, Munch began to live a bohemian life under the influence of the nihilist Hans Jæger, who urged him to paint his own emotional and psychological state. From this emerged his distinctive style.
Travel brought new influences and outlets. In Paris, he learned much from Paul Gauguin, Vincent van Gogh and Henri de Toulouse-Lautrec, especially their use of colour. In Berlin, he met the Swedish dramatist August Strindberg, whom he painted, as he embarked on his major canon The Frieze of Life, depicting a series of deeply-felt themes such as love, anxiety, jealousy and betrayal, steeped in atmosphere.
The Scream was conceived in Kristiania. According to Munch, he was out walking at sunset, when he 'heard the enormous, infinite scream of nature'. The painting's agonised face is widely identified with the angst of the modern person.

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Wassily Wassilyevich Kandinsky was a Russian painter and art theorist. Kandinsky is generally credited as the pioneer of abstract art. Born in Moscow, Kandinsky spent his childhood in Odessa, where he graduated at Grekov Odessa Art school. He enrolled at the University of Moscow, studying law and economics. Successful in his profession-he was offered a professorship at the University of Dorpat -Kandinsky began painting studies at the age of 30.
In 1896, Kandinsky settled in Munich, studying first at Anton Ažbe's private school and then at the Academy of Fine Arts. He returned to Moscow in 1914, after the outbreak of World War I. Following the Russian Revolution, Kandinsky "became an insider in the cultural administration of Anatoly Lunacharsky" and helped establish the Museum of the Culture of Painting. However, by then "his spiritual outlook... was foreign to the argumentative materialism of Soviet society", and opportunities beckoned in Germany, to which he returned in 1920. There he taught at the Bauhaus school of art and architecture from 1922 until the Nazis closed it in 1933.

"Colour is a means of exerting direct influence on the soul."

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Wassily Kandinsky - Google Arts & Culture

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Wassily Wassilyevich Kandinsky was a Russian painter and art theorist. Kandinsky is generally credited as the pioneer of abstract art. Born in Moscow, Kandinsky spent his childhood in Odessa, where he graduated at Grekov Odessa Art school. He enrolled at the University of Moscow, studying law and economics.

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Giorgio de Chirico was an Italian artist and writer born in Greece. In the years before World War I, he founded the scuola metafisica art movement, which profoundly influenced the surrealists. His most well-known works often feature Roman arcades, long shadows, mannequins, trains, and illogical perspective. His imagery reflects his affinity for the philosophy of Arthur Schopenhauer and of Friedrich Nietzsche, and for the mythology of his birthplace.
After 1919, he became a critic of modern art, studied traditional painting techniques, and worked in a neoclassical or neo-Baroque style, while frequently revisiting the metaphysical themes of his earlier work.

"One must picture everything in the world as an enigma, and live in the world as if in a vast museum of strangeness."

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Giorgio de Chirico - Google Arts & Culture

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Giorgio de Chirico was an Italian artist and writer born in Greece.

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Francisco de Zurbarán was a Spanish painter. He is known primarily for his religious paintings depicting monks, nuns, and martyrs, and for his still-lifes. Zurbarán gained the nickname "Spanish Caravaggio," owing to the forceful use of chiaroscuro in which he excelled.

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Francisco de Zurbarán - Google Arts & Culture

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Francisco de Zurbarán was a Spanish painter. He is known primarily for his religious paintings depicting monks, nuns, and martyrs, and for his still-lifes. Zurbarán gained the nickname "Spanish Caravaggio," owing to the forceful use of chiaroscuro in which he excelled.

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Mario Eduardo Testino Silva OBE HonFRPS is a Peruvian fashion and portrait photographer.

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Contemporary art - Google Arts & Culture

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Contemporary art is the art of today, produced in the second half of the 20th century or in the 21st century. Contemporary artists work in a globally influenced, culturally diverse, and technologically advancing world. Their art is a dynamic combination of materials, methods, concepts, and subjects that continue the challenging of boundaries that was already well underway in the 20th century.

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Explore all Collections on Google Arts & Culture.

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Photorealism is a genre of art that encompasses painting, drawing and other graphic media, in which an artist studies a photograph and then attempts to rep...

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The history of naive art is both the history of the complex evolution of the many art forms lying outside the fine arts tradition and of the critical attempts to disentangle a distinct strand from this broader fabric. In the course of the 19th century in Europe, the arts and crafts of rural peoples (normally termed folk art, or sometimes 'peasant art') and the urban traditions of semi-skilled craftsmen gradually faltered in the face of growing industrialization. Factory products enfeebled the individual impulse to fashion handmade artefacts; itinerant portrait painters ('limners') found their trade dwindling after the advent of photography; and in general the rise of an industry-based economy and the growth of cities sapped the vitality of vernacular and communally recognized artwork such as embroidery, toymaking, the carving of ships' figureheads, painted targets and so forth. Similar developments took place in North America, though at a slower pace, partly determined by a wilful defence of inherited models on the part of culture-conscious immigrants.

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The history of naive art is both the history of the complex evolution of the many art forms lying outside the fine arts tradition and of the critical attempts to disentangle a distinct strand from this broader fabric.

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Explore all art movements on Google Arts & Culture.

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Zaha Hadid Virtual Reality Experience: The Peak

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Descubre el anfiteatro de Itálica en 360º

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La Moschea di Damasco (ma non ci fanno entrare)

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La Moschea di Damasco (ma non ci fanno entrare)

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Visit The Umayyad Mosque in Damascus in 360 degrees

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Bruegel: a fall with the Rebel Angels [Virtual Reality]

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Bringing Giraffatitan DINOSAURS back to LIFE with 360 VR 🦕 | Google Arts & Culture

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Santa Maria del Fiore: come è stata costruita la cupola? (tratto da Artemondo)

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Martedì 8 marzo 2022 abbiamo fatto un flashmob per la pace in contemporanea a moltissime scuola del Trentino, per ricordarci che la pace è quello che vogliamo di più al mondo, in questo momento di guerra e follia. Ogni classe ha ritagliato delle immagini con simboli di pace da fogli colorati, e poi siamo usciti in cortile e abbiamo attaccato i nostri simboli su un lungo striscione, per costruire insieme strade di pace!

Ecco il VIDEO del flashmob!

Ecco le fasi del lavoro: ogni studente in classe ha disegnato e ritagliato due sagome colorate con simboli di unità e pace

Nel giorno del flash mob siamo usciti una classe alla volta e ogni studente ha incollato le sue figure su un grande striscione, fino a riempire completamente la nostra strada di pace!

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Martedì 8 marzo 2022 abbiamo fatto un flashmob per la pace in contemporanea a moltissime scuola del Trentino, per ricordarci che la pace è quello che vogliamo di più al mondo, in questo momento di guerra e follia.

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Elaborazione di una fotografia nello stile di Andy Warhol

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Come abbiamo già visto in precedenti post dedicati al programma GIMP 2, ci sono moltissimi modi di elaborare e modificare una fotografia. Con gli studenti della classe terza abbiamo concluso il pro…