1.  You were tasked to think of possible art installations for campus.... Ideas?

Origami butterflies start with a water bomb base


2.  Art Critique Turned in.


3.  Architecture Presentation:

What is the name of the work?
Who is/are the designer/s?
Why is it important in the Architecture world?  Why is it famous? Why does it matter? 
What elevates it from a building to Art (Cap A Art)
Is it a metaphor?
Does it refine or reflect nature?
How does it fit into culture?
How do form and function collide?


Be ready to present in class on Tuesday.....

1.  Please use your time in the lab to work on or finish your Art Review/Critique.

2.  HW-  Propose an art installation on campus that is viable by describing what it will be and where we can install it.-- one paragraph.

3.  Up next-  Architecture.....

Getting ready for the art museum.

Let's look at something an see what it means-


https://www.uwgb.edu/malloyk/art_criticism_and_formal_analysi.htm

http://artchive.com/artchive/S/sargent/sargent_daughters.jpg.html

Art Analysis Example: http://ualr.edu/art/files/2013/05/Sample_Paper_1.pdf

The Scream


Tartuffe


Vocab test, if time remains.

Note that the schedule has to change by reading the earlier posts, and be prepared for everything.

Enjoy your free day.

Shoot!

AAARGHHH!!!

One of the students smarter than me kindly pointed out that the ART MUSEUM is CLOSED on TUESDAYS!

What?!

So... This means that on Tuesday, Nov 10, Tartuffe and Vocab,

and Thursday, Nov 12, Art Museum.


REMINDER:  Virtual Class on THURSDAY, Nov 5.  Go to the blog for your assignment:  Don't come to class.

Keeping Track-

For Next Tuesday, Nov 3, read the following review of Karolina Sussland's show at P.C.

For next, next Tuesday, Nov 10th, FIELD TRIP!  Meet at the ART MUSEUM-  



Questions for discussion-  What's the difference between Art and art?

Does this apply to other arts as well?  Which, how?

What does this mean, then about the world?

Where does The Alchemist fit in?

What about value and art?  Which, Art or art is more valuable in all senses of equivocating the word value?

Is there then, value and Value?

Is this true in a Global Perspective?

Why does something commercial lose value, if it does?

Why does something fine gain value, if it does?

What FINE art have we read and why is it fine art?

1.  For Tartuffe Presentations:

Present your act in 90 seconds.
Cut what's not needed or important, including characters, and paraphrase, to shorten the original text.
Focus on the MAIN conflicts.
Identify who is playing what character.
Film your act.
Present your short film to the class.


2.  Tartuffe Presentations due Thursday, Nov. 5.

3.  Tartuffe Vocab list:  Test Thursday, Nov. 5.



Fervor- Passion

Carping- griping
Bigot- intolerant of others.
censures- stops
dissemble- try to confuse
seethe- bubble up with anger
usurp- take over
precepts- rule
prophesy- prediction
promiscuous- slutty
malicious- mean
decree- law make a law
illicit- sinful, illegal, usually in a sexual way
vehemently- intense
enthrall- really like it
coquettes- some one who flirts
recourse- action
zealous- zeal- really, really care.
austere- strict
din- noise
folly- foolishness
infatuated- obsession
engender- cause
insolent- talking back
dotes- really loves
inquisition- quest to find out who is guilty
juxtapose- next to
verbatim- exactly
trifles- tiny bits
impiety- something socially wrong.
pious- religious
dupes- fools
infidel- someone not religious
piety- religiousness
pretense- pretending
reverence- revering or believing something/ someone

After projects, Poetry, in class, and The Alchemist, independently, with a focus on the Honors Topic (How the World Works: Global Perspectives) and how to write well.

NOTE FOR ERIC-  This could mean looking at educational systems around the world through the lens of our own experiences and then comparing/contrasting systems from a broad view. 

Ending and Beginning

1.  Finishing Tartuffe-

2.  Tartuffe Project Plan-

3.  Elements of Design-  Art Criticism

4.  Art Museum Trip?

5.  PC Art Museum Journal-

Fripperies-  expensive things, clothing.
Behooves-  to your advantage
Ferver-  Passion
Carping- griping
Bigot-  intolerant of others.
censures-  stops
dissemble-  try to confuse
seethe- bubble up with anger
usurp-  take over
precepts-  rule
prophesy-  prediction
promiscuous-  slutty
malicious- mean
decree- law make a law
besmirch-  make fun of
liable-  responsible
illicit-  sinful, illegal, usually in a sexual way
indescresions-  mistakes, but sexual  mistakes.
trangressions-  sin, mistake
vehemently- intense
enthrall-  really like it
coquettes- some one who flirts
recourse- action
zealous-  zeal- really, really care.
austere-  strict
epee- rapier
din- noise
folly-  foolishness
infatuated- obsession
engender- cause
insolent-  talking back
distend-  rounded and sticking out, like a stomach
dotes-  really loves
oracular-  oracle
beguiled- tricked
inquisition-  quest to find out who is guilty
juxtapose- next to
verbatim- exactly
relish-  really like
precepts- rules
trifles-  tiny bits
impiety-  something socially wrong.
pious- religious
dupes- fools
infidel- someone not religious
piety- religiousness
pretense- pretending
reverence-  revering or believing something/ someone
knavery- mischievousness
tractable- easy to control
spoof- fool
indigence-  needy. poor
pelf- money
imperiled-  in danger
induced-  made to, meant to
nettled -  irritated.

Vocab Test-  Next Tuesday.

Project/Essays Due the 22nd.

1. Tartuffe or In class drafting for C/C essay or both, 1/2 and 1/2?

2.  Mini Conferences....

3.  HW-  Draft of C/C essay due in class (?)

4.  After Tartuffe, What's next?  Cool research?  Lit research? Something else?  Photo? Art? Music?

1.     Journal-  Is a good man hard to find?  Why so?  Why is this the title of the story?

2.    Story discussion and questions.

3.    Story and Prufrock Brainstorming for possible C/C essays.  Sample patterns.

4.    Tartuffe- What did we learn?  Nothing-  take 10?

5.    Tartuffe reading?  Maybe-  Let’s discuss that and see how we feel.

Misfit:   No pleasure/Outcast/Appearances/cruel world/apathetic/disaffected/Charming

Prufrock:  No pleasure/Outcast/Appearances/CW/Apatha/Disaff/Charming

Essay, or:  October 22^nd.

3 Ways to Arrange-

Intro

P 1/ M 1

P 2/ M 2

P 3/ M 3

Conc.

Intro

P1

M1

P2

M2

P3

M3

Conc.

Intro

P1

P2

P3

M1

M2

M3

Con.

P1/M1

Pa/ma/pb/mb/pc/mc

Tartuffe-

Play was banned by the church!

Excommunicated

Supported by Louis the 14^th

Changed names to fool the churc

 




Tartuffe-

Find primary sources relating to the story of Tartuffe.  Find historical proof and information about Tartuffe.  Bring in the links to share with the class.

Read the story---below.

AGMIHTF-  story reading.

Next class.

Gathering from AGMIHTF and connecting to TLSOJAP/  Planning a C/C lit essay.

Next class-

Discussing the sources of Tartuffe, selecting characters for the day, reading together to understand.

1.  The Alchemist test-

Please create a surprising thesis and show it to me before writing a 5 paragraph essay that employs 4 quotes per body paragraph about The Alchemist.

EX:  In The Alchemist, although the boy believes he is following his own path, really, he is beholden to the whims of others in the story, especially the women.


2.  Show me when you're done for editing and possible re-writing.


3.  HW-  Prufrock-- Find out what others think it is about... Focus on theme.

4.  HW-  Choose a classic novel you'd like to read.

5.  HW-  Read this short story for Thursday's class.

Continuing with writing about the art of writing, let's do something really, really hard.

Please read the following poem.  Working with those around you, figure out on your own what the author is saying--  What's the message and why?

Some background, first.

What's a sonnet?

Who was GMH?

No worst, there is none. Pitched past pitch of grief,

More pangs will, schooled at forepangs, wilder wring.

Comforter, where, where is your comforting?

Mary, mother of us, where is your relief?

My cries heave, herds-long; huddle in a main, a chief

Woe, wórld-sorrow; on an áge-old anvil wince and sing —

Then lull, then leave off. Fury had shrieked 'No ling-

ering! Let me be fell: force I must be brief."'

    O the mind, mind has mountains; cliffs of fall

Frightful, sheer, no-man-fathomed. Hold them cheap

May who ne'er hung there. Nor does long our small

Durance deal with that steep or deep. Here! creep,

Wretch, under a comfort serves in a whirlwind: all

Life death does end and each day dies with sleep.

Thursday:  Alchemist Test,   Please read "The Love Song of J. Alfred Prufrock and notate your reading. 

Long Journal- Using thinking and writing to solve problems....

Meanwhile, somewhere in the state of Colorado, armed to the teeth with thousands of flowers,

two boys entered the front door of their own high school and for almost four hours

gave floral tributes to fellow students and members of the staff

beginning with red roses strewn among unsuspecting pupils during their lunch hour,

followed by posies of peace lilies and wild orchids.

Most thought the whole show was one elaborate hoax using silk replicas of the real thing, plastic imitations, exquisite practical jokes,

but the flowers were no more fake than you or I,

and were handed out as compliments returned, favors repaid, in good faith, straight from the heart.

No would not be taken for an answer.

Therefore a daffodil was tucked behind the ear of a boy in a baseball hat,

and marigolds and peonies threaded through the hair of those caught on the stairs or spotted along corridors

until every pupil who looked up from behind a desk could expect to be met with at least a petal or a dusting of pollen,

if not an entire daisy chain, or the color-burst of a dozen foxgloves, flowering for all their worth, or a buttonhole to the breast.

Upstairs in the school library, individuals were singled out for special attention:

some were showered with blossom, others wore their blooms like brooches or medallions;

even those who turned their backs or refused point-blank to accept such honors were decorated with buds,

unseasonable fruits and rosettes the same as the others.

By which time a crowd had gathered outside the school,

drawn through suburbia by the rumor of flowers in full bloom, drawn through the air like butterflies to buddleia,

like honey bees to honeysuckle, like hummingbirds dipping their tongues in,

some to soak up such over-exuberance of thought, others to savor the goings-on. Finally, overcome by their own munificence or hay fever,

the flower-boys pinned the last blooms on themselves, somewhat selfishly perhaps,

but had also planned further surprises for those who swept through the aftermath of bloom and buttercup:

garlands and bouquets, planted in lockers and cupboards, timed to erupt either by fate or chance, had somehow been overlooked and missed out.

Experts are now trying to say how two apparently quiet kids from an apple-pie town could get their hands on a veritable rain-forest

of plants and bring down a whole botanical digest of one species or another onto the heads of classmates and teachers,

and where such fascination began, and why it should lead to an outpouring of this nature.

And even though many believe that flowers should be kept in expert hands only, or left to specialists in the field such as florists,

the law of the land dictates that God, guts and gardening made the country what it is today

and for as long as the flower industry can see to it things are staying that way.

What they reckon is this: deny a person the right to carry flowers of his own

and he’s liable to wind up on the business end of a flower somebody else had grown.

As for the two boys, it’s back to the same old debate:

is it something in the mind that grows from birth, like a seed, or is it society that makes a person that kind?


1.  What is literally happening in the poem?  What are the events?  Use quotes to prove you are correct.

2.  Video

3.  What words in the poem should have tipped us off?  Are there any hints?

4.  This poem asks a question at the end.  It is powerful.  Why?  How does the question lead us to the theme?  What is the theme of this poem, then, and why ?

Test

1.        Journal-

Explain what’s happening in this poem.  Go line by line and put it into your own words:

Oh, say can you see by the dawn’s early light
What so proudly we hailed at the twilight’s last gleaming?
Whose broad stripes and bright stars thru the perilous fight,
O’er the ramparts we watched were so gallantly streaming?
And the rocket’s red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
Oh, say does that star-spangled banner yet wave
O’er the land of the free and the home of the brave?

2.       Two Versions.  One for awesomeness, one to think/write about and use our thinking skills to figure out what is going on.

3.       Alchemist Essay Exam.

Reading, To the end of the book, for next Tuesday.