Looking at works of art that can be used to teach a lot more than art. Part of a collection that Jim Sill uses to showcase the power of the GAP in the classroom.
The Fog Warning, Winslow Homer, 1885, From the collection of: Museum of Fine Arts, Boston
Incredibly ominous painting of a man that may be doomed to be lost at see. He has his catch, but the boat that will get him off that ocean is getting farther away. Will he make it before the fog rolls in?
The Night Watch, Rembrandt Harmensz van Rijn, 1642, From the collection of: Rijksmuseum
Group portraits of civil guard troops were common in the Dutch Golden Age but with this painting, Rembrandt was the first to depict figures in a group portrait in action, striking dynamic poses. The captain, dressed in black, is telling his lieutenant to start the company marching. The guardsmen are getting into formation. Rembrandt used the light to focus on particular details, like the captain’s gesturing hand and the young girl in the foreground. She was the company mascot.
Can you find the barely-there figure, whose eye and beret are just seen and which is believed to be a self-portrait of Rembrandt himself?"
St. Francis in the Desert, Giovanni Bellini, Around 1480, From the collection of: The Frick Collection
There is a lot to see in the details of this one.
Notice the artist signature in the bottom left. Can you find that rascally rabbit?
Woman with her elbows on the table, Olga Sacharoff, Ca.1915, From the collection of: Museo Art Nouveau y Art Déco - Casa Lis
The Harvesters, Pieter Bruegel the Elder, 1565, From the collection of: The Metropolitan Museum of Art
The original stated that the throwing of sticks at a tied up goose was a Shrove Tuesday game. This is a scene of the Harvest during August or September, not February or March. And the game, according to curators at the Metropolitan Museum of Art, was known as "cock-throwing" (the bird was often a rooster rather than a goose) and, while associated with Shrove Tuesday, may well have been played at other times of the year.
The Fête Champêtre, Dirck Hals, 1627, From the collection of: Rijksmuseum
Re-Interpret this painting as if it were today. What would remain the same? What would change?
Elizabeth I when a Princess (1533-1603), Attributed to William Scrots, 1546 - 1547, From the collection of: Royal Collection Trust, UK
Look into the eyes of the princess
The Betrothal, Rembrandt (circle of), About 1640, From the collection of: Walker Art Gallery, Liverpool
Heavy handed painting over time
In the Loge, Mary Stevenson Cassatt, 1878, From the collection of: Museum of Fine Arts, Boston
Great Khan video that discuses the ****** elements of this piece. She is watching
(Main View, front), From the collection of: The J. Paul Getty Museum
Would anyone know a prophet today? Christ is lost among the crowd while people sell preztels among the socializers. Some even show up just to be seen.
Seated Woman with a Parasol (study for "La Grande Jatte"), Georges Seurat (French, 1859-1891), 1884/85, From the collection of: The Art Institute of Chicago
Compare this study with the woman seated in A Sunday on La Grande Jatte -- 1884
Marie-Antoinette de Lorraine-Habsbourg, queen of France, and her children, Elisabeth Louise Vigée-Lebrun, 1787, From the collection of: Palace of Versailles
Historical elements make up this painting. Why is the crib empty? Why wasn't this painting shown publicly in the time.
Marie-Antoinette with the Rose, Louise Elisabeth Vigée-Lebrun, 1783, From the collection of: Palace of Versailles
The queen looking very fashionable.
Yellow is a primary Color. Notice the blues on the left and the touches of red.
The Life Line, Winslow Homer, American, 1836 - 1910, 1884, From the collection of: Philadelphia Museum of Art
Compare this to his sketch, a drawing from 1882 and this the final painting he created in 1884: http://g.co/artproject/pzdk
Notice how the rescuer is now hidden.
The Life Line, Winslow Homer, 1882–83, From the collection of: Cooper Hewitt, Smithsonian Design Museum
The Ambassadors, Hans Holbein the Younger, 1533, From the collection of: The National Gallery, London
The ambassador on the left represents secular law (Creon) and the ambassador on the right represents divine law (Antigone). They base their rash decisions according to these laws.
No Woman, No Cry, Chris Ofili, 1998, From the collection of: Tate Britain
A Sunday on La Grande Jatte, Georges Seurat, 1884-1886, From the collection of: The Art Institute of Chicago
One of my personal favorites. Seurat uses Optical Mixture to trick the eye into making you see colors better than just mixing the paint on a palate. Look at society and the river by comparing this to Bathers at Asnières http://bit.ly/WEeqBr
The Starry Night, Vincent van Gogh, 1889, From the collection of: MoMA The Museum of Modern Art
Van Gogh seems to paint this so fast and in such a furry that he leaves parts where the canvas is still showing.
The Starry Night, Vincent van Gogh, 1889, From the collection of: MoMA The Museum of Modern Art
Scientific Artful Thinking: http://educationcloset.com/wp-content/uploads/2011/11/scientificartfulthinking.pdf
Warlugulong, Clifford POSSUM TJAPALTJARRI | Anmatyerr people, 1977, From the collection of: National Gallery of Australia
Great indigenous works in the National Gallery of Australia. The museum even offers street view.
Credits: All media
This user gallery has been created by an independent third party and may not represent the views of the institutions whose collections include the featured works or of Google Arts & Culture.
The Art Institute of Chicago
Tate Britain
The National Gallery, London
Philadelphia Museum of Art
Walker Art Gallery, Liverpool
Palace of Versailles
The J. Paul Getty Museum
Museum of Fine Arts, Boston
The Frick Collection
Museo Art Nouveau y Art Déco - Casa Lis
The Metropolitan Museum of Art
MoMA The Museum of Modern Art
National Gallery of Australia
Royal Collection Trust, UK
Rijksmuseum
Cooper Hewitt, Smithsonian Design Museum