Every student should make at least one original contextual analysis post and two comments to other students’ posts for each module. Posts should be in full, grammatically correct sentences that create at least one solid response of at least 600 words–make sure you include a word count. The 600 word count does NOT include any headers or references section. All posts must be relevant to the assigned materials (although you may build upon previous knowledge from earlier weeks and include personal observations). Start by answering the prompt, and then build upon the prompt to consider your own perspectives and experiences. You MUST attach photos and web links to support your position. An important part of your grade for this assignment is to communicate with your classmates. Because this is intended to be your opportunity to discuss topics with your classmates, the professor/TA will generally refrain from commenting or actively participating in the discussions aside from reading and grading them. Each of the two comments should be at least 200 words (include a word count) on two different classmates’ posts each module to receive full credit. Posts: For this post, select one work of art (two-dimensional or three-dimensional art) has NOT been already analyzed or extensively discussed in the course readings or videos…part of the fun in learning about art is in DISCOVERING it! You are required to make one post. In a narrative format, the post should contain the following elements:Define and Identify: Brief information about the artist and work. For example, birth/death dates, place of birth or work, where work is displayed, name of work, medium of work, context for creation of work. Experience and Appreciation: For example, where you found the work (website, another book, museum), what made you select the work, what about this work speaks to you.Observe and Analyze: Use and underline three terms that were introduced in the module to observe/analyze your chosen work. Add any other relevant information to improve your paper.Critique and Compare: Compare your work to similar pieces or to examples used in the module. Consider the impact of the work on a particular social angle and/or the evolution of the media. Consider the impact of experiencing the work on your general outlook on the medium or appreciation of art.Apply Social Angles AND Context: Identify at least one social angle from the list below that can be observed or analyzed as part of the work. Address how the social angle is connected to the work. Plus, a thorough contextual analysis of the historical, cultural, and social implications should be discussed.race and ethnicity,gender and sexuality,class and highbrow/low,colonialism, postcolonialism, place and regionalism,nature (environment, ecology) and culture,memory, history, generational identity,food culture, andbody and mindStudents will be expected to define, identify, and apply at least three terms (underline them so I can quickly find them) from the module in the post. Make sure to underline the terms so that I can quickly identify them. College-level writing and mechanics are expected; however, the purpose of this assignment is to move from experiencing art to analyzing art to evaluating art. Make sure to include a references section at the end of every post, even if you only cite the lecture video. All in-text citations and references should be in MLA.Comments: For each of the two comments, select a classmate’s post, read the post, critique the post, indicate your reaction to the chosen work, discuss a comparison work from the module or any other outside source that is similar to the work identified in the post, and either add personal commentary or pose a question to stimulate conversation. Example attached
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For my 2-D contextual analysis, I chose Tiziano Vecellio oil painting, An Allegory of Prudence. Tiziano
Vecellio, who was also known as Titian, was one of the most versatile Italian painters in the 16th century
(McCouat, 2014). Titian had a great influence on other painters of the Italian renaissance due to his
painting methods of application and color when painting portraits, landscapes, mythological aspects, and
religious subjects (McCouat, 2014). As Titian grew older and closer to death, his pictures became more
complex and portrayed more of a solemn mood (McCouat, 2014). Titian created An Allegory of
Prudence around 1550-1565, which was created during the last twenty-six years of his life (McCouat,
When looking at the oil painting, a lot can be seen visually. The first thing a person may take into
account are the six figures. On the left, an elderly man can be seen with a wolf’s head below him, in the
middle there is a middle-aged man with a lion’s head below him, and on the right there is a young man
with a dog’s head below him. Also, even though a lot of dark colors can be observed, when looking at the
image from left to right, one can see that the colors get lighter on the right side, giving a slight contrast. In
addition, when looking above the heads of each figure, words can be seen. On top of the elderly man the
text that can be seen is “EX PRAETERITO” meaning from the experience of the past, on top of the
middle-aged man the text says “PRAESENS PRUDENTER AGIT” which means the present acts
prudently and on the teenager the text says “NE FUTURA ACTIONẼ DETURPET” which means the lest it
spoil future actions (McCouat, 2014). After observing the general work, if one looked into the details, one
can see that there is a balance in the painting even though all six figures are different. All six figures show
to have equal importance and are painted in a certain position, which allows equilibrium and symmetry
(Sporre 58). Chiaroscuro can also be observed, since with light and shadow Titian was able to make all
six figures appear to be three-dimensional in the oil painting (Sporre 60).
The intended audience of the painting was most likely everyone in the 16th century, but Titian may
have wanted to specifically have this picture speak to the young and the middle-aged. Titian had created
this piece as a reflection when he was about seventy-seven years old and wanted to share what he
learned through the years to prevent others from making the same mistakes he had. After taking in all the
details, one can assume that the elderly man is Titian himself, the man in the middle is his son Orazio,
while the young man on the right is his cousin, Marco Vecellio (McCouat, 2014). Each man represents a
different aspect of time, meaning past, present, and the future (McCouat, 2014). The aspect of time is
further implied through the animal heads that are placed underneath each man. The wolf’s head, which is
placed under the elderly man is known to signify the memories of the past, the lion’s head, which is
placed underneath the middle-aged man, is known to signify strength and passion due to current
conditions, and the dog’s head, which is placed underneath the young man, is known to signify pleasure
and hope for the future (McCouat, 2014). In addition, the text in the image further shows that time is
implied in the painting, since the text when stated all together says “experience of the past, the present
acts prudently, lest it spoil future actions.” It is suggested that the quote was placed onto the image
because Titian had failed to act prudently during his middle and young age, leading him to lead a regretful
old age (McCouat, 2014). Therefore, Titian’s social angle in this oil painting may have been generalization
identity. He may have wanted people to identify who they were at that moment. He wanted the audience
to look at themselves and determine what actions they have done in their past, in order to help them
improve their future and prevent them from having a regrettable old age like him.
I decided to choose this piece for the contextual analysis, because the concept of time has always
interested me. So having a work of art that is able to capture a concept of time, while making you reflect
on yourself, really captured my attention when I was at the National Gallery Museum.
Word Count: 737
McCouat, Philip. “Titian, Prudence and the three-headed beast.” Journal of Art in Society. N.p., 2014.
Web. 09 July 2017. .
Sporre, Dennis J. “Two-Dimensional Art.” Reality Through the Arts. 8th ed. Upper Saddle River, NJ:
Pearson Prentice Hall, 2013. 58 – 60. Print.
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