FA 200 Final Exam Review Sheet PDF

Final Exam Review Sheet for FA 200 - Online The Deepening Page - What is the internet and digital technology doing to our brains and what might art (particularly the literary arts) do to help? - How would you describe your relationship to technology? Are we too dependent on digital technologi...

Final Exam Review Sheet for FA 200 - Online The Deepening Page - What is the internet and digital technology doing to our brains and what might art (particularly the literary arts) do to help? - How would you describe your relationship to technology? Are we too dependent on digital technologies and how might they be changing our relationships, social mores, and memory? Terminology/key information: the current state of our brains because of use of the internet = “distractedness” our current relationship to technology: examples in Sherry Turkle’s TED Talk reading “shallowly” now because of internet data flow old “natural” state of the brain as “distractedness” loss of long-term memory and contemplative thinking because of internet the process of “deep reading” and benefits for writers and for our brains the development of the “literary mind” and its consequences cognitive benefits of the “literary brain” 4 hallmarks of the “literary mind”: originality of thought, creativity of expression, the ability to think abstractly, and a heightened sensitivity to the physical world and the varieties of human experience Photography and Everyday Life - Does the use of new technologies and social network sharing change the nature of photography and is this new photograph art? Are Instagram photos art? Why? - What are the major recent trends in photography and do they imply that, as Sontag argues, we need our reality and ourselves confirmed by photography? - What are the concerns about our current image-sharing culture? Terminology/key information: history and use of Instagram as art, “aesthetic producers” and “internet curating” the works sold at the “Aperture Foundation Benefit” (rules for works) and artists in “Indianapolis Instagram Art Show” (+Jeter quote) Richard Prince art show in New York of other people’s Instagram criticisms of Instagram (e.g. “Fauxlaroid”) photos as “art” or not: food photos, “pics or it didn’t happen”/ “Selfies or you don’t exist,” filters create “nostalgia” Susan Sontag quotes about “slavish dependence on photography” example of Eddie Adams’ famous photograph of Viet Cong execution creating alternate or better realities through manipulating and sharing photographs = example of Dutch artist, Zilla van den Born, who faked 6-week vacation in Asia Journal of Social and Clinical Psychology study on Facebook, dissatisfaction with our lives “Selfie Sticks” article: sharing/‘likes’ give us “validation,” “narcissistic personality” Effects of body-slimming, skin-smoothing, and age-defying filters and apps Example of Rameet Chawla, whose app automatically liked pictures Gifts of the Muse, “Instrumental Benefits” - How can arts advocates prove the arts to be beneficial, using empirical or quantifiable evidence and is this a convincing argument? Why or why not? Terminology/key information: “instrumental benefits/effects” definition and “intrinsic benefits” definition  background on public support of the arts in U.S. (19 th century, 1960s-70s) the “Culture Wars” of the 1980s and the NEA Four, example of Karen Finley’s performance art (video) new tactics since the 1990s = “instrumental benefits” research arts benefits have both “public” and “private” value “cognitive” and “attitudinal/behavioral” benefits as sub-categories “health benefits” (particularly through arts therapies) sub-category “economic benefits” that are split into “direct,” “indirect,” “public good” “community-level social benefits” sub-category problems with “instrumental benefits” research (general) example of Michigan State study on STEM researchers and inventors (link) problems with “Mozart Effect” research Gifts of the Muse, “Intrinsic Benefits” - What was missing from the instrumental argument and how might the “intrinsic benefits” argument strengthen the case for arts advocates? - Should we publicly support arts groups, events, organizations more than we do now because they offer a unique and special benefit to individuals and the community? Terminology/key information: the idea of “art for art’s sake” and how it hurts the benefits arguments definition of “intrinsic benefits” and obvious examples art as “communicative experience” = “bridge” between artist and audience 3 steps in “process of appreciation” “captivation” “pleasure,” and “empathy” as benefit sub-categories the “sympathetic imagination” “cognitive growth” as intrinsic benefit example of graffiti film Style Wars for what art can do for a community contributions to public sphere: “creation of social bonds” contributions to public sphere: “expression of communal meanings” Dance and Arts: “Agony and Ecstasy: A Year with English National Ballet” - What goes into being an artist such as a dancer? What concerns, challenges, issues do dancers have during their short career? - What is it like to run an arts organization that depends on public funding for a large part of its budget, and how do decreasing levels of funding affect an arts organization? Where/what would English National Ballet be without the money from the Arts Council? - What case does Arts Council England make in its video “A Credit to Britain” for investing in the arts and how does it use the benefits from the arts to argue its case? Terminology/key information: the challenges dancers face as artists: taking “corrections,” building “stamina,” etc. length of dancer’s career and physical concerns details about two central male dancers for this episode, Max and Daniel  work of the “Dancer’s Committee,” typical pay for dancers, and pay increase they ask for and the final pay increase (%) they get biography of Rudolf Nureyev budget for English National Ballet, amount of cuts they might face, the final actual cut to budget (%) by Arts Council “mission” of Arts Council England, the amount of its funding, video argument funding amounts for U.S. federal funding of the arts, e.g. NEA in 2013 Music, Education, and Community Outreach: “Learning the Score” - What can music education do for those involved in it? - How might music education lead to a better world or community? How might music instigate social change? Terminology/key information: the effects of No Child Left Behind on arts education example of the Malcolm X Shabazz Marching Band and its influence on students how directors of orchestras and symphonies such as Wynton Marsalis are trying to expand their educational outreach problems with American music education, its connection to “classical music culture” “Providence String Quartet” (who and where are they) “Community Music Works,” their origins, the activities/programs offered by them information given by the director of Community Music Works on what they hope to achieve (in the YouTube video, 3:35-5:13) how art like music can be “vehicles of democratic thinking” (Maxine Greene, Releasing the Imagination), creating a “clearing” that can change how someone thinks examples of music being an “instigator of social change” (in-class activity) Visual Arts, Education, and Social Change: The Paul Jones Collection - Why do people buy or collect art? How can collections and the works of art contained in them speak effectively? - What purpose can art serve for a community or group of people and what purpose can art and art collecting serve for social justice issues? - What goes into curating an art show? How does one select works for an art show and how is the show put together? What messages or objectives can art share or fulfill for audiences when on display? Terminology/key information: biographical information for Paul R. Jones, provided in reading and lecture Paul Jones’s reasons for collecting art, provided in reading and lecture how the Civil Rights Movement impacted Paul Jones’s collecting stipulations Paul Jones put on lending out art works in his collection Ideas behind the “Paul Jones Collection K-12 Program” facts surrounding the “Scottsboro Boys” case, historical information definition of “curate” and “curating” title and description of works used in lecture: “Ruby Bates” (AP photo), “Defendant Heywood Patterson” (photo), “Ship’s Bells” (acrylic paint, newsprint on wood, 1984) title and description of works in Curating Exercise: “The Mall” (1987), “Revealed Truths  and Myths #2” (2006), “The Sugar” (2004), and “World Jazz Quartet” (1985) Last Day of Class - How can art be a part of our everyday lives and integral to a community? Terminology/key information: Arts funding cultural comparison (U.S. funding chart) example of “Wynwood Walls” in Miami for impact of art on community (follow NPR story link) Overview of Paul Jones Collection “K-12 Program”