Assignment Name Unit 2 Discussion Board Deliverable Length 1

Assignmentnameunit 2 Discussion Boarddeliverable Length150 500 Word

The Discussion Board (DB) is a core part of online learning which requires students to actively participate by creating original responses to open-ended questions and engaging with peers’ posts throughout the week. Each student must post an original, thoughtful response before midnight (Central Time) on Wednesday. Following that, students are expected to respond to at least two other posts later in the week. Participation is assessed based on engagement and the quality of contributions. Early and frequent participation is encouraged as it is the primary method for tracking attendance and involvement. No posts will be accepted after the unit concludes.

Discussion questions serve as prompts for exploring course topics, but answering these is not mandatory and not graded. They are designed to stimulate thought and discussion about early civilizations’ religious and cultural images used today.

The assigned task is to choose one Greek work of art and one Roman work of art from the provided list and compare and contrast them based on specified criteria. The comparison should be written as a comprehensive essay covering the following elements:

• Introduction of the selected works.
• Description of their form: two-dimensional or three-dimensional, materials, techniques, colors, line, shape, texture, value, and balance.
• Subject matter: whether they are representational, abstract, or nonobjective, and what is depicted.
• Content: interpretation of the meaning, symbolism, and the artist’s intended message.
• Context: historical, religious, or philosophical significance, function of the artwork, and the traditional role of the artist.

Additionally, peer responses should elaborate on your selected artworks by discussing their meanings and the effectiveness of interpretation, compare other works by the same artist, and analyze artistic elements like line, shape, and color. Engaging thoughtfully in discussions and commenting on others’ posts will contribute to your grade. Use course resources, web sites, and assigned materials to inform your responses.

Paper For Above instruction

The comparison of Greek and Roman artworks provides a profound insight into their respective cultural ideals, philosophies, and aesthetic values. For this analysis, I have selected the Greek sculpture Doryphoros by Polykleitos, created around 450 BCE, and the Roman relief Marcus Agrippa with Imperial Family from the Ara Pacis, dating between 13-9 CE, as representative exemplars of their distinct artistic traditions.

The Doryphoros, also known as the "Spear Bearer," exemplifies classical Greek sculpture's ideals of harmony, proportion, and balance. It is a three-dimensional freestanding sculpture made of marble, showcasing highly refined proportions achieved through precise mathematical ratios. Polykleitos employed contrapposto stance, a technique where weight is shifted onto one leg, creating a naturalistic and dynamic pose. The sculpture’s surface exhibits smooth textures, with subtle transitions between muscles, emphasizing physical perfection and idealized humanity. The colors are mostly natural marble hues, though originally it might have been painted. The work emphasizes line and shape through the detailed rendering of anatomy, with an overall sense of symmetry and equilibrium.

In contrast, the Marcus Agrippa relief is a low-relief sculpture carved from marble, depicting the historical figure in profile, highlighted with attention to details of clothing and posture. Roman reliefs tend to focus on narrative storytelling and individual likeness, emphasizing realism over idealism. The relief employs strong lines and textured surface to reveal clothing folds, facial features, and the symbolic elements like the cornucopia and military insignia. The use of color in original painted versions added vibrancy, though most surviving examples are monochromatic now.

Subject matter reveals different cultural priorities: Greek art aims to depict idealized human forms and physical perfection, encapsulating philosophical ideals about harmony and moderation. The Doryphoros exemplifies this, representing the Greek pursuit of athletic and aesthetic excellence. Roman art, exemplified by the Marcus Agrippa relief, tends toward realism and individual portraiture, emphasizing civic virtue, historical continuity, and political legitimacy.

The content of Doryphoros symbolizes the Greek ideals of balance, proportion, and the disciplined pursuit of beauty. It reflects the Greek philosophical belief that physical harmony mirrors moral and intellectual virtues. Conversely, the relief of Marcus Agrippa conveys authority, stability, and divine sanction, portraying the emperor as a responsible leader intertwined with familial and civic identity.

Contextually, Greek sculptures like Doryphoros were often created to embody philosophical doctrines such as Canon of proportions, and to serve as objects of admiration and inspiration in public spaces. Roman reliefs, on the other hand, served propagandistic functions, illustrating political narratives, military victories, and civic virtues to legitimize rulers and unify the state. The artists' roles differ: Greek sculptors sought to idealize human form based on philosophical principles, while Roman artists aimed to depict realistic likenesses that reinforced social and political messages.

In conclusion, examining these two artworks reveals the distinct aesthetic standards and cultural values of Greece and Rome. Greek art's emphasis on proportion and idealism reflects their philosophical pursuits of order and perfection, whereas Roman art’s focus on realism and narrative underscores their priorities in civic identity, power, and history. Both art forms serve as enduring symbols of their civilizations’ core ideals and continue to influence contemporary art and cultural perceptions.

References

• Boardman, J. (1995). Greek Art. Thames & Hudson.
• Claridge, C. (2010). Rome: An Oxford Archaeological Guide. Oxford University Press.
• Janson, H. W., & Janson, F. (2004). History of Art. Pearson Education.
• Neils, J. (2000). The Purpose of Greek Sculpture. Routledge.
• Pedley, J. G. (2007). Greek Art and Archaeology. Pearson.
• Richter, G. M. A. (1950). The Sculpture of Polykleitos. Harvard University Press.
• Ridgway, B. (2000). The Archaic Style in Greek Sculpture. Princeton University Press.
• Schaeffer, C. (1994). Roman Portraits of Power. Yale University Press.
• Stewart, A. (2008). Art in the Roman Empire. Cambridge University Press.
• Whitman, C. (1971). The Art of Greece and Rome. Praeger Publishers.