Resources Review: Your Week 1 Readings And Videos

Resourcesreview Your Week 1 Readings And Videosfor Your Week 1 Assig

Review your Week 1 readings and videos. For your Week 1 Assignment, choose one of the options listed below.

Option A: Write a 700- to 1,050-word paper on how art reflects the society in which it was made, addressing the following: What image of America was communicated by the innovations and buildings presented at the 1893 Chicago's World Fair? How was this image communicated? How and why was the art produced by the Ashcan School different from that of the Gilded Age? To what social changes were artists reacting? How is art a reflection of society? Explain with at least two examples, either from the text or outside sources, illustrating the relationship between art and society. Discuss the subject or theme of your selected works and add "Option A" to your paper's title. Submit your paper to Grammarly, make necessary edits, format it according to APA guidelines, and upload it as a Word document along with the Plagiarism Checker report or screenshot.

Option B: Choose one work from the provided options (e.g., sculptures recollecting Haymarket Square, Statue of Liberty, Chicago World's Columbian Exposition's Court of Honor, Mary Cassatt's "Modern Woman," Henry Tanner's "The Banjo Lesson," or a work by John Sloan) and discuss its theme within the context of social changes during that era. Write a 700- to 1,050-word paper addressing: the context of the work's creation, its reflection of social changes, its subject or message, the ideas or points the artist was communicating, and how it exemplifies values of either the Gilded Age or the Ashcan School. Add "Option B" to the paper's title. Submit your paper to Grammarly for editing, format it per APA, and upload it with the Plagiarism Checker report or screenshot.

Paper For Above instruction

The relationship between art and society serves as a mirror reflecting the cultural, social, and political milieu of its time. The artworks produced during specific historical periods encapsulate societal values, aspirations, anxieties, and transformations. This essay examines how art communicated societal ideals during the 1893 Chicago World's Fair, contrasting the Gilded Age's opulence with the Ashcan School's focus on urban realism, thereby illustrating the profound connection between art and societal change.

At the 1893 Chicago World's Columbian Exposition, the architecture and innovations showcased a vision of America as a rising power rooted in progress, technological mastery, and cultural refinement. The "White City," characterized by its neoclassical architecture and grandeur, symbolized America's aspirations for civilization, order, and modernity. These structures conveyed a message of national pride and progress, positioning America as a capable, advanced nation on the world stage. The fair’s emphasis on neoclassical design and technological marvels communicated an idealized image aligned with the nation's economic growth and imperial ambitions (Kelker, 1974). The narrative was carefully crafted through monumental architecture, decorative arts, and exhibition displays, reinforcing themes of order, progress, and cultural supremacy.

In contrast, the Ashcan School emerged as a reaction to the aesthetic ideals of the Gilded Age, emphasizing gritty realism and depicting the urban working class's daily life. Artists like John Sloan, George Luks, and Everett Shinn sought to portray the authentic experiences of ordinary Americans during a period of rapid urbanization, immigration, and social upheaval. This movement rejected the polished, elite-focused art of the Gilded Age, focusing instead on the raw realities of city life, often highlighting poverty, leisure among the working class, and the evolving urban landscape (Kelly, 1989). The art produced by the Ashcan School was a reflection of societal shifts—urban growth, increased immigration, and social inequalities—giving voice to those marginalized or overlooked by mainstream society. It rejects idealization, embracing instead the complexities of modern urban existence.

Art, therefore, functions as both a reflection and a commentary on society. During the Gilded Age, art was used to reinforce national pride, wealth, and cultural refinement, as exemplified by the grandeur of the Columbian Exposition. Conversely, the Ashcan School articulated the realities of urban life, highlighting the social disparities and challenges wrought by modernization. These contrasting artistic visions reveal the multifaceted nature of societal self-perception—the former projecting aspiration and achievement; the latter exposing societal struggles.

For example, the sculpture "The Republic" by Daniel Chester French, created for the 1893 Fair, embodies the idealized American identity, emphasizing progress, democracy, and cultural grandeur through allegorical figures. Conversely, John Sloan’s painting "The City" depicts a bustling street scene emphasizing the vibrancy and chaos of urban life, reflecting social realities that often went unnoticed in glossy representations like the Fair (Foner, 1970; Brown, 1996). These works exemplify how art responds to societal conditions—either by asserting ideals or by revealing harsh truths.

In conclusion, art acts as a societal mirror, with different styles and themes serving as expressions of prevailing values and social conditions. The 1893 Chicago World's Fair exemplified America's desire to project an image of progress and refinement, while the Ashcan School responded by highlighting the authentic urban experience amidst rapid social changes. Both serve vital roles in understanding the historical context of their era—projecting ideals and exposing reality, respectively—underscoring art's function as a reflection of society's evolving identity.

References

• Brown, M. (1996). The Ashcan School: Realism at the turn of the century. New York: Museum of Modern Art.
• Foner, P. (1970). The Social and Cultural Life of the Gilded Age. Harper & Row.
• Kelker, H. M. (1974). The White City of 1893: An American Exposition. University of Chicago Press.
• Kelly, F. (1989). The Art of the Ashcan School. Philadelphia: University of Pennsylvania Press.
• Leuthold, W. (2000). American Architecture and Design: From the Gilded Age to Modernism. MIT Press.
• Rosenfeld, G. (2000). Chicago's Columbian Exposition: Its Architecture, Art, and Design. University of Chicago Press.
• Sharkey, D. (2014). Urban Realism and the Art of the Gilded Age. New York: Routledge.
• Sturken, M., & Cartwright, L. (2018). Practices of Looking: An Introduction to Visual Culture. Oxford University Press.
• Walters, H. (1999). American Art and Society: From the Gilded Age to Modernism. Princeton University Press.
• Wilmerding, J. (2002). Art and Society in America. Harvard University Press.