Artwork by George Bellows who did the work in February 1911 the art title is New York City.
The shape used in the above diagram is a landscape, naturalistic art as it shows the man-made features e.g. buildings, trees and has the maximum contrast in it. The type of color used in the art has the characteristic of value because of the dark color used. The color and shape work together so as to bring the presence of movement and rhythm in the artwork it also brings the growth and structure in the art done above.
The art shows the congestion of New York City in the early ninety’s. Everyone is busy conducting their business with the movements of trolleys carrying different goods. For example, a cart is moving stones for construction purpose shows that it was still the early days when the New York City was still undergoing construction of buildings. Even with darkness about to cover the city people are moving from one place to another by use of horses and carts. Trade was mostly conducted in the city, and it usually brings many people to the city that’s why there is a lot of congestion (George, 1911).
Art was done by Charles Sheeler during the year 1930. The title of the art is American landscape.
The art above has the element of a horizontal line which shows the rest of the objects in the art parallel to the earth and has a sense of space and has a continuation of the landscape beyond the picture to the left of the buildings. The other element used in the art is a size which has both large and small sizes. The large volumes depict the most important things in the art e.g. chimney, and the small objects are of less importance in the art e.g. the ladder. The two elements are related so as to capture the presence of stability in the art and importance of the activity.
The art shows America under the process of production of goods by the factory in the far left of the art and the chimney removing smoke. During this time industries were in their early development. The train shows the movement of goods from the industry and raw materials coming to the industries. The cranes on the far left and the one on the right show that process of developing of industries was still going on during 1930 in America (Charles, 1930).
Art by Alexandre Hogue in 1936. The art has the title Erosion No. 2-Mother Earth Laid Bare.
In the art above the element of texture. The art has a texture depicted in two-dimensions to show the softness of the soil erosion. The art also has big sizes of soil erosion to demonstrate the greatness of the effects of soil erosion. The texture and size are used together in the art to show the magnitude of the soil erosion to the neighborhood.
The art describes how soil erosion brings magnitude effects with dryness and drought leading to a tree in the far right drying. As this happened in 1936 it was the second soil erosion, therefore, people on the left side of the art took precaution and fenced their neighborhood. The other part of the art shows there is no experience of soil erosion as the clouds portray a sign of rainfall with the other land laid bare of resources. The bird flying on the side where there is no erosion signifies there is life in that part of the community, unlike the side which has soil erosion (Alexandre, 1936).
Art by Jacob Lawrence in 1942 and has the title Migration Series.
The element used in the art above is the color with value and intensity. The value is a dark color and has been mixed with bright colors so as to create a serious mood. There has been the usage of geometric shape to make the art more decorative. Use of color and geometric shape makes an ark more decorative just as the girls in the art are portraying.
The art shows the passion of the girls to gain an education with stretching their arms and writing on a clean chalkboard. They art which was done in 1941 during the time when the blacks were not given education even with their struggle to learn. They had bright attire for learning, but the classrooms were empty without any teacher to teach them which is signified by the clean chalkboard. World War 2 made many black students not able to attend classes with the big classroom that had only three girls. Many were used to work on the farms and without going to get an education in the schools (Jacob, 1942).
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