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– 2 years ago **files (1)** – ## BSC1081-DBX-DL02BasicAnatomyandPhysiologyCriticalThinkingAssignmentSeptember2022.pdf **## BSC1081-DBX-DL02BasicAnatomyandPhysiologyCriticalThinkingAssignmentSeptember2022.pdf** CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT Lesson Plan 1 Florida National…

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– 2 years ago

**files (1)**

– ## BSC1081-DBX-DL02BasicAnatomyandPhysiologyCriticalThinkingAssignmentSeptember2022.pdf

**## BSC1081-DBX-DL02BasicAnatomyandPhysiologyCriticalThinkingAssignmentSeptember2022.pdf**

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

1 Florida National University Lesson Plan Updated: 9/2021

1. Learn the distinctions and characteristics of the systems

2. Engage in critical thinking through the analysis of the of

the pathologies related (Case Study application)

3. Engage in critical thinking by examining the selected

pathology with the prospected systems and credibility of

scholar researcher.

4. Engage student interest in prospective major

● Students will benefit by:

1. Performing the critical thinking exercise of exegesis

2. Gaining confidence in by applying what they have learned

3. Executing preliminary research on their prospective major

4. Correlating pattern characteristics of specific systems

of the human body.

FNU Library, Textbook, Internet access

Students will be assigned pathology on the 1st week of the course

(Check Pathology Assigned List document in the RESEARCH

REPORT folder); The same pathology assigned will be used to

develop a Research Document Report and PowerPoint by apply

required criteria information as title topics to be discussed (Read page 5,6 as the rubric has

additional information that is required).

COURSE # AND TITLE:

● BSC1081-DBX-DL02 Basic Anatomy and Physiology

INSTRUCTOR:

SPECIFIC TOPIC:

LESSON PLAN OVERVIEW:

●

●

●

Dr. Manuel R. Perez Fernandez, M.D.

Pathology (WILL BE ASSIGNMENT)

Students will engage in critical thinking regarding the
systems of the human body and pathology in Anatomy, and
specifically for the following topics:

Integumentary, musculoskeletal, pulmonary, respiratory,
urinary, circulatory, male/female reproductive,

electrolytes/hydration, endocrine, and immune/lymphatic.

OBJECTIVES:

RATIONALE:

RESOURCES / MATERIALS:

LESSON CONTENT:

(INCLUDE TIMES ALLOWED

FOR COVERING TOPICS)

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

2 Florida National University Lesson Plan Updated: 9/2021

1. Define the disease,

2. Demographics of the Disease

3. Cause of the disease,

4. Signs & Symptoms of the disease (If apply, include

stages, levels, or types of the disease),

5. Laboratory findings (include, all blood test names, genetic

test, urine test, i.e.) Must include all normal versus

abnormal levels that will confirm the disease,

6. Images of the Disease (X-ray, MRI, Ct Scans, PET scans);

all images bust be cited in APA format and referred in the

reference page of the report and PowerPoint.

7. Treatment for the disease (this includes name of the

medications, dosage, side effects, alternative medications,

8. Diet for the patient,

9. Prognosis of the disease,

10. Photos of the disease throughout the PowerPoint

presentation.

11. All students must apply APA and writing style format.

12. References must be within the last 5 years and no less

than 10 references. All references must be accountable in

the in-text citations throughout the document and

PowerPoint. In addition, all PowerPoint slides must have

citations at the bottom of each slide; read APA

PowerPoint sample, found in the Research Report folder

in blackboard. This criterion is a required content to avoid

Plagiarism. FNU Plagiarism is the act of obtaining or

attempting to obtain credit for academic work by

representing the work of another as one's own without the

necessary and appropriate acknowledgment. More

specifically, plagiarism is: The act of incorporating the

ideas, words of sentences, paragraphs, or parts thereof

without appropriate acknowledgment and representing the

product as one's own work; and the act of representing

another's intellectual work such as musical composition,

computer program, photographs, painting, drawing,

sculpture, or research or the like as one's own. Cheating or

plagiarism is dishonest, undermines the necessary trust

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

3 Florida National University Lesson Plan Updated: 9/2021

upon which relations between students and faculty are

based, and is unacceptable conduct. Students who engage

in cheating or plagiarism will be subject to academic

sanctions, including a lowered or failing grade in a

course; and the possibility of an additional administrative

sanction, including probation, suspension, or expulsion.

13. Review the rubric for research report and PowerPoint (see

page 5 and 6 below). Additional information is also found

in the Syllabus.

COLLABORATIVE

ACTIVITIES:

(INCLUDE TIMES ALLOWED

FOR COVERING TOPICS)

Each student will submit a Research report and a PowerPoint
assessment as a part of the required Library assignment Each
student will be awarded points based on the MOP (Mode of

PowerPoint) rubric that will equal to 10% of grade and a

Research Report rubric that will equal to 10% of the grade. Both

assignments will equal 20% of the grade course. Student is

required to submit a copy of both assignments, prior submission

of the final assignment to the writing director, Prof. Ileana

Torres M.S. Writing Lab Director irojas@fnu.edu All

assignments are required to be in APA format writing style (APA

7thedition).

CLASSROOM ASSIGNMENTS: Students will gather general principles to specific concepts

related to the mechanism effect of the pathologies with the

human body systems.

READING ASSIGNMENTS: Chapter

10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

4 Florida National University Lesson Plan Updated: 9/2021

HOMEWORK ASSIGNMENTS: Research Report and PowerPoint Presentation

Each Student receives full participation credit for writing the EVALUATION: power-

point presentation and a research report, as individual activity. AVOID PLAGERISM.

REFERENCE: All references are to be included in the PowerPoint presentation

and Written Report in APA format. READ DOCUMENTS IN

THE RESEARCH REPORT FOLDER AND SYLLABUS.

WEB SITES: Google scholar, eMedicine, World Health Origination (WHO),

Center for Disease and Prevention Control (CDC), Web-Med,

MayoCLinic, and other healthcare organizations, i.e.

DO NOT USE WIKIPEDIA

RECOMMENDED READINGS: ● Herlihy, B. The Human Body in Health and Illness, 6th

Edition. Elsevier.

(CAMPUS LIBRARY) Use FNU Campus/Online Library. ALL STUDENTS ARE

TO SUBMIT A DRAFT OF THE RESEARCH REPORT
AND POWERPOINT FOR FEEDBACK TO….
Prof. Ileana Torres M.S. Writing Lab Director irojas@fnu.edu or
www.fnu.edu/writing-lab

Writing Lab hours of operation are Monday through Thursday from 8:30 am – 1:30 pm. and Friday from 8:30 am – 12:30 pm.

REMINDER: LATE SUBMISSION WILL BE REPORTED

AS A “0” GRADE.

1. RESEARCH REPORT IS DUE ON THE 3rd WEEK OF THE

TERM

2. POWERPOINT IS DUE ON THE 6TH WEEK OF THE TERM

MAKE SURE TO SUBMIT ALL ASSIGNMENT EARLY

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

5 Florida National University Lesson Plan Updated: 9/2021

Pathology Written Research Rubric

Categories Comments

CONTENT

SUBJECT KNOWLEDGE

50%

 Accurate research for the pathology.

 Accurate content.

 Accurate medications with dosages, side

effects, if applicable.

 Charts, tables must be included, but not

counted as part of the page count.

.

ORGANIZATION

10%
Logical Sequence

 Definition.

 Cause (etiology).

 Epidemiology.

 Mechanism of development (pathogenesis),

and/or (pathophysiology).

 Clinical manifestation (symptoms and sign).

 Diagnosed.

 Management (treatment).

 Prognosis.

Reached Logical Conclusion

Document must be no-less than 5 pages (Not

including Title, abstract, and reference pages)
Read documents in RESEARCH REPORT folder

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

6 Florida National University Lesson Plan Updated: 9/2021

FORMATING

40%
Font Style Form.

Citation and References.

Spelling

Grammatical Errors.

***Required Research Report APA Format: See Instructions in the “RESEARCH REPORT” folder in
blackboard.

Pathology (Disease) PowerPoint Rubric

PowerPoint (component)

Poor

1 pts

Fair

3 pts

Good

5 pts

Title slide

Item Points: 5

Title is too long or

short, but not

related to the case,

University name,

course name,

student name &

semester

[Summer 2022].

Title is too long or

short but related

to the case,

University name,

course name,

student name &

semester

[Summer 2022].

(First slide) must

include a concise

title, University

name, course

name, student

name & semester

[Summer 2022].

Poor

10 pts

Fair

20 pts

Good

30 pts

Content of

information

Item Points: 30

Aspects of the

pathology are

poorly detailed or

ignored.

Information is

confusing,

incorrect, or

flawed.

Considered some

aspects of

pathology. Some

information is

confusing,

incorrect, or

flawed.

Includes relevant

aspect of

pathology.

Information is

clear, appropriate,

and accurate.

Poor

4 pts

Fair

7 pts

Good

10 pts

Slide text: appropriate

among of lines per

slides.

Slides have

excessive

Slides have

inadequate

Slides have

appropriate

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

7 Florida National University Lesson Plan Updated: 9/2021

Item Points: 10 among of lines

(more the 13)

among of lines

(11-12)

among of lines (8-

10)

Poor

4 pts

Fair

7 pts

Good

10 pts

Picture or images

related to the case.

Item Points: 10

Inadequate

picture or image,

not related to the

case and /or not

used in the case.

Adequate picture

or image related

to the case, but

not used in the

case or distorted

images.

Adequate picture

or image related

to the case and

used in the case

appropriately.

Poor

4 pts

Fair

7 pts

Good

10 pts

Body of slide: with

appropriate color

schemes, number of

animation &

transitions.

Item Points: 10

Font less than 34;

with bad color

schemes, excess

animations, and

transitions.

Font less than 34,

Avoid bad color

schemes, excess

animations, and

transitions.

Font no less than

34; preferably 36

Avoid bad color

schemes, excess

animations, and

transitions.

Poor

4 pts

Fair

7 pts

Good

10 pts

Content for 7 -10

slides, excluding the

title slide, related to a

7–10 minute

presentation. No more

than 12 slides.

Item Points: 10

< 4 slides. 5-7 slides. 7-10 slides.

Poor

4 pts

Fair

7 pts

Good

10 pts

Conclusion

Item Points: 10

Unfocused,

unclear summary

of case.

Partial,

incomplete

summary of case.

Brief, concrete,

coverage of the

case summarized.

Poor

5 pts

Fair

10 pts

Good

15 pts

References

Item Points: 15

Not all Arthur

cited in the paper

Not all Arthur

cited in the paper

All Arthur cited in

the paper appear

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

8 Florida National University Lesson Plan Updated: 9/2021

appear in the

references.

References have

not a proper

structure and

punctuation as

APA format

request.

appear in the

references.

References have a

proper structure

and punctuation

as APA format

request.

in the references.

References have a

proper structure

and punctuation

as APA format

request.

Total Points: 100 pts
***Required PowerPoint Format: Please see PowerPoint Instructions in the “RESEARCH REPORT”

folder in blackboard.

**## BSC1081-DBX-DL02BasicAnatomyandPhysiologyCriticalThinkingAssignmentSeptember2022.pdf**

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

1 Florida National University Lesson Plan Updated: 9/2021

1. Learn the distinctions and characteristics of the systems

2. Engage in critical thinking through the analysis of the of

the pathologies related (Case Study application)

3. Engage in critical thinking by examining the selected

pathology with the prospected systems and credibility of

scholar researcher.

4. Engage student interest in prospective major

● Students will benefit by:

1. Performing the critical thinking exercise of exegesis

2. Gaining confidence in by applying what they have learned

3. Executing preliminary research on their prospective major

4. Correlating pattern characteristics of specific systems

of the human body.

FNU Library, Textbook, Internet access

Students will be assigned pathology on the 1st week of the course

(Check Pathology Assigned List document in the RESEARCH

REPORT folder); The same pathology assigned will be used to

develop a Research Document Report and PowerPoint by apply

required criteria information as title topics to be discussed (Read page 5,6 as the rubric has

additional information that is required).

COURSE # AND TITLE:

● BSC1081-DBX-DL02 Basic Anatomy and Physiology

INSTRUCTOR:

SPECIFIC TOPIC:

LESSON PLAN OVERVIEW:

●

●

●

Dr. Manuel R. Perez Fernandez, M.D.

Pathology (WILL BE ASSIGNMENT)

Students will engage in critical thinking regarding the
systems of the human body and pathology in Anatomy, and
specifically for the following topics:

Integumentary, musculoskeletal, pulmonary, respiratory,
urinary, circulatory, male/female reproductive,

electrolytes/hydration, endocrine, and immune/lymphatic.

OBJECTIVES:

RATIONALE:

RESOURCES / MATERIALS:

LESSON CONTENT:

(INCLUDE TIMES ALLOWED

FOR COVERING TOPICS)

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

2 Florida National University Lesson Plan Updated: 9/2021

1. Define the disease,

2. Demographics of the Disease

3. Cause of the disease,

4. Signs & Symptoms of the disease (If apply, include

stages, levels, or types of the disease),

5. Laboratory findings (include, all blood test names, genetic

test, urine test, i.e.) Must include all normal versus

abnormal levels that will confirm the disease,

6. Images of the Disease (X-ray, MRI, Ct Scans, PET scans);

all images bust be cited in APA format and referred in the

reference page of the report and PowerPoint.

7. Treatment for the disease (this includes name of the

medications, dosage, side effects, alternative medications,

8. Diet for the patient,

9. Prognosis of the disease,

10. Photos of the disease throughout the PowerPoint

presentation.

11. All students must apply APA and writing style format.

12. References must be within the last 5 years and no less

than 10 references. All references must be accountable in

the in-text citations throughout the document and

PowerPoint. In addition, all PowerPoint slides must have

citations at the bottom of each slide; read APA

PowerPoint sample, found in the Research Report folder

in blackboard. This criterion is a required content to avoid

Plagiarism. FNU Plagiarism is the act of obtaining or

attempting to obtain credit for academic work by

representing the work of another as one's own without the

necessary and appropriate acknowledgment. More

specifically, plagiarism is: The act of incorporating the

ideas, words of sentences, paragraphs, or parts thereof

without appropriate acknowledgment and representing the

product as one's own work; and the act of representing

another's intellectual work such as musical composition,

computer program, photographs, painting, drawing,

sculpture, or research or the like as one's own. Cheating or

plagiarism is dishonest, undermines the necessary trust

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

3 Florida National University Lesson Plan Updated: 9/2021

upon which relations between students and faculty are

based, and is unacceptable conduct. Students who engage

in cheating or plagiarism will be subject to academic

sanctions, including a lowered or failing grade in a

course; and the possibility of an additional administrative

sanction, including probation, suspension, or expulsion.

13. Review the rubric for research report and PowerPoint (see

page 5 and 6 below). Additional information is also found

in the Syllabus.

COLLABORATIVE

ACTIVITIES:

(INCLUDE TIMES ALLOWED

FOR COVERING TOPICS)

Each student will submit a Research report and a PowerPoint
assessment as a part of the required Library assignment Each
student will be awarded points based on the MOP (Mode of

PowerPoint) rubric that will equal to 10% of grade and a

Research Report rubric that will equal to 10% of the grade. Both

assignments will equal 20% of the grade course. Student is

required to submit a copy of both assignments, prior submission

of the final assignment to the writing director, Prof. Ileana

Torres M.S. Writing Lab Director irojas@fnu.edu All

assignments are required to be in APA format writing style (APA

7thedition).

CLASSROOM ASSIGNMENTS: Students will gather general principles to specific concepts

related to the mechanism effect of the pathologies with the

human body systems.

READING ASSIGNMENTS: Chapter

10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

4 Florida National University Lesson Plan Updated: 9/2021

HOMEWORK ASSIGNMENTS: Research Report and PowerPoint Presentation

Each Student receives full participation credit for writing the EVALUATION: power-

point presentation and a research report, as individual activity. AVOID PLAGERISM.

REFERENCE: All references are to be included in the PowerPoint presentation

and Written Report in APA format. READ DOCUMENTS IN

THE RESEARCH REPORT FOLDER AND SYLLABUS.

WEB SITES: Google scholar, eMedicine, World Health Origination (WHO),

Center for Disease and Prevention Control (CDC), Web-Med,

MayoCLinic, and other healthcare organizations, i.e.

DO NOT USE WIKIPEDIA

RECOMMENDED READINGS: ● Herlihy, B. The Human Body in Health and Illness, 6th

Edition. Elsevier.

(CAMPUS LIBRARY) Use FNU Campus/Online Library. ALL STUDENTS ARE

TO SUBMIT A DRAFT OF THE RESEARCH REPORT
AND POWERPOINT FOR FEEDBACK TO….
Prof. Ileana Torres M.S. Writing Lab Director irojas@fnu.edu or
www.fnu.edu/writing-lab

Writing Lab hours of operation are Monday through Thursday from 8:30 am – 1:30 pm. and Friday from 8:30 am – 12:30 pm.

REMINDER: LATE SUBMISSION WILL BE REPORTED

AS A “0” GRADE.

1. RESEARCH REPORT IS DUE ON THE 3rd WEEK OF THE

TERM

2. POWERPOINT IS DUE ON THE 6TH WEEK OF THE TERM

MAKE SURE TO SUBMIT ALL ASSIGNMENT EARLY

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

5 Florida National University Lesson Plan Updated: 9/2021

Pathology Written Research Rubric

Categories Comments

CONTENT

SUBJECT KNOWLEDGE

50%

 Accurate research for the pathology.

 Accurate content.

 Accurate medications with dosages, side

effects, if applicable.

 Charts, tables must be included, but not

counted as part of the page count.

.

ORGANIZATION

10%
Logical Sequence

 Definition.

 Cause (etiology).

 Epidemiology.

 Mechanism of development (pathogenesis),

and/or (pathophysiology).

 Clinical manifestation (symptoms and sign).

 Diagnosed.

 Management (treatment).

 Prognosis.

Reached Logical Conclusion

Document must be no-less than 5 pages (Not

including Title, abstract, and reference pages)
Read documents in RESEARCH REPORT folder

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

6 Florida National University Lesson Plan Updated: 9/2021

FORMATING

40%
Font Style Form.

Citation and References.

Spelling

Grammatical Errors.

***Required Research Report APA Format: See Instructions in the “RESEARCH REPORT” folder in
blackboard.

Pathology (Disease) PowerPoint Rubric

PowerPoint (component)

Poor

1 pts

Fair

3 pts

Good

5 pts

Title slide

Item Points: 5

Title is too long or

short, but not

related to the case,

University name,

course name,

student name &

semester

[Summer 2022].

Title is too long or

short but related

to the case,

University name,

course name,

student name &

semester

[Summer 2022].

(First slide) must

include a concise

title, University

name, course

name, student

name & semester

[Summer 2022].

Poor

10 pts

Fair

20 pts

Good

30 pts

Content of

information

Item Points: 30

Aspects of the

pathology are

poorly detailed or

ignored.

Information is

confusing,

incorrect, or

flawed.

Considered some

aspects of

pathology. Some

information is

confusing,

incorrect, or

flawed.

Includes relevant

aspect of

pathology.

Information is

clear, appropriate,

and accurate.

Poor

4 pts

Fair

7 pts

Good

10 pts

Slide text: appropriate

among of lines per

slides.

Slides have

excessive

Slides have

inadequate

Slides have

appropriate

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

7 Florida National University Lesson Plan Updated: 9/2021

Item Points: 10 among of lines

(more the 13)

among of lines

(11-12)

among of lines (8-

10)

Poor

4 pts

Fair

7 pts

Good

10 pts

Picture or images

related to the case.

Item Points: 10

Inadequate

picture or image,

not related to the

case and /or not

used in the case.

Adequate picture

or image related

to the case, but

not used in the

case or distorted

images.

Adequate picture

or image related

to the case and

used in the case

appropriately.

Poor

4 pts

Fair

7 pts

Good

10 pts

Body of slide: with

appropriate color

schemes, number of

animation &

transitions.

Item Points: 10

Font less than 34;

with bad color

schemes, excess

animations, and

transitions.

Font less than 34,

Avoid bad color

schemes, excess

animations, and

transitions.

Font no less than

34; preferably 36

Avoid bad color

schemes, excess

animations, and

transitions.

Poor

4 pts

Fair

7 pts

Good

10 pts

Content for 7 -10

slides, excluding the

title slide, related to a

7–10 minute

presentation. No more

than 12 slides.

Item Points: 10

< 4 slides. 5-7 slides. 7-10 slides.

Poor

4 pts

Fair

7 pts

Good

10 pts

Conclusion

Item Points: 10

Unfocused,

unclear summary

of case.

Partial,

incomplete

summary of case.

Brief, concrete,

coverage of the

case summarized.

Poor

5 pts

Fair

10 pts

Good

15 pts

References

Item Points: 15

Not all Arthur

cited in the paper

Not all Arthur

cited in the paper

All Arthur cited in

the paper appear

CRITICAL THINKING RESEARCH REPORT AND POWERPOINT ASSIGNMENT

Lesson Plan

8 Florida National University Lesson Plan Updated: 9/2021

appear in the

references.

References have

not a proper

structure and

punctuation as

APA format

request.

appear in the

references.

References have a

proper structure

and punctuation

as APA format

request.

in the references.

References have a

proper structure

and punctuation

as APA format

request.

Total Points: 100 pts
***Required PowerPoint Format: Please see PowerPoint Instructions in the “RESEARCH REPORT”

folder in blackboard.

November 5, 2026
[Solved] games

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whatare some games the schools have not blocked – 2 years ago – 999999.99

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Assignment Prompt & Instructions

whatare some games the schools have not blocked

– 2 years ago
– 999999.99

November 5, 2026
[Solved] lorem

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Executive Solution Overview

I am in grade 12 and am having difficulty in Math, especially in spatial geometry. Specifically, I am having problems determining the angle between two planes and calculating the distance between two intersecting lines. I have tried: Reviewing the definitions and formulas in the textbook. Solving sa…

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Assignment Prompt & Instructions

I am in grade 12 and am having difficulty in Math, especially in spatial geometry.

Specifically, I am having problems determining the angle between two planes and calculating the distance between two intersecting lines. I have tried:

Reviewing the definitions and formulas in the textbook.

Solving sample exercises in the workbook.

Watching instructional videos on YouTube.

However, I still do not understand clearly how to apply the formulas and theorems to specific exercises. I often get confused between the steps and do not know how to draw the correct illustrations.

I really hope to receive help from everyone. I would like to ask:

Does anyone have experience studying spatial geometry well?

Are there any effective methods to determine angles and calculate distances in [space waves](https://spacewaves.io/) ?

Are there any useful reference materials or lecture videos on this part?

Can anyone share tips on drawing illustrations for spatial geometry exercises?

I can spend about 2 hours a day studying Math. I am using the Math 12 textbook of the Ministry of Education and Training.

– 2 years ago

November 5, 2026
[Solved] Chapters 44-45-46 Art Nouveau – Vienna Secession- Chicago School

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Architecture and Interior Design: An Integrated History to the Present

First Edition

Chapter 44

Art Nouveau

1880s – 1910s

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

1) Math Type Plugin

2) Math Player (free versions available)

3) NVDA Reader (free versions available)

1

N. Innovation

Late 19th century, some try to integrate design, mechanization, & idea of modern

Strive to create new design language to express their world

Differ in appearance but shared concepts

Reject historicism

Integration of machine & mechanization

Adopt new technologies & new materials

Respond to new ways of living, urbanism, consumerism

Hope to improve lives through design

Work & ideas precedents for development & evolution of modernism throughout 20th century

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Art Nouveau

Complex, eclectic international movement of various styles in Europe & North America

Two general stylistic trends

One: Stylized, organic, curvilinear forms

Art Nouveau in France, Belgium, Holland, Czechoslovakia, U.S.; Stile Liberty or Stile Floreale in Italy; Arte Moderno in Spain

Two: More rectilinear, geometric, abstract

Glasgow, Scotland; Scandinavia; Jugenstil in Germany & Austria

Great Britain contributes to its development but does not participate generally

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Concepts

Many roots, manifestations, participants; reflect geography, governments, economies, lifestyles, behavior patterns

Key shared concept: desire to create new style

Express new world transformed by Industrial Revolution

Create a new contemporary design language, not tied to past

Designer as transformer of culture, art, people

Strive for unity in design by creating total works of art

Shared ideas: emphasis on craftsmanship; reverence for individuality; art for art’s sake; art for all

Influences: art, literature, non-western sources, past styles, vernacular traditions, folk art

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Characteristics And Motifs

Common characteristics

Line explored & exploited whether curvilinear or geometric

Line & form convey energy, force, dynamism, organic growth

Decoration, particularly on surfaces, emphasized

Unity & common design language in architecture, interiors, furniture, decorative arts contribute to total works of art

Asymmetry, abstraction of natural forms; whiplash curves; geometric forms; exuberance; dramatic color

Modern materials: iron, glass

Motifs: stylized naturalistic: rose, lily, iris; dragonfly, peacock; women with long, flowing hair

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Architecture

Modern style free from historicism & academic traditions

Individuality of architect, new materials, industrial processes, emphasis on structure & function

Influences: Viollet-le-Duc, Gustav Eiffel, Parisian department stores with open interiors of iron & glass

Architects want to improve quality of life for individuals & society through design

Little influence

Each creates own unique expression through form and/or decoration

Largely urban because part of urban renewals

Maybe curvilinear or geometric in form and/or detail

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

6

44.1

Architectural Details: Entrance gate, Le Castel Béranger, 1898; Paris, France; Hector Guimard and stair railing; France; Louis Majorelle. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.3

Glasgow School of Art and library, 1897-1909; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description 1:

The facade has glass walls supported by pillars. The bottom of the wall has curved glasses. The entrance has arches and sculptures. The rear part of the side wall is of glass with a triangular top.

Long Description 2:

The ceiling is supported by horizontal and vertical wooden frames. The vertical wooden frames descend to the floor and are mounted on rectangular wooden frames. The hall is decorated with hanging lamps. The walls are decorated with carvings. The bookshelves are attached to the walls. The book desks are arranged.

8

44.4

Entrance, Paris Métro station, c. 1900-1910; Paris, France; Hector Guimard. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The roof has curved and arched glass on its face. The metal frame has a series of lines. The wall railings are mounted on a short raised wall on the left and right. The wall railings are a series of arched metal frames with floral patterns and curves.

9

44.5

Sagrada Familia, begun 1883; Barcelona, Spain; Antonio Gaudi

Cornet. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The main entrance has a pointed arch decorated with ornamentation. Four towers are visible in the front with two on the left and two on the right to the main entrance. Few towers are visible on the back. The towers are decorated with metal sculptures and ornamentation on their tops. The main entrance facade has sculptures inside the pointed arches. The side walls have carved floral patterns.

10

44.6a

Hôtel Tassel and floor plans, 1893; Brussels, Belgium; Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description 1:

The facade is constructed with plain, and smooth stone. The center axis of the facade has curved glass walls with varying window sizes, and large semicircular oriel windows let in light on the main floor. The glass windows are supported with iron grilles that display a typical whiplash curve. The plant like capitals is below the glass windows. Decorative art glass in the window lies between the capitals. The entrance has a prominent wood entry door. The main door is at the center axis and vertical emphasis.

Long Description 2:

The ground floor has porch on the entrance and a parlor on its left. An octagonal shaped vestibule is next to the porch. Highly decorated halls are there followed by the vestibule. The first floor has a curved window on its facade, a stair hall, halls, and curved rooms.

11

44.6b

Hôtel Tassel stair hall, 1893; Brussels, Belgium; Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The iron columns anchor the space. The thin posts blossom into a tangle of tendrils and vine like twists at their crown. The mosaic floor has vines. The wall surfaces are decorated with stenciled whiplash curves. The chandeliers descend from the ceiling with flower petal shaped shades. The stained glass windows are at the entrance.

12

44.7

Front saloon, Ingram Street Tea Room, 1900; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The plain columns support the plain ceiling. The side walls have stained glass windows and are decorated with plants and human paintings. The top wall has carved concave regions. The concave region has vertical lines, stained glass windows, and windows with pointed arches. The dining table ad chairs are arranged. An iron basket of grills placed on the floor holds a metal column.

13

44.8a

Hill House, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The hill house has asymmetrical buildings with slate roofs. The building has rectangular and cylindrical constructions. The cylindrical constructions have cone-shaped slate roofs. The walls have glass windows and the entrances are simply rectangles.

14

44.8b

Hill House entrance hall, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The doors and windows have dark wooden frames. The table and sofa frame are made of dark wood. The floor has geometrical patterns. The doors have stained glass windows with curves and geometrical patterns.

15

44.8c

Hill House bedroom, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

16

44.9

Casa Milá, (La Pedrera), 1905-1910; Barcelona, Spain; Antonio Gaudi I Cornet. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

17

Interiors

Curvilinear with abstracted floral or naturalistic motifs in France, Belgium, Italy

Strongly geometric with rectangular or square shapes in Germany & Scotland

Both unified compositions & total works of art

Designer usually create exterior, interior, furnishings, decorative arts

All relate to each other in forms, motifs, color

Reform interiors by providing more light & air

Room shapes remain rectangular with curving details in windows, doors, ceilings, fireplaces, decoration

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

18

44.10

Salon or hall, Hôtel van Eetvelde, 1895; Brussels, Belgium. Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The ceiling has a low domed stained glass ceiling that allows light in. The glass ceiling is of blue-green glass which is typical of the period. It has an arcade with built-in lighting. The hall has an iron column with plant motifs and curves. The walls are plain and cream-colored. The decorative iron balustrade with numerous curves is on the stairs and the hall. The raised stair floor has a marble wall. The hall has a seating area.

19

44.11

Sitting room, C.R. Mackintosh House, 1900, 1906; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The ceiling is plain and has hanging lamps. The mantelpiece has a curved top. The walls are decorated with paintings. The hanging lamps are on the ceiling. The chairs are of different types. The chairs have long back or short back with long seats and armrests. The legs are vertical or curved. The table has curve designs.

20

44.12

Textiles: Fabrics with curves and flowers, c. 1900. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.13

Lighting: Flambeau, applique électrique, and table et lampe, 1901-1902; France. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.14

Lighting: Lamp, c. 1906; United States; Louis Comfort Tiffany. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

23

Furnishings and Decorative Arts

Various forms—whiplash curves, sculptural forms & elongated shapes to geometric, hard edges, minimal decoration

Varies by designer, country, region or locale

Each piece conceived in relation to other pieces & entire composition

Diverse viewpoints–reject traditional forms & construction; use as springboards for own designs

Emphasis upon ability of wood to be carved

Unique, creative construction methods to achieve aims

Some aware of material; others exploit or ignore

Some design for mass production; others do not

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.15

Dining chair, 1882-1883; England. Arthur Heygate Mackmurdo. Art Nouveau precursor.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

25

44.16

Side chairs, 1899-1901; France; E. Colonna and A. Landry. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.17

Chairs, settee, and table, c 1900; Vienna, Austria; Michael Thonet.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

27

44.18

Canapé for the Paris Exposition 1900; published in Art et Décoration, 1901. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

28

44.19

Cabinet, c. 1899; France; Hector Guimard. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The cabinet has a curved top with a naturalistic vine motif and asymmetrically curved panels. The cabinet is decorated with an organic, fluid design. It has solid and void relationships. The drawers have curved, organic hardware. The cabinet is divided into asymmetrical units.

29

44.20

Bed, c. 1900-1910; France; Louis Majorelle. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

30

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**ch-46-PPTaccessible.pptx**

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**## ch-44-PPTaccessible.pptx**

Architecture and Interior Design: An Integrated History to the Present

First Edition

Chapter 44

Art Nouveau

1880s – 1910s

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

1) Math Type Plugin

2) Math Player (free versions available)

3) NVDA Reader (free versions available)

1

N. Innovation

Late 19th century, some try to integrate design, mechanization, & idea of modern

Strive to create new design language to express their world

Differ in appearance but shared concepts

Reject historicism

Integration of machine & mechanization

Adopt new technologies & new materials

Respond to new ways of living, urbanism, consumerism

Hope to improve lives through design

Work & ideas precedents for development & evolution of modernism throughout 20th century

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Art Nouveau

Complex, eclectic international movement of various styles in Europe & North America

Two general stylistic trends

One: Stylized, organic, curvilinear forms

Art Nouveau in France, Belgium, Holland, Czechoslovakia, U.S.; Stile Liberty or Stile Floreale in Italy; Arte Moderno in Spain

Two: More rectilinear, geometric, abstract

Glasgow, Scotland; Scandinavia; Jugenstil in Germany & Austria

Great Britain contributes to its development but does not participate generally

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Concepts

Many roots, manifestations, participants; reflect geography, governments, economies, lifestyles, behavior patterns

Key shared concept: desire to create new style

Express new world transformed by Industrial Revolution

Create a new contemporary design language, not tied to past

Designer as transformer of culture, art, people

Strive for unity in design by creating total works of art

Shared ideas: emphasis on craftsmanship; reverence for individuality; art for art’s sake; art for all

Influences: art, literature, non-western sources, past styles, vernacular traditions, folk art

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Characteristics And Motifs

Common characteristics

Line explored & exploited whether curvilinear or geometric

Line & form convey energy, force, dynamism, organic growth

Decoration, particularly on surfaces, emphasized

Unity & common design language in architecture, interiors, furniture, decorative arts contribute to total works of art

Asymmetry, abstraction of natural forms; whiplash curves; geometric forms; exuberance; dramatic color

Modern materials: iron, glass

Motifs: stylized naturalistic: rose, lily, iris; dragonfly, peacock; women with long, flowing hair

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Architecture

Modern style free from historicism & academic traditions

Individuality of architect, new materials, industrial processes, emphasis on structure & function

Influences: Viollet-le-Duc, Gustav Eiffel, Parisian department stores with open interiors of iron & glass

Architects want to improve quality of life for individuals & society through design

Little influence

Each creates own unique expression through form and/or decoration

Largely urban because part of urban renewals

Maybe curvilinear or geometric in form and/or detail

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

6

44.1

Architectural Details: Entrance gate, Le Castel Béranger, 1898; Paris, France; Hector Guimard and stair railing; France; Louis Majorelle. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.3

Glasgow School of Art and library, 1897-1909; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description 1:

The facade has glass walls supported by pillars. The bottom of the wall has curved glasses. The entrance has arches and sculptures. The rear part of the side wall is of glass with a triangular top.

Long Description 2:

The ceiling is supported by horizontal and vertical wooden frames. The vertical wooden frames descend to the floor and are mounted on rectangular wooden frames. The hall is decorated with hanging lamps. The walls are decorated with carvings. The bookshelves are attached to the walls. The book desks are arranged.

8

44.4

Entrance, Paris Métro station, c. 1900-1910; Paris, France; Hector Guimard. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The roof has curved and arched glass on its face. The metal frame has a series of lines. The wall railings are mounted on a short raised wall on the left and right. The wall railings are a series of arched metal frames with floral patterns and curves.

9

44.5

Sagrada Familia, begun 1883; Barcelona, Spain; Antonio Gaudi

Cornet. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The main entrance has a pointed arch decorated with ornamentation. Four towers are visible in the front with two on the left and two on the right to the main entrance. Few towers are visible on the back. The towers are decorated with metal sculptures and ornamentation on their tops. The main entrance facade has sculptures inside the pointed arches. The side walls have carved floral patterns.

10

44.6a

Hôtel Tassel and floor plans, 1893; Brussels, Belgium; Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description 1:

The facade is constructed with plain, and smooth stone. The center axis of the facade has curved glass walls with varying window sizes, and large semicircular oriel windows let in light on the main floor. The glass windows are supported with iron grilles that display a typical whiplash curve. The plant like capitals is below the glass windows. Decorative art glass in the window lies between the capitals. The entrance has a prominent wood entry door. The main door is at the center axis and vertical emphasis.

Long Description 2:

The ground floor has porch on the entrance and a parlor on its left. An octagonal shaped vestibule is next to the porch. Highly decorated halls are there followed by the vestibule. The first floor has a curved window on its facade, a stair hall, halls, and curved rooms.

11

44.6b

Hôtel Tassel stair hall, 1893; Brussels, Belgium; Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The iron columns anchor the space. The thin posts blossom into a tangle of tendrils and vine like twists at their crown. The mosaic floor has vines. The wall surfaces are decorated with stenciled whiplash curves. The chandeliers descend from the ceiling with flower petal shaped shades. The stained glass windows are at the entrance.

12

44.7

Front saloon, Ingram Street Tea Room, 1900; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The plain columns support the plain ceiling. The side walls have stained glass windows and are decorated with plants and human paintings. The top wall has carved concave regions. The concave region has vertical lines, stained glass windows, and windows with pointed arches. The dining table ad chairs are arranged. An iron basket of grills placed on the floor holds a metal column.

13

44.8a

Hill House, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The hill house has asymmetrical buildings with slate roofs. The building has rectangular and cylindrical constructions. The cylindrical constructions have cone-shaped slate roofs. The walls have glass windows and the entrances are simply rectangles.

14

44.8b

Hill House entrance hall, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The doors and windows have dark wooden frames. The table and sofa frame are made of dark wood. The floor has geometrical patterns. The doors have stained glass windows with curves and geometrical patterns.

15

44.8c

Hill House bedroom, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

16

44.9

Casa Milá, (La Pedrera), 1905-1910; Barcelona, Spain; Antonio Gaudi I Cornet. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

17

Interiors

Curvilinear with abstracted floral or naturalistic motifs in France, Belgium, Italy

Strongly geometric with rectangular or square shapes in Germany & Scotland

Both unified compositions & total works of art

Designer usually create exterior, interior, furnishings, decorative arts

All relate to each other in forms, motifs, color

Reform interiors by providing more light & air

Room shapes remain rectangular with curving details in windows, doors, ceilings, fireplaces, decoration

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

18

44.10

Salon or hall, Hôtel van Eetvelde, 1895; Brussels, Belgium. Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The ceiling has a low domed stained glass ceiling that allows light in. The glass ceiling is of blue-green glass which is typical of the period. It has an arcade with built-in lighting. The hall has an iron column with plant motifs and curves. The walls are plain and cream-colored. The decorative iron balustrade with numerous curves is on the stairs and the hall. The raised stair floor has a marble wall. The hall has a seating area.

19

44.11

Sitting room, C.R. Mackintosh House, 1900, 1906; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The ceiling is plain and has hanging lamps. The mantelpiece has a curved top. The walls are decorated with paintings. The hanging lamps are on the ceiling. The chairs are of different types. The chairs have long back or short back with long seats and armrests. The legs are vertical or curved. The table has curve designs.

20

44.12

Textiles: Fabrics with curves and flowers, c. 1900. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.13

Lighting: Flambeau, applique électrique, and table et lampe, 1901-1902; France. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.14

Lighting: Lamp, c. 1906; United States; Louis Comfort Tiffany. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

23

Furnishings and Decorative Arts

Various forms—whiplash curves, sculptural forms & elongated shapes to geometric, hard edges, minimal decoration

Varies by designer, country, region or locale

Each piece conceived in relation to other pieces & entire composition

Diverse viewpoints–reject traditional forms & construction; use as springboards for own designs

Emphasis upon ability of wood to be carved

Unique, creative construction methods to achieve aims

Some aware of material; others exploit or ignore

Some design for mass production; others do not

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.15

Dining chair, 1882-1883; England. Arthur Heygate Mackmurdo. Art Nouveau precursor.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

25

44.16

Side chairs, 1899-1901; France; E. Colonna and A. Landry. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.17

Chairs, settee, and table, c 1900; Vienna, Austria; Michael Thonet.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

27

44.18

Canapé for the Paris Exposition 1900; published in Art et Décoration, 1901. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

28

44.19

Cabinet, c. 1899; France; Hector Guimard. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The cabinet has a curved top with a naturalistic vine motif and asymmetrically curved panels. The cabinet is decorated with an organic, fluid design. It has solid and void relationships. The drawers have curved, organic hardware. The cabinet is divided into asymmetrical units.

29

44.20

Bed, c. 1900-1910; France; Louis Majorelle. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

30

**IMG_9766.png**

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**IMG_9772.png**

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Architecture and Interior Design: An Integrated History to the Present

First Edition

Chapter 44

Art Nouveau

1880s – 1910s

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

1) Math Type Plugin

2) Math Player (free versions available)

3) NVDA Reader (free versions available)

1

N. Innovation

Late 19th century, some try to integrate design, mechanization, & idea of modern

Strive to create new design language to express their world

Differ in appearance but shared concepts

Reject historicism

Integration of machine & mechanization

Adopt new technologies & new materials

Respond to new ways of living, urbanism, consumerism

Hope to improve lives through design

Work & ideas precedents for development & evolution of modernism throughout 20th century

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Art Nouveau

Complex, eclectic international movement of various styles in Europe & North America

Two general stylistic trends

One: Stylized, organic, curvilinear forms

Art Nouveau in France, Belgium, Holland, Czechoslovakia, U.S.; Stile Liberty or Stile Floreale in Italy; Arte Moderno in Spain

Two: More rectilinear, geometric, abstract

Glasgow, Scotland; Scandinavia; Jugenstil in Germany & Austria

Great Britain contributes to its development but does not participate generally

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Concepts

Many roots, manifestations, participants; reflect geography, governments, economies, lifestyles, behavior patterns

Key shared concept: desire to create new style

Express new world transformed by Industrial Revolution

Create a new contemporary design language, not tied to past

Designer as transformer of culture, art, people

Strive for unity in design by creating total works of art

Shared ideas: emphasis on craftsmanship; reverence for individuality; art for art’s sake; art for all

Influences: art, literature, non-western sources, past styles, vernacular traditions, folk art

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Characteristics And Motifs

Common characteristics

Line explored & exploited whether curvilinear or geometric

Line & form convey energy, force, dynamism, organic growth

Decoration, particularly on surfaces, emphasized

Unity & common design language in architecture, interiors, furniture, decorative arts contribute to total works of art

Asymmetry, abstraction of natural forms; whiplash curves; geometric forms; exuberance; dramatic color

Modern materials: iron, glass

Motifs: stylized naturalistic: rose, lily, iris; dragonfly, peacock; women with long, flowing hair

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Architecture

Modern style free from historicism & academic traditions

Individuality of architect, new materials, industrial processes, emphasis on structure & function

Influences: Viollet-le-Duc, Gustav Eiffel, Parisian department stores with open interiors of iron & glass

Architects want to improve quality of life for individuals & society through design

Little influence

Each creates own unique expression through form and/or decoration

Largely urban because part of urban renewals

Maybe curvilinear or geometric in form and/or detail

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

6

44.1

Architectural Details: Entrance gate, Le Castel Béranger, 1898; Paris, France; Hector Guimard and stair railing; France; Louis Majorelle. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.3

Glasgow School of Art and library, 1897-1909; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description 1:

The facade has glass walls supported by pillars. The bottom of the wall has curved glasses. The entrance has arches and sculptures. The rear part of the side wall is of glass with a triangular top.

Long Description 2:

The ceiling is supported by horizontal and vertical wooden frames. The vertical wooden frames descend to the floor and are mounted on rectangular wooden frames. The hall is decorated with hanging lamps. The walls are decorated with carvings. The bookshelves are attached to the walls. The book desks are arranged.

8

44.4

Entrance, Paris Métro station, c. 1900-1910; Paris, France; Hector Guimard. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The roof has curved and arched glass on its face. The metal frame has a series of lines. The wall railings are mounted on a short raised wall on the left and right. The wall railings are a series of arched metal frames with floral patterns and curves.

9

44.5

Sagrada Familia, begun 1883; Barcelona, Spain; Antonio Gaudi

Cornet. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The main entrance has a pointed arch decorated with ornamentation. Four towers are visible in the front with two on the left and two on the right to the main entrance. Few towers are visible on the back. The towers are decorated with metal sculptures and ornamentation on their tops. The main entrance facade has sculptures inside the pointed arches. The side walls have carved floral patterns.

10

44.6a

Hôtel Tassel and floor plans, 1893; Brussels, Belgium; Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description 1:

The facade is constructed with plain, and smooth stone. The center axis of the facade has curved glass walls with varying window sizes, and large semicircular oriel windows let in light on the main floor. The glass windows are supported with iron grilles that display a typical whiplash curve. The plant like capitals is below the glass windows. Decorative art glass in the window lies between the capitals. The entrance has a prominent wood entry door. The main door is at the center axis and vertical emphasis.

Long Description 2:

The ground floor has porch on the entrance and a parlor on its left. An octagonal shaped vestibule is next to the porch. Highly decorated halls are there followed by the vestibule. The first floor has a curved window on its facade, a stair hall, halls, and curved rooms.

11

44.6b

Hôtel Tassel stair hall, 1893; Brussels, Belgium; Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The iron columns anchor the space. The thin posts blossom into a tangle of tendrils and vine like twists at their crown. The mosaic floor has vines. The wall surfaces are decorated with stenciled whiplash curves. The chandeliers descend from the ceiling with flower petal shaped shades. The stained glass windows are at the entrance.

12

44.7

Front saloon, Ingram Street Tea Room, 1900; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The plain columns support the plain ceiling. The side walls have stained glass windows and are decorated with plants and human paintings. The top wall has carved concave regions. The concave region has vertical lines, stained glass windows, and windows with pointed arches. The dining table ad chairs are arranged. An iron basket of grills placed on the floor holds a metal column.

13

44.8a

Hill House, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The hill house has asymmetrical buildings with slate roofs. The building has rectangular and cylindrical constructions. The cylindrical constructions have cone-shaped slate roofs. The walls have glass windows and the entrances are simply rectangles.

14

44.8b

Hill House entrance hall, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The doors and windows have dark wooden frames. The table and sofa frame are made of dark wood. The floor has geometrical patterns. The doors have stained glass windows with curves and geometrical patterns.

15

44.8c

Hill House bedroom, 1902-1903; Helensburgh, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

16

44.9

Casa Milá, (La Pedrera), 1905-1910; Barcelona, Spain; Antonio Gaudi I Cornet. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

17

Interiors

Curvilinear with abstracted floral or naturalistic motifs in France, Belgium, Italy

Strongly geometric with rectangular or square shapes in Germany & Scotland

Both unified compositions & total works of art

Designer usually create exterior, interior, furnishings, decorative arts

All relate to each other in forms, motifs, color

Reform interiors by providing more light & air

Room shapes remain rectangular with curving details in windows, doors, ceilings, fireplaces, decoration

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

18

44.10

Salon or hall, Hôtel van Eetvelde, 1895; Brussels, Belgium. Victor Horta. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The ceiling has a low domed stained glass ceiling that allows light in. The glass ceiling is of blue-green glass which is typical of the period. It has an arcade with built-in lighting. The hall has an iron column with plant motifs and curves. The walls are plain and cream-colored. The decorative iron balustrade with numerous curves is on the stairs and the hall. The raised stair floor has a marble wall. The hall has a seating area.

19

44.11

Sitting room, C.R. Mackintosh House, 1900, 1906; Glasgow, Scotland; Charles Rennie Mackintosh. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The ceiling is plain and has hanging lamps. The mantelpiece has a curved top. The walls are decorated with paintings. The hanging lamps are on the ceiling. The chairs are of different types. The chairs have long back or short back with long seats and armrests. The legs are vertical or curved. The table has curve designs.

20

44.12

Textiles: Fabrics with curves and flowers, c. 1900. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.13

Lighting: Flambeau, applique électrique, and table et lampe, 1901-1902; France. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.14

Lighting: Lamp, c. 1906; United States; Louis Comfort Tiffany. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

23

Furnishings and Decorative Arts

Various forms—whiplash curves, sculptural forms & elongated shapes to geometric, hard edges, minimal decoration

Varies by designer, country, region or locale

Each piece conceived in relation to other pieces & entire composition

Diverse viewpoints–reject traditional forms & construction; use as springboards for own designs

Emphasis upon ability of wood to be carved

Unique, creative construction methods to achieve aims

Some aware of material; others exploit or ignore

Some design for mass production; others do not

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.15

Dining chair, 1882-1883; England. Arthur Heygate Mackmurdo. Art Nouveau precursor.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

25

44.16

Side chairs, 1899-1901; France; E. Colonna and A. Landry. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

44.17

Chairs, settee, and table, c 1900; Vienna, Austria; Michael Thonet.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

27

44.18

Canapé for the Paris Exposition 1900; published in Art et Décoration, 1901. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

28

44.19

Cabinet, c. 1899; France; Hector Guimard. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Long Description:

The cabinet has a curved top with a naturalistic vine motif and asymmetrically curved panels. The cabinet is decorated with an organic, fluid design. It has solid and void relationships. The drawers have curved, organic hardware. The cabinet is divided into asymmetrical units.

29

44.20

Bed, c. 1900-1910; France; Louis Majorelle. Art Nouveau.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

30

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November 5, 2026
[Solved] Architecture and Design IDS 3336- Assignment #8

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**Instructions** 1. Answer each by **making specific connections between this week assigned readings/ videos and your reflection**. Please add in-text citations and/or reference(s) when necessary. Answers need to **be at least once paragraph of 7-10** sentences. ## **FIRST:** 1. **Visit** _**PBS Art…

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Assignment Prompt & Instructions

**Instructions**

1. Answer each by **making specific connections between this week assigned readings/ videos and your reflection**. Please add in-text citations and/or reference(s) when necessary. Answers need to **be at least once paragraph of 7-10** sentences.

## **FIRST:**

1. **Visit** _**PBS Art and Social Justice Projects**_ **at** [**https://florida.pbslearningmedia.org/collection/art_socialjustice/Links to an external site.**](https://florida.pbslearningmedia.org/collection/art_socialjustice/) **and find a project that involves artistic expression and interests the group.**

**SECOND:**

**After you have chosen a project, please analyze the project based on the guidelines posted below.** **You are expected to provide specific answers** **in connection with this week readings and/or video.**

**QUESTION 1- Describe what the project is about** and **explain how your project addresses an important issue of global significance.**

**QUESTION 2- Explain how your project uses art to make a positive difference about the issue**

**QUESTION 3- Explain how your project engages the issue in a public way**

**QUESTION 4- Develop a creative statement describing how the project uses the symbols, images and/or forms of the project to meaningfully engage the people and ideas relevant to the project.**

**QUESTION 5 –** **How does this project relate to your weekly reading “Diversity in Visual Arts” and the two projects provided “Equal Justice Initiative through the Arts” and “Racial Justice Initiative through the Arts”. If there is no relationship, please explain why and justify your answers in connection to readings.**

**REFERENCES:**

**https://florida.pbslearningmedia.org/collection/art_socialjustice/**

**https://www.psychology.org/social-work/**

**https://www.arteducators.org/advocacy-policy/articles/512-naea-position-statement-on-diversity-in-visual-arts-education**

**READING: https://legacysites.eji.org/**

**READING: https://eji.org/racial-justice/**

– 2 years ago

November 5, 2026
[Solved] Mod8shortP

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In-depth study guidance and analytical solution covering Mod8shortP.

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November 5, 2026
[Solved] DS one

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Executive Solution Overview

– 2 years ago **files (1)** – ## DiscussionOne.docx **## DiscussionOne.docx** **Film One:** **_BlackKklansman_ (Spike Lee. 2018)** Certain filmmakers have managed to make films both entertaining and thoughtful. Many of these films have become classic cinema and their directors are acknowledged as ar…

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– 2 years ago

**files (1)**

– ## DiscussionOne.docx

**## DiscussionOne.docx**

**Film One:**

**_BlackKklansman_ (Spike Lee. 2018)**

Certain filmmakers have managed to make films both entertaining and thoughtful. Many of these films have become classic cinema and their directors are acknowledged as artists. One current filmmaker that falls into that category is Spike Lee. Over his career, starting with
_She’s Gotta Have It,_ Lee has made critically acclaimed films that address the issue of racism in today’s America with great films such as
_Do The Right Thing_ and
_Malcom X._ His film
_BlackKklansman_ continues that tradition. Watch the film and consider how the film uses the past to reflect on today.

After watching
_BlackKklansman_ and thinking about how it reflects on our culture and society, watch one of the classic films and think about how it reflects elements of American Culture and if and how it is relevant to modern viewers.

**Film Two:**

**Watch one of the films in the list of classic films.**

Over the last hundred years there is a consensus of great films, spread across many genres. Watch one of these films, keeping in mind the elements of a great film. Do you think the film you watched is “great?” Why or why not? Think about how it reflects the American Culture of its time and if and how it is relevant to modern viewers. This should start your critical thinking about films; considering the direction, acting, screenplay, post-production – all the elements we will examine fuller later in the course.

**Classic Films:**

·

·
_Citizen Kane_ (1941)

·
_Casablanca_ (1942)

·
_The Third Man_ (1949)

·
_Rashomon_ (1950)

·
_Singing in the Rain_ (1952)

·
_Tokyo Story_ (1953)

·
_The Searchers_ (1956)

·
_Vertigo_ (1958)

·
_Some Like It Hot_ (1959)

·
_The Apartment_ (1960)

·
_8 ½_ (1963)

·
_2001: A Space Odyssey_ (1968)

·
_Once Upon a Time in the West_ (1968)

·
_The Godfather_ (1972)

·
_Taxi Driver_ (1976)

· The Shining (1980)

·
_Do the Right Thing_ (1989)

· Beau Travail (1998)

·
_Mulholland Drive_ (2001)

·
_Get Out_ (2017)

Discuss the similarities and differences between
_BlackKklansman_ and the film you selected.

· Into what genres would you place the films?

· Do the films adhere to or subvert genre conventions? How does this affect the viewer's expectations and experience?

· How would you describe the tone of the film? Consider:

· The
**Emotional Quality:** the emotions that dominate the films.

· The
**Atmosphere**: Describe the atmosphere or mood the films create. Are they light-hearted, tense, dark, dreamy, or somber?

· The
**Visual Style**: Consider the visual elements. Are the films visually bright and colorful, or are they more muted and subdued? Do they have a gritty, realistic look, or are they stylized and fantastical?

·
**Dialogue:** Consider the dialogue in the films. Is it witty and humorous, serious, and philosophical, or filled with tension and conflict?

·
**Soundtrack**: Reflect on the films’ soundtracks and music. Does the music contribute to the tone? Is it melodic, suspenseful, or dissonant?

·
**Narrative Style**: Think about the way the stories are told. Are they straightforward and linear, or do they use non-linear storytelling techniques that affect the tone?

·
**Themes**: Consider the underlying themes of the films. Do they contribute to the overall tone? For example, a film exploring themes of hope and redemption may have an uplifting tone.

· Are the two films relevant to modern views? Is so, how, and if not, why not?

**## DiscussionOne.docx**

**Film One:**

**_BlackKklansman_ (Spike Lee. 2018)**

Certain filmmakers have managed to make films both entertaining and thoughtful. Many of these films have become classic cinema and their directors are acknowledged as artists. One current filmmaker that falls into that category is Spike Lee. Over his career, starting with
_She’s Gotta Have It,_ Lee has made critically acclaimed films that address the issue of racism in today’s America with great films such as
_Do The Right Thing_ and
_Malcom X._ His film
_BlackKklansman_ continues that tradition. Watch the film and consider how the film uses the past to reflect on today.

After watching
_BlackKklansman_ and thinking about how it reflects on our culture and society, watch one of the classic films and think about how it reflects elements of American Culture and if and how it is relevant to modern viewers.

**Film Two:**

**Watch one of the films in the list of classic films.**

Over the last hundred years there is a consensus of great films, spread across many genres. Watch one of these films, keeping in mind the elements of a great film. Do you think the film you watched is “great?” Why or why not? Think about how it reflects the American Culture of its time and if and how it is relevant to modern viewers. This should start your critical thinking about films; considering the direction, acting, screenplay, post-production – all the elements we will examine fuller later in the course.

**Classic Films:**

·

·
_Citizen Kane_ (1941)

·
_Casablanca_ (1942)

·
_The Third Man_ (1949)

·
_Rashomon_ (1950)

·
_Singing in the Rain_ (1952)

·
_Tokyo Story_ (1953)

·
_The Searchers_ (1956)

·
_Vertigo_ (1958)

·
_Some Like It Hot_ (1959)

·
_The Apartment_ (1960)

·
_8 ½_ (1963)

·
_2001: A Space Odyssey_ (1968)

·
_Once Upon a Time in the West_ (1968)

·
_The Godfather_ (1972)

·
_Taxi Driver_ (1976)

· The Shining (1980)

·
_Do the Right Thing_ (1989)

· Beau Travail (1998)

·
_Mulholland Drive_ (2001)

·
_Get Out_ (2017)

Discuss the similarities and differences between
_BlackKklansman_ and the film you selected.

· Into what genres would you place the films?

· Do the films adhere to or subvert genre conventions? How does this affect the viewer's expectations and experience?

· How would you describe the tone of the film? Consider:

· The
**Emotional Quality:** the emotions that dominate the films.

· The
**Atmosphere**: Describe the atmosphere or mood the films create. Are they light-hearted, tense, dark, dreamy, or somber?

· The
**Visual Style**: Consider the visual elements. Are the films visually bright and colorful, or are they more muted and subdued? Do they have a gritty, realistic look, or are they stylized and fantastical?

·
**Dialogue:** Consider the dialogue in the films. Is it witty and humorous, serious, and philosophical, or filled with tension and conflict?

·
**Soundtrack**: Reflect on the films’ soundtracks and music. Does the music contribute to the tone? Is it melodic, suspenseful, or dissonant?

·
**Narrative Style**: Think about the way the stories are told. Are they straightforward and linear, or do they use non-linear storytelling techniques that affect the tone?

·
**Themes**: Consider the underlying themes of the films. Do they contribute to the overall tone? For example, a film exploring themes of hope and redemption may have an uplifting tone.

· Are the two films relevant to modern views? Is so, how, and if not, why not?

November 5, 2026
[Solved] MOD11PR

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering MOD11PR.

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Assignment Prompt & Instructions

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November 5, 2026