{"id":2742,"date":"2017-08-07T05:40:34","date_gmt":"2017-08-07T05:40:34","guid":{"rendered":"http:\/\/course.oeru.org\/art101\/?page_id=2742"},"modified":"2017-08-07T05:40:34","modified_gmt":"2017-08-07T05:40:34","slug":"space","status":"publish","type":"page","link":"https:\/\/course.oeru.org\/art101\/learning-pathways\/the-visual-language-artistic-elements\/space\/","title":{"rendered":"Space"},"content":{"rendered":"<div id=\"content\" class=\"mw-body container\" role=\"main\">\n<div class=\"row\">\n<div class=\"col-md-12\">\n<div class=\"panel\">\n<div class=\"panel-body\">\n<div id=\"bodyContent\">\n<div id=\"mw-content-text\" lang=\"en\" dir=\"ltr\" class=\"mw-content-ltr\"><div class=\"panel iDevice\">\n\t<div class=\"panel-heading idevice-heading\">\n\t\t<div>\n\t\t\t<img decoding=\"async\" class=\"pedagogicalicon\" alt=\"objectives\" src=\"https:\/\/course.oeru.org\/art101\/wp-content\/themes\/oeru_course\/idevices\/Icon_objectives.png\">\n\t\t<\/div>\n\t\t<div>\n\t\t\t<h2>Introduction<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t<div class=\"panel-body\">\n\t\t<div class=\"col-md-12\">\n\t\t\t<\/p>\n<p>Space is the empty area surrounding real or implied objects. Humans categorize space: there is outer space, that limitless void we enter beyond our sky; inner space, which resides in people\u2019s minds and imaginations, and personal space, the important but intangible area that surrounds each individual and which is violated if someone else gets too close. Pictorial space is flat, and the digital realm resides in cyberspace. Art responds to all of these kinds of space.\n<\/p>\n<p>\n<\/p>\n<p>\n\t\t<\/div>\n\t<\/div>\n<\/div><\/p>\n<p>\n<\/p>\n<div class=\"panel iDevice\">\n\t<div class=\"panel-heading idevice-heading\">\n\t\t<div>\n\t\t\t<img decoding=\"async\" class=\"pedagogicalicon\" alt=\"objectives\" src=\"https:\/\/course.oeru.org\/art101\/wp-content\/themes\/oeru_course\/idevices\/Icon_objectives.png\">\n\t\t<\/div>\n\t\t<div>\n\t\t\t<h2>Perspective<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t<div class=\"panel-body\">\n\t\t<div class=\"col-md-12\">\n\t\t\t<\/p>\n<p>Clearly artists are as concerned with space in their works as they are with, say, color or form. There are many ways for the artist to present ideas of space. Remember that many cultures traditionally use pictorial space as a window to view realistic subject matter through, and through the subject matter they present ideas, narratives and symbolic content. The innovation of <b>linear perspective<\/b>, an implied geometric pictorial construct dating from 15th century Europe, affords us the accurate illusion of three-dimensional space on a flat surface, and appears to recede into the distance through the use of a <b>horizon line<\/b> and <b>vanishing points<\/b>.\n<\/p>\n<div class=\"thumb tleft\">\n<div class=\"thumbinner thumbnail\" style=\"width:182px;\"><a href=\"http:\/\/WikiEducator.org\/File:ART_1P_PERSPECTIVE.png\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/WikiEducator.org\/images\/thumb\/5\/55\/ART_1P_PERSPECTIVE.png\/180px-ART_1P_PERSPECTIVE.png\" width=\"180\" height=\"137\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Oliver Harrison, One-point perspective with horizon and vanishing point<\/div>\n<\/div>\n<\/div>\n<div class=\"thumb tright\">\n<div class=\"thumbinner thumbnail\" style=\"width:402px;\"><a href=\"http:\/\/WikiEducator.org\/File:Leonardo_da_Vinci_(1452-1519)_-_The_Last_Supper_(1495-1498).jpg\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/WikiEducator.org\/images\/thumb\/0\/08\/Leonardo_da_Vinci_%281452-1519%29_-_The_Last_Supper_%281495-1498%29.jpg\/400px-Leonardo_da_Vinci_%281452-1519%29_-_The_Last_Supper_%281495-1498%29.jpg\" width=\"400\" height=\"208\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Leonardo da Vinci, <i>The Last Supper<\/i>, 1498, fresco, Santa Maria della Grazie, Milan, Italy<\/div>\n<\/div>\n<\/div>\n<p><b>One-point perspective<\/b> occurs when the receding lines appear to converge at a single point on the horizon and used when the flat front of an object is facing the viewer. Note: Perspective can be used to show the relative size and recession into space of any object, but is most effective with hard-edged three-dimensional objects such as buildings.\n<\/p>\n<p>A classic Renaissance artwork using one point perspective is da Vinci&#8217;s &#8216;&#8221;The Last Supper&#8221;&#8216; fresco. Da Vinci composes the work by locating the vanishing point directly behind the head of Christ, thus drawing the viewer\u2019s attention to the center. His arms mirror the receding wall lines, and, if we follow them as lines, would converge at the same vanishing point.<br style=\"clear:both;\">\n<\/p>\n<div class=\"thumb tleft\">\n<div class=\"thumbinner thumbnail\" style=\"width:182px;\"><a href=\"http:\/\/WikiEducator.org\/File:ART_1P_PERSPECTIVE2.png\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/WikiEducator.org\/images\/thumb\/0\/01\/ART_1P_PERSPECTIVE2.png\/180px-ART_1P_PERSPECTIVE2.png\" width=\"180\" height=\"137\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Oliver Harrison, Two-point perspective with horizon and vanishing points<\/div>\n<\/div>\n<\/div>\n<p><b>Two-point perspective<\/b> occurs when the vertical edge of a cube is facing the viewer, exposing two sides that recede into the distance, one to each vanishing point. <\/p>\n<p>Gustave Caillebotte\u2019s <i>Paris Street in Rainy Weather<\/i> uses two-point perspective to give an accurate view to an urban scene. The artist\u2019s composition, however, is more complex than just his use of perspective. The figures are deliberately placed to direct the viewer\u2019s eye from the front right of the picture to the building\u2019s front edge on the left, which, like a ship\u2019s bow, acts as a cleaver to plunge both sides toward the horizon. In the midst of this visual recession a lamp post stands firmly in the middle to arrest our gaze from going right out the back of the painting. Caillebotte includes the little metal arm at the top right of the post to direct us again along a horizontal path, now keeping us from traveling off the top of the canvas. As relatively spare as the left side of the work is, the artist crams the right side with hard-edged and organic shapes and forms in a complex play of positive and negative space. <br style=\"clear:both;\">\n<\/p>\n<div class=\"thumb tleft\">\n<div class=\"thumbinner thumbnail\" style=\"width:182px;\"><a href=\"http:\/\/WikiEducator.org\/File:ART_1P_PERSPECTIVE3.png\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/WikiEducator.org\/images\/thumb\/0\/07\/ART_1P_PERSPECTIVE3.png\/180px-ART_1P_PERSPECTIVE3.png\" width=\"180\" height=\"205\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Oliver Harrison, Three-point perspective (with vanishing points above and below the horizon line shown at the same time)<\/div>\n<\/div>\n<\/div>\n<div class=\"thumb tright\">\n<div class=\"thumbinner thumbnail\" style=\"width:352px;\"><a href=\"http:\/\/WikiEducator.org\/File:Hunername_231b-232.jpg\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/WikiEducator.org\/images\/thumb\/4\/4d\/Hunername_231b-232.jpg\/350px-Hunername_231b-232.jpg\" width=\"350\" height=\"278\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Third Court of the Topkapi Palace, from the Hunername, 1548, Ottoman miniature painting, Topkap\u0131 Saray\u0131 M\u00fczesi, Istanbul<\/div>\n<\/div>\n<\/div>\n<p><b>Three-point perspective<\/b> is used when an artist wants to project a \u201cbird\u2019s eye view\u201d, that is, when the projection lines recede to two points on the horizon and a third either far above or below the horizon line. In this case the parallel lines that make up the sides of an object are not parallel to the edge of the ground the artist is working on (paper, canvas, etc).\n<\/p>\n<p> The perspective system is a cultural convention well suited to a traditional western European idea of the \u2018truth\u2019, that is, an accurate, clear rendition of observed reality. Even after the invention of linear perspective, many cultures traditionally use a flatter pictorial space, relying on overlapped shapes or size differences in forms to indicate this same truth of observation. Examine the miniature painting of the <i>Third Court of the Topkapi Palace<\/i> from 14th century Turkey to contrast its pictorial space with that of linear perspective. It\u2019s composed from a number of different vantage points (as opposed to vanishing points), all very flat to the picture plane. While the overall image is seen from above, the figures and trees appear as cutouts, seeming to float in mid air. Notice the towers on the far left and right are sideways to the picture plane. As \u2018incorrect\u2019 as it looks, the painting gives a detailed description of the landscape and structures on the palace grounds.\n<\/p>\n<p>After nearly five hundred years using linear perspective, western ideas about how space is depicted accurately in two dimensions went through a revolution at the beginning of the 20th century. A young Spanish artist, Pablo Picasso, moved to Paris, then western culture\u2019s capital of art, and largely reinvented pictorial space with the invention of Cubism, ushered in dramatically by his painting <i><a rel=\"nofollow\" class=\"external text\" href=\"http:\/\/www.moma.org\/collection\/object.php?object_id=79766\">Les Demoiselles d&#8217;Avignon<\/a><\/i> in 1907. He was influenced in part by the chiseled forms, angular surfaces and disproportion of African sculpture (refer back to the <i>Male figure<\/i> from Cameroon) and mask-like faces of early Iberian artworks. <br style=\"clear:both;\">\n<\/p>\n<p>\n<\/p>\n<p>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n<p>\n<\/p>\n<div class=\"panel iDevice\">\n\t<div class=\"panel-heading idevice-heading\">\n\t\t<div>\n\t\t\t<img decoding=\"async\" class=\"pedagogicalicon\" alt=\"objectives\" src=\"https:\/\/course.oeru.org\/art101\/wp-content\/themes\/oeru_course\/idevices\/Icon_objectives.png\">\n\t\t<\/div>\n\t\t<div>\n\t\t\t<h2>Picasso and Cubism<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t<div class=\"panel-body\">\n\t\t<div class=\"col-md-12\">\n\t\t\t<\/p>\n<p>Use the following links to learn more about:\n<\/p>\n<ul>\n<li><a rel=\"nofollow\" class=\"external text\" href=\"http:\/\/www.picasso.com\/\">Pablo Picasso<\/a> and his art\n<\/li>\n<li>the development of <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/en.wikipedia.org\/wiki\/Cubism\">Cubism<\/a>\n<\/li>\n<\/ul>\n<p>For more information about the importance of <i><a rel=\"nofollow\" class=\"external text\" href=\"http:\/\/www.moma.org\/collection\/object.php?object_id=79766\">Les Demoiselles d&#8217;Avignon<\/a><\/i>, listen to this question and answer session available from the Metropolitan Museum of Art in New York City:\n<\/p>\n<ul>\n<li><a rel=\"nofollow\" class=\"external text\" href=\"http:\/\/www.youtube.com\/watch?v=pngGDycLQuE&amp;feature=related\">Teens talk about Picasso&#8217;s Les Demoiselles d&#8217;Avignon, MoMA<\/a>.\n<\/li>\n<\/ul>\n<p>\n<\/p>\n<p>Picasso, his friend Georges Braque <a rel=\"nofollow\" class=\"external text\" href=\"http:\/\/www.wikipaintings.org\/en\/georges-braque\/castle-at-la-roche-guyon-1909\">George Braque <i>Castle at La Roche Guyon<\/i> 1909 Oil on canvas<\/a> and a handful of other artists struggled to develop a new space that relied on, ironically, <\/p>\n<div class=\"thumb tleft\">\n<div class=\"thumbinner thumbnail\" style=\"width:302px;\"><a href=\"http:\/\/WikiEducator.org\/File:Juan_Gris_001.jpg\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/WikiEducator.org\/images\/thumb\/0\/05\/Juan_Gris_001.jpg\/300px-Juan_Gris_001.jpg\" width=\"300\" height=\"383\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Juan Gris, <i>The Sunblind<\/i>, 1914, Gouache, collage, chalk and charcoal on canvas. Tate Gallery, London<\/div>\n<\/div>\n<\/div>\n<p> the flatness of the picture plane to carry and animate traditional subject matter including figures, still life and landscape. Cubist pictures, and eventually sculptures, became amalgams of different points of view, light sources and planar constructs. It was as if they were presenting their subject matter in many ways at once, all the while shifting foreground, middle ground and background so the viewer is not sure where one starts and the other ends. In an interview, Picasso explained Cubism this way: \u201cThe problem is now to pass, to go around the object, and give a plastic expression to the result. All of this is my struggle to break with the two-dimensional aspect.\u201d<sup id=\"cite_ref-liberman_1-0\" class=\"reference\"><a href=\"#cite_note-liberman-1\">[1]<\/a><\/sup> Public and critical reaction to Cubism was understandably negative, but the artists\u2019 experiments with spatial relationships reverberated with others and became \u2013 along with new ways of using color \u2013 a driving force in the development of a modern art movement that based itself on the flatness of the picture plane. Instead of a window to look into, the flat surface becomes a ground on which to construct formal arrangements of shapes, colors and compositions. For another perspective on this issue review the section on <a href=\"\/art101\/learning-pathways\/definitions-artistic-roles-and-visual-thinking\/artistic-styles\" title=\"Art definitions, artistic roles, and visual thinking\/ART101\/Artistic styles\">abstraction<\/a> in the <i>Art definitions, artistic roles and visual thinking<\/i> learning pathway. <\/p>\n<p>You can see the radical changes Cubism made in George Braque\u2019s landscape <i>Castle at La Roche Guyon<\/i> from 1909. The trees, houses, castle and surrounding rocks comprise almost a single complex form, stair-stepping up the canvas to mimic the distant hill at the top, all of it struggling upwards and leaning to the right within a shallow pictorial space. As the cubist style developed, its forms became even flatter. Juan Gris\u2019s <i>The Sunblind<\/i> from 1914 splays the still life it represents across the canvas. Collage elements like newspaper reinforce pictorial flatness.\n<\/p>\n<p>It\u2019s not so difficult to understand the importance of this new idea of space when placed in the context of comparable advances in science surrounding the turn of the 19th century. The Wright Brothers took to the air with powered flight in 1903, the same year Marie Curie won the first of two Nobel prizes for her pioneering work in radiation. Sigmund Freud\u2019s new ideas on the inner spaces of the mind and its effect on behavior were published in 1902, and Albert Einstien\u2019s calculations on relativity, the idea that space and time are intertwined, first appeared in 1905. Each of these discoveries added to human understanding and realigned the way we look at ourselves and our world. Indeed, Picasso, speaking of his struggle to define Cubism, said \u201cEven Einstein did not know it either! The condition of discovery is outside ourselves; but the terrifying thing is that despite all this, we can only find what we know\u201d.<sup id=\"cite_ref-2\" class=\"reference\"><a href=\"#cite_note-2\">[2]<\/a><\/sup><br style=\"clear:both;\">\n<\/p>\n<div class=\"thumb tleft\">\n<div class=\"thumbinner thumbnail\" style=\"width:302px;\"><a href=\"http:\/\/WikiEducator.org\/File:Edward_Steichen_-_Brancusi%27s_studio,_1920.jpeg\" class=\"image\"><img loading=\"lazy\" decoding=\"async\" alt=\"\" src=\"\/\/WikiEducator.org\/images\/thumb\/c\/cf\/Edward_Steichen_-_Brancusi%27s_studio%2C_1920.jpeg\/300px-Edward_Steichen_-_Brancusi%27s_studio%2C_1920.jpeg\" width=\"300\" height=\"377\" class=\"thumbimage img-responsive\"><\/a>  <\/p>\n<div class=\"thumbcaption\">Edward Steichen, Brancusi\u2019s studio, 1920. Metropolitan Museum, New York<\/div>\n<\/div>\n<\/div>\n<p><b>Three-dimensional space<\/b> doesn\u2019t undergo this fundemental transformation. It remains a visual tug between positive and negative spaces. Sculptors influenced by Cubism do, however, develop new forms to fill this space; abstract and non-objective works that challenge us to see them on their own terms. Constantin Brancusi, a Romanian sculptor living in Paris, became a leading artist to champion the new forms of modern art. His sculpture <i><a rel=\"nofollow\" class=\"external text\" href=\"http:\/\/www.metmuseum.org\/works_of_art\/collection_database\/modern_art\/bird_in_space\/objectView.aspx?&amp;OID=210006973&amp;collID=21&amp;vw=0\">Bird in Space<\/a><\/i> is an elegant example of how abstraction and formal arrangement combine to symbolize the new movement. The photograph of Brancusi\u2019s studio gives further evidence of sculpture\u2019s debt to Cubism and the struggle &#8220;&#8230;to go around the object, to give a plastic expression&#8230;.&#8221;<sup id=\"cite_ref-liberman_1-1\" class=\"reference\"><a href=\"#cite_note-liberman-1\">[1]<\/a><\/sup> <\/p>\n<p>Now that we\u2019ve established line, shape, spatial relationships and mass, we can turn our attention to surface qualities and their importance in works of art. Value (or tone), color and texture are the elements used to do this.  <br style=\"clear:both;\">\n<\/p>\n<p>\n<\/p>\n<p>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n<p>\nWhat kind of space does Picasso create with the style called cubism? What is your personal opinion about this style?<\/p>\n<div><p>You must be logged in to post to WEnotes.<\/p><\/div>\n<p><i>Note: Your comment will be displayed in the <a href=\"\/Art_appreciation_and_techniques\/ART103\/Feed\" title=\"Art appreciation and techniques\/ART103\/Feed\">course feed<\/a>.<\/i>\n<\/p>\n<h2><span class=\"mw-headline\" id=\"Notes\">Notes<\/span><\/h2>\n<ol class=\"references\">\n<li id=\"cite_note-liberman-1\"><span class=\"mw-cite-backlink\">\u2191 <sup><a href=\"#cite_ref-liberman_1-0\">1.0<\/a><\/sup> <sup><a href=\"#cite_ref-liberman_1-1\">1.1<\/a><\/sup><\/span> <span class=\"reference-text\">Liberman, Alexander (1960). <i>An Artist in His Studio<\/i>. Viking Press. page 113.<\/span>\n<\/li>\n<li id=\"cite_note-2\"><span class=\"mw-cite-backlink\"><a href=\"#cite_ref-2\">\u2191<\/a><\/span> <span class=\"reference-text\">Ashton, Dore and Pablo Picasso (1972). <i>Picasso on Art: A Selection of Views<\/i>. Da Capo Press. page 62-63.<\/span>\n<\/li>\n<\/ol>\n<p><!-- \nNewPP limit report\nCPU time usage: 0.287 seconds\nReal time usage: 9.176 seconds\nPreprocessor visited node count: 389\/1000000\nPreprocessor generated node count: 1274\/1000000\nPost\u2010expand include size: 27232\/2097152 bytes\nTemplate argument size: 22699\/2097152 bytes\nHighest expansion depth: 7\/40\nExpensive parser function count: 0\/100\n--><\/p>\n<p><!-- Saved in parser cache with key wikiedu-mw_:pcache:idhash:180637-0!*!0!*!*!2!* and timestamp 20170806175954 and revision id 1029508\n -->\n<\/div>\n<div class=\"visualClear\"><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"row\">\n<div class=\"col-md-12\">\n<ul class=\"pager\">\n<li class=\"previous\">\n            <a href=\"\/art101\/learning-pathways\/the-visual-language-artistic-elements\/mass\">\u2190 Previous<\/a>\n          <\/li>\n<li class=\"next\">\n            <a href=\"\/art101\/learning-pathways\/the-visual-language-artistic-elements\/value-or-tone\">Next \u2192<\/a>\n          <\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/div>\n<footer>\n<br \/>\n<\/footer>\n","protected":false},"excerpt":{"rendered":"<p>What kind of space does Picasso create with the style called cubism? What is your personal opinion about this style? Note: Your comment will be displayed in the course feed. Notes \u2191 1.0 1.1 Liberman, Alexander (1960). An Artist in His Studio. Viking Press. page 113. \u2191 Ashton, Dore and Pablo Picasso (1972). Picasso on [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":2730,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2742","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/pages\/2742","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/comments?post=2742"}],"version-history":[{"count":1,"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/pages\/2742\/revisions"}],"predecessor-version":[{"id":2743,"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/pages\/2742\/revisions\/2743"}],"up":[{"embeddable":true,"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/pages\/2730"}],"wp:attachment":[{"href":"https:\/\/course.oeru.org\/art101\/wp-json\/wp\/v2\/media?parent=2742"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}