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Lecturer(s)
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Stanická Silvie, Mgr. Ph.D.
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Course content
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1. Introduction to the study - social and economic-political context of the turn of the 18th and 19th centuries. The Enlightenment: tendencies and new ideas; the intermingling of art, philosophy and social sciences; the emergence of institutions. 2. French revolutionary architecture - C. Ledoux, E.-L. Boullée. Classicizing tendencies, Empire, Classicism. 3. Romanticism (France. Delacroix, T. Géricault; Germany: C. D. Friedrich - landscape as a temple, romantic hero; England: the Pre-Raphaelite movement, English landscape painters). Czech landscape painting (J. Navrátil, A. Kosárek); the Mánes family of painters (A. Mánes, J. Mánes, Q. Mánes). 4. Realism (G. Courbet). Barbizon School. 5. Excursions. 6. The World Exhibition in London (1851), 19th century applied arts and the emergence of the Arts and Crafts movement. 7. Impressionism and Post-Impressionism (E. Manet, C. Monet, A. Renoir, E. Degas, A. Sisley, C. Pissaro, P. Gaugin, V. Van Gogh, P. Cézanne, H. T. Lautrec, H. Rousseau; A. Slavíček, A. Hudeček). 8. Generation of the National Theatre (M. Aleš, V. Hynais, J. Mařák, V. Brožík, B. Schnirch, Myslbek). 9. Symbolism and Art Nouveau (Nabis group, A. Böcklin, A. Mucha; Vienna: G. Klimt...). France - Art Nouveau, Germany - Jugendstil, Vienna Secession, Ch. R. Mackintosh and Scottish Art Nouveau, Czech Art Nouveau. 10. Auguste Rodin and sculpture of the second half of the 19th century (A. Bourdelle...) 11. Excursions.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Projection (static, dynamic)
- Preparation for examination
- 15 hours per semester
- Participation in classes
- 26 hours per semester
- Home preparation for classes
- 14 hours per semester
- Preparation for course credit
- 20 hours per semester
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| prerequisite |
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| Knowledge |
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| Prerequisites not specified |
| Prerequisites not specified |
| Skills |
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| Prerequisites not specified |
| Prerequisites not specified |
| learning outcomes |
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| Knowledge |
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| The student has deeper knowledge of works of art and individual key cultural and historical issues. The student is capable of cultural and historical analysis and critical thinking. |
| The student has deeper knowledge of works of art and individual key cultural and historical issues. The student is capable of cultural and historical analysis and critical thinking. |
| Define visual culture in the Renaissance and Baroque periods |
| Define visual culture in the Renaissance and Baroque periods |
| Name the most important surviving cultural monuments |
| Name the most important surviving cultural monuments |
| Define cultural monuments in the context of their contemporary visual communication and ritual role |
| Define cultural monuments in the context of their contemporary visual communication and ritual role |
| Define basic archetypes in visual communication |
| Define basic archetypes in visual communication |
| Skills |
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| Ability to place works of visual culture in the Renaissance and Baroque periods |
| Ability to place works of visual culture in the Renaissance and Baroque periods |
| Name the most important surviving cultural monuments |
| Name the most important surviving cultural monuments |
| Name cultural monuments in the context of their contemporary visual communication and ritual role |
| Name cultural monuments in the context of their contemporary visual communication and ritual role |
| Be able to interpret a work of art in relation to the period |
| Be able to interpret a work of art in relation to the period |
| Locate archetypal elements and plans in visual communication |
| Locate archetypal elements and plans in visual communication |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Skills |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Educational trip |
| Educational trip |
| assessment methods |
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| Knowledge |
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| Written examination |
| Written examination |
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Recommended literature
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Baroko : architektura, plastika, malířství. 1. české vyd. Praha : Slovart, 1999. ISBN 8072091794.
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BERGER, John, Sven BLOMBERG, Christyan FOX, Michael DIBB a Richard HOLLIS. Způsoby vidění. Praha: Labyrint, 2016. ISBN 9788087260784.
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CROW, Thomas. Modern Art in the Common Culture. London: Yale University Press, 1998. ISBN 03000076495.
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EISENMAN; Stephen F. Nineteenth Century Art: a critical history. London: Thames et Hudson, 2020. ISBN 9780500841723.
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FILIPOVÁ Marta ; RAMPLEY, Matthew. Možností vizuálních studií. Brno, 2007. ISBN 9788087029268.
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KESNER, Ladislav ed. Vizuální teorie: současné angloamerické myšlení o výtvarných dílech. Jinočany: H&H, 2005. ISBN 8073190540.
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MIRZOEFF, Nicholas. The visual culture reader. 2nd ed. London: Routledge, 2002. ISBN 0415252210.
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MIRZOEFF, Nicholas. Úvod do vizuální kultury. Praha : Academia, 2012. ISBN 9788020019844.
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STURKEN, Marita, CARTWRIGHT, Lisa. Studia vizuální kultury. Praha: Portál, 2009. ISBN 9788073675561.
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SVATOŇOVÁ, Kateřina. Odpoutané obrazy: Archeologie českého virtuálního prostoru. Praha: Academia, 2013. ISBN 9788020022738.
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