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Art is subjective in that ______.
A．a personal and emotional view of history is presented through it
B．it only reflects people's anger or sadness about social problems
C．it can easily arouse people's anger about their government
D．artists were or are religious, who reflect only the religious aspect of the society
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Art is subjective in that ______.
A．a personal and emotional view of history is presented through it
B．it can easily rouse our anger or sadness about social problems
C．it will find a ready echo in our hearts
D．both B and C
According to the author, a serious art critic may avoid being prejudiced by her subjective reactions if she ______.
A．treats an artwork in relation to a fixed set of ideas and values
B．brings to her observation a knowledge of art history and aesthetic theory
C．allows more time for the observation of each artwork
D．takes into account the preferences of other art critics
Most【C1】______history courses concentrate on politics, economies, and war. But art history【C2】______on much more than this【C3】______art reflects not only the political life of a people, but also religious beliefs, emotions, and psychology.【C4】______, information about the daily activities of our ancestors -- or of people very different from【C5】______-- can be provided【C6】______art. In short, art expresses the【C7】______qualities of a time and a place, and a study of it clearly【C8】______us a deeper understanding than can be found in【C9】______history books.
In history books, objective information about the【C10】______life of a country is presented; that is, facts about politics are given, but【C11】______are not expressed. Art, on the other hand, is subjective: it reflects emotions and opinions. In the same way, art can reflect a【C12】______religious beliefs. For hundreds of years in Europe, religious art was almost【C13】______type of art that existed. Traditional art in【C14】______of the world expresses both the religious beliefs and the daily life of the people. In【C15】______, art is a reflection of【C16】______cultures. Yet, in the modem world,
cultures influence【C17】______. As people from tribal societies move to urban areas, their values and beliefs【C18】______, and their ancient art forms begin to【C19】______their effect. On the other hand, urban artists also learn from traditional art. The result is,【C20】______the world gets "small", the art of each culture becomes very international.
【C1】
A．ordinary
B．typical
C．instructive
D．special
In history books, objective information about the political life of a country is presented; that is, facts about politics are given, but opinions are not expressed. Art, on the other hand, is subjective (主观的): it reflects emotions and opinions. The great Spanish painter Francisco Goya was perhaps the first truly "political" artist. In his well-known painting The Third of May, 1808, he criticized the Spanish government for its abuse (滥用) of power over people.
In the same way, art can reflect a culture's religious beliefs. For hundreds of years in Europe, religious art had been almost the only type of art that existed. Churches and other religious buildings were filled with paintings that described people and stories from the Bible. Although most people couldn't read, they could still understand the Bible stories in the pictures on church walls. By contrast, one of the main characteristics of art in the Middle East was (and still is) its absence of human and animal images. This reflects the Islamic belief that statues (雕像) are not holy.
More can be learned about a culture from a study of art history than general history because ______.
A．art history shows us nothing but the political values
B．general history only focuses on politics
C．art history gives us an insight (洞察力) into the essential qualities of a time and a place
D．general history concerns only religious beliefs, emotions and psychology
Passage 2
A study of art history might be a good way to learn more about a culture than is possible to learn in general history classes. Most typical history courses concentrate on politics, economics and war. But art history focuses on much more than this because art reflects not only the political values of a people, but also religious beliefs, emotions and psychology. In addition, information about the daily activities of our ancestors can be provided by art. (78) In short, art expresses the essential qualities of a time and a place, and a study of it clearly offers us a deeper understanding than can be found in most history books.
In history books, objective information about the political life of a country is presented; that is, facts about politics are given, but opinions are not expressed. Art, on the other hand, is subjective(主观的): it reflects emotions and opinions. The great Spanish painter Francisco Goya was perhaps the first truly “political” artist. In his well-known painting The Third of May, 1808, he criticized the Spanish government for its abuse (滥用) of power over people.
In the same way, art can reflect a culture’s religious beliefs. For hundreds of years in Europe, religious art had been almost the only type of art that existed. Churches and other religious buildings were filled with paintings that described people and stories from the Bible. Although most people couldn’t read, they could still understand the Bible stories in the pictures on church walls. By contrast, one of the main characteristics of art in the Middle East was (and still is) its absence of human and animal images. This reflects the Islamic belief that statues (雕像) are not holy.
6. More can be learned about a culture from a study of art history than general history because ___.
A. art history shows us nothing but the political values
B. general history only focuses on politics
C. art history gives us an insight (洞察力) into the essential qualities of a time and a place
D. general history concerns only religious beliefs, emotions and psychology
In history books, objective information about the political life of a country is presented; that is, facts about politics are given, but opinions are not expressed. Art, on the other hand, is subjective: it reflects emotions and opinions. The great Spanish painter Francisco Goya was perhaps the first truly "political" artist. In his well-known painting The Third of May, 1808, he criticized the Spanish government for its misuse of power over people. Over a hundred years later, symbolic images were used in Pablo Picasso's Guernica to express the horror of war. Meanwhile, on another continent, the powerful paintings of Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros-as well as the works of Alfredo Ramos Martinez-depicted these Mexican artists' deep anger and sadness about social problems.
In the same way, art can reflect a culture's religious beliefs. For hundreds of years in Europe, religious art was almost the only type of art that existed. Churches and other religious buildings were filled with paintings that depicted people and stories from the Bible. Al though most people couldn't read, they could still understand biblical stories in the pictures on church walls. By contrast, one of the main characteristics of art in the Middle East was (and still is) its absence of human and animal images. This reflects the Islamic belief that statues are unholy.
More can be learned about a culture from a study of art history than general history because art history ______.
A．shows us the religious beliefs and emotions of a people in addition to political values.
B．provides us with information about the daily activities of people in the past
C．gives us an insight into the essential qualities of a time and a place
D．all of the above
In history books, objective information about the political life of a country is presented; that is, facts about politics are given, but opinions are not expressed. Art, on the other hand, is subjective: it reflects emotions and opinions. The great Spanish painter Francisco Goya was perhaps the first truly "political" artist. In his well-known painting The Third of May, 1808, he criticized the Spanish government for its misuse of power over people. Over a hundred years later, symbolic images were used in Pablo Picasso's Guernica to express the horror of war. Meanwhile, on another continent, the powerful paintings of Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros—as well as the works of Alfredo Ramos Martinez-depicted these Mexican artists' deep anger and sadness about social problems.
In the same way, art can reflect a culture's religious beliefs. For hundreds of years in Europe, religious art was almost the only type of art that existed. Churches and other religions buildings were filled with paintings that depicted people and stories from the Bible. Although most people couldn't read, they could still understand biblical stories in the pictures on church walls. By contrast, one of the main characteristics of art in the Middle East was (and still is) its absence of human and animal images. This reflects the Islamic belief that statues are unholy.
More can be learned about a culture from a study of art history than general history because art history ______.
A．shows us the religious beliefs and emotions of a people in addition to political values
B．provides us with information about the daily activities of people in the past
C．gives us an insight into the essential qualities of a time and a place
D．all of the above
As a result, it is often assumed that intellectuals are people who think, who have the facts and the ideas, and that the rest of society is composed of nonintellectuals and anti-intellectuals who don't. This is of course not the case, and it is possible to be an intellectual and not be intelligent, and to be a nonintellectual and think very well. It is also assumed that there are basic differences between science and art, between scientists and artists; it is assumed that scientists are rational, objective, abstract, concerned with the intellect and with reducing everything to a formula, and that artists, on the other hand, are temperamental, subjective, irrational, and concerned with the expression of the emotions. But we all know temperamental, irrational scientists and abstract, cold-blooded artists. We know, too, that there is a body of knowledge in art. There are as many facts and ideas in art as there are in any other field, and there are as many kinds of art as there are ideas--abstract or concrete, classical, romantic, organized, unorganized, expressionist, surrealist, intuitive, intellectual, sublime, ridiculous, boring, exciting, and dozens of others. The trouble lies in thinking about art the way most people, think about the intellect. It is not what they think it is.
This would not be quite so serious a matter if it were not taken so seriously, especially by educators and those who urge their views upon educators--that is, I suppose, the rest of mankind. If thinking is an activity which takes place in a separate faculty of the intellect, and if the aim of education is to teach people to think, it is therefore natural to assume that education should train the intellect through the academic disciplines. These disciplines are considered to be the subject matter for intellectual training, and they consist of facts and ideas from the major fields of human knowledge, organized in such a way that the intellect can deal with them. That is to say, they are organized in abstract, conceptual, logical terms. It is assumed that learning to think is a matter of learning to recognize and understand these concepts. Educational programs in school and college are therefore arranged with this idea in mind, and when demands for the improvement of education are made, they usually consist of demands for more academic materials to be covered and more academic discipline of this kind to be imposed. It is a call for more organization, not for more learning.
One of the most unfortunate results of this misunderstanding of the nature of the intellect is that the practice of the arts and the creative arts themselves are too often excluded from the regular curriculum of school and college or given such a minor role in the educational process that they are unable to make the intellectual contribution of which they are supremely capable. (529)
The three faculties in human beings mentioned are ______.
A．intellect, emotions, imagination
B．intellect, ideas, facts
C．thinking, abilities, emotions
D．thinking, distorting, departing
As a result, it is often assumed that intellectuals are people who think, who have the facts and the ideas, and that the rest of society is composed of nonintellectual and anti-intellectuals who don't. This is of course not the case, and it is possible to be an intellectual and not be intelligent, and to be a nonintellectual and think very well. It is also assumed that there are basic differences between science and art, between scientists and artists; it is assumed that scientists are rational, objective, abstract, concerned with the intellect and with reducing everything to a formula, and that artists, on the other hand, are temperamental, subjective, irrational, and concerned with the expression of the emotions. But we all know temperamental, irrational scientists and abstract, cold-blooded artists. We know, too, that there is a body of knowledge in art. There are as many facts and ideas in art as there are in any other field, and there are as many kinds of art as there are ideas--abstract or concrete, classical, romantic, organized, unorganized, expressionist, surrealist, intuitive, intellectual, sublime, ridiculous, boring, exciting, and dozens of others. The trouble lies in thinking about art the way most people think about the intellect. It is not what they think it is.
This would not be quite so serious a matter if it were not taken so seriously, especially by educators and those who urge their views upon educators--that is, I suppose, the rest of mankind. If thinking is an activity which takes place in a separate faculty of the intellect, and if the aim of education is to teach people to think, it is therefore natural to assume that education should train the intellect through the academic disciplines. These disciplines are considered to be the subject matter for intellectual training, and they consist of facts and ideas from the major fields of human knowledge, organized in such a way that the intellect can deal with them. That is to say, they are organized in abstract, conceptual, logical terms. It is assumed that learning to think is a matter of learning to recognize and understand these concepts. Educational programs in school and college are therefore arranged with this idea in mind, and when demands for the improvement of education are made, they usually consist of demands for more academic materials to be covered and more academic discipline of this kind to be imposed. It is a call for more organization, not for more learning.
One of the most unfortunate results of this misunderstanding of the nature of the intellect is that the practice of the arts and the creative arts themselves are too often excluded from the regular curriculum of school and college or given such a minor role in the educational process that they are unable to make the intellectual contribution of which they are supremely capable. (529)
The three faculties in human beings mentioned are _______.
A．intellect, emotions, imagination
B．intellect, ideas, facts
C．thinking, abilities, emotions
D．thinking, distorting, departing
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