1. (That Which Connects All Things)
By Adrian Stagg

2.  These medias were chosen because of how
important touch and interaction are to living
creatures. Each object shows a different type of
interaction and communication between
subjects. As a group , they represent the special
bonds created within every culture and
civilization, which is shown in various ways in
the chosen artworks.

3. This painting uses bright colors like orange and white to draw emphasis to the center of the
photo and Christ. The white helps bring attention to his face and to the feet of the subject. This is
important because it helps to further tell of how important it was that Christ was washing his
disciple’s feet. The curves (contour lines) of the arches help create a focal point and the implied
vertical lines of the arch columns bring the attention down toward Christ,. The green flowing
drapery adds movement just behind Christ and his disciples to draw the eye’s attention there.
Inbalance was also displayed by the use of very dark and heavy colors on the left of the painting
versus the lighter area to the top right of the painting.

4. Baptism of Members of Primitive Baptist Church, In Triplett Creek, Rowan
County, Near Morehead, Kentucky
By Marion Post Wolcott
This photo is of a Christian baptism and of a religious gathering. The lack of colors other than black and
white add emphasis to the meaning or content which is coming together in the name of religion. The
smaller scale of the people compared to the size of the trees helps the attention stay focused on the
meaning behind the photo. The subjects are hard to make out which I think is intentional to show the
importance of the event over the fact that a group of people from different races were gathering. The
white shirt on the subject and the implied triangle shape creates a focal point in the center of the picture.
The left and right sides of the water seem to create an edge that brings the attention back to the center
where the baptismal is taking place.

5. Lamenting Group
By Paul Albert Bartholome
This sculpture uses many contour lines to show the start and end of each person. The exaggeration of these lines is done to
make the subjects appear more life-like. Texture was used to add exaggeration to the subjects to emphasize their
mourning. The texture and implied flowing of the cloth adds movement and further supports that they are experiencing
some traumatic event. It is a great example of realism since the sculpture seems to resemble people in their everyday life.

6. Study For Aspects of Negro Life: The Negro in An African Setting
By Aaron Douglas
The artist used value contrast to make the subjects in the center stand out the most. He used light to illuminate the
center of the artwork . Overlapping was used to allow the less significant images to fade and blend with the
background so that the eye is directed to the center front of the artwork. Movement is achieved by presenting the
subjects as dancing. The pointed emblem just above the dancing subjects adds direction and draws the eyes to the
center. The bright use of the color blue weights down the left to center area at the bottom of the artwork. The
movement created by the leaves also points the attention back to the dancers.

7. The gallery layout would be on a curved (white) wall so that the viewer could effortlessly continue
viewing the exhibit without changing directions. I would post the artwork in the same order as they
are in the presentation so that the religious work of Christ by Bertin is displayed first to get the
attention of the viewer. It’s bright colors and use of light should draw attention to it. The baptismal
artwork by Wolcott would be next on display. The sculpture by Bartholome would be next and
Douglas’s artwork would be last. I chose this order so that the emotion of the first artworks will pull
the viewer in and before you know it, they would have walked through the entire exhibit. The fact
that there are no corners ensures that the visitor will possibly see my entire exhibit.
References
The Art Institute of Chicago. (2012). Retrieved on January 30, 2012 from http://www.artic.edu/aic/