Name: Jingco, Xandra Ylaine R.

ARTAPRI Section: FODAR1B

Questions:

1. Liberty Leading the People

 Plot: How is the story told?
 Throughout the film, the story was told through the narrator whom
serves as a guide on how we can go about the entire film. This voice
over helps so that the ideas are not scattered and, instead, properly
delivered to the audience. A noteworthy medium utilized are the clear
artwork itself and also the eye-catching photos.

 Characters: Who are the people involved?

 The main characters involved in the story would be Eugène Delacroix
and Marianne, whom respectively, is the artist himself and the subject
of the artwork. Also a notable personality that was mentioned was the
King of France, Charles X, overthrew from his position resulting in the
sudden spring up of paintings of the said event. Supporting characters
include Duke Louise-Philippe and Victor Hugo. Though not important,
they helped in understanding the story and concepts even more. Lastly,
a character often overlooked by most, the narrator.

 Language: How they communicate with each other?

 In the video itself, the narrator communicated with the viewers
through his tone and expression which conveys doubt and interest. An
example of this is the way he read the criticisms of the painting with
disgust, this perfectly accentuates just how the people felt about
Delacroix’s artwork. On the other hand, there is also communication
found within the painting itself; with the way Marianne looks at the
comrades behind her, the outfits worn, and especially the movement.
Notice how this figurative art work is created with a natural yet
objective and bold style. We can also see how Delacroix’s political views
is reflection on his painting.

 Thought: What sort of ideas do they express?

 In the first few minutes of the video, the idea regarding the meaning of
Eugene Delacroix’s painting was laid out on the table followed by the
description of details we can see on the painting. We are then asked if
the artist’s intended message is different than what has been perceived
for the longest time. The primary idea in which the entire content
revolved around on is how people often only look at the surface of an
artwork without truly immersing themselves on the true meaning
behind it by simply being a keen observer of details. The video also
proposed the concept of allegory in the said artwork which by instinct
Name: Jingco, Xandra Ylaine R. ARTAPRI Section: FODAR1B

should have received high praise but instead what happened is the
complete opposite. This is due to the fact the Delacroix refused to be
an idealist and opted to be realistic on his painting of Marianne.

 Art: What sort of music, cinematography, and visual elements are added to the
video?
 The editing style accompanied with the classical music bonds the entire
video together, making it cohesive. The aesthetics of the video is, for
me, almost a metaphor on what a documentary film would look like if it
was filmed and edited in the 1800s. As I have mentioned regarding the
visual elements; such as the paintings, pictures, and even the time
frame provided to show a brief history of the monarch, were all highly
efficient and functional. Lastly, the ideas and concept are well thought
of, making sure that every element used had something to contribute
to the overall final output. By doing so, the vibe and/or aura the creator
of the film is going for is established properly.

2. How did the world war affect artistic expression?

 Artistic expression can be brought about by events and objects such as; war,
disaster, or even everyday activities, in which all of them heavily influences how
artists create art. Just like the July revolution, events of battle draw in artists to
make art regarding the matter because this gives them an interesting yet
meaningful subject. An example of this is how painters often depicted Nazi’s as
beasts in their paintings. This is one of the first times when artworks became a
propaganda. After the events of the world war, art became a “cheerleader” and
a coping mechanism for those who experienced the devastating events. This
event in history is deeply rooted in the back of the minds of artists, that
remnants of the world wars reflect on their artistic outputs some even up until
this day.

3. Why can romanticism in art be meaningful to society?

 Romanticism is mostly about the relationship of mankind to nature. Great
sweeping nature landscapes were represented throughout the Romantic period
in art. In today’s society and generation, where technology is rampant, and
almost everything revolves around industrialization, urbanization, secularization
and consumerism, it is important for us to be able to still appreciate the simple
things like nature and our mother earth. Since romanticism in art has the
tendency to influence our views and opinions on a lot of things, artists could use
this as a leverage. If correctly directed, romanticism is not just a desirable
quality, but also a need—at least if you want to have certain significant
experiences with modernity.
Name: Jingco, Xandra Ylaine R. ARTAPRI Section: FODAR1B

4. How does a director unify the different parts of his video?

 Each part of the video was placed and pathed strategically so that the flow of the
video is seamless. Strategic in a way where in each part can give a sense of shock
through plot twists. An example of these are the questions the narrator asks in
the middle of each section such as, “What went wrong?” or “What was
Delacroix’s intended message?”. Such questions, in my opinion, serves as a
transition into the next topic the narrator is going to open up. This makes the
video unified and it avoids disorganization of ideas.

5. Did you learn anything from this video? If you did, what was it?
