托福聽力藝術(shù)作業(yè)本

1、 課前作業(yè)：藝術(shù)類 學(xué)科詞匯TPO1-L1 Assignment: 作業(yè) 任務(wù)Exhibit: 展示 展覽Gallery: 大廳 展覽廳Realism: 現(xiàn)實(shí)主義Impressionism: 印象派Sum up: 總結(jié)Depict: 描述 繪畫Brushstroke: 繪畫技巧 畫筆Canvas: 帆布Rough: 粗糙的Scene: 景色 風(fēng)景Pinkish: 粉紅色的Impression: 印象Remind: 提醒Photograph: 攝影 相片Mess up：胡亂一團(tuán) 亂七八糟Zigzag: 曲折的Vibrant: 震動的 充滿生氣的Illustration: 闡明 解釋Portrai

2、t: 肖像畫 描寫TPO13-L3Category: 分類Medieval：中世紀(jì)Poem: 詩歌Evoke: 喚起Predictable: 可預(yù)測的Rhythm: 節(jié)奏Phrase: 短語 樂句Translate: 翻譯Deed: 事跡Heroic: 英雄的Knight: 騎士Conflict: 斗爭 Nobility: 貴族 高尚Feature：特點(diǎn)Loyalty: 忠誠的Sacrificial: 犧牲的Audience: 觀眾Provoke: 喚起Patriotic: 愛國的Companion: 陪伴Motivation: 動機(jī)Psychology: 心理學(xué)Context: 背景 內(nèi)容G

3、eneration: 一代人Synonym: 同義詞 同義句Troubadour: 吟游詩人Biographical sketch: 個人生平Geographical location: 出生地 生長地Squeeze: 擠壓Infer：推斷TPO16-L2Classical: 經(jīng)典的 古典的Genre: 流派 Composer: 作曲家Patron: 贊助人 贊助商Perform: 表演 表現(xiàn)Instrument: 樂器 工具Crucial: 關(guān)鍵的Keyboard instrument: 鍵盤樂器Profound: 重大的 深遠(yuǎn)的Invent: 發(fā)明Combination: 混合String

4、: 弦Percussion: 敲擊Dynamic: 動態(tài)的 有活力的Convey: 傳達(dá)Expressiveness: 善于表現(xiàn)Afford: 負(fù)擔(dān)的起 買的起Refinement: 優(yōu)化 提升Exceptional: 非凡的 獨(dú)特的Dramatically: 戲劇性的Female: 女性TPO16-L4Pragmatic: 實(shí)際的 實(shí)用主義Stain: 染色 Re-assemble: 重新組合Decorative: 裝飾的Reduce: 縮小 減少Stress: 壓力 擠壓Elaborate: 精心制作的 詳盡的Scarce: 稀缺的Tabletop: 桌面Outline: 框架 大綱Str

5、ip: 條紋 Lead: 鉛Indicate: 暗示 預(yù)示 表示Flexible: 靈活的 柔韌性強(qiáng)的Composition: 化合物 組成Figure: 發(fā)現(xiàn) 形象Metallic: 金屬的Compound: 化合物Ingredient: 元素 原料Iron: 鐵Copper: 銅Refer to : 參考 涉及Original: 最初的 原始的Replace: 替代 取代Judgment: 判斷 評判Foresight: 遠(yuǎn)見 Revival: 復(fù)興 復(fù)活I(lǐng)ntricate: 復(fù)雜的Innovation: 創(chuàng)新Electric: 電子的 電的Lamp: 臺燈Era: 時(shí)期TPO17-L1H

6、ood: 頭巾Analogy: 類似 類比Complex: 復(fù)雜的Primitive: 原始的 最初的Demonstrate: 證明Conceive: 構(gòu)思 以為 懷孕Impose: 賦予 強(qiáng)加于Narrow: 窄的 變窄Reluctant: 勉強(qiáng)的Charcoal: 木炭Ivory: 象牙Organic: 有機(jī)的Radiocarbon: 放射性碳Minimum:最小的Technique: 技巧 技術(shù)Discard: 拋棄 丟棄Generation: 一代人Intact: 完整的 原封不動的Site: 地點(diǎn)Bury: 埋葬Archaeology: 考古學(xué)Object: 物體Signature:

7、 簽名 簽字Carve: 雕刻 切開Date: 日期Tusk: 長牙 尖頭Sculpture: 雕塑Portable: 手提的 便于攜帶的Paleolithic: 舊石器時(shí)代的Prehistory: 史前的Define: 下定義 定義TPO18-L2Examination: 檢測Portrait: 肖像 描寫Commemorate: 紀(jì)念 慶祝Relief sculpture: 浮雕Category: 分類 類別Conquer: 占領(lǐng)Campaign: 作戰(zhàn) 競選Dominant: 占主導(dǎo)地位的Essential: 基本的 主要的Contemporary: 當(dāng)代的Convince: 說服hyp

8、othesize: 假設(shè)Imperial: 帝國的 皇上的Inhabitant: 居民 居住者Reminder: 提醒Emperor: 皇帝 君主Original: 最初的 原始的Combination: 混合Mold: 模板Statue: 雕塑TPO19-L4Portrait: 肖像 描寫Instructor: 指導(dǎo)員Portraiture: 肖像畫家Convey: 傳達(dá)Vision: 觀點(diǎn) 視角Insight: 內(nèi)在 眼光Crucial: 關(guān)鍵的Prestige: 名望 聲望Feature: 特點(diǎn)Nephew: 侄子 外甥Institution: 機(jī)構(gòu) 團(tuán)體Headway: 前進(jìn) 進(jìn)步Ex

9、pressive: 表達(dá)的Contemplative: 沉思的 冥想的Contrast: 對比Remind: 提醒Dreamlike: 如夢的 朦朧的Vague: 模糊的Context: 背景 環(huán)境Well-defined: 定義明確的 界限劃清的Contribute: 貢獻(xiàn)的 Insightful: 有想法的 有思想的Brush stroke: 筆觸 繪畫技巧Reveal: 揭露 顯示Interpretation: 解釋 翻譯Undefined: 不明確的 未下定義的Approach：接近 解決辦法Conventional: 傳統(tǒng)的Philosophy:哲學(xué) 心理學(xué)TPO20-L3Folk

10、legend: 民間傳說Feature：特點(diǎn)Identify: 確定身份Character: 角色Engage: 投入到Distinct: 獨(dú)特的Contrast: 對比Branch: 分支Folk tale: 民間故事Reveal: 揭示 揭露Illustrate: 闡明 解釋Domestic: 國內(nèi)的 家養(yǎng)的Characteristic: 特點(diǎn)Involve: 包括 包含Supernatural：超自然的Category: 分類 類別Giant: 巨大的 巨人Transformation: 變形 轉(zhuǎn)變Peasant: 農(nóng)民Resemble: 相似Involve: 包括 包含Comical:

11、 喜劇的Overall: 整體的Academic: 學(xué)術(shù)的Literature: 文學(xué)25課后作業(yè) ：篇章填空TPO 1 Lecture 1 Contemporary artListen to part of a lecture in a contemporary art class.ProfessorOk, Im going to begin this lecture by giving you your _. Remember I said that at some point during this semester I wanted you to _ at the Fairy Stre

12、et Gallery and then write about it? Well, the exhibit that I want you to attend is coming up. Its already started in fact, but itll be _for the next month, which should give you plenty of time to complete this assignment. The name of the artist exhibiting there is Rose Frantzen. Frantzens work may b

13、e unfamiliar to you since shes a relatively young artist. But shes got a very unusual style, compared to some of the artistsweve looked at this term. But anyway, Frantzens style is what she herself _. So youve probably studied both of these_, separate movements, Realism and Impressionism, in some of

14、 your art history courses. So who can just _?StudentWell, Impressionism started in the late 19th century. Umthe basic impressionist style was very different from earlier styles. It_. Um Impressionist painters tended to apply paint really thickly, and in _, so the _.ProfessorGood. What else? What wer

15、e the _?StudentWell, a lot of impressionist artists painted _, like people on the streets and in cafes, lots of nature scenes, especially _.ProfessorGood. So when you go to the exhibit, I really want you to take a close look at a certain painting. Its a _. And you will see it right as you enter the

16、gallery. The reason I think this painting is so important is that it_ of Frantzens style. Its an outdoor scene, an everyday scene. Its kind of bleak, which you can really see those broad brushstrokes and the blurry lines. The colors arent quite realistic. The sky is kind of, well, in a natural_. And

17、 the fence in the foreground is blue, but somehow the overall scene gives_of a cold, bleak, winter day on afarm. So thats the impressionist side of her work. Oh, and speaking about farms, that _ me. One interesting thing I read about Franzten is that when she first moved back to Iowa after living ab

18、road, she often _ in her town called the Sales Barn. And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle, their farm animals. And the reason Frantzen went there, and she later on would_ like dance halls, was to observe people and the ways that they mo

19、ved. She really found that this helped her work-that it gave her _, how humans move, and stand still, what their postures were like, too. So, what about Realism? What are the elements of Realism we should be looking for in Frantzens work?StudentUm real _ of subject matter, pretty unidealized stuff,

20、and pretty _r, too.ProfessorGood. One other painting I really want you to look at is of a young woman surrounded by pumpkins. You will notice that the womans face is so realistic looking that its almost _. The womans nose is a little less than perfect and her hair is _. This is realism. But then, th

21、e background of the painting, this woman with the pumpkins is wrapped in a blanket of broad thick brushstrokes, and, its all kinds of _, kind of chaotic almost when you look at it close. And there are _. Theres lots of orange, with little hints of an electric blue peeking out. I find Frantzen to be

22、a very _. I mean, some artists, to appreciate them, _. But heres a little bit about Rose Frantzens life anyway. She attended art school, but was told by one of her instructors that she was not good at_, that she should go into advertising instead. So she took advertising classes and fine arts classe

23、s too, until she was _ by the head of an advertising agency that her work was really good, that she could be an artist. But of course, its not as easy as that, and so Frantzen had to paint other _ at places like art fairs just to make money to buy paint for her more series of art work. No matter wha

24、t, she never stopped painting. And now, Frantzen is doing extremely well. And her work is being shown all over the country. So I think most of us would be _d if we had to face _ like that. But whats important is that you keep at it that you dont give up. Thats what is really important to remember.TP

25、O 13 Lecture 3 PoetryNarrator:Listen to part of the lecture in poetry class, the professor is discussingmedieval poetry.Professor:OK, so the two poems we are looking at today fall into the_times, which was how long ago?Student:Almost a thousand years ago, right?Professor:Yes, thats right.Student:But

26、, professor, are you sure these are _? I mean I thought poems wereshorter; these were more like_. I mean one of them must all aboutlove, but the other one the ChanChanwhatever it called, the other one;its all about _. I mean can both of them be_?Professor:Well, think back to _.Student:AhaProfessor:R

27、emember how we, we_? In the very broadest sense, we saidits written to_, to make you, the_, have some kind of the_ through the use of _, en, some kinds of_. And usually, but not always, theres _with the words that are used. Lets start with the Chanson poetry first. Thats Chanson. Chanson poem became

28、 popular in Europe, particularly in France, and the term is actually _ a longer French phrase that _ to ahuh songs of deeds.Now they were called _ because strangely enough, they were written to describe the _ or actions of warriors, the _. We dont know a lot about the authors, it still contests some

29、what. But we are pretty sure about _ the Chanson poems were written for. That is-they were _. The poems were song performed by a minsstrola, a singer who travelled from castle to castle, singing to its local lord and its knights. Ahwell, would someone_ of the Chanson poems you read?Student:Well, the

30、res a hero, and a knight, who goes to battle, and he is_, bravery and _, loyalty to the_, his country and his fellow warriors in the field. Hes a, he has a, hes a skilled fighter, willing to face the most extreme _ anything and everything to protect his king and country.Professor:Ok, now be given th

31、at the_ for these poems were knights and lords. What can we say about the purpose of Chanson poetry? What kinds of feelings were it _?Student:I guess they must been really_ those knights and lords who were listening to them. Hearing the songs probably made them feel _, made them feel like a _, and w

32、hatever way they could.Professor:Good, weve got a pretty good picture of what the Chanson hero was like. Now lets _ in the other poem. The other poem is an example whats called Romance Poetry. And the hero in the romance poems was also_. But what made the knight in Romance Poetry different from the

33、knight in Chanson poetry. Well, first the purpose of the heros actions _. The hero in the Romance Poetry is independent, purely solitary in a way, not like the Chanson poet who was always _. He doesnt_ to protect his lords or country. He does it_, to improve himself, to show his_ and love for his la

34、dy. Hes _ the particular rules of social behavior he has to _ somehow. And all of those_. You may have noticed that in Chansons poetry there isnt much about the heros feelings. The focus is on _. But the Romance Poetry describes a lot of the inner feelings, the_ you could say, of the knight trying t

35、o improve himself, to _, so hes worthy the love of a woman.What it explains this difference? Well, a digging into the_t tellsus a lot. Romance Poetry emerged few _ after Chanson, and its roots were in_ of France that were comer, where conflict wasnt central to peoples lives._ meant there was more ti

36、me for education, travel, more time _. Another name for Romance Poetry thats often _ with it is_Troubadours were the authors of the new romance poems. And we know_ the troubadours than we do about the Chanson authors, because they often had small _added to their poems that gives more specific inform

37、ation about their_ and small outlines of their career. These information wasnt particularly _ because they were sometimes based on fictitious stories, great adventure or the _ from parts of the different poems. But there is enough to _ about their social class. The political climateshave settle down

38、 enough so that troubadours had the luxury being able to spend most if not all of their time, creating, crafting or composing their love songs for their audiences. And yes these poems were also songs; many troubadours were able to make a living being full time poets which should tell you something a

39、bout the value of that profession during the medieval times.NarratorListen to part of a lecture in an art history class.ProfessorGood morning, ready to continue our review of _? Today, we will becovering the Upper _ Period, which I am roughly _ as the period from35,000 to 8,000 BC. A lot of those ca

40、ve drawings you have all seen come from thisperiod. But we are also be talking about _, things that could becarried around from place to place. Here is one example. This_is called the Lady with the Hood1, and it was carved from ivory, probably a mammoths_. Its age is a bit of a_. According to one so

41、urce, it dates from 22,000 BC. But other sources claimed it has been dated closer to 30,000BC. Amy?Amy, Why _ when this head was made?ProfessorThats a fair question. We are talking about prehistory here. So obviously the artistsdidnt_ on anything they did. So how do we know when thisfigure was _?Tom

42、Last semester I took an _ and we spent a lot time on, studying waysto date things. One technique I remember was using the _ to dateit, like how deep it was _.ProfessorThat would be Stratigraphy. Stratigraphy is used for dating portable art. When archaeologists are_, they make very careful notes abou

43、t which stratum(strata), which layer of earth they find things in. And, you know, the general rule is that the oldest layers are at the _. But this only works if the sitehasnt been touched, and the layers are _. A problem with this dating method isthat an object could have been carried around, used

44、for _ before itwas _. So it might be much older than the layer or even the site where it was found. The stratification _ gives us the _ age of an object, whichisnt necessarilly_. Tom, in your archaeology class, did you talk about_?TomYeah, we did. That had to do with _, something to do with measurin

45、gthe amount of radiocarbon thats left in _. Because we know how fast radiocarbon decays, we can _ of the organic material.ProfessorThe key word there is organic. Is art made of organic material?TomWell, you said the lady with the hood was carved out of_. That s organic.ProfessorAbsolutely. Any other

46、 examples?AmyWell, when they did those cave drawings. Didnt they use, like _ or maybecolors,_made from plants?ProfessorFortunately, they did, at least some of the time. So it turns out that _ works for a lot of prehistoric art. But again theres a problem. This _ what it analyzes, so you have to chip

47、 off bits of the object for testing. Obviously we are _ that in some cases. And apart from that, theres another problems. The date tells you the age of the material, say, a bone or a tree, the object is made from, but not the date when the artist actually created it. So, with radiocarbon dating, we

48、get the _ for the object, but it could be younger. Ok, let s say our scientific analysis has produced _. Can we _?AmyCould we look for similar _? You know, try to find things common toone time period.ProfessorWe do that all the time. And when we see _in pieces of art, we assumesome connection in tim

49、e or place. But is it possible that we could be _ on that analysis?TomI am sorry. I dont get your point.ProfessorWell, we have all kinds of _ about how artistic styles develop. Forexample, a lot of people think the presence of _ that the workwas done by a more sophisticated artist. While a lack of d

50、etail suggests _. But trends in art in the last century or so certainly challenge that idea. Dontget me wrong though, _t can help dating them.But we need to be careful with the idea that artistic development occurs in a straightline, from simple to _.AmyWhat you are saying is, I mean, I get the feel

51、ing that this is like a legal process, likebuilding a legal case, the more pieces of_ we have, the closer we get to theTruth.Professor_. And now you can see why we dont have an exact date for our sculpture, the lady with the_.TPO 18 Lecture 2 Art HistoryA: Today well continue our _ of ancient Roman sculpture. Weve already looked at _ which are busts created to _ people who had died, and weve looked at _ or sculpting on walls. And today well l