Evolutionary Balance, 1977
James Rosenquist, American, born 1933
Oil on canvas mounted on panel
Overall: 80 3/4 × 183 × 2 3/4 in. (205.1 × 464.8 × 7 cm) Five canvases, each: 80 3/4 × 36 1/2 × 2 3/4 in. (205 × 92.7 cm)
Museum purchase funded by the Charles Engelhard Foundation

Habits of Mind

  • COMMUNICATE Verbalize ideas, thoughts, feelings / ask provocative questions / ask for support
VIDEOS

Writing Fractions and Percentages

Remember that the quality of the conversation is what is important, not finding the artist’s “answer.” Slow down and take the time to make careful observations. Talk about what you notice, and try to avoid jumping to conclusions and interpretations. Be sure to give enough time for silent looking and thinking, and be careful about making assumptions.

Curriculum Objectives

  • Writing fractions and percentages
  • Approximating fractions
  • Converting fractions to percentages

GRADE LEVEL

6

7

8

SUBJECT AREA

Math

HABITS OF MIND

Communicate

Connecting to the Work of Art

As a student, artist James Rosenquist developed an interest in painting and took up billboard painting to make money. After moving to New York in 1955, he became involved in the art scene and began to experiment with some of the ideas and techniques he had developed while painting billboards. Rosenquist, one of the originators of Pop Art (a reaction to the Abstract Expressionist movement that dominated the 1950s), is known for his images of popular culture and fragmented spatial relations.

 

The composition of Evolutionary Balance is divided into three major sections. The left side depicts the stylized head of a woman placed over a bright interior. She represents the image of youth; the perfect features of a model superimposed over a sunlit interior.  The center shows memory and time passing as a clipboard with birthday candles near the top and a body of water with a floating oar beneath. The right side shows the silhouette of a skull amid a tangle of colored abstract lines that depicts old age and death. A slice of uncooked bacon stretches across the composition, uniting the three sections and representing the corporeal, mortal body. Using media-generated images, Rosenquist attempts to address issues of life, death, and the passage of time. As the title suggests, an evolution is taking place from left to right, with the end result acting as a kind of memento mori, or reminder of death.

 

The artist’s seemingly irrational juxtapositions reference Surrealism; however, his imagery is from pop-cultural, mass-produced items and images from magazines, popular films, and other media sources. While employed as a sign painter, Rosenquist worked on enormous displays, including billboards in Times Square. This experience inspired him to draw from elements of the advertising world, such as abridged format, garish colors, and airbrush techniques. the techniques and subject matter of commercial billboard art found their way into his work in the form of intense color, monumental scale, and distinct crispness. As seen here, he lifted objects from their natural environments and juxtaposed them with others, offering the viewer a side-by-side comparison. Rosenquist once said "Painting is probably much more exciting than advertising, so why shouldn't it be done with that power and gusto, with that impact."

 

With the beginning of the 1960s came the end of Abstract Expressionism, and the emergence of the Pop Art movement. A growing disillusionment with the government was taking place, as well as advances in civil rights, a heightened concern for the environment, and increased exploration in space. As they became increasingly aware of the consumer culture that had been created by postwar abundance, artists began moving away from “highbrow” subjects and embracing the realities of everyday life, which included visual satisfaction from television, magazines, and comics.

Observations

  • Describe the objects in this work. Since only fragmented sections of the objects are presented, how does the object’s placement within composition guide offer viewers clues on how to read the work?
  • How is this painting similar to a collage? What effect does the collage-like composition add to the work?
  • How would you describe the colors used in this work of art? Are they cool tones, such a blues and greens or are they warm tones, such as reds and oranges?  How do the colors add to the stylized appearance of the work?
  • Notice the crispness of the lines and shapes. Where in the everyday world would you find similar images?
  • How do the abstract scribbles in the right panel add tension to the work compared to the other sharp, recognizable images?
  • Early in the artist’s career, he was a billboard painter. How do you see a relation to his experience as a billboard painter and this work of art?
  • Consider the horizontal format and large scale of this work. How would the work be different if it were smaller?
  • These objects appear to be lifted from their natural environments and placed in timeless, undefined space. How does the lack of a contextual backdrop create a sense of void? What other words would you use to describe the tone of this work?

Interpretations

  • How does the artist’s use of bright warm tones add to the intensity in the work? How would the tone be different if the artist used cooler tones, which typically denote a sense of calm and tranquility?
  • Consider the symbolism behind each object. What relationship do you think the objects have to each other?
  • This work was created at a time when many artists were critiquing consumer society. How does the artist reference consumer society in the work? Consider both the objects and their presentation.
  • What associations do we have the candles on a cake? The artist included these candles as a means to represent youth. Do you think the birthday candles successfully represent youth?
  • Where do you think the sources for the objects pictured are from? Why do you think the artist chose to use everyday, recognizable images?
  • While the objects are recognizable, they do not reference a certain time or place. How does this lack of specificity allow the work to be universal?
  • How does this work act as a kind of memento mori, or reminder of death?

Questions to Ask

  • Observe the work of art, moving from left to right.  Do you notice a progression of ideas?
  • The artist has used 5 panels to create this work of art.  Can you find them?
  • Find the bacon and count how many panels it passes through?  Repeat with other objects.
  • Compare and contrast how much of the work of art is filled with different objects.

Assessment

  • Using a color copy of the work of art, measure and divide the image into 10 equal sections. What fractions do you see in this work of art?

Examples:

  • What fractional part is bacon? Since approximately 6/10 of the work of art contains bacon, what percent is that? Candles? Face? Etc.
  • How can you relate fraction/decimal/percent conversions to what you see in this piece?
  • Give students fraction/decimal/percent requirements and ask students to generate a work of art based on those limitations.

Subject Matter Connection

Students will be taking a work of art and communicating mathematical ideas through it. It’s important to be able to look at math outside of simply numbers. F/D/P conversions are use from 6th through 8th grade as percent applications progress. Students will use rational numbers in solving equations in 7th and 8th grade math.

Resources Available to Order

The Art-To-Go lending library features materials that may easily be integrated across the K–12 curriculum. Resources include DVDs, music CDs, children’s books, study guides, poster sets, and collection-based interpretive materials produced by the KFEC. Educators, community leaders, and docents from throughout Texas are welcome to borrow Art-To-Go resources. To place your order, search the online catalogue and add the selected items to your basket. After you have reviewed your basket, submit the order electronically.

  • Pop Art
    • This book provides an introduction and historical background of Pop Art , then highlights 94 pieces of art by various artists with a short commentary on each. Includes works by Jasper Johns, Roy Lichtenstein, Claes Oldenburg, Wayne Thiebaud, and Andy Warhol.

      MFAH Catalog Number: BK488

The Learning Through Art program at the Museum of Fine Arts, Houston, is underwritten by:

Mercantil Commercebank

The Learning Through Art curriculum website is made possible in part by a grant from the Institute of Museum and Library Services.