HUGE精听营Day1

题目练习

 

 

1.What aspect of Georgia O’Keeffe’s work do the speakers mainly discuss?
A. The kinds of objects that she selected for her paintings
B. The influence of her painting style on photography
C. The major abstract elements in her photographs
D. The techniques that contributed to her distinctive style

2.According to the professor, what characteristics of Large Dark Red Leaves on White indicate that it could not be a photograph? Click on 2 answers.
A. It depicts leaves in a setting that appears to be abstract.
B. It is larger than most photographs of the time.
C. It shows less realistic detail than a photograph does.
D. It included colors that could not have been reproduced in a photograph.

3.According to the professor, what principles did Arthur Wesley Dow emphasize in his art classes? Click on 2 answers.
A. Focusing on simple forms
B. Using color to reveal the essence of an object
C. Separating a form from its natural surroundings
D. Exaggerating the size of a form

4.In his discussion of O’Keeffe’s style, why does the professor describe Large Dark Red Leaves on White?
A. To give an example of a painting that was copied from a photograph
B. To give an example of an abstract interpretation of real objects
C. To point out that some of O’Keeffe’s subjects were represented in their natural setting
D. To point out the similarities between O’Keeffe’s works and works of other artists

5.According to the professor, what effect did O’Keeffe expect her paintings to have on viewers?
A. The paintings would create the same personal associations as they did for O’Keeffe.
B. The paintings would make people see ordinary things in a new way.
C. The paintings would mistakenly be seen as photographs.
D. The paintings would inspire an appreciation for nature.

6.Why does the professor say this

A. To emphasize a point that he made earlier about O’Keeffe’s works
B. To emphasize that the student should have observed the painting more closely
C. To indicate that the student’s conclusion about O’Keeffe was not foolish
D. To indicate that he had not understood the student’s point about the painting

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