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    Art And Aesthetics Essay (1790 words)

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    If you love Bottling, you will be able to recognize the theme he hoses for each painting and which symbols and figures he uses most often during the Renaissance. Combining exposure to art history with the desire to foster art appreciation in others represents a happy medium. The art teacher or art historian can inspire you with a survey of the many time periods in art history. For example, you can become a huge fan of the Renaissance because, like the French, Dutch, Italian, and Spanish masters, you share the same desire to reconcile humanism with human religion.

    Art history requires you to study and describe what you see in terms to the design elements to line, shape, color, value, and texture. Once you write a response to one work of art, you can compare it to another work of art. An alternative is to make comparisons and contrasts between artists and their artistic works with the mind’s eye. As you explore the fascinating world of art, a beautiful collection of thousands of years of human experience, you will want to travel farther from your home to see works of art in person.

    In this dissertation we have introduce the discipline of art history in such a manner that is suitable in foundation for the development and planning programmer for young students. We are neither dressing this dissertation to professionals nor a general public, but specifically art teacher or art educationist. We have written as an educator, who is concerned with open mind and promoting independent thoughts. In this dissertation, we give useful advice on what may be appropriate for different age levels. Student should learn about art history but primarily they should be taught how to use disciplines to deepen their aesthetic sense.

    It may not important that student children be able to distinguish one art discipline, from another, but those who develop the curriculum should be able to do so. They should have knowledge about art history and their discipline. We frame short definition and thoughtful suggestions about how art history can inform instruction in each of the other disciplines. We have provide several practical examples of lesson plan, some concept and categories that can help art teacher to organism the thinking and teaching of art history.

    This book documents some of the changes that have occurred in the teaching of art history in the last decade. It provides both a history and an analysis of the increasing number of computer-based tools now at the disposal of art historians. It was prompted by the earth not only of readily accessible information about teaching art history with new technologies. Art is the process or product of deliberately arranging elements in a way that appeals to the senses or emotions. It encompasses a diverse range of human activities, creations, and modes of expression, including music and literature.

    The meaning of art is explored in a branch of philosophy known as Aesthetics. The definition and evaluation of art has become especially problematic since the early 20th century. Richard Hellhole distinguishes three approaches: the Realist, whereby esthetics quality is an absolute value independent of any human view; the Objectivism, whereby it is also an absolute value, but is dependent on general human experience; and the Relativist position, whereby it is not an absolute value, but depends on, and varies with, the human experience of different humans.

    An object may be characterized by the intentions, or lack thereof, of its creator, regardless of its apparent purpose. A cup, which ostensibly can be used as a container, may be considered art if intended solely as an ornament, while a painting may be deemed CRA it mass-produced. Traditionally, the term art was used to rater to any skill or mastery. This conception changed during the Romantic period, when art came to be seen as “a special faculty of the human mind to be classified with religion and science”. Generally, art is made with the intention of stimulating thoughts and emotions.

    The nature of art has been described by Richard Hellhole as “one of the most elusive of the traditional problems of human culture”. It has been defined as a vehicle for the expression or communication of emotions and ideas, a means for exploring and appreciating formal elements for their own sake, and as mimesis or presentation. Leo Tolstoy identified art as a use of indirect means to communicate from one person to another. Benefited Crock and R. G. Cowlings advanced the idealist view that art expresses emotions, and that the work of art therefore essentially exists in the mind of the creator.

    The theory of art as form has its roots in the philosophy of Emmanuel Kant, and was developed in the early twentieth century by Roger Fry and Clive Bell. Art as mimesis or representation has deep roots in the philosophy of Aristotle. The arts engage all students in education, from those who are already considered successful and are in need of greater challenges, to those who would otherwise remain disconnected and be at risk of not being able to realize their own potential for success.

    Through exercising their imaginations, the arts help students to make new connections, transcend previous limitations and think ‘outside of the box’. Expression in the arts helps students to develop cognitive and physical skills. The arts provide an avenue for students to be able to express themselves and connect with their peers through personal growth and cooperative learning experiences. The arts are a strong motivator for students to develop self-discipline and social skills. The arts encourage self-directed learning, helping to develop the capacity of students to strive for greater success.

    Each art form brings special ways of perceiving the world and mentally organizing and retrieving information, utilizing critical thinking and problem solving skills. The arts help to transform the school environment to one of discovery and learning, breaking down barriers between disciplines and improving the conditions of learning. The arts give students the opportunity to represent what hey have learned, thus achieving greater comprehension and retention of the material being covered. Art criticism helps students develop observation, analysis, interpretation and evaluation skills that can be transferred to other areas of study.

    The arts are essential to an understanding of personal, local, national and global cultures, past and present. Strong, sequential arts education programs in schools promote cultural literacy in our society. The arts help to provide experiences for students to continue to become lifelong learners after they reach adulthood, creating awareness that learning is a never-ending process. Education in the arts helps students to acquire those skills that will be essential to their being successful in the new millennium. Why Are the Arts Important?

    They are languages that all people speak that cut across racial, cultural, social, educational, and economic barriers and enhance cultural appreciation and They are symbol systems as important as letters and numbers. They awareness. Integrate mind, body, and spirit. They provide opportunities for self-expression, bringing the inner world into the outer world of concrete reality. They offer the avenue to “flow states” and peak experiences. They create a seamless connection between motivation, instruction, assessment, and practical application–leading to deep understanding.

    They are an opportunity to experience processes from beginning to end. They develop both independence and collaboration. They provide immediate feedback and opportunities for reflection. They make it possible to use personal strengths in meaningful ways and to bridge into understanding sometimes difficult abstractions through these strengths. They merge the learning of process and content. They improve academic achievement enhancing test scores, attitudes, social skills, radical and creative thinking. They exercise and develop higher order thinking skills including analysis, synthesis, evaluation, and “problem-finding. They are essential components of any alternative assessment program. They provide the means for every student to learn. It is the area of learning that is based upon the visual, tangible artsРІР?”drawing, painting, sculpture, and design in Jewelry, pottery, weaving, fabrics, etc and design applied to more practical fields such as commercial graphics and home furnishings. Historically art was taught in Europe via the atelier Method system where artists’ took n apprentices who learned their trade in much the same way as any guild such as the Masons It (stonemasons or goldsmiths etc).

    The first art schools were established in BBC Greece as mentioned by Plato. During the Renaissance formal training took place in art studios. Historically, design has had some precedence over the fine arts with schools of design being established all over Europe in the 18th century. Education in art takes place across the life-span. Children, youth, and adults learn about art in community based institutions and organizations such as museums, local arts agencies, recreation centers, places of worship, social service agencies, and prisons among many other possible venues.

    Within art schools “visual arts education” encompasses all the visual and performing arts delivered in a standards- based, sequential approach by a qualified instructor as part of the core curriculum. Its core is the study of inseparable artistic and aesthetic experience and learning. There are thousands of arts education curricular models or models for arts or arts- based professional development for teachers that schools and community organizations use. It can be asserted however that the core discipline of all art education is the practice of drawing, a model which has existed since the Renaissance.

    This is an empirical activity which involves seeing, interpreting and Discovering appropriate marks to reproduce observed phenomena. It can be asserted that other art activities involve imaginative interpretation. Here are three prominent models: A scaffold model divided into “Creative-productive, Cultural- Historical and Critical-Responsive” components in Canada In the U. S. A. , Discipline Based Art Education covers the same content in terms to tour melds; Aesthetics, Criticism, History and Studio Practices In the I-J the art curriculum is prescribed by the government’s National Curriculum.

    In most systems, “criticism” is understood to be criteria-based-analysis established on acknowledged elements of composition and principles of design which often vary in their verbal articulation, between the different art discipline forms (applied, fine, performing, & etc. ) and their many schools. Other art educational systems include the study of Aesthetics, ontology, semantics, studio praxis (empirical investigation) and phenomenology. There is no set art education curriculum content – it is a process of continual often acrimonious cultural negotiation.

    Some studies show that strong art education programs have demonstrated increased student performance in other academic areas, due to art activities’ exercising their brains’ right hemispheres and demoralizing their thinking [1]. Also see Betty Edwards’ Drawing on the Right Side of the Brain. This view whilst popular among practitioners is of dubious empirical validity. Support for art education, however, varies greatly between communities and between schools in various cultures. Art education is not limited to formal educational institutions.

    This essay was written by a fellow student. You may use it as a guide or sample for writing your own paper, but remember to cite it correctly. Don’t submit it as your own as it will be considered plagiarism.

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