All Art Education

The visual arts are art forms that focus on the creation of works which are primarily visual in nature, such as painting, photography, printmaking, and filmmaking. Those that involve three-dimensional objects, such as sculpture and architecture, are called plastic arts. Many artistic disciplines (performing arts, language arts, textile arts, and culinary arts) involve aspects of the visual arts as well as other types, so these definitions are not strict.

The current usage of the term "visual arts" includes fine arts as well as crafts, but this was not always the case. Before the Arts and Crafts movement in Britain and elsewhere at the turn of the 20th century, "visual artist" referred to a person working in the fine arts (such as painting, sculpture, or printmaking) and not the handicraft, craft, or applied art disciplines. The distinction was emphasized by artists of the Arts and Crafts movement who valued vernacular art forms as much as high forms. The movement contrasted with modernists who sought to withhold the high arts from the masses by keeping them esoteric.[citation needed] Art schools made a distinction between the fine arts and the crafts in such a way that a craftsperson could not be considered a practitioner of art.

Drawing
Drawing is a means of making an image, using any of a wide variety of tools and techniques. It generally involves making marks on a surface by applying pressure from a tool, or moving a tool across a surface using dry media such as graphite pencils, pen and ink, inked brushes, wax color pencils, crayons, charcoals, pastels, and markers. Digital tools which simulate the effects of these are also used. The main techniques used in drawing are: line drawing, hatching, crosshatching, random hatching, scribbling, stippling, and blending. An artist who excels in drawing is referred to as a draftsman or draughtsman".

Painting
Painting taken literally is the practice of applying pigment suspended in a carrier (or medium) and a binding agent (a glue) to a surface (support) such as paper, canvas or a wall. However, when used in an artistic sense it means the use of this activity in combination with drawing, composition and other aesthetic considerations in order to manifest the expressive and conceptual intention of the practitioner. Painting is also used to express spiritual motifs and ideas; sites of this kind of painting range from artwork depicting mythological figures on pottery to The Sistine Chapel to the human body itself.

Printmaking
Printmaking is creating for artistic purposes an image on a matrix which is then transferred to a two-dimensional (flat) surface by means of ink (or another form of pigmentation). Except in the case of a monotype, the same matrix can be used to produce many examples of the print. Historically, the major techniques (also called media) involved are woodcut, line engraving, etching, lithography, and screenprinting (serigraphy, silkscreening) but there are many others, including modern digital techniques. Normally the surface upon which the print is printed is paper, but there are exceptions, from cloth and vellum to modern materials. Prints in the Western tradition produced before about 1830 are known as old master prints. There are other major printmaking traditions, especially that of Japan (ukiyo-e).

Photography
Photography is the process of making pictures by means of the action of light. Light patterns reflected or emitted from objects are recorded onto a sensitive medium or storage chip through a timed exposure. The process is done through mechanical, chemical or digital devices known as cameras.

The word comes from the Greek words φως phos ("light"), and γραφις graphis ("stylus", "paintbrush") or γραφη graphê, together meaning "drawing with light" or "representation by means of lines" or "drawing." Traditionally, the product of photography has been called a photograph. The term photo is an abbreviation; many people also call them pictures. In digital photography, the term image has begun to replace photograph. (The term image is traditional in geometric optics.)

Filmmaking
Filmmaking is the process of making a motion-picture, from an initial conception and research, through scriptwriting, shooting and recording, animation or other special effects, editing, sound and music work and finally distribution to an audience; it refers broadly to the creation of all types of films, embracing documentary, strains of theatre and literature in film, and poetic or experimental practices, and is often used to refer to video-based processes as well.

Computer art
Visual artists are no longer limited to traditional art media. Computers may enhance visual art from ease of rendering or capturing, to editing, to exploring multiple compositions, to printing (including 3D printing.)

Computer art is any art in which computers played a role in production or display of the artwork. Such art can be an image, sound, animation, video, CD-ROM, DVD-ROM, videogame, web site, algorithm, performance or gallery installation. Many traditional disciplines are now integrating digital technologies and, as a result, the lines between traditional works of art and new media works created using computers has been blurred. For instance, an artist may combine traditional painting with algorithm art and other digital techniques. As a result, defining computer art by its end product can thus be difficult. Nevertheless, this type of art is beginning to appear in art museum exhibits.

Computer usage has blurred the distinctions between illustrators, photographers, photo editors, 3-D modelers, and handicraft artists. Sophisticated rendering and editing software has led to multi-skilled image developers. Photographers may become digital artists. Illustrators may become animators. Handicraft may be computer-aided or use computer generated imagery as a template. Computer clip art usage has also made the clear distinction between visual arts and page layout less obvious due to the easy access and editing of clip art in the process of paginating a document, especially to the unskilled observer.

Source: Wikipedia

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What does art education do for the individual and for society? Why do we teach art? How does art contribute to education at all levels? There are many good answers to these questions, but three stand out as crucial in today’s social and economic climate. We believe that art—and therefore art education—means three things that everyone wants and needs.

Art Means Work
Beyond the qualities of creativity, self-expression, and communication, art is a type of work. This is what art has been from the beginning. This is what art is from childhood to old age. Through art, our students learn the meaning of joy of work—work done to the best of one’s ability, for its own sake, for the satisfaction of a job well done. There is a desperate need in our society for a revival of the idea of good work: work for personal fulfillment; work for social recognition; work for economic development. Work is one of the noblest expressions of the human spirit, and art is the visible evidence of work carried to the highest possible level. Today we hear much about productivity and workmanship. Both of these ideals are strengthened each time we commit ourselves to the endeavor of art. We are dedicated to the idea that art is the best way for every young person to learn the value of work.

Art Means Language
Art is a language of visual images that everyone must learn to read. In art classes, we make visual images, and we study images. Increasingly, these images affect our needs, our daily behavior, our hopes, our opinions, and our ultimate ideals. That is why the individual who cannot understand or read images is incompletely educated. Complete literacy includes the ability to understand, respond to, and talk about visual images. Therefore, to carry out its total mission, art education stimulates language—spoken and written—about visual images. As art teachers we work continuously on the development of critical skills. This is our way of encouraging linguistic skills. By teaching pupils to describe, analyze, and interpret visual images, we enhance their powers of verbal expression. That is no educational frill.

Art Means Values
You cannot touch art without touching values: values about home and family, work and play, the individual and society, nature and the environment, war and peace, beauty and ugliness, violence and love. The great art of the past and the present deals with these durable human concerns. As art teachers we do not indoctrinate. But when we study the art of many lands and peoples, we expose our students to the expression of a wide range of human values and concerns. We sensitize students to the fact that values shape all human efforts, and that visual images can affect their personal value choices. All of them should be given the opportunity to see how art can express the highest aspirations of the human spirit. From that foundation we believe they will be in a better position to choose what is right and good.

We in the National Art Education Association are committed to this three-part statement about the importance of art instruction for America’s children. Our specific recommendations for school art programs are set forth in Purposes, Principles, and Standards for School Art Programs and in Design Standards for School Art Facilities. In addition, our various publications describe in detail the views of leading art educators about the issues confronting the art teaching profession.

Source: The National Art Education Association

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Art school
Art school is a colloquial term for any educational institution (whether elementary, secondary, post-secondary/undergraduate, or graduate/postgraduate) with a primary focus on the visual arts, especially graphic design, illustration, painting, photography, and sculpture.They are distinguished from larger institutions which may also offer majors or degrees in the visual arts, but only as one part of a broad-based range of programs (such as the liberal arts and sciences). France's École des Beaux-Arts is perhaps the first model for such organized instruction, breaking with a tradition of master/apprentice instruction. If accredited as a college, most art schools grant a Bachelor of Fine Arts, or a Fine Art B.A. in the United Kingdom, and perhaps other degrees.

Art school culture
Art school culture has been portrayed in media such as Art School Confidential and Six Feet Under and may have existed in the past. However, this current portrayal could be classified as a stereotype. In contradiction to that stereotype, professional art and design education accredited by National Association of Schools of Art and Design or offered by members of Association of Independent Colleges of Art and Design requires their institutions to have rigorous liberal arts and general education requirements so that students receive an authentic college or university degree.

Source: Wikipedia

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Art education
Art education is the area of learning that is based upon the visual, tangible arts—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 on apprentices who learned their trade in much the same way as any guild such as the Masons (stonemasons or goldsmiths etc). The first art schools were established in 400BC 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.

Approaches
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 an observed phenomena. It can be asserted that other art activities involve imaginative interpretation.[citation needed] Here are three prominent models:

• A sixfold 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 of four fields; Aesthetics, Criticism, History and Studio Practices


• In the UK 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 delateralizing their thinking [1]. Also see Betty Edwards' Drawing on the Right Side of the Brain. This view whilst poplar among practitioners is of dubious empirical validity.[citation needed] Support for art education, however, varies greatly between communities and between schools in various cultures.

Art education is not limited to formal educational institutions. Some professional artists specialize in private or semi-private instruction in their own studios. One form of this teaching style is the Atelier Method. Another is an artist apprenticeship in which the student learns from a professional artist while assisting the artist with their work.

Art education researchers
A number of other famous world contributors to art education academic theory include Cizek, Tom Hudson, Professor Louis Arnaud Reid, Peter Abbs, Professor Brain Allison, Rhasheed Araeen, David Aspin, Maurice Barratt, Edward De Bono, Martin Buber, David Best, Michael Buchanan, Ken Baynes, T. J. Clark, Robert Clements, R. G. Collingwood, Arthur Danto, Eliot Eisner, Edmund Burke Feldman, Hal Foster, Christopher Frayling, Michael Fried, Peter Fuller, Howard Gardner, Nelson Goodman, Clement Greenberg, Professor PH Hirst, Arthur Hughes, Rosalind Krauss, Suzanne Langer, F. R. Leavis, Victor Lowenfield, Jean-Francois Lyotard, Linda Nochlin, Griselda Pollock, John Ruskin, Phillida Salmon, Roger Scruton, Brandon Taylor, Rod Taylor, David Thistlewood, Ludwig Wittgenstein, and Richard Wollheim.

Source: Wikipedia

Labels: Archive, Art Education

Project All Art Education started.
Now you can find the all information about Art Education on one site. If you wish to become a designer, artist, illustrator, painter this site is for you. You find here all education institutions (schools, colleges, universities, academies, institutes et al.). There will be the information about the home study, distance education, online education on pages of our project. There will be articles and books for people who want to get self study.

Designers, artists, illustrations and painters can learn about art trainings, master classes, tutorings et al. to raise the qualification and to improve knowledge.

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