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Recommended: How you define art
Throughout the cultural history of man, objects have been created to entertain, record, confront, enrich, clarify, communicate, reveal, to order and disorder, with or without a purpose. Yet the definition of what is art is obscure, we are able to recognise for ourselves but not express concisely what art is. Art has ‘a complicated network of overlapping series of similarities’ (Law, 2003) however there is not one feature that all art has in common. The classification of Art does not fit into the classic logic argument where to be defined as art the object must have a stated characteristic, as in the manner of classifying a dog, computer, house or boat. A dog is a dog because it has some but not all of the characteristics of A, B, C, D, E, F, or G, A)a dog is a mammal, B)a dog is in the species canis familiaris, C)a dog has 4 legs, D)a dog has 2 eyes, E)a dog has skin, F)a dog barks, G)a dog has a fur or hair covering of some type, whereby a basenji does not bark, but is a mammal, in the species canis familiaris, has 4 legs, 2 eyes, skin and a hair covering so is therefore a dog. Similarly to be in the category of boat, some but not all of the following characteristics need to be met, the object has the ability to float on a body of water, has a means of propulsion, (motor, sails, oars), is constructed, is a vehicle, a boat may have many kinds, yacht, canoe, ocean liner, toy sailboat, but all kinds are classifiable into a category, boat. The logic rule is an A is a B because it has C, D, E, F; and is equally logically applicable to a dog, computer, house or boat. Art has many kinds without being able to classify the groups into one generalized category of ‘Art’, this inability to classify the category, becomes one of ... ... middle of paper ... ...a subjective experience and becomes - art is art because I believe it to be art. Within a classroom setting I would use a stimulus activity of going on an excursion to the state art gallery, local art gallery, or walk in the community to public art sites. In a gallery setting, I would seek to have the students be still and observe their own choice of work, and record their feelings, then comment about what the artist was saying to them through the work. Additionally and if the excursion was unachievable, I would show art on the interactive whiteboard with discussion and journalled responses to chosen pieces, exploring – What does that make you think of? How does that make you feel? Have you seen anything like that before? The benefit of the slide show is that the rules of the art gallery do not have to be followed and we can discuss the work freely.
What does the work consist of? Who authored it, and how? What is it based on, and how does it relate? What is it, and what will become of it? The answers to these questions, collectively, form an important response to a bigger question: What is art? What does it mean to describe a piece as “a work of art”?
Art can mean many different things to many different people and was one of the earliest ways in which man has expressed him or herself to others, whether it was through cave drawings or hieroglyphics. It does not begin or end with just drawing or painting, items typically considered art, or the many other recognized facets of art including architecture, drama, literature, sculpting, and music. My research is based on Vincent van Gogh art, and two art paintings that I choose to study is The Starry Night, 1889, and the second art is The Sower 1888. Vincent van Gogh’s is known for Impressionism, that occurs to us in these times, much more to affirm close links with tradition, and to represent
Most of the time when we think about a piece of art, we believe a single person such as an artist, constructed it. After all, the artist is the person who painted, wrote, sang, shot, or organized the piece of art, don’t they deserve all the credit? In this essay, I argue that art is better and less problematic when the process of making it involves the opinions of many types of people. I am able to do so by analyzing Audre Lorde’s article, The Master's Tools Will Never Dismantle the Master's House, and applying her concepts to my own art pieces.
Unlike science, art is subjective. The artist leaves behind a part of himself in his work. Therefore, each piece has its own distinct perspective. Frida Kahlo’s self-portraits show her view on her life, on how she has faced so many struggles, yet managed to be a strong person. When we see or hear or read an artistic creation, it produces a mood such as calm or loud, fear or safety. For example, the Eiffel Tower gives Paris a majestic awe; everyone who passes by feels the strength of the 113-year-old grand structure. Art also has a texture. Photographs reveal much through their textures; grainy surfaces often make the picture more realistic while smooth ones seem softer. When we hear a piece of music or see a film, a rhythm carries us from one part to another. Not just true for these two genres, rhythm is present in any artistic work. These few properties are characteristic of everything we encounter in the world of art, the world of human expression. Most have other special features also. Most of the time, though, we do not think about these characteristics because we do not have enough time to pay attention to anything for more than a few seconds.
AA theory by Clive Bell suggests the pinpoints the exact characteristic which makes a work true art. According to Bell, an artwork must produce “aesthetic emotion” (365). This aesthetic emotion is drawn from the form and formality of an artwork rather than whether or not it is aesthetically pleasing or how well it imitates what it is trying to depict. The relation of objects to each other, the colors used, and the qualities of the lines are seemingly more important than what emotion or idea the artwork is trying to provoke. Regardless of whether or not the artwork is a true imitation of certain emotions, ideals, or images, it cannot be true art unless it conjures this aesthetic emotion related to formality (367).
Over the years many artists and art historians, such as Giorgio Vasari, Pablo Picasso, Paul Rand and Marcel Duchamp, have explored the definition of art. This essay will look at the opinions of these individuals and explore the concept of art by looking at various art movements, such as Dadaism and Cubism, which have influenced the definition of art, as we know it today. In this essay, I will also discuss the two elements of art; form and content, as well as how they are key to any discussion about what makes “good art” and “bad art”.
For over two thousand years, various philosophers have questioned the influence of art in our society. They have used abstract reasoning, human emotions, and logic to go beyond this world in the search for answers about arts' existence. For philosophers, art was not viewed for its own beauty, but rather for the question of how art and artists can help make our society more stable for the next generation. Plato, a Greek philosopher who lived during 420-348 B.C. in Athens, and Aristotle, Plato’s student who argued against his beliefs, have no exceptions to the steps they had to take in order to understand the purpose of art and artists. Though these two philosophers made marvelous discoveries about the existence of art, artists, and aesthetic experience, Plato has made his works more controversial than Aristotle.
Today most art education programs are made up of four components. One of these components is art aesthetics. Aesthetics is the study of the nature of a piece of artwork. It analyzes the work by asking specific questions regarding the artist and the piece. The viewer becomes the judge in a sense. It tries to discover what the artwork might be representing. They could also ask what type of emotion the artist was trying to convey in their work. The viewer also takes part in analyzing the physical aspects and characteristics of the work. It focuses on the use of color, sequence and synchrony of an artwork. It notes the artist’s craftsmanship, artistic ability and proficiency in technique (Hoffman 1999).
The beauty of a portrait, the adventure of a saga, the delicacy of a porcelain vase, the emotion of a symphony – all forms of art, all forms of expression. Art, as Oscar Wilde explains it, is the “most intense mode of individualism that the world has ever known” (Wilde, The Soul of a Man Under Socialism). Art allows one to express themselves through a thousand mediums, using all five senses. It allows words that are not meant to be spoken, to be expressed, and ideas not meant to be thought, imagined. Perhaps the most prevalent form of art in today's society is literature, as is the most direct form of art.
Man has long created art, this much is certain. However, man has never ultimately defined art. There are so many things which qualify as art and as many qualities to each piece that trying to find answers only seems result in more questions. The formalist theory of art, as present by Clive Bell, makes an attempt at defining art and answering many of these questions. Below is a discussion of the formalist theory; its definition, its strengths, and its weaknesses as evidenced by the work of Clive Bell.
So to answer the question you need to think what is art? To me art is a form of representing a person’s ideas which can be in any form of media whether it be a painting, a film, or a song, a novel or a photograph. For it to be classed as art though it must provoke emotion or thought and show signs of creativity.
Art is not useless as Oscar Wilde stated; nor is it the death of logic by emotion as Plato supposed. Art is an activist trying to inform and shape the social consciousness. Art by nature is critical and questions how the world is perceived. These questions are pivotal in creating change within society. The Armory Show, a major turning point in American art, for example, was inspired by shifting perceptions of the aesthetic and a stirring toward modernity. The Armory Show was an artistic rebellion against the juries, prizes, and restricted exhibitions that excluded unacademic and yet t...
Art is not confined only to paintings or drawings. It can also be dancing, writing and music. Since, the range of art is very large, it brings up the question if anyone can be an artist. There are no restrictions on who can be an arti...
Art is an expressive form of creativity and expression. Art involves the basic elements and principles that aid to form paintings, sculptures, and other forms of artwork.
views as to what art is; and as they say, beauty is in the eye of the