Art colleges and universities with an art department use a variety of methods for teaching a foundation course. Students receiving a visual arts bachelor degree have increased to almost double in nine years. In recent years there have been more art specialty programs such as video gaming and textile. Due to this, there has been a rise on the question of what are the common elements of an educational foundation? If so how can it effectively be placed in the student’s curriculum? Majority of the way a foundation class created is by the economics of the college. Art departments in private colleges depend on tuition revenue to survive while in public universities, state legislators can decide how to fund the department. By having students who tend …show more content…
W.A.R.P. initially focused on the ideas of the Bauhaus curriculum by using the concept of drawing and organizational design skills with a basic of art history and performance, digital media, and installation. When the program first began the teachers noticed that the undergraduate students had been focused more on conceptually based work rather than the conceptual content. With the use of this foundation course, the students are learning more about theoretical thinking by going to lectures, having class discussions, considering political, social and historical context into their works and the works of the late contemporary artist. Theoretical thinking will help them understand the critical motives of what they are trying to portray in their work rather than being submissive. This course has shown that students in a foundation level can grasp concerns in theory and contemporary art and be able to utilize them in their …show more content…
He uses examples from multiple schools on how they face the problems of the arts becoming more digitalized, students who aren’t interested in the art taking courses, students choosing other career paths outside of art and the funding the college receives. The use of W.A.R.P. as a foundation course at the University of Florida can offer students new ways of using theoretical thinking into their works. The professors provide the students basic knowledge of art history, lectures on numerous of theories such as philosophy, and projects that will help the student comprehend what conceptual artists were theorizing in their work. The students then use these methods on understanding how to use content into their
Paul Duncum initially graduated college with a degree in graphic design in 1970, from Sydney Technical College. In 1974 he returned back to school and began work on his B.A. at the Flinders University of South Australia, in Art history and theory, which he completed in 1977. Duncum also received his graduate diploma from Adelaide College of Arts and Education in art education in 1979. According to the University of Illinois at Urbana Champaign, he then went back to Flinders University in 1981 to being working to get his P.h.d in Art Education. During this time he was also teaching high school art and design. (University of Illinois at Urbana Champaign, 2003) Paul Duncum then started his current career as a college lecturer and professor. His first lecturing position was at the Brisbane College of Advanced Education in the visual arts curriculum. A year later he moved on the Central Queensland University as a senior lecturer in the visual arts curriculum. In 1...
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”?
Though people can look into color and composition, others can still even look into the source of the art itself. Cole goes deeper, delving into the source of the art, looking in particular into the idea of cultural appropriation and the view a person can give others. Though it is good for people to be exposed to different opinions of a group or an object, sometimes people can find it difficult to tell the difference between the reality and the art itself. Sometimes art can be so powerful that its message stays and impacts its audience to the point where the viewer’s image of the subject of the art changes entirely. Cole brings up an important question about art, however. Art has become some kind of media for spreading awareness and even wisdom at times, but in reality, “there is also the question of what the photograph is for, what role it plays within the economic circulation of images” (973). Cole might even be implying that Nussbaum’s advertisement can sometimes be the point of some media, and that sometimes the different genres of art can just be to make someone with a particular interest happy. One more point that Cole makes is that “[a]rt is always difficult, but it is especially difficult when it comes to telling other people’s stories.” (974) Truthfully, awareness and other like-concepts are difficult to keep going when a person or a group is not directly involved.
...ent of art education in America. Especially because the United States is comparatively a young nation, it is crucial that we examine our practices and what influenced the development of these practices. Through the work of scholars such as Efland and Smith, it becomes increasingly clear, that the path of art education through America’s past is complex and evolving. Most importantly, it is through their research that we come to understand that the current state of art education, including its strengths and its flaws, can be traced to the events of the past that shaped it.
My goal for this paper is to give a practical critique and defense of what I have learned in my time as a Studio Art Major. During my time here I have learned that Pensacola Christian college’s definition of art “art is the organized visual expression of ideas or feelings” and the four parts of Biblosophy: cannon, communication, client, and creativity. Along with Biblosophy I have studied Dr. Frances Schaeffer 's criteria for art, seeing how the technical, and the major and minor messages in artwork. All of these principles are great but they do need to be refined.
The American Academy of Art possesses an interesting background. Frank Young Sr. dreamt of creating a school that would “provide the best instructors, attract the best students, and neglect nothing that will help them to build successful careers.” In 1923, Young decided to turn his dreams into reality, thus creating The American Academy of Art (AAA). The school was originally designed as a school to offer Associate's Degrees in commercial arts, but with the help of the current owner and president of AAA, Richard H. Otto, the ‘Bachelor of Fine Arts Program’ was established in 1992 (“About the Academy”).
In education today, art studies are not often viewed as a priority for students and they very frequently get cut from school’s curriculum due to a lack of proper funding. Howeve...
Doctor Feldman teaches that art needs to be meaningful and art students must connect to the information presented, then be able to use it as an experience. Then students can use the experience to create a path to transform the idea into a work of art. He presented that art teachers could show students that life and art are connected and that one could inspire the other. He insisted on educating students in art appreciation through critiques and developed the four-step critique method. In the fi...
Engaging in Collaborative Partnerships within Communities and Museums In an ideal situation, arts teachers should be able to collaborate with their community’s members, local universities, and museums to enrich the curriculum. Living in small rural Iowa does not leave many options in this area. The closest college or university with an art department is over an hour away, and the closet art museum of any note is another half hour further. Carroll’s location leaves little chance of partnering with academic or creative institutions to help students build their creative nature.
In today’s society anything can be considered “Art”. From the great sounds of a symphony, to the architecture of a modern structure, or even an elephant painting with its trunk, art is what the viewer perceives it to be. Individuals will always agree or disagree with the message behind a certain piece of art, as pieces can be offensive to some, but beautiful to others. Some argue that funding the arts in school is a waste of money, time, or a combination of both, but the benefits outweigh the negatives by far, due to a variety of reasons.
The. Theories of Contemporary Art. Englewood Cliffs: Prentice-Hall, 1985. Kotz, Mary Lynn. Rauschenberg/Art and Life. New York:
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).
When I was in high school, I was very involved in the arts. I took a band, choir and two years of visual art. During the years of high school, I knew that the fees for the art courses cost much more than other electives at my school. I also observed that the school focused more on their athletic and academics programs, than on their art programs. We had many fundraisers to raise more money for the art programs even after paying an already expensive fee to takes these electives. Schools are neglecting the visual arts programs and placing all of their money and focus on academics and athletics programs. I propose a balance between the arts, academics, and the athletics.
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 classes throughout kindergarten and up to my junior year in college have taught me so much about expression, performance and making a statement. Learning and practicing art introduces a new way of processing information, and approaching problems. In my