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Essays on art museum
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Art museums: veiling or overwhelming art? Since the art museum's beginning, the relationship between art and architecture has been a matter of conflict, even the purpose of art museums have varied extremely over the years. Renzo Piano, the 'Master of Museum design' believes that the physical needs of the art are a priority, taking into consideration its most minute details as well. A museum's primary aim is to display original artworks of the artists. Such spaces can display both temporary as well as permanent collections and can also be used to host other artistic activities such as performance art or music concerts. There is a lot of dissatisfaction amongst people, since ostentatious museum architecture tends to distract the viewers from …show more content…
It's exciting exterior with opening and closing wings, the high atrium and outside views of the Lake Michigan doesn't seem to be interfering with the interiors and the moment of appreciation of art, since the two galleries for temporary exhibitions of the new addition are simple, rectangular rooms. But some objection might rise upon its concept that it draws more visitors primarily on the basis of its architectural importance than the artworks. The 'Denver Art Museum' by Daniel Libeskind has succeeded in putting Denver on the cultural and architectural map. It acts as an addition to the main museum. Libeskind is content of his design where no horizontal or vertical lines can be seen on the exterior as well as the interiors, which causes a great discomfort for the artists as well as the curators, since most of its walls are inclined in some way or the other. Thus, it usually distracts the viewers by drawing attention due to its crazy and unusual environment and through the braces that are used to hold the paintings
In Stephen Weil’s essay, he argues “the museum’s role has transformed from one of mastery to one of service” (Weil, 196). According to him, museums have changed their mission from one that cultures the public to one that serves
The purpose of each museum is to educate the public by showing works of art. While the Met has a wider variety to offer the public in terms of styles and periods, the Frick has differently curated collection reflecting Frick’s personal tastes. Despite their differences, both museums are successful in achieving the objectives issued in their mission statements, and both can be visually exhilarating experiences.
The facility was smaller than expected by many on the tour group. However, the tour guide had a very nice explanation to each of the artworks. By visiting the museum to gain the aesthetic experience it has open many people point of views to how they can express his or her self through art.
It is the new decade after the end of world war two and modernism is a well-established practice. Its pioneers and spearheads are prevalent figures looming over the new architects and designers who are trying to make their mark in the shadows of such historically influential people. With new technologies and materials emerging from the world wars the next era of modernism had started to evolved, bringing with it philosophies and ideas which seemed far removed from those of the pioneers of modernism “What emerged in the late 1940s and 1950s was an expanding synthesis of questions utterly removed from the confident statements of the pioneers.”(Spade 1971,10) Two significant buildings were designed in the 50's, both of them for educational institutes and to house students of architecture, there were both designed in completely different styles and methods. The first is Ludwig Mies van der Rohes' Crown Hall, finished in 1956 and designed as a part of a campus master plan for the Illinois Institute of technology in Chicago. Mies' design for Crown Hall is one of his most realised expressio...
Duncan’s (1991) analysis of western museums is defined through the theme of “durable objects” as a criterion to judge the heritage of American and European art as a ritual of the modern state. In this manner western art museums are built like “temples” as a symbolic and figurative representation of greatness of western culture throughout the world: “[They] are more like the traditional ceremonial monuments that museum buildings often emulate—classical temples” (Duncan 90). This interpretation of American/European museums defines a dominant source of cultural heritage that ritualizes
The Metropolitan Museum of Art came about as an idea from Jon Jay in Paris, France in 1866 with the idea of “national institution gallery of art” within the United States. Once this idea was proposed, it was immediately moved forward with his return to the United States. With the help of the Union League Club in NY they began to acquire civic leaders, businessmen, artists, and collectors who aided in the creation of the museum. For over 140 years, the visitors who go here have received everything the mission of the institution states.
With exhibitions of the most thought-provoking art, The Museum of Contemporary Art in Chicago is one of the Nation’s largest facilities devoted to the art of our time (“About the MCA”) . The mission of the MCA is to offer a direct experience to the public of modern day art and living artists. German architect Joseph Paul Kleihues designed the new building with seven times the square feet of its previous facility (“The Building”) . October of 1967 the museum opened its doors to the public for the first time. The Museum of Contemporary Art is a symbol of modern art, culture, and the artist of our time. It is a stepping stone in history and will leave footprints in the heart of Chicago for many generations to come.
One pleasant afternoon, my classmates and I decided to visit the Houston Museum of Fine Arts to begin on our museum assignment in world literature class. According to Houston Museum of Fine Art’s staff, MFAH considers as one of the largest museums in the nation and it contains many variety forms of art with more than several thousand years of unique history. Also, I have never been in a museum in a very long time especially as big as MFAH, and my experience about the museum was unique and pleasant. Although I have observed many great types and forms of art in the museum, there were few that interested me the most.
One of my personal favorite days of this semester was the class trip to the Metropolitan Museum of Art in New York City. It was a long journey to get there, especially with having to walk all the way from Penn Station, but it was a nice day so I couldn’t really complain. Plus, it was worth it because I love museums. The Met is absolutely beautiful, inside and out. I could not believe how big it was and how many galleries there actually were. I can’t wait to go back and see all of them! Our trip mostly focused upon Greek and Roman art, and I found it to be thoroughly interesting. There was so much to look at that I didn’t know where to start. I was in amazement at all of the pieces and the fascinating stories behind them. The two pieces that sparked my interest the most were the marble sarcophagus depicting the myth of Selene and Endymion and the Etruscan bronze chariot.
The “superstar” museum gained this status by considering every important detail during its establishment and initial phases of conversion from royal palace to museum (Gombault, 2002). As the purpose of the building changed, each room addressed new functions with new requirements. Although the function of the Louvre is different from the building’s original intention, the building is still appears dignified and important enough to display priceless artifacts and painting (Steffensen-Bruce, 1998). This consideration was applied in designing the Met. The Met looked towards the South Kensington Museum (Victoria and Albert) and the “ideal role model” due to its extensive collections and international reputation (Heckscher, 1995). The Met found itself in a similar situation to the South Kensington, because it did not have a building or a collection to start with (Heckscher, 1995). When designing museums, architects strived to create monuments that “prepare and educate the mind of the visitor (Steffensen-Bruce, 1998).” Education is an essential function of a museum. Acquiring, preserving, and properly displaying materials, permits a museum to fulfill this duty (Steffensen-Bruce, 1998). For instance, lighting is a factor that affects the manner in which artwork is viewed and can be properly appreciated. When determining the proper lighting for the Louvre, Comte d’Angiviller, strongly believed that natural, overhead lighting was the most effective solution (McClellan, 1994, p. 72). The same determination impacted the decision to add skylights at the Met. During the initial phase, architects Vaux and Mould, added skylights to the upper floor, and windows to the lower floor that provided a natural light solution (Heckscher, 1995). Additionally, glass-roofed courtyards provided “unimpeded light” for displaying
Architecture is the manifestation of many intangibles. The museums in Ontario such as the Royal Ontario Museum (the ROM) and the Art Gallery of Ontario (the AGO), both illustrate many intangible force – the vision of the architects, the ambition and hope of the clients, as well as the resolve of the community, etc. These two representatives of Ontario public institutions have both gone through transformation from the classic style to the contemporary one.
The Importance of Arts Education Jane Alexander, Chairman of the National Endowment for the Arts (NEA), once said, “Many children are missing out on something which gives their education context, gives their lives depth and meaning, and prepares them to be the future workforce.” This “something” that she spoke of is music and art education. Unfortunately, she is entirely correct. We are currently seeing a dramatic cut in arts education curriculum in our public schools due to the limited amount of time and funding. In many cases, budget cutbacks mean arts education cutbacks.
Art education is often underestimated by many who believe that school was created to teach only analytical concepts such as mathematics and literature. However, research has shown that art courses are important, even necessary for students in elementary, middle, and high schools. These art classes may include not only visual arts but performing arts such as dance, theatre and choir. Barbara Streisand said, “Art does not exist only to entertain, but also to challenge one to think, to provoke, even to disturb, in a constant search for the truth,” (Quotations). Streisand points out that there are multiple benefits to art whether it be painted by a brush or sung from the heart. Art has the ability to allow people to see situations from different points of view not merely to look beautiful as decoration. Those who believe that art education is unimportant are simply ignorant to the benefits that involvement in the arts holds for not just the individual but for society in general. While some in society may not recognize the immediate results. Art education is beneficial to students in primary and secondary schools.
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.
Throughout the ages art has played a crucial role in life. Art is universal and because art is everywhere, we experience it on a daily basis. From the houses we live in (architecture) to the movies we see (theatre) to the books that we read (literature). Even in ancient culture art has played a crucial role. In prehistoric times cave dwellers drew on the wall of caves to record history. In biblical times paintings recorded the life and death of Christ. Throughout time art has recorded history. Most art is created for a specific reason or purpose, it has a way of expressing ideas and beliefs, and it can record the experiences of all people.