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Essay on art in society
Essay on art in society
Essay on art in society
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Free Flowing Creativity is an Octopus In Berry’s Work “Two Questions,” she recounts two questions, “is this good,” and “does this suck?” This dichotomy nearly destroyed her ability to do art because she began to see each piece she created as a judgment on her worth as an artist and a human being. This theme of struggle between oneself and society and the search of approval from the world is reflected throughout the piece in an almost chaotic and free expression. Barry declares that she could never truly express herself when she asked herself these two questions. She said, “The Two Questions held that part of me hostage” (175). After much consideration, she finally took the leap and let her creative mind do the work. She started drawing and whatever came to her mind she would put down on the paper, even if it didn’t even make sense. Barry finally ends the visual tale saying that, “To be able to stand not knowing long enough to let something alive take shape! Without the two questions so much is possible. To all the kids who quit drawing… Come Back!” Here, Barry refers to the...
a. What points does Berry make in part V of his address that provide insight into the subject of Christian aesthetics?
In the first image on the left, a man is kissing a lady; the artistic way of expression can be interrupted as disrespectful or offensive. Her work has had a lot of criticism as there is too much sexuality featured. For example, the boy and the girl on the cliff having oral sex. Nevertheless, she doesn’t shy away from controversial topics of racism, gender,and sexuality in her paper -cut silhouette.
In the essay “Thought” by Louis H. Sullivan, he states that people don’t always need words just to communicate. There are several ways that individuals are able to communicate without words, they can express themselves by gestures and facial features, like explaining themselves to others. Sullivan believes that both thinking and creative thinking are better without words and that the minds is always working; therefore, it does not have time to place words together. In order to think clearly they must use other means of pondering; although, the mind works quickly it will take a long time to write what they are thinking because the mind continues without stopping. When individuals are reading they are not think their own thought exactly but what
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.
Though criticism has taken on a negative connotation in the English language, and artists can fear or reject it, criticism is not inherently bad. In fact, both Wharton and Carrol claim that positive and negative (constructive) criticisms are beneficial to the artist and their audience. According to Wharton, artists use professional criticism to see how others may perceive their work. By obtaining that secondary viewpoint, the artist can use the critic’s educated analysis to improve a specific work or their art in general (Wharton, 42). In addition, a critic’s interpretation of a work of art is perfect for determining how off-centered their intended outcome for the work is, and what to refine in order to convey their message clearer in the next iteration or masterpiece. Regarding the audience, Carrol supports by asserting that, “The common reader expects guidance from the critic concerning what is worthy in an artwork” (Carrol 14). As oftentimes the audien...
Before you begin reading this paper, look through the appendix. Are you shocked? Disgusted? Intrigued? Viewers of such controversial artwork often experience a wide spectrum of reactions ranging from the petrified to the pleased. Questions may arise within the viewer regarding the artistic merit and legitimacy of this unorthodox artwork. However, art's primary purpose, according to Maya Angelou, “is to serve humanity. Art that does not increase our understanding of this particular journey or our ability to withstand this particular journey, which is life, is an exercise in futile indulgence” (Buchwalter 27). To expand on Angelou's analogy, because everyone experiences a different life journey, art is different to everyone. In other words, art is subjective to the viewer. The viewer creates his own definition of what is art and what is not art. Some may recognize the artistic value of a piece of artwork, while others may find it obscene. Some may praise the artwork, while others will protest it. Censorship is derived from these differing perspectives on artwork. Through censorship, communities seek to establish boundaries and criteria that limit an artist's ability to produce “proper” artwork. However, some artists choose to ignore these boundaries in order to expand the scope of art and, in their view, better serve humanity.
When first approaching this work, one feels immediately attracted to its sense of wonder and awe. The bright colors used in the sun draws a viewer in, but the astonishment, fascination, and emotion depicted in the expression on the young woman keeps them intrigued in the painting. It reaches out to those who have worked hard in their life and who look forward to a better future. Even a small event such as a song of a lark gives them hope that there will be a better tomorrow, a thought that can be seen though the countenance by this girl. Although just a collection of oils on a canvas, she is someone who reaches out to people and inspires them to appreciate the small things that, even if only for a short moment, can make the road ahead seem brighter.
In this essay I will be discussing what, in my own opinion, makes good art. To justify what I consider to be a good standard of art, I will be analyzing the work of French symbolist Eugene Carriere and contrasting this with artwork I consider to not be 'good art'.
Henry James’s tale “The Jolly Corner” is singularly evocative and worthwhile for the insight it offers into the American artistic personality. With the wisdom of hindsight, James shows the consequences of a fundamental and early divergence in American aesthetic sensibility. “The Jolly Corner” reflects, in its most general sense, awareness. It is essentially a work of art about art itself, and, more particularly, about the teasingly ambivalent relationship between art and life. Just as the notions of life and death are existential polarities, the dichotomy between life and art is a central one in the history of aesthetic reflection. Art may be a representation of life, but it is emphatically not life itself. The variance is one of form. However, art can be seen as an intensified and finer kind of life in that its beauty of form transcends time and thus bestows on life its own immortality. By freezing the living moment into the formal timelessness of art, the artist disrupts the very purposes of life by leaving its processes exasperated. In this sense, art can be seen as a way of death in life.
The American system of education is considered to be one of the most progressive in the world. One of the surveys on attitudes toward teaching around the world found that the United States is unique in its strong emphasis on "good teaching." My experience at State College has helped me to understand better how this system works, and what methods and techniques American teachers use to motivate their students for creative and active learning. However, I can also see that this system doesn’t work perfectly in every classroom. Reading Ernest Boyer’s article “Creativity in the Classroom” helped me with my understanding of the main problem that nowadays exists with the American college education system. According to the author, the problem is that teachers and students don’t see each other as one team doing the same business; therefore, in most classrooms the process of learning becomes a boring procedure instead of being mind-blowing. Moreover, reading this article, I could analyze the reasons of this problem that the author identifies through my own experiences at State College.
"For some, Life is rich and creamy ... while Art is a pallid commercial confection ... For others, Art is the truer thing, full, bustling and emotionally satisfying, while Life is worse than the poorest novel: devoid of narrative, peopled by bores and rogues, short on wit ... and leading to a painfully predictable denouement."1
But success can indicate an adherence to a specific or defined set of expectations and systems, with this disciplinary correctness or critical rigour confirming what is already known according to approved methods of knowing. Operating from within these established systems cannot accommodate visionary insights and radical ideas in a way that deviating from this path, or failing, can. For Jelena Telecki failure is a condition without confines, it is free space to imagine new ideas and possibilities; her concept of failure links inextricably with her concept of freedom. This unconstricted space allows an understanding of things as they are, in an essential way with nothing to lose, her aim becoming more focused. In a recent discussion with the artist she questioned what failing as an artist might include: commercial failure and not making artwork sales is one form, but also a lack of symbolic approval from peers and society more broadly is
NACCCE definition of creativity: ‘Imaginative activity fashioned so as to produce outcomes that are both original and of value’(NACCCE, 1999:94).Creativity can motivate children to learn new information through a creative outlook. One of the biggest issues teachers have is between teaching required content and integrating creativity into the daily sessions. The National Curriculum and state standard often create boundaries towards the teacher’s ability to develop the lesson, as the intention of including creativity sometimes resorts in a teacher centred learning environment. The teacher’s role should be to generate lessons and create activities that encourage students to be more open to their creative side. This is vital as it exposes children with varying learning styles to different ways of learning.
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”.
Since we are born we have imagination and as we grow up this imagination may increase or decrease. Creativity strongly relies in our imagination. Depending on different circumstances people learn to express their creativity openly while other people close themselves and believe they do not have creativity. Creativity is a natural talent that every single human has. Creativity can be used to solve a complex problem in a different manner or just to find innovative ways to have fun. Creativity is thinking out of the box. Even though creativity cannot be taught from scratch there should be a class that is specific for creativity.