The cliché, “It was as boring as watching paint dry,” does not describe the event, which was hosted at the University of North Florida’s Art Gallery. In synopsis, the exhibition titled, “Watching Paint Dry: A Performance Event,” was free and opened to the public, and featured a large piece of canvas upon which paint was drying. The Being Bored: The Art of Ennui literature visited the gallery as a group, since the experience is required to be one of our journal entries.
The students were actively engaged in the process of watching paint, dry. Some who attended the viewing wrote about in their notebooks, took photographs, or conversed about the artwork, as they listened to (repetitive) music. It was evident by the looks on my classmates faces
…show more content…
The general public was attracted to this event along with students. Art displays often attract art lovers from all walks of life. This is perhaps the reason for the some of the public’s presence. From my observation, the attendees appeared not to be bored. From the video, it was noted that people from the public as well as students were engaged in this performance event. On the video as well as being physically in the gallery, the patrons were studying the piece of art, speaking to one another about it, writing and photographing the canvas. The audience was captivated by the eccentric work, perhaps because they had never experienced anything like. This is different from watching paint dry on the walls of a home, this watching paint dry is for pleasure, enjoyment, and one’s curiosity. As for the enjoyment of the uncommon art, it is safe to speculate that from the looks on people’s faces many enjoyed the work; however, more were perplexed by it. This bewilderment could be from wondering why and how they came to view such an …show more content…
Mentally, the tune gave depth to the art, creating relaxation and openness of mind. This depth was mental in capacity in that after listening to it for a while, assisted in making someone think about the canvas to the point that melody became relaxing ambient noise. As the piece played it helped to clear the mind. It is possible that it enabled some to take the paint drying experience for what it was; a form of artistic expression. At some point during the viewing, some students complained that the volume was too high, but for most who gathered, the accompaniment was fitting for watching paint dry. In Madame Bovary, music aided Emma in that the, “anxiety soon vanished and swaying to the rhythm of the orchestra, [people] glided forward with gentle motions” (Flaubert 43). It appeared as though the literature class was initially surprised by the instrumental piece. However, for some, their concerns turned to enjoyment as they watched the canvas
... the visitor. Conspicuous consumption is exemplified through this painting and the museum because it was basically all created by overbuying and greed. It can be said that the single very reason anybody sees that painting hung on the wall of a misfit room in a disorganized museum is only because of one man’s extreme case of money flaunting in an age where everything needed to be big and flashy. Also this painting was created smack dab in the middle of the Gilded Age. The painting itself has no direct connection to this era but it makes an argument for why the piece is hung in the museum.
I have a tendency to forget to breathe when I'm sitting in my art history class. A double slide projector set-up shoots its characteristic artillery - bright colors, intense shapes, inscriptions in languages that are at times read merely as symbols by my untrained mind, archaic figures with bodies contorted like elementary school students on the recess monkey bars. I discuss Diego Rivera's "The Liberation of the Peon," Frida Kahlo's "Self-Portrait," and Anselm Kiefer's "To the Unknown Painter" with my classmates. The room is never silent as we marvel at these images. When the slide projectors give off that first glimmer of light, their Gatsby spot of a blurry green hope at the end of the dock, we depart on our collective imaginary field trips. The teacher doesn't need to coax, to pry, to pose multiple-choice questions. We are already on our way.
In eight quasi-connected stories, Susan Vreeland delivers a fictional lesson on aesthetics. Set amidst human sorrow and historic chaos, the narrative follows an imagined Vermeer painting from the present day through 330 years of its provenance--beginning with its willful destruction in the 1990s and concluding with its inspired creation in the 1660s:
For majority of people, cruising through a fine arts museum or gallery is nothing short of browsing through a textbook and failing to grasping knowledge of the content. A casual activity and check off ones list of to-dos, sometimes done just for the appearance it offers. Of that majority, one might look at a painting for a long while before connecting the uncommunicated dots from gallery label. But for the small remaining others, a trip to an art exhibition is a journey through emotions and feelings rendered by the artists of the particular works of art. Leo Tolstoy deems this to be the appropriate response to “true art” in his What is Art?, published in 1897. Tolstoy responds to the
He wanted his audience to fund his museum, so he had to display all the possibilities one attains from visiting his museum. Additionally, he wanted viewers to visualize art as not only a means of memorialization of a patron’s ideas. Peale includes high-class audience members in his painting to suggest that those of higher status are the recipients of art’s pleasure. Suits and dresses bathe over them as if looking at art is an important affair. However, since Peale is opening the curtain to his museum, he is allowing for the common public to gain a glimpse into the high class world of art viewing. Mount, on the other hand, is saying that the common individual is art’s main spectator. He paints a farmer as the one enjoying whatever exists behind the canvas. He is making art seem more accessible and able to provide delight to a wider audience. Furthermore, the artist and the farmer have similar facial features, placing them on an equal playing field. The farmer’s expression, however, is not too intelligent and is reminiscent of how a child looks at things. Through this, Mount is speaking to the idea that audience members do not need to be of high status or high class to look at art. Viewers can be simple people and still be an appreciator of
If there is any confusion that the young woman in pink is supposed to be a spectacle, one only needs to look at the other figures within the canvas. Male figures appear to be both whispering and watching the young woman; she is on display. One male figure, placed in the middle left almost off the canvas, looks directly out of the canvas to the viewer as a reminder that we too are reveling in the
Art is a language of its own and with out he proper understanding, people are like expression goes “left on the outside looking in”. In other words, people without the proper understanding of art, technique and form as well as other elements can’t appreciate a work of art as much as when you understand why an artist painted in the way they did and what they are trying to get across to his audience. Despite artists attempts to try and make their works as viewer friendly as possible, without the understanding and knowledge gained from an art class as this one people will never fully understand the a work of art as it is meant to be.
Critical thinking is a very important aspect to understanding art. As David Perkins put it in “The Intelligent Eye”, we must avoid “experimental thinking”, a rash, quick way of thinking based on observations and use “reflective intelligence”, a way of thinking in which a viewer takes their time and dissects details and nuances to fully understand a work of art. A majority of viewers will look at a piece of art and come to a quick analysis of it, without much thought. But, according to Perkins, “The more attentive the observation is, the better the opportunity is for deeper learning” (Perkins 14). As Banksy said in Exit Through the Gift Shop, “the reaction to the work of art is the most important thing about it.” Without a reaction or an opinion, the work of art has no meaning. Therefore, in order to trul...
Emotional stimulation is a key part of the arts. Before and during adolescence students go through many emotional changes and experiences. It is important that they find a healthy and natural way to release their concerns and feelings. Art is a considerable alternative to bottling up their emotions or other things a young person may do to release their emotions. For example, when a student creates a piece of art, his or her thoughts, dreams, goals and experiences are put into it “often reflecting an event of significance in their recent past or some element on the canvas that reminds them of a favored person or object or color” (Gardener 16). Likewise, when a student looks at a piece of art, they try to determine the emotion that the artist is trying to convey. This, in affect increases his or her emotional awareness. By putting themselves in another persons position, students develop a greater understanding of the emotions of their peers. The arts also helps students to think critically and view things in a different perspective:
For the first cultural event, I decided to visit the Orlando Museum of Art. Personally, I had never been to an art museum until now so I wasn’t sure what the art would like. I never had an interest to go to an art museum or an interest for art in general because it is very uninteresting in my opinion. I felt like I didn’t belong in the art world. I felt like art was meant for intelligent individuals who understood complex art and the intentions behind a piece of art. Even if I tried to understand art, I was always very critical of it because I never understood what makes art “art” and why it is so important to others. By touring the Orlando Museum of Art, I was hoping to gain a deeper appreciation and understanding for art.
Burton, David. "Exhibiting Student Art." Virginia Commonwealth University Journal 57.6 (2004): 41. eLibrary. Web. 30 Oct. 2013.
It is true that music has a compact link to our emotions. Music assists people to overcome the bad situations in their life, just like it did for Sonny, the barmaid, or some other people in the Harlem. Music has a tremendous effect on people’s mind because it makes them feel relax and comfortable, especially the soft classical music. It helps distressed people to stay smooth and peaceful. In fact, music is a remarkable way to ease our stress.
For the purpose of this response essay, the event I chose to go was the Paint Night at the Student Union here at UAA. It was on Friday, February 2, 2018 and it started from 7 P.M. to 9 P.M. It was hosted by the Arctic Crown Canvas. Paint night was an opportunity for the community (from UAA students to parents with kids) to come together and tune in their creativity while listening to the instructor with a step-by-step guide of painting the themed painting. For this event, the audience was copying the painting called “Datz Amore.” The painting consisted of a moon with the moonlight shining on the mountains and trees with colored leaves (the color of the leaves varied as we got to decide what colors we wanted).
... a way for audiences and performers to connect on a closer level. They are both experiencing the surreal, disassociating themselves from the performance taking place. They both become more introspective. The performance becomes a vehicle for self-understanding, metacognition.
I slept peacefully last night. I woke up around 6:00 in the morning. I wash my face before heading to the living room. I took out some eggs and cooked them. I made scrambled eggs. I turned on the TV and Drake and Josh is on. It is 6:15, so I quickly eat my scrambled eggs and head for my bathroom. I wash my face again and brush my teeth.