Art 101

1. Do we create a hierarchy within archaeology of the tools/human fossils over the unknown objects/art objects by placing more importance on the sciences than the arts, i.e. we readily fund certain projects of a scientific nature (i.e. proving the missing link) vs projects of a purely aesthetic nature (restoration of pre-Columbian burial wrapping weavings)? What motivates this hierarchy, if a hierarchy exists?

In Art 101, we have been studying various art works but our group was intrigued by chapter twenty. This chapter is about the history between the eighteenth century and nineteenth century. We discuss the classical look for paintings and architecture. We also see how they develop through the following years. I find it most appealing with how many cultures created such art I will explain later. With European culture increasing with ideas, it created the art world we have today. There are three specific paintings I studied in chapter twenty that I enjoyed the most.

The Nelson-Atkins Museum of Art in Kansas City, Missouri, is known for its wide variety of architectural artworks, and its collection of Asian art. It also has many works of Medieval and Ancient art, while also showing some present art pieces. My experience through the museum went very well. Throughout the whole museum, there wasn’t any place to look that was boring, or didn’t involve art, which was very cool. I liked how the pieces were labeled with a helpful description, and were categorized in similar sections. All the art pieces having the interesting descriptions, helped me understand the visual, value, and history behind all of the pieces, which I found very helpful relating them to class.

This class allows me to explore ancient civilizations and discover how culture was born. However, it also makes me wonder about American civilization and culture and how they were born. Through the help of art, I am able to visually see what history was like and notice different trends and patterns that early Americans had. Originally, I planned to choose early American paintings and compare them to some of the other art we have studied. But as all good plans go, it was quickly derailed by one outrageous exhibit.

1. Discuss the impact of photography on the nineteenth-century landscape. How did it affect painting? What were the political implications of the medium? Use examples to support your essay.

It will also be used for the teacher to determine how often art appreciation is demonstrated in her students’ interest, hobbies, and choices. Although the survey is a form for the students rate themselves on, it will bring about an awareness of art related habits, whether the students are engaging in them or not. The survey presents art related activities for the students to consider. The objective is for demonstration of knowledge and application of art appreciation to improve among the seventh grade art students. The survey aids in this endeavor as it will not only provide some insight as to how often the students are proving their understanding of the value of art, but it will also support the teacher in the execution of her lessons for increasing their understanding. The teacher will also be able to reflect upon the information and use it to judge whether the student’s art interest have increased or

Thesis: The History of paint and how it changed people lives through art and how people use it today.

The goals of this class are to be able to see ideas that are shown in a visual form, and recognize, think about, and evaluate these pieces. By the end of the course we should be about to analyze works of art based on the understanding of the piece. As well have a basic knowledge of the major art movements and styles throughout the history that is covered in the class, and how art is changed by culture and historic events.

In Grandview Boulevard, completed in 1974 CE, the artist utilizes painterly brushstrokes. The shadows of the trees that are painted dark purple appear to have more painterly aspects than the rest of the composition. From far away, the painting seems smooth and sleek, but up close, the individual thick brushstrokes can be seen. The implied texture of the leaves in the painting is sturdy and prickly, and the texture of the yellowed grass appears to be dry and coarse, however, the actual texture of the painting itself is smooth. The artist also uses both curvilinear and geometric lines. In looking at the trees in the painting, they are composed of primarily geometric lines (excluding the leafy top) that run in a

Even though this was my first trip to the Museum of Fine Arts and second to any art museum, I could tell that it was a unique place. After walking through the thick, futuristic glass doors into the first exhibit, I was awestruck with the sheer amount of paintings on displays. In all directions, there were hundreds of paintings lining the walls. Even though there are so many paintings, each one was aesthetically pleasing and representative of mastery of the craft. Surprisingly, after taking a closer look at each painting, I realized beauty could not possibly be contingent on superficial aesthetics. Even though all the paintings were well-thought out and executed, each one made me reflect beyond the paint strokes, colored shapes, and even the

There needs to be an understanding to the strength and diversity art can offer additional subjects. Developing the skills to observe and learn to comprehend is valuable to not only art but all academic classes.

Throughout my academic career, I have always been confined to a classroom for each of my classes, whether they consisted of physics, European history, or Spanish. To me, some courses are suited for a classroom, while others seem to desperately warrant a more extensive learning opportunity in order to fully appreciate the material. In particular, I believe that art history would be improved immensely by experiencing and learning first-hand the nuances of the connection between pieces of art and their cultural significance.

Every student loves to listen to music, but most don't want to make it themselves. Some people believe that students should be required to take a fine arts class. That would include classes like chorus, orchestra, band, theater, and art. Requiring students to take a fine arts class is a inconsiderate idea for not only students that you are forcing to take a class they don't want, but also students that want to take the class but are forced into a class with students that just don't care.

This article is based on a study that was funded in 2001 by the National Art Education Foundation and it focused on the use of arts education in juvenile detention centers in the United States (107). The purpose of this study was to figure out if art education helped children and teens in juvenile detention centers to have a better vision of the future (107). The National Art Education Foundation created a survey to support their research and it was composed of 17 multiple choice and short answer questions (108). The questions in the survey asked people of each institution about funding, instruction, demographics, and participation in the art programs. This survey was given to each of the 478 public residential juvenile correctional facilities

Art can be defined as, human effort to imitate, supplement, alter, or counteract the work of nature. It’s also the conscious or arrangement of sounds, colors, forms, movements, or other elements in a manner that affects the sense of beauty, specifically the production of the beautiful in a graphic or plastic medium (freedictionary.com). It is the class of objects subject to aesthetic criteria; works of arts collectively as paintings, sculpture, or drawings: (ex. museum of art; an art collection). Art can also be the principles of methods governing any craft of learning; (ex. the art of baking; the art of selling).