Incorporating Tools And Training For Artist Preparedness Into The Art School Environment

Schools across America are cutting Fine Arts programs left and right due to budget cuts and reduced funding, which is preventing students the ability to have an equally standardized arts education. About 95% of schools in America have eliminated or reduced their fine arts program’s funding. According to a report released by the PCCY only 149 out of the 268 public schools in Philadelphia have a choral teacher and 59% of them have an art teacher (Davis). These schools that lack fine arts teachers have felt the need to reduce faculty in order to pay for other expenses. This prevents students from receiving the benefits associated with a fine arts education. In addition, two out of every ten schools don’t have a choral or an art teacher (Davis).

Artwork is a unique commodity. It is easily identifiable, and thus, subsequent purchasers may initially succeed in concealing stolen artwork for some time. Eventually, the artwork is likely to resurface. This resurfacing often gives rise to claims to the work and disputes over its ownership. Sentiment is often the driving force behind Jewish survivors and families of

Imagine world that is bland, along with its individuals all the selfsame. In result of the reprehension of creative courses in academia. That previously mentioned world would soon become an actuality. When budget cuts were accruing in my school district; I remembered my fine arts teachers were petrified that not only their department would cease to exist but they would no longer have an occupation. There is a constant reminder of how paramount the sciences and mathematics are; but the fine arts such as music, ceramics, art, and all the other courses that allow creative freedom are important as well.

Greek philosopher Aristotle defines the arts ¨as the realization in external form of a true idea, and is traced back to that natural love of imitation which characterizes humans, and to the pleasure which we feel in recognizing likenesses.¨(IEP). The fine arts which have been a part of human history for 30,000 years have played an essential role in the development and advancement of our societies. As of today, the fine arts are facing the danger of vanishing in the education system of the United States Schools in places like Minnesota, Michigan and Philadelphia struggle to obtain arts programs within their schools. Districts like the Rosemount-Apple Valley-Eagan district, have been struggling with raising student’s academic scores in courses

"Do Schools Kill Creativity?" TED. Feb. 2006. Lecture. This Lecture is a source that you provided us during class; it is a Scholarly source. Robinson discusses at a TED talk that school is killing our creativity. What he means by creativity is getting rid of art, dance, theater and music in our schools. It is apparently harder to find a job in those categories. Simply because not everyone has the creativity to be in one of those majors. And with creativity majors it takes practice. You can’t wake up one day and be a professional grade artist. It takes years and years to perfect that, and most people do not have the determination or patience to become a fine arts major. If you have a gift for a fine art, school makes you put it aside and focus on the other subjects. School forces you to declare a major that you can get a job in. Sometimes, most majors that you can get a job in requires little to no creativity. (“Do School Kill Creativity?”) Unfortunately, if you want to be a theatre major you are harshly looked upon because you aren’t going into something like engineering. Advisors quickly frown because they fear you won’t be able to find a job after all that hard work. Why do we not have many job openings for fine arts? I do not like it that they are trying to take away our creativity. But on the other hand I understand why. It truly is harder to get a job in the fine arts

One impact that students would be missing out on would be the skills they would learn through fine arts. Fine arts show to personally enhance student’s school work ethic, civil communications and personal drive to succeed. Analyzed in 2002 by UCLA, over 50 studies showed that these enhancements proved to help students thorough their time in college and participating in fine art activities (“Athletics and Fine arts can Coexist!”). With all these skills that students could learn through this creative program, America needs to keep the program in order for those students involved to gain these

A decent amount of the art appeared to be looted, and a task force was created to find the art’s origins and hopefully return them. However, Susan Ronald states that “only a handful of paintings have been acknowledged by the Gurlitt Task Force as having been looted . . . The task force had only until April 6, 2015 to decide what should be done with the other 451 artworks” (318). Since the task force missed their deadline, many pieces of artwork suspected to be looted will wait in limbo for an undetermined amount of time. As the information stands now, the rightful owners may never see their lost art.

In the article paragraph 17 states that art had been stolen. The robbers were smart, because they've yet to be catch them. It has gotten to the point where they have to ask the FBI for help. The robbers had covered up their tracks so well they couldn't find anything to catch them. These notebooks were intentionally removed before they were recovered when they were shipped in 1942. 5+ years later four of the notebooks were recovered when they turned up for sale at Sotheby's. Yet six of the priceless artifacts are still unaccounted for.

The topic of this article is about how in 1997 there were a series of masterpieces stolen from the Brooklyn Warehouse. One of the paintings was Rembrandt's Christ in the storm of the sea of galilee. The works that was stolen were valued at $500 million ,making the robbery the largest art theft in history. authorities cant find these men or woman who stole the paintings. Many people were dumb founded on how these criminals stole these paintings.

I am pursuing my Creative Writing degree in hopes of teaching Creative Writing one day. Art comes in many forms, including creative writing. It is important for students to qualified instructors have a solid foundation. By having a solid foundation, students have a greater chance of success. Some people believe that funding art programs, despite the form, is unnecessary and have more than enough funding. However, I and many others, believe that funding art programs' are beneficial to students. My essay is on the amount of success generated by the funding and the turnover it produces, funding distribution, and the ratio. I will incorporate how it affects students, teachers, and even career paths to help support my claim. It is well-known that funding for art programs has always been limited--and even controversial between people that can be ignorant towards the fine arts. Students need to have qualified instructors to cultivate the necessary skills to succeed in their field.

In 1942 the German political party began to deport Jews to concentration camps all around Europe. In this process the germans looted the houses and took anything of value including things like silverware, desks, and even chandeliers. One thing of all else was worth quite a bit of money and still is probably worth more now is art. Art back then was rare and worth an extreme amount of money because of the fact they didn’t know how to replicate them very efficiently or effectively. That is why whenever they saw art in the houses of jews they took it immediately. Although the Nazis had committed genocide, they knew how to keep and preserve art and valuables. All 650,000 pieces of art stolen.

“The Restitution of Nazi-Looted Art and Other Cultural Property: Have We Gone Too Far or Not Far Enough?” written by Lawrence M. Kaye, is an academic journal found on Academic Search Premier: EBSCO. This journal was published by New German Critique on February 2017. The keywords led to finding this journal was “Nazi art”.

The theft of cultural property, referred to as art, has occurred for thousands of years. An important question therefore arises: what makes something cultural property? John Henry Merryman, a notable figure in the field of cultural anthropology, defines cultural property as items that have “artistic, ethnographic, archeological, or historical value.” (Merryman). Moreover, nations around the world are looking for the return of cultural property in a process known as art repatriation. Due to the long history behind stolen cultural property, the international community is seeking out art repatriation more vehemently than ever, taking into account the ethical implications of art repatriation as well.

When talking to art students, many said their degree could not be deemed worth the cost. So, why do students studying art pay so much money for an unworthy education? Sam Thorne from Frieze, an art publication, recognizes this status towards art degrees and states “Discontent with the current art school model also seems to be an increasingly common attitude among students and faculty alike” (Thorne).

Throughout history, art has caused wars and forged alliances. In modern times, cultural treasures are being sorted into place after much misplacement. Restitution/repatriation, the act of returning cultural treasures to their rightful owners or nation of origin, often ensues difficult legal decisions, but remains a moral necessity. This act of returning cultural treasures, grows more common due to the media’s interest or publicized legal battles. The movie “The Woman in Gold,” involving Gustav Klimt’s painting of Adele Bloch-Bauer, is an example of the influence it has on media.