Visual Arts Essay

This literature review is concerned with the effective and engaging way to deliver visual art lesson to students. This is a significant educational topic because research suggests that students’ engagement in the classroom has been distinguished as the important indicator for students’ academic success (Harbour, Evanovich, Sweigart, & Hughes, 2015). Errey and Wood (2011) also suggest that the higher the level of students’ engagement will result in a better learning outcome. However, many students

Visual art as we know it today is completely different from what had been created before the 20th century. Realistic depictions of the surrounding reality has given up its place in favor of attempts to convey the artist’s inner world directly through the diversity of shapes, colors, and means of visual depiction. Hence, a reasonable question arises: how should one evaluate pieces of modern art given that traditional criteria of assessment do not apply easily in this case? Unlike traditional art,

students to understand the elements and principles of visual arts, which are value, contrast and balance. Students also learn how these concepts are still being used in today’s society. 1b. Linking skills, knowledge, and context This is a first year class, so many students are unfamiliar with terms, such as value, contrast, space, and balance, in terms of art. The students are familiar with the words, but are unfamiliar with how it pertains to art. New definitions and techniques are introduced in this

As we know it for the most part, visual art today completely differs from the kinds that had been made before the twentieth century in an indirect way. Realistic depictions of the reality surrounding us has basically surrendered its place for endeavors to truly pass on the craftsman's internal world straightforwardly through the assorted variety of colors, shapes, and the means of visual depiction, which is generally significant. In this manner, the inquiry emerges: in what capacity would it be advisable

children from low-income during my media project in Romania, it has inspired me to implement a program to engage youth with the arts. Some students are often gifted with the opportunity to pursue their artistic expression; I want to help children who don’t have the same equity to enjoy visual arts education in their spare time. In addition, from my previous experience with arts in high school, I want to provide a program that gives the same opportunities of artistic expression and leadership skills for

Art classes are one of the many awesome electives available at Phoenix high school. The art program is unique because there are a total of 6 art classes in the program. Starting with ART I (Introduction to Visual Arts) a semester long class, ART IB (Advanced Drawing) a semester long class, ART II (Color Theory and Mediums in Art) a year Long class, ART III (Studio Art/Commercial Art) a year Long class, ART IV (Advanced Art) a year Long class, and AP ART - 2 high school credits. Students who complete

short six weeks of Art Therapy class I was surprised on all the positive things I learned in such short period of time. We covered different modalities in Art therapy which encouraged participants to be creative and make use of their imagination. For this intermodal Art experience paper I created a visual art poster that expressed my current feelings and emotions. I began to look for images that expressed my personal emotional state; I was surprised with what emerged from my visual art poster. It illustrated

Visual Arts’ Position as a Compulsory Subject Visual arts are forms of art which are visual, such as painting, sculpture, photography and drawing. Visual arts is studied as a compulsory subject in many countries such as Finland. However, it is often debated if visual arts belong to the school curriculum as it is not one of the academic subjects that are regularly considered more significant to a student’s education. Visual arts need constant validation and evidence that the art studies are in fact

Many historians agree that graffiti and other related visual arts show “life in motion.” Tracing the history of visual arts in both Latin America and the United States, one notes that visual artists have fomented revolution by altering aesthetic practices and transforming social contexts. One compares modern graffiti tags and pieces, defined as “unauthorized writing or drawing on a public surface,” to other visual art forms such as sketchbook work, prints, murals, and portable frescoes because all

will look at the cultural value attributed to works of visual art that use destruction as a tool in their creation. Art that specifically and mindfully deals with destruction shows the complex process involved in a way that audiences can interact with. ‘Only up close do you see that a process of destruction is taking place which is as complex as the process of creation.’ (Dorment, 2001). When presented in a dedicated space and given the label of art, it becomes difficult and almost pointless to try and