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The importance of art in society
Role of Visual literacy
The importance of art in society
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Visual literacy, as defined by The Association of College and Research Libraries Image Resources Interest Group, “Is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media.” (ACRL). While the concept itself, as well as awareness of its role in people’s everyday lives is increasingly widespread, its’ worth is still highly debated. It is evident in our daily lives, messages conveyed through billboards, television advertisements, sculptures, and magazine adds, just to name a few. However, it is frequently disputed whether being visually literate is an important skill. Does art have value solely because it is aesthetically pleasing, and what messages can be derived from each pieces’ beauty? Can functional art also convey messages, or is its purpose clearly defined in what it was created to be? These are just some of the questions to be addressed in reference to the value of visual literacy. In A Primer of Visual Literacy Dondis states, “The use of the word ‘literacy’ in conjunction with the word ‘visual’ does have enormous significance. Sight is natural; makings and understanding visual messages is natural to a point, but effectiveness on either level can only be achieved through study” (Dondis 6). Visual literacy holds value both in fine and applied arts for reasons such as practical use, aesthetic advantages, and communications between cultures. John Debes, the co-founder of the International Visual Literacy Association, first defined visual literacy as its own term in 1969. He believed it to be, “A group of vision-competencies a human being can develop by seeing and at the same time having and integrating other sensory experiences.” Debes emphasizes the ... ... middle of paper ... ...10th ed. Boston, MA: McGraw Hill, 2008. Print. Dondis, Donis A. A Primer of Visual Literacy. Cambridge, MA: MIT, 1973. Print. "ACRL Visual Literacy Competency Standards for Higher Education." American Library Association. N.p., Oct. 2011. Web. 13 Nov. 2013. Baker, Frank W. "Visual Literacy: Definitions & Quotes." Visual Literacy: Definitions & Quotes. N.p., 27 Oct. 2012. Web. 13 Nov. 2013. Avgerinou, Maria D. "What Is "Visual Literacy?"" IVLA.ORG. International Visual Literacy Association, 13 Oct. 2012. Web. 13 Nov. 2013. Felten, Peter. "Visual Literacy." Change: The Magazine of Higher Learning Nov.-Dec. 2008: 60- 64. ERIC. Web. 12 Nov. 2013. Goin, Peter. "Visual LIteracy." Wiley Online Library. N.p., 2001. Web. 12 Nov. 2013. Hommel, Maggie, Ben Riegler, and Kimberly Ulrich. "The Importance of Visual Literacy." Why Visual Literacy? CCB, n.d. Web. 13 Nov. 2013.
Having such an image before our eyes, often we fail to recognize the message it is trying to display from a certain point of view. Through Clark’s statement, it is evident that a photograph holds a graphic message, which mirrors the representation of our way of thinking with the world sights, which therefore engages other
Art has always been considered the effervescent universal tool of communication. Art does not require a concrete directive . One sculpture,drawing or written creative piece, can evoke a myriad of emotions and meaning . Artistic pieces can sometimes be considered the regurgitation of the artist's internal sanctum. In Richard Hooks graphic painting,Adoption of the Human Race, the effect of the imagery,symbols ,color and emotional content projects a profound unification of a spiritual edict.
Though most works of art have some underlying, deeper meaning attached to them, our first impression of their significance comes through our initial visual interpretation. When we first view a painting or a statue or other piece of art, we notice first the visual details – its size, its medium, its color, and its condition, for example – before we begin to ponder its greater significance. Indeed, these visual clues are just as important as any other interpretation or meaning of a work, for they allow us to understand just what that deeper meaning is. The expression on a statue’s face tells us the emotion and message that the artist is trying to convey. Its color, too, can provide clues: darker or lighter colors can play a role in how we judge a piece of art. The type of lines used in a piece can send different messages. A sculpture, for example, may have been carved with hard, rough lines or it may have been carved with smoother, more flowing lines that portray a kind of gentleness.
Unlike science, art is subjective. The artist leaves behind a part of himself in his work. Therefore, each piece has its own distinct perspective. Frida Kahlo’s self-portraits show her view on her life, on how she has faced so many struggles, yet managed to be a strong person. When we see or hear or read an artistic creation, it produces a mood such as calm or loud, fear or safety. For example, the Eiffel Tower gives Paris a majestic awe; everyone who passes by feels the strength of the 113-year-old grand structure. Art also has a texture. Photographs reveal much through their textures; grainy surfaces often make the picture more realistic while smooth ones seem softer. When we hear a piece of music or see a film, a rhythm carries us from one part to another. Not just true for these two genres, rhythm is present in any artistic work. These few properties are characteristic of everything we encounter in the world of art, the world of human expression. Most have other special features also. Most of the time, though, we do not think about these characteristics because we do not have enough time to pay attention to anything for more than a few seconds.
My intention here is to acknowledge two problems that I believe all scholars of "the visible" will encounter at some point in their work. Both showed up early in my research on commemorative artworks, but I suspect that they crash everyone's party at some point. I have no "solution" to these problems, but I believe they should, actually must, be addressed in work on visual rhetoric. The first, "readability," is both a practical and theoretical problem having to do with the possibilities of interpretation in visual culture. The second, which I'll simply label "materiality" for the moment, has a presence in numerous arenas beyond the study of visual culture, but remains nearly unaddressed and nearly unacknowledged in rhetorical work on visual images.
My goal for this paper is to give a practical critique and defense of what I have learned in my time as a Studio Art Major. During my time here I have learned that Pensacola Christian college’s definition of art “art is the organized visual expression of ideas or feelings” and the four parts of Biblosophy: cannon, communication, client, and creativity. Along with Biblosophy I have studied Dr. Frances Schaeffer 's criteria for art, seeing how the technical, and the major and minor messages in artwork. All of these principles are great but they do need to be refined.
Many do not consider where images they see daily come from. A person can see thousands of different designs in their daily lives; these designs vary on where they are placed. A design on a shirt, an image on a billboard, or even the cover of a magazine all share something in common with one another. These items all had once been on the computer screen or on a piece of paper, designed by an artist known as a graphic designer. Graphic design is a steadily growing occupation in this day as the media has a need for original and creative designs on things like packaging or the covers of magazines. This occupation has grown over the years but still shares the basic components it once started with. Despite these tremendous amounts of growth,
Just as other works that reflect art, pieces in the category of fine arts serve the important message of passing certain messages or portraying a special feeling towards a particular person, function or activity. At times due to the nature of a particular work, it can become so valuable that its viewers cannot place a price on it. It is not the nature or texture of an art that qualifies it, but the appreciation by those who look at it (Lewis & Lewis, 2008).
Pink, S. (2006). Engaging the Visual: An Introduction. In, Pink, S., The Future of Visual Anthropology: Engaging the Senses. Routledge: New York, pp. 3-20.
Visual Literacy can be defined as a way of using sight to evaluate, apply, or create. Education, art history, art criticism, philosophy, graphic designers and more use the term “visual literacy” to mean different things. The term is widely contested. Wikipedia defines it as “the ability to interpret, negotiate, and make meaning, from information presented in the form of an image.” There are many definitions used to define the term and all are lacking.
Being literate defines who I am, and forms an integral part of my life. From the practical to the creative, it aids, and enables me to perform in the tasks that modern society dictates. I shall explore the many aspects of my life that are affected by literacy. Through this, understanding in greater depth what it means for me, to be literate.
Art education is often underestimated by many who believe that school was created to teach only analytical concepts such as mathematics and literature. However, research has shown that art courses are important, even necessary for students in elementary, middle, and high schools. These art classes may include not only visual arts but performing arts such as dance, theatre and choir. Barbara Streisand said, “Art does not exist only to entertain, but also to challenge one to think, to provoke, even to disturb, in a constant search for the truth,” (Quotations). Streisand points out that there are multiple benefits to art whether it be painted by a brush or sung from the heart. Art has the ability to allow people to see situations from different points of view not merely to look beautiful as decoration. Those who believe that art education is unimportant are simply ignorant to the benefits that involvement in the arts holds for not just the individual but for society in general. While some in society may not recognize the immediate results. Art education is beneficial to students in primary and secondary schools.
Today most art education programs are made up of four components. One of these components is art aesthetics. Aesthetics is the study of the nature of a piece of artwork. It analyzes the work by asking specific questions regarding the artist and the piece. The viewer becomes the judge in a sense. It tries to discover what the artwork might be representing. They could also ask what type of emotion the artist was trying to convey in their work. The viewer also takes part in analyzing the physical aspects and characteristics of the work. It focuses on the use of color, sequence and synchrony of an artwork. It notes the artist’s craftsmanship, artistic ability and proficiency in technique (Hoffman 1999).
The beauty of a portrait, the adventure of a saga, the delicacy of a porcelain vase, the emotion of a symphony – all forms of art, all forms of expression. Art, as Oscar Wilde explains it, is the “most intense mode of individualism that the world has ever known” (Wilde, The Soul of a Man Under Socialism). Art allows one to express themselves through a thousand mediums, using all five senses. It allows words that are not meant to be spoken, to be expressed, and ideas not meant to be thought, imagined. Perhaps the most prevalent form of art in today's society is literature, as is the most direct form of art.
The question people are asking themselves today is, Is digital literacy just as important as daily subjects such as reading, writing, and math for our students today? To prepare for this paper I was given three excerpts to read. Right away I was drawn to how much time we spend on the internet daily and what types of things we do while we are on the internet. I realized that today’s society is dependent on the internet for most things like doing homework, researching information, shopping, and getting on social media websites. While reading a fact sheet named Fact Sheet: Digital Literacy, “We live in an internet economy I came across interesting facts such as 96% of Americans use technology and internet at their jobs and 28% of American don’t