What lies beneath the chaos?
I was surrounded by many interesting works of art as I walked through the Lowes Art Museum. One painting captured my attention; it was by Juanita Guccione entitled, “Cycle: Beginning and End.” It evoked thought in me because of its complexity; images were placed within images. The colors in the piece complemented each other. As I stood there gazing at the painting, I could continually make out new images. I took a few steps forward to get a better sense of the painting’s detail. There I could see the intricacies of the colors, their combinations and the numerous brushstrokes flowing in various directions. I began to wonder how much time the artist spent on the painting and with all that time and effort, how much the painting meant to her upon its completion. Once I got home from the museum I decided to look at the picture again on the Internet. I was disappointed because I could no longer see the details as vividly as before. Seeing the picture as a small graphic takes away the essence of the painting by dulling its strong brush strokes and vibrant colors. As a whole it is still an amazing work of art that managed to keep me intrigued, even if displayed in a digital form. However, viewing the actual picture in person provides a much stronger lasting impression.
At first glance, I only noticed the colors and odd shapes, which compose the painting. I squinted my eyes to decipher the varying images as I pondered how Guccione intended the work to be viewed. Originally, I thought the images were arranged at random. However, upon second glance I could see a sky, an ocean, clouds and a setting sun in the background. There was also a guitar and a musical symbol. Three Greek columns and o...
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... holistic mind. Wonder, awe, intuition, dreams, fantasy, the subconscious are all states of mind that are familiar to artists and the literature concerning how artists think (London 10).” Dealing with the “holistic” mind of an artist, the number of interpretations that can be formed for these images is endless. The only thing certain is what lies beneath the chaos is completely up to you.
Works Cited
Clovis, Jerry. "Artist; Jerry Clovis, Take a Trip Inside the Mind." Jerryclovis.Com. 2006. 26 Sept. 2006 .
Gladwell, Malcolm. Blink:the Power of Thinking Without Thinking. 1st ed. New York: Little Brown and Company, 2005. 13.
Kosuth, Joseph. ArtForum International 19 Sept. 2006: 67.
London, Peter. "Towards a Holistic Paradigm of Art Education, Art Education: Mind, Body, Spirit." Visual Arts Research 2006: 8-15.
We are constantly being bombarded with visual culture throughout every hour of the day, though at times it may seem overwhelming and desensitizing, it is only getting more prevalent. Paul Duncum is an art educator who is corporating these aspects of visual culture in the classroom everyday and also teaching his students to do this as well. I have talked about Paul Duncum educational history, his contributions to art education, his teaching philosophy, and how I can use his beliefs and teachings in my future as an art educator. With my new found knowledge of Paul Duncum and his teaches, I hope, as a future educator to follow in his footsteps of incorporation of our society’s importance of visual art in my classroom.
When looking at the painting it gives us a glimpse of the past. It looks almost like a photograph. The fine detail from the building on the right with the statue on top. The citizens walking around.
Coming of age stories have the ability to take a concept that most people experience but shape them into unique experiences. For example, Quinceanera by Judith Ortiz Cofer and The Ball Poem both discuss coming of age to the narrator but went on different paths to reach this conclusion. Both deal with symbolism and having a trigger of sorts to start the process to come to age but each poem has a way to dealing with the aspect that we have a to grow up.
Art educates. This education can be both positive and negative but art can function as an educational tool that has lasting effects. A 2009 article in the New York Times titled: “Schools Adopt Art as Building Block of Education” indicates the growing acceptance of art functioning in education. In this article, the unique architecture of the building was used practically by students “measuring whimsical figures of hot-air balloons, paper airplanes and pinwheels built right into the walls of their school” (par. 1). The architecture also functioned as inspiration for further learning. In addition, the article documented the perspective of a four-year old child who proclaimed that “When you look at it, it helps you learn.” (par. 20) When Jeremiah looked at the image of heaven and hell he learned significant life lessons. This picture that was presented in residential school ...
The mixed reaction I have towards the painting is because, first off, I still wouldn’t know what is really behind it or what it’s trying to tell us without looking at it from a distance. When I looked at it from a computer desktop I could see a shoe, a mountai...
Holcomb, Sabrina. "Arts Education." Rss. National Education Association, 17 Jan. 2007. Web. 10 May 2016.
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.
To most people the blink of an eye is a very short span of time. Most people would not believe, however, that critical information can be gathered and a conclusion made in the blink of an eye. In Blink: The Power of Thinking Without Thinking, Malcolm Gladwell proves that split second decisions or what some call “gut decisions” can be just as reliable if not more reliable than drawn out, researched conclusions. Gladwell believes that this book will revolutionize the thought process and the world, he proves this by using exemplification and compare and contrast.
Through what we have studied of the artist, we know that he sees various things in his
Efland, A. (1990). A history of art education: Intellectual and social currents in teaching the
The artists of the Baroque had a remarkably different style than artists of the Renaissance due to their different approach to form, space, and composition. This extreme differentiation in style resulted in a very different treatment of narrative. Perhaps this drastic stylistic difference between the Renaissance and Baroque in their treatment of form, space, and composition and how these characteristics effect the narrative of a painting cannot be seen more than in comparing Perugino’s Christ Delivering the Keys of the Kingdom to St. Peter from the Early Renaissance to Caravaggio’s Conversion of St. Paul from the Baroque.Perugino was one of the greatest masters of the Early Renaissance whose style ischaracterized by the Renaissance ideals of purity, simplicity, and exceptional symmetry of composition. His approach to form in Christ Delivering the Keys of the Kingdom to St.Peter was very linear. He outlined all the figures with a black line giving them a sense of stability, permanence, and power in their environment, but restricting the figures’ sense of movement. In fact, the figures seem to not move at all, but rather are merely locked at a specific moment in time by their rigid outline. Perugino’s approach to the figures’themselves is extremely humanistic and classical. He shines light on the figures in a clear, even way, keeping with the rational and uncluttered meaning of the work. His figures are all locked in a contrapposto pose engaging in intellectual conversation with their neighbor, giving a strong sense of classical rationality. The figures are repeated over and over such as this to convey a rational response and to show the viewer clarity. Perugino’s approach to space was also very rational and simple. He organizes space along three simple planes: foreground, middle ground, and background. Christ and Saint Peter occupy the center foreground and solemn choruses of saints and citizens occupy the rest of the foreground. The middle distance is filled with miscellaneous figures, which complement the front group, emphasizing its density and order, by their scattered arrangement. Buildings from the Renaissance and triumphal arches from Roman antiquity occupy the background, reinforcing the overall classical message to the
When I imagine an artist, I picture a Parisian dabbing at a sprawling masterpiece between drags on a cigarette seated in an extravagantly long holder. He stands amid a motley sea of color, great splashes of vermillion and ultramarine and yellow ochre hiding the tarp on the studio floor. Somehow, not one lonely drop of paint adorns his Italian leather shoes with their pointed toes like baguettes.
Art Education is not always valued in school settings. Although some may see it as an unnecessary use of school funding, there are many who believe it is beneficial to students in more ways than one. There are many different studies that have been conducted to test the effects that art education has on school-aged children. Some studies have proven that art education can help students to improve in other academic areas. In a journal article from Ohio State University’s “Theory in Practice,” Karen A Hamblen states, “There are linkages between art learning and learning in other subjects areas and that art study can promote creative behaviors, critical thinking skills, and academic achievement.” It has also been found that the arts can teach children better self-regulatory strategies, and even foster more confidence and self-efficacy in school which relates to confidence in academics. Overall, art education in schools has been very beneficial and has proven to ignite creativity, confidence, critical thinking skills, and academic achievement in students.
"Why Arts Education Is Crucial, and Who's Doing It Best." Edutopia. N.p., n.d. Web. 20 May 2014.
The mind creates the emotions and ideals responsible for art. The brain is capable of imagining glorious things, and art is the physical manifestation of these ideals. These ideals are usually intense emotions with aesthetic power (Wilson, 220). Art organizes these emotions in a matter that can easily express the ideals to...