Image taken on 2006-11-18 11:54:53 by Pieter Musterd.
Art Galleries are places where art is exhibited and in some cases sold. An introduction to art galleries should explain the difference between a commercial gallery and an art museum.
The make it out art galleries is depleted interchangeably between an actual art gallery where art is exhibited and sold for a profit and an art museum where collections of art are merely exhibited for the enjoyment and education of patrons. For the purposes of right now introduction to art galleries, the former will be used. Although some of the most famous and sizeable operates of art are exhibited in art museums around the world, they are not for sale. The exhibiting of art for the purpose of sale is the necessary function of the commercial art gallery.
A commercial art gallery exhibits art for the enjoyment of the patrons, but the art is in addition for sale. This means so the collections in an art gallery are changing quite ever as works are purchased and removed from the exhibit. The gallery might often have special exhibits featuring particular artists whose works are the centerpiece of special events. In most cases, the art galleries make their profits from taking a commission on the sale of the exhibited art, although in some cases, admission is charged. This is quite rare in the commercial art gallery business, however. In other galleries, the artist pays a fee to be allowed to exhibit at the gallery.
The majority of work exhibited in art galleries are Residual art through paintings being the most common form. Some galleries furthermore exhibit more sorts of art the as sculpture and photography also. Some galleries the specialize in sculpture are also renowned as sculpture gardens and those that specialize in photographs are celebrated as photo galleries. The hard work art gallery is most often used in place of these terms and many galleries feature all of the a good number of forms of art.
The expression contemporary art gallery performs not refer to a style of art, but is used to describe the modern commercial for-profit art gallery. The term is used to distinguish it from the art museum. Many contemporary art galleries tend to be clustered up in certain regions in larger cities. Greenwich Village in New York City is an example of this although most medium sized neighborhoods will usually have at least one gallery for local artists.
There are also art galleries that are artist collectives and not run for profit, but as a place for the artist to exhibit their own works. Regardless of the type, art galleries and art museums offer the public a possibility to enjoy art of all kinds and moreover the commercial galleries allow them the opportunity to take some of that art home with them to add to their own collections.
This is a video I made for a class that answers the question “where do we draw the line between what is and isn’t art?”
Season Five of the Peabody Award-winning television series “Art:21—Art in the Twenty-First Century” premieres on PBS in the United States (Fall 2009). This trailer spotlights the artists Mary Heilmann, William Kentridge, and Yinka Shonibare MBE, offering brief glimpses of an additional eleven, dynamic and engaging contemporary artists. Can you guess who they are? We’re not telling (just yet).
A friend of mine due to hard times has sold some of his properties and one is a painting that belongs to his family years ago. He was astonished to know the “market value” of the said painting when he had it for appraisal. He doesn’t realize what he had been admiring at their living room as child turns out as to what it can be considered a masterpiece!
Art can be lucrative if you had the eye and if you can research a little.
BUYING ART FOR THE NEWBIES
It is not simply for art for art’s sake. You must really know what you want and if you are planning to display it at your house, condo or building. As art is very broad in terms of styles and kind. Asked yourselves if you want a landscape, an abstract, a still life, a pen and ink etc…
How much is your budget? How much are you willing to pay? Most paintings now a days are competitively priced but usually…if you are buying from a relatively unknown artist it can prove to be affordable and the same time it can also be gamble ( hoping the art or the artist in the future can turn out to be another Jackson Pollack, Picasso or Juan Luna).
Well known artist or established artist works are usually high priced but it can prove to be worth your money in the long run. The market value of the art you bought is usually tied up with just how well respected or career driven the artist was. The tendency is his or her price would surely go up if there is a demand for it especially if that artist becomes a national artist—you hit the goldmine!
When buying art works, it pays to asked around either an art curator, professional art dealer, an art gallery owner or used to your advantage harness the power of the net. But really nothing beats when it is recommended by close friends or relatives.
BUYING ART FOR BEGINNERS
1) You must know the difference between buying oil, watercolor, pastel or acrylic. It is important to know what art materials are involved with the creation of that art work you are buying. Materials used by the artist should be high quality so the colors would be preserve or retain for a long, long time.
2) Decide if you are going to buy directly from the artist itself, to an art dealer or go straight to the art gallery. Consider the framing, delivery and other services involved when negotiating with the price or what is included to your payment.
When buying through an art gallery, you usually get to know the profile of the artist and essentially getting a proof or certificate that what your buying is real not fake (as in original) and also verify if it has several reproductions already such as the print version.
If you are buying directly from the artist, you have the option to ask for an authentication paper complete with the artist’s signature.
3) Regardless if what you bought is from a relatively unknown artist or considered a masterpiece, you should also know how to preserve or maintain it. As time goes by it will be moisture and humidity to be the art pieces main enemy! Colors can fade. A retouch might be needed. Furthermore, don’t expose the painting to the sunlight as the harmful ultra violent rays can affect the colors of the paintings.
4) Your art should reflect your aesthetic taste. Choose art that can help you relax like a landscape or underwater. An art that can make you think like abstracts, an art that reflects your dreams and fantasies like surreal paintings. It brings out your personality and something that brings a certain kind of fulfillment—one that you can be truly proud of hanging at your walls.
5) You must remember value or price of your art work will not go up over night. Hence, treat it like a mutual fund or a time deposit.
6) Always buy from reliable sources. The traditional way is still the best there is.
FACTORS TO CONSIDER WHEN RE-SELLING YOUR ART
1) Finding a prospective buyer is not easy. Unless, you have a cultured/art loving network. You can off course go through the expert hands of an professional art dealer or art gallery owner but they also get a great deal of share of your selling price.
2) Keep all the receipts, relevant documents like a copy of artist resume or any proofs of ownership. Especially if is a high end piece of art work.
Later on with enough experience you can build a collection that you can benefit from it in the long run. Always remember…time is your friend; don’t assume you can profit from your art work right away. The good news is…art doesn’t really decline instead its price usually goes up!
In the meantime, enjoy that priceless beauty of the art work you had purchased.
http://noliespanola.digitalwebdesignstudio.com/
Interior design is a buzzword in today’s modern world. The top interior designers around the Globe consider the walls as the perfect places to decorate a home. Apart from installing different kinds of fixtures and accessories, the interior designers consider the wall art as an excellent, cost effective interior design option. Unlike the costly interior design objects like lighting fixtures, these wall arts are very cheap and are very easy to maintain. People have a misconception that the wall art will fade in time. With the advancements in technology, the wall art can last for a lifetime in all its glory with very little maintenance. For high durability, the wall arts are done using the modern canvas print technology. The canvas art is washable and hence very easy to maintain too. Moreover, the canvas art will be more realistic than ordinary wall art methods.
An artistic approach of interior design
Art forms are known to easy grab the attention of the people. The wall art used in interior design is no exemption. Hence the canvas art in your home will definitely admire the visitors. Unlike olden days when people used to spend thousands of dollars in buying art works for decorating their homes, today, with the introduction of canvas art, people are able to bring home the various art forms to the homes at a very cheap pricing. People can get their desired picture printed as a canvas art within minutes. Moreover, as the canvas art is washable and fade resistant, they require only less maintenance.
Increasing the value of you home with Wall art
The values of the homes are found to be greatly dependant on the wall art. According to a recent survey, the home owners claim that the wall art have the ability to increase the value of a home by more than 30%. Due to this reason, American home owners have spent more than 50 billion dollars in decoration their homes with canvas art. They consider the wall arts as wise investments in their home. Not only in America, but also in all parts of the world, the wall art has gained huge popularity. Hence there is huge demand for the wall arts worldwide.
Selecting and installing wall art
With the increase in demand of wall art, there are different types of wall arts available today. Selection of the best wall art has to be done considering some key factors. First of all, the color of the wall art should match the other interior design objects and furniture in the room. The placement of the wall art is another important factor to consider. The canvas art has to be placed in an elevated position which can be seen from anywhere in the room. The wall art should be able to make the visitors feel comfortable and relaxed as soon as they enter the room.
Bottom Line
Considering all these benefits, the canvas art is a cost effective artistic approach for interior design.
www.neobux.com there is link on video, go there and comment me~
ok im really into art. and i think im pretty good. i want to practice my different kinds of arts for college. and im in the process of making a portfolio. i would like to practice commercial arts. does anyone know of any cool ads with pictures to draw. ex:perfume ad. or just any other cool picture please post them!!! <3
Developmental Learning in Art
Human developmental theories can be found in education, society, and even in peace research: cognitive, developmental, social learning, and socio-cultural developmental theories all have contributed to the educational system that is present today in the United States of America. Researchers such as Darwin, Freud, Erickson, Piaget, Watson, Skinner, Kohlberg, Bandura, Vygostsky, Bowlby, Bronfenbrenner, Gilligan, among many other scientists have done extensive research that today has influenced education throughout the content areas. The purpose of this article is to analyze two human development theories and create a lifelong learning curriculum for the art education throughout the lifespan of a learner.
Cognitive Developmental Theory
To understand is to invent, or to reconstruct by reinventing.
Piaget (1972, p. 24)
Jean Piaget
Even though some critics say that Piaget’s theories are not correct, others support his research. To understand a bit better where the theories originated from lets discuss the origin of Jean Piaget. In 1896, born in a French-speaking part of Switzerland a child was born to a medieval literature professor called Arthur Piaget. According to his father, Jean was a precocious child who developed an interest in natural science (biology and the natural world), and even published a number of papers before he graduated from high school about mollusks. His lifelong passion was to understand how humans create knowledge. Piaget’s efforts founded the discipline of genetic epistemology (biological foundations for knowledge), and established a framework that continues to affect the way teachers are trained and students are taught.
He served as a professor of psychology at the University of Geneva from 1929 to 1975 and is best known for reorganizing cognitive development theory into a series of stages, expanding on earlier work from James Mark Baldwin: four levels of development corresponding roughly to (1) infancy, (2) pre-school, (3) childhood, and (4) adolescence. Piaget spent years observing and interviewing young male children in an effort to further his theories about the construction of knowledge. According to Nagarjuna (2006), Piaget “thought that by observing the ways that children create meaning, he could learn more in general about the development of knowledge.”
Development from one stage to the next according to Piaget is the accumulation of errors in the child’s understanding of the environment; theses errors eventually causes such a degree of cognitive disequilibrium that the structures within the child require reorganizing. According to Murray (2007), “All development emerges from action; that is to say, individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment.” According to Nagarjuna (2006), “Cognitive structures are understood to be the ways that young people make sense of the world, given their lack of adult sensibilities.”
Jean Piaget viewed intelligence as a process that help an organism adapt to its environment and proposed four major periods of cognitive development. The four development stages described in Piaget’s theory are (1) sensorimotor stage, (2) Preoperational stage, (3) Concrete operational stage, and (4) formal operational stage. Each cognitive structure in Piaget’s theory is defined by a series of traits, and corresponds loosely to specific age. These chronological periods are not rigid rules, just approximate values to set the stages in an order starting from birth to 2 years of age defining the sensorimotor stage, where the children experience the world through movement and senses and learn object permanence. The preoperational stage starts from the age of 2 to 7 years and the child has an acquisition of motor skills. In the concrete operational stage starts from 7 to 11 years and the children begin to think logically about concrete events that are taking place in their environment. In the formal operational stage begins after the age of 11 and it is when the child develops of abstract reasoning of the world around them.
Based on his life long research, Piaget felt that “students should not be seen as empty vessels to be filled by expert teachers, but rather active participants in the building of their own knowledge” (Nagarjuna, 2006). According to Murray (2007), Piaget concluded “that schools should emphasize cooperative decision-making and problem solving, nurturing moral development by requiring students to work out common rules based on fairness” (p. 2). Even though the explanations offered may be incorrect today, according to the latest adult sensibilities and research, but “the fact that children do offer explanations for these things shows that they are actively working to understand the world around them” (Nagarjuna, 2006).
Following Piaget’s line of reasoning, Selman (1980) examined children’s cognitive understanding of the social world. To understand relations and interactions between people, children need to understand that others also have an internal state which influences how they are behaving. Selman reported that rather young children realize that different people have visual perspectives which are independent from their own. . . . Implying Piaget’s insight in peace education would ask for an active, exploratory process in which conflicting information and social dilemmas are allowed to exist. In such a process, learning to understand the underlying perspectives (visual, social, or emotional) of other people would broaden our possibilities of being confronted with and understanding differences.
Hakvoort (2002)
Lev Vygotsky
The second theory that will be used to write the art curriculum for the lifelong learners is the cognitive theories of Lev Vygotsky. Vygotsky insists that children’s minds are shaped by the particular social and historical context in which they live and by their interactions with adults, explaining why educators will never be replaced with technology no matter the advances that we reach. His social development theories play a fundamental role in the development of cognition. Vygotsky (1978) states:
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals (p.57).
Vygostsky’s theory of art developed a “dynamic overall approach by (1) the writer’s intentions, era, and background; (2) the form, content, and symbolism of the literary piece; and (3) the readers’ experience and interpretation of the work” (Lindqvist, 2003). Vygostsky did not regards art as something spiritual and metaphysical, which raises the artists genius above the shape and contents of the work being created. Instead, he saw art as a reflection how society touches the people’s lives and how society developed. Art is an excellent tool for studying not only society, but emotions, and psychology. According to Lindqvist (2003), “Vygostsky regarded the psychology of art as a theory of the social techniques of emotions. His analysis reflects the artistic process.”
Art
The Britannica Online defines art as “the use of skill and imagination in the creation of aesthetic objects, environments, or experiences that can be shared with others.” The first and broadest sense of art is the one that has stayed closest to the older Latin meaning, which roughly translates to “skill” or “craft,” and also from an Indo-European root meaning “arrangement” or “to arrange.” In this sense, art is whatever is described as having undergone a deliberate process of arrangement. Art can describe several things: a study of creative skill, a process of using the creative skill, a product of the creative skill, or the audience’s experience with the creative skill. Art is something that visually stimulates an individual’s thoughts, emotions, beliefs, or ideas. Art is a realized expression of an idea – it can take many different forms and serve many different purposes.
Using this last definition art would be a good tool to used to help students acquire a sense of belonging in their environment. According to Wekipedia, the common characteristics displayed by art are:
encourages an intuitive understanding rather than a rational understanding, as, for example, with an article in a scientific journal; was created with the intention of evoking such an understanding or an attempt at such an understanding in the audience; was created with no other purpose or function other than to be itself (a radical, “pure art” definition); is elusive, in that the work may communicate on many different levels of appreciation; may offer itself to many different interpretations, or, though it superficially depicts a mundane event or object, invites reflection upon elevated themes; demonstrates a high level of ability or fluency within a medium; this characteristic might be considered a point of contention, since many modern artists (most notably, conceptual artists) do not themselves create the works they conceive, or do not even create the work in a conventional, demonstrative sense (one might think of Tracey Emin’s controversial My Bed); confers particularly appealing or aesthetically satisfying structures or forms upon an original set of unrelated, passive constituents.
Art Educational Program
But if you ask what is the good of education in general, the answer is easy; that education makes good men, and that good men act nobly.
Plato
Many schools are now learning how to deal with the diversity among the student and teacher population. Greenman (2007) suggests that art, music, and language are a good way to embrace cultural diversity. Art teachers, need to incorporate the art of other cultures throughout the schools curricula. Just as the scientists that wanted to change the world with their theories on human development artists, art teachers, art historians and other enthusiasts appreciate and value the art of other countries, so perhaps we may facilitate the education of others. Since according to Greenman (2007), “We’re all aware that when you know and understand something, you come to appreciate and value its uniqueness.”
Design, Implementation, and Teaching
A child’s education should begin at least one hundred years before he is born.
Oliver Wendell Holmes, Jr.
Infants. Infants are children classified from birth to 2 years of age. Through the use of many practices, specialized schools, and educational program for parents, caregivers can start educating their child from infancy using art. Art exposes the child to a world of imagination while it introduces him/ her to the riches of our world (plants, animals, places, etc.). Since infants can’t speak exposing them to bright colors, pictures, cartoons, and other forms of art is the best tool to use. During these delicate years of infancy, the child is developing their sensorimotor skills (uses of all the five senses). Color are the best way to help develop hand and eye coordination by obtaining toys, tools, education material that is bright and contains the main primary colors: red, blue, yellow, green, white, and black. The exposure to more colors helps the students learn to define and identify not only the colors but the objects containing the colors, using their appropriate names if taught by the caregivers.
Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.
Oscar Wilde
Toddlers. Toddlers in the other hand are children from the age of 2 to 5 years old. These children are active and have been able to identify colors, shapes, object, and their functions. As the child’s caregiver this is time to expose the children to watercolors, colored pencils, crayons, long white walls, mud, clay, and so on. The student will learn to make lines and circles, which are the basic principals for writing. The use of watercolors, brushes, and color pencils will refine the motor skills they will need in the future. The crayons would teach them to stay in between the lines while making their own masterpieces to share their feelings and their view of the environment.
Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well.
Aristotle
Once a child enters the school system it is the teachers task to become the second parent, the guide need to enhance the lives of the children. At this stage of development, the children are able to identify and recognize variations in their environment. They are able to create art, enhance it, mimic it, copy it, and interpret the art, the culture, and the origin of it. The students learn how to express their feeling, emotions, sentiments, problems, solutions, and soul through their colors. At this ages they also try to experiment by creating their own colors, mixing and matching to create their own identity.
Education is not received. It is achieved.
Anonymous
Adolescence. Teenagers are a strange bread of individuals not quite adults, yet not quite children. These students are full of energy, passion, rage, anger, emotions, problems, and should be taught to use art as a means to release, fix, or neutralize these emotions. The students can at this age create a art festival in which they show the techniques and skills they have learned in previous years. Since art teachers are natural leaders according to Greenman (2007), high school students can create an “International Festival” in which they can exhibit various works of art from diverse countries, make creative bulletin board of different languages, have a dance contest in which P.E. class are incorporated, use diverse cloth from different cultures, after-school activities, special meals, among other things. As a high school teacher, “students could wear special costumes from their country of origin at the event. The colors, designs, and patterns would add much to the festive occasion. Wearing art from around the world … a feast for the eyes” (Greenman, 2007).
The Classroom experience is changed when you’re close to the age of the professor and bring similar life experiences into the leaning process.
Gay Clyburn
Young Adults. As a young adult, there are many ways that you can enhance art education among the students population. Personally, the students are looking to enhance their knowledge of the world and environments around them. As the instructor a creation of a diverse art curriculum that includes making colors from scratch, how to make paper, in depth study on how colors where used in Egypt, Greece, Paris, US, Latin America, China, Japan. In these courses, go into depth on how to interpret, appreciate, and create art piece that could teach the students how to blend in to a diverse settings. Teach how to tell a story through time using only colors and art.
Education makes people easy to lead, but difficult to drive; easy to govern, but impossible to enslave.
Henry Peter Brougham
Senior Citizens. As an educator, while teaching an art to senior citizens incorporating acrylic painting, watercolors, and other techniques to help them express what they have seen, lived, and experience through life. Learning how to leave a legacy of love for their loved ones, long discussions on the topic will lead to philosophy, acquisition of others knowledge and the teacher would become the students and the students would become the teachers since their experiences would be much greater than the educators. A deep discussion on the Mona Lisa, could lead us to solve the Dan Vinci code, while trying to create their own mysteries, while realizing that “If you educate a man you educate a person, but if you educate a woman you educate a family” (Manikan).
In conclusion, art education has many benefits for the students and world that we live in, but what has the educational systems have been doing to ensure the survival of these programs since they seem to be the first eliminated when the budgets are cut in schools. According to Holcomb (2007), “as a growing consensus of policymakers, educators, and parents agree that the arts are integral to learning, some districts are seeing a policy shift on the local and state level. In California, education and arts organizations have worked to secure a windfall arts budget that, in theory, would guarantee arts education in every public school in the state. The monies – $105 million in ongoing funds, and a one-time, $500 million line item for classroom equipment – are a legacy of the California Teacher Association’s successful lawsuit on education funding.”
References
Clyburn, G. (2006, November / December). Listening to Students: Dusting Off a Life of the Mind. Change.
Ferrari, M., Pinard, A., and Runions, K. (2001). Piaget’s Framework for a Scientific Study of Consciousness. Human Development, 44: 195 – 213.
Hakvoort, I. (2002, January). Theories of Learning and Development: Implications for Peace Education. Social Alternatives, 21(1): 18 – 22.
Holcomb, S. (2007, January). States of Arts. Art Education. Retrieved February 1st, 2007 from Neatoday.
Greenman, G. (2007, January). Tried & True tips for Art Teachers. Retrieved January 31, 2007 from www.art5andactivities.com
Lindqvist, G. (2003). Vygostsky’s Theory of Creativity. Creativity Research Journal, 15 (2-3): 245 – 251.
Lourenco, O., and Machado, A. (1996). In Defense of Piaget’s Theory: A Reply to 10 Common Criticisms. Psychological Review, 103 (1): 143 – 144.
Malerstein, A.J., Ahern, M.M., Pulos, S., and Arasteh, J.D. (1995, Spring). Prediction and Constancy of Cognitive-Motivational Structures in mothers and their adolescents. Child Psychiatry and Human Development, 25(3): 197 – 208.
Murray, M.E. (2007). Moral Development and Moral Education: An Overview. Department of Psychology, University of Illinois at Chicago. Retrieved on January 25, 2007 from http://tigger.uic.edu/~Inucci/MoralEd/overviewtext.html
Nagarjuna, G. (2006) Tracing the Biological Roots of Knowledge, in Rangaswamy, N.S., Eds. Life and Organicism. Project of History of Indian Science, Philosophy and Culture (PHISPC).
Piaget, J. (1976). La formation du symbole chez l’enfant. [Play, dreams, and imitation]. Neuchantel, Switzerland: Delachaux et Niestle. (Original work published 1946).
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.