why visual arts is important essay

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The Importance of Visual Art

Visual art is a fundamental component of the human experience reflecting the world and the time in which we live. Art can help us understand our history, our culture, our lives, and the experience of others in a manner that cannot be achieved through other means. It can also be a source of inspiration, reflection, and joy.

Visual Art and the American Experience is a testament to the power of art and its connection to our national heritage. Through the exploration of various themes, eras, and artistic styles, the exhibition will serve as a lens through which we can learn about the history of American art and the African American experience.

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Why Is Art Important?

The Big Question: Why is art important?

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Essay on Art

500 words essay on art.

Each morning we see the sunshine outside and relax while some draw it to feel relaxed. Thus, you see that art is everywhere and anywhere if we look closely. In other words, everything in life is artwork. The essay on art will help us go through the importance of art and its meaning for a better understanding.

What is Art?

For as long as humanity has existed, art has been part of our lives. For many years, people have been creating and enjoying art. It expresses emotions or expression of life. It is one such creation that enables interpretation of any kind.

It is a skill that applies to music, painting, poetry, dance and more. Moreover, nature is no less than art. For instance, if nature creates something unique, it is also art. Artists use their artwork for passing along their feelings.

Thus, art and artists bring value to society and have been doing so throughout history. Art gives us an innovative way to view the world or society around us. Most important thing is that it lets us interpret it on our own individual experiences and associations.

Art is similar to live which has many definitions and examples. What is constant is that art is not perfect or does not revolve around perfection. It is something that continues growing and developing to express emotions, thoughts and human capacities.

Importance of Art

Art comes in many different forms which include audios, visuals and more. Audios comprise songs, music, poems and more whereas visuals include painting, photography, movies and more.

You will notice that we consume a lot of audio art in the form of music, songs and more. It is because they help us to relax our mind. Moreover, it also has the ability to change our mood and brighten it up.

After that, it also motivates us and strengthens our emotions. Poetries are audio arts that help the author express their feelings in writings. We also have music that requires musical instruments to create a piece of art.

Other than that, visual arts help artists communicate with the viewer. It also allows the viewer to interpret the art in their own way. Thus, it invokes a variety of emotions among us. Thus, you see how essential art is for humankind.

Without art, the world would be a dull place. Take the recent pandemic, for example, it was not the sports or news which kept us entertained but the artists. Their work of arts in the form of shows, songs, music and more added meaning to our boring lives.

Therefore, art adds happiness and colours to our lives and save us from the boring monotony of daily life.

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Conclusion of the Essay on Art

All in all, art is universal and can be found everywhere. It is not only for people who exercise work art but for those who consume it. If there were no art, we wouldn’t have been able to see the beauty in things. In other words, art helps us feel relaxed and forget about our problems.

FAQ of Essay on Art

Question 1: How can art help us?

Answer 1: Art can help us in a lot of ways. It can stimulate the release of dopamine in your bodies. This will in turn lower the feelings of depression and increase the feeling of confidence. Moreover, it makes us feel better about ourselves.

Question 2: What is the importance of art?

Answer 2: Art is essential as it covers all the developmental domains in child development. Moreover, it helps in physical development and enhancing gross and motor skills. For example, playing with dough can fine-tune your muscle control in your fingers.

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Arts Integration in School: 10 Reasons Why It’s Important

Elementary students painting their sculptures

It was not long ago that arts education in schools was thought to be a luxury, and arts classes were cut from the curriculum to make room for more time to prepare for standardized tests. Currently, there is more and more information available that shows how crucial arts integration is to creating well-rounded, well-prepared learners and leaders. Articles with titles such as “ Teachers are using theater and dance to teach math — and it’s working ,” and “ Arts-Based Education Will Power the Creative Economy ” discuss the theory and research behind such claims.

At Seneca Academy, the arts (fine arts, drama, music, movement) have always been an integrated part of our curriculum . We weave the arts into our core classroom curricula as well as teach specific artistic skills and abilities.

Here is what we’ve learned through experience about why arts integration is so important:

Working in the arts helps learners to develop creative problem-solving skills.
Teaching through the arts can present difficult concepts visually, making them more easy to understand.
Art instruction helps children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness.
Visual arts teach learners about color, layout, perspective, and balance: all techniques that are necessary in presentations (visual, digital) of academic work.
Integrating art with other disciplines reaches students who might not otherwise be engaged in classwork.
Arts experiences boost critical thinking, teaching students to take the time to be more careful and thorough in how they observe the world.
The arts provide challenges for learners at all levels.
Art education connects students with their own culture as well as with the wider world.
A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair, or to win an award for writing an essay or poem than children who do not participate.
A study of Missouri public schools in 2010 found that greater arts education led to fewer disciplinary infractions and higher attendance, graduation rates, and test scores.

Learn More About Seneca Academy Curriculum

New evidence of the benefits of arts education

Subscribe to the brown center on education policy newsletter, brian kisida and bk brian kisida assistant professor, truman school of public affairs - university of missouri @briankisida daniel h. bowen dhb daniel h. bowen assistant professor, college of education and human development - texas a&m university @_dhbowen.

February 12, 2019

Engaging with art is essential to the human experience. Almost as soon as motor skills are developed, children communicate through artistic expression. The arts challenge us with different points of view, compel us to empathize with “others,” and give us the opportunity to reflect on the human condition. Empirical evidence supports these claims: Among adults, arts participation is related to behaviors that contribute to the health of civil society , such as increased civic engagement, greater social tolerance, and reductions in other-regarding behavior. Yet, while we recognize art’s transformative impacts, its place in K-12 education has become increasingly tenuous.

A critical challenge for arts education has been a lack of empirical evidence that demonstrates its educational value. Though few would deny that the arts confer intrinsic benefits, advocating “art for art’s sake” has been insufficient for preserving the arts in schools—despite national surveys showing an overwhelming majority of the public agrees that the arts are a necessary part of a well-rounded education.

Over the last few decades, the proportion of students receiving arts education has shrunk drastically . This trend is primarily attributable to the expansion of standardized-test-based accountability, which has pressured schools to focus resources on tested subjects. As the saying goes, what gets measured gets done. These pressures have disproportionately affected access to the arts in a negative way for students from historically underserved communities. For example, a federal government report found that schools designated under No Child Left Behind as needing improvement and schools with higher percentages of minority students were more likely to experience decreases in time spent on arts education.

We recently conducted the first ever large-scale, randomized controlled trial study of a city’s collective efforts to restore arts education through community partnerships and investments. Building on our previous investigations of the impacts of enriching arts field trip experiences, this study examines the effects of a sustained reinvigoration of schoolwide arts education. Specifically, our study focuses on the initial two years of Houston’s Arts Access Initiative and includes 42 elementary and middle schools with over 10,000 third- through eighth-grade students. Our study was made possible by generous support of the Houston Endowment , the National Endowment for the Arts , and the Spencer Foundation .

Due to the program’s gradual rollout and oversubscription, we implemented a lottery to randomly assign which schools initially participated. Half of these schools received substantial influxes of funding earmarked to provide students with a vast array of arts educational experiences throughout the school year. Participating schools were required to commit a monetary match to provide arts experiences. Including matched funds from the Houston Endowment, schools in the treatment group had an average of $14.67 annually per student to facilitate and enhance partnerships with arts organizations and institutions. In addition to arts education professional development for school leaders and teachers, students at the 21 treatment schools received, on average, 10 enriching arts educational experiences across dance, music, theater, and visual arts disciplines. Schools partnered with cultural organizations and institutions that provided these arts learning opportunities through before- and after-school programs, field trips, in-school performances from professional artists, and teaching-artist residencies. Principals worked with the Arts Access Initiative director and staff to help guide arts program selections that aligned with their schools’ goals.

Our research efforts were part of a multisector collaboration that united district administrators, cultural organizations and institutions, philanthropists, government officials, and researchers. Collective efforts similar to Houston’s Arts Access Initiative have become increasingly common means for supplementing arts education opportunities through school-community partnerships. Other examples include Boston’s Arts Expansion Initiative , Chicago’s Creative Schools Initiative , and Seattle’s Creative Advantage .

Through our partnership with the Houston Education Research Consortium, we obtained access to student-level demographics, attendance and disciplinary records, and test score achievement, as well as the ability to collect original survey data from all 42 schools on students’ school engagement and social and emotional-related outcomes.

We find that a substantial increase in arts educational experiences has remarkable impacts on students’ academic, social, and emotional outcomes. Relative to students assigned to the control group, treatment school students experienced a 3.6 percentage point reduction in disciplinary infractions, an improvement of 13 percent of a standard deviation in standardized writing scores, and an increase of 8 percent of a standard deviation in their compassion for others. In terms of our measure of compassion for others, students who received more arts education experiences are more interested in how other people feel and more likely to want to help people who are treated badly.

When we restrict our analysis to elementary schools, which comprised 86 percent of the sample and were the primary target of the program, we also find that increases in arts learning positively and significantly affect students’ school engagement, college aspirations, and their inclinations to draw upon works of art as a means for empathizing with others. In terms of school engagement, students in the treatment group were more likely to agree that school work is enjoyable, makes them think about things in new ways, and that their school offers programs, classes, and activities that keep them interested in school. We generally did not find evidence to suggest significant impacts on students’ math, reading, or science achievement, attendance, or our other survey outcomes, which we discuss in our full report .

As education policymakers increasingly rely on empirical evidence to guide and justify decisions, advocates struggle to make the case for the preservation and restoration of K-12 arts education. To date, there is a remarkable lack of large-scale experimental studies that investigate the educational impacts of the arts. One problem is that U.S. school systems rarely collect and report basic data that researchers could use to assess students’ access and participation in arts educational programs. Moreover, the most promising outcomes associated with arts education learning objectives extend beyond commonly reported outcomes such as math and reading test scores. There are strong reasons to suspect that engagement in arts education can improve school climate, empower students with a sense of purpose and ownership, and enhance mutual respect for their teachers and peers. Yet, as educators and policymakers have come to recognize the importance of expanding the measures we use to assess educational effectiveness, data measuring social and emotional benefits are not widely collected. Future efforts should continue to expand on the types of measures used to assess educational program and policy effectiveness.

These findings provide strong evidence that arts educational experiences can produce significant positive impacts on academic and social development. Because schools play a pivotal role in cultivating the next generation of citizens and leaders, it is imperative that we reflect on the fundamental purpose of a well-rounded education. This mission is critical in a time of heightened intolerance and pressing threats to our core democratic values. As policymakers begin to collect and value outcome measures beyond test scores, we are likely to further recognize the value of the arts in the fundamental mission of education.

Why Is Art Important? – The Value of Creative Expression

The importance of art is an important topic and has been debated for many years. Some might think art is not as important as other disciplines like science or technology. Some might ask what art is able to offer the world in terms of evolution in culture and society, or perhaps how can art change us and the world. This article aims to explore these weighty questions and more. So, why is art important to our culture? Let us take a look.

Table of Contents

1.1 The Definition of Art
1.2 The Types and Genres of Art
2.1 Art Is a Universal Language
2.2 Art Allows for Self-Expression
2.3 Art Keeps Track of History and Culture
2.4 Art Assists in Education and Human Development
2.5 Art Adds Beauty for Art’s Sake
2.6 Art Is Socially and Financially Rewarding
2.7 Art Is a Powerful (Political) Tool
3 Art Will Always Be There
4.1 What Is the Importance of Arts?
4.2 Why Is Art Important to Culture?
4.3 What Are the Different Types of Art?
4.4 What Is the Definition of Art?

What Is Art?

There is no logical answer when we ponder the importance of arts. It is, instead, molded by centuries upon centuries of creation and philosophical ideas and concepts. These not only shaped and informed the way people did things, but they inspired people to do things and live certain ways.

We could even go so far as to say the importance of art is borne from the very act of making art. In other words, it is formulated from abstract ideas, which then turn into the action of creating something (designated as “art”, although this is also a contested topic). This then evokes an impetus or movement within the human individual.

This impetus or movement can be anything from stirred up emotions, crying, feeling inspired, education, the sheer pleasure of aesthetics, or the simple convenience of functional household items – as we said earlier, the importance of art does not have a logical answer.

Before we go deeper into this question and concept, we need some context. Below, we look at some definitions of art to help shape our understanding of art and what it is for us as humans, thus allowing us to better understand its importance.

The Definition of Art

Simply put, the definition of the word “art” originates from the Latin ars or artem , which means “skill”, “craft”, “work of art”, among other similar descriptions. According to Merriam-Webster’s online dictionary, the word has various meanings; art may be a “skill acquired by experience, study, or observation”, a “branch of learning”, “an occupation requiring knowledge or skill”, or “the conscious use of skill and creative imagination especially in the production of aesthetic objects”.

We might also tend to think of art in terms of the latter definition provided above, “the conscious use of skill” in the “production of aesthetic objects”. However, does art only serve aesthetic purposes? That will also depend on what art means to us personally, and not how it is collectively defined. If a painting done with great skill is considered to be art, would a piece of furniture that is also made with great skill receive the same label as being art?

Thus, art is defined by our very own perceptions.

Art has also been molded by different definitions throughout history. When we look at it during the Classical or Renaissance periods , it was very much defined by a set of rules, especially through the various art academies in the major European regions like Italy (Academy and Company for the Arts of Drawing in Florence), France (French Academy of Fine Arts), and England (Royal Academy of Arts in London).

In other words, art had an academic component to it so as to distinguish artists from craftsmen.

The defining factor has always been between art for art’s sake , art for aesthetic purposes, and art that serves a purpose or a function, which is also referred to as “utilitarianism”. It was during the Classical and Renaissance periods that art was defined according to these various predetermined rules, but that leaves us with the question of whether these so-called rules are able to illustrate the deeper meaning of what art is?

If we move forward in time to the 20 th century and the more modern periods of art history, we find ourselves amidst a whole new art world. People have changed considerably between now and the Renaissance era, but we can count on art to be like a trusted friend, reflecting and expressing what is inherent in the cultures and people of the time.

During the 20 th century, art was not confined to rules like perspective, symmetry, religious subject matter, or only certain types of media like oil paints . Art was freed, so to say, and we see the definition of it changing (literally) in front of our very own eyes over a variety of canvases and objects. Art movements like Cubism , Fauvism, Dadaism, and Surrealism, among others, facilitated this newfound freedom in art.

Artists no longer subscribed to a set of rules and created art from a more subjective vantage point.

Additionally, more resources became available beyond only paint, and artists were able to explore new methods and techniques previously not available. This undoubtedly changed the preconceived notions of what art was. Art became commercialized, aestheticized, and devoid of the traditional Classical meaning from before. We can see this in other art movements like Pop Art and Abstract Expressionism, among others.

The Types and Genres of Art

There are also different types and genres of art, and all have had their own evolution in terms of being classified as art. These are the fine arts, consisting of painting, drawing, sculpting, and printmaking; applied arts like architecture; as well as different forms of design such as interior, graphic, and fashion design, which give day-to-day objects aesthetic value.

Other types of art include more decorative or ornamental pieces like ceramics, pottery, jewelry, mosaics, metalwork, woodwork, and fabrics like textiles. Performance arts involve theater and drama, music, and other forms of movement-based modalities like dancing, for example. Lastly, Plastic arts include works made with different materials that are pliable and able to be formed into the subject matter, thus becoming a more hands-on approach with three-dimensional interaction.

Top Reasons for the Importance of Art

Now that we have a reasonable understanding of what art is, and a definition that is ironically undefinable due to the ever-evolving and fluid nature of art, we can look at how the art that we have come to understand is important to culture and society. Below, we will outline some of the top reasons for the importance of art.

Art Is a Universal Language

Art does not need to explain in words how someone feels – it only shows. Almost anyone can create something that conveys a message on a personal or public level, whether it is political, social, cultural, historical, religious, or completely void of any message or purpose. Art becomes a universal language for all of us to tell our stories; it is the ultimate storyteller.

We can tell our stories through paintings, songs, poetry, and many other modalities.

Art connects us with others too. Whenever we view a specific artwork, which was painted by a person with a particular idea in mind, the viewer will feel or think a certain way, which is informed by the artwork (and artist’s) message. As a result, art becomes a universal language used to speak, paint, perform, or build that goes beyond different cultures, religions, ethnicities, or languages. It touches the deepest aspects of being human, which is something we all share.

Art Allows for Self-Expression

Touching on the above point, art touches the deepest aspects of being human and allows us to express these deeper aspects when words fail us. Art becomes like a best friend, giving us the freedom and space to be creative and explore our talents, gifts, and abilities. It can also help us when we need to express difficult emotions and feelings or when we need mental clarity – it gives us an outlet.

Art is widely utilized as a therapeutic tool for many people and is an important vehicle to maintain mental and emotional health. Art also allows us to create something new that will add value to the lives of others. Consistently expressing ourselves through a chosen art modality will also enable us to become more proficient and disciplined in our skills.

Art Keeps Track of History and Culture

We might wonder, why is art important to culture? As a universal language and an expression of our deepest human nature, art has always been the go-to to keep track of everyday events, almost like a visual diary. From the geometric motifs and animals found in early prehistoric cave paintings to portrait paintings from the Renaissance, every artwork is a small window into the ways of life of people from various periods in history. Art connects us with our ancestors and lineage.

When we find different artifacts from all over the world, we are shown how different cultures lived thousands of years ago. We can keep track of our current cultural trends and learn from past societal challenges. We can draw inspiration from past art and artifacts and in turn, create new forms of art.

Art is both timeless and a testament to the different times in our history.

Art Assists in Education and Human Development

Art helps with human development in terms of learning and understanding difficult concepts, as it accesses different parts of the human brain. It allows people to problem-solve as well as make more complex concepts easier to understand by providing a visual format instead of just words or numbers. Other areas that art assists learners in (range from children to adults) are the development of motor skills, critical thinking, creativity, social skills, as well as the ability to think from different perspectives.

Art subjects will also help students improve on other subjects like maths or science. Various research states the positive effects art has on students in public schools – it increases discipline and attendance and decreases the level of unruly behavior.

According to resources and questions asked to students about how art benefits them, they reported that they look forward to their art lesson more than all their other lessons during their school day. Additionally, others dislike the structured format of their school days, and art allows for more creativity and expression away from all the rules. It makes students feel free to do and be themselves.

Art Adds Beauty for Art’s Sake

Art is versatile. Not only can it help us in terms of more complex emotional and mental challenges and enhance our well-being, but it can also simply add beauty to our lives. It can be used in numerous ways to make spaces and areas visually appealing.

When we look at something beautiful, we immediately feel better. A piece of art in a room or office can either create a sense of calm and peace or a sense of movement and dynamism.

Art can lift a space either through a painting on a wall, a piece of colorful furniture, a sculpture, an ornamental object, or even the whole building itself, as we see from so many examples in the world of architecture. Sometimes, art can be just for art’s sake.

Art Is Socially and Financially Rewarding

Art can be socially and financially rewarding in so many ways. It can become a profession where artists of varying modalities can earn an income doing what they love. In turn, it becomes part of the economy. If artists sell their works, whether in an art gallery, a park, or online, this will attract more people to their location. Thus, it could even become a beacon for improved tourism to a city or country.

The best examples are cities in Europe where there are numerous art galleries and architectural landmarks celebrating artists from different periods in art history, from Gothic cathedrals like the Notre Dame in Paris to the Vincent van Gogh Museum in Amsterdam. Art can also encourage people to do exercise by hiking up mountains to visit pre-historic rock art caves.

Art Is a Powerful (Political) Tool

Knowing that art is so versatile, that it can be our best friend and teacher, makes it a very powerful tool. The history of humankind gives us thousands of examples that show how art has been used in the hands of people who mean well and people who do not mean well.

Therefore, understanding the role of art in our lives as a powerful tool gives us a strong indication of its importance.

Art is also used as a political medium. Examples include memorials to celebrate significant changemakers in our history, and conveying powerful messages to society in the form of posters, banners, murals, and even graffiti. It has been used throughout history by those who have rebelled as well as those who created propaganda to show the world their intentions, as extreme as wanting to take over the world or disrupt existing regimes.

The Futurist art movement is an example of art combined with a group of men who sought to change the way of the future, informed by significant changes in society like the industrial revolution. It also became a mode of expression of the political stances of its members.

Other movements like Constructivism and Suprematism used art to convey socialist ideals, also referred to as Socialist Realism.

Other artists like Jacques-Louis David from the Neoclassical movement produced paintings influenced by political events; the subject matter also included themes like patriotism. Other artists include Pablo Picasso and his famous oil painting , Guernica (1937), which is a symbol and allegory intended to reach people with its message.

The above examples all illustrate to us that various wars, conflicts, and revolutions throughout history, notably World Wars I and II, have influenced both men and women to produce art that either celebrates or instigates changes in society. The power of art’s visual and symbolic impact has been able to convey and appeal to the masses.

Art Will Always Be There

The importance of art is an easy concept to understand because there are so many reasons that explain its benefits in our lives. We do not have to look too hard to determine its importance. We can also test it on our lives by the effects it has on how we feel and think when we engage with it as onlookers or as active participants – whether it is painting, sculpting, or standing in an art gallery.

What art continuously shows us is that it is a constant in our lives, our cultures, and the world. It has always been there to assist us in self-expression and telling our story in any way we want to. It has also given us glimpses of other cultures along the way.

Art is fluid and versatile, just like a piece of clay that can be molded into a beautiful bowl or a slab of marble carved into a statue. Art is also a powerful tool that can be used for the good of humanity good or as a political weapon.

Art is important because it gives us the power to mold and shape our lives and experiences. It allows us to respond to our circumstances on micro- and macroscopic levels, whether it is to appreciate beauty, enhance our wellbeing, delve deeper into the spiritual or metaphysical, celebrate changes, or to rebel and revolt.

Take a look at our purpose of art webstory here!

Frequently Asked Questions

What is the importance of arts.

There are many reasons that explain the importance of art. It is a universal language because it crosses language and cultural barriers, making it a visual language that anyone can understand; it helps with self-expression and self-awareness because it acts as a vehicle wherein we can explore our emotions and thoughts; it is a record of past cultures and history; it helps with education and developing different skill sets; it can be financially rewarding, it can be a powerful political tool, and it adds beauty and ambiance to our lives and makes us feel good.

Why Is Art Important to Culture?

Art is important to culture because it can bridge the gap between different racial groups, religious groups, dialects, and ethnicities. It can express common values, virtues, and morals that we can all understand and feel. Art allows us to ask important questions about life and society. It allows reflection, it opens our hearts to empathy for others, as well as how we treat and relate to one another as human beings.

What Are the Different Types of Art?

There are many different types of art, including fine arts like painting, drawing, sculpture, and printmaking, as well as applied arts like architecture, design such as interior, graphic, and fashion. Other types of art include decorative arts like ceramics, pottery, jewelry, mosaics, metalwork, woodwork, and fabrics like textiles; performance arts like theater, music, dancing; and Plastic arts that work with different pliable materials.

What Is the Definition of Art?

The definition of the word “art” originates from the Latin ars or artem , which means “skill”, “craft”, and a “work of art”. The Merriam-Webster online dictionary offers several meanings, for example, art is a “skill acquired by experience, study, or observation”, it is a “branch of learning”, “an occupation requiring knowledge or skill”, or “the conscious use of skill and creative imagination especially in the production of aesthetic objects”.

Isabella studied at the University of Cape Town in South Africa and graduated with a Bachelor of Arts majoring in English Literature & Language and Psychology. Throughout her undergraduate years, she took Art History as an additional subject and absolutely loved it. Building on from her art history knowledge that began in high school, art has always been a particular area of fascination for her. From learning about artworks previously unknown to her, or sharpening her existing understanding of specific works, the ability to continue learning within this interesting sphere excites her greatly.

Her focal points of interest in art history encompass profiling specific artists and art movements, as it is these areas where she is able to really dig deep into the rich narrative of the art world. Additionally, she particularly enjoys exploring the different artistic styles of the 20 th century, as well as the important impact that female artists have had on the development of art history.

Learn more about Isabella Meyer and the Art in Context Team .

Cite this Article

Isabella, Meyer, “Why Is Art Important? – The Value of Creative Expression.” Art in Context. July 26, 2021. URL: https://artincontext.org/why-is-art-important/

Meyer, I. (2021, 26 July). Why Is Art Important? – The Value of Creative Expression. Art in Context. https://artincontext.org/why-is-art-important/

Meyer, Isabella. “Why Is Art Important? – The Value of Creative Expression.” Art in Context , July 26, 2021. https://artincontext.org/why-is-art-important/ .

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It’s great that you talked about how there are various kinds and genres of art. I was reading an art book earlier and it was quite interesting to learn more about the history of art. I also learned other things, like the existence of online american indian art auctions.

I just love your article…I am an art teacher from Papua New Guinea – a developing country in Oceania (South Pacific). I was enthralled after reading your article and wish to hear more from you. I come from a country where art and culture are embedded in our tribal peoples from generation.

Hi John, thank you very much for your feedback, it’s great to see that art is something that works all around the world!

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Why an education in visual arts is the key to arming students for the future

Professor, Chief Cultural Officer, Cultural Precinct, The University of Western Australia

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Ted Snell does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Visual skills are essential for a sophisticated workforce, yet we offer so little education in the vital skills of learning to see and developing the ability to interpret and critique our image-saturated world.

In the global marketplace, the economy of the cultural industries is growing in importance, and visual expression is part of everyday communication. For Australia to compete in this marketplace, visual acuity, visual literacy and the ability to communicate visually must be recognised as an equally fundamental skill to those of language and numeracy. These can all be taught through grounding in the visual arts.

There is a growing body of international and Australian research that demonstrates a direct link between an arts-rich education from an early age and an increase in students’ confidence, their intellectual abilities across all learning areas, problem-solving skills, and general life skills.

The visual arts provide a vital cultural component and deliver on a range of important skills otherwise missing from the curriculum. They also provide a platform for addressing the important issues of our times; they build self-reflective, empowered communities; and, let’s not forget, they also bring great joy and reassurance in times of anxiety.

Future skills

As the 2016 World Economic Forum report on The Future of Jobs predicted, the top necessary skills required for the fourth industrial revolution will be complex problem-solving, critical thinking and creativity, alongside emotional intelligence and cognitive flexibility.

Read more: Fourth industrial revolution: sorting out the real from the unreal

Highly specialised, rigidly structured degree courses aimed at a specific job outcome will be redundant in this emerging environment. But degrees with a strong visual arts foundation will ensure individuals will flourish, not flounder, under the impact of disruptive technologies and when confronted by new ways of working.

Steve Jobs said he employed people at Apple with passion , particularly for problem-solving, “having a vision, and being able to articulate it so people around you can understand it, and getting a consensus on a common vision”. It’s why Jobs also said he wanted to see applicants’ drawing portfolios before he employed them.

Work in the visual arts also generates new images and develops new ideas. These have the potential for commercialisation at a time when the government is pursuing its agenda on innovation and promoting the creative industries. For instance, several of the residencies through the Australian Network for Art and Technology Synapse program have led to further research and potential commercialisation.

Ever-expanding digital platforms will also need more and more creative content, requiring that all employees in every profession have opportunities to develop these skills.

We must then ensure that the creative arts are a core component of the curriculum so that all students will become more resourceful and better equipped to successfully manage change.

As well as teaching us vital skills, the arts also enrich, enhance and transform individual lives. This is the intrinsic benefit of the arts, which also has a value to the wider community.

It’s not just about individual pleasure, though. The arts change attitudes, and by so doing they can transform society. An education in the visual arts provides students with a better chance of achieving these shifts in our collective consciousness.

Read more: Friday essay: can art really make a difference?

Embedding arts at universities

Studying the visual arts provides the hothouse environment that brings the instrumental and intrinsic benefits of the arts into unison. It becomes a forum in which to explore new possibilities and critique existing presumptions and preconceptions about art and life.

Our challenge is to find ways of integrating the visual arts into the core curriculum and at the heart of the student experience. This includes an object-based learning approach to teaching (for instance, including study of artworks and artefacts).

Internships, courses that integrate the arts within other disciplines, and collaborative projects designed for students across discipline areas are just some examples of strategies already employed at universities.

That is our challenge, to work collaboratively across academic disciplines to re-imagine the role of the visual arts in the 21st century university.

This article is an edited extract from a keynote address to the Australian Council of University Art & Design Schools (ACUADS) annual conference being held in Perth on September 27-28.

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The Importance of Visual Artists and Their Art in the Society

Jul 28, 2022

Kwame Akoto-Bamfo’s sculpture dedicated to the memory of the victims of the Transatlantic slave trade on display in Montgomery, Alabama. Photo: Raymond Boyd/Getty Images

The art world has always been an important part of society. It’s not just about the work that great artists create, but also their influence on people’s lives and how they change people’s perspectives.

The visual arts are a way to explore feelings and emotions through different mediums such as painting, drawing, photography and sculpture. They can also be interpreted in more than one way depending on who is viewing them.

Visual artists are an integral part of our society. We live in a world where we see, read, and hear about people and events that impact us all the time. These are things that can’t be captured by words alone.

This article explores the ways in which visual artists help us understand the world around us and why their role in society is crucial.

Visual artists have been influential in documenting events and historical occurrences.

This is especially true of visual artists who create art with a purpose, such as creating an accurate representation of the subject matter.

For example, if you were asked to paint a portrait of your grandmother, you would most likely choose to draw her as an old woman with grey hair and wrinkles on her face, only able to depict what she looks like now rather than how she looked when she was much younger.

Visual artists can also be used by governments or organizations to make important decisions about what should be shown in public spaces (such as museums).

For example, if there was an exhibition at a museum that showed only paintings of people from a particular ethnicity; this might not be representative of all people who will visit said museum. Visual artists can be engaged to create more artwork that shows cultural diversity to better represent all visitors to the museum.

There are so many other examples of visual artists being instrumental in documenting events and historical occurrences.

One example of this is the work done by painter Pablo Picasso during World War I: he created a series entitled Guernica, which depicts various scenes from that conflict.

Another example would be the work on display at Louvre Paris such as Leonardo da Vinci’s Mona Lisa or Michelangelo’s Pietà – both pieces were instrumental in helping people understand how these events happened through their realistic depictions.

Michelangelo’s Pietà. Photo: Art In Context

It is important to preserve the cultural identities of different communities, and visual art makes this possible.

Visual art is a great way to preserve the cultural identities of different communities.

It can also be used to communicate ideas and values, which is especially important when it comes to preserving history and telling stories about your people.

Visual artists are responsible for preserving the diversity of cultures through their work.

They show how different groups have lived in different areas, what they ate, where they went on vacation etc., all through visual representations of these aspects in their artwork.

Visual art helps in teaching and passing on values.

Visual art is a great way to teach values to children. This can be done through the use of visual images and symbols, which are easily understood by young minds.

Visual art also helps in passing on values from generation to generation. The paintings, sculptures and other forms of artwork serve as reminders of what we have gone through so that we may never forget our heritage and culture; they also remind us of how far we have come as a society since then!

Women of the Igbo Tribe of Nigeria depicted through art. Photo: Experiencing Naija

Visual art can help people deal with emotions and personal problems.

Visual art is a way to express emotions, and it’s also a way for artists to express their own feelings.

The beauty of visual art lies in its ability to communicate different kinds of information without words—and this makes it especially effective for those who struggle with depression or anxiety disorders because they don’t always feel comfortable talking about how they feel inside their heads or hearts (or even writing them down).

Visual artists are trained professionals who know how important it is for us all—whether we’re happy or sad—to be able to express how we feel. They are able to help achieve this through their art pieces that speak to diverse emotions and issues.

This ensures that these difficult emotions and problems can be expressed as opposed to keeping everything bottled up inside ourselves forever!

Visual art is an integral part of society that should be preserved at all costs.

It allows us to capture and preserve memories, express ourselves, understand the world around us and even connect with others.

Visual art has been around since time immemorial; it can be seen in caves or rock paintings from prehistoric times.

Art has been used as a tool for self-expression since ancient times: Egyptians created hieroglyphics on walls; the Chinese painted their pottery; Greeks painted frescoes on ceilings; Romans decorated statues with gold leaf or marble; Renaissance artists created portraits by painting on canvas or panelling; Impressionists experimented with light by exposing paint suspended in oil mediums onto canvases (oil painting) or paper (watercolor).

In modern times abstract expressionism has also become popular because it allows artists to express their emotions using shapes rather than colours alone.

Visual artists are important because they bring colour and life into otherwise dull or grey areas.

They can make you smile, laugh, or cry depending on how they present their work.

Their ability to paint a picture of the rain without going anywhere near an actual rainstorm or show up with a blank canvas that has nothing but white space on it yet still manage to create something inspiring and beautiful out of that blank canvas just by using their imagination should forever be applauded!

If you want to shop for unique artwork created by visual artists across Africa, we have a great collection on our marketplace and deliver worldwide. We invite you to shop some new art for your home, office or as a gift for friends/family today!

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THE big ideas: Why Does Art Matter?

Art Is How We Justify Our Existence

Our technologies are tools. But our creative works carry the wisdom of the world.

By David Zwirner

Mr. Zwirner is an art dealer.

This is the essay is part of The Big Ideas , a special section of The Times’s philosophy series, The Stone , in which more than a dozen artists, writers and thinkers answer the question, “Why does art matter?” The entire series can be found here .

When I agreed to write this essay, little did I know that when I finally sat down to tackle it all my favorite museums would be closed to the public, along with every library, theater, concert hall and movie house and, of course, the galleries I own. It’s a bit like our world faded abruptly and unexpectedly from vivid color to black and white.

But it dawned on me that there could hardly be a better moment to reflect upon the importance of art — or, better still, culture itself — than in the face of its almost complete physical absence.

This total loss of actual, palpable experiences with art is like a kind of withdrawal for me. The experience and appreciation — the need — for culture feels like it’s hard-wired into my existence and, I’d like to believe, hard-wired into our species. Art is not something that happens at the periphery of our lives. It’s actually the thing that’s right there in the center, a veritable engine.

It’s like my mother once said: “Die Kunst ist unsere Daseinsberechtigung.” Art is how we justify our existence.

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How Art Makes Us More Human: Why Being Creative is So Important in Life

Art is an important part of life, as it helps us to explore our creativity and express ourselves in unique ways. Art is more than just a form of expression - it’s a way of understanding the world and our place in it. In this blog post, we’ll discuss the psychological, social, and cognitive benefits of creating art and how it can bring joy and purpose to our lives.

What is art?

Art is a form of expression that values creativity and self-expression. It can take many forms, from paintings and sculptures to photography and even digital art. Art has the power to move us, to make us feel something, and to tell stories. Art can be used as a way of connecting with ourselves and with each other, and its power lies in its ability to inspire, create joy, and provoke thought. Art is an expression of the human experience, and its value lies in its ability to bring people together.

The connection between art and emotion

The value of art lies in its ability to evoke emotion. Whether you’re looking at a painting, watching a performance, or listening to music, art allows us to experience a range of emotions from joy to sorrow and everything in between. Art can help us make sense of our own emotions and gain a better understanding of how other people are feeling. It can even bring us closer together as it enables us to feel connected with the artist, even if we have never met them. When we interact with art, it can often spark a dialogue, creating a feeling of understanding and empathy within us.

One way in which art can be especially powerful is when it reflects our personal experiences and values. By connecting with a piece of art that speaks to our values, we can often feel a strong emotional connection with it, enabling us to recognize ourselves in the work and appreciate its beauty and meaning.

The link between art and mental health

Art can be an incredibly powerful tool in helping us to manage our mental health and well-being. Studies have found that art can reduce stress, increase self-esteem, and improve our ability to cope with difficult emotions. Art provides a safe space for us to express our thoughts and feelings, allowing us to connect with ourselves on a deeper level.

One of the main ways that art benefits mental health is through its ability to help us process and make sense of our emotions. Art enables us to externalize our inner struggles, allowing us to make sense of them in a new way. By engaging in creative activities, we can gain insight into our own feelings, giving us the opportunity to recognize patterns and reflect on them in a non-judgmental manner. This can help us to gain a better understanding of our emotions and allow us to find healthier ways of managing them.

Art can also help to decrease symptoms of depression and anxiety. Studies have found that engaging in creative activities such as painting, drawing, or sculpting can reduce symptoms of both depression and anxiety. It also can increase positive moods and overall life satisfaction. In addition, engaging in art can give us a sense of control over our lives, providing us with the opportunity to express ourselves without fear of judgment.

Finally, creating art can provide a sense of purpose and accomplishment, helping us to feel connected to something larger than ourselves. Art gives us a way to channel our energy into something meaningful, allowing us to have a tangible outcome at the end of our creative journey. The act of creation itself can be incredibly empowering, giving us the confidence to take on new challenges and set goals for ourselves.

Overall, engaging in art has been proven to have a positive impact on mental health. Through its ability to help us process emotions, decrease symptoms of depression and anxiety, and provide us with a sense of purpose and accomplishment, art has the power to truly transform our lives.

The benefits of creating art

Creating art can be an immensely rewarding experience that has both psychological and physical benefits. It can provide a sense of purpose, satisfaction, and accomplishment. Art can also help reduce stress, build self-confidence, and improve problem solving skills.

Art can be used to express feelings and emotions, helping to better understand and cope with difficult experiences. It can also be used to relieve anxiety, improve mental health, and enhance positive self-image. Additionally, engaging in creative activities encourages creative thinking, which can foster innovation and creativity in other areas of life.

Creating art can also improve physical well-being. It has been linked to reducing chronic pain and boosting the immune system. It can also help with motor coordination, providing relief for conditions such as carpal tunnel syndrome. Furthermore, it can help with hand-eye coordination, increasing dexterity and making everyday tasks easier.

Finally, creating art is a great way to relax and unwind after a long day. It can provide an outlet for pent-up emotions and help to restore a sense of balance and wellbeing. Even if your work is not immediately appreciated, it’s important to remember that art is subjective and it should be created for yourself, not for the approval of others.

The power of art in storytelling

Storytelling is a powerful tool for communication, and art is an important part of this process. Through art, we can express ourselves in ways that words alone cannot do justice to. Art allows us to show the emotion behind our stories, to add nuance and depth to our tales, and to create visuals that can leave a lasting impression.

Stories told through art have a special power. Whether it's through painting, drawing, sculpture, or even film, art has the potential to bring our stories to life in a way that words simply cannot do. With art, we can bring our characters and stories to life in vivid detail, making them more vivid and alive than if we were to tell the story with just words. We can also add layers of symbolism and meaning to our stories which can make them more meaningful and powerful.

Art has been used as a storytelling device for thousands of years. Ancient cultures used drawings and sculptures to tell their stories, and today, the tradition continues with all forms of visual arts. From street art to museum installations, art is used to tell stories of cultures, histories, beliefs, and emotions. By using art to tell stories, we can move people emotionally and capture their attention in a unique way.

In today's world, where we are bombarded with information from all sides, it can be hard to stand out. Art gives us the chance to do that in a powerful way. By creating art, we can tell stories that resonate with people, inspiring them and showing them something new. The power of storytelling through art is immense and should not be underestimated.

The importance of art in education

Art plays an important role in education, as it encourages creative thinking and provides a platform for students to express their feelings and ideas. It can also be used as a form of communication, allowing students to interpret and create meaning from what they observe. Additionally, the visual representation of art helps children to develop skills such as analyzing information, forming arguments, and making connections.

In the classroom, art can help to introduce new concepts, convey complex topics, and build relationships between students. By incorporating art into lesson plans, teachers are able to engage students in learning and make the material more interesting. Art also helps students to identify patterns and practice critical thinking skills by exploring how elements interact to create a bigger picture.

Furthermore, art allows for students to practice collaboration, problem-solving, and social interaction. Through group projects, students can work together to plan, organize, and execute a project from start to finish. This helps to teach kids essential teamwork skills while also giving them the opportunity to explore their individual strengths and weaknesses.

Overall, art is an integral part of education that helps students develop important skills and encourages creative expression. It is an important tool for teaching and can be used in various ways to make learning more engaging and meaningful.

The role of art in social change

The power of art in creating social change is undeniable. It has been used throughout history as a tool to inspire, educate, and challenge the status quo. Art can be used to bring attention to injustices, advocate for different perspectives, and to create positive cultural shifts.

One example of how art has been used to inspire social change is through protest art. This type of art is often seen at protests and marches, or used to create powerful visuals for political campaigns. Protest art can be anything from signs and banners to sculptures, graffiti, or public installations. It can also take the form of music, film, theater, and literature. By combining art and activism, people are able to communicate their message in an effective way that captures the attention of the public.

Another example of how art can be used to create social change is through digital media platforms such as Instagram and Twitter. These platforms allow anyone with an internet connection to share their creative works and connect with other like-minded individuals. Art has been used on these platforms to raise awareness about important issues, tell stories that inspire change, and even challenge oppressive systems.

Finally, art can be used to help those who are oppressed find strength and resilience. Art provides a platform for those who are marginalized to tell their stories and express their experiences in a safe space. Through art, people are able to connect with each other and find solidarity in the face of adversity.

Art plays an important role in social change and is an invaluable tool for anyone looking to create positive impact in the world. Whether it’s used to create powerful visuals for a protest or to tell stories that inspire action, art has the power to bring people together and spark meaningful conversations about important topics.

Art is essential for all our lives

No matter who you are or where you come from, art plays a vital role in helping us make sense of our lives and the world around us. Art helps us to express our emotions, to communicate our thoughts and feelings, and to explore the depths of our imaginations. By engaging with art, we can discover more about ourselves and the world around us, and cultivate empathy and understanding.

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1.10: Visual Arts

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Lori-Beth Larsen
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What conditions, attitudes, & behaviors support creativity & innovative thinking?
What factors prevent or encourage people to take creative risks?
How does collaboration expand the creative process?
How does knowing the contexts, histories, & traditions of art forms help us create works of art & design?
Why do artists follow or break from established traditions?
How do artists determine what resources & criteria are needed to formulate artistic investigations?
How do artists work?
How do artists & designers determine whether a particular direction in their work is effective?
How do artists & designers learn from trial & error?
How do artists & designers care for & maintain materials, tools, & equipment?
Why is it important for safety & health to understand the follow correct procedures in handling materials, tools, & equipment?
What responsibilities come with the freedom to create?
How do objects, places, & design shape lives & communities?
How do artists & designers determine goals for designing or redesigning objects, places, or systems?
How do artists & designers create works of art or design that effectively communicate?
What role does persistence play in revising, refining, & developing work?
How do artists grow & become accomplished in art forms?
How does collaboratively reflecting on a work help us experience it more completely?
How are artworks cared for & by whom?
What criteria, methods, & processes are used to select work for preservation or presentation?
Why do people value objects, artifacts, & artworks, & select them for presentation?
What methods & processes are considered when preparing artwork for presentation or preservation?
How does refining artwork affect its meaning to the viewer?
What criteria are considered when selecting work for presentation, a portfolio, or a collection?
What is an art museum?
How does the presenting & sharing of objects, artifacts, & artworks influence & shape ideas, beliefs, & experiences?
How do objects, artifacts, & artworks collected, preserved, or presented, cultivate appreciation & understanding?
How do life experiences influence the way you relate to art?
How does learning about art impact how we perceive the world?
What can we learn from our responses to art?
What is an image?
Where & how do we encounter images in our world?
How do images influence our views of the world?
What is the value of engaging in the process of art criticism?
How can the viewer “read” a work of art as text?
How does knowing and using visual art vocabularies help us understand and interpret works of art?
How does one determine criteria to evaluate a work of art?
How and why might criteria vary?
How is a personal preference different from an evaluation?
How does engaging in creating art enrich people’s lives?
How does making art attune people to their surroundings?
How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
How does art help us understand the lives of people of different times, places, and cultures?
How is art used to impact the views of a society?
How does art preserve aspects of life?

The visual arts are art forms such as painting, drawing, printmaking, sculpture, ceramics, photography, video, filmmaking, design, crafts, and architecture. Many artistic disciplines such as performing arts, conceptual art, textile arts also involve aspects of visual arts as well as arts of other types. Also included within the visual arts are the applied arts such as industrial design, graphic design, fashion design, interior design and decorative art.

Current usage of the term "visual arts" includes fine art as well as the applied or decorative arts and crafts, but this was not always the case. Before the Arts and Crafts Movement in Britain and elsewhere at the turn of the 20th century, the term 'artist' had for some centuries often been restricted to a person working in the fine arts (such as painting, sculpture, or printmaking) and not the decorative arts, craft, or applied Visual arts media. The distinction was emphasized by artists of the Arts and Crafts Movement, who valued vernacular art forms as much as high forms.[4] Art schools made a distinction between the fine arts and the crafts, maintaining that a craftsperson could not be considered a practitioner of the arts.

The increasing tendency to privilege painting, and to a lesser degree sculpture, above other arts has been a feature of Western art as well as East Asian art. In both regions painting has been seen as relying to the highest degree on the imagination of the artist, and the furthest removed from manual labour – in Chinese painting the most highly valued styles were those of "scholar-painting", at least in theory practiced by gentleman amateurs. The Western hierarchy of genres reflected similar attitudes. https://en.Wikipedia.org/wiki/Visual_arts#:~:text=The%20visual%20arts%20are%20art,as%20arts%20 of%20other%20types.

https://dc.etsu.edu/cgi/viewcontent.cgi?article=1025&context=art-appreciation-oer

This course explores the world’s visual arts, focusing on the development of visual awareness, assessment, and appreciation by examining a variety of styles from various periods and cultures while emphasizing the development of a common visual language. The materials are meant to foster a broader understanding of the role of visual art in human culture and experience from the prehistoric through the contemporary. The course materials consist of 24 presentations examining art across the globe from prehistory though the contemporary art world. These introduce key vocabulary, explore the way that culture and art are linked, describe the varying methods and techniques of the featured artists, and encourage classroom discourse.

Titus Kaphar: Can art amend history?

Artist Titus Kaphar makes paintings and sculptures that wrestle with the struggles of the past while speaking to the diversity and advances of the present. In an unforgettable live workshop, Kaphar takes a brush full of white paint to a replica of a 17th-century Frans Hals painting, obscuring parts of the composition and bringing its hidden story into view. There's a narrative coded in art like this, Kaphar says. What happens when we shift our focus and confront unspoken truths?

LaToya Ruby Frazier: A visual history of inequality in industrial America

For the last 12 years, LaToya Ruby Frazier has photographed friends, neighbors and family in Braddock, Pennsylvania. But though the steel town has lately been hailed as a posterchild of "rustbelt revitalization," Frazier's pictures tell a different story, of the real impact of inequality and environmental toxicity. In this short, powerful talk, the TED Fellow shares a deeply personal glimpse of an often-unseen world.

Sanford Biggers: An Artist’s unflinching look at racial violence

Conceptual artist and TED Fellow Sanford Biggers uses painting, sculpture, video and performance to spark challenging conversations about the history and trauma of black America. Join him as he details two compelling works and shares the motivation behind his art. "Only through more thoughtful dialogue about history and race can we evolve as individuals and society," Biggers says.

Angelica Dass: The beauty of human skin in every color

Angélica Dass's photography challenges how we think about skin color and ethnic identity. In this personal talk, hear about the inspiration behind her portrait project, Humanæ, and her pursuit to document humanity's true colors rather than the untrue white, red, black and yellow associated with race.

eL Seed: A project of peace, painted across 50 buildings

eL Seed fuses Arabic calligraphy with graffiti to paint colorful, swirling messages of hope and peace on buildings from Tunisia to Paris. The artist and TED Fellow shares the story of his most ambitious project yet: a mural painted across 50 buildings in Manshiyat Naser, a district of Cairo, Egypt, that can only be fully seen from a nearby mountain.

Sethembile Msezane: Living sculptures that stand for history’s truths

In the century-old statues that occupy Cape Town, Sethembile Mzesane didn't see anything that looked like her own reality. So she became a living sculpture herself, standing for hours on end in public spaces dressed in symbolic costumes, to reclaim the city and its public spaces for her community. In this powerful, tour-de-force talk, she shares the stories and motivation behind her mesmerizing performance art.

Dustin Yellin: A journey through the mind of an artist

Dustin Yellin makes mesmerizing artwork that tells complex, myth-inspired stories. How did he develop his style? In this disarming talk, he shares the journey of an artist -- starting from age 8 -- and his idiosyncratic way of thinking and seeing. Follow the path that leads him up to his latest major work (or two).

Kayla Briet: Why do I make art? To build time capsules for my heritage

Kayla Briët creates art that explores identity and self-discovery -- and the fear that her culture may someday be forgotten. She shares how she found her creative voice and reclaimed the stories of her Dutch-Indonesian, Chinese and Native American heritage by infusing them into film and music time capsules.

Christoph Niemann: You are fluent in this language (and don’t even know it)

Without realizing it, we're fluent in the language of pictures, says illustrator Christoph Niemann. In a charming talk packed with witty, whimsical drawings, Niemann takes us on a hilarious visual tour that shows how artists tap into our emotions and minds -- all without words.

Wanuri Kahiu: Fun, Fierce and fantastical African art

We're so used to narratives out of Africa being about war, poverty and devastation, says TED Fellow Wanuri Kahiu. Where's the fun? Introducing "AfroBubbleGum" -- African art that's vibrant, lighthearted and without a political agenda. Rethink the value of all that is unserious as Kahiu explains why we need art that captures the full range of human experiences to tell the stories of Africa.

Frida Kahlo: The woman behind the legend

Answer these questions as you listen:

Before she decided to pursue art, Frida Kahlo was planning to be:

C A chemist

D A politician

Over time Frida Kahlo’s self portraits became:

A More symbolic and experimental

B More structured and traditional

Kahlo’s recurring imagery includes:

A Flowers and animals

B Death and pain

D All of the above

Frida Kahlo has been associated with which artistic movements:

A Impressionism

B Abstract expressionism

C Surrealism

Along with her husband Diego Rivera, Frida Kahlo supported Mexican political and cultural nationalism.

What are some of the most common symbols that appear in Kahlo’s paintings?

How did Frida Kahlo and Diego Rivera meet?

What is the role of disability as a theme and experience in Kahlo’s work?

eL Seed: Street art with a message of hope and peace

What does this gorgeous street art say? It's Arabic poetry, inspired by bold graffiti and placed where a message of hope and peace can do the most good. In this quietly passionate talk, artist and TED Fellow eL Seed describes his ambition: to create art so beautiful it needs no translation.

Amit Sood: Every piece of art you’ve every wanted to see – up close and searchable

What does a cultural Big Bang look like? For Amit Sood, director of Google's Cultural Institute and Art Project, it's an online platform where anyone can explore the world's greatest collections of art and artifacts in vivid, lifelike detail. Join Sood and Google artist in residence Cyril Diagne in a mind-bending demo of experiments from the Cultural Institute and glimpse the exciting future of accessibility to arts and culture.

On this website, we’re going to explore art from a variety of places around the world.

https://artsandculture.google.com/project/street-view

What do you see? There are so many questions at the beginning of this unit. Can you answer any of them by exploring these museums?

To your Instructor:

The following are the best resources I found so far on Visual Arts. There are a variety of resources from the Smithsonian. I’ve chosen just a few. I’ve also included links to several open resources on Art Appreciation. You might take a look at choose one or two to expand on the Visual Arts.

Smithsonian Educator Resources (so many open resources here, I’ve chosen just a few)

China’s Calligraphic Arts

https://asia.si.edu/learn/chinas-calligraphic-arts/

Discovering Babur’s Gardens

The Elizabeth Moynihan Collection in the Freer and Sackler Archives

Travel back to sixteenth-century Central Asia with architectural historian Elizabeth Moynihan. Follow in the footsteps of Babur, the first Mughal emperor, as he carves lush and fragrant gardens into the landscape of India, Afghanistan, and Pakistan.

https://asia.si.edu/learn/discovering-baburs-gardens/

How to Look at a Quran

https://asia.si.edu/wp-content/uploads/2017/07/how-to-look-at-a-quran.pdf

How to Identify a Buddha

https://education.asianart.org/resources/how-to-identify-a-buddha/

An open resource for Art Appreciation.

Another good art appreciation resource to pull from

https://www.oercommons.org/courses/art-appreciation-and-techniques-3/view

Ted Ed on Visual Art

https://ed.ted.com/search?qs=visual+art

Architecture

Explore this Chinese House: http://yinyutang.pem.org/index.html

National Endowment for the Arts

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International
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Musical Theater Songwriting Challenge
National Folklife Network
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Sound Health Network
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American Artscape Magazine
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Why The Arts Matter

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Recent Blog Posts

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Strengthening Adoption of Arts/Health Practices through Research: A Five-Point Plan

collage of photos including young people playing steel pans in a park, Regina Carter playing violin, Barbara Lynn singing, and a portrait of the Blind Boys of Alabama

Celebrate Black Music Month this June!

Denise Fairchild, who is an older Black woman with short salt and pepper hair

Healing, Bridging, Thriving: A Reflection on the Climate Arts Caucus

Stay connected to the national endowment for the arts.

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What is Art? Why is Art Important?

What is art? – The dictionary definition of art says that it is “the conscious use of skill and creative imagination , especially in the production of aesthetic objects” (Merriam-Webster). Art is essential to society as it stimulates creativity , reflects culture, fosters empathy, provokes thought, and offers a medium for expression. It enhances society’s intellectual and emotional understanding of the world.

But the thing about art is that it’s so diverse that there are as many ways to understand it as there are people.

That’s why there are scholars who give their special definition of the word, such as the one penned by this famous Russian novelist, which goes:

“Art is the activity by which a person, having experienced an emotion, intentionally transmits it to others” – Leo Tolstoy

During his life, Tolstoy was known to write based on his life experiences, such as his most famous work, “War and Peace,” which used much of his experience during the Crimean War.

Whether or not his definition of art is the best, the point is that people look at art based on how they have experienced it.

What is Art?

There are many common definitions of art as per many books by famous artists and authors . Few to quote:

any creative work of a human being
a form of expressing oneself
resides in the quality of doing; the process is not magic
an act of making something visually entertaining
an activity that manifests beauty ( What is Beauty in Art? )
the mastery, an ideal way of doing things
not a thing — it is a way (Elbert Hubbard)
the most intense mode of individualism that the world has known
discovery and development of elementary principles of nature into beautiful forms suitable for human use (Frank Lloyd Wright)

Why is Art Important?

Probably, the most prominent theory which best explains – Why is art important – is from Van Jones, which subtly provides a great response to What is art?

Van Jones presented a graph that accurately represents the interaction between the four aspects of society and its different members.

Consequently, Vones depicts why art is important to our society.

The graph (below) represents our society.

Society is driven by the powerful elites, the dependent masses, the government, cultural producers, and artists

On the left, you have action, and on the right, ideas; elites are at the top, and the masses are below. There’s an inside act and an outside act.

On the inside, there’s big money: elites are spending millions of dollars to influence politicians and policymakers. The inside act has the power to influence policy creators.

On the outside, we at the grassroots set our expectations and needs so that the elected candidates pass laws that give us power. Masses reflect what society wants (heart)

The left side, “action,” often means quantifiable policy changes. The right side, “ideas,” can be harder to see. We are not necessarily talking about concrete things here, but rather, a “headspace.”

Academic institutions and think tanks, which are not always involved in the immediate policy wins, are significant in creating a culture of thought

While the left side, “action,” continues to produce quantifiable policy changes and new laws, the right side, “ïdeas,” can be hard to quantify its outcome. Although “head” talks about theories and academics, it fails to contribute significantly to policymakers.

Artists come into the play here at this moment

Artists are represented here on the side of ideas, in the “heart space.”

Art is uniquely positioned to move people—inspiring us, inciting new questions, and provoking curiosity, excitement, and outrage.

Artists can strengthen the will and push people to act. They do not think like policymakers or academics people.

Artists think from their heart – big, revolutionary, and visionary ideas.

This is why artists are able to move people to action, thus creates a significant cultural and political contributions.

This is what makes art powerful.

Impact of Art on Politics, Culture, and People

Art is essential in society because it is an essential ingredient in empowering people’s hearts.

When activists show images of children suffering from poverty or oppression in their campaigns, this is the art of pulling the heartstrings of society’s elite and powerful to make changes.

Similarly, when photographers publish photos of war-torn areas, it catches the attention of the masses whose hearts reach out to those who need help.

When an artist creates great music and movies, it entertains people worldwide. This is art, making a difference in society.

A very modern example of art in action is street art. When the famous Italian street artist Blu created the mural in Kreuzberg , it sparked a lot of solid and different reactions rooted deeply in the differences between East and West Berlin.

Who would have thought that a wall painting depicting two masked figures trying to unmask each other could elicit such strong reactions?

Now, the issue behind this mural is a different matter to discuss. But whether or not the effect of the mural was good, it cannot be denied how a well-crafted piece of art can have a significant impact on society.

Art is also a remarkable mode of depicting culture from all over the world

When you see a Zen garden in Sydney or San Francisco, you know that it’s a practice that originated from China.

Likewise, when you see paper swans swarming a beautiful wedding ceremony, you know that this is origami, an art from Japan.

When you see films featuring Bollywood music and dancing, you know that it’s a movie from India. Art can take cultural practices from their origins and transport and integrate them into different parts of the world without losing their identity.

There, these art forms can entertain, create awareness, and even inspire foreigners to accept these cultures, no matter how strange or alien they may seem.

And that’s precisely what John Dewey implies in Art as an Experience:

“Barriers are dissolved; limiting prejudices melt away when we enter into the spirit of Negro or Polynesian Art. This insensible melting is far more efficacious than the change effected by reasoning, because it enters directly into attitude.”

This is especially important in our highly globalized world.

Art has played an essential role in helping fight against intolerance of different cultures, racism, and other forms of unjust societal segregation.

With immigration becoming a trend, the world’s countries are expected to be more tolerant and accepting of those who enter their borders.

Art helps make that happen by making sure that identities and their cultures are given due recognition around the world.

Art stimulates creativity and innovation.

Art inspires creativity and innovation beyond boundaries, encouraging imagination, lateral thinking, and risk-taking. The process of creating art involves experimentation and novel ideas, which can influence progress in various industries.

Art also challenges perceptions and assumptions, encouraging critical thinking and open-mindedness, which are essential for innovation. By presenting alternative realities or questioning the status quo, art inspires individuals to think differently and to approach problems from unique angles.

Furthermore, the aesthetic experience of art can lead to epiphanies and insights.

The beauty or emotional impact of a piece of art can trigger ideas and spark the imagination in ways that logical reasoning alone may not. This can lead to breakthroughs in creative and scientific endeavors, as individuals draw inspiration from the emotions evoked by art.

Art plays a subtle yet significant role in our daily lives.

For instance, when a child takes part in a school art project, they are given a variety of materials to create a collage. As they construct a 3D model of an imaginary winged vehicle with multiple wheels, the textures and shapes inspire them. This hands-on exploration of materials and forms sparks the child’s interest in engineering and design, planting the seeds for future innovation.

The above example illustrates how art can engage young minds, encouraging them to think creatively and envision innovative solutions beyond conventional boundaries.

In essence, art fuels the creative fire, providing the sparks that can ignite the next wave of innovation in society.

Great Art elicits powerful sentiments and tells meaningful stories

Art can take the form of film, music, theatre, and pop culture , all of which aim to entertain and make people happy. But when films, songs, or plays are made for a specific audience or purpose, the art begins to diversify.

Films, for example, can be made to spread awareness or cultural appreciation. Songs can also be composed in a way that brings out certain emotions, give inspiration, or boost the morale of people.

During the Victorian period in England, women started to make a name for themselves with classic artworks such as Elizabeth Sirani’s “ Portia Wounding Her Thigh ”, a painting that signifies the message that a woman is now willing to distance herself from gender biasedness.

Porcia wounding her thigh, by Elisabetta Sirani.

The painting’s subject depicts an act of a woman possessing the same strength as that of a man. “Portia” represents surrender because she isn’t the same type of woman known in society as weak and prone to gossip.

One of the revolutionary works in history that ultimately opened the doors of art to women in general showed the power of women in art

There are also works of art that illicit intellectual solid discourse – the kind that can question norms and change the behavior of society.

Sometimes, still, art is there to reach out to a person who shares the same thoughts, feelings, and experiences as the artist.

The truth is that art is more than just a practice – it is a way of life. Art is more than just a skill – it is a passion. Art is more than just an image – each one tells a story.

The fact that art is quite connected to human experience makes it unsurprising that we have always made it part of our ways of living.

This is why ancient and present-day indigenous groups from all over the world have a knack for mixing art and their traditional artifacts or rituals without them knowing, which in fact one of the fundamental reasons why art is essential.

Why is Art so Powerful? Why is art important to human society?

Perhaps the most straightforward answer to this question is that art touches us emotionally.

Art is influential because it can potentially influence our culture, politics, and even the economy. When we see a powerful work of art, we feel it touching deep within our core, giving us the power to make real-life changes.

In the words of Leo Tolstoy:

“The activity of art is based on the capacity of people to infect others with their own emotions and to be infected by the emotions of others. Strong emotions, weak emotions, important emotions or irrelevant emotions, good emotions or bad emotions – if they contaminate the reader, the spectator, or the listener – it attains the function of art.”

In sum, art can be considered powerful because of the following reasons, among others:

It has the power to educate people about almost anything. It can create awareness and present information in a way that could be absorbed by many quickly. In a world where some don’t even have access to good education, art makes education an even greater equalizer of society.
It promotes cultural appreciation among a generation that’s currently preoccupied with their technology. It can be said that if it weren’t for art, our history, culture, and traditions would be in more danger of being forgotten than they already are.
It breaks cultural, social, and economic barriers . While art can’t solve poverty or promote social justice alone, it can be a leveled playing field for discourse and expression. The reason why everyone can relate to art is that everyone has emotions and personal experiences. Therefore, anyone can learn to appreciate art regardless of social background, economic standing, or political affiliation.
It accesses higher orders of thinking . Art doesn’t just make you absorb information. Instead, it makes you think about current ideas and inspire you to make your own. This is why creativity is a form of intelligence – it is a unique ability that unlocks the potential of the human mind. Studies have shown that exposure to art can improve you in other fields of knowledge.

The truth is that people have recognized how influential art can be.

Many times in history, I have heard of people being criticized, threatened, censored, and even killed because of their artwork.

Those responsible for these reactions, whether a belligerent government or a dissident group, take these measures against artists, knowing how much their works can affect the politics in a given area.

In the hands of good people, however, art can be used to give back hope or instill courage in a society that’s undergoing a lot of hardships.

Art is a powerful form of therapy .

Some say art is boring . But the fact remains that art has the power to take cultural practices from where they are from and then transport and integrate them into different parts of the world without losing their identity.

Art helps make that happen by making sure that identities and their cultures are given due recognition around the world. Thus, it is essential to reflect upon – Why art is critical – which, in fact, provides you the answer to – What is art?

This is why we at The Artist believe that art is a form of creative human expression, a way of enriching the human experience.

NFTs: The Future of Art

Now, the world of art is shifting towards a digital and alternative world. And NFT is becoming a game-changing variable in the future of art .

What is NFT artwork?

An NFT , which stands for “non-fungible token” can be defined as a digital file that can be simply and easily transferred across a blockchain network.

Many people around the world are seeking out these digital assets to sell and trade in their everyday market trading, since these items are able to be traced, have value and oftentimes also have considerable rarity for collectors.

While artistic works are certainly a part of the NFT market, a variety of different players are getting involved through gaming systems, avatars, and even entire virtual worlds.

Such tokens have a wide variety of usage and while for many these are out of reach, for serious investors NFTs can prove to be a profitable source of income.

Art plays a significant role in society by acting as an educational equalizer, fostering cultural appreciation, bridging cultural and social divides, and stimulating higher orders of thinking and creativity.

Art and its definition will always be controversial.

There will always be debates about what art is and what is not.

But no matter what the definition may be, it has been around us for as long as humans have existed (i.e. cave paintings, hieroglyphics).

Whether or not we are aware of it, we allow art to affect our lives one way or another, and the reasons why we make art are many!

We use the arts for our entertainment, cultural appreciation, aesthetics, personal improvement, and even social change. We use the arts to thrive in this world.

So, share your thoughts – What does art mean to you? Art plays a subtle yet significant role in our daily lives. For instance, when a child takes part in a school art project, they are given a variety of materials to create a collage. As they construct a 3D model of an imaginary winged vehicle with multiple wheels, the textures and shapes inspire them. This hands-on exploration of materials and forms sparks the child’s interest in engineering and design, planting the seeds for future innovation. This example illustrates how art can engage young minds, encouraging them to think creatively and envision innovative solutions beyond conventional boundaries.

Passionate experimenter with a heart for art, design, and tech. A relentless explorer of the culture, creative and innovative realms.

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Why Visual Culture Should Impact Our Curriculum

Visual culture is any imagery that informs and shapes our perception of the world. But what exactly does that mean?

Georgetown University has put together a nice list of definitions . The first, from Eilean Hooper-Greenhill’s book, Museums and the Interpretation of Visual Culture defines visual culture as the way we engage in looking. She says, “Visual culture works towards a social theory of visuality, focusing on questions of what is made visible, who sees what, how seeing, knowing and power are interrelated. It examines the act of seeing as a product of the tensions between external images or objects, and internal thought processes.”

In other words, visual culture has to do with how we allow images to impact us.

Additionally, Chris Jenks, author of the book Visual Culture, is careful to point out, “What we see and the matter in which we see it is not simply natural ability. It is rather intimately linked with the ways that our society has, over time, arranged its forms of knowledge, its strategies of power and its systems of desire.” Put differently, seeing is perception.

So, why is visual culture important for my students, and how can I teach it?

We live in a world where the field of art is constructed and redefined as our culture progresses. Visual culture is a living art form that morphs before our eyes and has power over us. What could make teaching art more current and relevant than that?

Using visual culture is a perfect way to make art pertinent to all students. For example, you could discuss why global brands like Coca-Cola have such radically different advertising approaches in different countries and regions of the world. Encourage students to think critically about what they see and how it dictates or influences their behavior.

Try a lesson where students design ads for Coke with a specific country and market in mind. They would need to research their markets and find out what speaks to the people who live there. Then, they’d need to figure out how best to communicate visually with them.

What’s the difference between looking, seeing, and knowing?

It’s important to teach students to carefully look at and unpack the ideas presented in images. Practicing this skill will make them more discerning visual consumers. Really seeing takes practice, though. In Visual Culture , Jenks cautions, “…looking, seeing, and knowing have become perilously intertwined.” It’s easy to make assumptions that are not true based solely on a visual interpretation.

To teach students to truly see, try an activity challenging them to think about the differences between looking, seeing, and knowing.

Here’s one idea:

Ask students to look at it and tell you what they see.
Explain there are many things they can guess, but little they can know for sure.
Tell students what the photo is of: an American relief plane delivering food to starving citizens of West Berlin in 1948. There is no way to know it was taken in Berlin. No way to know for sure if the children are waving hello or goodbye, excited or scared.

Having students separate what they see and what they know builds critical twenty-first-century skills.

How can visual culture build skills for the future?

Many of the careers for which we are preparing our students don’t exist yet. However, we can predict that visual culture may play an important role. Not every student will be adept at drawing or love painting, but many express an interest in brands, advertisements, video games, fashion, logos, and more. Adding elements of visual culture into your curriculum not only keeps it fresh but allows students to see other possible career paths in the arts.

In addition, art is a discipline that has the power to teach you about yourself. Malcolm Barnard, author of Art, Design and Visual Culture , notes that visual culture, “…is one of the ways in which a society is produced.” He goes on to say it is, “…one of the means by which social order, the hierarchy of different groups, practices, beliefs and so on, is challenged and contested.” This is a powerful assertion. We do not want our students to be passive about their place in the world. The study of visual culture can prepare them to be engaged citizens who play active roles in shaping the world. That’s good practice for the future.

Teaching visual culture is not separate from what we do. Rather it is integral. Most lessons could be easily connected to visual culture with only a small tweak. All you need to do is stop and look carefully. Then ask yourself, “What do I see? What do I know?”

Do you address visual culture in your curriculum?

What are some of your most successful visual culture lessons?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Lee Ten Hoeve

Lee Ten Hoeve, an elementary and middle school art educator, is a former AOEU Writer. She is passionate about making art a core subject and employing curiosity to engage learners.

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Career Center

Visual Literacy Is Critical for 21st Century Learners

NCTE 01.13.21 Multimodal Literacies

This post was written by NCTE member Dianna Minor.

One of the major tasks I’ve embarked upon since my initial National Board Certification (NBCT) is collaborating with colleagues to integrate visual literacy in secondary classrooms, giving students opportunities to look beyond the printed text.

Visual literacy builds stronger readers, readers who are able to think about texts in numerous ways through a different lens, an important skill for critical readers and thinkers in the 21st century. Students skilled in visual literacy are able to create meaning from images, which in turn improves their writing proficiency and critical thinking skills. By integrating visual literacy into classrooms, we help students learn to collaborate and to discuss a wide range of ideas while expressing their own.

It is critical for students to be able to evaluate content/texts presented in diverse formats and media, a skill that can require much teacher modeling and independent practice. As students gain experience in interpreting works of art, infographics, film, videos, political cartoons, photographs, maps, advertisements, slide show presentations, and so on, they learn that they can use their imagination to see and think between and beyond the lines to draw inferences and conclusions. Visual literacy encourages student reflection, analysis, and evaluative thinking skills.

I’ve used visual literacy lessons to give students practice in analyzing tone, mood, and details in works of art. For example, in poetry lessons, I’ve modeled the Visual Thinking Strategy (VTS) when looking at photographs from the civil rights era. With this strategy, students focus on key questions:

What’s going on in the photograph/art piece? (making inferences)
What evidence do you see to support this? (looking for supporting evidence)
What more can we find? (analyzing details to see how they connect as a whole)

Through these questions, students have discovered themes and identified main ideas, helping them understand the stories from the photographs.

In addition to photographs, I’ve integrated more works of art and paintings into my classroom so students have opportunities to analyze how two texts are similar and different and to discuss and compare the different approaches the author or artist takes.

Integrating visual literacy also gives quiet or reluctant students more opportunities to feel comfortable in the classroom; these lessons tend to be in small groups, allowing students to practice their own analysis through viewing, listening, and contributing.

With short stories and major literary works (essays, novels, longer pieces of text), teachers can pair texts with photographs and then ask students to draw evidence from informational texts to support analysis, reflection, and research. One useful tool for analyzing visual texts is the OPTIC strategy, in which the O stands for an overview , a general statement describing the photograph; P stands for important parts of the image, and could include inferences about what they contribute; T stands for how the title (or text) contributes to the meaning; I stands for interrelationships in the image—how the elements work together to create mood or meaning; C stands for conclusion , a statement that interprets the overall meaning. Using this framework, students can discuss the idea of claims and use detail and imagery to identify the central message of the photograph.

Visual literacy is invaluable to reader development in so many ways. It allows gradual development of the student reader’s understanding, slowing down the analysis process by making it more deliberate, and enabling students to build their own interpretation, to rely on their own powers of critical thinking.

Dianna Minor is an educator, writer, and consultant. Her professional experience includes literacy and curriculum and instruction. Twitter: @diminor1

It is the policy of NCTE in all publications, including the Literacy & NCTE blog, to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, the staff, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.

Art Movements

Why is Contemporary Art Important?

The importance of contemporary art explained.

The public’s perception of contemporary art’s value and significance has changed in recent years due to the proliferation of new, often radical forms. However, art has consistently demonstrated its worth over time. Do you find this to be true even now in the realm of modern art?

One could be tempted to say “no” to this question given the widespread belief that “everything goes” when it comes to artistic expression today.

When looking at our recent art history, however, there is true consensus that contemporary art is still relevant now. Why is it the case?

The importance of artistic expression: a vital human experience, goldsmiths university where i was told to kill myself the true student experience, one tip to dramatically enhance you(r) screwtop, hacker outfit ransomhub claims credit for christie’s auction week ‘technology security issue’.

As a byproduct and recorder of a particular age, contemporary art has significant historical worth. It allows us to bring attention to, halt the world, and encourage discussion about, specific social, cultural, or ideological/political phenomena.

Culture is laid out in art. It monitors global events constantly. This essay will explore the many facets of contemporary art and highlight its significance to humankind. We shall give a few succinct but concrete examples of the significance of contemporary art in recent history and in the present day.

We’ll also talk about the value of incorporating art into the classroom, whether through direct instruction or by taking a field trip to an art museum.

Should we still encourage our kids to explore the arts, and do they still have an interest in modern and contemporary art? In other words, what is the point of studying modern art?

What are the Variables in Art’s Worth?

The first type of value we meet is the historical worth of (modern) art. Its significance transcends time periods and cultures. Works of art serve as historical records of their respective eras.

This event is deeply ingrained in our communal consciousness and historical record. Also, it’s a complicated manifestation of a historical way of thinking, the product of a certain era’s outlook on the world. The Zeitgeist influences and produces art.

Take Modern Art as an example; it exemplifies the era’s distinctive Modernist conviction and faith in development. Last but not least, modern art serves as a record of significant events in human history.

Examples of the importance of art and how it can affect our daily lives include the Feminist Art movement, which serves as a historical record of the suffragist struggle.

The significance of art to society and culture comes next. Culture exists because of artistic expression. Many different cultural influences can be seen. It might also raise concerns about the future of culture.

In the decades following World War II, for instance, many individuals felt estranged due to the ill impacts of capitalism and consumer culture.

Artists such as Gerhard Richter and Sigmar Polke, among others, responded to this trend with the Capitalist Realism painting movement. In most cases, these responses are prompted by social pressures.

Both traditional and modern art have an optimistic view of the world and work for a better future. Therefore, there is an inextricable link between social activity and the practices of today’s artists.

Politically and ideologically, contemporary art has immense value. Contemporary art, like its societal worth, can raise questions about the prevailing political and ideological atmosphere.

Art is a method of inquiry because it can be used to educate and inform through the very mechanisms that make it effective as a research tool: the very people who view and experience it.

Consequently, a society’s political structure or set of guiding ideologies undergoes a period of reflection, which in turn sparks a discussion

Then there is art’s potential to teach us anything. Contemporary Art can be used as a method of personal growth.

Art, like other forms of cultural expression like film, literature, and the performing arts, can help a person develop personally by exposing them to new perspectives or inspiring them to construct their own (see “Why is Art Important in an Educational Context?” below for more on this).

Despite the fact that modern art is no longer shackled to the alleged tyranny of estheticism, we nevertheless look to art for the sake of aesthetic pleasure. Value can be added in the form of embellishment or in the form of rest and recreation.

When it comes to the latter, we take in works of art for a variety of reasons, from a simple appreciation of beauty to a fascination with the daringly unique.

In closing, it’s important to emphasise the spiritual significance of art. However, when it comes to critiquing art, spirituality and art can be a dangerous combination. However, it is imperative that I emphasise the spiritual relevance of art, especially in the modern world.

As science has led to the secularisation and demystification of spirituality in many parts of the world, art has emerged as the pinnacle or only remaining manifestation and expression of spirituality.

Spirituality predates the dawn of human civilization. We strongly recommend having a mystical encounter, some time for quiet reflection. To be sure, this isn’t always easy to see in a godless, de-mystified worldview.

The spiritual dimension of art has always been present. If you give it any thought, you’ll see that museum behaviour is remarkably similar to that seen in a church. Sacred items, in this case, the artworks on display, inspire reverence and stillness in us. The soul food’ they provide is invaluable.

As an educational tool, why do we need to value the arts?

The significance of both historical art and current art has been demonstrated by the values and examples given above. Accordingly, the significance of this in a learning environment is self-evident. But before we wrap up, I have a few more points to make.

Expression, creativity, personal growth, and the ability to think critically and reflect on one’s culture and the world are all fostered via exposure to and participation in the arts. Students who take the time to learn about our past develop a more nuanced and critical historical perspective.

Students should start learning about art at a young age. Art is not as exclusive or mysterious as it first appears; indeed, it is a democratic form of expression that can be appreciated by people of all ages.

It’s a popular belief that museums are boring and that we need to be “serious” and “intelligent” at all times when we visit one. There is, in reality, zero reason not to check out a show. As viewers, we might take pleasure in the works themselves, whether through their narratives or the comedy they include.

Most museums and galleries offer free admission, and those that charge a small fee try their best to keep rates reasonable. Therefore, we highly recommend that you occasionally take your children to an art show in addition to taking them to the playground. Imagine how shocked you’d be to see how they reacted!

You may choose to pursue a study in Contemporary Art.

Friends and family often discourage those who are drawn in this way by asking, “Why study contemporary art?”

It’s not uncommon for future artists’ loved ones to have trouble grasping the significance of art in today’s world and the contributions it can make.

People may instead encourage ambitious artists to become doctors or lawyers—careers that seem more significant. The reality is that art is vital. Find out more about the significant functions of contemporary art in modern culture.

Artistic Worth

The aesthetic value of modern art is one of its main advantages. To put it another way, the work has the potential to make the observer happy.

Despite the fact that aesthetic preferences differ from person to person, this genre of art offers a vast range of mediums and approaches, so there’s bound to be something that appeals to everyone.

Contemporary art can be utilised to decorate a wide variety of spaces due to its aesthetic appeal. In addition to sprucing up urban spaces, art can be housed in outdoor sculpture parks and made available to the public.

Not everyone can buy an art print or sculpture, but with replicas in print, practically anyone may have some piece of artwork to decorate their home.

Relaxation and Inspiration

Studies have shown that taking in an artwork can help viewers unwind. This is utilised for some of the mindfulness exercises that are currently so popular.

Art can serve to draw people out of their head of racing and wandering thoughts, into the present moment to experience what is in front of them. This is effective since it teaches people to do this also at other times, which can minimise symptoms of anxiety and despair.

Of course, certain specific art pieces may be more calming than others, and people can choose what appeals to them. At the same time, experiencing art, especially Modern and Contemporary Art, can motivate viewers.

This artistic movement attempts to both portray and critique the world as it is. Such depictions and criticism can inspire people to action and urge viewers to become better versions of themselves.

Moreover, you might broaden your horizons and experience a new culture by studying modern art in France or elsewhere.

Methods of Self-Expression

One of the benefits of Contemporary Art is that it provides individuals a medium of personal expression. Anyone can freely express themselves through the visual and performing arts without fear of reprisal.

Just as the views stated are valuable to society because they provide a rare glimpse into the brains and thoughts of the artists, so too are the views expressed.

The choice of art for one’s office or home is as much a statement of one’s individuality as is the act of creating that art.

Even if you don’t consider yourself artistically gifted or interested, you may still convey parts of your personality through your art collection by choosing works that speak to you. The aesthetic decisions make it easy for others to grasp what’s going on.

Remarks about Society

In addition to expressing themselves uniquely, contemporary artists are also able to critique the world around them through their work. Their opinions on anything from politics to pop culture can be portrayed, either literally or metaphorically.

The artist can express their thoughts and feelings through a conversation or story they make using images, forms, and other mediums. The artist’s conversation is activated when the viewer interacts with the work.

This genre of artwork not only serves as a commentary on the contemporary cultural and political situation, but also as a visual chronicle of human experience.

You may find not only names and dates in this document, but also the emotions of the persons who were present. Art is frequently meticulously kept because it provides a window into the past that can’t be found in textbooks.

Challenges one’s way of thinking

Most people will find contemporary art thought-provoking because it is both autobiographical and sociopolitical. True, this is why so many people take pleasure in visiting art galleries and contemplating works of art in private collections.

In doing so, people are given the opportunity to experience new ideas and feelings. Numerous people may benefit from this in the form of expanded knowledge, personal development, and career opportunities.

Sometimes, works of art have a way of forcing the viewer to reflect deeply on their own lives. This is due to the fact that it is primarily a visual medium of expression.

To properly interact with a work of modern art, it is important for the viewer to feel more than just their opinions about it. This prompts a thought process that may be shocking, dramatic, or even life-altering for the individual.

Summary of Why Contemporary Art is Important?

If a member of your immediate or extended family ever again raises doubts about the worth of art or an individual artist, you can simply point them to this list.

In addition, anyone thinking about pursuing a degree in Contemporary Art can rest assured that they will be able to make valuable and distinctive contributions to the world through their work.

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Published: 31 October 2017

The visual essay and the place of artistic research in the humanities

Remco Roes 1 &
Kris Pint 1

Palgrave Communications volume 3 , Article number: 8 ( 2017 ) Cite this article

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What could be the place of artistic research in current contemporary scholarship in the humanities? The following essay addresses this question while using as a case study a collaborative artistic project undertaken by two artists, Remco Roes (Belgium) and Alis Garlick (Australia). We argue that the recent integration of arts into academia requires a hybrid discourse, which has to be distinguished both from the artwork itself and from more conventional forms of academic research. This hybrid discourse explores the whole continuum of possible ways to address our existential relationship with the environment: ranging from aesthetic, multi-sensorial, associative, affective, spatial and visual modes of ‘knowledge’ to more discursive, analytical, contextualised ones. Here, we set out to defend the visual essay as a useful tool to explore the non-conceptual, yet meaningful bodily aspects of human culture, both in the still developing field of artistic research and in more established fields of research. It is a genre that enables us to articulate this knowledge, as a transformative process of meaning-making, supplementing other modes of inquiry in the humanities.

Introduction

In Being Alive: Essays on Movement, Knowledge and Description (2011), Tim Ingold defines anthropology as ‘a sustained and disciplined inquiry into the conditions and potentials of human life’ (Ingold, 2011 , p. 9). For Ingold, artistic practice plays a crucial part in this inquiry. He considers art not merely as a potential object of historical, sociological or ethnographic research, but also as a valuable form of anthropological inquiry itself, providing supplementary methods to understand what it is ‘to be human’.

In a similar vein, Mark Johnson’s The meaning of the body: aesthetics of human understanding (2007) offers a revaluation of art ‘as an essential mode of human engagement with and understanding of the world’ (Johnson, 2007 , p. 10). Johnson argues that art is a useful epistemological instrument because of its ability to intensify the ordinary experience of our environment. Images Footnote 1 are the expression of our on-going, complex relation with an inner and outer environment. In the process of making images of our environment, different bodily experiences, like affects, emotions, feelings and movements are mobilised in the creation of meaning. As Johnson argues, this happens in every process of meaning-making, which is always based on ‘deep-seated bodily sources of human meaning that go beyond the merely conceptual and propositional’ (Ibid., p. 11). The specificity of art simply resides in the fact that it actively engages with those non-conceptual, non-propositional forms of ‘making sense’ of our environment. Art is thus able to take into account (and to explore) many other different meaningful aspects of our human relationship with the environment and thus provide us with a supplementary form of knowledge. Hence Ingold’s remark in the introduction of Making: anthropology, archaeology, art and architecture (2013): ‘Could certain practices of art, for example, suggest new ways of doing anthropology? If there are similarities between the ways in which artists and anthropologists study the world, then could we not regard the artwork as a result of something like an anthropological study, rather than as an object of such study? […] could works of art not be regarded as forms of anthropology, albeit ‘written’ in non-verbal media?’ (Ingold, 2013 , p. 8, italics in original).

And yet we would hesitate to unreservedly answer yes to these rhetorical questions. For instance, it is true that one can consider the works of Francis Bacon as an anthropological study of violence and fear, or the works of John Cage as a study in indeterminacy and chance. But while they can indeed be seen as explorations of the ‘conditions and potentials of human life’, the artworks themselves do not make this knowledge explicit. What is lacking here is the logos of anthropology, logos in the sense of discourse, a line of reasoning. Therefore, while we agree with Ingold and Johnson, the problem remains how to explicate and communicate the knowledge that is contained within works of art, how to make it discursive ? How to articulate artistic practice as an alternative, yet valid form of scholarly research?

Here, we believe that a clear distinction between art and artistic research is necessary. The artistic imaginary is a reaction to the environment in which the artist finds himself: this reaction does not have to be conscious and deliberate. The artist has every right to shrug his shoulders when he is asked for the ‘meaning’ of his work, to provide a ‘discourse’. He can simply reply: ‘I don’t know’ or ‘I do not want to know’, as a refusal to engage with the step of articulating what his work might be exploring. Likewise, the beholder or the reader of a work of art does not need to learn from it to appreciate it. No doubt, he may have gained some understanding about ‘human existence’ after reading a novel or visiting an exhibition, but without the need to spell out this knowledge or to further explore it.

In contrast, artistic research as a specific, inquisitive mode of dealing with the environment requires an explicit articulation of what is at stake, the formulation of a specific problem that determines the focus of the research. ‘Problem’ is used here in the neutral, etymological sense of the word: something ‘thrown forward’, a ‘hindrance, obstacle’ (cf. probleima , Liddell-Scott’s Greek-English Lexicon). A body-in-an-environment finds something thrown before him or her, an issue that grabs the attention. A problem is something that urges us to explore a field of experiences, the ‘potentials of human life’ that are opened up by a work of art. It is often only retroactively, during a second, reflective phase of the artistic research, that a formulation of a problem becomes possible, by a selection of elements that strikes one as meaningful (again, in the sense Johnson defines meaningful, thus including bodily perceptions, movements, affects, feelings as meaningful elements of human understanding of reality). This process opens up, to borrow a term used by Aby Warburg, a ‘Denkraum’ (cf. Gombrich, 1986 , p. 224): it creates a critical distance from the environment, including the environment of the artwork itself: this ‘space for thought’ allows one to consciously explore a specific problem. Consciously here does not equal cerebral: the problem is explored not only in its intellectual, but also in its sensual and emotional, affective aspects. It is projected along different lines in this virtual Denkraum , lines that cross and influence each other: an existential line turns into a line of form and composition; a conceptual line merges into a narrative line, a technical line echoes an autobiographical line. There is no strict hierarchy in the different ‘emanations’ of a problem. These are just different lines contained within the work that interact with each other, and the problem can ‘move’ from one line to another, develop and transform itself along these lines, comparable perhaps to the way a melody develops itself when it is transposed to a different musical scale, a different musical instrument, or even to a different musical genre. But, however, abstract or technical one formulates a problem, following Johnson we argue that a problem is always a translation of a basic existential problem, emerging from a specific environment. We fully agree with Johnson when he argues that ‘philosophy becomes relevant to human life only by reconnecting with, and grounding itself in, bodily dimensions of human meaning and value. Philosophy needs a visceral connection to lived experience’ (Johnson, 2007 , p. 263). The same goes for artistic research. It too finds its relevance in the ‘visceral connection’ with a specific body, a specific situation.

Words are one way of disclosing this lived experience, but within the context of an artistic practice one can hardly ignore the potential for images to provide us with an equally valuable account. In fact, they may even prove most suited to establish the kind of space that comes close to this multi-threaded, embodied Denkraum . In order to illustrate this, we would like to present a case study, a short visual ‘essay’ (however, since the scope of four spreads offers only limited space, it is better to consider it as the image-equivalent of a short research note).

Case study: step by step reading of a visual essay

The images (1, 2, 3, 4, 5) form a short visual essay based on a collaborative artistic project 'Exercises of the man (v)' that Remco Roes and Alis Garlick realised for the Situation Symposium at Royal Melbourne Institute of Technology in Melbourne in 2014. One of the conceptual premises of the project was the communication of two physical ‘sites’ through digital media. Roes—located in Belgium—would communicate with Garlick—in Australia—about an installation that was to be realised at the physical location of the exhibition in Melbourne. Their attempts to communicate (about) the site were conducted via e-mail messages, Skype-chats and video conversations. The focus of these conversations increasingly distanced itself from the empty exhibition space of the Design Hub and instead came to include coincidental spaces (and objects) that happened to be close at hand during the 3-month working period leading up to the exhibition. The focus of the project thus shifted from attempting to communicate a particular space towards attempting to communicate the more general experience of being in(side) a space. The project led to the production of a series of small in-situ installations, a large series of video’s and images, a book with a selection of these images as well as texts from the conversations, and the final exhibition in which artefacts that were found during the collaborative process were exhibited. A step by step reading of the visual argument contained within images of this project illustrates how a visual essay can function as a tool for disclosing/articulating/communicating the kind of embodied thinking that occurs within an artistic practice or practice-based research.

Figure 1 shows (albeit in reduced form) a field of photographs and video stills that summarises the project without emphasising any particular aspect. Each of the Figs. 2 – 5 isolate different parts of this same field in an attempt to construct/disclose a form of visual argument (that was already contained within the work). In the final part of this essay we will provide an illustration of how such visual sequences can be possibly ‘read’.

First image of the visual essay. Remco Roes and Alis Garlick, as copyright holders, permit the publication of this image under a Creative Commons Attribution 4.0 International License

Second image of the visual essay. Remco Roes and Alis Garlick, as copyright holders, permit the publication of this image under a Creative Commons Attribution 4.0 International License

Third image of the visual essay. Remco Roes and Alis Garlick, as copyright holders, permit the publication of this image under a Creative Commons Attribution 4.0 International License

Fourth image of the visual essay. Remco Roes and Alis Garlick, as copyright holders, permit the publication of this image under a Creative Commons Attribution 4.0 International License

Fifth image of the visual essay. Remco Roes and Alis Garlick, as copyright holders, permit the publication of this image under a Creative Commons Attribution 4.0 International License

Figure 1 is a remnant of the first step that was taken in the creation of the series of images: significant, meaningful elements in the work of art are brought together. At first, we quite simply start by looking at what is represented in the pictures, and how they are presented to us. This act of looking almost inevitably turns these images into a sequence, an argument. Conditioned by the dominant linearity of writing, including images (for instance in a comic book) one ‘reads’ the images from left to right, one goes from the first spread to the last. Just like one could say that a musical theme or a plot ‘develops’, the series of images seem to ‘develop’ the problem, gradually revealing its complexity. The dominance of this viewing code is not to be ignored, but is of course supplemented by the more ‘holistic’ nature of visual perception (cf. the notion of ‘Gestalt’ in the psychology of perception). So unlike a ‘classic’ argumentation, the discursive sequence is traversed by resonance, by non-linearity, by correspondences between elements both in a single image and between the images in their specific positioning within the essay. These correspondences reveal the synaesthetic nature of every process of meaning-making: ‘The meaning of something is its relations, actual and potential, to other qualities, things, events, and experiences. In pragmatist lingo, the meaning of something is a matter of how it connects to what has gone before and what it entails for present or future experiences and actions’ (Johnson, 2007 , p. 265). The images operate in a similar way, by bringing together different actions, affects, feelings and perceptions into a complex constellation of meaningful elements that parallel each other and create a field of resonance. These connections occur between different elements that ‘disturb’ the logical linearity of the discourse, for instance by the repetition of a specific element (the blue/yellow opposition, or the repetition of a specific diagonal angle).

Confronted with these images, we are now able to delineate more precisely the problem they express. In a generic sense we could formulate it as follows: how to communicate with someone who does not share my existential space, but is nonetheless visually and acoustically present? What are the implications of the kind of technology that makes such communication possible, for the first time in human history? How does it influence our perception and experience of space, of materiality, of presence?

Artistic research into this problem explores the different ways of meaning-making that this new existential space offers, revealing the different conditions and possibilities of this new spatiality. But it has to be stressed that this exploration of the problem happens on different lines, ranging from the kinaesthetic perception to the emotional and affective response to these spaces and images. It would, thus, be wrong to reduce these experiences to a conceptual framework. In their actions, Roes and Garlick do not ‘make a statement’: they quite simply experiment with what their bodies can do in such a hybrid space, ‘wandering’ in this field of meaningful experiences, this Denkraum , that is ‘opened up’: which meaningful clusters of sensations, affects, feelings, spatial and kinaesthetic qualities emerge in such a specific existential space?

In what follows, we want to focus on some of these meaningful clusters. As such, these comments are not part of the visual essay itself. One could compare them to ‘reading remarks’, a short elaboration on what strikes one as relevant. These comments also do not try to ‘crack the code’ of the visual material, as if they were merely a visual and/or spatial rebus to be solved once and for all (‘ x stands for y’ ). They rather attempt to engage in a dialogue with the images, a dialogue that of course does not claim to be definitive or exhaustive.

The constellation itself generates a sense of ‘lacking’: we see that there are two characters intensely collaborating and interacting with each other, while never sharing the same space. They are performing, or watching the other perform: drawing a line (imaginary or physically), pulling, wrapping, unpacking, watching, framing, balancing. The small arrangements, constructions or compositions that are made as a result of these activities are all very fragile, shaky and their purpose remains unclear. Interaction with the other occurs only virtually, based on the manipulation of small objects and fragments, located in different places. One of the few materials that eventually gets physically exported to the other side, is a kind of large plastic cover. Again, one should not ‘read’ the picture of Roes with this plastic wrapped around his head as an expression, a ‘symbol’ of individual isolation, of being wrapped up in something. It is simply the experience of a head that disappears (as a head appears and disappears on a computer screen when it gets disconnected), and the experience of a head that is covered up: does it feel like choking, or does it provide a sense of shelter, protection?

A different ‘line’ operates simultaneously in the same image: that of a man standing on a double grid: the grid of the wet street tiles and an alternative, oblique grid of colourful yellow elements, a grid which is clearly temporal, as only the grid of the tiles will remain. These images are contrasted with the (obviously staged) moment when the plastic arrives at ‘the other side’: the claustrophobia is now replaced with the openness of the horizon, the presence of an open seascape: it gives a synaesthetic sense of a fresh breeze that seems lacking in the other images.

In this case, the contrast between the different spaces is very clear, but in other images we also see an effort to unite these different spaces. The problem can now be reformulated, as it moves to another line: how to demarcate a shared space that is both actual and virtual (with a ribbon, the positioning of a computer screen?), how to communicate with each other, not only with words or body language, but also with small artefacts, ‘meaningless’ junk? What is the ‘common ground’ on which to walk, to exchange things—connecting, lining up with the other? And here, the layout of the images (into a spread) adds an extra dimension to the original work of art. The relation between the different bodies does now not only take place in different spaces, but also in different fields of representation: there is the space of the spread, the photographed space and in the photographs, the other space opened up by the computer screen, and the interaction between these levels. We see this in the Fig. 3 where Garlick’s legs are projected on the floor, framed by two plastic beakers: her black legging echoing with the shadows of a chair or a tripod. This visual ‘rhyme’ within the image reveals how a virtual presence interferes with what is present.

The problem, which can be expressed in this fundamental opposition between presence/absence, also resonates with other recurring oppositions that rhythmically structure these images. The images are filled with blue/yellow elements: blue lines of tape, a blue plexi form, yellow traces of paint, yellow objects that are used in the video’s, but the two tones are also conjured up by the white balance difference between daylight and artificial light. The blue/yellow opposition, in turn, connects with other meaningful oppositions, like—obviously—male/female, or the same oppositional set of clothes: black trousers/white shirt, grey scale images versus full colour, or the shadow and the bright sunlight, which finds itself in another opposition with the cold electric light of a computer screen (this of course also refers to the different time zones, another crucial aspect of digital communication: we do not only not share the same place, we also do not share the same time).

Yet the images also invite us to explore certain formal and compositional elements that keep recurring. The second image, for example, emphasises the importance placed in the project upon the connecting of lines, literally of lining up. Within this image the direction and angle of these lines is ‘explained’ by the presence of the two bodies, the makers with their roles of tape in hand. But upon re-reading the other spreads through this lens of ‘connecting lines’ we see that this compositional element starts to attain its own visual logic. Where the lines in image 2 are literally used as devices to connect two (visual) realities, they free themselves from this restricted context in the other images and show us the influence of circumstance and context in allowing for the successful establishing of such a connection.

In Fig. 3 , for instance, we see a collection of lines that have been isolated from the direct context of live communication. The way two parts of a line are manually aligned (in the split-screens in image 2) mirrors the way the images find their position on the page. However, we also see how the visual grammar of these lines of tape is expanded upon: barrier tape that demarcates a working area meets the curve of a small copper fragment on the floor of an installation, a crack in the wall follows the slanted angle of an assembled object, existing marks on the floor—as well as lines in the architecture—come into play. The photographs widen the scale and angle at which the line operates: the line becomes a conceptual form that is no longer merely material tape but also an immaterial graphical element that explores its own argument.

Figure 4 provides us with a pivotal point in this respect: the cables of the mouse, computer and charger introduce a certain fluidity and uncontrolled motion. Similarly, the erratic markings on the paper show that an author is only ever partially in control. The cracked line in the floor is the first line that is created by a negative space, by an absence. This resonates with the black-stained edges of the laser-cut objects, laid out on the desktop. This fourth image thus seems to transform the manifestation of the line yet again; from a simple connecting device into an instrument that is able to cut out shapes, a path that delineates a cut, as opposed to establishing a connection. The circle held up in image 4 is a perfect circular cut. This resonates with the laser-cut objects we see just above it on the desk, but also with the virtual cuts made in the Photoshop image on the right. We can clearly see how a circular cut remains present on the characteristic grey-white chessboard that is virtual emptiness. It is evident that these elements have more than just an aesthetic function in a visual argumentation. They are an integral part of the meaning-making process. They ‘transpose’ on a different level, i.e., the formal and compositional level, the central problem of absence and presence: it is the graphic form of the ‘cut’, as well as the act of cutting itself, that turns one into the other.

Concluding remarks

As we have already argued, within the frame of this comment piece, the scope of the visual essay we present here is inevitably limited. It should be considered as a small exercise in a specific genre of thinking and communicating with images that requires further development. Nonetheless, we hope to have demonstrated the potentialities of the visual essay as a form of meaning-making that allows the articulation of a form of embodied knowledge that supplements other modes of inquiry in the humanities. In this particular case, it allows for the integration of other meaningful, embodied and existential aspects of digital communication, unlikely to be ‘detected’ as such by an (auto)ethnographic, psychological or sociological framework.

The visual essay is an invitation to other researchers in the arts to create their own kind of visual essays in order to address their own work of art or that of others: they can consider their artistic research as a valuable contribution to the exploration of human existence that lies at the core of the humanities. But perhaps it can also inspire scholars in more ‘classical’ domains to introduce artistic research methods to their toolbox, as a way of taking into account the non-conceptual, yet meaningful bodily aspects of human life and human artefacts, this ‘visceral connection to lived experience’, as Johnson puts it.

Obviously, a visual essay runs the risk of being ‘shot by both sides’: artists may scorn the loss of artistic autonomy and ‘exploitation’ of the work of art in the service of scholarship, while academic scholars may be wary of the lack of conceptual and methodological clarity inherent in these artistic forms of embodied, synaesthetic meaning. The visual essay is indeed a bastard genre, the unlawful love (or perhaps more honestly: love/hate) child of academia and the arts. But precisely this hybrid, impure nature of the visual essay allows it to explore unknown ‘conditions and potentials of human life’, precisely because it combines imagination and knowledge. And while this combination may sound like an oxymoron within a scientific, positivistic paradigm, it may in fact indicate the revival, in a new context, of a very ancient alliance. Or as Giorgio Agamben formulates it in Infancy and history: on the destruction of experience (2007 [1978]): ‘Nothing can convey the extent of the change that has taken place in the meaning of experience so much as the resulting reversal of the status of the imagination. For Antiquity, the imagination, which is now expunged from knowledge as ‘unreal’, was the supreme medium of knowledge. As the intermediary between the senses and the intellect, enabling, in phantasy, the union between the sensible form and the potential intellect, it occupies in ancient and medieval culture exactly the same role that our culture assigns to experience. Far from being something unreal, the mundus imaginabilis has its full reality between the mundus sensibilis and the mundus intellegibilis , and is, indeed, the condition of their communication—that is to say, of knowledge’ (Agamben, 2007 , p. 27, italics in original).

And it is precisely this exploration of the mundus imaginabilis that should inspire us to understand artistic research as a valuable form of scholarship in the humanities.

We consider images as a broad category consisting of artefacts of the imagination, the creation of expressive ‘forms’. Images are thus not limited to visual images. For instance, the imagery used in a poem or novel, metaphors in philosophical treatises (‘image-thoughts’), actual sculptures or the imaginary space created by a performance or installation can also be considered as images, just like soundscapes, scenography, architecture.

Agamben G (2007) Infancy and history: on the destruction of experience [trans. L. Heron]. Verso, London/New York, NY

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Remco Roes & Kris Pint

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Roes, R., Pint, K. The visual essay and the place of artistic research in the humanities. Palgrave Commun 3 , 8 (2017). https://doi.org/10.1057/s41599-017-0004-5

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Is A.I. Art Stealing from Artists?

By Kyle Chayka

Illustration of mesh hand stealing a painting

Last year, a Tennessee-based artist named Kelly McKernan noticed that their name was being used with increasing frequency in A.I.-driven image generation. McKernan makes paintings that often feature nymphlike female figures in an acid-colored style that blends Art Nouveau and science fiction. A list published in August, by a Web site called Metaverse Post , suggested “Kelly McKernan” as a term to feed an A.I. generator in order to create “Lord of the Rings”-style art. Hundreds of other artists were similarly listed according to what their works evoked: anime, modernism, “Star Wars.” On the Discord chat that runs an A.I. generator called Midjourney, McKernan discovered that users had included their name more than twelve thousand times in public prompts. The resulting images—of owls, cyborgs, gothic funeral scenes, and alien motorcycles—were distinctly reminiscent of McKernan’s works. “It just got weird at that point. It was starting to look pretty accurate, a little infringe-y,” they told me. “I can see my hand in this stuff, see how my work was analyzed and mixed up with some others’ to produce these images.”

Last month, McKernan joined a class-action lawsuit with two other artists, Sarah Andersen and Karla Ortiz, filed by the attorneys Matthew Butterick and Joseph Saveri, against Midjourney and two other A.I. imagery generators, Stable Diffusion and DreamUp. (Other tools, such as DALL-E , run on the same principles.) All three models make use of LAION -5B, a nonprofit, publicly available database that indexes more than five billion images from across the Internet, including the work of many artists. The alleged wrongdoing comes down to what Butterick summarized to me as “the three ‘C’s”: The artists had not consented to have their copyrighted artwork included in the LAION database; they were not compensated for their involvement, even as companies including Midjourney charged for the use of their tools; and their influence was not credited when A.I. images were produced using their work. When producing an image, these generators “present something to you as if it’s copyright free,” Butterick told me, adding that every image a generative tool produces “is an infringing, derivative work.”

Copyright claims based on questions of style are often tricky. In visual art, courts have sometimes ruled in favor of the copier rather than the copied. When the artist Richard Prince incorporated photographs by Patrick Cariou into his work, for instance, a 2013 court case found that some of the borrowing was legal under transformative use—Prince had changed the source material enough to escape any claim of infringement. In music, recent judgments tend to be more conservative. Robin Thicke and Pharrell Williams lost a 2013 case against the Marvin Gaye estate, which alleged that their song “Blurred Lines” was too close to Gaye’s “Got to Give It Up.” The intellectual-property lawyer Kate Downing wrote, in a recent essay on Butterick and Saveri’s suit published on her personal Web site, that the A.I. image generators might be closer to the former than the latter: “It may well be argued that the ‘use’ of any one image from the training data is . . . not substantial enough to call the output a derivative work of any one image.” “Mathematically speaking, the work comes from everything,” Downing told me.

But Butterick and Saveri allege that what A.I. generators do falls short of transformative use. There is no transcending of the source material, just a mechanized “blending together,” Butterick said. “We’re not litigating image by image, we’re litigating the whole technique behind the system.” The litigators are not alone. Last week, Getty Images filed a lawsuit against Stable Diffusion alleging that the generator’s use of Getty stock photography amounts to “brazen infringement . . . on a staggering scale.” Whatever their legal strengths, such claims possess a certain moral weight. A.I. generators could not operate without the labor of humans like McKernan who unwittingly provide source material. As the technology critic and philosopher Jaron Lanier wrote in his 2013 book “ Who Owns the Future? ,” “Digital information is really just people in disguise.” (A spokesperson from Stability AI, the studio that developed Stable Diffusion, said in a statement that “the allegations in this suit represent a misunderstanding of how generative A.I. technology works and the law surrounding copyright,” but provided no further detail. Neither DeviantArt, which owns DreamUp, nor Midjourney responded to requests for comment.)

Visual artists began reaching out to Butterick after he and Saveri filed a lawsuit, last November, in the related but distinct realm of software copyrights. The target of the earlier suit was Copilot, an A.I.-driven coding assistant developed by GitHub and OpenAI. Copilot is trained on code that is publicly available online. Coders who post their projects on open-source platforms retain the copyright to their work—under certain licenses, anyone who uses the code must credit its creator. Copilot did not. Like the artists whose work feeds Midjourney, human coders suddenly found their specialized labor reproduced infinitely, quickly, and cheaply without attribution. Butterick and Saveri’s legal complaint (against OpenAI, GitHub, and Microsoft, which acquired GitHub in 2018) argued that Copilot’s actions amount to “software piracy on an unprecedented scale.” In January, the defendants filed to have the case dismissed . “We will file oppositions to these motions,” Butterick said.

Butterick told me that, given the proliferation of A.I., “everybody who creates for a living should be in code red.” Writers had their turn to be spooked in January, when BuzzFeed announced that it would use OpenAI’s new large language model, ChatGPT , to augment its creation of quizzes. McKernan, who draws income from print sales as well as commissioned illustrations, told me they suspect that the amount of work available in their field is already declining as A.I. tools become more accessible online. “There are publishers that are using A.I. instead of hiring cover artists,” McKernan told me. “I can pay my rent with just one cover, and we’re seeing that already disappearing.” They added, “We’re just the canaries in the coal mine.”

In some sense, you could say that artists are losing their monopoly on being artists. With generative A.I., any user can become an author of sorts. In late January, Mayk.it, a Los Angeles-based music-making app, released Drayk.it, a Web site that allowed users to create A.I.-generated Drake songs based on a given prompt. The results could not be mistaken for actual Drake tracks; they tend toward the lo-fi and the absurd. But they possess a certain fundamental Drakeness: lounge beats, depressive lyrics, monotone delivery. The company’s head of product, Neer Sharma, told me that users had created hundreds of thousands of A.I. Drake songs, a new track every three seconds. The site drew upon software resources such as Tacotron and Uberduck, which generate voices and offer specific voice models, including one trained on the œuvre of Drake. The Web site includes a disclaimer that the songs it generates are parodies, which are protected under fair use, and Sharma told me that the company didn’t receive any complaints from Drake’s camp. But the site has already shut down. The project was designed “just to test out the tech,” Sharma said. “We didn’t expect it to get this big.” The team is now preparing more “A.I. music drops.”

As Sharma sees it, the increasing accessibility of A.I. means that “everything just becomes remixable.” The artists who might thrive in this scenario are those who have the most replicable or exportable “vibe and aesthetic,” he said, among them Drake, the rare pop star who has embraced his status as an open-ended meme. Fans could already dress like Drake or act like him; now they can make his music, too, and the line between fan and creator will blur further as the generative technology improves. Sharma said that the company has heard from executives at music labels who are interested in exploring the creation of A.I. voice models for their artists. He predicted that musicians who resist being “democratized”—giving creative agency to their fans—will be left behind. “The people who could win before just by being there will not necessarily win tomorrow,” Sharma said.

A startup called Authentic Artists is seeking to bypass human artists altogether by creating musician characters based on A.I.-generated styles of music. Its label, WarpSound, features “virtual artists” like GLiTCH, a computer-rendered figure derived from a Bored Ape Yacht Club N.F.T., who plays genres such as “chillwave” and “glitch hop” in endlessly streaming feeds of auto-generated music. Authentic Artists’ founder Chris McGarry told me that the character is meant to give a face to the A.I. machine. “We wanted to answer the question, what is the source of the music? A semiconductor or cloud-based server or ones and zeros didn’t seem to be a terribly interesting answer to that question,” he said.

Listening to Authentic Artists’ music, however, is a bit like trying to enjoy the wavering buzz of highway traffic. If you’re not paying attention, it can serve as a passable background soundtrack, but the moment you tune in closely any sense of coherent sound gives way to an uncanny randomness. It called to my mind a much-memed comment that the Studio Ghibli director Hayao Miyazaki made after being shown a particularly grotesque A.I.-generated animation in 2016: “I strongly feel that this is an insult to life itself.” I wouldn’t go quite so far, but Authentic Artists’ project does strike me as an insult to human-made music. They can manufacture sound, but they can’t manufacture the feeling or creative intention that even the most amateur musicians put into a recording.

Kelly McKernan sometimes snoops on conversations about generative A.I. on Reddit or Discord chats, in part to see how users perceive the role of original artists in the A.I. image-making process. McKernan said that they often see people criticizing artists who are against A.I.: “They have this belief that career artists, people who have dedicated their whole lives to their work, are gatekeeping, keeping them from making the art they want to make. They think we’re élitist and keeping our secrets.” Defenders of A.I. art-making could point out that artists have always taken from and riffed on each other’s work, from the ancient Romans making copies of even older Greek sculptures to Roy Lichtenstein reproducing comic-book frames as highbrow Pop art. Maybe A.I. imagery is just a new wave of appropriation art? (It lacks any conceptual intention, however.) Downing, the intellectual-property lawyer, argued in her piece that the prompts that users input into A.I. generators may amount to independent acts of invention. “There is no Stable Diffusion without users pouring their own creative energy into its prompts,” she wrote.

McKernan told me about Beep Boop Art, a Facebook group with forty-seven thousand followers that posts A.I.-generated art and runs an online storefront selling prints and merchandise. The images tend toward the fantastical: a wizard hat or a lunar landscape in a Lisa Frank-ish style, or a tree house growing above the ocean. It may not be a direct riff on McKernan’s work, but it does reflect a banal over-all sameness across generated art. McKernan described typical A.I. style as having “this general sugary, candy look,” adding, “It looks pretty, but it tastes terrible. It has no depth, but it serves the purpose that they want.” The new generation of tools offers the instant gratification of a single image, shorn of the messy association with a single, living artist. One question is who gets to profit from such works. Another is more existential. “It kind of boils down to: what is art?” McKernan said. “Is art the process, is art the human component, is art the conversation? All of that is out of the picture once you’re just generating it.” ♦

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The Importance of Visual Art
The Importance of Visual Art. Gift of Sydney Smith Gordon. Visual art is a fundamental component of the human experience reflecting the world and the time in which we live. Art can help us understand our history, our culture, our lives, and the experience of others in a manner that cannot be achieved through other means. It can also be a source ...
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Answer 2: Art is essential as it covers all the developmental domains in child development. Moreover, it helps in physical development and enhancing gross and motor skills. For example, playing with dough can fine-tune your muscle control in your fingers. Share with friends. Previous.
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The visual arts are art forms such as painting, drawing, printmaking, sculpture, ceramics, photography, video, filmmaking, design, crafts, and architecture. Many artistic disciplines such as performing arts, conceptual art, textile arts also involve aspects of visual arts as well as arts of other types. Also included within the visual arts are ...
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