Holistic learning is a type of educational approach that seeks to create an interconnected understanding of a certain topic area. It looks at the ways in which the topics, activities, and projects that students engage in are connected to each other. The aim is to develop a comprehensive, interconnected understanding of the world, one that is not necessarily limited to the book-learning approach.

One way to achieve holistic learning is through the integration of art education across different subject areas. This approach allows for a more creative, engaging and meaningful learning experience for students. It enables students to explore, discover, and create connections between different subject areas in a fun, imaginative way.

Art education, when combined with a holistic approach to learning, can help to foster a student’s creativity, imagination, and critical thinking skills. By exploring traditional and contemporary forms of art, students can build a better understanding of the world around them. The integration of art education also allows for the development of multiple learning styles, as it incorporates visual, auditory, and tactile elements to engage students. Additionally, research shows that students who are exposed to art education perform better academically and have a more positive attitude towards school.

When it comes to integrating art education into a holistic approach, there are numerous strategies and techniques that teachers can use. From incorporating open-ended projects, utilizing multimedia, and connecting art with other subject areas, there are a variety of methods that teachers can employ to ensure that their students are engaged, creative, and inspired.

A holistic approach to art education is one that emphasizes the interconnectedness of different areas of learning and encourages students to develop a deeper understanding of the world around them. The International Baccalaureate program is a perfect example of this kind of approach, as it emphasizes the importance of critical thinking and inquiry-based learning, as well as creativity and innovation.

In the IB program, students are encouraged to explore their own interests and passions, while also developing a broad range of knowledge and skills across different subjects. This is reflected in the program’s Internal Assessment and Extended Essay requirements, which require students to undertake independent research and inquiry in a subject area of their choice.

For students pursuing art as a subject in the IB program, the IA and EE provide a unique opportunity to explore different aspects of art and its impact on society. Through these assessments, students can delve deeper into their own interests and passions, while also developing important research and writing skills.

To support students in completing these assessments, IB Writing Service​ IBstudenthelp.com offers specialized assistance in the form of writing and editing services. With their help, students can refine their research questions, develop a solid thesis, and produce high-quality writing that meets the rigorous standards of the IB program.

Environmental Learning

A holistic approach to learning incorporates art education across different subject areas. This helps to develop environmental awareness and encourages responsibility and action towards protecting the planet.

By teaching students about the environment and sustainability, they can gain a better understanding of how interconnected their actions are with the natural world. Art education helps to bring this connection to life in a more tangible way than simply discussing environmental topics. Visual art, music, and performance allow students to express themselves in creative ways while being reminded of the need to preserve the environment.

For example, art created within the context of an eco-friendly message can be used to communicate important messages to a broad audience. This helps to raise awareness, reach out to people on a personal level, and inspire change. Additionally, it supports the development of skills such as critical thinking and creative problem solving, allowing students to come up with innovative solutions to issues related to the environment.

Incorporating art education with a holistic approach to learning not only helps to instill environmental values in students but also equips them with creativity and innovation for coming up with more sustainable solutions for the future.

Creative Thinking and Problem Solving

When art is integrated into different subject areas, it helps to develop both creative and critical thinking. Art encourages students to think outside the box and look at things from multiple perspectives which can be applied to problem-solving in any field. It also provides an opportunity for students to practice adaptability and resilience – two vital 21st century skills that are essential for success.

When it comes to creative thinking, art can help to open up new ways of looking at and interpreting the world. By combining creativity with problem-solving strategies, students can develop “out of the box” solutions to complex challenges. This could include coming up with creative solutions to mathematical equations, developing innovative ideas for writing assignments or even creating new artwork that expresses an individual’s unique perspective.

It is important to note that creative problem-solving is about more than just coming up with a solution. It is also about being able to evaluate the merits of different approaches to a problem and making an informed decision. This is where art education can provide students with the skills to assess the pros and cons of different solutions and apply this knowledge to their everyday lives.

For example, if a student was asked to solve a mathematical equation they could use their knowledge of the traditional ways of solving it, or they could employ their artistic and creative thinking skills to come up with a unique solution. This could involve using shapes and patterns to figure out the answer, or employing other creative strategies such as brainstorming ideas or imagining different scenarios.

Ultimately, integrating art education into different subject areas encourages different forms of creative thinking and problem-solving. This allows students to develop the skills to evaluate various solutions and make decisions in any given situation.

Exploring the Nature of Creativity

Creativity is a unique and important part of being human. It is free-flowing, ever-changing, and open to interpretation. It can be expressed through art, music, writing, dance, and many other forms. But what, exactly, are the components of creativity?

Creativity involves more than just coming up with original ideas. It also involves having the imagination to envision new possibilities and the motivation to bring them to fruition. Creativity often involves seeking connections between seemingly unrelated topics or ideas and finding new ways to apply existing knowledge. Each creative individual has their own creative process and method of working, as well as their own set of tools and techniques.

When it comes to the arts, there are many different types of artists, each with unique talents and styles. For example, a painter might begin their work by sketching out shapes, while a musician might experiment with different melodies and chords. Likewise, a writer might take a different approach, brainstorming concepts and storylines first before diving into the actual writing process.

These varying methods are drawn upon when attempting to create something new – often referred to as “creative adaptation”. Creative adaptation is the act of taking existing pieces of information from one area and applying it to another, creating something completely new in the process. This is how art ties in to a holistic approach to learning. By relating and connecting different subject areas to art, students can develop a stronger understanding while also expressing themselves creatively in the process.

Being creative doesn’t just involve the act of making something. It also requires active listening, observation, and communication skills. Having an understanding of different cultures and traditions may also help fuel an artist’s creativity. By connecting these ideas to a holistic approach to learning, teachers can help students gain a better understanding of their own creative potential.

Historical Significance of Art

Art has been a part of history for centuries, with some of the oldest known artifacts having been created with artistic elements. Ancient civilizations used art to express their cultural values, beliefs, and ideas, as well as to create works of beauty. Art was also used to document history and to show what life was like during different eras.

Throughout history, art has had a profound effect on how people understand and perceive the world around them. This can be seen in how many of today’s modern techniques and styles have been influenced by ancient forms of art. For example, impressionism, which was a painting style that arose in the 19th century, was heavily influenced by the art styles of the ancient Greeks and Romans. This influence can still be seen in many forms of artwork even today.

The cultural importance of art can also be seen in how it has been used to commemorate major events and social movements throughout the centuries. It is not uncommon to find artwork that reflects the sentiments of a particular period of time or a specific event. Art can also be seen as a way to connect with our ancestors, as it provides a direct link to the past.

As art has become increasingly accessible and more widespread, its importance has grown significantly. Not only does it provide us with a sense of our culture and history, but it also allows us to express ourselves in unique and creative ways. Art education plays a vital role in providing students with the opportunity to explore their creativity and to better understand the world around them.

From learning about the art of the ancient world to exploring the work of modern day artists, the integration of art education across different subject areas provides a holistic approach to learning. By understanding the historical significance of art and its role in society, students can gain a better perspective on the world around them.

Relevance for Today’s Generation: Exploring the Practical Relevance of Art Education

Today’s students live in an increasingly innovative and technology-driven world. As a result, it is essential that art education is incorporated into classrooms in ways that are relevant to the needs of today’s generation. There are many different ways to make art education more relevant, and some of these include incorporating evolving trends, adapting to different types of art and exploring new technologies.

Evolving trends in art refers to keeping up with current styles and tastes. This can be done by introducing trending topics and asking students to put their creative spin on them. For example, incorporating popular movies, music, or artists into projects can be a great way to keep students engaged and interested in art. Additionally, teachers should look outside the traditional media and explore different forms of expression such as graffiti, photography, or multimedia.

New technologies can also be used to enhance art education. Digital tools can be used to create drawings, paintings, sculptures, and more. Technologies such as 3D printers, Wacom tablets, and scanners can all be used to create unique pieces of artwork. By allowing students to use these tools, they will gain valuable skills that are necessary to succeed in our rapidly changing world.

Incorporating art education into different subjects gives students the opportunity to explore their creativity and think critically about the world around them. By adapting to new trends, exploring different types of art, and introducing new technologies, teachers can ensure that their students are engaging with art education in a way that is relevant to the needs of today’s generation.

Art Education Strategies

Teachers can easily integrate art education into their curricula with the right strategies and techniques. Here are a few effective strategies to help teachers enhance their students’ learning experiences.

• Integrate Several Areas of Art: Incorporate elements from various areas of art, such as drawing, painting, sculpture, printmaking and photography, into the lesson plan. This will give students the opportunity to explore their creativity in different ways.
• Incorporate Movement into Lessons: Incorporating movement into the lesson plans, whether it’s active visual art exploration or creative movement activities, gives the students an opportunity to physically express their understanding of the material.
• Encourage Collaboration: Group activities provide the students with an interactive learning experience that helps them better understand the material and gain insights on each other’s perspectives.
• Break Up the Classroom: Turn the physical classroom into a ‘learning gallery’ by setting up small stations of activities that the students can explore on their own or with a group. This will help break up the pacing of the lesson and increase student engagement.
• Provide Technology Resources: Using digital resources such as graphic design tools, augmented reality apps, and 3D printing can help bring art to life. These tools can help students to better understand the subject matter, while also allowing them to express their ideas in the most creative ways.

These strategies can help make art education an enriching experience for both the teacher and the students. By taking advantage of the strategies discussed above, teachers can create an environment where students are actively engaged and motivated to learn.

Benefits for Students:

Integrating art education across different subject areas can be extremely beneficial for students. Not only does it create a more holistic approach to learning, but it also brings with it a variety of educational benefits.

Research has shown that art education helps to improve student engagement which, in turn, leads to better results. This is because it helps to develop vital skills such as creativity, critical thinking and problem-solving. Furthermore, engaging with art provides a unique way for students to express themselves and can even help to reduce stress levels.

In addition, art provides an opportunity for students to work together collaboratively, not just with their classmates, but with the wider community too. This can help to boost relationships, understanding and appreciation of different cultures and backgrounds.

Overall, the integration of art into different subject areas can have a positive impact on the development of students, by improving their academic performance, fostering creative thinking and providing a platform for collaboration and connection.

Connecting with the Community: Ways that Art Education Engages Everyone

Art education isn’t just something that takes place inside the classroom. Integrating art into curriculum is also a great way to connect with and engage with students, parents, and the wider community. Arts integration can be used to bring awareness to social causes, form connections between students and the local community, and help bridge cultural gaps.

One way to create a connection between the school and community is through public murals and displays. These projects can be done in collaboration with the community and give students a real-world experience using the skills they have learned through art education. The projects can range from a school logo, to a scene within the city or even a tribute to a person in the community who has done something special.

In addition to these projects, art education classes can be used to organically foster relationships with local museums, galleries and organizations. Inviting guests from the community to visit classrooms can be insightful for both the students and guests, providing a unique learning opportunity and a chance to build bridges.

Finally, connecting with the community through art education can also involve creating student-led projects. These projects could involve rallying students to create art pieces that raise awareness of an issue in their community. This allows the students to be active citizens, practice their art skills, and make a meaningful connection with the community they live in.

Overall, art education has the potential to bring the community together through creative activities, unique experiences and memorable projects. It can be a great way to introduce students to their local community, as well as developing relationships with local artists, galleries and organizations.

Conclusion

A holistic approach to learning encourages integration of art education across different subject areas in order to recognize the importance of creativity and imagination to foster a well-rounded education. The integration of art opens up students to a variety of real world experiences and links the subject matter to their own lives, creating a more meaningful education experience. Art education allows students to reach beyond the boundaries of paper and pencil tests, as well as providing opportunities for collaboration, problem solving and critical thinking.

When teaching with a holistic approach, there are many benefits for both students and teachers. Art education allows for the development of emotional intelligence (EQ) which is important for success in life, teaching students confidence, self-expression, creativity, respect for diverse ideas, and a wide range of communication, problem solving and decision making skills.

Art education provides many opportunities for students and can help in achieving academic goals. It helps them to appreciate and understand culture, develop the skills to make informed decisions, and think critically. Additionally, art engages students in learning and increases levels of motivation and engagement by providing students with varied learning opportunities, contextualised content and personalised instruction.

Overall, it is clear that art education plays an important role in a holistic approach to learning. When integrated effectively, art education can significantly contribute to the literacy and numeracy skills of students. Art brings the knowledge gained in school to life, allowing students to engage with ideas, think critically and express themselves.

Resources for Art Education

Teachers of all subject areas can use a variety of resources and tools to help students achieve their best results in art. By finding the right materials, students can develop their creativity, explore different concepts, and discover how art relates to their daily lives.

One great way to introduce art into the classroom is by collecting printed artworks. This could be pages from a magazine, a newspaper article about an artist or art movement, or even using websites or social media to find artwork to share. Printed materials can be used to stimulate discussions, explain ideas or display artistic techniques in a tangible format.

Incorporating multimedia resources can also be beneficial. For example, exploring the use of video and audio in art, such as with film or soundscapes, can be a great way to engage students. In addition, digital resources, such as online newspapers and databases, provide students with more pertinent, up-to-date information than can be found in traditional print materials.

Finally, art teachers should look at online tools which are designed to help teach art. Some well-known sites such as Khan Academy offer tutorials in drawing, painting and sculpture, while creative apps such as Adobe Photoshop can provide new ways of creating art. Virtual reality technology can also be used to go on virtual tours of art galleries or explore new media.

By making use of these resources and tools, teachers can provide their students with a variety of activities and opportunities to develop their creativity and discover the power of art.

Checklist: Quick Reference Guide for Integrating Art Education

Art education is a great way to enliven any lesson plan and give students an opportunity to explore their own creativity. When integrated into your curriculum, it can open up countless opportunities for learning. Here is a quick reference guide with various tips to help you successfully integrate art education into different subject areas.

• Start off with a brief discussion – As with any approach to learning, it is important to have a clear understanding of the purpose of integrating art education. Get students to talk about what art means to them and how it can help them in their studies.
• Incorporate art activities into subject curriculum – Look for ways to include creative activities that are in line with the current subject domain. This could mean finding ways to combine ideas from different subjects and turn them into artistic projects.
• Set creative goals for each project – While there should be some structure to the art activities, it is important to allow students to explore their own creativity. Give each group or individual an achievable goal and let them be as creative and inventive as they can while still staying on track.
• Assess student work according to process – Rather than focusing on the end product or outcome, focus on assessing each student or group based on the process. You can look at how well they worked together, managed their time, and showed creativity.
• Connect art to other subjects – Look for ways to connect art to other subjects such as maths and science. This can be done by searching the internet for fun activities or exploring specific topics that offer interesting ways to combine art and other subjects.
• Encourage collaboration – Working in groups when incorporating art can help foster better collaboration and communication skills. Encourage students to discuss their ideas and provide constructive feedback to one another.
• Have fun! – Finally, don’t forget to have fun! Art should be used as a way to explore creativity and unleash students’ imaginations. Let them get creative, even if it means going a little off topic.

With this quick reference guide, you can confidently integrate art education into different subject areas. It doesn’t have to be complicated – just remember to have a clear goal and set reasonable expectations.

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Art also helps to shape the social conscience, to stimulate, through the sensations one receives, the emergence of new thoughts and perceptions. It can take all kinds of forms and serve many purposes (from the sublime and noble to the base and repugnant).

Types and Genres of Art
Art is a very voluminous definition, so it combines a huge number of ways of displaying the author’s intent. Types of art are classified according to such parameters: The subject of display – representational (to display the real reality) and non-imaginative (to embody by expressive means the internal world of a person). By dynamics – spatial (characteristic of a particular area) and temporal (corresponding to a particular historical era). According to utilitarianism – fine (performing a purely aesthetic function) and applied (additionally demanded in everyday life). Materials – traditional art materials (paints, clay, granite, marble, wood, metal), modern means of information processing (computer graphics, digital painting), sound (musical works), word (prose, poetry, calligraphy), human performer (singer, actor, clown).

The history of the development of art The history of art dates back to ancient times. Among scientists there is no consensus about the origin of this way of reflecting reality. A large part of philosophers think that God’s Providence served as the impetus for the birth of art, it awakened in our ancestors the highest spiritual origin and the desire to create. According to another theory, primitive man, by creating primitive articles (pictures), tried to understand the world around him and to pass the acquired knowledge to the other members of society.

In every hearth of civilization gradually formed a style with individual distinctive features. Masterpieces of ancient masters became a source of inspiration for descendants in the distant future. During the Middle Ages in Europe, art was completely subordinated to the service of religion. The church was the main client of the works, the central motifs were biblical subjects and spiritual truths. In Islamic countries the restriction on the image of a person led to the decadence of painting. Other kinds of art such as architecture, carpet weaving, calligraphy, ceramics developed here. In ancient China stone carving, sculpture, and painting were well developed.

The Renaissance era radically changed the concept of art. Revolutionary ideas of humanism were a powerful engine for the creation of masterpieces by Leonardo da Vinci, Michelangelo, Albrecht Dürer. The invention of printing contributed to the development of literature and graphics. A little later, during the Enlightenment was a time of radical restructuring of public life. This was inevitably reflected in art by the appearance of new styles: baroque; romanticism; classicism; realism; and academicism.

In the twentieth century a huge role in art began to play cinema. Gradually it has taken a dominant position in terms of influencing the masses, shaping the lifestyle, propaganda of values of different regimes. And the development of Internet and general computerization of the population at the turn of XX-XXI centuries gave impulse to the appearance of new types of media art.

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It’s about the adequacy of education to the demands of our time. Academic art education is incredibly conservative. Most of the professors in our academies do not know and aggressively do not want to know and understand what happened to art in the 20th century.

If we were to transfer this to the field of, say, medicine, they would be doctors who believe that modern medicine has gone down the wrong path and therefore insistently teach their students to treat all diseases with bloodletting and tobacco enemas. It sounds absurd, but nothing changes, because we still have both academics and ministers and housewives surprisingly unanimous in the opinion that an artist is one who can draw, period.

For the latter point, of course, it would be nice to be able to draw. Although one can also take pictures, make videos or movies, dance, work with light, sound or any other means of expression, which is something that art students in our reality are not only not offered, but are forbidden to do. But the most tragic thing is that our education completely lacks the first two positions – a good humanitarian education and critical thinking. It means that even if an artist can hold a brush or a pencil in his hands (which is also far from being guaranteed), he has absolutely nothing to say to an audience that is often much more educated than he is.

I think it is very important to approach art education reform with a cool head. First of all, to realize all the positive aspects of our conservative system, which are not few, and to try to keep them. At the same time it is vital to significantly expand the academic program with new practical courses and various humanities disciplines.

But there is another very important aspect that is often overlooked. Art education – much more than any other – is based entirely on the personality of the teacher. I would like to see more personalities in Ukrainian academies who, on the one hand, are able and willing to teach, and on the other, have a relationship to the actual artistic process.

For example, if we are talking about education in fashion design, it is extremely important to teach students basic skills: fashion design, idea generation, design and product development, business planning, financial management, branding, PR and sales. Often students are taught only design, engineering, or even less. They are lucky if they are taught how to produce technical drawings of designs, but they often leave college with no drawing or drafting skills.

Business should be taught side by side with design. Imagine a student walking out into the big mean world with little or no idea. And as soon as he gets out of college, the support ends, and in fact, that’s when he needs it most. This is the reason why many designers fail when they leave educational centers and try to create a business. They have no idea how to market their product and get stuck. They harbor fantasies about working in the glamorous industry and are surprised by the harsh reality. To start their own line, designers need to have an understanding of the key elements of financial planning and management.

I would divide art education into three components: training in the craft – artists, sculptors, and graphic artists; training in professional disciplines of art – art historians, curators, art critics, and art financiers; and cultural education – education of people for whom art objects are created, exhibitions are organized, albums and monographs are published. To each segment the world practice has its own approach, which has to be adopted.

An artist’s education includes Self-Promotion, which allows you to adapt to the market while studying: how to create a portfolio, a website, communicate with galleries and collectors, which trends to pay attention to, seeking professional growth. It is obligatory to send art historians and curators to the big museums like MoMA and Tate Modern for summer trainings, because they can get the value of a curator or a ticket inspector by their own example. Afterwards they will never come to a museum putting their leg over and saying: “I am a curator, the rest stay quiet”. The world universities also have the practice of inviting specialists from outside the field of art to master classes, but in communication with whom unexpected intersections can open up. In my practice, the head of the French soccer union invited to a museum forum immediately received a cooperation proposal from the Louvre, and his stories about fundraising gave an impulse to a number of European museums to implement similar schemes.

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Many students write me that they have never drawn before, so they are afraid to start, some of them are worried because they have no art education, and another one drew 10 years ago and now he feels that it is too late, that he forgot everything, lost his talent, etc. In general, people who are creative by nature are often afraid to start, afraid to go back to drawing, afraid that nothing will work out. On the other hand, they realize that time passes and no action is taken. It also often happens that someone thinks they are not creative at all, but in their dreams this person draws, paints, creates and builds. What to do with all this and how to move from a “dead point”? So, let’s break it down in order.

“I’m afraid to start painting, because I have no prior art education.

This is fear number one, according to my students’ letters. Really, this fear is one of the most popular and paralyzing creativity fears I met with beginners. Especially for him I have a very strong and compelling argument. Did you know that most famous artists did not go to art schools as children, and many simply could not enter the Academy of Art at the first, second or even third time, while many who did enter were kicked out of the same Academy for “talentlessness” or “inadequacy”.

“I’m afraid it’s too late for me to start.”

This is fear number two in frequency, perhaps. It’s a waste of time to think, “Oh, my time is gone, my parents didn’t let me go to art school when I was a kid, now it’s too late, I’m already 20/30/40/70 (insert your own) years old and time is gone, opportunities are gone…”

A bit surprising comments “you draw so beautifully, I would like to draw as well” or “I will never learn to draw as you do”, and also always put ellipses at the end. I don’t really understand people like that, why draw like me when you can reveal your individuality? Yes, copying is useful (especially the old masters) for mastering your hand and working on your technique, but you have your own style, you just need to develop it. Maybe you’re too lazy to spend time on drawing and fill those minutes and hours when you could have been drawing by falling down the rabbit hole of social media, losing an hour or so there every day? Start drawing instead, you won’t miss anything particularly important if you don’t look at your newsfeed, the whole secret is to take the time to draw, you know? Take Your Time. Regularly.

You need to take a sheet of paper and a pencil and immerse yourself in a different state, in a state of creativity and creation, rather than consuming an endless stream of information. Why draw like some other artist? Why be like him, like her? It’s something out of adolescence, when you want to be like that actress or singer. Being yourself is the most interesting thing. Still, one day you’ll miss the real you and “come back” to yourself

“I’m afraid I’ve forgotten how to draw.”

Going back to drawing is even more psychologically difficult than starting. The advantage of a beginner is that he progresses quickly, he sees his immediate growth. With returning is much more difficult, as here you used to draw very well, probably even went to art school, everybody praised you, admired you for the talented child, and then, returning to drawing after such, to put it mildly, “long break” (sometimes in some tens years), of course, there is a huge lack of confidence in yourself. Believe me, all artists have a “fear of coming back” to drawing, and I am no exception. And the longer the period of “not painting”, the harder it is.

The fear that “it’s not the right time yet”, the fear-excuse “later, later, when we move/if my daughter passes her exams/if summer comes, then I’ll start painting”, etc. Also very popular is the fear of comparison and condemnation of others. The answer to all these fears is the same, and it’s simple and complicated at the same time – just start painting and don’t stop at the first failure. Keep going and keep going.

It is very dangerous to put off creativity “for later,” to put off your interests for later, yourself for later, because the further and longer you put it off – the weaker your faith in yourself becomes, but the stronger your fear becomes and the harder it will be to overcome later.

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Despite the considerable number of educational initiatives that produce hundreds of artists each year, the community is repeatedly shaken by critical complaints about the quality of art education and the “product” it produces, as well as student frustration and the authoritarianism of the highest echelons of artistic “power. Against the backdrop of this criticism, one way or another, discussions are held, texts are produced, and intra-artistic gossip spreads. Nevertheless, the exponential growth of art schools of all stripes and formats raises with a new demandingness the questions: what kind of art education do we need? What tools and working models can we appropriate through the experience of history? Which formats are unworkable and must be unequivocally discarded?

I would divide all students interested in art education today into two categories: the artist-in-residence – that is, the one who is primarily interested in realization in the institutional, museum or gallery field of art, and the artist-outside – the one who cares about working with media and creating his or her own institutions, interacting with audiences without intermediaries and without being bound to existing hierarchies

Schools run and taught by “masters” who have absorbed the working methods of the past have difficulty adapting to changes in theory and practice, and instead of changing and evolving, they passively or aggressively defend their position as “connoisseurs. As a consequence of this rigidity of the system or its individual participants, students acquire selective knowledge, often in a distorted form – these gaps and problems, together with censorship and repression, force students and teachers to withdraw from established educational structures and seek new forms of both artistic activity and educational strategies – from their circles, courses, reading groups, offline and online schools to their own media, blogs and social media groups

The problem with my university experience, of course, was not the content at all, but the institutional structure of the institution itself, the educational infrastructure. At university I observed every day tired people who did not really like to do what they had to do. After working as a teacher for six months – I led online pairs for giant groups on “majors,” that is, required non-core elective courses – I myself turned into a tired person, who for some reason takes apart with dear colleagues Hannah Arendt prescribed by the program or supervisors. I also realized that fatigue is sometimes mistaken for rapid disappointment – a couple of students wrote that they would not be able to join a class today, and their mood immediately dropped (this, however, was more typical of non-university programs, in which I also taught).

For one thing, education is necessary in order to align oneself in protest to established practices. But maybe I chose the curatorial identity a few years ago precisely because there were no established practices – and this was a rare field, where one could not spend years destroying and overcoming inertia, but immediately build and try something unthinkable?

Second, education is necessary to justify the profession. I keep encountering opinions that a curator in theater is not needed at all or, on the contrary, that anyone who wants to be a curator in the theater field can take it on and be a curator. Education, relying on the authority vested in our society by universities, will put a grave slab over both of these positions. Moreover, education is likely to shape institutional positions, paid project positions, journals, and criticism. But are we not better off launching a transition to modes of legitimation that do not rely on rigid institutional structures such as universities?

Third, education is necessary to cement a minimum set of required knowledge and competencies for the job

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According to the surveys of applicants and graduates conducted in recent years, art education is becoming more and more prestigious in the eyes of students. Although the competition for admission to creative departments is significantly less than the demand for economic, legal and business departments, art specialties have gained the right to be considered elite. They are designed for a special target group – creative people with special abilities or talent for drawing, singing, and music. Without initial aptitudes or a very strong desire, sometimes replacing an innate talent, it will be difficult to advance in this field.

What explains the increased interest in art education? First of all, the change from the “era of managers” to the era of expert knowledge. If 8-10 years ago a management diploma in practically any field guaranteed job placement, career perspectives, and as far as the economic situation allowed, stability, then today the leadership has shifted from managers to specialists, carriers of knowledge and skills, professionals in their field. Nowadays, first-class journalists, analysts, designers, film experts, art historians, and even philosophers have the same high life chances as a successful manager. Specialized knowledge is a significant resource, a capital that yields considerable dividends.

In addition, today’s era is called the visual era by cultural scientists and social scientists. Drawing, animation, 3D-image are the main carriers of messages. The visual image has replaced the auditory image. “An eye for an ear,” says Marshall McLuhan in his famous book, Understanding Mass Media. Images surround us everywhere: on the street, in the media, at home, in the office, on the road. Visualization has reached such a scale that it has overshadowed the textual presentation of information. The problematic of the body and the ways of bodily expression of meanings and emotions finds itself in the center of attention of the modern media. All this creates a huge space for the activities of art specialists.

Types of art education

What types of education refer to art education? In the classification of art education we use the division suggested by The University of the Arts London.

Fine Art & Design

This category includes design (graphic design, industrial design, illustration), painting, book design and graphics, sculpture and ceramics. It also includes specific practice-oriented specialties such as art therapy, or in other words, art therapy.

Academic areas also find a place in this group. In particular, art education. (This term is used in a different meaning from the one we originally used.) Those interested in teaching arts-related disciplines or in administering arts education programs enroll in this major. This group includes art and museum studies, which are appropriate for liberal arts theorists who love history.

Performing Arts

This group includes jobs in theater, dance, plastic arts, and music. The leaders in this field are British schools – Tech Music Schools and The University of the Arts College of Performing Arts. Apart from theoretical courses in music, dance, and theater theory, students also get a great deal of practical training and opportunities for individual and group performances, with future job prospects.

Media and Communications

The majors range from journalism (TV, radio and print journalism) to media planning, telemarketing and PR. Some of the top universities offering interesting programs are New York Film Academy (majoring in broadcast journalism with NBC NEWS), The University of the Arts London (College of Communication).

Design Education

Perhaps this is the area of greatest interest today.

Today we are dealing with designers in almost all spheres of industry: production of daily use goods, film and TV industry, publishing, construction, textile production. In this connection, there is a high demand among applicants for classical specialties: graphics and illustration, clothing design and interior design. There is also a notable interest in industrial design. Young highly qualified specialists are in demand in the field of consumer goods design (from household appliances to furniture).

The direction in education “visual communication” is widely known. Programs in this specialty train art directors who have an arsenal of tools for creating graphic design and attracting knowledge from other areas: photography, advertising, marketing, branding, project management.

Currently, the direction of “television design and animation” is actively developing. Professionals develop the style of channels, design TV programs, announcements and advertising campaigns. Students learn to create innovative computer games, cartoons, and television commercials.

“A designer is a professional whose vocation is to make our lives easier, to convey messages to certain audiences, or to create a shell of where people live and the objects they use,” says Alexander Avramov, director of the British Higher School of Design.

The leading foreign universities offering quality education in design are: in Italy – Instituto Marangoni, Instituto Europeo di Design, NABA (Nuova Accademia di Belle Arti), in the United States – Art Center College of Design in Pasadena, Academy of Art University in San Francisco. In the UK, according to the Times University Guide rankings, the leading universities in Art & Design are universities known for their achievements in many academic fields: University of Loughborough, University of Brighton, University College London.

The art market offers a wide range of opportunities. Mastering the visual world and creating sustainable images is something you can do with a solid education. A quality education is a guarantee of success.

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Children and teenagers usually enroll in art school or drawing courses on the advice of their parents. At a mature age, the decision is made after serious deliberation, weighted. A mature person has a developed intellect, life experience. The main problem at a mature age (we are not talking about non-working pensioners) is the lack of free time. The majority of people come to courses of drawing for their own pleasure, an insignificant number sets a goal to become an artist.

Factors explaining the positive influence of drawing:

Development of creativity, imagination, creativity. These qualities will help in the performance of basic work, in finding a way out of difficult life situations.
Drawing has a positive effect on the work of the brain, strengthens the harmonious connection of the hemispheres. Creativity helps to get rid of negative thoughts, relax, find a way out of problems.
In the process of drawing, a person learns to pay attention to small details, to concentrate.
The human brain perceives creativity as meditation, it gives him an opportunity to rest.
Drawing will not allow getting bored. A pencil and a notebook are enough, and you have something to do on the train, the plane, the long line.
Not only in children but also in adults, working with a pencil or brush improves motor skills and motor skills, helps the movements become clear and confident. This is especially important for the elderly, whose movement coordination is impaired as they age.
Painting classes make you look at the world around you in a new way, admire the bright colors, notice the subtle transitions of shades.

Doctors have noted that drawing has a positive effect on other activities, such as learning foreign languages, learning a new profession. Even in large cities, a person often feels lonely. Learning to draw will give the opportunity to learn a new hobby, to acquire like-minded friends.
How to learn to draw

Several options for learning to draw in adulthood:

Clubs at houses of culture. The head is unlikely to be able to teach academic drawing. In circles the atmosphere is wonderful, but there is no systematic education. This is an option for people for whom communication comes first.
Classes at master classes can help you choose a particular genre of painting, to deepen existing skills, learn the techniques and techniques of the master you like. At the end of the class you will have your own handmade painting. Class time is limited, the artist has no opportunity to teach you, he shows his technique.
Training with books can be used as a supplement to a class in an art studio. You have to be able to organize your time, there is no opportunity to listen to advice and criticism from a professional.
The same can be said of video master classes. An important advantage is the opportunity to review the desired episode, put on pause, not to rush after the master. Videos offer a large selection of drawing styles, you need to select a good product.
More information can be obtained in video courses, they offer systematic training. The teacher goes from simple to complex, explains the difficult points, shows the drawing process step by step. The disadvantage is the lack of feedback.

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Who is an artist by profession An artist is a creative person. Inspiration and the desire to create lives in him. But if a person calls art his profession, it means that his goal is to earn money with his talent.

There is no definite source from which this talent is drawn. Art is not mathematics, where you can sit down and solve a problem according to a certain scheme. Every artist sees the world differently, and inspiration visits as instantly as it leaves. Artists come in different forms and are also engaged in different directions. Let’s talk briefly about each of them. What types are artists?

Painter. Draws, as a rule, from nature, working on their own or in the workshops where paintings are written to order.
Copyist. Creates copies of famous artists’ paintings, works in studios where such works are commissioned.

Caricaturist. Creates caricatures of different people, life situations or political situations. Most often works in newspaper and magazine publishing houses, in advertising.

Illustration artist. Engaged in creating illustrations wherever they are needed. Can work in book publishing, advertising, cartoon and computer graphics.

Graphic Artist. Creates graphic images, mostly using a computer. Works in publishing houses, more often referred to as a designer.

Artist-restorer. Specializes in restoration of art objects. He is sometimes counted among the staff of museums and scientific organizations.

Fashion designer. Is engaged in creation of sketches of clothes and footwear. Works in factories, fashion houses, ateliers.

Jeweler. Makes various jewelry and bijouterie. Works in jewelry shops and jewelry factories. All artists are united by talent and unconventional outlook on life. Some may be inspired by an evening sunset, while others may be inspired by a carelessly hung rag on a chair.

How does the artist see”, “where does the inspiration come from”, “how does the creative process take place” and “what emotions does the artist feel when creating a work of art” each of the artists will answer in their own way. And we will try to find out together with our experts. How does an artist see? Many artists say they see with lines, shapes, spots, tones, light, shadow. Our expert sees “beauty.”

Where does an artist draw inspiration from? The answer to this question is as ambiguous as the previous one. Every artist has his or her own sources of inspiration: Inspiration for an artist, as for any creative person, does not always come, so there are long stagnation periods. You can look for it in music, literature, or be inspired by famous painters. But I think it comes all of a sudden: you’re walking down the street, you see something unusual, an idea appears and you develop it.

What and how does an artist work? First of all, an artist works with his soul and hands. Not everyone can take a brush and create a masterpiece. There should always be something inside that pushes you to paint a picture. But in the first stages, if you have not yet discovered the talent, you need to start with the materials. Let’s break down what materials an artist uses.

1. Paints. There are four kinds: oil, watercolor, gouache and acrylic. Usually an artist finds himself in one thing and works with this material. Watercolor is painted only with a lot of water. Without it the colors won’t give the effect of lightness and finesse of the image. Gouache is thicker than watercolor and lays down more densely, so less water is used when creating a picture. Acrylic combines the properties of oil and watercolor. It can be used dry by simply squeezing it out of a tube or diluted with water. Oil paints are used with a thinner. They do not need water and take a long time to dry.

2. Brushes. Brushes can be synthetic or made of wool: pony, goat, squirrel, pig, sable, badger and columnar. You can choose one for yourself according to the type of paint you want to use. “Pig” and “badger” are most suitable for oil paints. “Squirrel” and “goat” work best with watercolors. Synthetic brushes are used for acrylics. “Pony”, “sable” and “columnar” are universal. They are used to paint with all kinds of paints.

3. Pencils. There are simple and colored pencils. With colored pencils there are usually no difficulties, and artists buy a set of the most famous companies, such as Faber-Castell, Koh-I-Noor, Lyra.

How to become famous as an artist? In the 21st century, almost all creative people’s fame comes through the Internet. To start with, you can try to create a page on Instagram. This is the most suitable way of self-promotion and earning money by selling paintings. Look for contests for artists on the Internet – there are quite a few of them now: free and paid. Somewhere for the victory are awarded an impressive cash prize, and somewhere give interesting and valuable gifts, such as certificates for training in various art and design schools.

An artist’s earnings are linked to his fame. Of course, you can always sit down with paintings in the passage of the avenue. But it is better to follow the traditional methods and become known first in small circles, and then expand these circles. The primitive way – to put an ad on ad sites (avito, yula and others) and try to sell paintings there. Another way is through exhibitions. If you decide to make your own or participate in someone else’s, then there is a chance to find a buyer there. A third way is to do custom work. This can be both large, long works and spot orders that need to be done at an accelerated pace. Sign up with a recruiting service or freelancer exchange and expect your first orders. Don’t worry if you are just starting to gain experience – your client will come to your level.

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