Art

__**Role of Art in Ones life**__

- **Entertainment:** personal/recreation/pleasure/public  - **Demonstrates perspective:** viewpoint of the artist  **- Aesthetic fulfillment/value**  - **Relation:** audience could relate to artwork  - **Inspiration**: ideas, change/motivation  - **Advertisement/propaganda**  - **Depicts history**: value, culture, style, religion etc.  - **Knowledge/a better understanding:** diagrams, charts etc.  - **Self-expression:** leads to understanding of the artist (through communication)  - **Window to life of artist and audience**  **- Depicts mod and emotion**  - **Immortalisation:** of memory  - **Representation of what can't be seen:** fantasy  - **Glorification** (eg. momuments)

__**Areas Of Emphasis**__

**Aesthetics**-> The perfection of David **Artist->** Pollock's fame before #5 **Era/Time -->** Renaissance **Medium/Techniques/Process>** Oil Pastels by hand **Message>** Uncle Sam: Join the Army **History/Event---**-> Ferrnardo Amorsol: Death of wife **Expression/Mood->** Sistine Chapel Awe **Genre--->** Neo Expressionist **Comparison->** Minchs Scream Copies **Event Portrayed>** A memory etc.

Art can be evaluated with different emphasis as i believe that art cannot be categorized or evaluated under one criteria. When one looks at art, the most obvious aspect of the art that they look for is aesthetics. If you were only allowed a few seconds to look at a piece of art, you would decide whether you like it or not based on the looks alone. However if you were to evaluate the art, you could (if you look for it) see the deeper meaning/image. An example would be the work of Salvador Dali, his artwork is strange, but when his artwork is studied, the focus is mostly on what the painting represents. I believe evaluating is all logic and reasoning. There is a specific method that must be followed, and although that method may slightly vary (you can do it using 2 different ways), it all ultimately leads to the same result. Art on the other hand is not at all structured, it varies with each individual and the ways in which we evaluate it could be infinite, and the result may also be different. An example of this would be the equation y=mx+c. Whoever looks at this equation sees the same thing; a straight line. It has been universally accepted. The Mona Lisa however is seen as a masterpiece by many, but i don't see anything special in it, and i don't find it aesthetically appeasing. This shows us that the evaluation of art is more free and has no restrictions. All in all, i believe that art is an important subject, and the ways in which we evaluate it can broaden ones mind, however it is not equal to a subject such as math, which has specific accurate procedures which must be followed.


 * "Can you justify The Arts as part of a school curriculum compared to another area of knowledge?"**

Maths and art should both be equally prioritized in the school curriculum up until a certain stage, and then art should become optional whilst maths remains compulsory. Finally, during the students’ final years in high school, both subjects should be optional. Art and math are usually perceived as entirely different subjects, which require completely different skills to complete. I believe that to a certain extent, this is true, however art and math both complement each other quite beautifully.

Maths is quite obviously a very structured subject, which requires a certain specific method of thinking and application, so the thinking needed must be restricted and there is no room for surmise. Art on the other hand is a very free subject; it’s a way of expression, thus the mind must have no restraints or boundaries. For example, in maths, calculus is based on limits, and there is a certain range of numbers that the correct answer can be in, so you must think within that limit. Whereas in art, you are encouraged to do as you please, and there are no limits what so ever. In this sense, maths helps develop a structured and organized way of thinking which will benefit students in all aspects of their lives, and art promotes an open mind, which will then develop into the ability to think outside the box. Although both skills are very different, if they are used together, they will increase the abilities and intelligence of those studying both.

Maths should be mandatory for longer then art because it is the basis of many other subjects studied in school, for example, in chemistry, Avogadro’s number is used and the ability to find the mass of compounds is necessary. In physics, all calculations are maths, whether it’s finding the gravity of an object, torque, mechanics, maths is used. In music, which is a form of art, maths is used when composing; musicians must time their notes specifically and count the number of beats. So to have the understanding to study these subjects, certain math skills should be known. In contrast (in my personal opinion), art isn't used in other subjects (besides those which are a form of art, such as design and technology). So taking this into account, it makes sense that mathematics should be studied for a longer period of time in comparison to art.

An obvious reason for why maths should be valued more in school is that although maths and art are equally used in the world (for example in architecture and in the construction of literally everything, such as a dinner table), society values maths more; universities prefer a good grade in math sober a good grade in art. When applying for a job, employers don't usually care as much for what skills in art you possess, or how well you did in art in school, and its is much more likely that you will be asked how you did in maths.

In conclusion, I believe that both maths and art should be equally valued, however due to the necessity of maths in society and in other areas of knowledge, math should be mandatory for longer than art. However they should both always remain an option, so if one wishes to take art and math, one should be able to. As some people are mathematically smart whilst others are artistic geniuses. Equally I believe that if one wishes to drop both (not study either), they should also have the choice to do so. I believe that having the ability to choose what you study is extremely important.

==== Right on time, Amel. Well done. Your changes here are largely cosmetic and form oriented from the last draft. That makes sense as you already had a fairly strong argument in place. I think you are ready for the level of writing that involves raising questions that come next as you follow an argument. For example, your Math examples justifying the time spent on Math seem to point to the value of calculation. This raises a number of questions. What are the ones that occur to you? We will talk about this in class and then move on. ====

cct3

__**QUESTIONS TO ASK AN ARTIST**__ a) Is there a criteria for what an artwork can be? Cant anything be argued to be a work of art?

<span style="font-family: Helvetica,helvetica,sans-serif; font-size: 12px; line-height: normal;">b) What is your favourite art piece (your genre of choice)? What percentage of that would be based on aesthetics (with your definition of aesthetics)? And what other methods of evaluating (if any) do you use?