Reserach Paper: Contemporary Art
Week 9 – Midterm
Contemporary art breaks the rules of the past. With the invention of the camera and rapid exchange of ideas via the media, artist not longer need art to record and represent reality. This new sense of freedom opened the floodgates for art to be ‘anything an artist can imagine’ (Rubin, 2010.). Since 1945 and the end of World War II, contemporary art have especially broken away from traditions and rules of the past (Rubins, 2010). Artists can now engage their imaginations. Taking ideas from everyday life and using traditional and non-traditional materials, they seek to produce unforgettable experiences for audiences. Children and students are experiencing this rebirth and are realizing that art is no longer confined to museums, only understood by scholars, and only deemed valuable if their technique can mimic the masters.
Contemporary art also refers to art made and produced by artists living today who work in and respond to a global environment that is culturally diverse, technically advancing, and multifaceted (Getty, 2000). Contemporary artists manipulate ideas and imagery to make meaning, are accessible to students, and the simplicity and directness are especially effective in constructing complex meaning (Marchall, 2010). Utilizing contemporary art in the classroom is a relatively new practice. It has been twenty years since the last major paradigm shift in thinking about visual art education, represented by the critical and contextual movement. (Page, 2006). This led to the broader inclusion of critical and contextual studies, gallery and museum visits, artists in schools and a global perspective to art education and classroom practices. That is not to say that only ‘new’ art is considered valuable and worth exploring. Contemporary artists may acknowledge and find inspiration in art works from previous time periods in both subject matter and
Contemporary art breaks the rules of the past. With the invention of the camera and rapid exchange of ideas via the media, artist not longer need art to record and represent reality. This new sense of freedom opened the floodgates for art to be ‘anything an artist can imagine’ (Rubin, 2010.). Since 1945 and the end of World War II, contemporary art have especially broken away from traditions and rules of the past (Rubins, 2010). Artists can now engage their imaginations. Taking ideas from everyday life and using traditional and non-traditional materials, they seek to produce unforgettable experiences for audiences. Children and students are experiencing this rebirth and are realizing that art is no longer confined to museums, only understood by scholars, and only deemed valuable if their technique can mimic the masters.
Contemporary art also refers to art made and produced by artists living today who work in and respond to a global environment that is culturally diverse, technically advancing, and multifaceted (Getty, 2000). Contemporary artists manipulate ideas and imagery to make meaning, are accessible to students, and the simplicity and directness are especially effective in constructing complex meaning (Marchall, 2010). Utilizing contemporary art in the classroom is a relatively new practice. It has been twenty years since the last major paradigm shift in thinking about visual art education, represented by the critical and contextual movement. (Page, 2006). This led to the broader inclusion of critical and contextual studies, gallery and museum visits, artists in schools and a global perspective to art education and classroom practices. That is not to say that only ‘new’ art is considered valuable and worth exploring. Contemporary artists may acknowledge and find inspiration in art works from previous time periods in both subject matter and