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Art and (aesthetic) mythology, according to Dewey, is an attempt to find light in a great darkness. Art appeals directly to sense and the sensuous imagination, and many aesthetic and religious experiences occur as the result of energy and material used to expand and intensify the experience of life.
Arts in education is an expanding field of educational research and practice informed by investigations into learning through arts experiences. In this context, the arts can include Performing arts education (dance, drama, music), literature and poetry, storytelling, Visual arts education in film, craft, design, digital arts, media and photography. [1]
(The Metropolitan Museum of Art in New York City, for example, was created by John Taylor Johnston, a railroad executive whose personal art collection seeded the museum.) But despite all this, at least one of the important functions of art in the 21st century remains as a marker of wealth and social status. [119]
The arts are considered various practices or objects done by people with skill, creativity, and imagination across cultures and history, viewed as a group. [1] These activities include painting, sculpture, music, theatre, literature, and more. [2] Art refers to the way of doing or applying human creative skills, typically in visual form. [3] [4]
Outsider art has emerged as a successful art marketing category (an annual Outsider Art Fair has taken place in New York since 1992). The term is sometimes misapplied as a catch-all marketing label for art created by people outside the mainstream "art world", regardless of their circumstances or the content of their work.
Arts-Based - Art is at the core of learning, providing a lens through which students can understand other subjects. Art serves as the basic threshold for general learning. Arts-Injected (or Infused) - Art is "injected" from the outside as a matter of enrichment (e.g., a period of music, visiting artists, etc.)
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In the traditional scheme of art history, Ottonian art follows Carolingian art and precedes Romanesque art, though the transitions at both ends of the period are gradual rather than sudden. Like the former and unlike the latter, it was very largely a style restricted to a few of the small cities of the period, to important monasteries , as well ...
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