Visual and Performing Arts

Visual and Performing Arts

Introduction

The aim of this essay is to discuss the aesthetic pleasures of art and methods for teaching third-grade students to appreciate art. The art is a search for beauty. The word art is ambiguous; it is used to designate a work made for a specific purpose, or without a work whose sole purpose seems to be to aim at producing the amateur aesthetic emotion. Art seeks to move the sensitivity by creating original symbolic forms that involve the a priori cultural stereotypes that listen our worldview and our subjective existence. It subverts our mental habits and utilities standards, socially coded expression of our desires and takes up against in demystifying the human comedy. By disrupting the imagination, art invites everyone to think life differently, to .question, and to refrain from believing (David, 2002).

The aesthetic component design has become customary in media aspects of people's daily life. On the other hand some theorists argue that the artistic is a complex reality, which must be studied and explained from very different fields of knowledge. Some authors rose that the most appropriate way would be to replace the suction tub full of art history to develop multiple partial aspects. Education has two essential components, teaching, and learning. So far educational institutions have emphasized aspects related to education at the expense of those linked to learning. Education could be conceived as the combination of art and science of teaching learning.

Discussion and Analysis

Theories of visual beauty in nature or derivatively in art and literature still draw their guiding metaphors from the Greek language of sensibility. Art thus discloses the truth embodied in the form of sensuous artistic configurations, the idea embodied in sensory appearances. In recent years, the arts have a growing presence in our society and demand more artistic training. However, the presence of art in the curriculum of compulsory education remains low. There are also problems of fit between curricular and disciplinary demands. The difficulty is to describe the pleasure. The adjective of aesthetic art awakens in us too blurry images. The authors of the renaissance introduced the idea in our culture that reflects the whole man in a measure. . Thus the reader takes pleasure in discovering it through the artwork probably hidden part of him (Osborne, 1970).

In contemporary cultural criticism for example, in the various currents of cultural materialism, 'aesthetics' and with it the complex terminology of aesthetic sensibility, pleasure, novelty, formal beauty, values, objectivity, etc is reformulated as a constellation of discourses that articulate the implicit or explicit place of art in the mimetic ideologies of the day. In Marxist discourse, 'aesthetics' becomes a code word for the ruling 'aesthetic ideology' of a class-dominated culture or historical period - more particularly, the community-building ideology of the rising middle class with its roots in eighteenth-century Enlightenment culture.

There are various methods of teaching third-grade students to appreciate art. In recent years, we have witnessed significant efforts to change the traditional teaching and learning system to ...