Kingdom of Arts “Saudi Arts Center in Canada”



Kingdom of Arts “Saudi Arts Center in Canada”

Introduction

The paper discusses about the Kingdom of Arts, a Saudi Arts center in Canada. It attempts to highlight the mission and vission of the center and provide details about its ideology. The paper is aimed at providing some information about the art center and explains the various artistic elements of the center.

Discussion

Kingdom of Arts, the Saudi Arts center in Canada is based at the hands of young men and women who combine the artistic talents from within Saudi Arabia and the talent of Canada under one umbrella (Khan, 2000). It further, officially supported in Canada and has full support of the Embassy of the Custodian of the Two Holy Mosques and the cultural attach. Saudi Arts center in Canada not only takes care of plastic arts and calligraphy, but it also includes major aspets of art work like care of talent other such as films and short theatrical work as well as photography (Hillenbrand, 2004).

Kingdom of Arts, the Saudi Arts center in Canada Mission:

Our mission is to provide all Manmelk of thought, style and vision for the appearance of supervisor for Saudi Arabia. Our misson foscused around the art and culture, whicl will effortlessly working to represent the honored image of the Kingdom of Saudi Arabia. 

Kingdom of Arts, the Saudi Arts center in Canada Vision:

Our Visionto is to deliver Saudi culture through the arts of all kinds of Canadian society especially as there is a large concern that the distinction Arabia variety of beautiful art and present the character of a competitive professional to the public in a civilized manner. To professionally introduce the Saudi culture to the vast interested Canadian community through art.

Kingdom of Arts, the Saudi Arts center in Canada Aim:

Our aim is focused at the development of fingerprint art style modern society. Canadian work of art exhibitions periodically reflects the artistic culture of Saudi Arabia in various fields, through the work of the contests in various Arts and social interaction in addition to the establishment of art workshops at universities (https://www.kingdomofarts.com/).

Kingdom of Arts, the Saudi Arts center in Canada Goal:

The goal is to leave a distinct impression with a modern style to the Canadian community, by implementing periodic art workshops to reflect the cultures in all Saudi fields. And also introducing beneficial contests in all areas of arts, and introducing these workshops to universities all around Canada (https://www.kingdomofarts.com/).

A Canadian-approved establishment initiated by Saudi men and women to introduce the different cultural aspects of the Kingdom of Saudi Arabia, supported by both the Saudi Royal Embassy (Hillenbrand, 2004). The Saudi Cultural Bureau in Canada also covers everything: from fine arts and calligraphy Archive to other talents likes short films and Theatrical performances, and also photography (Khan, 2000). 

Conclusion

Important decorative art permitted the development of arts and crafts przybierajšcego diverse, extremely rich forms odznaczajšce a high level of technique. Ceramics, carpets, glass, jewelry for centuries gave light houses, and not only Muslim and the popularity ...

ARTS IN THE SCHOOLS

The Importance of Arts in the Schools

The Importance of Arts in the Schools

Introduction

According to an old saying, "Seeing comes before words. The child looks and recognizes before it can speak. But there is another sense in which seeing comes before words. It is seeing which establishes our place in the surrounding world; we explain that world with words but words can never undo the fact that we are surrounded by it. The relation between what we see and what we know is never settled." The way we see things is affected by what we know and what we believe. This paper discusses the importance of art is the schools.

Discussion

Supporters of the arts in schools state that learning arts develop the overall value of children’s life, motivate monetary growth for their future, teaches multicultural tolerance & knowledge and award individuals a mass of other benefits and are, thus, valuable of funding by the government and also be taught and learnt enthusiastically. The way in which we interpret the world begins with sight - viewing and interpreting the world around us. This interpretation continues throughout our lives and evolves as we add language and experiences, values, and beliefs to our reservoir of resources and thought. This interpretation and understanding of the world around us is built on aesthetics- what we see and what it means to us. For some this is a simplistic definition of "Art". (Davis 2007)

This leads one to the question, "What place, role, or foundation do the arts play in public education?" Are there schools successfully implementing arts in education in which the arts are not a "program" or thing you go somewhere and "do" once a week, but the arts are simply part of everything they do. It is a part of the underlining culture of what is important to that school and community. It is a common language used throughout the campus and a common understanding that appears seamless and natural. If so then one must question - how was/is this achieved? Does the school have to be an "Arts" school, such as a focus school or charter within a public school district to be successful in arts education? Can any and all schools achieve this? Is it important? Should the arts be viewed as an essential part of human development and one of the forms of intelligence? How do educational policy and learning theorists view it currently and historically? These many questions are the foundation of this study. (Efland 2007)

Historically the public school educational focus has been on science and math, as we struggle to keep up with our European counterparts in these areas. Aesthetics has been devalued and concrete, scientific thought encouraged. The value of visual and spatial intelligence is essential to success in the areas of science and mathematics and is only developed when addressed throughout the curriculum. One must ask themselves, how can we separate these needs and what must be lost by isolating them in development? ...