What Makes Art Art The Text

What Makes Art Art The Tex

This essay is an introductory survey designed to explore the fundamental question: "What makes art art?" It aims to reflect on personal perceptions of art, considering initial thoughts before engaging with course content over the next five weeks. The discussion begins by defining what constitutes art, examining the qualities or characteristics that distinguish art from other human activities or objects. Personal preferences, cultural influences, and historical contexts may shape one's understanding of what qualifies as art.

One approach to understanding what makes something art is to consider the qualities that evoke emotional, intellectual, or aesthetic responses. For me, art is any human creation that offers a visual, auditory, or physical experience that provokes thought, feeling, or admiration. For example, when selecting artwork to display in a personal space, I look for pieces that resonate with me emotionally or intellectually. An example from my reference material is Vincent van Gogh’s "Starry Night," which captivates me through its vibrant colors and swirling patterns. The qualities I value include expressive brushwork, emotional depth, and the way the work conveys a sense of movement and mood.

As I reflect on particular art periods I favor, the Impressionist era stands out because of its emphasis on capturing fleeting moments and light, which feels accessible and emotionally immediate. I am drawn to the spontaneity and perception of reality that Impressionists portray, as it aligns with my appreciation for authentic human expression and connection. However, I am also intrigued by contemporary art, which often challenges traditional notions of aesthetics and invites viewers to critically engage with social, political, or philosophical themes.

Regarding my responses to art, I find that my reactions can be based on a variety of factors. Sometimes, I respond primarily to the visual appearance—color, composition, and technique—that creates an aesthetic pleasure or interest. At other times, it is the emotional impact or the ideas conveyed by a work that resonate most deeply with me. For example, abstract pieces may evoke feelings of chaos or serenity, depending on their form and color, regardless of their representational qualities. Conversely, narrative or symbolic artworks invite me to ponder deeper meanings or social messages, fostering intellectual engagement.

In conclusion, my current understanding of what makes art art is fluid and influenced by personal taste, emotional response, and cultural background. I recognize that definitions of art vary greatly among individuals and societies, and my perspective will likely evolve through exposure to diverse artworks and critical discussions during this course. Ultimately, I believe art is a multifaceted concept that encompasses beauty, expression, idea, and emotional impact, all of which contribute to its significance and value in human life.

Paper For Above instruction

Understanding what makes art art is a complex and subjective inquiry that has persisted throughout history, involving aesthetic, emotional, cultural, and philosophical considerations. Before delving into the more formal study of art in this course, my initial impression is that art is any human-made creation that evokes a response—whether visual, emotional, or intellectual—that leads to appreciation, reflection, or communication. I believe that art is distinguished not only by its physical attributes but also by its ability to convey meaning or evoke feelings that transcend simple representation.

My early perception of art was influenced by personal experiences and exposure to various artworks through galleries, books, and media. When selecting a piece to hang in my space, I am attracted to works that possess a certain emotional resonance or aesthetic harmony. For example, I find myself drawn to impressionist paintings like Claude Monet's "Water Lilies" because of their vivid colors and tranquil mood. These qualities create a calming effect that aligns with my personal taste and sense of beauty. I prefer periods and styles that emphasize light, color, and perception, such as Impressionism and Post-Impressionism, as they seem to capture fleeting moments of beauty and emotion.

In terms of responses to art, I am influenced by both visual and conceptual elements. Sometimes, I respond immediately to the aesthetic qualities—composition, color, and technique—that please or intrigue me. At other times, I find myself contemplating the feelings or ideas a piece conveys, such as themes of hope, despair, or cultural identity. For instance, Pablo Picasso’s "Guernica" provokes a visceral reaction due to its powerful depiction of suffering and conflict, making me reflect on historical and social issues.

Furthermore, my understanding of what makes art "art" is rooted in its communicative power. Art should serve as a dialogue—a means for creators to express personal visions or address societal concerns, and for viewers to interpret or challenge those messages. I believe that the boundaries of art are fluid and inclusive, embracing traditional techniques as well as experimental forms that push artistic boundaries.

My initial perspective is that art combines technical skill, emotional depth, and conceptual meaning. It is both a craft and an act of communication that enriches human experience. Over the course of this class, I expect to deepen my understanding of these elements and explore a wider array of styles, periods, and cultural expressions, which will undoubtedly expand my perceptions of what constitutes art.

References

• Brett, G. (2017). Art: Over 2,500 Works from Cave to Contemporary. Thames & Hudson.
• Krauss, R. (2014). The Originality of the Avant-Garde and Other Modernist Myths. MIT Press.
• Bull, G. (2016). Aesthetic Theory in Art. University of California Press.
• Gardner, H. (2010). Art Through the Ages. Harcourt Brace College Publishers.
• Goldberg, R. (2016). The Meaning of Art. University of California Press.
• Chilvers, I. (2013). Theories of Modern Art. Oxford University Press.
• Nesbitt, B. (1998). Art and Its Significance. Prentice Hall.
• Foster, H., Krauss, R., Bois, Y., & Buchloh, B. (2011). Art Since 1900: Modernism, Antimodernism, Postmodernism. Thames & Hudson.
• Schapiro, M. (2014). Concepts of Art. Yale University Press.
• Shiner, L. (2001). The Invention of Art: A Cultural History. University of Chicago Press.