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criticalthinkingbafayr2 · 8 years ago

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Norma Cutajar - BAFA in Fine Arts Year 2 - Critical Thinking

Theme 1: General outline of Schon’s Reflective Practice Model

Stewart Ronson (1998 : 2) describes David Schon as “The great theorist of the learning society”. This perspective is justified within the context of the Reflective Practice Model, the focus is on establishing and reinforcing a learning society. This is open to knowledge, skills, innovations and able to effectively cope with change. Schon developed his vision in ‘Technology and Change, the New Heraclitus (1967)’

Whenever organizations fail to embrace healthy changes this impacts their performance, and they will fail to advance and participate. The Model is not only the nature of the learning system which has to be developed within the social culture, but also the importance of learning in a changing society.

The model of Schon involves technical aspects so as to facilitate learning. Single-loop learning which focuses on goals, values and frameworks, can be compared to a road map to gain more knowledge. Double-loop learning goes beyond single-loop learning since one is questioning and reflecting upon the learning process and the actual knowledge which is gained in the process.

The advantage of Schon’s approach is to make learning techniques more efficient so as to increase one’s knowledge. The learner becomes ‘The Reflective Practitioner’, adopting a ‘reflection-in and -on-action’. This implies a total reflective approach. This not only focuses on the content of learning, but also on the learning process and the practical purpose.

After reviewing Schon’s Model, and inspiring concept of ‘thinking on our feet’ suggests that relating knowledge to our experiences, emotions, thoughts and personality. Knowledge becomes part of our own individual personality and culture.

Bibliography

Gray's Research Reading Group. (2017). The Reflective Practitioner by Donald Schon. [online] Available at: https://graysreadinggroup.wordpress.com/2012/12/18/the-reflective-practitioner-by-donald-schon/ [Accessed 24 Nov. 2017].

infed.org. (2017). Donald Schon (Schön): learning, reflection and change. [online] Available at: http://infed.org/mobi/donald-schon-learning-reflection-change/ [Accessed 24 Dec. 2017].

Learn.solent.ac.uk. (2017). Reflective thinking and writing: Schön's model. [online] Available at: https://learn.solent.ac.uk/mod/book/view.php?id=2732&chapterid=1113 [Accessed 24 Nov. 2017].

Theme 2: Freedom of Expression in Art

The exploration of oriental art has always been an interest of mine. An interesting artistic personality is Ai Weiwei a Chinese artist who had passion for many disciplines of art in particular sculpture. His art displays in both direct and subtle manner political themes. Ai Weiwei is in fact a political activist in favour of democracy and human rights. However, the element which is striking is that within dictatorship systems artists do not enjoy freedom of creativity and self-expression.

It’s understood that within democratic countries, one tends to take freedom of expression for granted. However, this is not so within dictatorship systems which are found within Latin America, Africa and part of Asia. A review has been carried out on the UN Report on Freedom on Artistic Expression and Creativity published by the UN Special Rapporteur on the field of culture. A striking element is that particularly within many Asian countries such as Afghanistan and China, artists go through torture and lifelong imprisonment whenever they express themselves against the political system.

Countries have different options in controlling artists. The elements which are viewed as being politically or morally offensive are across different cultures and states worldwide. From a critical perspective, there has be controls on artists but not in a way which prevents artists from expressing themselves. There must always be a balance between expression and tolerance.

Bibliography

Amsterdam Art. (2017). Freedom of Expression Under Surveillance - Ai Weiwei. [online] Available at: http://www.amsterdamart.com/event/freedom-of-expression-under-surveillance-ai-weiwei [Accessed 2 Dec. 2017].

Chiang, T. and Posner, R. (2017). Censorship versus Freedom of Expression in the Arts. [online] Ideas.repec.org. Available at: https://ideas.repec.org/h/eee/artchp/1-10.html [Accessed 2 Dec. 2017].

Global Freedom Movement. (2017). Art and freedom of expression. [online] Available at: https://globalfree.wordpress.com/2014/03/28/art-and-freedom-of-expression/ [Accessed 2 Dec. 2017].

The Art Story. (2017). Ai Weiwei Biography, Art, and Analysis of Works. [online] Available at: http://www.theartstory.org/artist-ai-weiwei.htm [Accessed 2 Dec. 2017].

Theme 3: Morality in Art

After reviewing a number of scholarly articles discussing the nature of morality in art, it is apparent that there is disagreement concerning the nature of morality. From a subjective perspective morality are values on how we ought to behave, think, interpret the world and even how we express ourselves in artistic terms.

I thought in depth concerning Morality, since its meaning especially in the context of art varies across cultures, historical periods and different artistic movements. Example, within Islamic art, it is immoral to depict sculptures or painting of religious related protagonists. In Europe, during the Renaissance Period, artists such as Michelangelo and Leonardo da Vinci took great pride in portraying biblical figures, such as Moses, Christ and prophets. I feel that morality and religion although different have also a common region which makes morality more difficult to qualify.

Plato and Aristotle, interpreted morality in art differently. Plato in the Republic highlights that art is an illusion of reality, thus lacking morality. Aristotle in Poetics points out that art is a form of therapy, to identify moral values giving them a deeper meaning. However, both the artist as well as the viewers need to be educated form the very beginning as regards moral values and how to interpret them in art.

After reviewing sculpture and paintings being my two favoured artistic fields, it is felt that the artists apart from having their own personal moral values were also persuaded by the moral values of their culture. In particular examples they accepted the social moral values during the Renaissance, while in other artistic periods they rebelled against them and wanted to create a new moral order. Examples include modern and post-modern artists. For instance, the futurist believed in the morality of technology that it can help in shaping a better world.

Artists seek to educate the public in moral values. However, whenever viewers are not guided in interpreting art, there’s a risk that moral issues can be misinterpreted. Many feel that modern movements of art do not inspire moral values.

Therefore, the definition of morality is constantly changing and reinterpreted through different artistic periods.

Bibliography

Jstor.org. (2017). Artists and Morality: Toward an Ethics of Art on JSTOR. [online] Available at: https://www.jstor.org/stable/1573422?seq=1#page_scan_tab_contents [Accessed 9 Dec. 2017].

Oxfordbibliographies.com. (2017). Art and Morality - Philosophy - Oxford Bibliographies - obo. [online] Available at: http://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo-9780195396577-0108.xml [Accessed 9 Dec. 2017].

Plato.stanford.edu. (2017). Plato's Ethics and Politics in The Republic (Stanford Encyclopedia of Philosophy). [online] Available at: https://plato.stanford.edu/entries/plato-ethics-politics/ [Accessed 9 Dec. 2017].

Rep.routledge.com. (2017). Art and morality - Routledge Encyclopedia of Philosophy. [online] Available at: https://www.rep.routledge.com/articles/thematic/art-and-morality/v-1 [Accessed 9 Dec. 2017].

The Art Story. (2017). Pop Art Movement, Artists and Major Works. [online] Available at: http://www.theartstory.org/movement-pop-art.htm [Accessed 9 Dec. 2017].

Theme 4: Benefits and Drawbacks Regarding the Learning Experience

Learning refers to the process which one explores fresh areas of knowledge, skills, perspectives, activities and values. This is important to view unfamiliar issues from a fresh perspective. Currently I appreciate the importance of learning, particularly within our information based culture. I feel that we all have the learning ability to increase our potential to the fullest. It all depends on how willing we are to explore it.

The benefits of the learning experience include the passion of learning in an interactive culture where technologies are often used. Teachers interact with students and seek to assess their feedback.

A further advantage of the learning experience is that it improved the creative skills of students. This creative passion can be applied to all areas of art, keeping in view of Fine Arts. Further during the learning process, I developed my own personal learning skills. This is because every individual has his/her own ways of learning. It is discovered through experience that following traditional methods of learning is not always healthy. One needs to explore fresh options.

However, one needs to be aware the drawbacks of the learning process. Whenever the learning outcomes are not attained it is easy to be frustrated. Further whenever one learns not at his own pace but in view of deadlines, this creates pressures on the student. However, it must be admitted that deadlines cannot be avoided as it creates balance.

Learning although it is highly interesting and inspiring, however at times, it is somewhat academic. Certain academic and theoretical perspectives are important. Although, theory has to serve a practical aim. From a subjective perspective, lecturers do not always grant us the necessary space in which to express ourselves artistically. It is felt that they still seek to impose their approaches on us.

Although learning within a group has its benefits such as in the generation of ideas, it has also its drawbacks. This is because, persuasive group members seek to dominate and control the group. Others follow the free rider approach.

Finally, it is important to highlight that to be a successful learner, one has to develop the right personality and learning skills. This has to be within an environment which boosts one to constantly search for fresh knowledge.

Bibliography

2011-2017, (. (2017). Creative Thinking Skills | SkillsYouNeed. [online] Skillsyouneed.com. Available at: https://www.skillsyouneed.com/ps/creative-thinking.html [Accessed 16 Dec. 2017].

Balakrishnan, V. and Gan, C. (2017). Students’ learning styles and their effects on the use of social media technology for learning.

Nag, A. (2017). Personality Types of Learners and their Effect on Learning. [online] Custom Training and E-learning, Anywhere Anytime!. Available at: https://blog.commlabindia.com/elearning-design/personality-types-learners [Accessed 16 Dec. 2017].

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criticalthinkingbafayr2 · 8 years ago

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Lorraine Galea

Bachelor of Art in Fine Arts (Year 2)

Critical Thinking

Entry 1: Schön’s Reflective Model

Reflection in action is reflecting on behaviour as it happens, and reflection on action is reflecting after an event, evaluating the situation. Reflection in action is the reflective form of knowing in action, showing difference between ‘knowing how’ and ‘knowing what’.

Following the theories of John Dewey, who was amongst the first to write about the Reflective Practice, Schön defies it as one by which professionals become aware of their indirect knowledge base, and learn from their experience.

By being introduced to this model, I noticed how these two theories always seem to be present in my everyday life, a simple example is when the lecturer was correcting this journal, and whilst giving me advice, I was thinking on what I could add in the essay later on, and when I was about to write the journal again, I thought on the episode in the class, and what the lecturer had said, and wrote notes to help me for next time, as this is a new thing for me.

Without knowing, everyone uses this model one way or another, simply put, thinking on our feet links to spending time exploring what happened after the encounter.

References Gray's Research Reading Group. (2012). The Reflective Practitioner by Donald Schon. [online] Available at: https://graysreadinggroup.wordpress.com/2012/12/18/the-reflective-practitioner-by-donald-schon/ [Accessed 20 Nov. 2017]. infed.org. (2017). Donald Schon (Schön): learning, reflection and change. [online] Available at: http://infed.org/mobi/donald-schon-learning-reflection-change/ [Accessed 23 Nov. 2017]. Learn.solent.ac.uk. (2017). Reflective thinking and writing: Schön's model. [online] Available at: https://learn.solent.ac.uk/mod/book/view.php?id=2732&chapterid=1113 [Accessed 20 Nov. 2017].

Entry 2: What is art?

Art is a subject which has been explored from the beginning of time. In philosophy, art was mentioned a lot due to various theories by the great masters. Plato described art as an imitation of life, as he believed that the idea is the ultimate reality, so as art imitates the idea, it is the imitation of reality. Aristotle objected to this idea and defined art as a realisation in the external form of a true idea, which is traced back to the natural love of imitation which distinguishes humans, and to the pleasure in recognition likeness.

Nowadays art is still being defined, like Joseph Nieters from Lake Ozark, Missouri who states that ‘art is something we do, a verb’, and Ian Malcomson, from Victoria, British Columbia, continues on the same topic by adding that ‘For [him] art is nothing more and nothing less than the creative ability of individuals to express their understanding of some aspect of private or public life, like love, conflict, fear, or pain.’

Most creative people search for this answer, following other research, and looking at their own experiences. Paul Gaugin (artist) looked at art as either ‘plagiarism or revolution’, and Henry Wadsworth Longfellow (poet) described it as something which is long, whilst ‘time is fleeing’.

Whilst searching for this answer art will continue to change, following its history and different cultures, as it is something subjective, and no one has enough power to describe a topic which is so vast.

References Herman, J. (2014). 27 Responses to the Question “What is Art?”. [online] Mentalfloss.com. Available at: http://mentalfloss.com/article/57501/27-responses-question-what-art [Accessed 26 Nov. 2017]. HuffPost. (2011). What Is Art? Famous Artists Respond. [online] Available at: https://www.huffingtonpost.com/2011/10/12/15-artists-define-what-ar_n_1004359.html?slideshow=true#gallery/193078/6 [Accessed 26 Nov. 2017]. Marder, L. (2017). What Is "Art" Anyway?. [online] ThoughtCo. Available at: https://www.thoughtco.com/what-is-the-definition-of-art-182707 [Accessed 26 Nov. 2017]. Philosophynow.org. (2017). What is Art? and/or What is Beauty? | Issue 108 | Philosophy Now. [online] Available at: https://philosophynow.org/issues/108/What_is_Art_and_or_What_is_Beauty [Accessed 26 Nov. 2017]. Plato.stanford.edu. (2017). Plato's Aesthetics (Stanford Encyclopedia of Philosophy). [online] Available at: https://plato.stanford.edu/entries/plato-aesthetics/ [Accessed 30 Nov. 2017].

Entry 3: Analyse the benefits and disadvantages of learning over the whole academic year.

‘Educators are increasingly using student-centred assessment approaches’, stated Mark Anthony Camilleri, a lecturer at the University of Malta. It is important that students are interested and able to learn in a way that is best to them, and therefore the educators should be flexible in their way of teaching.

Summative assessments are a usual way of measuring student progress which is essential to the school for quality assurance, syllabi and curriculum programmes, but this is not as effective as most students would not practice throughout the year, unless given work to do.

Students expand their knowledge and develop skills during the academic year, which shows how formative assessment responds to students’ individual learning needs. Mark Anthony says that, ‘formative assessments are highly effective in raising the level of student attainment, as they are likely to increase the equity of student outcome.’ This can be a disadvantage for the student when having deadlines of more than one unit, which can put pressure on the individual.

When learning in a creative institute, one needs to have time to be creative, and maybe even produce work of their own, as the student needs time to unwind. Students should be able to look at their own progress, which will help them to develop knowledge and skill which helps in their intellectual growth.

References Global, B. (2016). Pros & Cons of Classroom Learning. [online] eBalance. Available at: https://balance-global.com/blog/pros-cons-of-classroom-learning/ [Accessed 3 Dec. 2017]. Icanjuggle.com. (2017). The Academic Benefits. [online] Available at: http://www.icanjuggle.com/academic.html [Accessed 3 Dec. 2017]. Ltd, A. (2013). Formative assessment of students. [online] Times of Malta. Available at: https://www.timesofmalta.com/articles/view/20131027/education/Formative-assessment-of-students.492195 [Accessed 3 Dec. 2017]. University, C. (2015). Formative vs Summative Assessment-Teaching Excellence & Educational Innovation - Carnegie Mellon University. [online] Cmu.edu. Available at: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html [Accessed 3 Dec. 2017].

Entry 4: Discuss morality in art in a critical manner

Artists in different periods, portrayed death in symbolic or literal ways. The practice of reflection of morality, ‘momento mori’ is seen in various works of art, pointing out to the viewer that everyone has to die.

In the ‘Last Judgement’ by Gislebertus, souls are seen in the lower part of the relief, where they await their faith, and it is only when the viewer looks upwards, it is reminded of a life with Christ. The simple structure of Masaccio’s ‘Holy Trinity’ shows how the lower part is dedicated to the skeleton, a direct reference to death, and as the viewer looks up, there is hope of eternal life, and therefore Christ is the best route for salvation.

The painting of Grunewald was meant for contemplation, as it was placed in a hospital and had to have this effect on patients so that there was a means of salvation. Likewise, ‘St.Jerome’, by Giuseppe Cali contemplates on the skull, having a direct gaze on the cross. Masaccio’s ‘Crixifiction’, directs the viewer in the same way, showing extreme physical suffering.

All of these works are bound together with the aim of having the viewer contemplate on morality, and were a constant reminder on the divide between the good and the bad.

References Courses.lumenlearning.com. (2017). The Early Middle Ages | Boundless Art History. [online] Available at: https://courses.lumenlearning.com/boundless-arthistory/chapter/the-early-middle-ages/ [Accessed 10 Dec. 2017]. Encyclopedia Britannica. (2017). Last Judgment | sculpture by Gislebertus. [online] Available at: https://www.britannica.com/topic/Last-Judgment-sculpture-by-Gislebertus [Accessed 10 Dec. 2017]. Khan Academy. (2017). Grünewald, Isenheim Altarpiece. [online] Available at: https://www.khanacademy.org/humanities/ap-art-history/early-europe-and-colonial-americas/renaissance-art-europe-ap/a/grnewald-isenheim-altarpiece [Accessed 10 Dec. 2017]. Khan Academy. (2017). Masaccio, Holy Trinity. [online] Available at: https://www.khanacademy.org/humanities/renaissance-reformation/early-renaissance1/painting-in-florence/a/masaccio-holy-trinity [Accessed 10 Dec. 2017].

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criticalthinkingbafayr2 · 8 years ago

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MCAST

Institute for the Creative Arts

Bachelor of Arts (Honors) in Fine Arts

Critical Thinking

Task 3

Analyse the benefits and disadvantages of learning over the whole academic year

Assessor : Moira Agius Student: Tanja Pljukavac

2017- 2018

Analyse the benefits and disadvantages of learning over the whole academic year

According to Swearingen, 2002 formative assessment is part of instruction which informs and leads the lecturers as they make instructional decision. The basic need of formative assessment is to guide and increase students’ process of learning. As noted by Bangert-Drowns et al. (1991) formative assessment gives an opportunity for students to overcome their problems in the learning process. In this manner of learning, the student is concentrated on the ongoing assessment and not on the final grade. Swearingen (2002) says that the formative assessment process has the purest form of grading, referring to the “useful” feedback given on tests and homework.

Opposite to this, summative assessment is more focused on the final grade at the end of the year. According to Anthony J and Susan M,2005, summative assessment is the result of the learning process of both student and teachers which can even take place after the lecturers have finished their lectures. From summative assessment the lecturers want to examine and sum up what each student has remembered by listening to the lecturer for a whole scholastic year. With a final exam, the lecturers can grade and give the final mark to the student, says Luo Shaogian,2003.

In my opinion, teaching a student how to make the most of the learning process, gives the student a better opportunity at self-education even after the official schooling years are over.

Contents

Analyse the benefits and disadvantages of learning over the whole academic year 2

References

Catherine, G. a. M. P. n. F. a. S. A. i. t. C., n.d.. Formative and Summative Assessments. [Online] Available at: https://www.amle.org/portals/0/pdf/articles/Formative_Assessment_Article_Aug2013.pdf [Accessed 7 12 2017].

Colin J. Marsh, 2. A. c. a. o. t. u. o. f. a., 2007. A critical analysis of the use of formative assessment. [Online] Available at: https://link.springer.com/article/10.1007/s10671-007-9024-z [Accessed 21 12 2017].

Ministry of education te tahuhu o te mataurangy , n.d,. Assessmen online. [Online] Available at: http://assessment.tki.org.nz/Using-evidence-for-learning/Gathering-evidence/Topics/Formative-and-summative-assessment [Accessed 21 12 2017].

Wenije, Q. a. Z. A. o. S. A. a. F. A. a. T. R. i. C. E. A. S., 2013. The Analysis of Summative Assessment and Formative Assesment and Their Roles in College English Assesment System. [Online] Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.829.5200&rep=rep1&type=pdf [Accessed 21 12 2017].

Critical Thinking: Discuss morality in art in a critical manner

MCAST

Institute for the Creative Arts

Bachelor of Arts (Honors) in Fine Arts

Critical Thinking

Task 4

Emotional morality in art

Assessor : Moira Agius Student: Tanja Pljukavac

2017- 2018

Emotional morality in art

“Individuals may have no reason to choose what is beautiful, but we think that they must always have reason to choose what is morally right, which raises one of the most difficult problems in moral philosophy.” (Foot, 2003)

Interpretation of morality in art is based between the object and the observer’s emotions. The morality does not stem from the work of art but more from the position of the observer, says Sarah E. Worth. According to her interpretation, moral ethics are influenced by all the things which happen to us and which we experience throughout our life. In each individual, art awakens emotions, thus triggering opinions which develop differently in different people because of one’s traditional beliefs and experiences.

In Radford’s Initial Statement of the Paradox in Art, he speaks about rational and irrational experiencing emotions through art. The emotions which the observer receives from an artwork s/he is appreciating / analyzing, depends on his / her interpretation of reality. The ability of viewers to experience emotions ( love, sadness, pain, suffering and fear) are consequential to his/her spiritual and mental state.

In the modern era, in my opinion the audience is more educated and open to a new way of thinking. With rising human consciousness, morality in art is constantly pushing one’s boundaries and limitations.

Contents

Emotional morality in art

References

Foot, P. M. i. A., 2003. Oxford Scholarship Online. [Online] Available at: http://www.oxfordscholarship.com/view/10.1093/019925284X.001.0001/acprof-9780199252848-chapter-2 [Accessed 20 12 2017].

Sarah E.North, 2. A. a. M. K., 2002. Internet Encyclopedia of Philosophy. [Online] Available at: http://www.iep.utm.edu/submit/100-most/ [Accessed 20 12 2017].

Schneider, S. R. i. s. o. t. p., 2002. Internet Encyclopedia of Philosophy. [Online] Available at: http://www.iep.utm.edu/fict-par/ [Accessed 20 12 2017].

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criticalthinkingbafayr2 · 8 years ago

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FVella Ba Fa 2nd yr Critical thinking essays

Entry 1

Schon’s reflective practice.

Donald Schon’s reflective practice is one that works in-action and on-action. In-action is when one is going to do something in response to what is happening and why ex. While attempting to mix together 2 components (plaster and water) to make a mould. I notice that its forming too slowly so in response I added more plaster to solidify the mixture and why did I do this, because from previous experience I know that I might have mixed the wrong amounts and, so I now would have to correct my error by adding or else just leave as it is and start again for the next time (Meierdirk.C,2017)

This is where the on-action would occur as now what would one think after and reflect on after the event has been done. One would see how he/she could do better and continue on how they would improve themselves. As for me I would’ve hopefully learned from my mistakes and by later asking for advice on how I could’ve done it better (by for example, having mixed the parts correctly in the first place) I would have better results in the future. (Gaynor.A,2013.)

Clearly, it’s a practice that is used and should be used on the daily by many, even in the most simple and mundane situations. All can be improved upon by simply thinking and reflecting on whatever it is you’re doing or have previously done. And not just ignoring the at times simple facts and doing nothing to improve themselves even after one has done and has seen the results of their actions.

References

Charlotte Meierdirk, 2017. Schon's Reflective Practice. [online] YouTube. Available at: <https://www.youtube.com/watch?v=Tzjz-l8L1lc> [Accessed 6 Dec. 2017].

Gaynor, A., 2013. Reflection-in-action and reflection-on-action. [online] Hhs.hud.ac.uk. Available at: <https://hhs.hud.ac.uk/lqsu/Sessionsforall/supp/Sch%C3%B6n%20reflection-in%20and%20-on%20action.pdf> [Accessed 6 Dec. 2017].

Mark K. Smith, 2005. Donald Schon (Sch�n) - learning, reflection and change. [online] Dsmgt310.faculty.ku.edu. Available at: <http://dsmgt310.faculty.ku.edu/AdditionalMaterial/Donald%20Schon%20-%20learning,%20reflection%20and%20change.htm> [Accessed 6 Dec. 2017].

Entry 2

Arts and Crafts vs fine art are they both really art.

Arts and crafts and Fine arts both involve skill and thought, yet can have both or neither at the same time.

An example is a nicely made mass produced urinal being sold in a home improvement store and the same urinal placed on a pedestal in a museum. Are they the same or does the context give the piece it value and worth? Is it the meaning that gives it the title of an art piece or is it the execution as long as its supported by a deeper meaning? Then what about art for art sake, going back to the urinal like with Marcel Duchamp’s ‘’Fountain’’ and the Dadaists who created for the sake of creating which was is what a lot of people do, but because they have no name they get disregarded as arts and crafts at best or simply trying to be pretentious (Green.S,2017.)

Does one have to be a devoted artist to create work or can one not be an artist and still create art works like Shia LaBeouf who mainly an actor but seems to unwillingly utilizes his fame to promote his pieces. Are they art because he got them out there or simply because he had the name behind him from another industry and utilised it for his other interest in this case fine arts and social commentary. But going back, Duchamp had already made a name for himself before exhibiting his ‘Fountain’ so that fact alone could be what made his work and art work and not some average person doing the same thing with nothing to back it up (Florczak,R.2014.)

I thought that all art is on an equal playing field but a common thing is where the average viewer thinks that some modern art piece is just trash trying to be pretentious to get attention. Then we show that same piece to art student or teacher who will tell you that that piece is so powerful and influential and could practically be called a masterpiece even though to the average viewer I might just seem as it had no thought put in it. Even if it did some might still just say that they could’ve done it themselves but the thing is, they didn’t.

References

Paul Joseph Watson, 2016. The Truth About Modern Art. [online] YouTube. Available at: <https://www.youtube.com/watch?v=ANA8SI_KvqI> [Accessed 6 Dec. 2017].

PragerU, 2014. Why is Modern Art so Bad?. [online] YouTube. Available at: <https://www.youtube.com/watch?v=lNI07egoefc> [Accessed 6 Dec. 2017].

The Art Assignment, 2017. Art or Prank? | The Art Assignment | PBS Digital Studios. [online] YouTube. Available at: <https://www.youtube.com/watch?v=2ZlrHyzIwcI> [Accessed 6 Dec. 2017].

The Art Assignment, 2015. I Could Do That | The Art Assignment | PBS Digital Studios. [online] YouTube. Available at: <https://www.youtube.com/watch?v=67EKAIY43kg> [Accessed 6 Dec. 2017].

Entry 3

Benefits and disadvantages of learning over the whole academic year.

In primary and secondary you get to learn or rather you are obliged by the law to learn/attend a wide array of subjects that by norm are considered as a basis for the rest of your life but only a handful of subjects truly can be utilized on the daily by the average Maltese citizen. Although by the government doing this way back, it did raise the nation’s level of intelligence and knowledge. But how the system is set up now, the person just jams as much information in their memories just to blurt them out on an exam at the end of the year and for the most part forget and never use them again (Brown.D.,2015.)

Having going to school engrained in our systems does develop a schedule and a habit of waking up early and not always allowing us to learn and do what we want with our time which would help when having a typical dead end desk job but what about those people that would like to stray from ending up like the majority, does he or she have to willingly stay in this system of jamming as much information to pass the tests and final examinations and getting their Masters and Phds (Tgsg,2017.)

Let’s say one is interested in music, art or drama he or she must learn all the other subjects they’re being thought in school which usually delve in depth that would be good if you’re continuing on the subject and profession but have no real use to someone who isn’t going to do that. This person has to go out of her way during their academic year to learn their preferred subject while still keeping up with schoolwork and homework.

Once again this can be good because if they decide they don’t want to continue on their previously preferred subject and have something to fall back to but what about the ones have to ditch the normal scholastic system (ex. 6th form, university) after secondary to continue on their ambitions as usually businesses like art, Music and drama which although do require study, more than that its based-on practice and the contacts you make in the business which are the things that makes you.

Have all the previous years been in vain or are they an necessary evil that is the standard of education that employs the average for the everyday jobs but what’s going to happen when that person wants to go further in life but can’t afford to stop working they’ll either have to do the same thing when they wanted to learn a subject that was not provided in school and do it in their free time but this is a luxury that not many can manage because just like school and work one would usually be too exhausted to do so.

References

Boyinaband, 2015. Don't Stay in School. [online] YouTube. Available at: <https://www.youtube.com/watch?v=8xe6nLVXEC0> [Accessed 6 Dec. 2017].

Pearson, A., 2017. Year-Round School Advantages & Disadvantages. [online] Education.seattlepi.com. Available at: <http://education.seattlepi.com/yearround-school-advantages-disadvantages-2521.html> [Accessed 6 Dec. 2017].

The good schools guide, 2017. The advantages and disadvantages of homework | Good Schools Guide. [online] Good Schools Guide. Available at: <https://www.goodschools.com.au/insights/education-updates/the-advantages-and-disadvantages-of-homework> [Accessed 6 Dec. 2017].

Entry 4

Morality In Art.

Art and morality seem to go hand in hand but this was not always the case as pieces of art that were usually skilfully done paintings and sculptures but only existed to be an immaculate rendition of the real life thing. Back then they were just considered to be a highly skilled craft rather than an art piece. Nowadays we call something an art piece when it’s more than just a skilfully done thing and typically has a deeper meaning. But just like with everything that’s not the case for everyone just like morality. What’s good and just for one might be bad and unjust for another (Manaraj,S,2012.)

It all depends on how one sees the world, through their individual concepts and experiences which determine what they see as good or bad. An example is spray-painting on street walls, it might be simply seen as vandalism and quite juvenile and at the same time it can be moving and powerful. As although the wall has been ‘defaced’ it has been given a new light which portrays a message that wouldn’t be as potent if it only was in a museum. Because in the street anyone and everyone one who will eventually pass, will see but with a gallery you have to voluntarily go out of your way to enter. The multiplicity of the piece makes and impact and a point even if one tries to ignore it, same as with having all those same repetitive posters for events and such on walls all around a city. A lot can dismiss it but if a lot of others give their time to read and/or appreciate it we have 2 truths. Something which is contradictory to most as typically there is only one truth but in reality, there are more than just one truth. An example is that one can show power by dressing up, but another shows their power by dressing down. Just because they get to an end point using different means it doesn’t mean that one of the ways is invalid it just means that not all of us experience and see the world the same (Miss Me,2016.)

With all this said morality is something that usually keeps one in check but if that person’s morals are beyond comprehensible to the majority that’s where the problems start as what do you do to a person who just went on a killing spree and murdered 8 people. At first glance one would probably look down upon him/her but what happens when one finds out that all the people that got murdered were killers themselves. Did he/she do the world a favour by getting rid of 8 killers and now we have a killer that killed with good intentions but will have to pay the consequences in jail. Or do we now a have a new cold-blooded killer in the world that has to go to jail just because the laws oblige us to do so. This is the dilemma with morality as it’s very objective and not completely set in stone as just like with everything it changes and evolves from a person to the other, a generation to the next.

References

CrashCourse, 2016. Aesthetics: Crash Course Philosophy #31. [online] YouTube. Available at: <https://www.youtube.com/watch?v=gDL4Zf2yEa4> [Accessed 21 Dec. 2017].

Mangaraj, S., 2012. Essay on the connection between Art and Mortality. [online] Preservearticles.com. Available at: <http://www.preservearticles.com/201103284770/art-and-mortality.html> [Accessed 21 Dec. 2017].

TedX Talks, 2016. How a vandal's conception of morality will make you rethink society | MissMe | TEDxHECMontréal. [online] YouTube. Available at: <https://www.youtube.com/watch?v=vL0OBCmTc4o> [Accessed 21 Dec. 2017].

#f.v

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criticalthinkingbafayr2 · 8 years ago

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MCAST

Institute for the Creative Arts

Bachelor of Arts (Honors) in Fine Arts

Critical Thinking

Task 1

Schon’s Reflective Practice

Assessor : Moira Agius Student: Tanja Pljukavac

2017- 2018

Schon’s Reflective Practice

Kottkamp (1990) defines reflective practice as “a mode that links thought and action with

reflection. It involves critically analysing one’s actions with the goal of improving one’s

professional practice.” Reflective practice included. (Dr Blanchard, n.d.)

The project was carried out in Institutional Information Committee meetings with hospital managers, unit managers and clinic staff at Benedictine and Nkonjeni Hospital.

In his research he gives some solutions for the better understanding of basic shapes of change. To go forward as an institution the staff needs basic and regular meetings in which to discuss any arising problems within in the institution. In order for these meetings to be a success, each employee needs to be open and honest about his mistakes, ready to learn from the problems and mistakes committed and ready to undertake change of practice in order to result in an improved solution. Consideration of existing problems (reflection on action), the willingness of the staff to learn and the ability for development, guarantee that in the future this institution will have better results (reflection in action).

According to Schon throughout professional work „knowing in action“ is the sort of knowledge that professionals acquire spontaneously because these are situations which they come across on a regular basis. This leads to two different solutions: reflection on action, following a procedure or ending the activity, or reflection in action, finding a solution during the activity.

Reflective practice gives the opportunity for professionals to learn and to grow within their professional knowledge, thus increasing their learning and self-awareness. But, this is a time-consuming process which involves professional risk, a different way of thinking and requires an open mind in order to adopt the new solution.

Contents

Schon’s Reflective Practice. 2

References

Charlotte M, 2. S. R. P. (. o. A. a., 2017. You Tube. [Online] Available at: https://www.youtube.com/watch?v=Tzjz-l8L1lc [Accessed 29 11 2017].

Dr Blanchard, C. D. M. P. I. I. C. P., n.d.. REFLECTIVE PRACTICE: INSTITUTIONAL INFORMATION COMMITTEES PROJECT. [Online] Available at: http://crh.ukzn.ac.za/Libraries/Project_DBL_Reflective_Practice_summaries/Institutional_Information_committees.sflb.ashx [Accessed 21 12 2017].

Imel, S. P. i. A. E. E. D. N. 1., n.d.. Reflective Practice in Adult Education. ERIC Digest No. 122. [Online] Available at: https://www.ericdigests.org/1992-3/adult.htm [Accessed 21 12 2017].

Southampton Solent University 2012. Shons's model: Reflective thinking and writing. (online), 2012. Solent online learning. [Online] Available at: https://learn.solent.ac.uk/mod/book/view.php?id=2732&chapterid=1113 [Accessed 29 11 2017].

Critical Thinking: Energy in art

MCAST

Institute for the Creative Arts

Bachelor of Arts (Honors) in Fine Arts

Critical Thinking

Task 2

Energy in art

Assessor : Moira Agius Student: Tanja Pljukavac

2017- 2018

Energy in art

Every artist is exploring himself through his performances, thus revealing his emotions and fears. To bring his emotions to the surface and to turn his emotions to his advantage, an artist needs to push his mental and physical boundaries. By controlling his thoughts and energy, the artist transforms his energy into an appropriate message which he wants to convey to the audience, says Abramović.

Abramović believes that basically, everything boils down to energy. Through this energy, we can control and shape things how we want. She trusts that in the 21 century the public will experience a higher state of consciousness and spirituality. Through a conscious audience, the artist will be able, without any physical materials (painting, sculpture..), to communicate with the audience on an energy level. (KunstSpektrum, 2013)

Tesla’s principle, Light, Love and Unity speaks about an inexhaustible energy source, which everyone can directly use. This principle works if every individual finds a way how to connect, while not disturbing the laws of nature. Anja Petrović discovered Tesla’s metamorphosis in the year 2010. This metamorphosis is the method of self-healing, healing and cleaning spirit which is based on Tesla’s principle of Light, Love and Unity. The characteristic of Tesla’s metamorphosis is how to use Tesla’s waves directly from active field, with making use of any machine.

Thoughts of this practice lead to the possibility that we can heal ourselves and raise our spirituality, if we fix the universal life force within the body that is visible as the frequency of light.

I believe that by raising spirituality and awareness in ourselves, we contribute to collective energy harmony and understanding.

Contents

Energy in art 2

References

Anya Petrović, 2. r. z. “. H. T. 2. -. H. (. o., 2011. You Tube. [Online] Available at: https://www.youtube.com/watch?v=ghUbYlQRP0Q [Accessed 20 12 2017].

Dot Media,2016.Teslina metamorfoza sve popularnija u alternativnoj medicini. 2016. Lola. [Online] Available at: http://lolamagazin.com/2017/08/06/teslina-metamorfoza-sve-popularnija-u-alternativnoj-medicini/ [Accessed 20 12 2017].

Petrović,A.2010. Camera Polycontrast Interference photo.(Photograph online).2016. Lola. [Online] Available at: http://lolamagazin.com/2017/08/06/teslina-metamorfoza-sve-popularnija-u-alternativnoj-medicini/ [Accessed 20 12 2017].

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criticalthinkingbafayr2 · 8 years ago

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Critical Thinking: Discuss morality in art in a critical manner

MCAST

Institute for the Creative Arts

Bachelor of Arts (Honors) in Fine Arts

Critical Thinking

Task 4

Emotional morality in art

Assessor : Moira Agius Student: Tanja Pljukavac

2017- 2018

Emotional morality in art

Contents

Emotional morality in art

References

Foot, P. M. i. A., 2003. Oxford Scholarship Online. [Online] Available at: http://www.oxfordscholarship.com/view/10.1093/019925284X.001.0001/acprof-9780199252848-chapter-2 [Accessed 20 12 2017].

Sarah E.North, 2. A. a. M. K., 2002. Internet Encyclopedia of Philosophy. [Online] Available at: http://www.iep.utm.edu/submit/100-most/ [Accessed 20 12 2017].

Schneider, S. R. i. s. o. t. p., 2002. Internet Encyclopedia of Philosophy. [Online] Available at: http://www.iep.utm.edu/fict-par/ [Accessed 20 12 2017].

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criticalthinkingbafayr2 · 8 years ago

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STEFAN SPITERI BAFA YR2 1.1 Outline how Shon's Reflective Practice Model works in practice Donald Schon’s reflective practice outlines two main notions, Practice and Response and the relationship between them. Schon’s model aims at mastering self-awareness in practice while distinguishing reflection-in-action and reflection-on-action. Reflection-in-action is a present action which reflects on how the situation can be improved by making it better through immediate action. Contrarily reflection-on-action couldn’t improve the situation as the event had already happened, yet it prepares the practitioner for better response in future circumstances (Smith, 2001). What separates the two different reflections is time. One adopts Schon’s practice in a moment informed by previous events (reflection-on-action), this enables the practitioner to act and reflect at the same time (reflection-in-action). Since this practice is limited by the factor of time, the reflection is primarily based on spontaneity. Questions arise, whether there is time for an individual to genuinely reflect during the specific moment. Albeit, practitioners would still have the memory of the specific decisions made while reacting to an unexpected event (Gray's Research Reading Group,2012). Ultimately there is difference between how individuals react during the event and how they reflect after the event. Reflections, on-action and in-action inform one another, while one lacks the ability to react and define the event, the other is able to use the prior event as experience to define the said event. 1.2 Present a reflective log written in a suitable academic style. What makes a work of art beautiful? Kant stated that even though ‘without a purpose’ artworks are meant to connect with the viewer as if they had a purpose, even if no peculiar purpose is discovered. Matthew Collings defines beauty in art in 10 strata. According to him, Art whether abstract or figurative tends to return to Nature, Simplicity according to him is a tool which draws the attention to the main focus of the artwork. For him unity is a main principle of beauty and even though at times being uneven it leads to visual accuracy in a final visual outcome. Through force objects are transformed in a manifestation of beauty. He states that the renaissance was the epitome of animation, Jarring the viewer with its constant twisting and movement. Pattern offers a constant pulse throughout. According to Collings these patterns and structures are present all around us. Furthermore, he states that art, always has to have an element of surprise in order to be beautiful. He insists that there is a difference between the important and the random which is the beauty in selection. Lastly, he focuses on spontaneity as an item of beauty, an instant and gestural emotive process (The Telegraph,2017). Kant states that one is pleased by something because we classify it as beautiful rather than classifying it as beautiful because we find it pleasurable. Then Kant focuses on judgement of the agreeable when one would usually say the term “I like” (Burnham, 2000). Elaborating on Kant’s theory, Isobel Harbison states that art needs to adapt beauty as a brief ploy, to go beyond the frontiers of the norm so as the viewer sees things differently, ultimately changing the perception of beauty(Tate,2016). Eclipsing this whole argument JJ Charlesworth questions whether the idea of beauty in art is still relevant. According to him over the last century this idea has slowly downgraded, he argues that finding something aesthetically pleasing(beautiful) doesn’t determine the quality of the artwork(Tate,2016). 1.3 Analyse the benefits and disadvantages of learning over the whole academic year Summative and formative assessment form an integral part of information gathering. Primarily distinguished by time, these two highly depend on one another. John Dewey argued that for education to reach its highest stage the student had to step out from the passive role and obtain a direct engagement with his surroundings. This enabled learners to connect present situations with past experiences, ultimately learning something new through conscious engaged practice. Dewey believed in teaching as guidance rather than instruction. This abandoned the focus on the student’s ability, to a more independent and active role in which the student discovers and ultimately learns. In formative assessment student participation is peculiar so that the system works effectively. Contrarily, summative assessment occurs far down the line of the learning process, therefore it won’t allow the student to further improve and understand the work through practice. Still, this assessment counts as preparation for future circumstances (Wheeler,2014). Maxine Greene focuses on education through creative production and investigating human tragedies, this is an attempt at analysing events in life which tend to numb and silence us. The essence in Greene’s theory is conscious engaged practice. Engaging by asking questions, thus if one asks better questions he will get better answers (Teachers College Columbia University,2005). Conclusively, Greene believes in seeking individuality through public gathering, using society as a formation and growth to becoming an individual. Evaluating one’s success or failure through their peers, students see one another as a resource for understanding and assessing a body of work. If not used well these systems can disrupt rather than help the learner, therefore according to these systems, there needs to be a balance between instruction and active participation. 1.4 Discuss Morality in Art in a critical manner There is an ethical and moral component when interpreting and evaluating art Plato’s view towards the arts is primarily how he presents the formal values which imply a sense of formal morality. This moral criticism of art was presented by Plato as moralistic, like evaluating the quality of an artwork through its good or bad moral consequences. Here the aesthetic value is reduced to moral value. Hall (1990) insists that according to Plato, a morally bad artwork is an antithesis, his theory suggests that beauty in an artwork has a moral residue since it is a genuine work and not a fabrication. Radical moralism implies that the aesthetic value of an artwork is determined by its moral value. Moderate moralism then, suggests that some artworks could be appraised morally and at times moral success or failure may lead to the aesthetic appraisal of a work. Contrastingly, Tolstoy argued against art definitions which lumped art with beauty, He highlighted that the moral understanding of art as a part of society is as crucial as the aesthetic value in art. Noel Caroll specifically outlines narrative art, he questions our moral understanding functions when understanding this genre. He includes that a narrative is always incomplete and a portion of information has to be filled in by information supplied by one’s moral understanding(Peek,2017). REFERENCES Tate,2016. Does beauty still matter in art? [online] Available at: [Accessed 20 November 2017]. The Telegraph,2017. What is beauty - the 10 qualities that make art beautiful. [online] Available at: [Accessed 20 November 2017]. Burnham, D., 2000. An Introduction to Kant's Critique of Judgment. Edinburgh: Edinburgh University Press. Teachers College Columbia University,2005. Imagining Maxine Greene. [online] Available at: < http://www.tc.columbia.edu/articles/2004/june/imagining-maxine-greene/>[Accessed 08 December 2017]. Wheeler, S.,2014. The Pedagogy Of John Dewey: A Summary. [online] teachthought, Available at: Accessed 08 December 2017]. Peek, E., 2017. Ethical Criticism of Art. [online] Internet Encyclopaedia of Philosophy. Available at:[Accessed 07 December 2017]. Hall, R,W., 1990. Art and Morality in Plato: A Reappraisal. Journal of Aesthetic Education, 24(3), p.5. Smith, M. K. (2001) Donald Schön: learning, reflection and change.[online] The Encyclopaedia of Informal Education. Available at:[Accessed 06 December 2017]. Gray's Research Reading Group,2012 The Reflective Practitioner. [online] Available at: [Accessed 06 December 2017].

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criticalthinkingbafayr2 · 8 years ago

Text

Critical Thinking: Discuss morality in art in a critical manner

MCAST

Institute for the Creative Arts

Bachelor of Arts (Honors) in Fine Arts

Critical Thinking

Task 4

Emotional morality in art

Assessor : Moira Agius Student: Tanja Pljukavac

2017- 2018

Emotional morality in art

Contents

Emotional morality in art

References

Foot, P. M. i. A., 2003. Oxford Scholarship Online. [Online] Available at: http://www.oxfordscholarship.com/view/10.1093/019925284X.001.0001/acprof-9780199252848-chapter-2 [Accessed 20 12 2017].

Sarah E.North, 2. A. a. M. K., 2002. Internet Encyclopedia of Philosophy. [Online] Available at: http://www.iep.utm.edu/submit/100-most/ [Accessed 20 12 2017].

Schneider, S. R. i. s. o. t. p., 2002. Internet Encyclopedia of Philosophy. [Online] Available at: http://www.iep.utm.edu/fict-par/ [Accessed 20 12 2017].

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criticalthinkingbafayr2 · 8 years ago

Text

Critical Thinking: Energy in art

MCAST

Institute for the Creative Arts

Bachelor of Arts (Honors) in Fine Arts

Critical Thinking

Task 2

Energy in art

Assessor : Moira Agius Student: Tanja Pljukavac

2017- 2018

Energy in art

Tesla's principle, Light, Love and Unity speaks about an inexhaustible energy source, which everyone can directly use. This principle works if every individual finds a way how to connect, while not disturbing the laws of nature. Anja Petrović discovered Tesla’s metamorphosis in the year 2010. This metamorphosis is the method of self-healing, healing and cleaning spirit which is based on Tesla’s principle of Light, Love and Unity. The characteristic of Tesla’s metamorphosis is how to use Tesla’s waves directly from active field, with making use of any machine.

Thoughts of this practice lead to the possibility that we can heal ourselves and raise our spirituality, if we fix the universal life force within the body that is visible as the frequency of light.

I believe that by raising spirituality and awareness in ourselves, we contribute to collective energy harmony and understanding.

Contents

Energy in art 2

References

Anya Petrović, 2. r. z. ". H. T. 2. -. H. (. o., 2011. You Tube. [Online] Available at: https://www.youtube.com/watch?v=ghUbYlQRP0Q [Accessed 20 12 2017].

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criticalthinkingbafayr2 · 8 years ago

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Venice Castrogiovanni

Bachelor of Arts (Honours) Fine arts Year 2

Critical Thinking

Reflective logbook

Donald Schon’s Model theory; in and on action.

In reference to the article “The Reflective Practitioner by Donald Schon” written by the author Peter Buwert, currently works as a lecturer and researcher in the graphic design sector. Buwert explains that according to Schon’s theory, one could overcome a problem by knowing different solutions. The author also explains how certain decisions are done according to our knowledge;

“His basic idea is that through reflection-in action which responds to the belief “that our knowing is in our action, (p. 49) we can gain verifiable insight into our thought processes.” (Buwert, 2012).

Schon’s argued about reflection on action and in action as an important instrument which we as humans constantly can use for different resolutions. In fact I think that Schon’s theory is basically kind of a tool which can be practically used in any field, in both current and past circumstances.

When new situations occur, one has to acquire and develop his own understandings in response to the problem. Whilst one could perceive wrong decisions, it is still appropriate to reflect in the act as by the end we can achieve effective intuitions. These intuitions will affect our process in thinking.

On the other hand after “doing”, the person might reflect on how things could have been planned alternatively. “We reflect on action, thinking back on what we have done in order to discover how our knowing-in-action may have contributed to an unexpected outcome’ (Schön, 1983, p. 26).” (Gaynor, 2013).

Bibliography

Buwert, P., 2012. Gray's research reading groups. [Online] Available at: https://graysreadinggroup.wordpress.com/2012/12/18/the-reflective-practitioner-by-donald-schon/ [Accessed 18 11 2017].

Gaynor, A., 2013. Schön’s (1983) Reflection-in-action and reflection-on-action. [Online] Available at: https://hhs.hud.ac.uk/lqsu/Sessionsforall/supp/Sch%C3%B6n%20reflection-in%20and%20-on%20action.pdf [Accessed 18 11 2017].

Difference between Erotic Art and Pornography;

While investigating various opinions about what identifies Erotic art in response to pornography, different and important facts captivated my attention. In the article “What’s the difference between erotica and pornography? “Written by Alison Nastasi whom she is currently an author, journalist and artists. She presented an article with different thoughts from other authors, artists or therapists. Most of them enabled to expose different elements which demonstrates these two themes.

One of the writers labelled out that Pornography is mostly identified within the reaction of the viewer, whether the art provoke their “sexual Desire” (Manatakis, 2017). I might disagree with this fact as sexual desires, are considered subjectively per each individual; I think that erotic art is more about portraying close up intimate parts of both genders and their face expressions which revels pleasure. Whilst pornography is more in your face and the viewer avoids any imaginations as every detail is clearly exposed.

Other authors argued (Nastasi, 2017) that erotic art basically represents pornography but with fewer details to the act; which allows the viewer to perceive his own imagination towards the art. While Thomson Gale a researcher stated that Erotic art exposes any type of art which provides the topic of; love and sexual pleasure.

One might also take in consideration that erotic art can be a controversial topic, as people encounter this type of art with their own individual perspectives.

Moral art

Bibliography

Gale, T., 2007. Erotic Art. [Online] Available at: http://www.encyclopedia.com/social-sciences/encyclopedias-almanacs-transcripts-and-maps/erotic-art [Accessed 25 11 2017].

Manatakis, A., 2017. What Does Erotic Art Look Like in 2017?. [Online] Available at: https://creators.vice.com/en_au/article/3dynkb/nsfw-what-does-erotic-art-look-like-in-2017 [Accessed 26 11 2017].

Nastasi, A., 2017. What's the difference between erotica and pornography?. [Online] Available at: http://www.hopesandfears.com/hopes/now/question/216345-what-s-the-difference-between-erotic-and-pornographic [Accessed 25 11 2017].

Seltzer, L. F. S. P. L. F., 2011. What Distinguishes Erotica from Pornography?. [Online] Available at: https://www.psychologytoday.com/blog/evolution-the-self/201104/what-distinguishes-erotica-pornography [Accessed 26 11 2017].

Analyse the benefits and disadvantages of learning over one whole academic year;

“Students have more time absorb and expand their thoughts on challenging college materials. Not only are they able to learn new ideas but they are also encouraged to develop various skills since their professors incorporate learning in creative assignments and projects.” (Han, 2017)

In the article “College Calendar Pros and Cons: Semesters vs. Trimester” Dan Bi Han whom is currently a High school student; mentions the benefits and disadvantages of the academic semester system. Han argued that having two semesters through one whole year, enables students to achieve greater skills in response to different subjects.

In my opinion this also depends on which kind of system is used if formative or summative. Dr. Nesa Sasser argued that a formative assessment is essential for students who study in different areas. The Formative assessment enables students to arrange their own mistakes and improve. Students are basically being taught from their own mistakes, teachers focus more on their individual progress rather than having a final exam at the end of the semester. (Sasser, 2017).

However on various articles such as “Formative and Summative Assessments in the Classroom” authors Catherine Garrison and Michael Ehringhaus, whom are both professional researchers; stated that summative assessments consent students to obtain superior results.

The authors descried that a summative system is efficient because students concentrate more to improve their grades and one can analyse easier the progress of each student. (Catherine Garrison, 2017).

While both statements encounter different objectives which are both correct in respond to the academic system. I think that a formative assessment in the art education is essential, as students are instructed and formally criticized throughout the year. Moreover, students get more time to work and to exploit their skills, rather than being stressed for the final exams.

In my opinion the final results of an exam does not identify if the students knows the subject. As the majority of the students tend to stress and blank during an exam even though they study, this was also stated from Nikolai Sorokin in the article “Fear of exams can be overcome psychologist says” (Sorokin, 2017).

However in contrary to what I believe most researchers think that exams are important because they consent students to focus on different subjects “and not only subjects which are interested in” (Yukino, N.D.).

In conclusion to this argument, one could also consider the performing assessment in art, which allows students to have independent disciplines. This type of assessment is crucial in the art sector, as students are chosen to exhibit their works. In my opinion this allows students to give more importance to their art work, as they will exhibit their work per individual. With this system one will also experience how artists actually work. (Robinson, 2008).

Bibliography

Catherine Garrison, M. E., 2017. Formative and Summative Assessments in the Classroom. [Online] Available at: https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx [Accessed 3 12 2017].

Han, D. B., 2017. College Calendar Pros and Cons: Semesters vs. Trimesters. [Online] Available at: https://www.collegexpress.com/articles-and-advice/majors-and-academics/blog/college-calendar-pros-and-cons-semesters-vs-trimesters/ [Accessed 2 12 2017].

Robinson, 2008. SUMMATIVE ASSESSMENT. [Online] Available at: https://artassessmentresource.weebly.com/summative-assessment.html [Accessed 2 12 2017].

Sasser, D., 2017. What Are the Advantages & Disadvantages of Formative Assessment?. [Online] Available at: https://classroom.synonym.com/advantages-disadvantages-formative-assessment-28407.html [Accessed 3 12 2017].

Sorokin, N., 2017. https://medicalxpress.com/news/2017-01-exams-psychologist.html. [Online] Available at: https://medicalxpress.com/news/2017-01-exams-psychologist.html [Accessed 2 12 2017].

Yukino, Z. M., N.D.. The importance of exam. [Online] Available at: https://www.wattpad.com/2801238-the-importance-of-exam [Accessed 2 12 2017].

Moral art;

There are different visual connections in art, which we as humans tend to experience in such a diverse manner. Some art works appear to present aesthetical pleasing experiences while others exposes disturbing values (Sauchelli, 2013). This can be a versatile topic which reflects on dissimilar point of views, according to our past events.

Janet Cameron who has a BA HONS in art’s philosophy, stated that according to Plato’s philosophy artists exposes their real life through the artworks, as “an imitation of true reality.” (Cameron, 2013). Plato also believed that art can be emotionally effective, and people in general choose to view specific information which might narrate themselves. (Rowan, N.D).

Some authors such as Sidney Zink argues that art can be defined as good and moral, good work of art are mostly identified from “description, definition, and other significant values.” (Zink, 1950). While morality in art is considered differently according to our human’s values, so this can be entirely different for everyone.

People values art in a different manner because of their cultural background, past events, their knowledge and individual personalities. In fact according to the British physiological society, we tend to like and dislike diverse art movements or styles in response to our character. Educational systems are also an important role towards the values of art, this because giving the right information to young students will definitely alter and influence the way they value the art. (society, 2017).

In my opinion I disagree with what the British physiological society stated in reference to the fact that cultural background should affect how we view an artwork. If students are taught from a young age, they begin to think, understand, maturely and value the art (Stewart, 2017).

Similar to the preview article Jenny Ren stated that art is visualized according to how our brain function; which means that art allows us to react with both positive and negative feelings. In fact in some art works we identify that the artist main idea was to communicate specific emotions trough his/her visuals. (Ren, 2016).

I think that these emotions can be easily transmitted with any type of art, in connection to the principles of arts. This was also proved by the author Rex Crockett whom is currently an art educator. (Crockett, 2006).

Bibliography

Cameron, J., 2013. Plato’s Philosophy of Poetry and Moral Truth. [Online] Available at: http://decodedpast.com/plato-poetry-moral-truth/2999 [Accessed 9 12 2017].

Crockett, R., 2006. Art and Communication. [Online] Available at: http://artandperception.com/2006/11/art-and-communication.html [Accessed 090 12 2017].

Ren, J., 2016. why do we like art. [Online] Available at: http://ricecatalyst.org/discoveries/2016/1/why-do-we-like-art [Accessed 9 12 1017].

Rowan, N.D. Plato. [Online] Available at: http://www.rowan.edu/open/philosop/clowney/aesthetics/philos_artists_onart/plato.htm [Accessed 09 12 2017].

Sauchelli, A., 2013. Art and Morality. [Online] Available at: http://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo-9780195396577-0108.xml [Accessed 9 12 2017].

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