Câteva cuvinte despre artă şi frumos

Câteva cuvinte despre artă şi frumos

 

 

 

 

Recent am descoperit un articol interesant despre domeniul nostru favorit: Arta. Redau aici în câteva idei fragmente preluate din articolul iniţial (cu permisiunea persoanei care administrează acel site), recomandând de asemenea vizualizarea întregului articol sub semnătura Daniel Magdalen:

 

“Câteva cuvinte despre artă şi frumos”

“Frumosul, alcătuieşte polul pozitiv al unei armonii atât a compoziţiei cât şi a trăirilor privitorului, născute din contemplarea perfecţiunii manifestărilor exterioare. Dar, există oare perfecţiune în universul nostru cunoscut?”

“Dacă nu suntem capabili să formulăm un standard specific pentru frumuseţe, atunci nu înseamnă că această valoare rămâne la aprecierea fiecăruia? Nu este frumuseţea, în cazul acesta, subiectivă şi existentă doar „în ochii privitorului”? “

“Arta cu scop” – “ Este sau nu binevenită prezenţa în artă a mesajelor non-artistice? Poate un conţinut social, filosofic, religios sau moral să ruineze valoarea unei opere de artă?”

Răspunsurile acestor întrebări, cât şi multe alte conexiuni, le veţi descoperi citind articolul aici:

[Sursa Informativă:

http://epochtimes-romania.com/news/cateva-cuvinte-despre-arta-si-frumos—175548  ]

[pentru articol, Drepturi Depline Rezervate © Epoch Times Romania]

Why scientists should care about art

Why scientists should care about art

 

 

[Source Info:

http://blogs.plos.org/attheinterface/2012/11/22/why-scientists-should-care-about-art/ ]

[Article written by ©Johanna Kieniewicz]

 

 

 

Last week, I attended an environmental science conference with an evening reception that featured a short talk on art/science collaborations in the context of environmental science. The talk was followed by a musical performance – inspired by the fragility of peatbog environments – after which I overheard a scientist mutter “What was that? That better not have had research council funding.” He was not the only one; I heard similar sentiments expressed by several others as I walked to dinner.

 

On some level, I was disappointed by this response, but I wasn’t really surprised. Despite great progress amongst those who are ensconced in the world of science communication to the idea of collaborations between scientists and artists, this is something that many scientists still don’t “get”. Other researchers are openly hostile, and certainly think that scientific research organisations have no business funding this type of work.

 

To be fair, these are not necessarily the attitudes of people who are disinterested in art — I’d be willing to bet that a fair few of those who walked away from the performance muttering about scientific research council funding being wasted on the arts also have memberships at cultural institutions. That said, whilst being consumers of culture, few scientists really see themselves as having much of a role in its creation. In an increasingly competitive funding landscape, does it really make sense to spend research money on an art project? Does engaging with the arts mean that they are less serious as scientists?

 

Here, I’d like to make an argument that art is good for scientists, and that there are many reasons they shouldn’t be quite so afraid of letting artists loose in their laboratories.

 

Understanding the Cultural Context of your Research

 

Hot issues, such as climate change may not be subjects of contention within the scientific community, but it seems clear that the science is not being communicated in a way that has the necessary impact. Although art cannot directly communicate science or change minds, it can create a space for dialogue around difficult issues. Few scientists are likely to deeply consider the role of narrative in their work or the visual impact of their images, but for reaching society as a whole these are vitally important.

 

Artists are also likely to ask questions that scientists might never think to ask (because they are, well, thinking like scientists). A recent AHRC funding call (see, scientists there is some money in this!) posits that a sophisticated understanding of cultural values, rights, religions, and systems of belief is essential for understanding some of the complex legal, ethical and regulatory policy issues raised in several emerging areas of science and technology. Scientists aren’t trained in this (and that’s ok) — but it is important to engage with people who think about these issues in a different way.

 

Becoming a better communicator

 

In my view, art inspired by science isn’t necessarily about the communication of science—it is a response to science. In leaving the scientific arena where it is all to easy to use technical jargon, working with artists can make you rethink the way that you communicate your research. How can you convey the complexity of the problem, while also making it accessible?

 

A scientist who participated in the Wellcome Trust’s Sciart programme, was reflected on their experience in the report on that programme, saying “Through my PhD I learned to talk in a particular way, write in a particular way. Because of that I lost a piece of myself. Through working with [X] I found the way to become the real me, rather than this slightly objective scientist that I had become. I found my voice, which I had lost because of the scientific process.”

 

 

 

Becoming a better researcher

 

Artists examine problems from different angles and engage with information in a different way from scientists.  Some might see this as a deficiency, and to be fair, you wouldn’t want to conduct science in an un-scientific way. However, I would argue that particularly in the area of scientific visualisation, there is a great deal to be gained for scientists who engage with artists.

 

Chiara Ambrosio, Lecturer in the History of Science at UCL, argues that art offers an opportunity for dialogue and a critique of science. When scientific data sometimes seems like a monologue, art can produce a dialogue. Artists may not – indeed, probably should not – directly challenge the way that science happens or is conducted, but they can raise questions about the purpose of the science and present different ways of looking at research outcomes.

 

It’s fun

 

Clearly, engaging with artists is not something to be done if you don’t also think that it would be fun. Artists aren’t particularly interested being a part of a scientist’s ‘outreach’ box-ticking exercise, or in being relegated to a dusty corner of the lab from which to quietly observe the scientists going about their business.

 

I am not so naïve that I believe that having an artist in the lab is something that all scientists should do, or even most. But I do think that more scientists should have an open mind to this approach, and be encouraged to engage with them in the right context. Far from being an impediment to scientific progress, it can be a way of making your science more relevant, more impactful, and hopefully a bit more fun. In my next post, I hope to highlight a few examples of how it happens in practice when artists actively work in labs alongside scientists.

 

[for the article Full Rights Reserved ©PLOS as original publisher

http://blogs.plos.org  ]

 

Classificatory disputes about art

Classificatory disputes about art

 

 

[Source Info: http://en.wikipedia.org/wiki/Classificatory_disputes_about_art   ]

 

 

Art historians and philosophers of art have long had classificatory disputes about art regarding whether a particular cultural form or piece of work should be classified as art. Disputes about what does and does not count as art continue to occur today.

 

Defining art can be difficult. Aestheticians and art philosophers often engage in disputes about how to define art. By its original and broadest definition, art (from the Latin ars, meaning “skill” or “craft”) is the product or process of the effective application of a body of knowledge, most often using a set of skills; this meaning is preserved in such phrases as “liberal arts” and “martial arts”. However, in the modern use of the word, which rose to prominence after 1750, “art” is commonly understood to be skill used to produce an aesthetic result (Hatcher, 1999).

Britannica Online defines it as “the use of skill and imagination in the creation of aesthetic objects, environments, or experiences that can be shared with others”.But how best to define the term “art” today is a subject of much contention; many books and journal articles have been published arguing over even the basics of what we mean by the term “art” (Davies, 1991 and Carroll, 2000). Theodor Adorno claimed in 1969 “It is self-evident that nothing concerning art is self-evident anymore.” It is not clear who has the right to define art. Artists, philosophers, anthropologists, and psychologists all use the notion of art in their respective fields, and give it operational definitions that are not very similar to each other’s.

The second, more narrow, more recent sense of the word “art” is roughly as an abbreviation for creative art or “fine art.” Here we mean that skill is being used to express the artist’s creativity, or to engage the audience’s aesthetic sensibilities. Often, if the skill is being used to create objects with a practical use, rather than paintings or sculpture with no practical function other than as an artwork, it will be considered it as falling under classifications such as the decorative arts, applied art and craft rather than fine art. Likewise, if the skill is being used in a commercial or industrial way, it will be considered design instead of art. Some thinkers have argued that the difference between fine art and applied art has more to do with value judgments made about the art than any clear definitional difference (Novitz, 1992). The modern distinction does not work well for older periods, such as medieval art, where the most highly regarded art media at the time were often metalwork, engraved gems, textiles and other “applied arts”, and the perceived value of artworks often reflected the cost of the materials and sheer amount of time spent creating the work at least as much as the creative input of the artist.

 

Theories of art classification

 

The traditional Western classifications since the Renaissance have been variants of the hierarchy of genres based on the degree to which the work displays the imaginative input of the artist, using artistic theory that goes back to the ancient world. Such thinking received something of a boost with the aesthetics of Romanticism. A similar theoretical framework applied in traditional Chinese art; for example in both the Western and Far Eastern traditions of landscape painting (see literati painting), imaginary landscapes were accorded a higher status than realistic depictions of an actual landscape view – in the West relegated to “topographical views”.

Many have argued that it is a mistake to even try to define art or beauty, that they have no essence, and so can have no definition. Often, it is said that art is a cluster of related concepts rather than a single concept. Examples of this approach include Morris Weitz and Berys Gaut.

 

Another approach is to say that “art” is basically a sociological category, that whatever art schools and museums, and artists get away with is considered art regardless of formal definitions. This institutional theory of art has been championed by George Dickie. Most people did not consider a store-bought urinal or a sculptural depiction of a Brillo Box to be art until Marcel Duchamp and Andy Warhol (respectively) placed them in the context of art (i.e., the art gallery), which then provided the association of these objects with the values that define art.

Proceduralists often suggest that it is the process by which a work of art is created or viewed that makes it, art, not any inherent feature of an object, or how well received it is by the institutions of the art world after its introduction to society at large. For John Dewey, for instance, if the writer intended a piece to be a poem, it is one whether other poets acknowledge it or not. Whereas if exactly the same set of words was written by a journalist, intending them as shorthand notes to help him write a longer article later, these would not be a poem.

Leo Tolstoy, on the other hand, claims that what makes something art or not is how it is experienced by its audience, not by the intention of its creator.

Functionalists, like Monroe Beardsley argue that whether a piece counts as art depends on what function it plays in a particular context. For instance, the same Greek vase may play a non-artistic function in one context (carrying wine), and an artistic function in another context (helping us to appreciate the beauty of the human figure).

 

Disputes about classifying art

 

Philosopher David Novitz has argued that disagreements about the definition of art are rarely the heart of the problem, rather that “the passionate concerns and interests that humans vest in their social life” are “so much a part of all classificatory disputes about art” (Novitz, 1996). According to Novitz, classificatory disputes are more often disputes about our values and where we are trying to go with our society than they are about theory proper. For example, when the Daily Mail criticized Damien Hirst and Tracey Emin’s work by arguing “For 1,000 years art has been one of our great civilising forces. Today, pickled sheep and soiled beds threaten to make barbarians of us all” they are not advancing a definition or theory about art, but questioning the value of Hirst’s and Emin’s work.

On the other hand, Thierry de Duve[3] argues that disputes about the definition of art are a necessary consequence of Marcel Duchamp’s presentation of a readymade as a work of art. In his 1996 book Kant After Duchamp he reinterprets Kant’s Critique of Judgement exchanging the phrase “this is beautiful” with “this is art”, using Kantian aesthetics to address post-Duchampian art.

In the late 19th century, photography and cinema were both considered not to be art, and prominent critics argued that early cubist paintings were not art.

 

Conceptual art

 

The work of the French artist Marcel Duchamp from the 1910s and 1920s paved the way for the conceptualists, providing them with examples of prototypically conceptual works (the readymades, for instance) that defied previous categorisations. Conceptual art emerged as a movement during the 1960s. The first wave of the “conceptual art” movement extended from approximately 1967 to 1978. Early “concept” artists like Henry Flynt, Robert Morris and Ray Johnson influenced the later, widely-accepted movement of conceptual artists like Dan Graham, Hans Haacke, and Douglas Huebler.

More recently, the “Young British Artists” (YBAs), led by Damien Hirst, came to prominence in the 1990s and their work is seen as conceptual, even though it relies very heavily on the art object to make its impact. The term is used in relation to them on the basis that the object is not the artwork, or is often a found object, which has not needed artistic skill in its production. Tracey Emin is seen as a leading YBA and a conceptual artist, even though she has denied that she is and has emphasised personal emotional expression.

 

 

 

[for the article Full Rights Reserved ©Wikipedia Website]

 

A Guide to Writing about Art

A Guide to Writing about Art

 

This is an article concerning our beloved domain – ART! I wish to express my greetings to a website which allowed me the right of sharing this article: Thank You! Also, you are invited to visit the website as you will find more interesting things; a website which contributes to development of art:

 The University of Iowa

 

[Source Info:

http://www.uiowa.edu/~writingc/writers/handouts/WritingAboutArt.shtml  ]

 

A Guide to Writing about Art

 

 

“When you analyze, you are seeking to account for your experience of the work.”

“An unanswered question is an essay topic in disguise.”

We write about art to clarify and to account for our responses to works that interest, excite, or frustrate us.  When writing a paper we not only look at what is in front of us, but what is within.  Here is a basic checklist to keep in mind when drafting a paper:

1. Interesting title.
2. Intro includes essential info.
3. There is a point (thesis).
4. The point is well supported with persuasive details.
5. The needs of the audience have been addressed.
6. The paper is well organized.
7. Personal views are included.
8. It satisfies the assignment.

How to begin:

There are three main considerations when writing about art:

• subject matter
• form
• socio-historical context

Each of these affect the meaning or content you take away from a piece. In your analysis you might choose a single design element of the piece that illuminates your experience of it (i.e.: the scale of the piece, effect of gaze of the artist or viewer, the brushstrokes). When analyzing art, consider the following questions. After you answer each one remember to further ask yourself:

1. Why the artist might have made that choice, and
2. How does it affect the viewer’s reaction to, or relationship with, the piece?

General Questions:

• What is the title?
• Why was it made? What is its purpose?
• If it’s a portrait – does it portray an individual or a social type? What aspect of the sitter’s personality is expressed?
• If there is a figure, what is its gaze as it relates to the gaze of the artist or viewer?
• What is the relationship between the parts?
• What is the medium, color, scale?
• What techniques did the artist use?
• Where is it located?
• Are there any connections with earlier art history – or history in general?
•  Is there any symbolism?
• What is the artist’s philosophy?
• Does the piece appear as it was originally constructed?
•  What is the size?
• Where is the main subject in relation to the foreground, background and middle ground?

Drawing and Painting:

• If it is a still life, what does the artist focus on, technique, composition?
• In a landscape, is there any human interaction with the land? Whose view of the natural world might the artist have represented?

Sculpture:

• Is there a pose? What does the pose suggest?
• What does the clothing suggest? Is it heavy or light?
• Is the piece geometric? Irregular? In silhouette?
• If you are looking at a bust, note the truncation?
• Why would the sculptor chose to stop there? Is there a base?
• Is the sculpture carved or molded? What is its texture? Does it reflect the medium or the facture (the process of working on the medium)?

Photography:

• Who was the photographer, an individual or a firm?
• What is the overall focus?
• What type of development process was used; what kind of paper?
• On what material is the photograph printed?
• Has it been tinted, retouched or cropped?
• Was natural or artificial light used?
• What is the range of light and dark?
• What did the photographer chose for exposure time? Are there blurs or motions which indicate the passage of time?

Video Art:

• What is the visual impact? (Consider the work as you would a sculpture.)
• Is there sound?
• What is the context? (Of the video, of the piece as a whole.)
• Are there any political implications?

Architecture:

• How is the structural system of a building/monument suited to its purpose?
• What is the interior hierarchy of spaces?  Do they flow, connect well to the exterior?
• What kind of statement does the building make about the thing it will house? (If it is a bank, what does it say about money? If it is a library, what does it say about knowledge?)
• How do you approach the building and enter it?
• Are there blueprints of the work? Do they change your impression of the building?

Please note: reproductions (in books or slides) offer little sense of the actual size and texture of the original. If possible, make an effort to see the work you are writing about or ask your professor to recommend a good book or website.

The information in this handout is excerpted from A Short Guide to Writing about Art (8th ed.), by Sylvan Barnet.

–The Writing Center thanks April Freely, Emma Rainey, and Emily Weirich for contributing this handout.

 

 

[for the article Full Rights Reserved ©The University of Iowa]

 

 

Definind Muzica

MUZICA

[ Sursa Informativă:

http://www.preferatele.com/docs/muzica/noi/muzica131013141814.php   ]

 

 

Muzica – este o forma de exprimare specifica omului, un limbaj prin care acesta isi comunica ideile, sentimentele, experienta de viata intr-o maniera distincta. In practica muzicala, omul foloseste vocea,dar foloseste si instrumente musicale,create de  el, pentru a imbogatii paleta coloristica sonora(timbrala).

In studiul vocal trebuie urmariti toti parametric melodiei, identificati cu insusirile  sunetului musical:

–              Inaltimea – se refera la calitatea sunetului de a fi mai grav(jos), sau mai acut (inalt),cat si mediu,dupa numarul de vibratii pe secunda, frecveta,produs de coardele  vocale.

–              Durata – se refera la calitatea sunetelor de a fi produse neintrerupt pe o perioada  mai scurta sau mai lunga de timp, realizata prin emiterea cu suflu continuu.

–              Intensitatea – sunetelor musicale, depinde de forta cu care coloana de aer este  dirijata spre corzile vocale.

Timbrul vocal – proprietatea sunetelor musicale de a se deosebi dupa sursa care le produce. Timbrul vocal poate fi deosebit intre vocile soliste , sau poate constitui timbrul unei  formatii corale:

Voci solo: femei – soprano, mezzosoprana, alto,

Barbati – tenor , bariton, bas,

Formatii : cor de voci egale sic or mixt – a cappela(fara acompaniament), cu acompaniament,

Timbre instrumentale – in functie de materialul, forma si modul in care sunt produse, toate instrumen-tele,au o culoare sonora specifica;

–              Instrumente de suflat : din lemn- flaut, oboi, clarinet, fagot

Din alama- corn, trompeta,trombone,tuba

–              Instrumente cu coarde : prin frecare cu arcusul – viori, viole, violoncele, contrabasi,

Prin ciupire – chitara, mandolin, harpe,

Prin lovire – pian tambal,

–              Instrumente de percutie : acordabile – timpanul, xilofonul, celesta

Neacordabile – toba mica, mare, gong, tamburina

Tipuri de orchestra – de camera si simfonice.

Elemente de structura a melodiei – linie melodic(inaltimea sunetelor, alteratiile)

Ritmul,

Masura,

Tempoul (miscarea

Nuantele (dinamica)

Tonalitatile – se prezinta sub 3 variante : natural , armonic(cu treapta a 7a alterata suitor)

Melodic (cu treptele a 6a si a 7a alterate suitor)

Scarile – cantecele care au la baza o scara muzucala simpla, formata din 2ua ,3,4 sunete, se numesc scari oligorcice.

–              Scarile formate din 5 sunete se numesc pentatonic sau pentacordice

–              Scarile formate din 6 sunete se numesc hexatonice sau hexacordice

Aceste scari de 5 si 6 se intalnesc in folclor si se incadreaza in sistemul scarilor modale.

–              Scarile formate din 7 sunete, formeaza modurile populare, si sunt cunoscute cu denumiri stabi-lite in Evul Mediu: Ionian , dorian, eolian, lidian.

RITMICA SI METRICA

Periodicitatea constanta a accentelor, determina metrica, impartirea in masuri.

Ritmul – reprezinta o succesiune organizata a duratelor sunetelor.

Timpul – constituie unitatea de baza pentru masurarea ritmului.

Metrul – se determina prin alternanta timpilor accentuate si neaccentuati.

Masura – reprezinta gruparea tuturor duratelor sunetelor ( ritmul) aflate intre doua bare (intre 2 timpi = accentuate).

Ritmul musical poate fi binar(din 2 in 2 timpi) si ternar(din 3 in 3 ).

Incadrarea ritmului binary si ternar in masuri determina metrica binara si metrica ternara.

Masurile

–              Masuri simple – exista un singur accent in fiecare masura.

–              Masuri compuse omogene – sunt formate din 2 sau mai multe masuri de acelasi fel, putand avea 2 sau mai multe accente in aceasi masura.

–              Masuri compuse mixte – sunt formate din 2 sau mai multe masuri simple diferite ca factura ritmica(binar+ ternar), asezate in diverse combinatii: 2+3=5 3+2=5 2+3+2=7

TEMPO SI DINAMICA MUZICALA

Tempo-ul – exprima gradul de iuteala sau de miscare in care se interpreteaza o compozitie  muzicala.se reprezinta prin termini de miscare notati la inceputul lucrarii (in limba italiana), si sunt insotiti uneori de indicatie metronomica.

Termenii principali pot fi : – propriu-zisi(se noteaza la inc. piesei musicale si sunt valabili pana la aparitia unui nou termen de miscare – miscari rare: largo, lento, adagio, larghetto

–              Miscari mijlocii – andante, andantino, moderato, allegretto

–              Miscari repezi – allegro, vivace, presto, prestissimo

–              Termeni agogici care indica o rarire treptata(ralentando, ritenuto, allargando)

–              Termeni agogici care indica o accelerare treptata: (accelerando, incalzando, precipitando, stringendo.

Dinamica muzicala – este gradul de tarie (forta, intensitate) in execurarea unei compozitii. Elementele cu care se lucreaza in dinamica se nm. Nuante si sunt de 2 feluri :

–              Nuante cu intensitate uniforma

–              Nuante cu intensitate progresiva.

 

[TEXTUL nu conţine diacritice!]

 

[pentru articol, Drepturi Depline Rezervate ©Preferatele.com]

 

 

Defining Music

MUSIC

[ Source Info: http://en.wikipedia.org/wiki/Music   ]

 

 

Music is an art form whose medium is sound and silence. Its common elements are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture. The word derives from Greek μουσική (mousike; “art of the Muses”).

The creation, performance, significance, and even the definition of music vary according to culture and social context. Music ranges from strictly organized compositions (and their recreation in performance), through improvisational music to aleatoric forms. Music can be divided into genres and subgenres, although the dividing lines and relationships between music genres are often subtle, sometimes open to individual interpretation, and occasionally controversial. Within “the arts”, music may be classified as a performing art, a fine art, and auditory art. It may also be divided among “art music” and “folk music”. There is also a strong connection between music and mathematics. Music may be played and heard live, may be part of a dramatic work or film, or may be recorded.

To many people in many cultures, music is an important part of their way of life.

 

 

[for the article Full Rights Reserved ©Wikipedia Website]