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SeascapeJoseph De Martini Americanca. 1938–39

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Expression in art is another topic that is up for debate on an exact meaning however like aesthetics most people can somewhat agree on what it is. Expression in art  is how someone conveys an emotion into what they are painting and then the viewer looking at that could possibly get a feel for what the artist did at the time. Even if you had no idea what the artist was trying to convey you could connect your own emotions and past into someone else's art. In my first example you aren't sure what it is at first but it gives you a gloomy feel. Once you look into it more you then see it is actually a painting of what looks like a beach with a boat in the back. So this makes you wonder how the artist felt when making it and why he may have painted it that way. In my second example I chose a fabric piece as clothing is also a huge way people express how they feel and who they are. The example here is light and has swirls on it so a person with a brighter personality would most likely use something like this. Expression in art can be used in many different ways from emotion to representing ones self.

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Expression and inspiration are the primary reasons people create art. A beautiful environment can be enhanced by art. A piece of art may be used as a reminder of a certain period of time, a certain event, a specific place, or a particular individual. Ideas can be expressed and shared through art in a fantastic way. The aim of art is to tell stories derived from literature, myths, religions, and poems. Communication, self-expression, therapy, or even finding beauty in life can be accomplished through it; it can express ideas and thoughts. By studying art, we can gain a deeper understanding of our surroundings and how we fit into them. Our world can be viewed visually as a platform for imagining, creating, and reflecting on our ideas. A different perspective on life and a sense of aliveness is provided by it. From the beginning of human history, art has always played a significant role in society. In addition to raising our mood, creating art helps us think more creatively and improves our problem-solving skills.

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Neanderthal cave paintings inside the Andalusian cave of Ardales, pictured March 1, 2018. The cave paintings were created between 43,000 and 65,000 years ago.

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The history paintings behind art tell an amazing story through each one. It is what tells the story. Egyptian art is how they told the stories about their life, who lived, and when they died. What offerings were to the gods. There is so much writing on a tomb depicting their story throughout their life, what they accomplished what they left behind. Cave paintings are what the world started with; you’re talking about as far back as 32,000-14,000 BC. As we get further into history, we see the Mona Lisa, and battles from around the world showing us what had happened. This is teaching us not to repeat history. We must learn from what is shown to us. We learn from the greatest teachers. We have so much potential to create beauty throughout life. “The best-known prehistoric artworks are the large Paleolithic cave paintings that depict animals in continental Europe, particularly the ones at Lascaux in the Dordogne region of France.”

https://www.history.com/.image/c_limit%2Ccs_srgb%2Cq_auto:good%2Cw_1400/MTg0MjYzNDIwMDMwMjMyNDUx/early-cave-art-gettyimages-925876756.webp

https://www.britannica.com/topic/Mona-Lisa-painting

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Communication is presented all throughout paintings, it's how people in the past used to communicate with each other. Paintings are a visual expression; it's how we communicate our feelings and how we present ourselves to others. It can show sadness, or happy, and feeling overwhelmed, every emotion you can think of is in the paintings. “As one of the earliest forms of self-expression, painting is a visual dance of the imagination. It precedes oral language, making thoughts visible, allowing even the youngest children to communicate their ideas, express what they are feeling, construct knowledge, and attempt to make sense of their world. Painting gives voice to the unspoken, allowing young children to explore, discover and experiment even before they can attach words or meaning to what they have painted. (Nancy Howe)” Not just young children can paint and speak what they cannot say but it is everyone. It gives everyone a voice and how they feel. Paintings are all on emotion. It could be what we have gone through in our life. How we feel, and what we want to do with our lives. It helps people move forward getting past certain things that they have gone through.

https://bingschool.stanford.edu/news/painting-visual-language-self-expression

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By Nancy Howe, Head Teacher

I dream my painting and then paint my dream. -Vincent Van Gogh

As one of the earliest forms of self-expression, painting is a visual dance of the imagination. It precedes oral language, making thoughts visible, allowing even the youngest children to communicate their ideas, express what they are feeling, construct knowledge and attempt to make sense of their world. Painting gives voice to the unspoken, allowing young children to explore, discover and experiment even before they can attach words or meaning to what they have painted.

I found I could say things with color and shapes that I couldn't say any other way -things I had no words for. -Georgia O'Keeffe

Painting is a universal language of self-expression that transcends time and place. The recent discovery of finger fluting on the ceilings of French caves reveals that 13,000 years ago, children as young as two were lifted aloft by adults to run their fingers along soft surfaces of cave walls, much like young children finger paint today. Rhoda Kellogg, an internationally known authority on children's art who spent decades collecting, analyzing and interpreting more than a thousand paintings and drawings made by children all over the world, stated: "In art all mankind is one."

Like their prehistoric peers, young children today find painting to be innately satisfying. Not only does paint have sensory appeal, but the effect of applying paint to a surface is immediate and compelling, demonstrating to a child what the late Stanford professor and art educator Elliot Eisner, PhD, referred to as personal causation: that one's actions have direct consequences. As with all activities that young children find enjoyable, the process of painting rather than its end product is rewarding in and of itself, and children are intrinsically motivated to pursue it.

Painting is also an enriching experience that supports young children's growth, development and self-expression and provides many benefits to their physical, emotional, social, cognitive and language development.

As a kinesthetic activity involving the upper torso, arms, hands and fingers, painting provides many opportunities for gross and fine motor development as well as hand-eye coordination and sensory integration. As children paint with long handled brushes and make sweeping arm movements across their paper, they gain grip strength and balance. The act of painting also improves the brain's ability to integrate functions such as creative thinking with planning and execution. Evidence of the physicality of painting has been well documented by Bing teachers. For example:

Maggie holds a brush in each hand. She dabs yellow and red dots onto her paper as her feet join her hands in a rhythmic, staccato dance.

The process of painting supports children's positive sense of self. It allows them to gain skills, understand their artistic preferences and unique style, and develop confidence and pride in their work. As a soothing sensory experience, painting can provide children with emotional support as well as a way to process emotional experiences. Children at Bing often choose to separate from their parent or caregiver while painting at the easel, offering them a way to express and communicate their feelings without needing words.

Terra enjoys beginning her day with her mother close by watching her paint and commenting on her techniques. Their daily ritual gives them both comfort. It provides a form of engagement for Terra and the promise of reconnection later after her mother says goodbye, "I can't wait to see your painting when I pick you up!"

Painting can be a social experience, giving children an opportunity to connect through a shared interest. Observing their peers involved in the process of painting, children are often inspired by the techniques, color choices, lines, shapes and symbols of others. Collaboration can take many forms: from sharing ideas and techniques to painting together at the same easel.

In each Bing classroom are two free-standing easels. The teachers arrange them side by side to allow children to observe what their peers are painting, to be inspired by the painterly techniques of others or to share in the narrative of what they are painting. Sometimes two children will decide to paint together at the same easel. This collaboration, although generally very fluid, involves give and take, sharing paint and space. It also may involve some problem-solving after the painting is completed, especially about who will take the completed painting home. "I know," said Eva. "Maybe we can make two paintings: One for you to take to your house and one for me to take to mine."

Painting involves a number of cognitive tasks for children, including concentration, planning, making choices, problem-solving, evaluating, executing, reworking and persistence.

It also inspires a growing understanding of artistic elements and spatial concepts such as color, shape, size, line, texture and directionality. As children explore with paint, they experiment with imagery, patterns, cause-and-effect relationships, critical and symbolic thinking and visual discrimination.

Santi covers his entire paper thickly with paint using all the colors in his palette. When he is done painting, he seems intrigued by the still-wet paint. He turns his brush around so that the end of the brush becomes an instrument for making delicate lines in the wet paint and begins to "draw." A teacher takes notice and offers him a plastic comb so that he can add variety to his line making.

Finally, while children paint, they often incorporate story elements into their work, providing a narrative of their thoughts and theories.

Uday looks at his collection of paints before he starts painting. He realizes that he doesn't have a color he needs. "I need red to make a rainbow. Can you get me red?" The teacher gives him a cup of red paint and Uday begins to paint a rainbow. He carefully paints, using all the colors. "Look, I painted a rainbow!" Then he takes his brush and with spontaneous-yet-controlled large sweeping strokes of his arm, he mixes all the colors together until they swirl upward with abstract movement. "I'm done with making a rainbow. Now it's a helicopter! A pretty, colorful helicopter flying very fast through the sky!"

According to Kellogg, painting follows a distinct and predictable developmental progression. Although the ages and stages of artistic development overlap and are approximate, skills and aesthetic awareness grow as a child matures.

First stage (1-2 years): Attracted to the sensory quality of paint, beginning painters experiment with its properties and are awed by the realization of their own ability to make something happen: to create marks on paper with a brush. This stage is largely motoric, characterized by rhythmic and repetitive arm movements as children spontaneously make sweeping strokes back and forth across their paper.

Leo (2 1/2 years old): Leo grips his brush with both hands. He moves his arms in a large circle, balancing his body as he guides his brush in circular movements around his paper.

Second Stage (2-4 years): Through repeated experiences and experimentation with paint, children gain more control and act with more intention. They gradually realize that they can make lines and simple shapes, usually circular at first, and that colors can mix together to form new colors. As children create shapes and lines, they discover that they are often able to use them to represent something personally meaningful and emotionally satisfying, a powerful form of visual expression for helping them understand their world.

Evan (3 ½ years old): Evan's baby brother has just been born. Painting is a way for him to process the changes happening at home. After he paints four simple oval shapes to represent his family he says, "That's me and my mom and dad. And that's my baby brother. He's very little but I'm much bigger."

Third Stage (4-6 years): Children are refining and combining lines and circles to create other geometric shapes like squares, triangles and rectangles. They use these more sophisticated shapes to create familiar objects and symbols: a house made from a square with a triangle roof, a mandala, a sun with rays, a flower or a face with features. Details and embellishments are added, and multiples or a series will often emerge depending on a child's interest. At this stage in their artistic development, children often plan what they are going to paint, naming their painting and the objects in it before their brush even touches the paper.

Jace (4 ½ years old): Jace has a strong preference for the color orange and painting flowers. Each day, he looks forward to creating a new painting of orange flowers. He approaches the easel with confidence, dipping his brush in and out of the orange paint cup until contours of orange flowers fill the entire paper. His eyes engage intently with his evolving painting, focusing on the details he adds: a curvy green stem or more petals. Then he steps back to gain perspective on the painting's wholeness, moving back and forth, from detail to wholeness, until he feels satisfied that he has finished.

It is no wonder that paint is valued as one of Bing's five basic open-ended and foundational materials-along with blocks, clay, sand and water-and is recognized as one of the most important and satisfying symbolic languages available to children for self-expression and communication.

Although Bing has no formalized art education program or instruction in how or what to paint, Bing teachers play an important role in supporting children's experience with painting. Teachers provide children with the highest quality tools and materials, thoughtfully set up an environment where children feel safe to explore and experiment, and allow ample uninterrupted time every day for children to practice painting skills and build mastery through repeated experiences. They express genuine and authentic interest in children's work, spend time observing children while they paint, ask open-ended questions to expand children's thinking and make comments about the techniques children are using. Teachers invite children to reflect on their work, model the vocabulary of art to help children develop aesthetic awareness, refrain from making judgments and place value on all efforts.

As children grow and develop, painting may be replaced by other ways to communicate what they are thinking, feeling and imagining. Although painting's importance as a child's means of self-expression is fleeting, hopefully these early, immersive experiences with paint will always remind them that their ideas are unique and what they have to say is worthy of sharing.

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Painting: A Visual Language of Self-Expression

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By Nancy Howe, Head Teacher I dream my painting and then paint my dream. -Vincent Van Gogh As one of the earliest forms of self-expression, painting is a visual dance of the imagination. It precedes oral language, making thoughts visible, allowing even the youngest children to communicate their ideas, express what they are feeling, construct knowledge and attempt to make sense of their world.

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https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.artmajeur.com%2Fartlexis%2Fen%2Fartworks%2F289348%2Fcommunication&psig=AOvVaw0EhOndwtB9JOuL1mzIxoHX&ust=1678163902032000&source=images&cd=vfe&ved=0CA4QjRxqFwoTCKiztOu9xv0CFQAAAAAdAAAAABAE

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Ancient Greek Art from around 400 B.C. (cont.)

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Ancient Greek Art from around 400 B.C. (cont.)

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As a result of the advanced cultures of ancient societies with different writing systems such as ancient China, India, Mesopotamia, Persia, Palestine, Egypt, Greece, and Rome, ancient art includes the creation of many types of art. In ancient art, we can see hints of what life was like in the past. Our understanding of a culture can be gained through a work of art's symbolism, color, and materials. These two portraits, for example, illustrate virtues of a perfect marriage during the fifteenth century through symbolism.

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Artistic work produced during the 1860s to the 1970s is considered to be modern art. It is characterized by its styles and philosophies. In art, the term is typically used to describe a style that struggles with the traditions of the past while experimenting with new ideas. Artists provide insight into society at large, impacting the masses and challenging the status quo. Creating a more beautiful, better, and happier world through art helps cultures unite and boosts economic growth.

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c. 1503–1506, perhaps continuing until c. ...Location: Louvre, Paris‎ Subject: Lisa Gherardini Artist: Leonardo da Vinci

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https://cdn.britannica.com/24/189624-050-F3C5BAA9/Mona-Lisa-oil-wood-panel-Leonardo-da.jpg

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1. One Paragraph response question Why do people make art? include two artworks

2. History of Art--150-word paragraph, two artworks, link to a resource or an embedded resource

3. Communication of Art --150 word paragraph, two artworks, link to a resource or an embedded resource

4. Aestethics of Art--150-word paragraph, two artworks, link to a resource or an embedded resource

5.  Expression --150-word paragraph, two artworks, link to a resource or an embedded resource

https://bingschool.stanford.edu/news/painting-visual-language-self-expression

https://www.history.com/.image/c_limit%2Ccs_srgb%2Cq_auto:good%2Cw_1400/MTg0MjYzNDIwMDMwMjMyNDUx/early-cave-art-gettyimages-925876756.webp

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PitcherPossibly designed by Sidney RisleyPossibly manufactured by Norwich Pottery Americanca. 1845–58

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Aesthetics is something many artists like to be called now . What is Aesthetic exactly? It's another thing you can't exactly define as different people have different ideas on what it is but most people can agree that it's how something looks visually satisfying and provides a purpose or looking good to the eye. In the first example you can see it’s a pot but there is carings on it of a deer and trees that are mainly for looking good. They could tell a story but we wouldn't know unless we asked the creator so now looking at it we see it adds to the pot. If the pot didn't have a design on it then it would only be functional not aesthetic. In the second example you can see even in a different era and country we still have the same concept of something that would only be functional without the art on it

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Square Dish with Decoration of Cherry BlossomsJapanearly to mid-20th century

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Textile sampleDesigner Unknown DesignerManufacturer J. Claude Frères & Co.ca. 1900