The Pros and Cons of Canvas Prints

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Photos on canvas are exceptional works of art that have a multi-purpose use. There are countless uses of these incredible works of art that you can take advantage of. If you are into photography but do not know how to optimize your photographs, here are the pros and cons that you might want to learn.

Pros
Great works of art
This state of the art technology is unprecedented and unequaled yet. The dynamic photos produced on canvas are masterpieces in their own right. You can never find such intricate technology transferred from photographs to canvas. You can actually create a gallery and display your collections.

Superb gifts
These are precious gifts to your family, friends and acquaintances. You can personalize them by converting their own personal photos into canvas prints. You could give them during any occasion and they would still be of great value. You may also want to select pictures from other sources, which you can give as a gift.

Great wall decors
You can convert your favorite photos to great wall decors. These remarkable canvas wall photographs can enliven your room into a picturesque, lively scene. It could adorn any room and lend a classily elegant look to it.

Durable
Photographs are preserved for long years to come. They do not easily fade and colors remain as vibrant as ever. The canvas also is a strong material and could last for a long period. Even if you do not have you own collection of photos, you can purchase canvas wall photos of your favorite scenes from legitimate canvas photo providers. These are durable and can withstand the test of time.

Good business
You could also earn from your photos by converting your photos into canvas wall photos and then selling them. If your hobby is photography, then you can earn from your hobby. All those wonderful photos you have taken will surely find their way into the heart of each buyer who would buy one of your collections.

Cons
Price
Since it is an intricate work of art, some may prove expensive. But, if you are patient enough to search, there will always be some companies offering reliable services at affordable prices. Take note of hidden or add-on fees which may increase your charges. Most providers include shipping in their fees, but there is no harm in confirming.

Knowing the pros and cons will help you a lot in deciding whether to transfer those most cherished photos to canvas prints or to buy decors from canvas providers.

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The Importance of Fine Arts in the Classroom

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Fine Arts is defined in the Encarta Dictionary as being, “any art form, for example, painting, sculpture, architecture, drawing, or engraving, that is considered to have purely aesthetic value” (Encarta, 2004). Though this definition is used in relationship with the arts in the regular world, in regards to teaching, fine arts is defined as a subject beneficial, not essential, to the learning process and is often phased out because of lack of time, little learning potential, and no money. Fine arts is simply seen as painting and drawing, not a subject studied by an academic scholar. Writer Victoria Jacobs explains, “Arts in elementary schools have often been separated from the core curriculum and instead, offered as enrichment activities that are considered beneficial but not essential” (Jacobs, 1999, p. 2).

What is missing in classrooms is the lack of teacher knowledge of the benefits of maintaining an art- based curriculum. Teachers “have very little understanding of the arts as disciplines of study. They think of the arts instruction as teacher-oriented projects used to entertain or teach other disciplines” (Berghoff, 2003, p. 12). Fine arts expand the boundaries of learning for the students and encourage creative thinking and a deeper understanding of the core subjects, which are language arts, math, science, and social studies. Teachers need to incorporate all genres of fine arts, which include, theater, visual art, dance, and music, into their lesson plans because the arts gives the students motivational tools to unlock a deeper understanding of their education. Teaching the arts is the most powerful tool that teachers can present in their classrooms because this enables the students to achieve their highest level of learning.

From 1977 to 1988 there were only three notable reports demonstrating the benefits of art education. These three reports are Coming to Our Senses, by the Arts, Education and Americans Panal (1977), Can we Rescue the Arts for American Children, sponsored by the American Council for the Arts (1988), and the most respected study, Toward Civilization, by the National Endowment for the Arts (1988). These three studies conjured that art education was very important in achieving a higher education for our students. While these studies proved the arts to be beneficial to the learning process, it was not until 2002 when the research analysis of Critical Links: Learning in the Arts and Student Academic and Social Development “provided evidence for enhancing learning and achievement as well as positive social outcomes when the arts were integral to students’ learning experiences” was taken seriously by lawmakers (Burns, 2003, p. 5). One study, in this analysis, was focused on the teaching of keyboard training to a classroom in order to see if student’s scores on spatial reasoning could be improved. It was then compared to those students who received computer training which involved no fine art components. This concluded that learning through the arts did improve the scores on other core curriculum subjects such as math and science where spatial reasoning is most used (Swan-Hudkins, 2003).

This study shows how one little change in the way students are taught through the arts can have a powerful impact on their learning achievements and understandings. Another study showed at-risk students who, for one year, participated in an art- based curriculum raised their standardized language arts test by an average of eight percentile points, 16 percentile points if enrolled for two years. Students not engaging in this form of activity did not show a change of percentile (Swan-Hudkins, 2003). Though this may not seem like a big increase, at- risk students were able to use this style of learning to better understand their learning style thus bettering their learning patterns. The most interesting case study in this analysis involved the schools of Sampson, North Carolina, where for two years in a row their standardized test scores rose only in the schools that implemented the arts education in their school district (Swan-Hudkins, 2003). Teaching the arts needs to be incorporated in every teachers daily lesson plans because, based on these studies, students who are taught through the arts raise their test and learning levels.

Due to the high volume of attention President Bush’s, No Child Left Behind Act, has required in schools, teaching the arts is left behind. Another reason for the lack of arts in the classroom author Victoria Jacobs explains, “Given the shrinking budgets of school districts around the country, art specialists and art programs have disappeared from many elementary schools” (Jacobs, 1999, p. 4). Fine arts are being seen as non-educational or an extra-curricular activity. Therefore, when there is a lack of money in school districts, this subject is easily being cut. Teachers need to find a way to incorporate the arts into the classroom rather than rely on outside activities and Jacobs suggests teaching “through the arts… with a means of using the arts successfully and in a way that it is not just “one more thing” they must include in the curriculum” (Jacobs, 1999, p. 4).

The arts can open the minds of students in ways mere reading and writing will never be able to accomplish. Yet, the point of teaching this subject is not to teach about the arts, but to teach through the arts. Jacobs explains,

Teaching though the arts requires students to engage in the act of creative art. For example they might draw a picture, write a poem, act in a drama, or compose music to further their understanding of concepts in content areas other than the arts. Teaching through the arts helps students experience concepts rather than simply discussing or reading them. This approach is consistent with educational theories that highlight the importance of reaching multiple learning styles or intelligences. (Jacobs, 1999, p. 2)

Teaching through the arts can be done in many different ways depending on the teacher’s interests, but truly is the only way to reinforce the students learning experience. In a time where budget cuts and new learning laws are being established, teachers need to be more informed and educated on the negative impacts of the loss of the fine arts programs.

Three, veteran teachers at a public elementary school did a case study which involved teaching through the arts. They believed “our students had to experience cycles of inquiry wherein they learned about the arts and through the arts, and that they needed to see teachers of different disciplines collaborate” (Berghoff, 2003, p. 2).

The study was based on teaching a history lesson unit on Freedom and Slavery through the arts. Ms. Bixler-Borgmann had her students listen to the song “Swing Low, Sweet Chariot” in many different styles of music, such as an African-American Quartet, Reggae, and Show Tunes. She then incorporated this lesson into the importance singing played to the slaves at that time. Ms. Berghoff had her students read samples of African-American folk literature and write down sentences that made an impact on them while they were reading. She then incorporated those sentences into group poems. Ms. Parr explored two art pieces entitled, “Swing Low, Sweet Chariot” and had the students talk about artwork by asking three questions: “What is going on in this picture? What do you see that makes you say that? What else can you find?” (Berghoff, 2003). She also had the students focus on the images, concepts, and meanings which the artists wanted to depict. Ms. Parr felt this would teach the students how to uncover the hidden meanings in other core curriculum subjects (Berghoff, 2003). After the study, the students were asked what and how they had learned from this style of teaching.

Many students wrote in their journals that working in multiple sign systems in parallel ways heightened their emotional involvement. They found themselves thinking about what they were learning in class when they were at home or at work. They noted that even though they had studied slavery at other times, they had never really imagined how it felt to be a slave or thought about the slaves’ perspectives and struggles. (Berghoff, 2003)

The students had learned more from this lesson because they were able to use all styles of learning and were taught from an angle which is rarely used, through the arts. “Studies indicate that a successful arts integrated program will use these components to guide student learning and assess growth and development (Swan-Hudkins, 2003). The students were able to learn based on abstract thinking and find the deeper meaning of the lessons prepared by the teachers.

“The study of the arts has the potential for providing other benefits traditionally associated with arts….arts has been linked to students’ increased critical and creative thinking skills, self-esteem, willingness to take risks, and ability to work with others” (Jacobs, 1999, p. 4). With these benefits, teachers can not afford to limit their teaching of the arts in the classroom. Teaching through the arts are the key elements of learning and the traits teachers strive to establish and reinforce in their students. By working through the arts, instead of about the arts, the students’ educational experience will be achieved in a different way than just teaching the standard style of learning. Former Governor of California, Gray Davis, noted, “Art education helps students develop creativity, self-expression, analytical skills, discipline, cross-cultural understandings, and a heightened appreciation for the arts” and that “students who develop artistic expression and creative problem solving skills are more like to succeed in school and will be better prepared for the jobs and careers of the future” (California Art Study, 2003, p. 1).

Exposing students to abstract learning will teach the students about logic and reasoning and help them grasp what might not be represented on the surface. Recent Reports from the National Art Education Association (NAEA) confirmed with Governor Davis when they reported “Students in art study score higher on both their Verbal and Math SAT tests than those who are not enrolled in arts courses (California Art Study, 2003, p. 5). Attached is a copy of the test scores of students in the arts and students with no arts coursework.

What is a better way to enhance a lesson plan than to add another dimension of learning than by incorporating different levels of teaching? A company that has the basis of focusing on different learning styles is Links for Learning, [http://www.links-for-learning.com]. This company understands the importance of incorporating arts into the classroom. Former Secretary of Education, William Bennet wrote, “The arts are essential elements of education just like reading, writing, and arithmetic…Music, dance, painting, and theater are keys to unlock profound human understanding and accomplishment” (Swann-Hudkins, 2002).

An example of the benefits of teaching the arts would be the study of a teacher who taught the water cycle lesson through movement and music. The students were introduced to the water cycle in the traditional style of teaching, reading and lecturing. Yet, in order for the students to fully understand the “experience” of being a snowflake, the students listened to Tchaikovsky’s Nutcracker Suite (The Waltz of the Snowflakes) and closed their eyes visualizing the adventure snowflakes encounter on there way to the ground. A great side effect of dance is that “exposure to dances foreign to them (the students) helps them to understand and appreciate differences in societies. Their minds become open to new ideas and a different perspective. This understanding helps to eliminate possible prejudice, enriching the student and our society” (Swan-Hudkins, 2003, p.17). While the music was playing the teacher asked them questions, such as, “How are they going to land” and “What do you see as you are falling”. The second time listening to the music the students were asked to act out the water cycle through movement and dance. Teachers should know “a class that includes dance can make students feel empowered and actively involved in their education. In creating their own dance, students develop conceptional thinking, which is not always expressed verbally” (Swan-Hudkins, 2003, p. 17).

With these activities, the students were able to become part of the water cycle instead of just using their listening skills and trying to mentally figure out this lesson. The teacher also had the students write a poem using words they felt while they, the snowflakes, were falling to the ground (Jacobs, 1999, p.2). “The motivational powers of the arts are significant as this teacher explained, “Hooking a kid is half, if not more than half, the battle of learning. If you can hook them, then you can get them to learn” (Jacobs, 1999, p. 6). Teachers need to gain access to all styles of learning which can only spark their motivational powers.

Harvard Project Researchers Winner and Hetland remarks, “The best hope for the arts in our school is to justify them by what they can do that other subjects can’t do as well” (Swan-Hudkins, 2003, p. 18). Teachers need to gain a better education of teaching their students through the arts. Without the arts, teachers are limiting their students’ ability to use their entire thinking process, providing less opportunity for complete comprehension. Teaching through the arts is the most powerful tool that teachers can give in their classrooms because it enables the students to achieve their highest level of learning.

With the lack of attention art is getting outside of the classroom, teachers cannot afford not to incorporate dance, theater, visual arts, or music in their lesson plans. Fine arts is the core curriculums constant and most important companion. No child should be left behind, and teaching through the arts will reinforce this idea.

Resources

Berghoff, B., Bixler-Borgmann, C., and Parr, C. (2003). Cycles of Inquiry with the Arts. Urbana, 17, 1-17.

Burns, M. (2003). Connecting Arts Education Policy and Research to Classroom Teaching. Presented at The Annual Meeting of the American Educational Research Association. Chicago, IL.

California Art Study. (2003). Retrieved on April 18 from [http://216.239.57.104/search?q=cache:IM_j8A3_whsJ:www.smc.edu/madison/about/draft_eir/appendix_f_purpose.pdf+benefits+California+art+study&hl=en&ie=UTF-8]

Encarta Online Dictionary. (2004). Retrieved on April 17 from http://encarta.msn.com/dictionary_/fine%20arts.html

Jacobs, V. and Goldberg, M. (1999). Teaching Core Curriculum Content through the Arts. Annual Meeting of the American Educational Research Association. Ontario, Canada.

Swan-Hudkins, B. (2002). The Effect of an Elementary Fine Arts Program on Students’. M.A.Thesis. Salem International University. Salem, West Virginia.

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Erotic Netsuke – A Story Of Culture

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Start as a pocket usage into a sexual giddiness Erotic Netsukes becomes a most popular collectible item all over the world.

Once upon a time there was a Chinese Emperor. Every year he used to celebrate the Star Festival. On one fine merry festive morning, an old Taoist hermit pointed out to a special bird flying overhead and presaged that Sei-o-bo, the great Mother of the Western Paradise, would soon appear with a peach which can be reproduced only once in every three thousand years. The peach would possess the power of awarding immortality to those who partakes of it. That peach is a symbol of femininity. It represents softness, mildness and peacefulness. It suggests erotic qualities being the OKAME of the fruit world. This particular Erotic Netsuke has more features to it, than one would first imagine.

The NETSUKE is a personal decoration piece dating back to the 17th century Japan. It is typically made of Ivory or wood. A variety of other materials have been used throughout the history. It includes ceramic, horn, bone, amber and whale’s tooth. Another interesting form is “Shunga” which depicts sexual depictions and Symbols. The word “Erotica” has evolved from the Greek word “Eros” which means love. Therefore Erotic Netsuke refers to work of art – including literature, photography, film, sculpture – whatever that deal with erotically stimulating descriptions. Erotica is a modern word to portray human anatomy and sexual desire through creative art clearly set apart from commercial pornography.

There has been a long tradition of erotic painting among the Eastern cultures. The erotic art of China reached its popular peak during the latter part of the Ming Dynasty. In Japan, Shunga means Erotic Netsuke appeared in the 13th century and continued to grow in popularity until the birth of photography. Translated literally, the Japanese word shunga means picture of spring, where ‘spring’ metaphorically represents sex. The term Shunga has its origin in China. It is thought that shunga was initially inspired by illustrations in Chinese medical manuals, a process originated in the Muromachi Era (1336 to 1573).

It was a well known tradition to buy a Shunga to newly married couples. It used as a sexual guide for the chalderns of wealthy families in Japan & China. Later on it was banded because of the impossible positions and the deficiency of descriptions, as well as more verbal guides starts to show up.

This is Erotic Netsuke made of mammoth ivory sculptured in Japan. There can be found various netsukes are which display these kinds of intricate craftsmanship. Erotic mammoth netsukes are carved in so detail that they have a great collection and investment value.

Erotic Netsuke dealers are willing to seek out for trade on personal request. Now users can search for and actually avail them as a decorative showpiece in the house which will be a souvenir for the next generation of the family.

One of the best sites that I am generally visit in order to search buy and look what is new in the field of art and erotic netsuke in particularly is the Ivory and art Gallery.

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Digital Art Explained

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The popularity of digital art is increasing every year as the technology required is increasingly becoming readily available to everyone. Once the domain of graphic designers or artists such as Andy Warhol is now becoming a common way to create artwork. No other medium would let you erase 100 times, without harming your canvas in the slightest.

This article will explain the different styles of digital art and will discuss each category in a little detail to help clear up some of the confusion. Anyone new to digital art will no doubt have encountered terms such as ‘vector’, ‘Pixel’ or ‘mixed media’ art but may well have not been able to access a clear explanation. As is always the way with art, there is always some interpretation and the way I have chosen to categorise the art styles might not suit everyone.

Digital art can be divided into 5 main styles, Mixed Media, Vector, Fractal, Digital Painting and Pixel:

Mixed media or integrated art

Since the arrival of Photoshop in the 90s, mixed media or integrated art has been rolled out to the masses. Mixed media is exactly what its name suggests; it is the merging of many art styles such as painting, photography, drawing and digital. Using programs such as Photoshop artists are able to combine these art forms with often amazing results. One popular style of mixed media is ‘Pop art’, led by the Andy Warhol portrait styles that consist of using a computer program to add bright colours to the image and often align multiple panels together to form blocks of 4 or 9 images in different colours. Mixed Media is often seen in digital abstract art.

Vector art

One of the most popular digital art techniques, a better term for it might be “vector-based art,” meaning art created using a vector-based program such as Illustrator or Freehand or Corel Draw. The artist uses vector drawing software and creates the image totally in a virtual environment. The style makes use of shapes which are outlined and can be filled with various colors and patterns; this usually produces a harder edged or graphic look. The signature flat colours and clean lines are easy to spot and quick to grab attention making them popular with advertisers looking to get the attention of the public.

Fractal art

Fractal art has been around for a while but is seeing resurgence of late. Examples of fractals can be found in the natural world however in terms of digital art it is art created entirely using mathematical formulae; they are infinite in their ability to be viewed in ever increasing detail. The closer you look the more detail there is, as you zoom into the image. Fractal art is usually created using fractal generating software, the program has three main phases: setting parameters of appropriate fractal software, executing the possibly lengthy calculation and evaluating the product.

Digital Painting

Digital painting is an art form in which traditional painting techniques such as watercolor, oils, impasto, etc are applied using digital software. Digital painting is different to many other forms of digital art in that it is created without using a template or computer generated model. The artist uses painting techniques to create the digital painting directly onto the computer. The digital art software program uses traditional techniques such as brush strokes and colour blending to mimic the physical media. Styles available are increasingly diversified but include pastels, watercolour, oils, charcoals and acrylic to name just a few.

Pixel art

In amongst all these ground breaking digital art forms Pixel art a resurgence of old school pixel techniques is proudly celebrating the humble beginnings of computer art. It is a retro digital art style that is making a comeback. When seen, most people immediately remember their old commodore 64 or Atari graphics, indeed these old computers and video games all use pixel technology. Pixel art is drawn pixel by pixel in minute detail usually using a very limited colour palette and primitive computer graphics tools. One of the more popular programs is Microsoft Paint, this program hasn’t been updated for years however it is a perfectly suitable tool for creating pixel art.

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Art prints of Vintage Classic Cars, Ships, Planes and Hot Air Balloons

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I have been collecting Fine Art Prints for over 25 years and I am selling my surplus fine art prints at my website of Vintage Classic Cars 1900-1913, Sailing Ships, WW1 and WW2 War Planes, Hot Air Balloons by artists from 1780’s to 1900’s.

Vintage Classic Cars 1900-1913 on 10 Types of Art Prints:

  • Ford Model T 1911;

  • Spyker 1906;

  • Rolls Royce ( Silver Ghost ) 1907;

  • Renault 1910 (CV20);

  • Mercer 1913;

  • Mercedes 1900 ( 35 PS );

  • Opel 1909 ( Doktorwagen );

  • Lanchester 1908 ( 20 H.P. );

  • Lancia 1909;

  • Berna 1902 ( Ideal ).

All original 10 Types of Car Pictures are 9″ X 7″ in size and over 40 years old and are sold for GB £7 each + GB £8 Post and Packing per Order. **Special Offer**Buy 10 for £60 and Free Post and Packing** A Saving of GB £18**.Tel. 02392-431503

  1. British WW1 and WW2 War planes on fine art prints:

  • Sopwith camel.

  • Sunderland Flying Boat.

  • Spitfires.

  • Monoplanes.

  • Hurricanes.

  • Biplanes.

  • Lancaster.

  • Halifax Bombers.

  • Mosquito and other planes on fine art prints.

Hot Air Balloons and Military Fine Art prints from 1780 to 1860.

Sailing Ships and River Scenes on Fine Art prints by various artists from 1700-1900.

All pictures are 15 1/2 inches by 11 3/4 inches in size ( Picture Frames can be brought off the peg at any local retailer ) and art prints are sold for GB £13-99 each + GB £8 Post and Packing per Order.

***On Special Offer***Buy any 4 art posters for GB £55 & Free P&P…A Saving of GB £9***

All Art poster prints are sent in a stationary tube anywhere in the UK by Royal Mail Special Next Day Delivery or signed for delivery worldwide.

Tel.02392-431503

The Chinese call Britain ‘The Island of Hero’s’ which I think sums up what we British are all about. We British are inquisitive and competitive and are always looking over the horizon to the next adventure and discovery.

Copyright © 2010 Paul Hussey. All Rights Reserved.

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Neoclassical and Rococo Styles After Baroque Period

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Neoclassical and Rococo styles contrast to each other. Neoclassicism appeared in 1780s, following Rococo style. Neoclassicism was a reaction to fluffiness and elaboration of Rococo style. These two movements gave rise after Baroque, one of the most impressive periods in the history of art.

Rococo movement gave rise against Baroque at the end of the reign of the Sun King, Louis XIV. Baroque artists used geometrical shapes and aimed to give a dramatic and theatrical effect. It was complex and highly elaborated. Large scale designs were one of the basic features of Baroque. Scenes from Bible were used as Baroque themes. Baroque artists aimed to evoke a feeling of respect and fear and to emphasize the power of the Sun King. When the king died, the court artists moved away from formal Baroque art to a lighter and playful style, which was Rococo.

If we assume Baroque as a bottle of champagne, Rococo can be assumed as the foam on the champagne. Rococo art has some stylistic features of Baroque such as the complex forms, but the themes the Rococo artists are interested in were lighter. They did not deal with serious issues such as religious, moral or political themes. Instead, they focused on lively physical world, social life of aristocracy, personal amusement, romance and pleasure.Rococo style was characterized by asymmetry, curved lines and ornaments. Mostly, soft, pastel colors were used in Rococo style in contrast to dark colors of Baroque period. On the contrary to magnificent architecture and huge marble statues of Baroque period, Rococo style expressed itself mostly in small-scale interior designs, furniture, tapestries, porcelains and paintings. It is generally known as a decorative art style.

At the end of eighteenth century, Neoclassicism appeared as a reaction to the elaboration, lightness and bourgeoisie of Rococo style and focused on proportional and simple forms, virtual themes and Roman antiquity. Neoclassical artists cared for technical perfection, harmony and balance. Geometrical forms and columns were the main features of Neoclassical style. Sharp colors were used in contrast to pale colors of Rococo. Neoclassicism was a strong movement in literature and music as well as in architecture and visual arts.

Interest in Roman antiquity aroused with the archeological studies of the period. Discovery of antique ruins stimulated an admiration of civilization, art and glories of Greek and Roman era. The taste of art totally changed and ideal beauty of antique art was favored rather than nature itself. The neoclassical artists were inspired by noble simplicity of Greek and Roman figures. Meanwhile, it was the period of revolutionary movements and ancient Greek democracy was highly appreciated in this period. After serving to French Revolution, Neoclassicism had been the official art of the French empire when Napoleon took over power and aimed to show the magnificence of the empire with heroic figures. Neoclassical themes were based on virtues such as heroism, courage, honor, justice, devotion to duty and self-sacrifice. Neoclassicism dominated until the end of nineteenth century.

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History — ‘art or Science’?

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There is a raging debate over the fact that whether history is an art or science.
History as an Art:
Those who believe that history is an art advocate the following opinion :—
1) According to Rickman, “History deals with sequence of events, each of them unique while science is concerned with the routine appearance of things and aims at generation and the establishment of regularities, governed by laws.”
2) Colingwood says, “Events of history are the things which the historian looks, not at, but through, to discern the thought within.”
3) Some scholars are of the view that history is neither pure science nor pure art. In other words, a blending of the two. When it discovers facts it is a science and when it settles truths, it becomes an art.
4) Some of the people went to the view that history is a part of literature.
5) Historical data are not available for scientific observation and experiment.
6) History is an art only. It cannot be called science. It is not based upon certain concepts and ideologies.
7) Of course, history is a social science, which contacts with human life and actions.
8) In history, we have a set of the data. It is fully analysed and classified.
History is a science:—
From the following points we can define history as a science.
1) History aims at discovering facts of the past events and interprets them objectively.
2) History uses various traits of enquiry such as observation, classification, formulation of hypothesis and explanation of evidence before reconstructing the past.
3) History follows the trends of enquiry to find out.
4) History seeks to tell the fact by giving a scientific method, hence, it is a science.
5) Is history a science as physics or chemistry or biology are? It is of course a negative question. History is a social science. It deals only with the experiences of human beings and human civilizations.
6) Historical facts cannot be observed.
Then, what is history?
1) History is a unique subject possessing the potentials of both an art and a science.
2) Secondly, history is neither pure science nor art, hence, it is two sides of the same coin.
3) Thirdly, history of course is a social science and an art. In that condition history shows its flexibility and variety.
4) Fourthly, history is a subject of study is less or more completely at the mercy of sources.
5) Fifthly, history is a natural science.

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Making a Guy Chase You – The Art of Arousing Men

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Do you want to learn how to make a guy chase you? Would you like to be able to take whoever man and transform him into a huntsman who will be frantically in the hunt for your love? How would you feel if you could liberate of the rules in your relationships and have him in chase you, how much more pleasurable would your dating life be? When you are ready to make a guy chase you and being unsure of what you can do to arouse his senses, these three tips should work for you.

The initial thing to be aware of is that it is our nature to do as little work as we possibly can but want much gain from it. If you really want him to chase you, in that case, you have to provide him a motivation to. Men are known to always be up for a challenge and as long as he perceive that he has prospect of winning, your reward is you can get him to do just about anything. Now, all you need to do is learn how to turn him on and off – you will see its significance if you continue to read on

It starts with giving your man and also yourself some breathing space. When you are consuming a great deal of time with him at the moment then the foremost thing you ought to do is delay things down. Do not be bothered, a man who is eager to go in pursuit of you is going to up the stake if he really wants you. Utilize a third of the period that you are spending with him and discover out of the usual run of things to do with it. It would be better if you are by yourself when doing so as not to stir up any reaction of suspicion or negative response.

As soon as you have presented him the option to see what he has lost, you will set out to find out how to really arouse him when he is around you. Come across some exhilarating things to do and it would be better if these are things which he has not done in the past. In next to no time, he will start to link that thrill to being with you. Afterward, be genuinely passionate when you are around him and entice him. The objective is to actually get him keyed up about the time he has spent with you and the result is, he will want more of you.

In significance, when he starts to chase you, do not make any changes with your schedule. Let his interest grow by being unavailable once in a while. You will soon realize that he will continue chasing for the reason that you have aroused his interest in you.

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Source by Tina L. Jones

Contemporary Art: the Importance in Today’s World

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Contemporary art has gained a lot of importance in modern households. It has become one of the most sought after household items and it has been recognized in every aspect of human life. Modern art is nowadays a tool for interpersonal communication and has far reaching effects. The increased number of persons visiting exhibitions and art galleries clearly signifies the rise in contemporary art importance. It is an indicator about the awareness of art amongst the people.

Large appreciation of masses and easy understandability are the main reasons of success of modern art. The accessibility of these arts are easy as it is released in numerous copies and forms like disks, e-books etc. Original paintings, which were hard to get in the old days, are now easy accessible through art galleries, which eventually increased the number of admirers of modern art.

However, contemporary art critics raised an argument that some arts should be reserved for certain group of people. They argued that true appreciation of art can come from people who can understand modern art. In other words, only an artist can understand the value of an art. It is true in some cases, but an artist would like to get appreciation from as many people as possible. Contemporary art will continue to express publicly understood ideas so as to get the maximum appreciation from the public.

There are various ways of acquiring modern art today. Online auctions are one of the ways where by abstract arts, oil-based painting, and impression arts can be purchased. But before you make a purchase, it is important that you do some homework on what art you would like to collect. One way of collecting required information is to make extensive research work in the internet. Other sources include libraries, magazines etc. which can give you your desired information on art.

But you have to be careful when buying a contemporary art work as there are lots of fakes in the market. But you can appoint an appraiser for the art you want to purchase. Online art auctions generally keep a track record of the art seller’s sales history and can help you determine whether the seller is a reputable person.

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Source by Sam D’Costa

Zettiology – What Kind of Art is That?

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I recently discovered the fascinating world of Zettiology. It made me curious to know what this art style actually encompassed but I had trouble finding a definition of it for myself. Because of that I have hunted down some clues for you to consider.

Did I get it right I wonder?

Here is what I do know for sure: Zettiology is an art form based on the work of Teesha Moore. Teesha has a website showcasing her work. When I went to her site, I found myself in a different world and I got lost in it for awhile just marveling at her creations. What I did not find was a written definition of her art. It would be hard to define something you do intuitively and naturally, so maybe this is why there is no writing to help the viewer understand. The motives for not defining Zettiology are pure speculation on my part though. There are certainly pages of examples of Teesha’s work for people to study and form their own conclusions, but I wanted some words that told me about it as well.

What else is known about Zettiology?

First of all, the word was coined by Teesha Moore to describe a new genre, a blend of the ordinary and the fantastic. I can see it is about creating new creatures made both from the familiar and from the realms of fantasy. The new creatures belong together like a tribe: you could call them The Mythical Zettis.

One of the most succinct explanations I have found is that Zettiology is ‘Sustained Confusion.’ When you look at Zetti style artwork you will probably notice animal and people parts being cobbled together into one form, with outlining and doodling all around to make the fusions not so confusing. This makes for original, quirky art that is a little fun or silly.

Crafters often use black and white elements mixed alongside bright colours for their Zetti creations.

You may also find whimsical words or sayings handwritten or printed in an equally whimsical font alongside a Zetti creature.

Yet a Zetti art work is more than just these few elements. Zetti work produces a feeling of other-worldliness as well. I often marvel at how people put together so many different elements and make them work together so well.

Another way to think of Zetti art is to start with a human or animal figure (that is, with reality), then blend it with something fantastic or other worldly (that is, fantasy), such as adding wings to a child’s body. Add in other unexpected details such as striped legs or cone hats to make the new Zetti creature even more incongruous.

I guess you could think of Zetti as taking traditional ideas and blending them in nontraditional ways. You could take creatures you would doodle, then cut and paste them together at a whole new level. Use patterns and textures that contrast with each other as you form your new creature.

So to sum up, ways I have discovered to make your Zetti art are:

  • Aim to make the ordinary into something whimsical or from a fantasy world
  • Use contrasting textures and patterns
  • Use lots of bright colours but mix in some black and white patterns such as stripes
  • Use mismatched faces and bodies
  • Add body parts, clothing and/or wings to a creature who doesn’t usually have them
  • Give your creatures fantastic hats and crowns
  • Combine the quirky, odd and whimsical to make a new Zetti creature
  • Use lyrical, poetic, handwritten sayings or text/li>
  • Use outlining and doodling to bring all sorts of elements together

Did I capture the essence of Zettiness? Could anyone really do that but Teesha Moore? Perhaps not defining Zetti style makes it all the more fantastic and mysterious? I suppose we will have to draw our own conclusions!

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Makler Heidelberg


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Source by Susan Luke

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