Tag: reading notes

_{Vessel, E., Starr, G. and Rubin, N., 2013. Art reaches within: aesthetic experience, the self and the default mode network. Frontiers in Neuroscience, [online] 7. Available at: <https://www.frontiersin.org/articles/10.3389/fnins.2013.00258/full> [Accessed 8 June 2021].}

But our results suggest that the strong effect of certain artworks can be understood in terms of the physiological state they generate and how this state is experienced, or interpreted, by the observer (Vessel, Starr and Rubin, 2013).

But the emphasis on a diversity of artistic styles and topics may have, serendipitously, also increased the chances that a few of the artworks resonate with each observer in a particularly powerful way (Vessel, Starr and Rubin, 2013).

Many individuals consider their artistic test to be an important part of their identity, their sense of who they are. (Vessel, Starr and Rubin, 2013).

VR exhibition

https://www.galleriesnow.net/shows/codruta-cernea-paradise-of-lost-desires/

I don’t think VR technology can help to strengthen the connection between the audience and the artwork. It was even less realistic, and I lost the sense of understanding the space and feeling the size of the painting. Although I can see the higher resolution picture with more details, sometimes the proper blur is the real thing.

Finding another group of people as new clients:

I made a list of the potential requirements for new clients. This may be a group of people with their own unique taste and attitude, and they will express their taste through their clothes, decoration, collection and so on.

They are people who have worked for 3-5 years, have a certain amount of savings, and are positive about life and pursue the quality of life.

Last week I read a book named 7days in the art world. When I read this book, I mainly focus on the characters in the art world and their relationship.
This book introduced five main roles of the art market: the artists, the dealers, the collectors, the curators, and the critics. The relationship between them like this:

【The connection】
Then I am thinking about the relationship between artists and collectors.A purchase will happen when the buyer has some connection with the artwork. For example, some collectors said they would buy artwork when they feel something, or the artwork helps them understand the way they live.
However, this kind of connection is very personal. Everyone’s ability to appreciate art is different. Appreciation of art is influenced by a person’s past experience, background and other factors. I think that’s the another reason why its hard to sell artworks.

【Takashi Murakami】

In addition, the most impressive chapter is chapter six, which is about visiting Takashi’s studio. This chapter mentioned anti-elitism and the cooperation between Takashi and Louis Vuitton. The artist’s works flatten the distinctions between art and luxury goods, high and popular culture, East and West.

But I can’t agree with that. I searched Takashi’s work online; even printed works are pretty expensive, not ordinary people can afford it. No matter for his artworks or a Louis Vuitton bag. The distinction between high and popular culture is still here.

【Art is far away from our daily lives】

When I searched the review of this book, one reader said: ‘ I am sure that most readers of this book also chose it because we will never be able to attend a Christie’s Post-war art auction, the Venice Biennial, or the Basel Art Fair except through Sarah Thornton.’

I reckon that it’s hard to sell artworks because some people think Art is far away from their lives. For instance, we have to go to specific places, museum or gallery, to learn about Art. And in China, art subject is not as important as Math, Science and English. Only a small percentage of people will be educated in the arts.

Most people lack art education and appreciation ability, so they feel Art is far away from their lives. Therefore, when they see artworks, it is difficult for them to connect with them, so they will not buy them.

【Who is the audience of art student’s work】

Firstly, not those five characters in the book. They are the people who pursuit masters work at a high price.

I sale my watercolour paintings twice when I was undergraduates; the price is 60 pounds for a sheet and 1200 pounds for a set. Unfortunately, I even have no idea who brought my works. I guess the customer is someone who is willing to learn Art and purchase Art, but they can’t afford masterpieces with outrageous prices.

Now, I think my question can evaluate again to:

How can I improve the level of arts education? How can I make art more universal? How to bridge the gap between art and the public?

I think the potential market for Art is enormous. As the book said: ‘Only a century ago, no one had a car. Now, people have two or three. That’s the way it’s going with art’.

Few people knew about Art before because it was a spiritual pursuit. In the age of food scarcity, most people only focused on physical needs, while the upper aristocracy pursued spiritual needs. With economic development, people’s physiological needs have been met, the pursuit of spiritual needs is a trend.

I have no idea who is the audience of art student’s work, and I didn’t find some academic articles related to this question. Maybe my work is to turn ordinary people into an audience for art students’ works. And the plan is through improving the level of arts education to 1)reduce the gap between Art and the public 2) Let more people have the ability to appreciate Art and connect with artworks.

_{Whitesel, L.S. (1980). Career Attitudes of Art Students. Studies in Art Education, [online] 22(1), p.36. Available at: https://www.tandfonline.com/doi/pdf/10.1080/00393541.1980.11650270?needAccess=true [Accessed 8 Apr. 2021].}

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1. Woman art students rated their commitment to a career at the very highest level and also claimed that their schools had provided them with inadequate career counselling.

2. More male art students, than male psychology students, felt that they would not be able to earn a living in their field of study.

3. Woman art students expressed concern that they had been inadequately counselled to function in those careers.

4. The male art students’ negative responses about earning a living in their field might reflect a similar lack of career information.

5. 97% of the woman claimed they already thought of themselves as artists, while just 79% of the men did.

6. Only 62% of the art students felt able to earn a living in art, while 66% of the English and 88% of the psychology students felt able to earn a living in their fields.

7. 82% of the art students felt that they had had inadequate career counselling in their schools, as compared with only 59% of the English students and 68% of the psychology students.

Thaller, E.A. (1993). Program and Career Perceptions of Undergraduate Students Majoring in Fine Art. [Doctoral Dissertation] pp.1–343. Available at: https://files.eric.ed.gov/fulltext/ED368280.pdf [Accessed 5 Apr. 2021].

Many of the respondents were expecting to have a difficult time after graduation, trying to accomplish multiple goals of getting admitted to a Graduate Art program, becoming a practising artist, and finding a survival job.

Although many described negative past experiences in jobs that were unsuitable for them, 50% were expecting to support themselves after graduation through ”menial jobs,” ”odd jobs,” ”anything that won’t degrade” themselves, and any kind of work ”that pays a half-way decent wage.”

1. Perceptions of Art and Art Courses

1.1 Art was extremely important to them. Some said Art was the most important thing in their life.

1.2 Most of the informants said that their decision to major in Art was the result of a lifelong interest or desire to study Art.

1.3 They had chosen their particular area of concentration in Art because of enjoyment in working with that medium, skill or familiarity with the medium, preference for the type of Art product created, better rapport with the professors, or preferences for the social structure in that area.

1.4 Many were actually ”generalists” because of the ”creative freedom” to mix Art media together.

2. Future Goals and Expectations

2.1 Many of them seemed unsure about the means to achieve their goals, since achieving them depended greatly on circumstances and on other people.

2.2 Their responses often indicated multiple goals, and often their Art career goals involved some Art-related way to support themselves such as teaching or museum work.

2.3 Their answers about what they were most likely to do indicated a variety of activities or a somewhat complex career path – to work and to do artwork equally.

3. Job plans and financial expectations

77% said they would consider at working a full-time Art-related job (which is sometimes hard to find).

32% indicated that they would consider a full-time job not related to Art.

55% did say they would consider working at a part-time job not related to art and working part-time at their artwork.

32% said it was likely that they would work part-time to full-time at a job not related to Art after graduation.

4. Specific suggestions by informants

4.1 having career information available in Art department offices and offering career-oriented Art courses to tell student about what to do with a major in Art and how to prepare for that.

4.2 one informant wished for a course in economics or money management specially designed for art majors.

5. Other factors

5.1 The literature showed that Art students tended to have values systems and personality traits that might make working at certain jobs more difficult. Examples were not like a job that involved a boring routine or not liking to be a ”pushy salesperson.”

5.2 The problem with taking any jobs available without analyzing and choosing jobs carefully is that they might risk getting more disillusioned by trying to do jobs for which they are unsuited in personality and values.

5.3 It is important for everyone to learn to understand their personality traits and learn to compare those to what is needed for particular jobs before they attempt them.

_{editor, R.A.E. (2018). Colleges exaggerating arts students’ career prospects, says Ofsted chief. The Guardian. [online] 21 Nov. Available at: https://www.theguardian.com/education/2018/nov/21/colleges-exaggerating-arts-students-career-prospects-says-ofsted-chief [Accessed 3 Apr. 2021].}

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‘Arts and media does stand out as the area where there is greatest mismatch between the numbers of students taking the courses and their future employment in the industry.’

‘Yet even with the poor prospects, course adverts often listed potential jobs in the arts which are, in reality, unlikely to be available to the vast majority of learners but underplay the value of other skills these courses develop.’

‘However increasing numbers of students are taking up media, performing arts, music and design courses.
Mrs Spielman made her comments in a speech to the conference of the Association of Colleges in Birmingham. This coincided with a report from Ofsted that outlined concerns about the number of courses on offer that do not lead to good local jobs. The watchdog found that many colleges collected little data about the destinations of their students.
Where data was available it was found that arts and media courses scored low in terms of employment prospects. Yet at least three colleges surveyed by Ofsted reported these courses as having the most applicants.’

^{SalahJaradat, M. (2015). What’s Really Matter When Choosing a College Major! International Journal of Arts and Commerce, [online] 4(2), pp.92–110. Available at: https://ijac.org.uk/images/frontImages/gallery/Vol._4_No._2/13._92-110.pdf [Accessed 30 Mar. 2021].}

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Factors Influence College Major Choice:

1. Different sources of information and influence

2.1 Future earnings have been measured as the most important characteristic of the job

2.2 the choice of major was promoted by students’ confidence in their ability to make appropriate decisions to choose careers that result in higher earnings. 

3. student fit and interest in the subject 

3.1 students’ general abilities and their major- specific abilities play an important role in explaining college major choices.

3.2 student interest in the subject is an important influence on major choice

3.3 passion drive students’ life, and tastes for majors are a dominant factor for choosing specific majors by students.

Results

The three hypotheses the researcher analyzed were:

• Students will choose majors that are recommended by parents, friends, teachers, advisors andrecruiters (Different sources of information & influence category).
• Students will choose majors that provide them with potential job opportunities, career advancementand pay them well (Characteristics of the job category).
• Students will choose majors that well-match their interest and abilities (Student fit &interest in thesubject category).