Visual Expressions in Society
What makes a painting work? What inspires a sculptor to create? What makes a poster attractive? What draws the reader’s attention to a magazine on a newsstand? How to create harmony in our living spaces? The content of Visual arts are affected by many factors, including the language used and media of visual communication, historical and social forces, and the evolution of new modes of expression.
Incorporating this project into a classroom can bring a positive learning environment that allows students to express a social issue or current event in a creative way that it is easy to understand according to their age group. With this idea in mind students creating this project will demonstrate to their classmates their critical thinking skills and creativity.
At the same time, anthropologists have traditionally and rightly been cautious about imposing a high culture, aesthetic view of ‘art’ on non-Western peoples and, indeed, on European works before the Renaissance. The category of ‘art’ is often problematic, as ethnographers have repeatedly demonstrated (Gell 1998; Layton 1991; Myers 1991)
Conceptual art or the ideas can be displayed without the artist even making the work. Displaying an everyday item, possibly with some text, can portray an idea immediately; it depends on how the object, performance or artwork is exhibited. Conceptual art makes people contemplate and interpret art in a diverse way and shows art in a distinct perspective compared to the traditional art styles and movements.
Gell, Alfred. 1992. “The technology of enchantment and the enchantment of technology”. In Anthropology, art and aesthetics, Edited by: Coote, Jeremy and Shelton, Anthony. 40–63. Oxford: Clarendon Press.
Coote, Jeremy. 1992. “Marvels of everyday vision”. In Anthropology, art, and aesthetics, Edited by: Coote, Jeremy and Shelton, Anthony. 245–73. Oxford: Clarendon Press.
DeMarrais, Elizabeth. 2011. Figuring the group. Cambridge Archaeological Journal, 21: 165–86.