Introduction
Art presents us the opportunity to articulate ourselves. Art education involves teaching students how to articulate their thoughts and opinions about their humankind. Art teachers show their trainees how to enlarge their visual communication dexterities by generating a range of art figures.
Artist Picasso one time alleged that painting is simply a different way of keeping a record. Art Teachers go past painting and direct students to maintain their journals in a variety of art forms. They encourage students to disengage their originality while articulating their feelings, approaches and outlooks at the same time.
Art is a subject that deals with hypothetical and realistic significance of acquaintances in the specialty of painting and designing. The phrase ‘art’ has a few connotations including being viewed as a kind of ceramics, painting, sculpture, media arts, drawing, photography and graphic design. Again, it is a useful tool of familiarity in the field of art teaching and designing.
Conversely, art is a universal idiom that signifies entire drawings and paintings that were developed at some point of human survival, and lastly, the expression art symbolizes all tendencies, approaches, and propensities of drawing and painting in the course of designing. As a scholastic authority, it can be illustrated as the conjectural discipline.
As a drawing, it is the sensible facet of art, and as a variety of design, it offers moral discernment of extrapolating. Furthermore, art is not simply a scholastic field that encodes comprehension in the field of literal sciences, but it is also viewed as progression of formation being an absolute branch of design. In several phases, art denotes the occurrence that states standards and tendencies in style. Furthermore, art is the specialty of living that has turned out to be an important ingredient of lifestyle.
Interest in the Profession
Owing to the comprehensive conveniences of art teaching in the field of education, it turned out to be of high concern to me in the intellectual field. Consequently, I preferred this course in my undergraduate studies and I have been exceptionally zealous in undertaking a postgraduate degree. Additionally, this course has various openings for employment in upcoming years including working as a professor at college.
The expression ‘art teaching’ to me signifies an extensive facade for growth of thoughts and academic capacity. I have a propensity of becoming an art teacher since this subject can be advantageous not simply to my professional viewpoint, but also as a promising career for personal development (Partington, 2006).
History over the last 100 years
Art teaching has an extensive history. In the past century, it encountered downturns owing to political state of affairs in the world.
Other difficulties witnessed were in specific areas such as financial transformations, civilization disparities involving the subjugators and the subjugated, swapping over of customs and standards as well as other features that created the history of art in the course of human development.
In spite of the changes, it is indispensable because it formulates a succinct synopsis of the past pertaining to designs and paintings of the 20th century.
Art has been a critical branch of the human existence for years. Despite the fact that classicism and former schedules and conventional application of figures still influenced a few designs and paintings in the 19th century, the Art Nouveau happened to be one of the major outstanding facets of this epoch, making art to be further lustrous in terms of colors and shapes utilized in the course of painting.
In the 20th century, the time from 1910 to 1920, art grew to be even further eminent. For instance, Behrens and Poelzig, the colossal amongst the German founders had produced an original terminology of art frontage with completely fixed fortifications. Such fundamental works were noticeable in each state all over the globe (Sharp, 2002).
The episode of 1920s was characterized by the basic thoughts of the Swiss-French designer Le Corbusier who volunteered to scrutinize paintings in buildings and launched a universal design. The modifications were made because of financial and political thought of amalgamation and consolidation that set up its traces in art and designing.
Prospects of the profession for the next 100 years
The potential of the art teaching is in the utilization of the latest equipments that are lighter as opposed to those of the 19th century. The new apparatus should be more consistent and accommodating to ensure that they carry on the configuration of the drawings for a long time.
As recommended by Carpenter (2010), the understanding of equipments, their features and opportunities emerging from the application of new supplies during production is the object needed for the enlargement of art teaching in future. Subsequently, numerous decades will witness the augmentation of scientific development in terms of energy-consuming objects and other apparatus that can stop extreme contamination of the ambiance, water, and top soil.
Therefore, the paintings will turn out to be comparable to green houses because of the global warming tendencies. Although the public can refuse to appreciate the paintings of this style and its worth, the drawings will leave a smudge in the record of the 21st century architecture.
An additional specialty of art teaching, which may perhaps be formed in future, is regionalism. In this feature, designers will attempt to evaluate local circumstances in an ingenious style. The installation of structural designs and drawings ought to be corresponding to the chronological, intellectual and physical circumstances in a particular locale (Roth, 1993).
Conclusion
Teaching art has an immense significance in design formation since it is indispensable and can explicate the occurrences happening in our days. Besides, there are many potential conduits when an individual select art teaching. For instance, teaching art is extremely gorgeous, since it offers a chance for self-development and articulateness. Furthermore, I would be pleased to twirl my thoughts into life and to be triumphant in this profession.
References
Carpenter, J. (2010). Valuing material comprehension. In P. Bernstein, & P. Deamer (Eds.). Building (in) the future: Recasting labor in architecture. New York: Princeton Architectural Press.
Partington, C.F. (2006). The builder’s complete guide: Comprehending the theory and practice of the various branches of architecture, bricklaying, masonry, carpentry, joinery, painting, plumbing, etc. Oxford: Oxford University Press.
Roth, L.M. (1993). Understanding Architecture Its Elements, History, and Meaning (1st Ed.). Boulder, CO: Westview Press.
Sharp, D. (2002). Twentieth-century architecture: A visual history (3rd Ed.). Mulgrave, Victoria: Images Publishing.