Deck the hall means decorating it for Christmas, especially if you are hosting guests. these decorations. You may include centerpieces, ornaments, or garlands made of greenery or branches from fir, pine, cedar, balsam, or other evergreen branches. Deck the Halls, annual event in GalleryNorth Gallery North is pleased to present Deck the Halls, its annual group exhibition of small original works for holiday giving, on view from November 17 to December 23, 2022. Pre-Christmas exhibitions don't just hang pictures that express Holliday. Instead, only small paintings under 14 inches in size will be exhibited. This exhibition is centered around local painters. In my case, I submitted a picture titled Blue Mountain this time. In my paintings, holidays and winter do not appear frequently. I don't often feel energy through events. Mainly I paint about objects or phenomena that feel invisible energy. Therefore, most of the paintings are overwhelmingly pictures of images or dreams that have come to mind. Personally, I don't like to draw after looking at photos.
But looking back, I think it's because I don't have good memories of Holliday as a child. As a child, holidays only existed in church or on television. But fortunately, as an adult, I can decorate the Christmas tree, the house, and prepare delicious special meals with my loved ones around me. It seems that Christmas and winter are gradually appearing in my paintings. Next year, I need to draw a lot of pictures with winter and Christmas in the background.
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Recent Work and Pick up from Mills Pond Gallery Recently, I placed an additional table in the middle of the living room in addition to the studio space. We decided to name it Craft Table and set this up as an area that is always ready for drawing. Most of all, my 6-year-old loves it. This is because I can pull out my brushes and paint anywhere, anytime, without having to do a cleanup. I started working on my first new shape since making the craft table. These new works make the life of a freelance painter who is prone to mannerism more lively. Today, as always, I visited the gallery after the exhibition and picked up my painting. It's good if the painting sells well, but when it doesn't sell and I have to go back to pick up the painting.
Should I have drawn better? Didn't it suit people's tastes? Should I have been thinking more about people's tastes rather than my artistic interests? And so many regrets pass by. However, as I bring back the big table that is the center of my life and always draw and think about the picture, these worries soon become nothing. People who love painting probably know what I mean even without explaining it. It is the reason that new attempts and new paintings always free me from excessive worries. Painting always gives me great joy. Student's artworks by Joyce and Olivia Below is the picture Joyce expressed in today's coffee painting class. She created her new creations by adding her own imagination to the patterns popped out by dropping the coffee. It is a really great ability to create a new picture by inferring a pattern from a newly created pattern. Above is a koi fish drawn by Joyce in watercolor. The colors of bubbles and fish are very beautiful. Below is the turtle that Olivia expressed in today's coffee painting class. This painting was drawn with a good understanding of the principle that due to the nature of coffee, the more layers you make, the darker it becomes, and the stains of coffee gather at the edges and the edges look stronger. And below is Olivia's watercolor painting of a fish. The colors and movements of the fish were captured and painted so naturally and beautifully.
Long Island Museum My local Long Island Museum is a nine-acre museum in Stony Brook, New York. It was pretty chilly in the early winter when I visited this museum. I opened the door to the small building next to the museum with a cold breeze, and there I found a small room that reproduced an old American classroom. In the middle of the room was an old fashioned stove. When I was young, Korea was a developing country. Korea is a country that has developed very rapidly. In Korean classrooms in the 1970s, there were stoves in each classroom. The students took turns bringing coal to put there and making a fire. The student sitting by the stove was a very lucky seat. At lunch time, the children put their lunch boxes on the stove and heated them up. So at that time, Korean children's lunch boxes were all made of aluminum for warm up on the stove. It was a moment that made me feel as if I had traveled back in time and opened the classroom door in front of my classroom in the past. So I thought. A museum is a door that connects the present and the past. We look ahead and run. Good performance, great grades, great work, lots of possessions...we run forward to get them. However, I feel that our local museum is like a back door that shows the past to me. It is a place where you open the door to meet the past, connect with the present, and give strength to move forward.
Visual Thinking Strategies (VTS) Visual Thinking Strategies (VTS) is an educational non-profit that trains educators in schools, museums, and institutions of higher education to use a student-centered facilitation method to create inclusive discussions. It was developed by cognitive psychologist Abigail Housen and museum educator Philip Yenawineare. VTS is based on Housen’s Theory of Aesthetic Development and corresponding research. (VTShome.org). VTS is noted for developing critical, creative thinking skills that lead to increased visual literacy for students across all fields of study. At the core of VTS are three key questions:
VTS encourages... * a personal connection to art from diverse cultures, times and places * confidence in one’s ability to construct meaning from art * active class discussions and group problem solving * development of thinking and communication skills * development of writing skills * transfer of these skills to other subject areas Are you intimidated by going into a museum or gallery and looking at a painting? Do you feel that painting is difficult and that painting should be drawn and appreciated by special people? Do you find it educationally helpful to look at the pictures and talk about them? In fact, when ordinary people visit an art gallery or museum, regardless of age, they look at the artwork and think about what it means. In the gallery, the painting was actually painted. We invite painters to talk about the meaning of their work and exchange opinions. In the classroom, I teach students about the history of art and the artist's view of art while watching the paintings of the artists. In fact, one of the teaching methods for these pictures was developed under the name of the Visual Thinking Strategy (VTS). VTS was created by Harvard-educated psychologist Abigail Housen and museum educator Philip Yenawine. Housen has spent more than 25 years studying how people grow from beginners to expert viewers. Her research yielded a stage model for aesthetic development that provides a basis for assessing student growth. Her research has also provided museums with valuable insight into the needs of their most common visitor: the non-specialist art appreciator. Research shows that over time, engaging in VTS discussions helps students develop important skills in dealing with new and complex information in many subject areas. They practice critical thinking and logical argumentation, and practice language skills in VTS discussion courses. Internalize valuable learning strategies modeled and recommended by facilitators. The arts play a small part in our education system. In particular, it is safe to say that there are very few programs within the art class that allow students to acquire visual language skills and develop critical thinking through art. Museum educator Philip Yenawine used to express his concern about the marginalization of the arts in our educational system. And to address and address these challenges, Housen and Yenawine worked together to deliver research and create a strategy that transformed the way museums serve general visitors and school audiences. VTS uses a questioning strategy that is distinct from other question-based approaches. Looking at the new work, “What happened to this picture?” This is a starting question. When a viewer makes an interpretive comment, the moderator paraphrases and then asks "what did you see that made you say/think that way (e.g. men can be angry)?" This question encourages opinions based on visual evidence for everyone to see. All opinions are paraphrased by facilitators so that everyone can hear, understand and verify their meaning. The facilitator draws the group's attention to relevant ideas. Art is, by definition, multi-layered and often ambiguous in meaning. There are many 'correct' answers. In fact, the more answers a group shares, the better they understand the piece. This kind of meaning-making activity through the visual arts trains the viewer's intellect and emotions and draws on personal experience. Reference: https://www.k-state.edu/communicators/documents/20161117.pdf
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