Top 1200 Art Students Quotes & Sayings

It is the common defect of modern art study. Too many students do not know why they draw.

I teach art at a famous art school, and yet I don't have really the least notion what post-modernism means, but we have people in the letters and science department that understand it quite well and the students go there if they want to understand what this term that is being bandied about is all about, but I've never understood it.

Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.

Students were pulled aside to spend more time in art class, and I wasn't one of them.

And then we moved to New Jersey and I went to the Art Students League.

When I was in Wuhan, I went to the art school, which was one of the most important art schools in China, an enormous art school. One of the things that I saw is that the schools are very big and there are so many students. It is very difficult to me to teach creative activity to great numbers of people, because I think you need personal contact with students, you need to speak individually, you need individual contact between teachers and students, you need continuity. To me this is a problem in mass education in every society now.

Too often, it is presumed that young people will only like art that they can immediately relate to. Working-class students may be steered towards popular culture like hip-hop, new media and film on the basis that they will find older art forms such as opera or ballet irrelevant.

The visual information of art history is going to students seamlessly, without the enormous trouble those of us who are older had when we studied art history many years ago.

The art of good teaching begins when we can answer the questions our students are really trying to ask us, if only they knew how to do so.

I hadn't had any course work in ceramics. I had no courses in art education but I wasn't going to let this chance to have a job pass me by. I went out and learned and I stayed one step ahead of the students by reading and I got to be pretty proficient at throwing on the wheel and making my own glazes, ordering the chemicals and having the students go out and dig and process their clay, and doing things that they weren't teaching at Howard University. So Talladega College opened up my whole sensibility about experimental teaching.

My parents met at the Art Institute of Chicago as students, and somewhere in there, they procreated off to the side and created me.

Most teachers of self-discovery have two types of students. They have students they deal with in a more exoteric way than the esoteric students. Esoteric truths are presented to usually a smaller group of students.

One of the big failings of art schools is that students aren't given any teaching on how to survive as a one-person business, which is what it is.

Realistic, naturalistic art had dissembled the medium, using art to conceal art; Modernism used art to call attention to art.

An art form requires genius. People of genius are always troublemakers, meaning they start from scratch, demolish accepted norms and rebuild a new world. The problem with cinema today is the dearth of troublemakers. There’s not a rabble-rouser in sight. There was still one, but he went beyond troublemaker to court jester. He clobbered the status quo. That’s Godard. We’re fresh out of ‘bad students.’ You’ll find students masquerading as bad ones, but you won’t find the real article, because a genuine bad student upends everything.

Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.

B students work for C students - A students teach.

I encourage film students who are interested in cinematography to study sculpture, paintings, music, writing and other arts. Filmmaking consists of all the arts combined. Students are always asking me for advice, and I tell them that they have to be enthusiastic, because it's hard work. The only way to enjoy it is to be totally immersed. If you don't get involved on that level, it could be a very miserable job. I only have one regret about my career: I'm sorry that we are not making silent movies any more. That is the purest art form I can imagine.

Andy was a nonverbal person; you couldn't get directions out of him. All he knew was what was modern in art was what wasn't art: The telephone was art, the pizza was art, but what was hanging on walls in museums wasn't art.

Most art students are generous till it comes to squeezing their colour on the palette... Many pictures haven't become works of art simply because the artist tried to save a nickel's worth of colour.

Many of my students learn different techniques online and I have learnt a lot using this medium. Art is picking up in the Caribbean but it's unfortunate that we still have people looking down on it. Many persons who don't know better think that having a career in art is a waste of time. I guess the public just needs to be educated some more.

Arriving to class late is disruptive of the learning process. I think that it is disrespectful to both the instructor and the students. I generally find a problem with students being tardy to my 9:10 a.m. class, in which students would come in thirty minutes late to this fifty minute class. I started locking my door at 9:15 second semester.

Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.

In the 1960s when the recording studio suddenly really took off as a tool, it was the kids from art school who knew how to use it, not the kids from music school. Music students were all stuck in the notion of music as performance, ephemeral. Whereas for art students, music as painting? They knew how to do that.

Students follow rules. Students complete assignments. The job of students - in part, at least - is to please their teachers. Now, I realize I may be exaggerating a little here, but basically I think I'm right: students do what they're told.

I cast people from right around me. I was at my alma mater. It's special to have most of the graduate students in it [and] one professor, because I feel like in terms of this school, I was one of the few students lucky enough to break into the art industry or the contemporary art world.

Students of any art, including Karate-do must never forget the cultivation of the mind and the body.

I almost stopped teaching entirely. The worst thing for me is contact with students. I like universities without students. And I especially hate American students. They think you owe them something. They come to you ... Office hours!

A very young painter is seldom alone. If he is an art student, he is in an art school with other students. He does not yet know that one day he will have to face himself as a solitary creature enclosed in a space of four walls... and that he will have to be a self-propelled being, with no one at is side.

We do students a great disservice by implying that one set of students is more important than another.

The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.

Providence School of Art students used to sneak into P Funk concerts.

When I speak to students and they ask how much money you can make in art, as if that is a reason to persue it, I tell them to do something else.

What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis (1) undermines students' interest in learning, (2) makes failure seem overwhelming, (3) leads students to avoid challenging themselves, (4) reduces the quality of learning, and (5) invites students to think about how smart they are instead of how hard they tried.

Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.

Sometimes, I even learn new techniques from my students. Although I am still a student at the Art Institute, I think that I have learnt a lot from the classes that I have already taken.

American students arrive at college knowing almost nothing about history, literature, art, or philosophy.

One of my goals as a professor of English is to teach students to recognize and think critically about what makes something art.

Warren Street was at the high end of the New Romantic scene. They were mostly college art students and people who knew top designers.

During its first year of operation, Florida Virtual School had 77 students. The next year, it had 476 students; then 2,489 students the year after that.

Graphic design is a popular art and a practical art, an applied art and an ancient art. Simply put, it is the art of visualizing ideas.

One of the things that make community colleges so special is they do not pick and choose their students - they work with all students.

Through art and science in their broadest senses it is possible to make a permanent contribution towards the improvement and enrichment of human life and it is these pursuits that we students are engaged in.

I used to jokingly say, "I don't teach art. I'm an art doctor." Students come to me and say, "My art's sick," and we help them make it well.

My students used to say, one such as Mary O'Neal, that I identified the students by their boyfriend/girlfriend relationship. That was the way I knew them and keep up with them. Mary was the girlfriend of Stokely Carmichael. She later became a fine painter of distinction and taught at the San Francisco Art Institute, and later became chairman of the Department of Art at Berkeley.

Where I teach students in drama school, there's a course called Dramatics. In this course, all students must put on a play. However, acting majors are not supposed to act. They can write the play, for example, and the writers may work on stage art. Likewise, stage art majors may become actors, and in this way you put on a show.

In high school I went to the Los Angeles County High School for the Arts. And this is like Fame. It's like that sort of prototypical, dancers in the hallway, theater students, musical students, art geeks. And it was a kindergarten in the truest sense of the world: a children's garden where I was able to sort of really come into myself as an artist, as a person, sexuality issues - like, all of this became something where there was a firming-up and a knowing that went on.

When students have thanked me in the past for being their teacher, I have always felt that it was actually my love for the art of teaching they were speaking to.

Just look at the statistics: Each university has tens of thousands of applications for students who want to be in art school, but they can only accept a few hundred.

Whenever I felt down, whenever I started wondering what homeless shelter I would die in, [my mother] would buck me up by telling me: you know, Paul, the A students work for the B students, the C students run the companies, and the D students dedicate the buildings.

It's just disgusting that in this society, the majority of students in art school are women, but they amount to less than 30% of what is shown in museums. That has not changed radically.

When I was teaching at an institution that bent over backward for foreign students, I was asked in class one day: "What is your policy toward foreign students?" My reply was: "To me, all students are the same. I treat them all the same and hold them all to the same standards." The next semester there was an organized boycott of my classes by foreign students. When people get used to preferential treatment, equal treatment seems like discrimination.

It is neither Art for Art, nor Art against Art. I am for Art, but for Art that has nothing to do with Art. Art has everything to do with life, but it has nothing to do with Art.

For Zen students a weed is a treasure. With this attitude, whatever you do, life becomes an art.

I have find that today's students are often more tolerant of human variance than students in earlier generations might have been. On the other hand, some of our students need much more interaction with a wide variety of peers so they level of understanding deepens and so they are prepared to live in a world that is only going to get smaller.

Much like teaching art to young art students age 10 to 15 or so on, you have to break it down into bite-sized pieces, essential components. You have to - you know, at this point I'm so used to operating within given assumptions about art. But when you're explaining art to art students or people who are new to this experience, you have to really go back to the fundamentals.

I went to art school in the days when it was what you did if you didn't want to be like everybody else. You wanted to be strange and different, and art school encouraged that. We hated the drama students - they were guys with pipes and cardigans.

People can't draw now and don't feel it's necessary. Art students don't seem to want to draw.

Line up a group of Horace Mann students, interview them, and take a look at their resumes, and you'll be hard pressed to pick out the students who require extra time. So then, what qualifies these students to receive special accommodations on the SAT?

Unlike many graduate fellowships, the Rhodes seeks leaders who will 'fight the world's fight.' They must be more than mere bookworms. We are looking for students who wonder, students who are reading widely, students of passion who are driven to make a difference in the lives of those around them and in the broader world.