Top 1200 Art Students Quotes & Sayings - Page 2

Increasing postsecondary enrollment and success, particularly among first-generation, low-income, and minority students, is good for students and our state's economy.

I notice that students, particularly for gay students, it's too easy to write about my last trick or something. It's not very interesting to the reader.

When the students in the South, the blacks, started demonstrating, that was the beginning of the time of students becoming a social force around the world.

The goal of 'Data Detectives' is to spark the imagination of students around the globe by making them think about new technologies that will impact humanity in ways similar to language and art.

Effective managing therefore happens where art , craft, and science meet. But in a classroom of students without managerial experience, these have no place to meet there is nothing to do.

Find the most puzzling kind of art you can think of, and then go out and try to approximate it with your camera. Take a photograph that corresponds to it. (Assignment to students.)

Colored students at the University of Minnesota partying with (white) female students, smoking [marijuana] and getting their sympathy with stories of racial persecution. Result: pregnancy.

Has it led you to the conclusion that photography is an art ? Or it is simply a means of recording ? "I'm glad you asked that. I've been wanting to say this for years. Is cooking an art ? Is talking an art ? Is even painting an art ? It is artfulness that makes art, not the medium itself. Of course photography is an art - when it is in the hands of artists."

There is no such thing as abstract art, or else all art is abstract, which amounts to the same thing. Abstract art no more exists than does curved art yellow art or green art.

One may reject such proposals as something that will hurt merit but the ground reality is students from such sections do not have the same access to quality education that rich students enjoy.

When we worked with the organization that represents students, they were unequivocal: They want debt-free college. And for many of those students, that has to include the total cost of attendance.

To the question, ‘Is the cinema an art?’ my answer is, ‘what does it matter?’... You can make films or you can cultivate a garden. Both have as much claim to being called an art as a poem by Verlaine or a painting by Delacroix… Art is ‘making.’ The art of poetry is the art of making poetry. The art of love is the art of making love... My father never talked to me about art. He could not bear the word.

There is in fact no such thing as art for art's sake, art that stands above classes, art that is detached from or independent of politics. Proletarian literature and art are part of the whole proletarian revolutionary cause.

You need to create a place where young students can flesh out their business plans and further develop their research projects and then have a fund to help students get started in their businesses.

What makes art Christian art? Is it simply Christian artists painting biblical subjects like Jeremiah? Or, by attaching a halo, does that suddenly make something Christian art? Must the artist’s subject be religious to be Christian? I don’t think so. There is a certain sense in which art is its own justification. If art is good art, if it is true art, if it is beautiful art, then it is bearing witness to the Author of the good, the true, and the beautiful

When students cheat on exams, it's because our school system values grades more than students value learning.

I like the idea of the museum world and the university-academic situation where artists talk to each other or where artists or art students study with artists.

In 'Unfair Advantage: The Power of Financial Education' and 'Why A Students Work for C Students,' I reveal the secrets of the wealthy and what schools will never teach you about money.

As the art of reading (after a certain stage in one's education) isthe art of skipping, so the art of being wise is the art of knowing what to overlook.

An art project, a hands-on science experiment, or a special field trip can transcend textbooks and flash cards. No one knows this better than those teaching students with autism.

I have taught students from the New York City area so long I have a special affinity and rapport with them. It surprises me sometimes that there are students from anywhere else.

I think that the first part of the art is making the art, but when art really becomes art is when it belongs to somebody else.

Art is nothing tangible. We cannot call a painting 'art' as the words 'artifact' and 'artificial' imply. The thing made is a work of art made by art, but not itself art. The art remains in the artist and is the knowledge by which things are made.

If the students don't want to learn about evolution, they shouldn't be in the course. A biology course that teaches creationism is not a science course, it's a religion course. So the students demanding that creationism be given credence in that course are out of line and are denying the academic freedom of the professor. They are calling into question the scientific basis of the material that's being presented. And students are not in a position to do that.

You can be a lender who wants to compete and have a better product, but you just can't get to the students. The schools are controlling the access to the students.

We weren't art students, but we definitely created our own style and were pretty influenced by Andy Warhol and all the stuff we read and saw and made fun of, you know.

My whole life has been basically trying to find intelligent students or, you know, highly motivated students and giving them an opportunity to do good science.

Running a school where the students all succeed, even if some students have to help others to make the grade, is good preparation for democracy.

Nontraditional students often have the misconception that aid is intended only for high school students entering college. Luckily, that's not the case.

Great art - or good art - is when you look at it, experience it and it stays in your mind. I don't think conceptual art and traditional art are all that different.

Everyone in those days expected that art students were wild, licentious characters. We didn't know how to be, but we sure were anxious to learn.

Lower standards tell students that they don't need to work hard and leave more high school students unprepared for college and the workplace.

Cutting NASA education funds would most severely affect students from low- to middle-income families and students from non-Ivy League-level schools.

By letting parents and students decide what is best for them, our education system is working the way it should be - equipping students with skills to succeed.

I'm not saying that all college students are subhuman - I'm just saying that if you aim to spend a few years mastering the art of pomposity, these are places where you can be taught by undisputed experts.

My studio is arranged so that I have a comfortable seating area for meeting with clients, an office area beyond that and a painting area, which includes room for art students to sit and watch as I work.

The content of the curriculum should never exclude the realities of the very students who must intellectually wrestle with it. When students study all worlds except their own, they are miseducated.

Art is difficult. It's not entertainment. There are only a few people who can say something about art - it's very restricted. When I see a new artist I give myself a lot of time to reflect and decide whether it's art or not. Buying art is not understanding art.

What is American education? What should our students be taught? Is hip-hop something that is worthwhile and useful for students to learn? Of course, if you're learning it from KRS-One, I would say yes.

Fine art, that exists for itself alone, is art in a final state of impotence. If nobody, including the artist, acknowledges art as a means of knowing the world, then art is relegated to a kind of rumpus room of the mind and the irresponsibility of the artist and the irrelevance of art to actual living becomes part and parcel of the practice of art.

By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.

In art school we're always taught that art is an end in itself - art for art's sake, expressing yourself, and that that's enough.

All of the significant art of today stems from Conceptual art. This includes the art of installation, political, feminist and socially directed art.

Our best teachers do more than impart facts and figures - they inspire and encourage students and instill a true desire to learn. That's a fine art in itself.

New York's various undergrounds can make for a disciplined apprenticeship, and Gaga takes pride in her earliest fan base of art, fashion and music students.

When students get into a great university, it's a huge aspirational lift for their village. These students become beacons of hope.

The loan crisis and the increasing slashing of funds for students, coupled with the astronomical rise in tuition, represent an unparalleled attack on the social state. The hidden agenda here is that when students graduate with such high debts, they rarely choose a career in public service; instead, they are forced to go into the corporate sector, and I see these conditions, in some ways, as being very calculated and as part of a larger political strategy to disempower students.

Despite the volume of 'junk' mail that students receive each year, companies that have an interest in selling their product to students say direct mailing is a key to their success.

Increasing education options will give students greater opportunities to succeed in the classroom and allow students to graduate with skill sets necessary to go to college or into a career.

Students and invited speakers do not shed their constitutional rights when they step up to the graduation podium. Expressing faith in God does not disqualify a student from delivering a graduation message. Being designated as valedictorian or salutatorian is an honor, and students chosen for that honor should be free to share their gratitude to God with their fellow students and family members.

Peer mediation is a chance for students to work with other students to help them resolve problems, arguments, disagreements without having to get the teacher or the administration involved.

To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.

I honestly believe students of painting in the next century will laugh at the abstract art movement. They will marvel at such a drawn-out regression in the plastic arts.

When I turned 17, I created a website for the students at my University. It enabled students to share lectures and discuss exams, and became popular very quickly.

I became a bit of a teacher's pet, and it became known in the school by both faculty and students that I really excelled in the arts. So that recognition I credit for my growing interest in art that continued to evolve later on.

The number one problem in academia today is not ignorant students but ignorant professors, who have substituted narrow "expertise" and "theoretical sophistication" (a preposterous term) for breadth and depth of learning in the world history of art and thought... Art is a vast, ancient interconnected web-work, a fabricated tradition. Overconcentration on any one point is a distortion. This is one of the primary reasons for the dullness and ineptitude of so much twentieth-criticism, as compared to nineteenth-century belles-lettres.

I consider protecting all students, including LGBTQ students, not only a key priority for the Department, but for every school in America.

Our focus is not on current politics, but students seem to be naturally drawn to this topic. This is understandable, when the U.S. is constantly trying to terrorize the nation with threats of war, students obviously take notice.

It seems an odd idea to my students that poetry, like all art, leads us away from itself, back to the world in which we live. It furnishes the vision. It shows with intense clarity what is already there.

Art is the suitcase of history, carrying the essentials. Art is the life buoy of history. Art is seed, art is memory, art is vaccine.