Top 1200 Art Students Quotes & Sayings - Page 4

It is generally believed that it is the students who derive benefit by working under the guidance of a professor. In reality, the professor benefits equally by his association with gifted students working under him.

In most modern instances, interpretation amounts to the philistine refusal to leave the work of art alone. Real art has the capacity to make us nervous. By reducing the work of art to its content and then interpreting that, one tames the work of art. Interpretation makes art manageable, conformable.

Becoming mature is not important for art. Technical perfection is not relevant to art. Precision in art is only achieved by total duty of loyalty. Love, lusciousness, birth and fertility are precise tools of art, like laws.

High-quality alternative educational settings should be available when students violate codes of conduct and need to be removed from the classroom while still maintaining access to instruction. And there must be social, health and psychological services to address students' needs.

I'd been influenced by reading books on art and colonies that existed in Paris and places like that and so when I came to Europe I came to France and I had very little money, and I had to live low and stayed in a bohemian section of Paris with a lot of other students, who were from medical school, science school and art school. We all lived in a kind of communal way and I was challenged politically, because I didn't have a clue and they would ask me questions about the Algerian War, which was very big in France in the late '50s.

Community colleges are one of Americas great social inventions a gateway to the future for first time students looking for an affordable college education, and for mid-career students looking to get ahead in the workplace.

What we want in students is creativity and a willingness to fail. I always say to students, 'If you've never at some point stayed up all night talking to your new boyfriend about the meaning of life instead of preparing for the test, then you're not really an intellectual.'

Like students of art who walk around a great statue, seeing parts and aspects of it from each position, but never the whole, we must walk mentally around time, using a variety of approaches, a pandemonium of metaphor.

Over a period of years he collected thousands of discples. Many became his students. Many didn't become his students but whenever he was in town they would go and see him.

I told the students [at Yale] we were going to talk about love - I meant love in the sense of devotions to one's work - and about half the students got really pissed off.

Nobody ever told me, 'Art is this.' This was good luck in a way because I would have had to spend half of my life forgetting everything that I had been told, which is what happens with most students in schools of fine arts.

The best teachers, one hopes, don't shout at their students - because they are skilled at wooing as well as demanding the best efforts of others. For the ancient Greeks and Romans, this wooing was a sufficiently fine art in itself to be the central focus of education.

There are three forms of visual art: Painting is art to look at, sculpture is art you can walk around, and architecture is art you can walk through

To compete in a global economy, our students must continue their education beyond high school. To make this expectation a reality, we must give students the tools they need to succeed, including the opportunity to take a college entrance exam.

For the college years we will provide scholarships to high school students of the greatest promise and greatest need and guarantee low-interest loans to students continuing their college studies.

We, as Yale students, pride ourselves on being bright, curious and engaged citizens. We are part of an institution that aims to educate its students to better the world. We tend to think that we do not fit the stereotype of ignorance and apathy that is all too often associated with America.

Art makes better humans, art is necessary in understanding the world and art makes people happy. Undeniably, art is not optional.

High school teachers who want to get reluctant readers turned around need to give the students some say in the reading list. Make it collaborative: The students will feel ownership, and everyone will dig in.

The college that takes students with modest entering abilities and improves their abilities substantially contributes more than the school that takes very bright students and helps them develop only modestly.

Presently we're seeing these kinds of battles for our most vulnerable students - such as Trans and LGBTQ students. You have a lot of conservative parents/school boards making life much harder for these children by trying to ensure bullying remains in place.

My attitude toward graduate students was different, I must say. I used graduate students as colleagues: I gave them the best problems to work on, and I encouraged them.

Some people don't think that what I do is art - but for me art exists by definition. The beautiful and most liberating thing about being an artist is the ability to say that what I make is art. Art exists because the author says so.

I like art with a sense of humor. I don't have a huge art education to understand everything. I don't think that means that art has to be watered down to the lowest common denominator, though. I don't think you have to go to college to be able appreciate great art, but I like art that doesn't take itself too seriously.

Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting.

Today, the Americans have developed a new culture in science based on the slavery of graduate students. Now, graduate students of American institutions are afraid... He's got to perform. The post-doc is an indentured labourer.

VCE exams do not showcase students' abilities. By this, I mean that the system fails to recognise the diversity of skills, and most subjects do not allow students to demonstrate skills in a form other than a written exam.

I wrote my sonic meditations and started using them with students. I took a bunch of UCSD students out to Joshua Tree and we did the sonic meditations on the boulders.

Working-class students more often lack the advice, guidance and support needed to navigate the tricky application process, whereas their wealthy peers at top public schools have admissions tutors to help their students game the system.

Progressives are concerned about reports of Muslim students feeling 'marginalized' and discriminated against after the shooting massacre by an Islamic terrorist in Orlando, but there is little concern that - for years - students in the United States have been taught to dislike their country.

I got a job as the Visuals Art's Teacher at my Alma Mata, St. Mary's College. Then my interests shifted to animation. Ironically, it was one of my students who sparked this energy in me by introducing me to an animation program called FLASH. So I dabbled and played around with it.

I established relationships with so many of those Iran students that went on for years.And they were so different from American students. They seemed to worship their teachers. The professors were major to them. They wanted to give gifts, and you'd have to say, oh, no, no, you can't do that.

I spend quite a bit of time thinking about my students. I look at them, at their work, I listen to what they tell me, and try to figure out who they might become in the best of all possible worlds. This is not easy. Students try to give you clues; sometimes they look at you as if imploring you to understand something about them that they don't yet have the means to articulate. How can one succeed at this? And how can one do it 20 times over for all the students in a class? It's impossible, of course. I know this, but I try anyway. It's tiring.

I have studied the art of the masters and the art of the moderns, avoiding any preconceived system and without prejudice. I have no more wanted to imitate the former than to copy the latter; nor have I thought of achieving the idle aim of art for art's sake.

After high school I went to the San Francisco Art Institute, and I began a formalized art education where we went through the history of art but we also went through the art of my contemporaries.

What we did [shooting "Fences"] was we got young students from Carnegie Mellon, the acting and theater students, and we had them as our understudies. I told them, "You have to be off book and be ready. If Viola [Davis] has to leave you have to jump in."

Defining art is huge; I feel like it's such a subjective thing. It's more like what's not art. You know what I mean? I think there can be an art in the way people live their lives, and art can be a gift someone gives to somebody.

Art makes people do a double take and then, if they're looking at the picture, maybe they'll read the text under it that says, "Come to Union Square, For Anti-War Meeting Friday." I've been operating that way ever since - that art is a means to an end rather than simply an end in itself. 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.

Not only are most of our citizens fathomlessly ignorant of the glories of American literature, a fast-growing percentage of our students are no longer taught much about any works of American art, be they novels, paintings, symphonies or ballets.

And then there is Pythagoras. The legend is that the founder of theoretical mathematics was so outraged when one of his students, the haplessly gifted Hippasus, discovered irrational numbers that he sent the poor fellow out on a raft to drown, initiating a venerable tradition of professors mistreating their graduate students.

The one object of fifty years of abstract art is to present art-as-art and as nothing else, to make it into the one thing it is only, separating and defining it more and more, making it purer and emptier, more absolute and more exclusive - non-objective, non-representational, non-figurative, non-imagist, non-expressionist, non-subjective. the only and one way to say what abstract art or art-as-art is, is to say what it is not.

We need to encourage an attitude of constant questioning, which is a genuine part of our potential as students. If students were required to drop their questions, that would create armies of zombies- rows of jellyfish...The questioning mind is absolutely necessary.

Colleges and universities, for all the benefits they bring, accomplish far less for their students than they should. Many students graduate without being able to write well enough to satisfy their employers... reason clearly or perform competently in analyzing complex, non-technical problems.

Art is personal, originating from dreams, ideas, neuroses; art is shared, harkening back to the humans around the fire; art imbues pleasure and power by enabling people to know reality...Art is a necessity because it is a way of knowing...Is the need for truth physiological? Art exists out of time...images may be different bu there is always a repetition- a thread.

Students take out loans with the expectation that they will receive an education that sets them up for success - yet too many students are left with enormous debt from predatory institutions and no education to show for it.

Community colleges are one of America's great social inventions a gateway to the future for first time students looking for an affordable college education, and for mid-career students looking to get ahead in the workplace.

Every year I teach dozens of students at the University of Birmingham. Most of the students on the gender and sexuality courses are women. I guess this is because the boys don't think that gender applies to them: that it's a subject for girls.

Find a model of great education in history and you will find a great teacher who inspired students to make the hard choice to study. Wherever you find such a teacher, you will also find self-motivated students who study hard. When students study hard, learning occurs.

Less than one percent of U.S. college students attend Ivy League schools, and these students don't necessarily reflect the world's brightest and most capable thought leaders but, rather, the people who've been afforded the most opportunities to succeed.

Art isn't only a painting. Art is anything that is creative, passionate and personal. Art is the unique work of a human being created to touch another. Art is created to have an impact, to change someone else.

Universities want to recruit the students that they believe will best represent the university while in school and beyond. Students with a robust social media presence and clearly defined personal brand stand to become only more influential.

Public art is a unique type of art. It's very different to gallery art because it is something that we pass by every day and it inevitably creates a lot of discussion in a way that gallery art does not.

To me, music is art and fashion is art, but fame? Fame isn't art, but the person you become when you're famous - your alter ego - that's art.

MindSparks has produced some of the best materials on the market for teaching students how to read and write history with intellectual integrity and depth. Rarely have I come across curriculum so useful in helping students become literate, thinking citizens. Bravo.

Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.

I realized that there are many people who are very good students, but they think of themselves as bad students. At the end of the day, what they are really missing is way to understand where their gaps are and a way to address those gaps.

Students can't leave their lives at the door when they come to school. They bring with them whatever is going on at home and in their communities. Poetry and theater provide an outlet for students to express themselves and process what they're going through.

Students come away with a clear message about how admissions works: If you have money, connections or 'insider' knowledge, you have a leg up. It's hardly surprising that many students of modest or lower means decide it's not even worth playing.

More time on paperwork means less time spent with students or preparing lessons for students. It is as simple as that. The numerous reforms in the bill will go a long way to free our time of special educators.

Maybe this is a utopian view of art but I do believe that art can function as a vehicle, that it isn't just a cultural pursuit, something that happens in art galleries. Unless art is linked to experience and the fear and joy of that, it becomes mere icing on the cake.

I've learned to accept the fact that my students are far too busy preparing for their own legal careers to care one bit about the off-campus antics of Professor Burke. I get the impression that my students are vaguely aware of my novels, but are at best mildly curious.