Education•Minneapolis, Minnesota, United States•
About: Minneapolis College of Art and Design is a education organization based out in Minneapolis, Minnesota, United States. It is known for research contribution in the topics: Design education & Virtual reality. The organization has 14 authors who have published 20 publications receiving 328 citations. The organization is also known as: Minneapolis School of Fine Arts & MCAD.
TL;DR: The study found no difference in psychological symptoms except for increased stress among art students, and found that art students in these conservatories were more likely to make use of counseling services than students at traditional schools.
Abstract: Very little information exists regarding the mental health needs of student artists. This study compared psychological symptoms and diagnoses of college students in 3 conservatories (n = 607) with those of college students in traditional colleges and universities (n = 87,105). The study found no difference in psychological symptoms except for increased stress among art students. The study also found that art students in these conservatories were more likely to make use of counseling services than students at traditional schools.
15 Sep 1995
TL;DR: A number of problems related to viewing algorithms as the formulation of artistic statements are addressed and the nature of the algorithmic approach as opposed to direct physical action is analyzed.
Abstract: Introduction We address a number of problems related to viewing algorithms as the formulation of artistic statements. We analyze the nature of the algorithmic approach as opposed to direct physical action. Here are some of the basic questions that will be raised. Why do artists choose to express themselves indirectly, by way of formal descriptions of their ideas and what are the sources of inspiration for algorithmic activity. How does current algorithmic work relate to formal methods in an art-historical context. What is the relationship between paint systems and a pure algorithmic approach and is there a way to integrate both. What determines the beauty and effectiveness of an algorithm. What is the relationship between an algorithm and the nature of the physical results it produces i.e. how to externalize (materialize) algorithmic processes. What is the role of interaction in the development of algorithms. Do algorithms allow for progressive optimization or do they require fully preconceived ideas? Finally, and most pertinent, does computer programming force a focus on the surface component i.e. perceivable structure, or does it allow for the manipulation of deeper components such as meaning and emotion? We shall confront the algorithmic practice of the panelists and hope for strong audience interaction.
01 Jan 2012
TL;DR: In the latter nineteenth century, the growing use of photographic illustrations influenced a shift in emphasis in the textual content of scholarly publications such as exhibition catalogs, artist monographs, and journal articles as mentioned in this paper.
Abstract: Beginning in the latter nineteenth century, the use of photography to document works of art was a key factor in the emergence of art history as an independent discipline. The subsequent introduction of new technologies such as lantern slides, 35mm color slides, and carousel projectors resulted in significant transformation in pedagogy. In the twentieth century, the growing use of photographic illustrations influenced a shift in emphasis in the textual content of scholarly publications such as exhibition catalogs, artist monographs, and journal articles. More recently, the digital revolution has increased access to art information, transforming the ways works of art are studied and taught. Today the high quality digital image is a fundamental scholarly resource, and specialized forms of investigative photography offer new ways of analyzing the ultimate primary sources: the works of art themselves.
TL;DR: In this paper, Hoos Fox et al. presented a collection of paintings from the Tufts University Art Gallery, Medford, Massachusetts, which was first exhibited at the University of Massachusetts, Boston, September 8-November 13, 2005 and traveled to the University Art Museum, University of California, Santa Barbara, July 5-August 27, 2006 and the Frederick R. Weisman Art Museum at University of Minnesota, Minneapolis, October 14-January 7, 2007.
Abstract: Organized by and first exhibited at the Tufts University Art Gallery, Medford, September 8– November 13, 2005. Curated by Judith Hoos Fox. Traveling to the Krannert Art Museum, University of Illinois, Urbana-Champaign, January 20–April 19, 2006, the University Art Museum, University of California, Santa Barbara, July 5–August 27, 2006 and the Frederick R. Weisman Art Museum, University of Minnesota, Minneapolis, October 14, 2006–January 7, 2007.
13 Apr 2018
TL;DR: In this paper, an ecological approach is used to explore how studio-based courses can be used in design education, and the results show that they can be effective environments for learning, especially in the domain of design education.
Abstract: Background/ContextStudio-based courses—the primary approach in design education— have been viewed as effective environments for learning. This study uses an ecological approach to explore how the s...
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