The first idea of "Art Education" came to my mind when I wrote M.A. thesis entitled:“ The Role of Art in Training and Teaching Children 6-11”, Ten years ago. I was eager to enhance my study to new planning methods of Art universities. The objective of this idea was to open up our cultural institutions to the wider community, to promote learning and to extend the reach of new technologies. So, as a PhD student I liked to work on the idea of values and the hope for development. I left all my past behind to enliven my ambition in the way of innovative art. In the world of communication and digital, I was looking for a way to connect human‟s intellectual values and global digital. I tried to perceive the reality of human‟s nature despite the extraordinary progress in computer and its components. Therefore, it is now appropriate to move our attention to what we might do as teachers in higher education to evaluate the quality of our own work, with the key aim of improving the quality of students learning. Because, a teacher has a unique role, requiring the integration of teaching skills and capability to take an active role in curriculum support, design and implementation. I had so many interviews with many digital artists around the world which made me to question myself: Where am I standing now? What do I intend my artwork to impart? As the global communication has brought artist to communicate globally they intend to suggest the new thinking and new form of art. It is no longer art for art but art for communication and conveys a meaning to observers. Regarding to Oliver Wedell who interprets the best of a book he found, can also be a good expression for me in art: "The best of a book is not the thought which it contains, but the thought which it suggests; just as the charm of music dwells not in the tones but in the echoes of our hearts." Oliver Wendell Holmes (1809-1894), American physician and writer. (Wendell Holmes). This thesis has set out to provide a review of progress in the British universities post 60s. There was historical evidence of this tendency going back into the 19th century, when colleges founded to serve the educational needs of the growing industrial cities turned into the technological universities. The intensity of the certain of new system in England was occurred after World War II. Following post war concern about the need for technical education, and deciding to establish some colleges linked to industry. Indeed, the evaluation of new industry and demanding for reformation, become one of the most important goals in England in those days. Academic atmosphere became institutionalised on policy for technical education in 1950s and 1960s. Appendix 1 contains the main intention to explore the progressive movement of higher education in England. However, It was not the aim to provide a comprehensive theory of the history of education but, in short, I have narrowed my attention to the history of art universities in England since 18th century up to now. So, appendix II, concentrates on the creation of the new system after the 60s and have explored how and why the process of improvement expanded during that period. Chapter 1 with the subject "Digital Art and Iranian Education" has addressed approaches to teaching for creativity in art and illustrates how they can provide rich opportunities for students to discover experience and develop their skills in creative area. The questions here: How can creativity be communicated through teaching? Do we have a specific language for creativity in art? How can we explain the importance of creativity in art? How can teachers make the teaching process itself more creative? would be an overview of teaching and learning process. As it can be an important factor for teachers to know and demonstrate “when”, “where” and “which” language can be matched by creative subject material to avoid creative problem. Actually, creative problem solving depends on using the right tools such as, text, graphics, picture, video, links, searching, random scanning, backtracking, multiple windows, with programmable access and control of other resources such as, spreadsheets, databases, CAD, CD-ROMs, video discs, audio discs, tricks, procedures or methods of analysis. In some cases new tools and methods of analysis must be developed from scratch by the inventor before a problem can be solved and in other cases special tools and procedures must be developed to take the final critical step of enabling successful commercial applications after a university education. Recent technological advances in the arts have created the possibility of new ways of teaching and learning. Identifying successful strategies and techniques for enabling universities to advance is a critical step towards making these goals a reality. This chapter analyse the following conceptual approaches as key issues: Restructuring curriculum and policy in Iranian arts faculties, promoting faculty development and students‟ learning in the context of global standards. More specific issues included: Is there a need for a standard model to deliver university goals? How can we adapt the curriculum? What do we want from creativity and how can we be more creative? Chapter 2 discusses the quality of teaching and learning, resulting in improvements throughout undergraduate education. Therefore, Iranian educational context needs to be considered. I have argued that to increase faculty members‟ effectiveness, the existing competitive, individualistic college structure needs to be transformed to provide a collaborative and innovative environment where the use of computers could emerge as a new practice area. Chapter 3 represents that creative use of computers in digital art is important in learning and teaching. This chapter gives an account of the author‟s experiences in digital printmaking, not just as pieces of art work, but also to develop teaching and learning strategies for Iranian art universities. Chapter 4 states that the development of a professional digital art practice has been an essential task faced by many creative professionals today. The application of digital technologies discussed in this chapter is: What is needed in order to identify a dynamic practice and critical debate relative to educational contexts? How can we visualize the practice and theory of digitalisation? In particular, what is the nature of the collaboration that explores new models of working and practice relevant to the discovery of new methods in future? Indeed, the intersection between digital paintings, the physical body, and multimedia in collaboration with music and video art is one that this chapter discusses as a challenging teaching exemplar in forming learning values. The result promotes a new fine art context that breaks the crossing between the arts. Chapter 5 reveals the world of modern physics and the reality of our mind and our conscious self. The study of quantum physics is the further aim to develop artists‟ consciousness and inner expression for the concept of body energy and interactivity in chapter 6. Chapter 6 considers the hidden values to learn how to focus well on mind throughout the physical body. The collaborative digital art practice has analysed the intellectual activity and produced an interactive visual arts. The study of human being fused my imagination to see and express body in a new form of art as my final project. Chapter 7 examines and explores the idea of using digital art as a form of multimedia project and the opportunity of developing new techniques in performance. These explorations need to develop new tools to facilitate the emerging concept of the higher spatial dimensions, human body and their relationship between art and technology. The intention of this chapter, as a closing chapter, was to suggest a developing a programme, as a short experiential artwork to model a virtual form of the body and to explore the nature of consciousness in the world of the imagination.

Submitted by Karin Yngrid Schmitt null (karinyschmitt@gmail.com) on 2017-08-12T19:11:14Z No. of bitstreams: 1 Dissertação - Karin Yngrid Schmitt (repositório).pdf: 53305389 bytes, checksum: cfb903a0529944ec60eadfa8fb4b7202 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-08-16T14:08:20Z (GMT) No. of bitstreams: 1 schmitt_ky_me_ia.pdf: 53305389 bytes, checksum: cfb903a0529944ec60eadfa8fb4b7202 (MD5) / Made available in DSpace on 2017-08-16T14:08:20Z (GMT). No. of bitstreams: 1 schmitt_ky_me_ia.pdf: 53305389 bytes, checksum: cfb903a0529944ec60eadfa8fb4b7202 (MD5) Previous issue date: 2017-07-12 / Esta pesquisa surge da reflexão sobre meu processo artístico em pintura digital. As características desta prática geraram questionamentos sobre o uso de dispositivos tecnológicos na criação artística, sobre arte híbrida e seus paradigmas estéticos e sobre as problemáticas de definição de meio na arte. A partir dessas investigações, senti a necessidade de realizar uma introspecção. Voltei-me, portanto, à prática do autorretrato e criei uma série de pinturas exclusivamente no software Photoshop, procurando compreender de que forma o meu processo criativo pode ser comparado às idéias já existentes sobre esse tipo de produção. Este processo prático gerou novas reflexões em torno da minha poética, da possibilidade de experimentações em mídias digitais, da abertura do processo criativo e de como a percepção que temos sobre nossa identidade é alterada pelo uso das mídias digitais. / This research comes from the reflection on my artistic process in digital painting. The characteristics of this practice have raised questions about the use of technological devices in artistic creation, on hybrid art and its aesthetic paradigms, and on the problem of the definition of medium in art. From these investigations, I felt the need to perform an introspection. I turned, therefore, to the practice of self-portrait and created a series of paintings exclusively in Photoshop, trying to understand how my creative process can be compared to the existing ideas about this kind of production. This practical process generated new reflections on my poetics, on the possibility of experimentation in digital media, on the opening of the creative process and on how our perception of our identity is altered by the use of digital media.

Culture has always had a substantial influence on how art is perceived and executed. Artists have, more often than not, let their own backgrounds and experiences influence the way their art is produced; those who merely view art form opinions about works through their own cultural understanding. What makes art and what their own backgrounds allow them to distinguish art as is often defined by cultural origins. My observation is that, in this new age, there are distinct cultural biases, particularly within the U.S., that create social pressures to produce certain types of art, and anyone who operates outside that realm is disadvantaged. I have created imagery to highlight the distress that cultural biases have caused in my own life—as an artist who follows a style outside my culture—and in the lives of other artists who share my struggles, in an allegorical and comical sense.

A digital painter uses reference photography to add realism to a scene. This involves making n colors in a painting relate to each other more like n corresponding colors in a photograph, in terms of value and temperature. Doing this manually requires either experience or tedious experimentation. Color relationship transfer performs the task automatically, recoloring n regions of a painting so they relate in value and temperature more like n corresponding regions of a photograph. Relationship transfer also has applications in computational photography. In fact, it introduces a new paradigm for image editing in general, based on treating an image's fundamental relationships.

My most recent body of work explores the synthesis of my influences, interests and life experiences into imagery of common themes: The expression of dynamic figures and forms and colors in digital 3d space, cinematic composition, and vibrant color, expressed through a semblance of Aztec culture and wildlife. My sculptures of nature and ancient culture are created using contemporary digital art creation technologies and techniques. I examine the art and religion of the Aztecs and the universal search for understanding and purpose in the world and the forces around and beyond us.

Digital painting is the field of software designed to provide artists a virtual medium to emulate the experience and results of physical drawing. Several hardware and software components come together to form a whole workflow, ranging from the physical input devices, to the stroking process, to the texture content authorship. This thesis explores an artist-friendly approach to synthesize the textures that give life to digital brush strokes. Most painting software provides a limited library of predefined brush textures. They aim to offer styles approximating physical media like paintbrushes, pencils, markers, and airbrushes. Often these are static bitmap textures that are stamped onto the canvas at repeating intervals, causing discernible repetition artifacts. When more variety is desired, artists often download commercially available brush packs that expand the library of styles. However, included and supplemental brush packs are not easily artist-customizable. In recent years, a separate field of digital art tooling has seen the popular growth of node-based procedural content generation. 3D models, shaders, and materials are commonly authored by artists using functions that can be linked together in a visual programming environment called a node graph. In this work, the feasibility is tested of using a node graph to procedurally generate highly customizable brush textures. The system synthesizes textures that adapt to parameters like pen pressure and stretch along the full length of each brush stroke instead of stamping repetitively. The result is a more flexible and artist-friendly way to define, share, and tweak brush textures used in digital painting.

The essay is a manifesto-like personal take on painting, and a redefinition of painting in the digital age. Careless usage of the term ”painting” has led to a diluted descriptive function and a waning categorizing capacity; almost anything can be called painting, which in turn puts actual painting in an awkward position – where it, apart from being itself, could be almost anything. The term “painthing” is introduced to distinguish painting from works that beside its two-dimensional visual information also makes a point of its specific materiality. It brings up cave paintings and links to video-games, suggesting that video-games have gone through the reversed evolution of the history of painting – from abstraction to representation. It speaks of the problems of documentation – the translation of visual information (or re-flattening of a flat surface) – and the cultural equalization of information and images on the internet through the common denominator the pixel. It also describes “information painting”, which in short is digital painting where there is no physical object to be translated to a documentation of itself, but rather a painting that is original in its documentation form (its digital form), painting that strives to be nothing but the utopia of an image – the untouchable/unreachable visual information.

Detta kandidatarbete undersöker om värdesättningen av digitalt måleri idag i jämförelse medtraditionellt målande. Vi författare av denna artikel är båda aspirerande digitala konstnäreroch har upplevt att det finns en väldigt aktiv konversation som kan verka väldigt negativ ochnedlåtande, riktad mot digitalt måleri och dess värde. Då allt idag blir mer och mer digitaltifrågasätter vi varför konstens värdesättning verkar ha haft svårt att följa med i samma fartsom digitaliseringen av konst och måleri. För att undersöka detta använde vi oss avdesignmetoden Research Through Design där vi gestaltade varsin digital målning, där vianvänt oss av digitala tekniker för att måla i samma stil, samt med liknande tillvägagångssättsom traditionella oljemålningar för att skapa en artefakt som förmedlar vissa av de aspektersom värdesätts i de mer traditionella och fysiska medierna. Detta gjordes för att undersökavad som kan krävas av digitala medier för att kunna värdesättas på ett liknande sätt som detraditionella medierna.Gestaltningarna användes i intervjuer med konstnärer insatta i både den traditionella samtdigitala konstvärlden för att skapa en diskussion kring det digitala målandets värde samtuppfattningInspirationen för artikeln kom främst från Benjamin, W. (1936) konstverket ireproduktionsåldern och deras begrepp och teori om “aura” som ger ett historie baseratperspektiv på värdesättningen av nyare medier. Vi kommer även ifrågasätta hans teori medhjälp av våra intervjuer och Nick Peim’s nyare text Rereading of ‘The Work of Art in the Ageof Mechanical Reproduction (2007) om aura och dess relevans. Där skriver han om hurpolitik och skillnader på tidsperioder kan ha förändrat attityden till konst och aura.Jämförelsen mellan dessa medium var något som visade sig vara ganska svår där det visar sigatt digitala medier kan behöva fortsätta utvecklas tillsammans med tekniker som NonFungible Tokens (NFT) eller dagens typiska prenumerationer för att försörja konstnärer.Slutsatsen blev att i fallet av jämförandet av digitalt mot traditionellt måleri så behövs detstörre grad av förståelse för det digitala måleriet, För att det ska kunna värdesättas på ettjämlikt sätt som det traditionella måleriet. Då för tillfället så kan det inte jämföras på sammaeller på likvärdiga kriterier. / This bachelors candidacy article is about the valuation of digital painting today incomparison to traditional painting. Us writers of this article are both aspiring digital artistswho have experienced that people can have a very critical and condescending attitudetowards digital painting and its value. As everything today becomes more and more digital,we question how and why art seems to have a hard time keeping up with the digitization of itsmedium as a whole.To investigate this, we used the design methodology of Research Through Design and eachcreated a digital painting where we use digital techniques to try to paint in a similar style, andapproach very much like traditional oil paintings to create an artifact that attempts to mediatewhat gives traditional and physical mediums its values.This was done to research what digital mediums can do to reach a similar value as thesetraditional mediums. We will also question his theory with help from our interviews and NickPeims newer text Rereading of ‘The Work of Art in the Age of Mechanical Reproduction(2007) about aura and its relevance. He writes about how politics and changes in time periodscan have changed the attitude to art and aura.We used these paintings in interviews with artists who are familiar with the digital andtraditional art world to create a discussion about the value and perception of digital painting.We took much inspiration from Benjamin, W. The Work of Art in the Age of MechanicalReproduction (1936) and its concept of “aura” to give an historical comparison to thevaluation of new mediums.The comparison between these mediums was something that turned out to be quite difficultwhere it turns out that digital media may need to continue to be developed together withtechnologies such as Non Fungible Tokens (NFT) or today's typical subscriptions to supportartists.The conclusion was that in the case of the comparison of digital vs traditional painting, is thata greater degree of understanding of digital painting is needed, in order for it to be valued inan equal way as traditional painting. At the moment we concluded that it can not becompared with the same or equivalent criterias.

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Upbringing and psychological make-up inspire individual norms for beauty and cuteness. The mannerist approach in my work is a product of the figural liberties found in cartooning, illustration and art history. By altering facial and bodily features, I relate the proportions of an infant to cuteness and innocence. However, I tailor the photographs to empower the subjects all the while mirroring trends in contemporary pop culture. I'm interested in themes of everyday life, vitality and emotion placed in obscure, imaginary or exaggerated venues. I fictionalize subjects of my reality to compel viewers to identify with and fancy emotions, circumstances, moods and relationships. The intent is to amplify, yet be truer to their existence and idiosyncrasies through figural adaptations.