Investigation Summary-Art

Art has been in existence since the advent of man. It is a concept used to serve different purposes in different groups. Furthermore, the difference in culture has motivated the difference in art structures across the globe. Art has been reported to have a
powerful influence on the feelings of both the creator and the witnesses. According to Randee Lipson, (2008) it is a practice that is expressed in different forms such as music, sculptures, movies, books and photographs. The manuscript herein is a review of lessons expressed by various authors on art (Lawrence, 2008).
Art has been used to express feelings and emotions of the author and witnesses. In many instances, movies, novels, and photographs have been developed to show different circumstances faced by people in love. Smooth and lovely words, soothing music and colors have been employed to paint love in various forms, building an extensive understanding of love in the minds of the audience. For instance, soap operas have been an avenue for many young and old people to learn about different aspects of love triangle phenomenon and their happy endings (Respress, & Lutfi, 2006).
Additionally, art has been reported to schools have continuously employed the use of pictures and photographs in explaining to students involving aspects in subjects. For example, graphs and pie charts have been used to mathematical and statistical concepts for ease of understanding. Arts has then been recognized by learning institutions as a platform essential for getting to challenged students based on the principle of brain-based learning. For example, the structure of learning institutions in America is a challenge to many international and African-American students. Therefore, teaching of students based on what works is considered the best to fill the learning gap (Goulding, 2012).
Visual art has been mentioned to be one of the lifelong learning techniques. Organizations and companies have employed the use of art to make it easy for their clients to learn their new products in the continuously developing world. Old aged people have been pointed out to appreciate visual arts for making learning of advancing techniques easy. For example, research has proved that people at the age of 64 and above tend to identify with artifact construction than documentation. It is indeed true that arts of any nature make people of different ages, race and culture smarter than before. Additionally, the art of any kind is a form of income. Museums, art galleries, and historical sites have fetched national and individuals income through both domestic and international tourists. Hence, arts are preserved and appreciated by worldwide (Quinn, 2006).
In conclusion, art has been recognized since the advent of man. It is a concept expressed in different forms and recognized to have the powerful feelings in the life of its creator and audience. Visual art and other types have been observed to help in the facilitation of learning. Furthermore, arts have been reported to improve on a nation and individual financial position. Therefore, arts are of great significance in political, social, economic and religious structures of the society. However, despite the great efforts and achievements experienced through art by different people, it is highly limited by some factors. Examples of factors that limit art include disabilities of different kinds, financial positions, modernity and many more. Therefore, art cannot be considered as a solution to many learning problems.



References
Goulding, A. (2012). Lifelong learning for people aged 64+ within the contemporary art gallery context. Educational Gerontology, 38(4), 215-227.
Lawrence, R. L. (2008). Powerful feelings: Exploring the affective domain of informal and arts‐based learning. New directions for adult and continuing education, 2008(120), 65- 77.
Quinn, T. (2006). Out of cite, out of mind: Social justice and art education. The Journal of Social Theory in Art Education, 26, 282-301.
Respress, T., & Lutfi, G. (2006). Whole brain learning: The fine arts with students at risk. Reclaiming children and youth, 15(1), 24.