NB! võrguallikaid, kuhu viitab meie kogus uus raamat - "Emphasis Art" Uuri lähemalt!

vaata võrguallikad, mille viitab uus raamat "Emphasis Art"

ART IN SOCIETY AND THE SCHOOLS

* Learn more about many of the works of art on display at the Getty Center and the Getty Villa

* Art Education Resources

* ARTSEDGE — the National Arts and Education Network

* The Arts Education Partnership (AEP)

* National Art Education website for teachers

ART AS ART: the design fundamentals:

* For design elements and principles

* For simple examples of the art elements, for exsample texture

* For definition of art terms

* For example of aerial perspektive


* For examples of the color wheel

* For color and Impressionism

* For correlating color and the discovery of pigments

* For ten and thousands of terms related to art and architecture, such as names and types of patterns

TEACHERS AND TEACHING

* Teacing methods and a glossary

* The National Art Education

* Ideas on beginning and ending class lessons

* Classroom management


MOTIVATING LEARNING

* Discussion of elementary students`motivation

* Motivational techniques

* Helping the unmotivated student

* vt veel Helping the unmotivated student

* Theories of motivation

* Articles on motivation

Uus raamat - kunstiõppe kohta - TLKK raamatukogus

Sisukord

I. INTRODUCTION TO ART.

1. Art in Society and the Schools. A Qualitative Approach to Teaching Art. For Further Reading. Web Resources.

2. Art as Art: The Design Fundamentals. Elements of Art. Line. Shape. Value. Color. Space. Texture and Pattern. Principles of Art. Balance and Symmetry. Variety, Repetition, Emphasis, and Domination-Subordination. Formalist, Contextualist, and Media Approaches to Teaching Art. For Further Reading. Web Resources.

II. TEACHERS AND TEACHING.

3. The Teacher's Role: Strategies and Management. The Teacher's Role: Guiding Students to Create and Appreciate. The Teacher's Positive Personality, Rapport and Respect. Getting Off to a Good Start. Strategies for Teaching Art. Teach Non-Verbally. Plan the Distribution, Collection, and Organization of Materials. Begin the Lesson: Get Their Attention. Keep the Motivation Brief. Get the Design Off to a Good Start. Prevent Bad Starts. Nurture Creativity During the Work Period. Foster Perseverance. Combat Lagging Interest, Stimulate Extra Effort. Clean Up and Evaluate. Manage the Class By Your Presence. Discipline and Redirect.

4. Motivating Learning. Using Personal Experience as Motivation. Recalled Experience. Using Who? What? Where? When? And Why? To Help Children Recall. Direct Perception. Combining Recalled Experience and Direct Perception. Using Still-Life Materials as Motivation. Using Bulletin Boards as Motivation. Using Art Media as Motivation. Using Exhibitions as Motivation. Group Displays. In the Community: Displaying Student Art. Timing and Pacing Motivation.

5. Creating Objectives and Evaluation Criteria. The Need for Open Objectives and Evaluation Criteria. In the Classroom: Giving Appropriate Feedback. The Need for Defined Objectives and Evaluation Criteria. Goals, Objectives, and Outcomes. Art Objectives and Assessment. Objectives and Evaluation of Art Production. Objectives and Assessment of Artistic Perception. In the Classroom: Assessing Artistic Perception. Objectives and Assessment of Art Criticism. In the Classroom: Encouraging Critical Skills. In the Classroom: Debating Art. Objectives and Assessment in Aesthetics. Objectives and Assessment in Art History Learning. Reporting Art Progress to Parents. In the Classroom: A Sample Progress Report. School Exhibitions as Assessment Tools. Formative and Summative Evaluation. Evaluating Our Year in Art. Self-Assessment.

III: INTEGRATING ART INTO THE CLASSROOM.

6. Integration in the Three Domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain. The Psychomotor Domain and Multisensory Area. Objectives and Evaluation of Affective Goals.

7. Art and Literacy: Readingand Language Arts. The Vocabulary of Art. Line. Shape. Texture and Pattern. In the Classroom: Writing and Art. Speech, Thought, and Art. Thinking Critically about and through Art. The Art of Language: Commonalities between Design Structures in Language and Art.
Võrguallikad:
* For helping kindergartens develop preemergent writing skills
* For lesson plans for older students about text in art
* For a lesson on writing haiku and ukiyo-e prints
* For artists who use text, including Jenny Holzer and Barbara Kruger
* For skeching the setting of a story

* For how to tell stories about paintings

8. Art and Mathematics. Math Skills. Measuring. Estimating. Math Concepts. Scale and Ratio. Proportion. Symmetry. Perspective. Using Computers to Learn about Symmetry, Scale and Proportion. Learning about Shapes and Solids: Studying Geometry through Art. Shapes. Working in Three Dimensions. Solids. In the Classroom: A Museumof Math, Nature and Art.
Võrguallikad:
* Paul Calter: Geometry in Art & Architecture
* ja vaata veel siit ka juurde!
* For excellent geometry site

* For a good internet site on math
etc
vaata lähemalt raamatust !

9. Art and Social Studies. General Strategies for Art and Social Studies Integration. Personalized Responses. Hands-On Art Activities. Drawing Still-Life Arrangements about a Culture. Using Models and Speakers. Sketching Trips. Using Art Reproductions. A Danger in Social Studies/ Art Integration. The Social Studies Disciplines. Anthropology. Economics. Geography. History. Political Science and Law-Related Education. Psychology. Sociology. Multicultural Understanding through Art. Multiculturalism in the Postmodern Art World. Multiculturalism through a Thematic Approach. Multiculturalism through Contestable Issues.
Võrguallikad:
* For a lesson on art jobs, especially using computers

* For material on Japanese art and people

* For Navajo art
* Chicana and Chicano art and culture


10. Art and Science. Draw and See and Think. Teaching Science through Art. Animal Life. In the Classroom: Learning Science through Art. Astronomy and the Solar System. Climate. Food and Nutrition. Geology. The Human Body, Anatomy and Growth. Light and Perception. In the Classroom: Understanding Light. Magnetism. Molecular Structure. Plants and Botany. Simple Machines. Technology and Energy. In the Classroom: Flying Machines. Water. Weather, Wind and Air.

11. Art and the Performing Arts. In the Classroom: "Stormy Weather." Developing Multi-Art Creations. Music. Dance. In the Classroom: Science, Dance, and Art Drama. In the Community: After the Performance. Planning for Integration.

12. Teaching Art to Children with Special Needs. Inclusion. Principles of Teaching Children with Special Needs. People-First Language. Normalization. Age-Appropriateness. Partial Participation. Empowerment. Human Worth. General Teaching Strategies. Teaching Students with Learning Disabilities or Hyperactivity. Teaching Students with Vision Deficiencies. Teaching Students with Neurological and Orthopedic Disabilities. Teaching Students with Hearing and Speech Disabilities. Teaching Students with Mental Impairment. Teaching Students with Behavioral Disorders. Using Art for Community and School Integration. In the Classroom: Experiences and Objects That May Appeal to Students with Physical or Cognitive Disabilities.

13. Teaching Art to Students Who Are Gifted. Creativity. Characteristics of Students Who Are Gifted in Art. Teaching Strategies. Extending Into the School, Home, and Community. IV: CREATING AN ART CURRICULUM.

14. Cognitive and Psychological Factors in Children's Learning and Creative Development. Constructivism. Role of the Social Context. Role of the Emotions: The Intuitive and the Nonrational. Transformation. Children's Similarities and Variability.

15. A Sequential Curriculum for Kindergarten. Artistic Development. Teaching Art. Teaching Drawing. Teaching Painting. Teaching Cutting, Pasting and Collage. Teaching Fingerpainting. Teaching with Chalk. Teaching Three-Dimensional Art. Art Criticism, Art History and Aesthetics. Art Criticism. Art History. In the Classroom: Teaching Kindergartners.

16. A Sequential Curriculum for Grades 1 and 2. Artistic Development. Shapes. Size. Color. Space. Objects. The Human Figure. Teaching Art. Teaching Drawing and Painting. Teaching Cutting, Pasting and Collage. Teaching Print-Making. Teaching Ceramics. Art Criticism, Art History, and Aesthetics. In the Classroom: Suggested Subjects and Themes for First and Second Graders.

17. A Sequential Curriculum for Grades 3 and 4. Art Development. Shapes. Color. Space. Objects. The Human Figure. Teaching Art. Teaching Drawing, Designing, and Painting. Teaching Color Awareness. Teaching Collage. Teaching Print-Making. Teaching Ceramics. Art Criticism, Art History, and Aesthetics. In the Classroom: Suggested Subjects or Themes for Third and Fourth Graders.

18. A Sequential Curriculum for Grades 5 and
6. Art Development. Teaching Drawing, Designing, and Painting. Teaching Collage. Teaching Print-Making. Teaching Ceramics and Crafts. Art Criticism. Art History and Aesthetics. In the Classroom: Suggested Subjects or Themes for Fifth and Sixth Graders.

19. A Sequential Curriculum for Grades 7 and 8. Emotional Vulnerability. Art Development. Teaching Art. Teaching Drawing, Designing and Painting. Teaching Print-Making. Teaching Ceramics and Sculpture. Teaching Crafts. Teaching Collage, Photography, and Computer Art. Art Criticism. Art History and Aesthetics. In the Classroom: Suggested Subjects or Themes for Seventh and Eighth Graders. V: APPRECIATING ART: ART HISTORY, CRITICISM, AND AESTHETICS.

20. Teaching art Appreciation: From Pictures Study to Discipline-Based Art Education. General Methods for Art Discussions. Questioning. Arranging the Room for Art Discussions. Leading Discussions. Focusing Discussions. Keeping Discussions Concise. Relating to Students' Conceptual Stage. Choosing Topics That Relate to Children's Developmental Preferences. Promoting Confidence in Thinking and Talking About Art. Gamelike Educational Activities.

21. Teaching Art History. Integrating Art History and Social Studies. Presentations on an Artist's Life. Quizzes. Correlating Art History, Social Studies, and Studio Projects.
* For information on artists, search for theirnames on the Web
* For a good beginning page to find artists`s biographies

* For an ancient Egyptian lesson on canopic jars and other projects


22. Teaching Art Criticism and Aesthetics. Discussing Art Criticism. An Approach to Art Criticism. In the Classroom: An "Observing" Game. Two Perspectives on Art Criticism: Formalism and Contextualism. Discussing Aesthetics: The Role of Wonder. Aesthetics in Ordinary Discourse. How to Start Discussions of Aesthetics. Art Criticism and Aesthetics at Home. VI: TEACHING ART PRODUCTION.

23. Drawing. Three Kinds of Drawing. Patterns and Design. Maps and Diagrams. In the Classroom: Using Maps and Diagrams for Content Learning. Figure Drawing. Warming Up. Head and Body Size. Contours and Contour Lines. Details. Drawing from Photos and Cartoons. In the Classroom: Drawing from Life. Introducing New Techniques. Portrait and Self-Portrait Drawing. Drawing the Landscape or Cityscape. In the Community: Drawing What's There. Sketching Field Trips: Walking to the Site. Drawing the Still Life. Arranging the Still Life. Beginning the Still Life. Drawing Animals. In the Classroom: Learning about Animals Through Art. Drawing Media: Markers, Chalk, Pencil, and Other Resources. Drawing with Markers.
* For an art lesson on drawing the landscape

* For drawing a self-portrait
* For drawing strategies
* For a lesson on drawing in one-point perspective


24. Crayon and Oil Pastels. Crayon. Crayons' Merits. With Colored Paper. Crayon Resist. Crayon Engraving. Crayon Encaustic. Oil Pastel. Oil-Pastel Resist.

25. Painting. Painting with Watercolors. Painting with Tempera. Tempera Resist. Mural Making. In the Classroom: Constructivist Education in Action.

26. Paper Projects in Two Dimensions. Collage. Tissue-Paper Collage. Mosaics. In the Classroom/In the Community: Subjects for Mosaics.

27. Printmaking. Printmaking with Found Objects. Glue Line-Relief Prints. Collographs. Linoleum Prints and Styrofoam(R) Prints. In the Classroom: Subjects for Linoleum and Styrofoam(R) Prints. Proofing, Inking and Printing. Aluminum-Foil Reliefs.

28. Visual Technology: Computer Art, Photography, and Video. Computer Art. In the Classroom: Using Computers. The Computer as a Design Tool. Implementing a Computer-Art Program. Photography. In the Classroom: Photography and Content-Area Learning. Video. In the Classroom: Using Videos for Content-Area Learning. Art Resources on the Web.

29. Three-Dimensional Design: Additive and Subtractive Sculpture. Box Sculpture and Constructions in Space. In the Classroom: Three-Dimensional Design. Masks. In the Classroom: Studying Culture through Masks. Totem Poles. In the Classroom: Studying Culture through Totem Poles. Subtractive Sculpture in Plaster. In the Classroom: Studying Culture through Sculpture.

30. Architecture. In the Community: Modeling Community Buildings. Building Citizens.

31. Crafts. In the Classroom: Integrating Crafts with Content-Area Learning. Weaving. Starch-Resist Batik. In the Classroom: Teaching Culture through Fibercrafts.

32. Clay Modeling. Clay in the Primary Grades. In the Classroom: Animals and Science. Clay Alternatives. Clay in the Upper Grades. In the Classroom: Clay and Dinosaurs. Construction Techniques. Hand-building. Clay-Slab Construction. Spherical Pinch-Pot Sculpture. Drying, Firing, Glazing, and Staining. Clay Plaster Reliefs. In the Classroom: Subjects for Plaster Reliefs. Appendix A: Safety Concerns, Art Materials, Modeling Formulas, and Recycling Materials. Safety Concerns: Toxic Materials and Inhalants. Materials and Supplies. Expendable Materials. Nonexpendable Supplies and Equipment. Generous-Budget Supplies and Equipment. Practical Suggestions for All Art Classrooms. Formulas for Modeling Mixtures. Recycling Materials. Special Materials and Tools. For Further Reading. Appendix B: Addresses of Professional Associations, Art Materials Suppliers, and Audiovisual Sources. Professional Art Education Associations. Art and Craft Materials Suppliers. Sources for Audiovisuals: Reproductions, Slides, Videodiscs. Web Resources. Glossary. Photo Credits. Index.

Telli ka omale kas see või palju muid huvitavaid raamatuid SIIT!

Kunstiõpetuse mõisted 7-9. klassile ja Kunstileksikon võrgus!

Kirjanikud Berliinis
vasakult 1) /Rudolf Paris/, 2) August Gailit, 3) Eduard Hubel, 4) Henrik Visnapuu
KM EKLA A-37:3887




Kunstiõpetuse mõisted 7-9. klassile
Veebiversiooni aluseks on: Anne Parmasto, Kertu Laur, Kaja Kidron. Kunstiõpetuse mõisted 7-9. klassile. Eesti-vene-eesti sõnastik. TÜ kirjastus, Tartu, 2005
Sõnastiku koostamist ja väljaandmist finantseeris Euroopa Liit. Sõnastikus on 953 mõistet.

R. Paris, E. End. Kunstileksikon (originaalis Kunsti leksikon): Sõnastikus on 3000 mõistet.
Veebiversiooni aluseks on: Rudolf Paris, Eevi End. Kunsti leksikon: maali, skulptuuri, graafika, arhitektuuri ja tarbekunsti terminid eesti, inglise, prantsuse, saksa ja rootsi keeles eestikeelse seletusega. Eesti Keele ja Kirjanduse Instituut, Stockholm, 1986

15. 10. 2008 a kell 16.00 Eve Eesmaa „Trükk on tore” esitlus!

Kolmapäeval, 15. oktoobril 2008 a kell 16.00 toimub Tartu Kõrgema Kunstikooli toimetiste sarja raamatute Eve Eesmaa „Trükk on tore” ning tudengite diplomitööde teoreetilise osade kogumiku „Lend 2007” esitlus Tartu Kõrgema Kunstikooli raamatukogus (Tähe 38b, Tartu)

Trükk on tore
Eve Eesmaa

Tartu Kõrgema Kunstikooli õppejõu Eve Eesmaa raamat ”Trükk on tore” on õppematerjal, mis on abiks kõrgtrükitehnikate võimaluste avastamisel kõigile kunsti- ja käsitööhuvilistele. See raamat on sündinud vajadusest anda põhiteadmisi kõrgtrükist kui iidseimast paljundustehnikast, ühtlasi soovist luua paljudele inimestele ettekujutust graafika trükitehnika võimalustest ning äratada huvi ise katsetada. Raamatus tutvustatakse iidset paljundustehnikat kõrgtrükki ning selle mitmekülgseid kasutamisvõimalusi nii paberil kui ka kõikvõimalikel muudel materjalidel. Väljaandes on olulisel kohal Eve Eesmaa poolt juhendatud õpilaste poolt kursuste käigus valmistatud tehnikaproovid ja fotod valminud töödest.


Lend 2007

„Lend 2007” on teine kogumik, mille kaante vahele on koondatud paremik kunstitudengite diplomitööde teoreetilistest osadest. Üliõpilaste diplomitööde publitseerimine on Eesti kõrghariduses üsna harv nähtus, kuid Tartu Kõrgem Kunstikool tahab seda tava murda ja motiveerida ka tudengeid sõnalist väljendusoskust arendama. Raamat pakub head ülevaadet noorte kunstnike töödest. Teoreetiline materjal on illustreeritud fotodega diplomitööde praktilistest osadest. Raamat on eesti- ja inglise keelne. Eesti keeles on ära toodud diplomitööde kogu teoreetiline osa. Inglise keeles on võimalik lugeda diplomitööde kokkuvõtteid.

Uued raamatud TLKK raamatukogus: 9.10.08 !

Sisukord
Perceptual drawing - line and edge
linear orchestration - surface, form and expression
seeing the light - clarity and shadow
reading the surface - composition and spatial concepts
the human figure - structure and movement
expanding space and time - stretching the space
seeing with the inward eye - the conceptual vision.
Cynthia Maris Dantzic teisi raamatuid vaata siit



Reeli Kõiv.

Eerik Haamer, Tartu Kunstimuuseum 2008 koostöös KUMU kunstimuuseumiga.




Gabriel Martin Roig Kunstilugu lastele Ajaloorännak kuulsate kunstiteoste ja kunstivoolude juurde: "Kunstilugu lastele" sisaldab elavalt jutustatud lugusid kunstiajaloost. Laste pilgule avanevad ürgaegsed koopamaalingud, antiiksed skulptuurid, klassitsismi suursugused ajaloomaalid ning moodsa kunsti rabavad trikid ja tehnikad. Tähelepanu ja vaatlemisoskust arendavad harjutused ning suunavad küsimused innustavad noort lugejat mõtlema, avastama ja kaasa tegema. Kunstiklassikale lähenemine on lastepärane ja nutikas. Raamat ning sellega kaasas olevad toredad reprod ja kokkupandav molbert avardavad silmaringi, arendavad loovust ja toovad lapsi kunstile lähemale. Osta omale ka!


Maailma peegel
Uus kunstiajalugu Julian Bell : Maailm peegeldub kunstis – nii ka selles raamatus. Autor annab talle ainuomasel moel ja rohketele huvitavatele faktidele tuginedes ülevaate kunstist ja kunstiajaloost alustades esimestest koopamaalidest ja lõpetades kaasaegse maailma mitmekesiste võimalustega luua kunsti. Lisaks harivale ja mahukale tekstile on ka rohkelt piltnäidiseid eri ajastute kunstiteostest. Osta omale ka!

vt kunstikeskus.ee uudisi !

KUNSTIKESKUS.EE on MTÜ Sally Stuudio Kunstiteadlikkuse Keskuse kunsti(haridus)portaal - eesmärgiks on luua ligipääs kvaliteetsele kunstile üle Eesti – ka Kihnu, Kanepi ja Kiviõli inimestele. 24 tundi ööpäevas ja tasuta!

KUNSTIKESKUS.EE tegevust toetavad Kultuuriministeerium ja Kultuurkapital. Toimetaja Vano Allsalu. Kontakt info[at]kunstikeskus.ee



KUNSTIKESKUS.EE uudiskiri nr. 2 (september 2008)

Koolinoorte Kaasaegse Kunsti Triennaal (KKKT)

MTÜ Sally Stuudio kavandab koostöös sihtasutusega Tallinn 2011 rahvusvahelise Koolinoorte Kaasaegse Kunsti Triennaali (KKKT) elluviimist programmi Tallinn - Euroopa kultuuripealinn 2011 raames. Triennaaliga kaasneb haridus- ja kogemustevahetusprogramm IDEElaboratoorium, samuti on kavas kunstikoolide ja -keskuste võrgustiku loomine.

KKKT missiooniks on kunsti rakendamine noorte harimisel ja arendamisel loovateks, kriitiliselt mõtlevateks ja vastutustundlikeks inimesteks ja kodanikeks ning peaeesmärgiks kunsti ja kunstihariduse lähendamine.

Contemporary Art Triennale for School Students (CATSS). Tallinn 2011

NB! Eesti algatusrühma kuuluvad:
Annely Köster, Sally Stuudio
Heie Treier, Tallinn University
Jüri Mäemat, EstSEA (Estonian Society for Education Through Art), Pelgulinna Gymnasium
Üllar Sillaots, Tartu Art Gymnasium
Tallinn Art School
Epp Pilv, Tartu Children´s Art School
Toomas-Vahur Lihtmaa, Viljandi Art School

Grand tour. Eesti kunstnikud Itaalias

Kumu kunstimuuseumis on alates 26. septembrist avatud näitus "Grand Tour. Eesti kunstnikud Itaalias".

Näitus jääb avatuks 5.04.2009

Itaalia on sajandeid olnud kunstirännakute olulisemaid sihtpunkte. Eesti kunstis tuletab see maa meelde eelkõige Julie Wilhelmine Hagen-Schwarzi, Johann Köleri, August Weizenbergi, Ants Laikmaa ja Konrad Mäe loomingu. Need olid kunstnikud, kelle jaoks Itaalias töötatud aeg tähendas loomingulist hiilgevormi, inspiratsiooni ja emotsionaalset kõrgepinget.

Eestist, nagu mujaltki pärit kunstnikke meelitas Itaaliasse mahe kliima, kaunis loodus ja klassikaline tsivilisatsioon. Itaalia oli mineviku ja igaviku kohtumiskohaks, mille vaimne kiirgus ulatus Euroopa kaugetele äärealadele. Kui ka selle tsivilisatsiooni märkide rohkus põhjast tulnut esialgu hämmastasid, mõjus eriti Rooma ja Campagna, aga ka Napoli kõigile kunstnikele erakordselt inspireerivalt. Itaalia toimis kontakttsoonina, kus lõikusid geograafiliselt ja ajalooliselt tavaliselt eristatud isiksuste elutrajektoorid. Võõra kaudu õpiti tundma iseennast ja mõtestama oma kodumaad.

Mõiste Grand Tour, mis tähistas elukogemuse saamiseks ja eneseharimiseks ette võetud pikemat reisi, kujunes 17. sajandi lõpupoole kultuurilooliselt oluliseks nähtuseks. Esialgu oli kuid, vahel aastaidki kestnud ringsõit kättesaadav vaid vähestele - ringreisideks oli vaja raha, aega ja motivatsiooni. Pärast Napoleoni sõdade lõppu 1815. aastal, mil paranesid reisitingimused ja kasvas jõukas kesklass, hakkas varasem individuaalne rännak asenduma massiturismiga. Seda uue ajastu algust esindavad näitusel Kolu mõisast pärit meremehe Ottocar von Ungern-Sternbergi 1870. aastaist pärit fotod. Grand Touri olulisteks sihtpunktideks Euroopas olid algusest peale Šveits ja Itaalia. Need olid kohad, kus põimusid oma suurejoonelisusega hinge mattev loodus ja tsivilisatsiooni hõng, kus toideti nii hinge kui mõistust.

Itaalia oli sihtpunkt, kus sai arendada oma ajalooteadvust ja kunstimaitset, vaadata ja omandada kunstiteoseid, millel usuti olevat püsiv väärtus. Neid, kes ise reisida ei saanud, lohutasid rännakud toas ja vaimusilmas: aukartustäratavat hulka Itaaliat puudutavat reisikirjandust (siia kuuluvad ka näiteks siinsetest kunstnike Carl Alexander von Winkleri, Constantin Kügelgeni jt reisimälestused) täiendas vaategraafika, mille kaudu tekkis ja tihtipeale ka kinnistus ettekujutus Itaaliast. Nii tavalised turistid kui kunstnikud teadsid juba ette, mida uurida Itaalia-reisi populaarseimates sihtkohtades Veneetsias, Firenzes, Roomas ja Napolis. Loomulikult rännati usinalt pliiatsi ja pintsliga. Tartu Ülikooli 1803. aastal avatud joonistusklassis kopeeriti tuntud meistrite vaateid, kuid tõeliselt arendavaks peeti võimalust töötada kohapeal. Tuhanded Euroopa kunstiakadeemiate kasvandikud, nende seas ka näiteks Eestist pärit Carl Timoleon von Neff, Otto Friedrich Moeller, Johann Köler ei saanud end Itaalia kogemuseta tunnistada professionaalideks. Oli neid, kes veetsid Itaalias aastaid (August Weizenberg) või kelle jaoks Itaaliast kujunes pidev vaimu ja tervise turgutamise koht ning Raffaelist suur kunstiline eeskuju (Carl Timoleon von Neff).

Näitusel eksponeeritud tööd pärinevad Eesti Kunstimuuseumi, Tartu Kunstimuuseumi, Tartu Ülikooli Raamatukogu haruldaste raamatute ja käsikirjade osakonna, Tartu Ülikooli Kunstimuuseumi kollektsioonidest ja erakogudest.

Näituse kuraator on Tiina Abel, kujundaja Urmas Viik.

Loe: Üha kallinev eesti kunst kaob erakätesse / Ants Juske EE 1.3.07

Loe: Kunsti hind kui kunstiteos / Alo Lõhmus, EE 9.12.04