By Nichole Rae


Bravely record your life's trip with artwork magazine artwork trip: university and Storytelling for Honoring Your inventive method. Artist Nichole Rae is your artistic spouse and consultant as you discover your artwork journaling trip in 3 effortless steps.

Begin via placing the magazine in artwork magazine: various activates and writing types assist you breathe lifestyles into your hopes, emotions and intentions.

Then positioned the artwork in artwork magazine: Use your writing to improve a subject to your paintings magazine. Illustrate your tale via including photographs, illustrations and ephemera.

Finally, discover your inventive strategy: think of colour, phrases and emblems as you construct fantastically layered college pages.

Along this paintings journaling course, you'll locate the energy to hear your center and locate your inventive voice.

All you want to do is embody the Journey.


Journaling prompts
15 mixed-media and college techniques
Dozens of inspirational magazine pages

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Extra resources for Art Journal Art Journey: Collage and Storytelling for Honoring Your Creative Process

Sample text

Yet at the time that Trilling wrote, the idea of learning through ordeal— of disciplined encounters with difficult materials, of submitting to a shaping or forming—suggested infringements on freedom and individuality. The intention therefore became one of making the young feel comfortable in educational institutions. And so it is today, which accounts for so much grade inflation and countless support groups. It is in this context that we are to understand a Plan to Increase Student Happiness, conceived by a professor of English and comparative literature at San Diego State University.

A few preliminary remarks are in order to set the context. THE ARTS, CULTURE, AND GENERAL EDUCATION The decision to discuss the relationships between philosophy and aesthetic education in connection with excellence in art stemmed from an effort to provide a response to the excellence-in-education movement of the 1980s. This movement, initiated by a national commission report and a rash of other studies,4 recalls traditional democratic ideals of excellence and equity and raises familiar questions.

6) For whom was it made? (7) What attitudes does it express? (8) What values does it assert or deny? (9) What message does it convey? (10) What quality of aesthetic experience does it afford? (11) What was its function in the culture in which it was made? (12) What is its function in the culture of today? (13) What peculiar problems does it present to understanding, appreciation, and evaluation? What I think is helpful in Levi’s redefinition of the humanities—the humanities as promoting humanizing and civilizing skills—is his provision of a method for studying the humanities and an identification of the subjects of the humanities as languages and literatures, history, and philosophy.

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