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The portfolio revolves around art education, art history, museum education, ceramics, design, drawing, graphic design, painting, sculpture, and publications. I am a highly skilled and accomplished artist and designer passionate about crafting visually appealing and practical designs. Having spent considerable time in the industry, I have had ample opportunities to refine my expertise in various areas such as art education, art history, museum education, graphic design, studio art, curation, poetry, and doctoral-level research presentations. My portfolio is a testament to my versatility and creativity. My meticulous attention to detail and unwavering commitment to delivering exceptional results make me an invaluable asset to any project.

Art Education

Art Education:

Academic art was associated with art education in England, France, Italy, and the United States. It was also related to Baroque art, Romanticism, and Neoclassicism. In the past, Symbolist and Impressionist artists highly criticized it.

Neoclassicism

A few of the famous artists from that period were Julio–Claudian, Jacques Louis David (1748–1825), and Giovanni Paolo Panini (1691–1765). They introduced the movement called Neoclassicism in Italy. The style was spiritual, natural, and political, and the process of making artwork was incredibly detailed. They painted the master works of other artists to support the visual and performing arts and they also introduced several themes and styles in Europe. Julio-Claudian's Portrait head of the Emperor Augustus, Jacques Louis David's The death of Socrates, and Giovanni Paolo Panini's Ancient Rome were immensely popular artworks of their eras. Julio-Claudian carved portrait head of the Emperor Augustus. He was a Roman sculptor. The emperor's name was Gaius Julius Caesar. It was made out of marble to appreciate the greatness of him in 27 BC. In 30 B.C., he was chosen to serve the nation as an emperor of Rome. He was a popular emperor at that time. His portrait was chosen to support his popularity, good reputation, and a good character of him by the artist of his portrait. The details of the facial features, face expressions, and hair can tell us about the great Roman style of the era. Jacques Louis David was a French painter. He painted The death of Socrates in 1787 in oil on canvas. His work is able to share the basic theme behind the creation of this work of art. Giovanni Paolo Panini was an Italian artist. He painted Ancient Rome in 1757 in oil on canvas. His painting was about the popular places of Rome. He also painted himself in the painting. His work of art tells us about the history of ancient art.

Baroque Art

The 17th century was about Baroque art and the introduction of a modern style to the world of art. They extended the idea of naturalism by adding more and developed techniques to their artworks. The use of the intense light and shadows to their themes made the work more valuable to their viewers. They added a very dark background to their themes for their indoor paintings. The outdoor paintings also had the details of a bright light in them. They also added human emotions and actions to their artworks to make their works more detailed. Nicolas Poussin (1594-1665), Caravaggio (1571-1610), and Claude Lorrain (1605-1682) were some of the famous artists of Baroque art. Nicolas Poussin was a French artist, and he painted The Abduction of the Sabina Women in 1633 in oil on canvas. The basic theme of the artwork revolved around the human desires. The details of the artwork can tell us about the basic theme behind the artwork. Caravaggio was an Italian painter. He painted The Denial of Saint Peter in 1624 in oil on canvas. The basic theme of Caravaggio's painting was revolving around Saint Peter, a woman, and a soldier. This artwork tells us about the use of the dazzling light, shadows, dark background, proportions of the figures, their drapery folds, face expressions, and facial features to make the work more detailed. Claude Lorrain was a French painter. He painted Queen Esther Approaching the Palace of Ahasuerus in 1658. He used mixed media for his artwork. He made his drawing for the Bishop of Montpellier, Francois Bosquet. The basic theme was taken from the Old Testament.

Romanticism

The period of Enlightenment or the 18th century was more about a positive chance in the world of art. They painted human emotions to appreciate the beauty of nature through the blending of colors, proportions, gestures, drapery folds, facial features, and face expressions. They also painted the human behaviors. The religious artworks had the details of the beauty of nature in them. After the French revolution, they added romantic themes to their works. Painted artworks were revolving around social, behavioral, economical, educational, and political issues. They took the responsibility to share the information with others and the bitterness of the facts was felt through their themes, brush strokes, colors, light, and the architectural style of that period of time. John Constable (1776-1837), Theodore Gericault (1791-1824), and Jean Auguste Dominique Ingres. (1780-1867) were some of their famous artists. John Constable was an English painter. Salisbury Cathedral from the Bishop's Grounds was painted in 1825 in oil on canvas. He visited the Bishop's palace and made some sketches for his future reference. He used those sketches to make his paintings, and those paintings were about the Salisbury Cathedral from the Bishop's palace. He painted three paintings; the first was given as a gift to the Bishop of Salisbury Cathedral. That painting had information about the palace and the Cathedral for the viewers. He used perspective, texture, proportions, cattle, and reflection to share the information with the Bishop. Evening: Landscape with an Aqueduct was painted in 1818 by Theodore Gericault in oil on canvas. He was a French painter who was able to capture the beauty of nature through his brush strokes. Evening: Theodore Gericault painted Landscape with an Aqueduct. He painted three paintings in total. They were about the various times of the day. This painting tells us about his visit to Italy. He was responsible for sharing the information through his brush strokes with others. Jean Auguste Dominique Ingres was an Italian artist who painted The Virgin Adoring the Host in 1852 in oil on canvas. He was the director of an Academy in Italy. He painted his artwork for the Russian Czarvitch in Saint Petersburg. The Russian Czarvitch wanted to add Alexander Nevsky and Nicholas to the painting. He painted his subject matter four times, and this artwork is the first one. He added Helena and Louis to the painting and gave his artwork as a gift to his friend.

Impressionism & Symbolism

Artists of symbolism and impressionism highly criticized academic art in the past.

Edger Degas was the founder of Impressionism in France. He introduced Impressionism to support and promote art and the country's artists. He was called the father of impressionism.

Degas and Manet were called the indoor painters. Degas introduced soft pastels and fixative to save his paintings for him. His fellow artists highly appreciated his new medium. The backbreaking jobs of middle-class females including ironing, cleaning, washing, retailing, and cooking were painted by him. He also wanted to highlight the skills of youth of France through his artworks. The series of little dancers was painted by him and one of the famous one was called Four ballet dancers on the stage. In those days, Emil Zola's novel was read, liked, and painted by Manet. He was a famous art history writer who was willing to support and promote impressionism and the impressionists of France. Manet painted his story character called Nana. She was a playback singer of France, and her name was Nana. He nicely did the details of the drapery folds, facial features, skin tones, face expressions, and proportions.

On the other hand, Renoir and Monet were called the outdoor painters. He painted luncheon of the boating party. His wife and French friends accompanied him. He nicely did the work. The details were impressive, and his artwork supported his popularity in France. Monet painted Water Lilies. The details of the reflection, ripples, light and shadows, texture, and spacing were nicely done by him. Impressionists could share their talent, skills, abilities, and creativity through their artworks and exhibitions. Degas was the main supporter and a promoter of those artists because; he built a museum to teach, exhibit, support, and promote art to the people of France. His aristocratic family was also willing to support his plans at that time. They were not interested in Academic Art. Symbolism artists were also not willing to support and promote art and the artists of Academic art.

Gustave Moreau's The Evening, Arnold Bocklin's Die Lebensinsel, and Edvard Munch's Scream or The Cry can tell us more about their themes, styles, and the use of Symbolism in their artworks. The use of halo in religious artworks was an important part of religious artworks. Edvard Munch painted his artwork in a unique way. The use of colors, proportions, and themes supported the idea of Symbolism in his artwork.

Academies

In 1563, the Accademia e Compagnia della Arti del Disegno was opened in Italy. The pioneer was Cosimo L de' Medici who was willing to teach drawing and life drawing to their artists at the gallery. They kept the first name for a while, then they changed the gallery's name to the Accademia della Arti del Disegno. The most prominent female artist, Artemisia Gentileschi, and male artist, Michelangelo Buonarroti, were members of the academy for several years. They taught studio art classes and also the history of those classes to expand the knowledge of their artists. They had a huge group of artists members at that time. They brought several changes using their skills, knowledge, and abilities in Italy. In 1577, the Academia di San Luca was opened in Italy. Pope Gregory XIII introduced the academy to the people of the area. The academy's main purpose was to develop professional skills in painting, sculpture, and the use of perspectives to make architectural artworks. The artists were able to develop their skills in their chosen fields. In 1588, Pope Sixtus V helped the academy to take them to the next level to expand the program by adding more techniques, methods, and materials. The extended program gained popularity and supported the program in the region. Others highly appreciated their work.

In 1635, the Academie Francaise was opened in France and Cardinal Richelieu was the academy's chief minister and pioneer. He took the responsibility to establish the French language in France. King Louis XIII also helped the academy and Napoleon Bonaparte, who was the first consul, also helped the academy. Raymond Poincare, who was the head of the state, was an active member of the academy. They taught French language and literature to educate the people of their country. In 1648, the Acdemie royale de peinture et de sculpture was opened in France. They offered services to develop the skills in painting and drawing of their artists. In 1660s, Jean Baptiste Colbert was working for the French Officials. He got a chance to serve the community, and the academy was also an important part of the commitment. He added more methods, techniques, and skills to the process of making art. In late 1660s, Charles Le Brun took the responsibility to make the process more advanced and valuable by sharing the information about the program with other artists. The entire process of learning was remarkably successful at that time. In 1663, the Académie des Inscriptions et Belles-Lettres was opened to the people of France. In the beginning, they chose the Academie royale des inscriptions et Medailles which was changed to the Académie des Inscriptions et Belles-Lettres. They studied language, art, and the history of art. They also worked on the inscriptions of Latin Language. The academy was one of the oldest academies of France. The academy worked with King Louis XIV's administration to support artists and promote artworks in France. In 1666, the Academie des Sciences was opened. King Louis XIV was the pioneer of the academy. They supported the process of doing research in Europe. The main purpose was to support and promote science education research in science. The entire system did not support any religious activities in their place. In 1969, the name was changed to the Royal Academy of Sciences. Napoleon Bonaparte was also an active member of the academy. They extended the program from language and literature to art, literature, and science. In 1669, the Academie de Musique was opened. King Louis XIV was the pioneer of the academy. The first chosen name was the Academie d'Opera. In 1794, they changed the name to Theater National de la rue de la Loi. In 1797, it was Theater de la Republique et des Arts. In 1802, Napoleon changed the name to Academie Imperiale de Musique. They supported performing arts including music and dance performances and the entire work was highly appreciated by the people of France. In 1671, the Academy Royale d'architecture was opened to the public in France. King Louis XIV was the founder of the academy. The academy studied architecture at that time. The academy was immensely popular in France. They joined a huge art group in the 1800s with two other academies. In 1768, the Royal Academy was opened in England. They supported Academic Art, promoted artists, and worked for other movements. They exhibited and curated the exhibitions for other artists. They also supported the popularity of the artists of the region. The entire process was extraordinarily successful. In 1816, the Academie des Beaux-arts was opened in France. The academy had affiliations with the Academie de Peinture et de Sculpture, which was introduced in 1648, the Academie de Musique was introduced in 1669, and the Academie d' architecture was introduced in 1671. They supported visual and performing art by extending the program to support their French artists and to promote their art programs in Europe.

Art education

In Italy, three of their academies were supporting visual/ performing art and art education. The schools were called the court schools and were willing to teach at their places. They wanted to share their knowledge, skills, and ability with others. Prominent artists were Michelangelo Buonarroti and Leonardo Da Vinci. They taught studio and liberal arts. England had one academy at that time. They exhibited, curated, and installed artworks at the academy. They supported the plans of their artists and promoted their artworks for them. The Academy was willing to entertain, educate, and inform the people of their community. They had seven academies at that time. In France, they taught art, art education, liberal arts, and social sciences. They divided the students into two groups. One part of the artists were required to follow the provided image for their assignments. The other group of artists was able to use visual art education skills to do their assignments. The entire process was working very sensibly and peacefully to educate the people of their country. Looking at the details of Art education in the United States, we can see that in 1635, the first Latin American school opened in Massachusetts. English Language and Greek literature were a part of the curriculum then. Reverend John Cotton was the pioneer of the school. He was highly educated and willing to support and promote education. Students were required to recite the verses from the Bible to get approval for their admission at school. Only boys were taking classes at that time. That was not a co-education school; therefore, no female students were registered at the school. Harvard University was opened in 1636 in Massachusetts. John Harvard was the pioneer of the University. Several programs were introduced at that time. Reverend Henry Duster was the first president of Harvard in 1640. The first graduate group had 9 students in total. In 1874, the art education was introduced at Harvard. Now, it offers several degrees and programs from several people at Harvard. Pennsylvania Academy of the Fine Arts was opened in Philadelphia in 1805. They were the pioneers of art museums, art schools, and museum education in the United States. The first art museum in the United States was opened in 1807, and the first art classes were given in 1810. They exhibited the selected artworks for the first time in 1811. The main purpose was to support and promote art and art education in the United States. In 1867, the Department of Education of the United States was started in the United States. They worked for the entire educational system of the United States. Several other programs were extremely useful, and people were allowed to use the services to get educated.

Art History

The world of art history revolved around Pre-Columbian art, Medieval Illuminated Manuscripts, Pre-Renaissance- 20th Century. The artists of the Pre-Columbian era used new techniques, methods, and materials to produce their art works including architecture, wood carving, ceramics, vessels, metal production, and human figures in the past. The rank of the important people was understandable through their headdresses, staffs, and wearable objects. Music also played an important role in their lives; it revolved around their religious, cultural, political, and educational activities. They made several instruments by using different techniques, material, and images for them. They brought a big change in the world of art and supported their identity by making a good quality of the artworks in the region.

The world of medieval illuminated manuscripts revolved around medieval, Carolingian, Romanesque, and Renaissance eras. They were handmade and decorative manuscripts and most of their themes revolved around The Old Testament, Psalms, and The New Testament including the Gospels of St. John, St. Matthew, St. Mark, and St. Luke. They produced those manuscripts in different shapes, sizes, forms, and colors. They kept those manuscripts in the form of gatherings and those gatherings were sewn with needles and special threads. A huge amount of time, money, and energy was used for their production. In 7th century, they were made in the monasteries by monks and were used by scribes while the 11th century expanded the process of production in a different way. For example, cursive text was used commercially in 11th century. Therefore, the use of cursive writing style was common in 11th century. The use of animal skin was common and it was called parchment. The process of making those manuscripts revolved around inks, gems, metal, knives, and quills; knives were used to scratch off the mistakes and also were used to refresh the tip of the quill to make the tip pointed for imagery and text for those manuscripts at that time. Black ink was used for the title while red ink was used for the rest of the text for most of those manuscripts. The use of the symbols, initials, design, human figures, birds, animals, and other creatures was also popular at that time. They were available in different languages and they were used for different purposes. The financially well-off families hired commercial artists for their own manuscripts. Those books were very decorative and a huge amount of money was used for the decoration. Bookstores hired commercial artists to make more books to satisfy the needs of their customers by providing them a good quality of their production. They offered several services to their customers including selling books to them, exchange books with others, purchase books from them, and order books from other publishers. They hired educators for the correction of the texts, because; they wanted to work with their institutions, students, and customers at their places. Libraries also played an important role in the production of the manuscripts. They hired educators for the correction of the text which was playing an important role in the educational atmosphere at that time. Some of the students were required to make their own books for their classes which developed their skills in the process of making those manuscripts for them. Annual calendars were available at the end of the Book of Hours. Those annual calendars were about the 8 daily prayers, special prayers, and occasional prayers; the style of the calendars was very simple and less decorative. Music manuscripts were available for gradual, antiphonal, and choir. They were also available for chants and hymns at that time. Sometimes, they were chosen for those saints the ones were without the feasts. The cover page was different and more decorative than the back of the cover page because; they were willing to add more gems, jewels and metal for the cover pages.

Pre-Renaissance art movements were revolving around Byzantine and Gothic Arts. The Gothic artists used new methods and materials to make the work more valuable for them. Pointed arches, rose windows, flying buttresses, and minarets were some of the special and popular styles of the Gothic period. Byzantine art also introduced several techniques and styles which were chosen to create, carved, and produce art and they were different than Gothic Art.

The Renaissance art movements were revolving around The Early Renaissance, The High Renaissance, The Northern Renaissance, and Mannerism movements. Those movements were different than the previous movements in style, production, and the creation of art in those eras. Several new techniques and styles were chosen to the people of those eras including gestures, actions, drapery folds, and body movements in drawings and paintings. The subject matter was very broad for paintings and the use of stucco technique was extremely popular at that time. To use the technique, they liked to cover the surface with plaster and also used several paints to cover the wet plaster and Sistine Chapel’s ceiling is an evidence of it.

As I mentioned earlier that The world of 17th Century art revolved around Baroque Art movement. It introduced action paintings and those paintings revolved around strong light and shadows, dark background, and dramatic gestures for their art works. The details of the Baroque art were unique and different than the other eras. The details of the skin tones, drapery folds, facial features, and gestures were able to convey their message through the artworks. They liked to add their own imagination to the surface which brought a big change to the world of art.

On the other hand, 18th Century art movements were about The Rococo Art, Neoclassicism, Academic Art, and Orientalism art movements. I mentioned earlier about the academic art. Those movements were completely different than the Baroque art movement. They chose the reality instead of imagination. Some of those artists chose their own colors to capture the beauty and grace of the events at that time. 18th century gave a chance to share their talent by sharing the information about the religion and culture through Orientalism.

19th Century art movements were more about the Romanticism, The Hudson River School, The Pre-Raphaelite Brother hood, Victorian Classicism, The Art and Crafts Movement, Symbolism, Realism, The Barbizon, Impressionism, Tonalism, Post-Impressionism, and Fauvism movements. The artists of those movements were able to make art by using romantic, natural, decorative, symbols, feminism, and the elements of arts for their themes. As I mentioned earlier, Edgar Degas introduced Impressionism movement by getting help from his aristocratic family and devoting his time, money, and energy to establish impressionism movement in France. He built an art museum to exhibits art and to promotes artists in his country. The basic theme of impressionism revolves around naturalism. They wanted to capture the beauty and grace of nature, people, and the current events of their country in a realistic way instead of imagination and that turned out really good and supports their style in France. Those impressionists were called indoor painters and outdoor painters. Edgar Degas and Manet were called indoor painters while Monet and Renoir were called outdoor painters at that time.

Late 19th Century-Early 20th Century movements were about Arts and Crafts, Art Nouveau, The Golden Age of Illustration, Art Deco movements. They used design, feminism theme, text for their illustrations to convey their messages to others. James Montgomery Flagg's “I want you for US Army” was an evidence of that period of time. They also used current events to support their themes for them. They also made prints instead of paintings and drawings which was called a contemporary style.

20th Century movements were about Realism Reinvented, Modernism (Expressionism, Cubism, Dada, Futurism, Neo-Plasticism, Surrealism, Precisionism, Art Deco, The Harlem Renaissance, Abstract Expressionism, Pop Art, Op Art, Arte Povera, Photorealism, Minimalism, The Sensation Show, and Folk art movements. The themes of the artworks were modern, stylish, and contemporary. The use of the elements of arts and the principles of design also supported those artists. William Caslon, John Singer Sargent, Picasso, Dali, and David Smith were some of the famous artists of the century. They added prints, texts, shapes, forms, space, symbols, and repetition to their artworks to make the work more meaningful and detailed. They also added abstraction to their artworks.

Over all, Pre-Columbian Art, Illuminated Manuscripts, and art history movements brought a big change to the world of art by sharing the information about their techniques, methods, materials, and themes with others.