Monday, May 10, 2010
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About Me
- Fatjona Lubonja
- Northfield, New Jersey, United States
- Education Researcher Dr. Education Leadership (2010 graduation) Grad Student Arts & Humanities @ Columbia University New York Universal Design in Education Spec. certif. @ Harvard University, Cambridge Area of research interest: 1. self-authorship creativity on child development; 2. Art & Aesthetic.
“How to read and process image?" a fundamental question that according to scientist is not a luxury for the brain, but it is a necessity. “The brain demands knowledge. Art directly feeds that demand with new ways of thinking” (Zeki, S. 2009). According to Adorno (2000) “Art’s capacity to generate new meaning is a version of the old philosophical problem, considered by Plato in the Meno, of how new ideas can arise from old” (p.202). According to the scientist Monet painting gives the viewer the image of the color centers of the brain, and the areas that process illumination, with all sorts of conflicting stimulation, before form ever gets a look in; Cézanne finds a way to make the brain perceive form in unfinished texture rather than in perspective. In connection, Jean-Luc (2005) cites an old French expression “wise as an image”…”The seduction of the images, is nothing other than their availability for being taken” (p.10). Another example of image constriction is the Pointillist painting of George Seurat. Although the painting is composed with tiny separate dots of color, the viewer sees curves and surface.
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