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Visual arts

Art forms involving visual perception

  • 14 min read
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  • 6 labs on Lably
Visual arts
Vincent van Gogh · Public domain

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Current usage of the term "visual arts" includes fine art as well as applied or decorative arts and crafts, but this was not always the case. Before the Arts and Crafts Movement in Britain and elsewhere at the turn of the 20th century, the term 'artist' had for some centuries often been restricted to a person working in the fine arts (such as painting, sculpture, or printmaking) and not the decorative arts, crafts, or applied visual arts media. The distinction was emphasized by artists of the Arts and Crafts Movement, who valued vernacular art forms as much as high forms. Art schools made a distinction between the fine arts and the crafts, maintaining that a craftsperson could not be considered a practitioner of the arts.

The increasing tendency to privilege painting, and to a lesser degree sculpture, above other arts has been a feature of Western art as well as East Asian art. In both regions, painting has been seen as relying on the imagination of the artist to the highest degree and being the furthest removed from manual labour – in Chinese painting, valued styles were "scholar-painting", at least in theory practiced by gentleman amateurs. The Western hierarchy of genres reflected similar attitudes.

Education and training

Visual arts education and training have changed over time, with approaches varying across global and cultural contexts. Historically, training in the visual arts began as variations of the apprentice and workshop systems, typically over a period of 2 to 6 years.

The evolution of art education through time has followed different regional paths. In many European and North American nations, formal art academies grew into universities and institutes. Influenced by industrialization, their focus shifted to prioritizing applied arts over fine arts. In contrast, several Sub-Saharan African nations have seen art education de-prioritized or removed from primary curricula in favor of vocational or STEM-focused subjects. Curriciula tended to follow the priorities of the state or nobility in Asian regions, though nations like Singapore have modernized their approach by focusing resources into digital visual arts as a core component of the creative economy. In the Middle East, contemporary education pivoted from 19th-century European models to focusing on tourism and cultural heritage preservation.

Political, economic, and social conflicts continue to shape what is accepted as art education in schools in several regions. For example, educational systems initially restricted under colonial rule in several Latin American countries have turned to focusing on contemporary art to foster national identity. Mexican art education reflects a history of pedagogical tension, as the system has sought to reconcile indigenous artistic heritage with Western academic structures, often resulting in a fragmented educational landscape.

Museums, art galleries, and other cultural institutions serve as instruments of informal art education. Through curated collections and public programming, these institutions provide historical context and aesthetic exposure that complement or substitute for standardized academic curricula.

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