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12 GENRES / SPECIALISATION | PRACTICAL ORIENTED | 2 YEARS VALIDITY | EBOOKS | CERTIFICATION
AT CAMPUS | ONLINE
Mediums:
Konsult Advanced Diploma in Fine Art celebrates traditional hands-on approach to the visual arts. If you are looking at a comprehensive programme cover all major genres/specialisation, this is the programme for you. Look no beyond!
A portfolio is a collection of your work, which shows how your skills and ideas have developed over a period of time. It demonstrates your creativity, personality, abilities and commitment, and helps us to evaluate your potential.
When we assess a portfolio, the research and processes you have used to develop your work are as important as the final work itself. We are particularly interested in your most recent work presented in the best possible manner.
Oil Paints | Water Colours | Pencils | Charcoal | Soft Pastels | Texture White
ADVANCED DIPLOMA IN FINE ARTS
Konsult Advanced Diploma in Fine Arts is a unique hands on creative visual art course with 12 genres / specialisation. The teaching methodology involves a combination of learning from our own structured and curated Study material, independent work and assignments from instructors, with plenty of room for self-expression and discovery while practicing skills and techniques.
In this program, students develop and foster advanced creative and artistic ability in a variety of art genres.
ADVANCED DIPLOMA IN FINE ARTS
Starting from the basics, Learn to sketch and shade structured manner. The course imparts inputs in movement of pencil, drawing measurement and freehand drawing techniques to transform you to a great sketching artist.
Learn to paint in watercolour in a structured approach Watercolor is the starting point for many aspiring artists after they have got to grips with drawing technique.
The course gives a broad approach to painting with watercolors which the students will find informative and inspirational. With this exciting and glowing medium help you realise your own inventive instincts and support you as you set out on this path.
Learn how to manipulate your paints to stunning effect, get hints and tips on working and re-working your paintings as they dry, and discover painting techniques that will add a stunning depth, light and character to your work.
Portraits – The Portrait course focuses on students understanding and perfecting the simple techniques of portraiture.
The course gives them the confidence to tackle this interesting and stimulating area of portrait art in 3 different mediums.
Explore the art of painting with oils and with the dynamic medium of acrylic. Whether you’re improving your technique or starting from scratch, this course will help you paint with confidence. Students will explore a variety of painting approaches, and develop their technical and conceptual skills, while realizing their own unique vision. The Painting Certificate is designed for adults who are interested in exploring the tools and traditions of painting while experimenting with new methods, materials, and concepts.
Learn how to manipulate your paints to stunning effect, get hints and tips on working and re-working your paintings as they dry, and discover painting techniques that will add a stunning depth, light and character to your work.
Charcoal and Pastel course are a very specialised course for those who are keen in this kind of art works.
Whether you would like to develop your skills in drawing with charcoal, or venture into the world of using soft pastels to create your original art works, here is the ideal weekend course for you.
This course is designed for those wishing to learn the skills and explore the exciting medium of charcoal and soft pastels – both as a means of deciphering an unfamiliar subject and as a way of making sketches.
It is also for students interested in developing charcoal and soft pastels portfolios for admission to college-level programs, and for individuals looking to create paintings for personal enrichment and other professional opportunities.
Learn how to manipulate your artworks to stunning effect, get hints and tips on working and re-working your paintings as they dry, and discover charcoal & soft pastels techniques that will add a stunning depth, light and character to your work.
Cartooning and Caricature Course focuses on bringing your cartoon world to life.
Caricatures, comics or satire if you’ve got a passion for cartoons, the Cartooning and Caricature Course will teach you the skills you need to excel.
See your work improve as we guide you through different cartooning techniques. Learn and develop your own style with expert training.
In this course you will learn the basics of Perspective Drawings and the three components essential to the linear perspective system such as orthogonal (parallel lines), the horizon line, and a vanishing point. So as to appear farther from the viewer, objects in the compositions are rendered increasingly smaller as they near the vanishing point.
Knife Painting or Pallet Knife Painting or Textured Painting is a technique used to bring freshness and uniqueness in one’s painting. The medium can be oil or acrylic as the artist decides.
For learning purpose, we will use oil as a medium as it is tougher. You can work with a palette knife to express the forces of nature, the ever-changing elements, cloud formations, piercing blue skies over acres of red bracken and the raw beauty and geographic diversity of the landscape.
Learn to paint to capture sweeping panoramas and stunning landscapes in breath-taking detail with the Landscape Painting course at Konsult. You will learn how to bring depth, colour and character to your work and discover the nature around you. With practical oriented class on framing and composing your paintings, you can develop a depth to your landscapes that will captivate your audience.
Sketching will take design process to next level. It is imperative that a Fashion Designer should have sound knowledge of sketching.
This course takes you there. With strong focus on fundamentals and keeping in mind the Designer’s point of view.
Sketching lets you get all the obvious ideas out of the way, so you can start coming up with stronger, more innovative concepts. Plus, you never know what will inspire you – it could be one of those obvious sketches that spark a million dollar idea!
Animation and illustration are dynamic disciples at the forefront of the creative industry.
This course is for you, if you want to animation sketching and apply it to practical applications.
The course will cover all the basics of traditional drawn animation, including matter, characters, acting and live movements.
Still Life is the art of drawing and painting inanimate or still objects objects like fruit, flowers, food and every day things. At Konsult, the course is practical oriented paintings approach to the subject and it rooted in the traditions of western figurative art. You will look at things with a fresh eye, to understand and relish color and to build confidence by developing and putting into practice good
Composition is an arrangement of elements that makes us see them as a whole. Every artwork has some composition. You either create it consciously or by accident, but you can’t create a drawing without it. It’s like the skeleton of a living creature—you can’t see the bones, but they make the body look like it does. Without the skeleton there would be no form. In a more practical sense, composition is the relation between the elements of the picture. And this relation, not the elements, is the first thing we notice. At the same time, it’s actually invisible for us.technique.
ADVANCED DIPLOMA IN FINE ARTS
Advanced Diploma in Fine Arts | |
Validity: 18 months | |
Payment Otion | |
Immediate Payment | |
Course Fee | 198500 |
Discounted Fee | 119500 |
Option 1 | |
On Admission | 25000 |
Monthly Installments (15 Months) | 6775 |
Option 2 | |
On Admission | 25000 |
Monthly Installments (12 Months) | 8375 |
Option 3 | |
On Admission | 30000 |
Monthly Installments (6 Months) | 15417 |
Option 4 | |
On Admission | 45000 |
Monthly Installment (3 Month) | 25333 |
KINDLY NOTE: APART FROM THE ABOVE WHICH IS OFFERD BY THE ACADEMTY, EMI OPTION AVAILABLE THRU SECURED RAZORPAY PAYMENT. Subject to respective credit card provider bank approval and interest rates apply. For Inhouse Installment Plan, please get in touch with our Program Manager, Mr.Dass on +91 9902739994 between 9.30 am to 5.30 pm IST. Registration Fee: (One Time): Rs.1000/- (have to be paid seperately on admission) Fees refund/cancellation policy: | |
Advanced Diploma in Fine Arts | |
Validity: 2 Years | |
Payment Option | |
Immediate Payment | |
Course Fee | 198500 |
Discounted Fee | 109500 |
Option 1 | |
On Admission | 20000 |
Monthly Installments (11 Months) | 8686 |
Option 2 | |
On Admission | 25000 |
Monthly Installments (6 Months) | 14583 |
Option 3 | |
On Admission | 30000 |
Monthly Installments (3 Months) | 26950 |
Option 4 | |
On Admission | 55000 |
Monthly Installment (1 Month) | 54950 |
KINDLY NOTE: APART FROM THE ABOVE WHICH IS OFFERD BY THE ACADEMTY, EMI OPTION AVAILABLE THRU SECURED RAZORPAY PAYMENT. Subject to respective credit card provider bank approval and interest rates apply. For Inhouse Installment Plan, please get in touch with our Program Manager, Mr.Dass on +91 9902739994 between 9.30 am to 5.30 pm IST. Registration Fee: (One Tine): Rs.500/- (have to be paid seperately on admission) Fees refund/cancellation policy: | |
ADVANCED DIPLOMA IN FINE ARTS
ADVANCED DIPLOMA IN FINE ARTS
A Fine Art education has inherent personal, cultural and critical value. Students can lookforward for a career in the following positions:
“Every artist was first an amateur”
― Ralph Waldo Emerson
“Creativity takes courage”
― Henri Matisse.
I want to join the online course(Between 9.30 am to 5.30 pm Mon - Sat IST)
(Between 9.30 am to 5.30 pm Mon - Sat IST)
Visual arts education is the area of learning that is based upon only the kind of art that one can see, visual arts—drawing, painting, sculpture, printmaking, and design in jewelry, pottery, weaving, fabrics, etc. and design applied to more practical fields such as commercial graphics and home furnishings. Contemporary topics include photography, video, film, design, and computer art. Art education may focus on students creating art, on learning to criticize or appreciate art, or some combination of the two.
Art model posing in a French painting school following the atelier method
Discussion class on art appreciation at Shimer College
Art is often taught through drawing, painting, sculpture, installation, and mark making. Drawing is viewed as an empirical activity which involves seeing, interpreting and discovering appropriate marks to reproduce an observed phenomenon. Drawing instruction has been a component of formal education in the West since the Hellenistic period.[1] In East Asia, arts education for nonprofessional artists typically focused on brushwork; calligraphy was numbered among the Six Arts of gentlemen in the Chinese Zhou Dynasty, and calligraphy and Chinese painting were numbered among the Four Arts of scholar-officials in imperial China.[2]
An alternative approach to art education involves an emphasis on imagination, both in interpreting and creating art. Many educators will ask their students “Why do you think the artist made this choice?”, once they’ve given an answer, they’ll then give them context of the piece, then ask them again. This is to get students to consider the deeper meaning behind works, rather than just showing them a pretty picture.
Art education is also about experimentation and purposeful play and linking their art to conceptual messages and personal experiences. [3] Allowing students to connect a piece to emotion, helps them better understand how the artwork connects to the artist and their subject, developing their critical thinking skills. Alternative approaches, such as visual culture and issue-based approaches in which students explore societal and personal issues through art, also inform art education today.[4]
Prominent curricular models for art education include:
In addition, especially in higher education in the liberal arts tradition, art is often taught as “art appreciation”, a subject for aesthetic criticism rather than direct engagement.[8]
Some studies show that strong art education programs have demonstrated increased student performance in other academic areas, due to art activities’ exercising their brains’ right hemispheres and delateralizing their thinking.[9] Also see Betty Edwards‘ Drawing on the Right Side of the Brain.
Art education is not limited to formal educational institutions. Some professional artists provide private or semi-private instruction in their own studios. This may take the form of an apprenticeship in which the student learns from a professional artist while assisting the artist with their work. One form of this teaching style is the Atelier Method as exemplified by Gustave Moreau who taught Picasso, Braque and many other artists.[10]
The Drawing Class, by Michiel Sweerts, c. 1656
Historically art was taught in Europe via the atelier method system[11] where artists took on apprentices who learned their trade in much the same way as that of guilds such as the stonemasons or goldsmiths. During their free time formal training took place in art workshops or, more often, in homes or alone outside. It was in these ateliers that artists learned the craft through apprenticeship to masters, a relationship that was controlled by guild statutes.
Florentine contracts dating from the late 13th century state that the master was expected to clothe and feed the apprentice, who was called upon to be a faithful servant in return. An apprentice often paid the master during the early years of his education; assuming the apprenticeship was productive, the student would be compensated later in his training. Northern European workshops featured similar terms.[12]
Initially, learning to draw was a priority in this system. Michelangelo recommended that a young painter spend a year on drawing alone, then six years grinding colors, preparing panels and using gold leaf, during which time the study of drawing would continue. Another six years would be required to master fresco and tempera painting.[13]
Historically, design has had some precedence over the fine arts with schools of design being established all over Europe in the 18th century. These examples of skill and values from the early European art inspired later generations, including the Colonists of early America.
Individuals who employ cultural appropriation have the ability to produce works of considerable aesthetic merit.[14] Using properties of art from different cultures such as decoration or emulation of creative process can foster a greater understanding and appreciation of crafts from different cultures. This technique can be appreciated in the production of African or Native-American mask making projects, where students emulate technique and explore new material use and construction methods which esteem those practices of different cultures.[15]
Leading country in the development of the arts in Latin America, in 1875 created the National Society of the Stimulus of the Arts, founded by painters Eduardo Schiaffino, Eduardo Sívori, and other artists. Their guild was rechartered as the National Academy of Fine Arts in 1905 and, in 1923, on the initiative of painter and academic Ernesto de la Cárcova, as a department in the University of Buenos Aires, the Superior Art School of the Nation. Currently, the leading educational organization for the arts in the country is the UNA Universidad Nacional de las Artes.[16]
Australian Universities which have Visual / Fine Art departments or courses within their institutions have moved from Studio Based teaching models, associated with Art Schools, to more integrated theoretical / practical emphasis. University of Western Australia has moved from a master’s degree with theoretical emphasis to a theoretical BA Art degree.
Studio based teaching initiatives integrating contextual and media elements have been implemented as part of a national Studio Teaching Project[17] supported by the Australian Learning and Teaching Council (ALTC) since 2007.
The first modern art school in Egypt was opened in 1908 as the Cairo College of Fine Arts.[18] These early art schools largely taught the Western aesthetic traditions. As a result, after independence there was an effort to incorporate Egyptian and Middle Eastern traditions into art and art appreciation courses.[19] However, the process was slow; students at Cairo College of Fine Arts were not able to major in non-European art history until 1999.[19]
Art schools were established in Italy as early as the 13th century, starting with a painting school in Venice founded by a Greek painter named Theophanes around 1200.[20]
The Dutch Art Teachers Association (Nederlandse Vereniging voor Tekenonderwijs) was founded in 1880 and began to publish a monthly magazine in 1884.[21] Since the late 20th century, the growing diversity of Dutch society has made Dutch art and art education increasingly multicultural.[22]
Formal art education emerged in the United Kingdom in the early 19th century, motivated in part by a desire to match the quality of design work being done in France.[23] The model initially adopted was that of the German commercial schools.[23] Prince Albert was particularly influential in the creation of schools of Art in the UK.[24]
Currently in the UK, the art curriculum is prescribed by the government’s National Curriculum except in public or fee paying schools.[25] Prince Charles has created The Prince’s Drawing School in Hoxton to preserve the teaching of academic drawing.
Adult art education class at the Brooklyn Museum in 1935.
The study of art appreciation in America began with the Artists of Today Movement in the late 19th century and began to fade at the end of the 1920s. Picture study was an important part of the art education curriculum. Attention to the aesthetics in classrooms led to public interest in beautifying the school, home, and community, which was known as “Art in Daily Living”. The idea was to bring culture to the child to change the parents.[26]
The picture study movement died out at the end of the 1920s as a result of new ideas regarding learning art appreciation through studio work became more popular in the United States.[citation needed]
American educational philosopher and school reformer John Dewey was influential in broadening access to art education in the United States in the late 19th and early 20th century.[citation needed]
Since World War II, artist training has moved to elementary schools, and contemporary art has become an increasingly academic and intellectual field. Prior to World War II an artist did not usually need a college degree. Since that time the Bachelor of Fine Arts and then the Master of Fine Arts became recommended degrees to be a professional artist, facilitated by the passage of the G.I. Bill in 1944, which sent a wave of World War II veterans off to school, art school included. University art departments quickly expanded.
American artists who might once have studied at bohemian, craft-intensive schools like the Art Students League, Black Mountain College, or the Hans Hofmann School of Art in Greenwich Village; began enrolling at universities instead. By the 60s, The School of Visual Arts, Pratt Institute, and Cooper Union in New York City and other art schools across the country like the Kansas City Art Institute, the San Francisco Art Institute, the School of the Art Institute of Chicago, the School of the Museum of Fine Arts, Boston, Princeton and Yale had become one of the first art academies.[27] This trend spread from the United States around the world.[citation needed]
Enrollment in art classes at the high school level peaked in the late 1960s—early 1970s.[citation needed] With No Child Left Behind (NCLB)[when?] (which retains the arts as part of the “daily life”, but does not require reporting or assessment data on this area) there has been additional decline of arts education in American public schools.[citation needed]
The United States Department of Education now awards Arts in Education Model Development and Dissemination grants to support organizations with art expertise in their development of artistic curricula. After 2010, an estimate of 25% of the nation’s public high schools will end all art programs.[citation needed] Various “ed-tech” companies like Kadenze and edX have attempted to mitigate this loss through online arts education.[28]
National organizations promoting arts education include Americans for the Arts[29] including Art. Ask For More.,[30] its national arts education public awareness campaign; Association for the Advancement of Arts Education; Arts Education Partnership.;[31]
Professional organizations for art educators include the National Art Education Association,[32] which publishes the practitioner-friendly journal Art Education and the research journal Studies in Art Education; USSEA (the United States Society for Education through Art) and InSEA (the International Society for Education through Art[33]).
Education through the visual arts is an important and effective influence in allowing students, from an early age, to comprehend and implement the foundational democratic process emphasized within the United States societal structure.[34] In 2008, the National Assessment of Educational Progress (NAEP) studied 7,900 eight-grade students in the fields of art and music. The findings of the study concluded that female students earned higher scores than their male peers in both music and visual art. [35]
Olivia Gude, the 2009 recipient of the National Art Education Association’s Lowenfeld Lecture Scholarship, spoke about the numerous ways in which art education is instrumental in forming an informed self- and world-aware citizen. She asserts that:
Through art education, students develop enhanced skills for understanding the meaning making of others. Through quality art education, youth develop the capacity to learn several jobs much easier than others. Most significantly, engagement with the arts teaches youth to perceive complexity as pleasure and possibility, not as irritating uncertainty. Heightened self-awareness is extended to heightened awareness of others . . .[34]
Art education was combined with special education even before there were reforms to create special accommodations for children with special needs in typical classrooms. When it comes to art, art therapists are often used to connect with students with special needs. However, some art therapists pull students out of the classroom, causing them to fall behind in their other schoolwork such as math, English, and science. Because of this, art therapy is reserved for students who do not have much chance for long-term improvements, but rather short-term developmental skills, or for those who seek to increase their all-round capabilities.[36]
Special educator Jean Lokerson and art educator Amelia Jones wrote that “the art room is a place where learning disabilities can turn into learning assets.” Special needs students often come out of their shells and get enthusiastic about creating. Art is also a way that special educators teach their students fundamentals that they may not even realize.[37]
There are ongoing studies that continue to prove that art and special education go hand in hand. Testing continues to prove that art in any classroom, but especially special education classrooms causes students to be motivated, enthusiastic, and in some cases, even promote learning in other subject areas.[38]
The domain of art education is broadening to include a wider range of visual and popular culture. Current trends in scholarship employ postmodern and visual culture approaches to art education,[39][40] consider effects of globalism on the production and interpretation of images[41] and focus renewed interest on issues of creativity.[42] Within the NAEA, research and publications are being geared toward issues of learning, community, advocacy, research and knowledge.[43]
Since 2016, the Art Education Research Institute (AERI) has held an annual symposium that supports critical, systematic, empirical, and theoretical research and scholarship that addresses key intellectual and practical issues in the field of art education. AERI seeks to promote a broad range of rigorous research practices and methodologies drawn from the arts, humanities, and social sciences to improve inquiry related to teaching and learning in and through the visual arts.[44]
A/r/t/ography is a method of inquiring about one’s teaching practice within an art classroom (Irwin & Springgay, 2008). It integrates theory into teaching practice and sees the class as a living organism which is susceptible to change (Irwin & Springgay,2008). Rita Irwin and Stephanie Springgay (2008), Art Education theorists and faculty at the University of British Columbia explain that a/r/t/ography focuses on the in-between of art-making, researching and teaching and is perceived as not an environment or object but as a process of learning for the teacher and their students.
Irwin, R. L. & Springgay, S. (2008). A/r/tography as practice-based research. In Stephanie Springgay, Rita L. Irwin, Carl Leggo & Peter Gouzouasis (Eds.). Being with A/r/tography (pp. xiii–xxvii). Rotterdam, The Netherlands: Sense Publishers. Reprinted with permission of Sense Publishers.