Education
Gallery Stratford involves the community in its programming to facilitate visual arts awareness for adults and children. Programs change seasonally, with studio classes ranging from oil painting, drawing and illustration to photography and printmaking.
For students, class visits to Gallery Stratford are interactive and curriculum-based; encouraging students to find pleasure and meaning in art, and to think critically about art work. Students are guided during their visits by staff or docents who lead discussions on the content and artistic qualities of selected original works of art. Programs change regularly to compliment current exhibitions.
The gallery also features an open community studio, stocked with creative materials. The community studio guided activities reinforce key concepts introduced in the exhibitions, helping participants to connect with the art work.
During the second Sunday of each month from September to May, Gallery Stratford offers Family Art Sundays. This free program runs from 1-3pm and is led by a Gallery educator.
Through a partnership with the Toronto International Film Festival Group, Gallery Stratford offers a special selection of films on the third Monday of every month from September to May at the Stratford Cinemas. The film series allows the audience unique access to view Canadian and international films in limited distribution.
Gallery Stratford's Arts Alive program offers drawing, photography, animation, painting, sculptures, collage projects and much more. Arts Alive offers full-day and half-day weekly programs during the month of July each year for children aged 4 to 12.
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Famous quotes containing the word education:
“Man is endogenous, and education is his unfolding. The aid we have from others is mechanical, compared with the discoveries of nature in us. What is thus learned is delightful in the doing, and the effect remains.”
—Ralph Waldo Emerson (1803–1882)
“Institutions of higher education in the United States are products of Western society in which masculine values like an orientation toward achievement and objectivity are valued over cooperation, connectedness and subjectivity.”
—Yolanda Moses (b. 1946)
“A two-year-old can be taught to curb his aggressions completely if the parents employ strong enough methods, but the achievement of such control at an early age may be bought at a price which few parents today would be willing to pay. The slow education for control demands much more parental time and patience at the beginning, but the child who learns control in this way will be the child who acquires healthy self-discipline later.”
—Selma H. Fraiberg (20th century)