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Influence of Culture & Social Class

An individual has his own choice and mindset. Consumer buying behavior eventually refers to the buying behavior of an individual. An individual can get affected by the environment in which he lives, his culture, his social class, his psychology and his personality. Now, marketers need to understand this psychology and the mindset of these consumers, also, understand what all factors influence their behavior to develop effective marketing strategies.


Culture is a very important aspect to understand the behavior of a consumer. It signifies the set of values of a particular community.

An individual decides to behave in a certain manner because of his culture. He gets all these values from his parents and family. Every individual has different sets of values as compared to others, what they see from their childhood when they start practicing those habits, they become their culture.

Culture does vary from individual to individual, region to region, and country to country, so the marketer needs to pay a lot of attention in analyzing the culture of various regions and groups. Throughout the process, the consumer is under influence of his culture as his friends, family, society, and his prestige influence him.

For a marketer, it is very crucial to take all these things into consideration while analyzing or observing a consumer’s behavior as they play a vital role in his behavior, perception and expectations.

For example, if we observe the taste and preferences, people in southern India prefers rice to roti whereas north Indian people prefer roti than rice.

Social Classes

The social groups or membership groups to which an individual belongs are the social classes that influence him. In the social classes, we usually find people with similar values, lifestyle and behavior. Now a marketer or a researcher needs to pay attention here because generally the buying behavior of people in a particular social class to some extent is similar, though the level of influence may be low or high, he can tailor his marketing activities according to different social classes. Social perception is a very important attribute that influences the buying behavior of an individual.

Example − A person from a low-income group may focus on price while making the purchase while a person from a higher income group may consider the quality and uniqueness of the product.

Sometimes an individual also is influenced by a social group to which he does not belong, but wishes to get connected with others. For example, in a college a student is in no need to buy a smart phone but purchases it to be part of that group and be accepted by them.

Marketers need to understand these situations well and plan their strategies accordingly for such social benefits. Individuals play various roles in the consumer buying process −

Initiator − Initiator is usually the person who comes up with an idea and suggests the purchase.

Influencer − He is the individual who actually pushes for the purchase. He highlights the benefits of the product. This individual can be from the family or friend or outside the group too.

Decision Maker − He is generally the person who takes the final decision or the final call after analyzing all the pros and cons of the product. He may not necessarily be the final buyer as may also take the decision on behalf of the consumer.

For example, a father might decide on buying a laptop for his son or a brother might decide on the best career option for his sister.

Buyer − Buyer is generally the end user or the final consumer who uses the product.


As we, all know family plays a very important role in making a purchase. The family is responsible for shaping up the personality of an individual. Our attitude, perception and values are inculcated through our family.

An individual tends to have similar buying habits and similar taste and preference and consumption patterns as he gets to see within the family. Perception and family values have strong influence on the buying behavior of an individual which they tend to keep constant.

Social Status

A social status of an individual usually comprises of an individual’s attitude, class and prestige. It depends on the way he carries himself socially or the position at which he is in his work or family or even in his group of friends. The social status of an individual influences his consumption pattern.

Example − A CEO may want to have a celebration and give a party to his colleagues, friends and family, so for his social status he may want to book a five star hotel, something like Taj or Oberoi instead of any other normal hotel.

A purchase decision takes place because of the above-mentioned factors. A consumer is influenced by his culture, environment, family, social status and groups. Companies need to understand these factors and develop strategies and market themselves accordingly to meet the needs of the consumers and increase sales.


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Creating A Culture Of Learning In Your Organisation

Creating A Culture Of Learning In Your Organization

“Building a culture of learning in your organization is a fundamental concept for raising the bar of achievement and skill levels across the whole firm. It just works!”.

In this course, I explore the ways that you can contribute to building a culture of learning in your organization. Not just helping people learn, or driving education and training, but how you can create a firm-wide, global culture that embeds a passion for self-learning and education into the structural fabric of your company. To make learning part of your DNA.

Part 1 – Introduction

What to expect from the course and why I’m qualified to teach this. I’ve been a people manager for 20 years at some of the biggest companies in the world. I’ve led teams large and small and am obsessed with making work a great place to be so that everyone can bring their best selves to work every day. Learning is a key pillar of a high-performing company and this guide will help you embed learning as a foundational pillar of your organization, your team, and yourself.

Part 2 – The Importance of Learning

What makes a culture of learning so important and why should you even bother learning? We’ll take a look at the benefits of being a true self-learner and what a systemic drive for education can do to an organization. We’ll also complain about how rubbish it used to be in the old days, and how lucky you guys are now to have all the cool resources available. Does anyone remember Encyclopedia Britannica? Thought not!

Part 3 – How Individuals Can Become True Self-Learners

In this section we explore what being a true self-learner actually involves, We’ll also dive into a number of resources and approaches that individuals can adopt to really supercharge their learning abilities. Techniques from speed listening, making the most of the dead time in your day, to developing the mental habits that can help you embed learning into your daily routine.

Part 4 – What Managers & Bosses Can Do To Facilitate Learning

In part 4 we take on the role of a manager or team leader. How can you help your teams maximize their learning capabilities and how can you drive a culture of learning to make your team the best around. We’ll look at how to structure work to give people the autonomy and freedom to learn new skills, as well as encourage internal mobility and personalized learning plans. We’ll even explore how you can make your team so good that they quit!

Part 5 – What Senior Leadership Must Do To Drive A Culture Of Learning

Senior leadership play a critical role in helping an entire firm embrace a learning mindset. As a senior leader we’ll use this section to explore how you can not only provide your initiatives with the resources and funding they require, but we’ll show how you can inspire and drive the uptake of your learning culture across the whole firm. Selling the message, demonstrating the return on investment and also driving vendor certification. It’s all here.

Part 6 – The Downsides Of A Learning Culture

As with any good thing, there are a couple of downsides. We’ll explore them here. Note, there aren’t many! Learning is overwhelmingly positive, but driving a change in culture does have some important caveats.

Part 7 – Conclusion & Recap

Wrap up time!

Who this course is for:

Individuals with a thirst for knowledge

Managers that want to embrace a learning mindset for their teams

Senior leaders that want to develop a culture of learning in their organizations


How to maximise your learning every day

What benefits learning gives to individuals, teams & organisations

How you can be a true self-learner

How managers can set up teams to embrace learning

The responsibilities of senior leadership for building a culture of continuous learning

How to create a culture of learning in your organisation

How to become known as a learning leader and broaden your learning network


Have a desire to learn and want to develop more skills

Exclusive: ‘For The Culture’ Solidifies The Rise Of Nfts In Paris

When it comes to the many classical established locales of the traditional art industry, Paris, France, has long been the undisputed epicenter. Home to a variety of the most influential creators to ever have lived, the “City of Light” is the place to go when you’re seeking the center stage of the art world.

So when NFTs verge anywhere near this historic city, Web3 is understandably raucous with exhilaration. Yet, from conferences to exhibits, few endeavors have captured the unique and budding culture of the metaverse art movement, quite like a forthcoming venture from Artpoint, NFT Factory, and Punk6529.

With a new exhibition called “For The Culture,” these three decentralization-fueled entities have enlisted a slew of artists to erect a considerable monument to Web3 and NFT art and culture.

For The Culture, exhibition details

Created in collaboration between Artpoint, the digital art gallery/NFT platform, NFT Factory, a decentralized technology proponent, and Punk6529, the prominent art collector on a mission to accelerate the creation of an Open Metaverse, For The Culture is an exhibition and NFT sale.

The event — which is billed as a celebration of Web3’s unique subculture, with all its humor, memes, and creativity — is scheduled to take place in person at the NFT Factory, Paris, and online via Foundation from July 5 – 8. Reportedly, it will showcase pieces from more than 130 artists, including works from the prominent Meme Cards project, as well as 30 unreleased artworks by Meme Card artists and artists represented by Artpoint.

Credit: Dom Barra Credit: Victor Arce

Prominent artists featured in the exhibition include XCOPY, DeeKay Kwon, Alpha Centauri Kid, Shavonne Wong, Seerlight, and AlienQueen, among others. The exhibition also comes off the back of Punk6529’s acquisition of Dmitri Cherniak’s Ringers #879 (The Goose), which was a significantly hot topic within the NFT space after it almost doubled its pre-sale estimate at Sotheby’s 3AC Grails Round Two auction.

By the culture, for the culture

Considering memes have remained an important part of internet culture since the mid-2000s, For The Culture is meant to be somewhat of a reflection on the influence of memes throughout the blockchain sector. Since the early days of the crypto art movement, artists have played with Web3 symbols to create memes, and the proliferation of these creations has developed into a heritage indicative of the Web3 community we know today. 

“The challenge with this exhibition was to communicate a common thread that unites over 100 artists from the 6529, NFT Factory, and Artpoint communities. All artists who work with the blockchain are using a new technology that requires an element of curiosity, experimentation, and even playfulness,” Vienna Kim, Artistic Manager at Artpoint and Curator of For The Culture, said in a press release.

“We wanted to capture the feeling of liberation in Web3 culture by representing a myriad of styles, techniques, and approaches while staying rooted to that sense of freedom,” she continued.

Credit: Natalie Shau Credit: Sky Goodman

Notably, Kim expressed confidence in the mission of For The Culture, which is to explore the various manifestations of art on the blockchain that have formulated the unique subculture within Web3 — characterized by inside jokes, memes, and specific terminologies (like GM and WAGMI). 

Although For The Culture will undoubtedly draw a sizeable crowd to its showing in the heart of Paris, enthusiasts from all over the world are encouraged to view the collection of never-before-seen NFTs on Foundation. Organized as a Foundation World under the same title as the IRL experience, the online version of the exhibition presents a similarly immersive experience with the added opportunity to mint an open edition for the duration of the exhibition.

How School Culture Must Change, Post

Doug Lemov’s not a new name. A former teacher and dean of students, he burst onto the educational scene with his best-selling book Teach Like a Champion (2010), a collection of strategies to help busy teachers improve their classroom instruction. The book, now in its third edition—with nearly a million copies sold, according to the Washington Post—is responsible for improving classroom management and inspiring engagement in schools across the country. 

Now Lemov’s back on the radar with a new book that steps outside the confines of the classroom. Reconnect: Building School Culture for Meaning, Purpose, and Belonging (2023), written with co-authors Hilary Lewis, Darryl Williams, and Denarius Frazier, explores the challenges of creating strong school cultures that Lemov says he has been concerned with for some time—well before the pandemic disrupted academic trajectories and caused years of social dislocation.

In fact, Reconnect suggests that many of the issues we link to the pandemic actually precede it, and probably arise, at least partly, from the detrimental effects of smartphones and social media use on mental health, trust in institutions like government and school, and our sense of social connectedness. The changes have materialized gradually but may be permanent, Lemov says, and schools must prioritize “reconnecting” with students in the post-pandemic era through intentional strategies that “rewire” environments in ways that make students feel both cared for and challenged to succeed academically.  

“We can’t turn back the clock,” Lemov writes, but what we can do is “plan and design our schools and classrooms differently going forward—not just for a year or two of ‘recovery’ but perhaps more permanently.” 

In our interview, we chatted about the rocky post-pandemic transition for kids, discussed the role of cell phones and our collective anxiety over their harmful effects on children, and reflected on how cultures that avoid discipline can sometimes end up imposing more of it.    

Boryga: What’s happening right now that makes “reconnecting” such a high priority?

Lemov: It’s always important for schools to foster cultures of belonging, but it’s especially important now. The pandemic resulted in a historic academic crisis, but also historic levels of social isolation for students from all the institutions of their lives—including school. I don’t know of a single school leader who doesn’t think that kids came back from the pandemic different. They appear to have shorter attention spans, they struggle in social interactions with peers, they have more behavioral issues, and they struggle to persist with tasks. 

But I argue that there were factors before the pandemic that led to this, like phones. I believe the pandemic exacerbated the epidemic of smartphones and social media and the data suggests that phones are a significant driver of teenage anxiety, loneliness, and depression. Phones also have academic effects, too. A smartphone is an attention fracturing machine, and attention is central to every learning task. 

Boryga: Speaking of phones, you argue they should not be allowed in schools because they impede attention, learning, and authentic social interaction. Why do phones play such an outsize role in students feeling “less connected” from their schools and peers?  

Lemov: In addition to stealing away attention, phones are vehicles of social isolation and social disconnection. One student we interviewed for the book said that on the first day post-pandemic, she’s walking down the hallway expecting hugs and squeals of delight, but instead kids are on their phones and barely looking up at her. It made her think: “Why am I even here? I should just be on my computer zooming from my bedroom.” 

I think there is both a social and academic case for restrictions on cell phones, and there’s a reasonable range of options. The policy could be no cell phones at all, or it might be that your cell phone must remain in your bag, and if I see it, I’ll take it. Maybe there is a ten minute break at lunch when you can use your cell phone. But what is not within that reasonable range is deciding that worrying about cell phones is not our business. 

When I went to high school in the 1980s you could smoke in school and the school tacitly supported it with designated student smoking areas. It sounds ridiculous now, but it’s true. I think we will look back on cell phones in the future and we won’t be able to believe that we exposed a generation of kids to a product we know is designed to be harmful to them and is designed to manipulate them psychologically, socially, and educationally. And we let it into the school building and we let it into their lives without rules or restrictions or qualifications.

Lemov: One of the most important things you can feel in a classroom is a sense of belonging. We tried to understand what it takes for a school to communicate that to students. How can we send the constant message that you belong here, you’re relevant here, you’re part of a community. We were really influenced by Daniel Coyle’s book, The Culture Code. He describes belonging as a flame that needs to be constantly fed by small signals of trust and connection. 

I think that in schools, our first instinct is to address the issue of belonging with a giant talk where we say the institution cares about you and you have a place here. But that is not as effective as wiring school environments such that every time you walk through the hallway someone is smiling at you and conveying that this is a place where you are valued.  

Boryga: You write that “interactions” in the classroom “must deliberately be orchestrated to build a sense of connection, belonging, and shared scholarly endeavor.” What does that look like in practice?  

I think we need to teach students what I call habits of discussion, which are tools that help students connect their ideas to others; they serve academic goals but also convey that what their peers are saying is important. We also talk about habits of attention, which are just as important. Those are the things students do when they’re not the active participant in class. We should teach students to do things like sit up when people are speaking, make eye contact with speakers, nod, and use other facial expressions that convey they’re listening and care. 

If we’re going to ask students to share things that matter, we can’t have them talking to the back of someone’s head, or to someone checking their phone. That body language says: “I don’t give a damn what you’re saying right now.” And who in their right mind wants to participate in an environment like that?

Boryga: How does discipline factor factor into a kid’s sense of belonging? And what do you do about kids who routinely flout basic rules of etiquette, even after interventions like reflection letters or other exercises that might be assigned? 

I think we’re a bit afraid of discipline in our culture, but ironically the result is that we end up with more and more enforcement because we’re not teaching the students who break the rules of institutions. Deans should have a curriculum—a lesson plan, just like in class. If a student has done something highly impulsive, they should have to read about the brain and the role of the amygdala and how you can change your impulsiveness and slow yourself down.

If there is a curriculum, it means when you’re sent to the dean of students there are activities designed to teach you, and you’re going to work hard. The goal is to teach you so you don’t come back as opposed to just creating a disincentive through punishment. 

Doing this requires preparation and foresight. But deans of students often get little training. They have almost no tools. And yet we think that, magically, the eight toughest kids in the school are going to get sent to them and they’re going to talk the kids out of their behavior. If we give deans tools and training, they can do a lot more work to challenge students and change their behavior. There will always be kids who push us to the limits and to the extremes. But schools should be much more prepared to create thoughtful, challenging, and demanding interventions that educate students about their actions and also function as strong disincentives to make them wish they were back in class. 

Boryga: SEL strategies have become popular post-pandemic, and though you believe they’re a worthwhile response to students’ behavioral problems, you also write that some interventions have become “faddish.” What do you mean by that? 

Lemov: There’s a lot of valuable socio-emotional learning stuff out there. And there’s a lot of not so valuable social emotional learning stuff. You can spend a lot of time and resources on things that don’t actually make a big difference. The most valuable things to do are often counterintuitive. The research around gratitude, for example, is fascinating. I’ve actually seen it play out in a London school I visited called the Michaela School. It’s in a really tough part of London and a majority of kids live in poverty. Every day they have collective lunches where there’s a suggested topic of conversation and people look at each other and eat a family style meal. At the end, they have five minutes of appreciation where they take a moment to thank someone in their lives. It is an exercise in socializing students to express gratitude. And there’s a ton of research on how powerful this is. 

So much of what happens in nonproductive socio-emotional learning environments is we tell kids how fragile they are. Take microaggressions. When we educate children on microaggressions, we’re sometimes telling them to take every ambiguous interaction they have with someone and presume that ambiguous interaction represents that person’s disdain for them. Overdoing that can cause young people to see a world that has disdain for them, whereas in reality, the overwhelming majority of people in the world care about them and want them to be successful. 

Stress is another example. We often want to remove stress from students’ lives, but we don’t think about how some stress draws people together. Look at a sports team under stress. People rely on each other more, they optimize their performance. But in the classroom, we treat all stress like it is damaging. But if we teach students resiliency, and that stressful experiences can make you stronger and better, it can be an incredibly productive mindset intervention. 

The fact is, virtues like gratitude and resilience are cognitively beneficial to students—even those that have been through trauma. All the research on trauma shows that what gets people through trauma is resilience and the belief that you have the capacity to overcome harmful events. A few kids might still struggle, but those are the kids who will need the sort of professional, specialized support that goes beyond what we’re able to provide in the classroom. 

We have to teach students to believe in their own capacity to solve problems. I think young people are strong and if we help them get back to normalcy, they will get back to normalcy.

A Step Change In Working Culture And Office Productivity

Shared knowledge is the new currency of scale

The workplace has changed in spectacular ways since the turn-of-the-century. The biggest development is the increased importance of knowledge. Knowledge has become the most valuable commodity in almost every industry from food services to SAAS development. Workplaces that create a culture conducive to knowledge sharing are going to thrive in the coming years.

How do you create a workplace that revolves around knowledge sharing? Here are some tips to achieve this goal.

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Reward successful teams more than individuals

Most traditional workplace models focus on rewarding individual employees for their contributions. While this approach can motivate employees to work harder and be more innovative, it can also discourage collaboration. In the most Machiavellian workplace culture, it can lead to employees outright sabotaging each other.

A better approach is to reward successful teams for their results. Different teams will not be in competition with each other and members within a given team will have an incentive to ensure their partners are equipped to succeed.

When it comes to knowledge workers, this approach is becoming the new norm. Now team members and even teams across different disciplines within organizations are being encouraged to share knowledge which only improves everyone’s ability and understanding of the overall company objectives. To accomplish this teams are needing to adopt new technology to share and access their colleagues’ knowledge in real time.

According to Andrew Filev, the CEO of Wrike,

“The way work gets done is changing, and the traditional linear model of information flow in an organization is no longer relevant. Business is more agile, review cycles are more complex and product cycles are shorter. How teams manage projects and collaborate needs to change to keep up.”

This will lead to a workplace culture that will revolve around collaboration and successful knowledge sharing.

Create a layout that is conducive to open communication

Workers often want to communicate with each other, but have difficulty doing so with the current layout of their workplace. The traditional office cubicle is probably the worst setup to encourage knowledge sharing among employees. It was developed for an era when managers believed that open layouts lead to too much social loafing and created too many distractions for the average employee.

Some of the concerns that were addressed with office cubicles of the 1970s are still valid. Employees often have difficulty focusing with too much noise and unnecessary distractions. The trick is to find a system that encourages knowledge sharing and still enables employees to focus on their work.

There are different ways that you can create a setup that promotes knowledge sharing. One option is to simply provide Intranet access to all employees. This is the contemporary approach that most organizations. However, it has a serious limitation – it is difficult for workers to forge close-knit relationships with their peers when they have minimal face-to-face interaction with them.

A better solution is to create an environment that limits noise while making team building as easy as possible. Google has developed an ingenious solution. They created nap pods for employees to use, which can also serve as alternatives to workplace cubicles. Many Google employees have said that these types of furniture make it easier to work. Unlike traditional office furniture, they may easily be moved around. This makes it easier for people to create small work teams without being limited by the infrastructure in the office.

Using mobile furniture like Googles pods is a good start. You must also make sure the room is designed to soften the acoustics, so workers won’t be overwhelmed by noise if lots of groups are working in the room together. Here are some ways to design the room so that sound decibels do not become a problem:

Avoid using rooms with domed ceilings. They reverberate sound waves that have an upward trajectory, which echo back downwards. This can make noise levels unbearable when enough people are working in the room.

Choose wall and ceiling materials that do not reflect too much noise. Acoustic panels, walls lined with plastic and reflexive wood are good sound dampening materials. Walls made from concrete and masonry reflect too much noise and can make it difficult for multiple groups to work together.

Try to use rooms with sharp corners. Rounded rooms tend to create too much of an echo.

Install windows in the room and try to keep them open during warm weather. This will allow sound waves to carry out of the room, rather than being amplified throughout it.

Designing your room with these factors in mind will help encourage knowledge sharing.

Use the right social networking software

When MySpace and Facebook first became popular, many employers were against allowing employees to use social networking sites during work hours. They have changed their tune since then. Social networking technology can be very useful in the workplace. A 2012 study from McKinsey Global Initiative found that using the right social networking tools can increase the productivity of highly skilled knowledge working professionals by 20 to 25%. The right social networking platforms is a place to share ideas and best practices. It’s another knowledge base that can be accessed at any time from anywhere in the world.

The days of teams being chosen and pitted against one another for supremacy in the office are quickly becoming obsolete. Today’s economy is volatile with constant disruption which means knowledge worker need to move faster than ever before. Employers need to create an environment that fosters knowledge sharing to keep up with the pace of change.

Turn Your Phone Into Interactive Museum With Google Arts & Culture App

Turn Your Phone Into Interactive Museum with Google Arts & Culture App

Yeah!! Turning your phone into a museum seems like impossible just as a lot of tech breakthroughs that were impossible before. Without further ado, let’s check out the app that makes you convert your cell phone into an ultimate source of entertainment:

Google Arts & Culture App

Ranked at 86 in the entertainment category, Google Arts & Culture App has been developed by Google LLC. The app comes with different themes to make your experience richer with categories like culture, art, history, & whatnot. And that too without leaving your house. Isn’t this amazing!!

Since we all are witnesses of the deadly virus “COVID-19” & what impact it has on the world, we have been instructed to not leave home. Let’s invest that time rather spending it & experience the world in our cellphones.

Google Arts & Culture app has larger-than-life collaboration with more than 1200 entities including museums, galleries, & institutions across 70 countries. This collaboration will be helpful to you while trying to exhibit these places online.

Imagine going to a museum or gallery (physically) and exploring every single teeny tiny info that excites you. You go there & check out the mind-blowing art so closely, go through different snaps, video content, & manuscripts to take a glance at history. All those things you can do right there sitting on the comfortable couch and have an amazingly breathtaking experience.

An app gives us better experience when we can customize the app according to us and create our own filters. Google Arts & Culture app lets you do the same where you can find your favorites, create your own albums, & share with your friends without any hassle. 

Google Arts & Culture App Features

Since the app has collaborated with more than 1200 art galleries & museums, the features are also larger than life. Few of the features really bring the best out of your inner art lover and make you learn something new:

Virtual Reality, virtual tours, exhibits, art recognizer, daily digest, personal collection, & whatnot.

All these features including others make the app one-of-a-kind and let you wander around the museum without any FEES. Yeah!!

You can access the Google Arts & Culture App absolutely free of cost & complete your museum visits without leaving home, being your own guide.

The interactive museum app is compatible with all the considerable mobileOS platforms such as Google Play Store (AndroidOS) & App Store (iOS).

Discover Different Features With Camera Functionality

Since the app is all about giving you virtual tours of museums and making the history accessible to you in video content, the camera plays a big role here. 

Let’s quickly understand what these above functions can transform your total experience using Camera:

1. Art Projector

Art Projector is a function that you need to choose once you hit the camera icon on the app. The function is mainly based on augmented reality that will help you set up your virtual gallery at your place.

Just tap on the option and place the artworks on different places to check how do they look there?

Please know that all the cell phones that do not have augmented reality support, the Art projector option won’t work.

2. Pocket Gallery 

Pocket Gallery is also an option that works on augmented reality, however, the functioning is totally different.

This feature lets you checkout the whole collection of an artist from start to finish. And the USP is that, you will be exploring the details like never before, all thanks to AR.

3. Art Selfie

Also Read: How To Recover Deleted Photos From iPhone

4. Art Transfer

A very interesting feature, Art Transfer lets you edit your pics in a way that the essence doesn’t go anywhere but you get a whole new look to your pic.

Later on, you can share the edited pics among your friends and let them know to explore the world.

5. Color Palette

It’s a simple yet cool feature that finds the art for you depending on the colors in your chosen pics. It will open its ocean-of-pics & provide you pictures that relate to the colors and objects in the picture. It’s amazing.


Overall, I loved the app and have started using Art Selfie, Art Transfer, & Color Palette on my cell phone. Soon, I’ll start using Art Projector & check what object looks better at the places I need them.

Don’t wait, just go ahead, download the Google Arts & Culture app & explore your museum experiences without getting out.

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