From the Carracci to Joseph Beuys--On the Principles of Dissent in Art Education

Autor/in	Kazimierska-Jerzyk, Wioletta
Titel	From the Carracci to Joseph Beuys--On the Principles of Dissent in Art Education
Quelle	In: Educational Philosophy and Theory, 55 (2023) 5, S.596-608 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kazimierska-Jerzyk, Wioletta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1981857
Schlagwörter	Art Education; Educational Philosophy; Dissent; Moral Values; Stereotypes; Power Structure; Humanism; Universities; Educational History; Art History; Social Action; Artists; Political Attitudes; Scientists + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Dissens; Moral value; Ethischer Wert; Klischee; Humanismus; University; Universität; History of education; Bildungsgeschichte; History of art; History of arts; Kunstgeschichte; Soziales Handeln; Artiste; Artist; Künstler; Künstlerin; Political attitude; Politische Einstellung; Scientist; Wissenschaftler
Abstract	Dissent has its own special place in art education. It has two stereotypical, polarized faces. The first is a classical institution modelled on Italian and French academies. As official places, they aimed at elevating art to the rank of science and making it an expression and instrument of power. The opposite image of the school is an oasis of intellectual freedom, a space for inventiveness, a place for applying unusual teaching methods and organizing the academic community. The most famous examples are avant-garde activities. This historical division is unreliable in fact. Dissent or even rebellion can be an instrument of morality and principles that could be followed. Quite unexpectedly, a peculiar anarchism can be found in the first art academy run by the Carracci. The name 'academy' popularized among the Italian humanists and Marsilio Ficinno, drew attention to the informal nature of scientific associations, opposing the fossilized formula of the university existing since the Middle Ages. It is surprising then that Joseph Beuys just created the Free International University. The very name of school and its understanding indicate a significant dichotomy not only in art education, but also in art theory. The point is not that the model of education has simply loosened over time. The above-mentioned facts reflect great disputes about the essence of art, about its relationship with science, everyday life, and practical application. An analysis of specific programs will allow us to see the sense of the mutual connections between rebellion and principles in modernizing artistic education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01