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Lesson Plans

Re: aesthetics and absolutes.

[ Thread ][ Subject ][ Author ][ Date ]
taylorh (taylorh)
Tue, 21 Jul 1998 08:25:25 -0700 (MST)

>>"Ken and Chris wrote in response to henry:

>>2. aesthetic responses are personal-however in the final analysis there
are qualities that most everyone (cross culturally as well) would agree
are properties of good art. (cream rises to the top - it will always be

Exciting assertion! Please support it. An example of such "cream" too,
s'il vous plait.

>>3. students need a structure more substantial than beauty is in the
eye... or the classroom discussion has no where to go. it will
degenerate to 'well, I like it you don't have to.'

The classroom discussion never has to "degenerate" at all. That's teaching
or coaching skill. On the other hand, it is true that I never have "to
like" a thing! Nothing demands that I "like" Joshua Reynolds or Richard
Hamilton. I only have to work to "appreciate", by which I mean understand,
the work, the aesthetic.

There is "good" as it is used in casual conversation and "good" as I use
it in my discipline. I'm picky and believe that "good" is rare even after
the filters of pop and disciplinary criticism have been applied. Probably,
in part at least, that explains why I'm not a big fan of the incorporation
of judgement (in good/bad terms) into the critical process. It is certain
that the discipline of criticism does not demand such judgement, only some
of its professionals!

>>4. aesthetic response is inherent in our human capacities-we will
always respond aesthetically. aesthetic properties supervene on all
physical things. there is no formula.

Agreed, hard-wired biology as far as I can tell.

(hg taylor)
Distinguish difference..............(information)
Establish criterion for evaluation....(aesthetic)
Converge upon a general rule............(science)
Diverge into a personal elaboration.........(art)
Consider known alternatives.............(history)
Compare elaboration with criterion....(criticism)