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RE: ".the problem is compounded by the discontinuity in the teaching of =
If there was no discontinuity things would be easier, of course.
Whats different about sports and music?
Does the performance of a Bach oratorio sound very similar in any way to =
another perrformance of the same piece? When was the last time you saw =
an coach come out with a new and original sport?
Football is always football and Jai lai always jai lai you don't want to =
get original on the field. Seeing what a baseball bat would accomplish =
on the soccer field is not a favored kind of experimentation.
The Magnificat is always the Magnificat. I suppose one could teach =
students to perform the Last Supper or David in search of the same kind =
of perfection in it's production but so far there isn't a big call for =
that in the visual arts.=20
The pedagogic processes so effective in the performing arts and in =
sports could be effective in the vvisual arts as well but there would be =
little resourse to draw upon to encourage the unique perspective on the =
world. In such a context, parts of the visual arts would be hard pressed =
to find much more than verbal support.
A coach could encourage a kid to put more of himself into a play but the =
rigid formal structure of the game wouldn't offer the same leeway for =
personal expression as painting.
The Chinese approach to painting IS formal in this way. The artist, as a =
result is much more subsumed into the form of the work. The risks taken =
are much narrower and circumscribed. Change comes slowly, over thew =
course of centuries. The Impressionist revolution would still have a few =
centuries to go befor turning over the reigns to Surrealism or Abstract =
Expressionism or what have you. This would be natural because the formal =
structure of the educational process would impose the form.
In the course of a century, how far has Baseball evolved? Golf?
There remains a huge black box to your thesis. "Here a miracle occurs". =
How do you escape formalism? or is it unimportant? How does your process =
insure the novel and the original. Things never before seen, Ideas whos =
lineage comes form outside the field? Beyond art.
You offer a great basic process for learning skill. At a commercial arts =
school like I attended its the perfect vehicle. I became an Interior =
designer and even made a living as an illustrator. Thats fine. I just =
can't confuse that with the other side of the equation. Origination as =
opposed to referentiality and skill with media. There are a ton of =
successful artists these days with little or no skill or interest in =
skill where it pertains to art; just the opposite. Art Brut. What do we =
do about that? Disqualify their approach to art by fiat?
scope and sequence is all well and good... in an appropriate context.
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RE: ".the problem is compounded by the = discontinuity in the=20 teaching of the arts"