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Should we keep fine arts in our schools
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Study fine arts emergence of the great European academies of art reflected the gradual upgrading of the subject. New and enlightened branches of philosophy also contributed to this change of image.
By the mid-18th century, the mere demonstration of technical skills was insufficient to qualify as art - it now needed an "aesthetic" component - it had to be seen as something "beautiful."
Study fine arts the same time, the concept of "utilitarianism" (functionality or usefulness) was used to distinguish the more noble "fine arts" (art for art's sake), like painting and sculpture, from the lesser forms of "applied art", such as crafts and commercial design work, and the ornamental "decorative arts", like textile design and interior design.
Study fine arts the rest - a situation that reflected the cultural snobbery and moral standards of the European establishment.
Furthermore, despite some erosion of faith in the aesthetic standards of Renaissance ideology - which remained a powerful influence throughout the world of fine art - even painting and sculpture had to conform to certain aesthetic rules in order to be considered "true art".
New fine arts adult superstore other words, whatever definition of art we arrive at, it is bound to be limited to our era and culture. As you can see from the above, the world of art is a highly complex entity, not only in terms of its multiplicity of forms and types, but also in terms of its historical and cultural roots.
New fine arts adult superstore broad approach leads to art being defined as: "the product of a body of knowledge, most often using a set of skills."
Thus Renaissance painters and sculptors were viewed merely as highly skilled artisans (interior-decorators?), capable of creating representational pictures or 3-D works.
New fine arts adult superstore wonder Leonardo Da Vinci and Michelangelo went to such efforts to elevate the status of artists (and by implication art itself) onto a more intellectual plane.
Should we keep fine arts in our schools because Picasso introduced a non-naturalistic branch of painting and sculpture, but because it shattered the monotheistic Renaissance approach to how art related to the world around it. Should we keep fine arts in our schools Cubism's main contribution was to act as a sort of catalyst for a host of new movements which greatly expanded the theory and practice of art, such as: Supremacist, Constructivism, Dada, Neo-Plasticism, Surrealism and Conceptualism, as well as various realist styles, such as Social and Socialist Realism. Should we keep fine arts in our schools in practice, this proliferation of new styles and artistic techniques led to a new broadening of the meaning and definition of art. In its escape from its "Renaissance straitjacket", and all the associated rules concerning "objectivity" (eg. on perspective, useable materials, content, composition, and so on), fine art now boasted a significant element of "subjectivity".
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