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The philosophy of art specifically studies how artists imagine, create, and perform works of art, as well as how people use, enjoy, and criticize art. Aesthetics considers why people like some works of art and not others, as well as how art can affect our moods and our beliefs. [5]
The artists and writers of Aesthetic style tended to profess that the Arts should provide refined sensuous pleasure, rather than convey moral or sentimental messages. As a consequence, they did not accept John Ruskin, Matthew Arnold, and George MacDonald's conception of art as something moral or useful, "Art for truth's sake". [8]
Some have found no link between the aesthetic and the moral (i.e. being morally reprehensible does not deny an artwork its art status; it does not cease having aesthetic value no matter how depraved some might see it being), whereas others, who have not gone down the explicitly Platonist route, have argued that the relationship is one akin to ...
Teōtl also represented balance and purity, which were central aesthetic ideals in Aztec art. Aesthetically valuable creations were those that authentically and genuinely revealed balance and purity, contributing positively to the maintenance of balance and order in the cosmos. [24] The Navajo-people are known for their textile art.
Art criticism includes a descriptive aspect, [3] where the work of art is sufficiently translated into words so as to allow a case to be made. [2] [3] [7] [11] The evaluation of a work of art that follows the description (or is interspersed with it) depends as much on the artist's output as on the experience of the critic.
Aesthetics and Morality is a 2007 book by Elisabeth Schellekens, in which the author provides an account of the main ideas and debates at the intersection of aesthetics and moral philosophy. [ 1 ] [ 2 ]
Conceptual art is art in which the concept(s) or idea(s) involved in the work take precedence over traditional aesthetic and material concerns. The inception of the term in the 1960s referred to a strict and focused practice of idea-based art that often defied traditional visual criteria associated with the visual arts in its presentation as text.
History of American Art Education: Learning about Art in American Schools. Contributions to the Study of Education. Greenwood. ISBN 978-0-313-29870-7. Freedman, Kerry (2003). Teaching Visual Culture: Curriculum, Aesthetics, and the Social Life of Art. New York: Teachers College Press. ISBN 978-0-8077-4371-3.