(CZ) Výchova uměním a k poznání umění
(EN) Výchova uměním a k poznání umění
Autor / Author: Uždil, J.
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The education through art in our country is linked up with the endeavour to socialize art, as manifested intensively at the beginning of this century. In contrast with the statd of affairs at that time, when the emotional approach to the works of art was unduly emphasized, today we require also rational participation of children and consequently alsp rationally planned procedure in the technique of what we call »socialized talks on creative art«. The work of art is to be shown here as the result of the artist’s own working effort, the core of which is a profound and peculiar understanding of reality. The relationship between natural and artistic beauty is reflected in the teacher’s interpretation of the work of art — and here care must be taken not to vulgarize it crudely by simply confusing the two things. The understanding of the social significance of art must never be based only on general findings. It must be based on the knowledge of the trend of such and such a work, or on the knowledge of the aims of the artist’s creative work. It is necessary to see the work of art in its sensually concrete form and let its sensual effect be felt. But here, too, the pupil’s ability of judgment and rational analysis must be assisted by the teacher’s explanation and guidance. The analysis of the content and the form Of a work of art must be done in a coherent manner. That is the only way to prevent free paraphrasing, which is so dangerous for an adequate experience being derived from the work of art. The formal features of a realistic work — as regards understanding their concrete Cleaning and visual illusions — are on the whole easily understood by the pupils. A real aesthetic attitude, however, based on understanding the artist’s particular appraisal of the means of expression, can only be projected in children.
A work of art affects the whole complexity of our inner selves — one-sided »utilization« of art, laying bare only its moral and socially regenerating ideas »in a a bookish way«, without letting its formal aspect assert itself and thus depriving it of its own language, is not a real aesthetic education. In the latter, the educational utilization of the work of art should coalesce with the guidance towards its all-round comprehension and appreciation, with the endeavour to make pupils art-minded.
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