© Michael Lacewing Expression Michael Lacewing

Slides:



Advertisements
Similar presentations
© Michael Lacewing Religious point of view as seeing-as Michael Lacewing
Advertisements

Free will and determinism
© Michael Lacewing Empiricism on the origin of ideas Michael Lacewing
Michael Lacewing The value of art Michael Lacewing © Michael Lacewing.
Michael Lacewing Idealism Michael Lacewing © Michael Lacewing.
© Michael Lacewing Plato on knowledge and experience Michael Lacewing
Guiding Question How can we appreciate and interpret an artwork effectively?
Adler/Rodman Copyright © 2006 by Oxford University Press, Inc.
© Michael Lacewing Scepticism Michael Lacewing
1 Class 5: High & Low Art. 2 Ted Cohen: “High and Low Art, and High and Low Audiences” Thesis: Whether a work is “high” or “low” (or both) depends upon.
The Garden of Divided Delights -Evaluation by Collingwood and Tolstoy Yuxuan Chen Philosophy of Art December 6th.
The Expression and Arousal of Emotion in Music Jenefer Robinson.
Kant’s Ethical Theory.
Tolstoy & Kandinsky: Music and The Nature of Good Art
LESSON 2 UNDERSTANDING AND TREATMENT FOR NEGATIVE IMPLICIT OTHERS AND THEIR NEGATIVE EFFECTS Under Construction.
Art and knowledge. Cognitivism Epistemic question: Can art provide knowledge? Aesthetic question: If so, does this increase its value as art? Plato and.
© Michael Lacewing Behaviourism and the problem of other minds Michael Lacewing
The argument from design: Paley v. Hume Michael Lacewing
Module 2: Assessment in Creative Arts © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training.
Hume on Taste Hume's account of judgments of taste parallels his discussion of judgments or moral right and wrong.  Both accounts use the internal/external.
The denial of moral truth: objections Michael Lacewing
Michael Lacewing Emotivism Michael Lacewing
“An attempt to understand and explain how the thoughts, feelings, and behavior of individuals are influenced by the actual, imagined, or implied presence.
Critical Response This presentation is the property of The Andy Warhol Museum and may not be reproduced. All images in this presentation are subject to.

© Michael Lacewing Representation Michael Lacewing
THE ART CRITICISM PROCESS
© Michael Lacewing How can art express emotion? Michael Lacewing
How to Write About Art There are four things that make up a great piece of writing about art. DESCRIPTION ANALYSIS INTERPRETATION EVALUATION.
Leo Tolstoy: What is Art?
Disciplines of the Humanities Arts Disciplines Visual art- drawing, painting, printmaking, sculpture, photography Performing art- music, theatre, dance,
CRITICAL REFLECTION FOR CONTINUING PROFESSIONAL DEVELOPMENT: using the SOAP strategy to analyze pedagogical experience Padmini Boruah Department of English.
Art Criticism and Critique Unit 2. Aesthetic experience -personal interaction with a work of art.
Artworks created to support worship ceremonies (rituals and celebrations). Artworks to express or communicate emotions, ideas, feelings, or to decorate.
EMOTIONAL MESSAGES.
Artworks created to support worship ceremonies (rituals and celebrations). Artworks to express or communicate emotions, ideas, feelings, or to decorate.
1 Ceremonial Artistic Expression Narrative Functional PERSUASIVE
Geovanny J. Berríos. New Criticism  Is a type of formalist current of literary theory that dominated Anglo- American literary criticism in the middle.
Psychological First Aid for Caregivers of Wounded Veterans Presented by Jim Messina, Ph.D.,
Art Analysis and Criticism When evaluating a work of art, it is always important to make a thorough inventory of the various characteristics and ideas.
Judging and Evaluating Art. Liking versus Evaluating Liking is the domain of the casual or serious consumer of visual art Evaluating is the domain of.
Aesthetics Kristian Kohler Critical Pedagogy III February 23, 2012.
INTRODUCTION: REVIEW. What is Art?  Form of expression with aesthetic  Organize perception  A work of art is the visual expression of an idea or experience.
Berkeley’s idealism (long) Michael Lacewing © Michael Lacewing.
02 Truth and Rationality Philosophy. 2 Part I: Sentences and Propositions.
Exploring Art Chapter 1 – Art in Focus Mr. Mulligan.
Abstract Art and Geometric Shapes. TURN TO YOUR NEIGHBOR TALK ABOUT WHAT YOU THINK ART IS! WHERE DO YOU SEE ART IN YOUR LIFE? Turn and Talk!
Start – Thursday, Primacy of mind, categorization, and the problem of “the Other” Two categories: I [me, my, myself,...] and Other [she, her,
THE ARTS All religions, arts and sciences are branches of the same tree. Albert Einstein Albert Einstein.
On the day of the presentation, the presenter knows he has to be more interesting than the private daydreams of the audience or it will not be effective.
Discovering the Arts  Elements of Music  Elements of Art.
Socialization and the Self
NMED 1000 The Art of the Critique. NMED 1000 The Critique As outlined in the course outline, critiques are worth 15 % of your final grade.
Eliminative materialism
Art History: What is art?
Michael Lacewing Form in art Michael Lacewing © Michael Lacewing.
How Are You Smart?. What is Intelligence? What are Multiple Intelligences.
Principles and Elements Putting Knowledge to Practice.
CAS Managebac update CAS opportunity for someone with a scanner. Cambodia?
Arttalk Review for Chapter 2
Art is among the highest expressions of culture, embodying its ideals and aspirations, challenging its assumptions and beliefs, and creating new possibilities.
Comes from the Latin verb communicare, “to impart,” “to share,” “to make common.” We communicate by agreeing, consciously or unconsciously, to call an.
INTERPERSONAL SKILL C HAPTER 3 Lecturer : Mpho Mlombo.
Midgley on human evil and free will
What do we mean by ‘mind’?
Victorian Curriculum: F-10 Visual Arts
The zombie argument: responses
What did I google to find this picture?
Identity/Self-Portrait Unit
Dr. Margaret McLean Acute Psychology Professional Lead
Presentation transcript:

© Michael Lacewing Expression Michael Lacewing

Basic ideas In an artwork, the artist is expressing themselves, esp. emotion, though not always directly –Emotions expressed are not the same as emotions represented –But what is represented is relevant to what emotion is expressed

Jan Steen The Effects of Intemperance (1663-5)

Bacon, Three Studies for Figures at the Based of a Crucifixion (c. 1944)

Emotion and abstraction We are emotionally moved in response to art (perhaps in a distinct, aesthetic way), even in response to abstract and non-representational art –Including music Our understanding of what the artist was trying to express, through looking at cultural context etc., deepens our response to the work

Duchamp, Fountain (1917)

Tolstoys view Art is a human activity consisting in this, that one man consciously by means of certain external signs, hands onto others feelings he has lived through, and that others are infected by those feelings and also experience them. (What is Art?) Art establishes a bond between the psychological states of the artist and audience, and this in turn creates a bond among the audience.

Refining the theory The work of art is irreplaceable: nothing else expresses the emotion it does just as it does. The artist neednt feel the emotion to be aroused in the audience – but they need to be able to imagine it. A vision is communicated, not just a feeling. But the communication must be moving. Even if we dont come to share the emotion expressed, to understand the work, we need to see it from the perspective from which it was created.

David, The Death of Marat (1793)

Is all art expressive? Pleasant music that expresses nothing in particular –It expresses the composers idea of how pleasant music should sound. Two consequences –Expression is not always of emotion; the theory is widened to refer to intention of the artist –No sharp line between what is art and what is not – we all make this kind of aesthetic judgment. Art is just more difficult.

How does art express emotion? A painting cant literally be calm, content, intimate, sad… Nor is the emotion expressed the emotions represented (Steen) Nor does the work express the artists emotion, since that would limit an artist to what she or he actually feels Nor is it the same as saying the work evokes that emotion in the audience

Schedonis The Holy Family with the Virgin teaching the Child to Read (c. 1615)

Audience emotion A painting can arouse sadness without expressing sadness –E.g. someone might feel sad looking at Schedoni because it reminds them that they dont have an intimate family –This doesnt mean the painting is a sad painting - it isnt

Intention Better: a sad painting is one that the artist intends to evoke sadness in the audience A painting is experienced correctly when the audience feels or at least understands the emotion the artist intended to arouse We value art both for the work of the artist, but also for the imaginative work we must do to recover the meaning

Picasso The Three Dancers (1925)

Intention Intention here is broad, i.e. all psychological states that bring the artist to make the painting just as it is –The artist does not have to be conscious of their intention –Their intention may evolve with the artwork At some point, the artist accepts that the work is as it should be

The intentional fallacy We cannot refer to the artists intention or state of mind in interpreting the artwork –The state of mind is private - we cannot infer from the artwork –We should concentrate on the artwork, not the artists state of mind We can and should value the artwork on the basis of the artwork and its merits alone, not the psychological conditions of its creation

Reply Many psychological descriptions of the artwork refer also to the mind of the artist, e.g. mature, perceptive, pretentious, courageous –To say an artwork is pretentious is not to say that the artist is a pretentious person, but in this artwork, on this occasion, they have displayed pretention The distinction to observe is not between artwork and artists mind, but those psychological qualities expressed in the artwork and those qualities of the artist as a person generally. –An artist can be perceptive in their work, but a mess in their life.

Rembrandt, Self-portrait at the age of 63 (1669)

Conclusion The intentional fallacy is not a fallacy - we can respond to and value art for what the artist expresses through the artwork To interpret an artwork may require some understanding of the artists life, and the circumstances in which the artwork was created. –However, this should not absolutely limit or guide interpretation. The only evidence that the artist was, e.g perceptive, could be in their art.