Aesthetics

GOALS A. Explore the definition of art/unpack the essence of art

B. Examine the value/utility of art

1. Universal? Subjective?

2. Always intentional/purposeful?

3. Change overtime across cultural contexts? (Western vs. Greek)

B. What is the significance of art in our lives?

C. Examine at political implications/values of art D. Skills

Exercising use of counterexamples to challenge student reasoning

Engage with different perspectives

MATERIALS A. Paper B. Definitions

1. Cognitive value of art → view of art as imitation (Plato/Aristotle) vs. representation/re-creation of reality

2. Emotive value of art → view of art as emotional expression vs. intuition

ACTIVITY: What is art?

Give each student two sheets of paper and ask them to draw something they consider to be art and something they do not consider to be art

Contest

1. Who decides what is art?

2. Judge the intention of the artist vs. the quality of the art

3. Consider/offer different metrics for artist value/quality

Exercise for each photo

1. Describe (what is immediately obvious/noticeable)

2. Message(what is the meaning / being conveyed)

3. Artist (if we know something about the artist does it change how we view the art?)

4. Standards of Beauty (yes/no? Why not?)

5. Is this art (why/why not? Consider both)

Discussion

1. Can all of these representations of the be considered art?

2. Can anything be art?

3. Ask / offer counterexamples

UTILITY OF ART: Political or Civic expression/Art as resistance A. Political Cartoons

Is this art?

Do you have to be an artist to create these?

Does the intention matter?

B. Goya’s Etchings→ Got did not express the intentions for his creations. Historians view them as visual protests against the state of violence in the early 1900's... Previous spanish war artists glorified the acts of heroes, but Goya shows the adverse impacts of war and conflict on individuals (“His handwritten title on an album of proofs that he gifted to a friend reads: Fatal consequences of Spain's bloody war with Bonaparte, and other emphatic caprices)

1. How are these different from cartoons?

2. Does your interpretation / evaluation change if you know the intention of the artist?

3. How does art express resistance?

4. Can art be dangerous? Can art be brave if the intention is not explicitly expressed?

1. No quieren (They do not want to). An elderly woman wields a knife in defence of a young woman who is being assaulted by a soldier

2. (Nor do these). Spanish women were commonly victims of assault and rape.

End A. Gather student feedback

1. What they liked/disliked?

2. Questions/comments/suggestions for next time?