EUR  â¬165.60EUR  â¬138.00 excl. VAT
Joseph Beuys and the Artistic Education
Theory and Practice of an Artistic Art Education
Series:
Author:
Joseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. In his art and reflections on art, he raised far-reaching questions on the nature of art and its central importance for modern education. His famous claim, âEvery human is an artist,â points to the fundamental ability of every human to be creative in the art of life â with respect to the development of oneâs own personality and oneâs actions within society. Beuys saw society as an artwork in a permanent process of transformation, a âsocial sculptureâ in which every person participated, and for which everyone should be educated as comprehensively as possible.
Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuysâs art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of âartistic projectsâ in a series of empirical examples. The author, Carl-Peter Buschkühle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlaà discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area.
Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.
Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuysâs art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of âartistic projectsâ in a series of empirical examples. The author, Carl-Peter Buschkühle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlaà discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area.
Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.
Carl-Peter Buschkühle, Ph.D. (1996), University of Wuppertal, is professor for art education at the Justus-Liebig-University in Giessen (Germany). His research focus is on theory and practice of an artistic art education and on philosophy of art. His intermedia-artworks are shown in international exhibitions.
Preface
List of Figures
1 Joseph Beuys and the Artistic Education
â1 Freedom and the Challenge to Be an Artist of Living
â2 The Polar Play of Artistic Thinking
â3 The Decentralized Subject of Postmodernity
â4 Identity and the Coherent Self
2 BeuysÂf Extended Concept of Art
â1 Art as Evolution of Mind
â2 Emancipation of the Mythical Age . Socrates, Plato, Aristotle, Christ
â3 Progress of Science â Kant, Newton, Helmholtz, Marx
â4 Calvary Cross â Materialism
â5 Christ and Man at Play
â6 Humans as Artists and the Social Sculpture
â7 Exercising Artistic Communication
â8 Future Perspectives: Artistic or Artifijicial Thinking
3 BeuysÂe Artworks as Lessons
â1 The ÂeWarmth QualityÂf of Artistic Thought
â2 ÂeThe ChiefÂf . Revolution of Communication through Art
â3 Creating New Flows of Energy
â4 Political Statement and Shamanistic Revolution
â5 The ÂeChiefÂf as Artistic Education
4 Artistic Learning through Artistic Projects
â1 The River Metaphor
â2 Pedagogy in Artistic Projects
â3 Structural elements of the Artistic Project
â4 Experiment
â5 Contextuality
â6 Polarities as Tensions and Tools of the Artistic Learning Process
5 Artistic Projects as Practice of Artistic Education
â1 Research Aspects
â2 Â"Head with a Story"h
â3 Aspects of Artistic Education
6 Variations of Artistic Projects
â1 Â"Freedom and DignityÂ"
â2 Â"The Leaf Principle â BionicÂ"
â3 Diffferent Topics â Diffferent Ways of Artistic Learning
7 Studying Artistic Education
â1 Becoming a Generalist
â2 Art Educators Have to Be Artists
â3 Providing Time and Space for Artistic Studies
â4 Should I Study One Medium or More?
â5 Giving Grades for Artistic Studies?
â6 Visual Studies â Pictorial Sciences
â7 The Contemporary Relevance of Art History
â8 The Role of Philosophy
â9 Relevant Philosophical Disciplines
â10 Pedagogy â The Art of Artistic Education
â11 Educational Studies
â12 Art Pedagogy as Art
â13 Interdisciplinary Studies in Artistic Projects
â14 Experiencing and Reflecting Polarities
â15 Critical Reflection and Imagination in Pedagogy
â16 Existential Creativity â Artistic Education as a Mental Attitude
8 Art Class as a Construction Site
âMario Urlass
â1 How Can We Bring Students into Educational Situations Which Foreground the Self and the World?
9 On the Educational Potential of Art: A Requiem for Schonau
âChristian Wagner
â1 Introduction
â2 Pupils, Art, and Economic Utility
â3 Pupils as Performers: Dying and Death from Diffferent Perspectives
â4 Artistic Thinking as a Teaching Process
â5 ÂSchonauer RequiemÂ: A Requiem for Schonau
â6 Concluding Remarks
References
List of Figures
1 Joseph Beuys and the Artistic Education
â1 Freedom and the Challenge to Be an Artist of Living
â2 The Polar Play of Artistic Thinking
â3 The Decentralized Subject of Postmodernity
â4 Identity and the Coherent Self
2 BeuysÂf Extended Concept of Art
â1 Art as Evolution of Mind
â2 Emancipation of the Mythical Age . Socrates, Plato, Aristotle, Christ
â3 Progress of Science â Kant, Newton, Helmholtz, Marx
â4 Calvary Cross â Materialism
â5 Christ and Man at Play
â6 Humans as Artists and the Social Sculpture
â7 Exercising Artistic Communication
â8 Future Perspectives: Artistic or Artifijicial Thinking
3 BeuysÂe Artworks as Lessons
â1 The ÂeWarmth QualityÂf of Artistic Thought
â2 ÂeThe ChiefÂf . Revolution of Communication through Art
â3 Creating New Flows of Energy
â4 Political Statement and Shamanistic Revolution
â5 The ÂeChiefÂf as Artistic Education
4 Artistic Learning through Artistic Projects
â1 The River Metaphor
â2 Pedagogy in Artistic Projects
â3 Structural elements of the Artistic Project
â4 Experiment
â5 Contextuality
â6 Polarities as Tensions and Tools of the Artistic Learning Process
5 Artistic Projects as Practice of Artistic Education
â1 Research Aspects
â2 Â"Head with a Story"h
â3 Aspects of Artistic Education
6 Variations of Artistic Projects
â1 Â"Freedom and DignityÂ"
â2 Â"The Leaf Principle â BionicÂ"
â3 Diffferent Topics â Diffferent Ways of Artistic Learning
7 Studying Artistic Education
â1 Becoming a Generalist
â2 Art Educators Have to Be Artists
â3 Providing Time and Space for Artistic Studies
â4 Should I Study One Medium or More?
â5 Giving Grades for Artistic Studies?
â6 Visual Studies â Pictorial Sciences
â7 The Contemporary Relevance of Art History
â8 The Role of Philosophy
â9 Relevant Philosophical Disciplines
â10 Pedagogy â The Art of Artistic Education
â11 Educational Studies
â12 Art Pedagogy as Art
â13 Interdisciplinary Studies in Artistic Projects
â14 Experiencing and Reflecting Polarities
â15 Critical Reflection and Imagination in Pedagogy
â16 Existential Creativity â Artistic Education as a Mental Attitude
8 Art Class as a Construction Site
âMario Urlass
â1 How Can We Bring Students into Educational Situations Which Foreground the Self and the World?
9 On the Educational Potential of Art: A Requiem for Schonau
âChristian Wagner
â1 Introduction
â2 Pupils, Art, and Economic Utility
â3 Pupils as Performers: Dying and Death from Diffferent Perspectives
â4 Artistic Thinking as a Teaching Process
â5 ÂSchonauer RequiemÂ: A Requiem for Schonau
â6 Concluding Remarks
References
All interested in theory and practice of art education, in philosophy of art, theory of aesthetic education, practice of aesthetic and artistic education inside and outside schools.