Art education systems:

The study of art education and multiplicity fractured the perspective of unity in the curriculum. Bauhaus and the Black Mountain college are examples of the changes. Although they both imply great expectation on the experimentation of the art practices, and both have the influence of Dewey and Albers, in however positive of a light. Although where Bauhaus has a formal structure of education the Black Mountain college doesn’t have a design agenda for any of the school. The BMC appreciates the process of art, the material culture of the media and extrudes a “art as a way of being” lifestyle: Bauhaus on the other hand found their structure as a school through unity through principle. They all had the same structure and they all worked together.

Dewey relied on the importance of intelligence over and above reason. He believed individuals should construct and ‘negotiate’ their own view of the world, as he pressed on the idea of experimental activity in reality and creative ideas. Whereas Joseph Albers emphasis relativity of colour as material, he claimed he was teaching ‘seeing’. He wanted people to understanding the ‘visual’ empathy’ of seeing colours, not as separate things, but as contrast to form the heart of all images. When ‘visual empathy’ was understood, you could gain the ability to read the meaning of form and order. He obsessed over colour, but disliked any and all expressionist images.


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