Study (art)

“ These considerations belong to the moral and spiritual value of the study of art, in the early years of an education intended to be general. They are of primary importance although in themselves only indirect results of the study. As to its direct results, it may be said in general that two things must be aimed at during the years of school life, appreciation of the beautiful in the whole realm of art, and some very elementary execution in one or other branch, some doing or making according to the gift of each one. ”

“ A share of attention should be bestowed early on the higher Literature of the Imagination. As, in after life, poetry and elegant composition are to be counted on as a pleasure and solace, they should be taken up at first as a study. The critical examination of styles, and of authors, which forms an admirable basis of a student's society, should be a work of study and research. The advantages will be many and lasting. To conceive the exact scope and functions of the Imagination in art, in science, in religion, and everywhere, will repay the trouble. ”

“ Therefore, the inquiry into the feelings which art arouses, or ought to arouse, comes utterly to a standstill in the indefinite, and is a mode of study which precisely abstracts from the content proper and from its concrete essence and notion. ”

“ And yet there exists an art, we are told, in which every one of us has become proficient, an art in which every man, woman, and child throughout the world is a skilful adept, an art which has been acquired without any process resembling study, without lectures or lessons or text-books or theory, without the exercise of our powers of conscious or critical reflection, or analysis, or synthesis, or generalization, without the giving of our conscious attention, without deliberate effort or striving. ”

“ Literature and poetry (the latter, I need hardly say, no longer made merely hateful as the subject of the fatuous torture called “learning by heart”) with belles-lettres, drawing, painting, and sculpture, will no doubt be taught in an elementary way to all children, and the study of them developed further where a natural appetite demands it. In reply to the very natural question, “How can an art be taught?” ”

“ You will see by all that I have said on this study of ancient art that I mean by education herein something much wider than the teaching of a definite art in schools of design, and that it must be something that we must do more or less for ourselves: I mean by it a systematic concentration of our thoughts on the matter, a studying of it in all ways, careful and laborious practice of it, and a determination to do nothing but what is known to be good in workmanship and design. ”

“ The study of Art comes here to the aid of Pedagogics, especially with Poetry, the highest and at the same time the most easily communicated. The imagination of the pupil can be led by means of the classical works of creative imagination to the formation of a good taste both as regards ethical value and beauty of form. ”

“ This leaves in every stage the possibility of taking up particular branches of art study, whether historical, or technical, or practical, and these will find their right place, not dissociated from their antecedents and causes, not paramount but subordinate, and thus rightly proportioned and true in their relation to the whole progress of mankind in striving after beauty and the expression of it. ”

“ The study by lay students of the art of the past has one chief object; namely, to train them to understand the works of the masters in order that they may discriminate between what is beautiful and what is meretricious in the art of the present day ”

“ If it be asked, then, what is the advantage of such study, we shall endeavour to show, that it is not merely, as some have supposed, in enriching the mind with materials, but rather in widening our view of excellence, and, by consequent excitement, expanding our own powers of observation, reflection, and performance. ”

“ Except where they visibly influence each other, I avoid dealing with the greater arts, leaving them to the study of the learned in each special branch.
All art, however, throws reflected lights, and gleaning in the track of those authors who have preceded us, we often pick up valuable hints which we accept, and make use of them gladly. ”

“ The study of “light and shade” has for its aim, not the creation of a beautiful idea in terms of contrasting masses of light and dark, but merely the accurate rendering of certain facts of nature,—hence is a scientific rather than an artistic exercise. The pupil who begins in this way will be embarrassed in advanced work by lack of experience in arranging and differentiating tones. Worse than that, it tends to cut him off from the appreciation of one whole class of great works of art. ”

“ Even teachers by profession confuse themselves and their unfortunate pupils with vague and hyper-refined talk about art and "schools" and "styles," while all the time much worse work is done than in days when simpler, clearer views were held. To prove this there is the example of the great Master's work and the eternal laws of nature, on the study of which all serious art must be for ever based. ”

“ To begin with, then, from the purely practical point of view and regarded as an aid in education, the chief aim in the study of drawing is to acquire knowledge of form and fact and the power of describing or demonstrating them. We cannot therefore be too definite and need not be afraid of being hard, even from the art-student's point of view. Studies should be studies, thorough and searching. ”

“ Mechanical rigid woodenness is an inevitable corollary of any theory which separates mind from activity motivated by a purpose.
2. Method as General and as Individual.—In brief, the method of teaching is the method of an art, of action intelligently directed by ends. But the practice of a fine art is far from being a matter of extemporized inspirations. Study of the operations and results of those in the past who have greatly succeeded is essential. There is always a tradition, or schools of art, definite enough to impress beginners, and often to take them captive. ”

“ I cannot avoid mentioning here, though it is not my intention at present to enter into the art and method of study, an error which students are too apt to fall into. He that is forming himself must look with great caution and wariness on those peculiarities, or prominent parts, which at first force themselves upon view; and are the marks, or what is commonly called the manner, by which that individual artist is distinguished. ”

“ But the greater includes the less, and, though one may be biassed by the second definition given above, it does not follow that the first may not have its due place in a course of study.
36 The question, then, really is, what is the most helpful course of study towards the attainment of that desirable facility of workmanship, that cultivation of the natural perception, feeling, and judgement in the use of those elements and materials in their ultimate expression and realization of beauty? ”

“ In academic teaching the study of philology, of grammar, of construction, of literary history, has often been mistaken or substituted for the study of literature; and in private study the peculiar enrichment which comes from art simply as art is often needlessly sacrificed by exclusive attention to books as documents of spiritual history. ”

“ Mathematics will soar into its highest regions; while the high peaks of philosophy may be scaled by those whose aptitude for abstract thought has been awakened by elementary logic. Finally, schools of pictorial and plastic art, of architecture, and of music, will offer a thorough discipline in the principles and practice of art to those in whom lies nascent the rare faculty of æsthetic representation, or the still rarer powers of creative genius. ”

“ Everybody is well aware that the successful study of any art whatsoever, free-hand or linear drawing, music, [332] singing, painting, etc., is only attainable when the first attempts at any of them are strictly subject to the laws of gradation and successiveness, when every student adheres to a definite method or school, surmounting little by little, and by certain degrees, the difficulties encountered. ”

“ The nature of a work of art, and the mode in which it is produced, are subjects well worthy of careful study. Architecture and music, poetry, painting and sculpture, have in times past constituted a vast portion of human activity; and without knowing something of the philosophy of art, we need not hope to understand thoroughly the philosophy of history. ”

“ And now the initiation was begun. She was to read, to study, to depict by a gesture, a look, the passions she was to delineate on the boards; lessons dangerous, in truth, to some, but not to the pure enthusiasm that comes from Art; for the mind that rightly conceives Art, is but a mirror, which gives back what is cast on its surface faithfully only — while unsullied. ”

“ With what eagerness do we regard the first studies of any of the great Masters,—tracing the elementary thoughts, their treatment, and changes under the artist's hand,—studies of nature, snatched with a passing stroke of the pencil, to be eventually immortalized in some masterpiece of art. ”

“ The student or the artist who may shine a luminary of learning and of genius, in his works, is found, not rarely, to lie obscured beneath a heavy cloud in colloquial discourse.
If you love the man of letters, seek him in the privacies of his study. It is in the hour of confidence and tranquillity that his genius shall elicit a ray of intelligence more fervid than the labours of polished composition. ”

“ Then learn to paint first. There are no schools for writers, and painting’ll teach you more than all the libraries in the world. Teach you values—that’s the hinge of all learning in art—values! Relative values. ”

“ To no school of art has it yet been given to demonstrate and include in itself all the possibilities of art, or to interpret all the truths of nature and man. Perhaps some future school may arise, with all the knowledge of the ages to choose from, which may comprehend the whole sphere of art in its compass. ”

“ I. Discovery.—How are we to get our men of genius: that is to say, by what means may we produce among us, at any given time, the greatest quantity of effective art-intellect? A wide question, you say, involving an account of all the best means of art education. ”

“ Other than perspective of values, no importance should be attached to that which, with the inartistic mind, is regarded so important a quality. The art instruction which the common school of the past generation offered was based on perspective, its problems, susceptible of never ending circumventions, being spread in an interminable maze before the student. ”

“ The more people know where the analytical mind is to-day—where it is getting to be—and the more they think what its being there means, the better. The signs of the times, the destiny of education, and the fate of literature are all involved in a fact like this. The mere possibility of having the analysing-grinding mind engaged in teaching a spontaneous art in a great educational institution would be of great significance. ”

“ By this disposition of our art into classes, that perplexity and confusion, which I apprehend every artist has at some time experienced from the variety of styles, and the variety of excellence with which he is surrounded, is, I should hope, in some measure removed, and the student better enabled to judge for himself what peculiarly belongs to his own particular pursuit." Besides the practice of art, the student must think, and speculate, and consider "upon what ground the fabric of our art is built." ”

“ We must set it down as vitally important in the point of view of the teacher of literature, that he must look at his material as the product of the imagination in these four ways: first, the imagination presents the large image or plan; second, it chooses the material; third, it decorates, purifies, or otherwise modifies it; fourth, it organizes or recombines it. This recombination into a new [Pg 20] whole, no matter how simple it is, will, if it be art at all, display in some degree the large qualities common to all art-form—unity, variety, symmetry, proportion, harmony. ”

“ Every operation in the arts should be perfect. It has to be so in most arts, from violin-playing to circus-riding, before the artist dare make his bow to the public.
Placing on one side the question of the higher grades of art which depend upon special talent or genius—the great qualities of imagination, composition, form and colour, which belong to mastership—I would now, in this book, intended for students, dwell upon those minor things, the doing of which well or ill depends only upon good-will, patience, and industry. ”

“ And to think that the schools recommend to pupils, painters, and sculptors research on the subject! The subject! The subject does not exist in that—the poor little arrangement that you, one and all, summon up while poring over the same anecdotes, the same conventional attitudes. The human imagination is narrow, and you do not see the hundred thousand motives of art that multiply themselves under your eye. I could pass my whole life in the garden where I walk without exhausting them. ”