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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, “Every human is an artist,“ points to the fundamental ability of every human to be creative in the art of life – with respect to the development of one’s own personality and one’s actions within society. Beuys saw society as an artwork in a permanent process of transformation, a ‘social sculpture‘ 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 Beuys’s 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 ‘artistic projects’ 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 Urlaß 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.

Abstract

This volume presents the reflections of twenty-one art educators, artists, and scholars on the relationship between art, ethics, and education. This introduction summarizes and highlights three crucial aspects which emerge from these contributions: the polarity between overarching ethical principles and ethics as an ‘ontogenetic’ process, developing out of specific situations; the complexity of artistic thought, which emerges from the critical interplay of different mental faculties; and the different ways in which artworks and artistic concepts can address ethical and educational perspectives. The authors’ diverse positions provide insight and inspiration for art educators, artists, and scholars engaged with questions of ethics and the effects of art and education. Despite the range of approaches present in these contributions, they touch on several core issues which this introduction will sketch out to facilitate the reader’s access, orientation, and positioning.

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In: Art – Ethics – Education

Abstract

Future visions of artificial intelligence are informed by an understanding of technology as an apparatus of instrumental rationality. In times of industrialization a hundred years ago the Bauhaus declared its mission to lead art and technology to a new unity. Can art nowadays play a significant role in conjuring new visions of science and technology? The self-portrait of the Renaissance artist Albrecht Dürer allows to distinguish a complex interaction of modes of thinking in the art process. Educating such an artistic thinking may provide the education of the full range of intelligence of the authors of future technologies. Perhaps then, the announced transhumanism could become a new form of humanism, in which artificial intelligence would become artistic intelligence.

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In: Art – Ethics – Education
Chapter 1 Joseph Beuys and the Artistic Education
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In: Joseph Beuys and the Artistic Education
Chapter 2 Beuys’ Extended Concept of Art
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In: Joseph Beuys and the Artistic Education
Chapter 3 Beuys’ Artworks as Lessons
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In: Joseph Beuys and the Artistic Education
Chapter 4 Artistic Learning through Artistic Projects
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In: Joseph Beuys and the Artistic Education
Chapter 5 Artistic Projects as Practice of Artistic Education
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In: Joseph Beuys and the Artistic Education
Chapter 6 Variations of Artistic Projects
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In: Joseph Beuys and the Artistic Education
Chapter 7 Studying Artistic Education
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In: Joseph Beuys and the Artistic Education