15 4 Artist and art school

The concept of art school appeared in the aesthetic theory to determine the patterns of artistic formation of images of universal indifference, preserving and transmitting his experience produced by a certain time, by national and regional cultures. Art schools are creative associations of like-minded people who provide ideas about the beauty of an expressive image in specific types of art This experience becomes the self-identification of ethnic groups, peoples, historical epochs, cultural re ions, finally, humanity is noteworthy that despite all the differences of certain means of creating imagery traced common tsinnis their ideas about the beauty of humanity in their essential: it acts as an individualized expression of indifference in things perfect vitality in all its unique richness of bagatstvі.

Art school in art is a source of formation of creative abilities of subjects of artistic activity. Ability to artistic creativity is an innate ability. However, formative skills do not arise by themselves. They are formed over a long history of artistic development, characterized by gradual qualitative growth, so that humanity concentrates this experience. as a common luggage Concretization of experience, transfer of skills to further deepen the expressiveness of the figurative language and its symbolic loading is the task of art schools, just as in science the development and improvement of knowledge about the world is possible only because of scientific schools. They focus on the specific problems of certain areas of natural science or humanitarian knowledge.

It is legitimate to single out some important aspects of the value of art school for the development of art. Firstly, it is an indispensable source for the development of the artist’s professional mastery, because it gives knowledge of technical means of creating imagery in a particular art form, ensuring its proper level as the first and necessary condition for artistic activity. On this occasion, Kant notes: A genius can only provide rich material for works of high art; his images and form require that he was educated by the school Alanta Without skills craft artistic activity as, indeed, any other, does not have the ability to realize the nature of the abilities or talent inherent in the subject, does not allow to reveal them with due completeness and Kant emphasizes that genius gives the rules to art such an idea gives birth to his student if he conforms to the days of the soul ability Samples of exquisite art are therefore the only means of conveying these ideas to descendants [6, from 1171-1172 ідей в щщадкам "[6, p. 1171-1172].

Secondly, the art school produces aesthetic principles for the selection of phenomena and their reflection in accordance with the understanding of the meaning and tasks of art. They are not arbitrary, but contain the experience of the universal in understanding neither beauty as the idea and the ways of its artistic embodiment. Unity of aesthetic principles developed by the art school , shows the relationship of artists to the phenomena: the coincidence of value ideas about the essence of the culture and means of its artistic display. This is not about the identity of the vision, but about The principle of consonance is the basis of the existence of an art school. Let's say classicism as a style began to form in Italian art from the second half of the 16th century. It received theoretical substantiation, having formed into an integral artistic system in France. Only later did it appear as a European phenomenon. -aesthetic criteria of vision and reflection of phenomena The basis of its aesthetic principles, in contrast to the ideal of a harmonious image of the world and the harmony of the human world, the nature of them for the Renaissance meat art, the principle of rationalist construct an ideal image sovershenstvanalostі.

The ideas of philosophical rationalism were fundamental in formulating the aesthetic principles of the art of classicism. Classicism was asserted in all European art academies and realized in the pictorial art of such masters as N. Poussin, J. -L David (France), O Ivanov, K. Bryullov (Russia), in sculpture - A Canova (Italy), B. Thorvaldsen (Denmark) in architecture - K Schinkel (Germany) Hosea, etc. It is reflected in poetry, drama, music, etc. By the way, it was on the basis of the aesthetic ideal of classicism that national music schools were formed, the outstanding representatives of which are: J. Lully, K. Gluck (French), Haydn, V. Mozart, L. Beethoven (Viennese) Classicism features are also traced in Ukrainian and Russian music (Berezovsky, Bortnyansky , Fomin, and others.) The Art Academies of Europe The Yeisk of the countries of the XVII - the first half of the XIX century comply with the aesthetic principles of the academic art academy of the Academy.

Thirdly, the art school provides a tradition of perfect mastery of a certain kind of art technique, artistic image techniques and the maintenance of the ideal of beauty. The moral factor plays an important role in mastering the achievements of the artistic school: do not harm the school’s reputation, be worthy of its follower, and if possible, surpass the achievements predecessors, increasing the glory of the school Activities of art schools preserve the continuity of artistic development Without art schools no one talented an artist cannot find true professionalism. He is doomed to remain an amateur. Disregarding a school is dangerous because it inhibits general artistic development, not allowing artistic talents to unfold. Being attached to a particular art school means being a carrier of cultural tradition and affirming its capabilities as a talent.

Fourthly, an art school is a necessary initial step to the real freedom of the artist's creativity. She reveals the "craft secrets" and the ability to see phenomena and shape images, putting them into a work like these or not being images. Having mastered the skill, having joined the traditions of the school, the artist freed from dependence before the technique of the creative process. Being at the level of a personally unique vision of the subject of the display and methods of artistic expression, it expands the boundaries of the experience that already exists, deepens yaet and improves it is, the creative freedom of the artist is only possible as a movement from the general (school) to individually unique in the creative protsessrnogo at CREATIVE protsesі.

Brilliantly described the role of the art school in the development of talents in the language of the poetry of Les Ukrainian:

every dead form

which I (teacher - M) teach in front of him

assigning to him, instantly comes to life

and genius young in true form

roars and sparkles with a gem ( Orgy )

Genius from within encourages self-realization the scale of his creative abilities, although even without an art school it cannot fully reveal the versatility of talent. It can be argued that an art school that unites or like-minded people in its views on the aesthetic essence and purpose of art creates a special spiritual atmosphere of disposition to serve its vocation, and hence the glory of their country.

The first artistic associations on a professional basis were craft workshops. The formation of professional art, its specific specialization began in the workshop associations. They began their work in Ancient Egypt, India, Ancient Greece, Rome, medieval Europe, in particular in Ukraine. The shop associations hid the secrets of the craft, however did not prevent the spread of knowledge and skills In Idomo, for example, architects and icon painters from Byzantium worked in Kievan Rus, and in Vladimir-Suzdal lands - in Lika master Amateur vertepnoy presentation Ukrainian brotherhood got just spread on the territory of the Moscow State Concept guild association in such circumstances meant that the crafts were combined, depending on the species and develop public masters, inherited from generation to pokolenieolіnnya.

Beginning from the 16th century, along with traditional craft workshop schools, art schools appeared in the true sense of the word: private arts schools in the 17th and 18th centuries created art academies providing vocational education (France). Skills of the craft become only one of the components of mastering the specialty of the time extends general educational knowledge, including knowledge of the laws of the arts and the aesthetic principles of artistic representation, the laws of historical development of art Twa Afterwards, numerous French academies at the royal courts in Berlin, Vienna and London were opened after the French model.

The most general concept of an art school is the national art school. It is not related to the activities of specific art institutions (art academies, art schools, art workshops, etc.) This is an artistic reserve of all the creative forces of a nation as a kind of spiritual whole. it is a certain kind of art, and art in all its forms and genres. Considering the artistic process as a goal, it is possible to determine how one national school differs from another. Indeed, the national art school, in its most general interpretation, is a synthesis of the artistic life of a particular nation in power, in its present uniqueness, which was formed over a long historical period. The aesthetically valuable and unique in the nation’s activism is included in world art as an achievement of a given national culture In this sense, the concept of art school is akin in a certain way with the concept of national style . The school specifies the process of national stiletvorennya, fixes it features both a spiritual intact th National Art School creates a complete image of the time and the image of the people in his usual kind zhiznennostiіy Yomou svoєrіdnіy zhittєvostі.

The need to create a national artistic tradition has been recognized for quite a long time. Japanese painter Sukenobu (1671-1751) complained that Japanese artists, learning the art of painting from whales Guy masters, do not know how to portray the national life of the Japanese: Even when they portray the Japanese, yet the picture drives away China, the spirit is not caught [XI, t 1, s 127o." [XI, t. 1, p. 127].

Ideological ideas about spiritual values ​​and their ideal being in art are reflected in their laws also through the artistic and aesthetic concept of canon (from Greek kann is usually the measure). Although the meaning of the canon and its principles have been understood in the ancient world (India, China, Egypt), its aesthetic features are interesting for the epoch of the Christian Middle Ages: Byzantine and Western European Characterizing the canons of the Byzantine icon of belonging (canon of proportions, color canon), Vichkov submits to his laws the creation of the image of the archetype (symbols of e ry) If the image as a whole served primarily to excite the psyche, the canon inside it was a sign of the archetype, a carrier of translation, and a sign not with a simple, but with a sign-model of the soothing spiritual world [1 p. 149], the canon appeared as the law of forming an image-archetype - unlike similarity and at the same time fulfilled the function of the artistic canon as a whole. In other words, figurativeness is canonized - this is the universal essence in the corresponding e incarnation artist claims is not the personal vision of life and the universal experience in relation to the general indifference of objects (characters veryetіv nebayduzhostі (symbol vіri).

As the artistic life becomes more complex, a wealth of aesthetic principles of artistic reflection is formed and, consequently, the concept of the art school is changing. The position of denying its value has become extreme. The well-known and French painter B Delacroix in the Treatise on Painting writes: The word school means nothing There is a truth for everyone who writes, draws, creates something in any truth, I see in nature, not the truth that another artist will see, even my student. Therefore you cannot be taught how to feel beauty and truth; expression: belongs to the school - meaningless [11, t 4, p. 135]. The negative position of the artist is due to a change in the aesthetic ideal of the epoch. The leading place in the culture of romanticism is not common vision and reflection, but individual uniqueness of an artistically perfect image. artfully thoroughly image.

However, further ignoring the aesthetic and artistic principles that the art schools have armed, in particular the refusal to master the art image creation technique, led to the loss of the artistic tradition. In turn, this caused the destruction of the national art schools with their uniqueness of the national image of the world. the reality of art is postmodern.

So, an art school is a phenomenon of consolidating the uniqueness of one’s own image by peoples and nations in the forms of uniqueness and perfection of artistic imagery of art.