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Volltext: Modern art education, its practical and aesthetic character educationally considered : being part of the Austrian official report on the Vienna world's fair of 1873

12 
ART ED UCATION. 
at the World’s Fair in regard to art-instmetion will no doubt be 
conducive to the propagation of eorrect principles. And the 
reporter must here beg to be allowed to dehne, in rapid outlines, 
the point of view to which he has attained by bis own pedagogical 
experience, and by the insight into the results of the various 
educational institutions represented at the Exhibition. 
The world, as far as it is concerned in draiving, is prohahly 
unanimous in the conviction, that Instruction in its first stages must 
hegin with geometrical forms, and that Ornament must he practiced to 
a certain clegree, hefore figure-drawing can be taJcen up. Differences 
of opinion have reference to the method only ; i.e.: IIow shall the 
several parts be taught ? what shall be tlieir proportion ? and what 
models shall be employed ? The Ornament, as long as it remains 
Ornament in the truest sense of the word, and does not go astray 
among the variable forms of naturc, as it did during the Baroque 
epoch, always constructs itself aecording to a certain rhythmical 
measure, which gives law to the form. The characteristics of the 
various styles lie in the nature of this rhythmical development, in 
the peculiarity of the grovvth of the Ornament, as it were ; and it 
is therefore an inevitable necessity in instruction, if the pupil is to 
receive an insight into the organism of this world of form, that the 
teacher himself should develop the forms, i.e., that he sliould draw 
them on the blackboard before the dass. But by no means must the 
welfare of sesthetic education be sought in the mere knowledge of 
all the existing styles of Ornament. General culture will demand 
this knowledge ; but the development and perfection of resthetic cul- 
ture can only be induced by the study of the best tlius far pro- 
duced bj- the nations of the globe ; and in the choice of examples 
for educational purposes the Grecian, Roman, and Renaissance 
monuments will claim attention above all others. Besides these, 
however, nature, as the source of all ornamental forms, must 
likewise be considered. 
But as Ornament, although not a lifeless, is still a soulless forma- 
tion, and its study in schools for general education can only be 
organized by the eleetion of Prof. B. v. Eitelberger as President; Messrs. J. A. 
Crowe (joint-author with G. B. Cavalcaselle of the “History of Painting in 
Italy ”) and Schön, as vice-presidents; and Prof. Bruno Meyer and A. Ilg as 
secretaries. The nieeting was the first of its kind everheld; a second meet- 
ing will occur at Berlin, in September, 1875.—Tränst.
	        
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