“Teaching Art, Learning Art—Transfer of Knowledge in Artist Training”
Symposium within the art, science & business program
In cooperation with the Allianz Kulturstiftung
and in honor of Prof. Dr. Robert Picht († 2008)
The founding of art academies was closely bound up with the political centralization of art commissions in sixteenth and seventeenth century Europe, whether at the courts of London and Paris or even later in Stuttgart where the Hohe Carlsschule at Schloss Solitude was founded in 1770. At the academies, artist professors, commissioned by the state, ensured the transmission of a normative understanding of art and embodied an established art tradition in their works. With the eruption of the European avant-gardes, which rejected the norms of this codified doctrine of art in the first half of the nineteenth century, artists also broke with the academies and their so-called “academicism,” which had proven too physically and intellectually narrow for the avant-garde’s conception of art. In the twentieth century, schools—such as the Bauhaus in Weimar or Vkhutemas in Moscow—were founded to extend the offerings of traditional art academies, to establish new traditions, and to practice new forms of the transfer of knowledge.
As heirs of the classical academic system and the reformist teachings of the avant-garde, art schools today find themselves in a permanent dilemma: they fluctuate between maintaining and continuing an existing tradition and the desire to break with this tradition. For art students, the contradiction manifests itself in the conflict between the urge to invent art anew every day and the need to adapt to the rules of an institution. To reflect on the function of artist training today means to illuminate the question of obtaining new insights into the transfer of knowledge from the point of view of the artist. But above all it means considering the entire system of art, as it functions in European society, from the perspective of the art academy, which is generally located outside the range of public and media visibility. Art academies form the hub of the entire production and circulation process of art. In the closed circle of the art system—in which the schools, studios, art galleries, curators, critics, print and visual media, institutions, the art market, and public and private collectors all move—art academies play a decisive role upon the way in which aesthetic experiences are passed on to the next generation, upon the future of art and its social significance.
Participants in the symposium “Teaching Art, Learning Art—Transfer of Knowledge in Artist Training,” which will take place from November 25 to 26, 2010, will include artists, curators, and representatives of institutions who are looked upon as experts in their field and have extensive experience as teachers at art academies in Germany, Europe, and North America. They will present, analyze, and discuss traditional and new ways of communicating art and of transferring knowledge.
As the founding member and chairman of the Advisory Board, Robert Picht († 2008) was significantly involved in the organization of Allianz Kulturstiftung and contributed to a clear European profile.
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