In this unit, we explore artistic processes in their social contexts, covering individual artists turning their ideas into works of art, forms of collaborative creative projects, public art, and the role of the viewer.
Completing this unit should take you approximately 1 hour.
Art does not come about on its own; rather, it emerges within a larger social space which includes various people who perform specific roles that are part of the artistic endeavor or process. Curators, critics, gallery owners, and collectors are just as important as artists for there to be an art world in the fullest sense. Institutions, such as art schools, publishers, and museums, outlive individuals and create a historical continuance of ideas and practices.
This article introduces the elements involved in creating a work of art. As you read it, think about art as a story with a beginning, middle, and end throughout its creation. What characters are involved in this story?
We often think of an artist as a lone, creative genius who does strange things in their studio, perhaps driven by intense psychological dramas. We can apply this description to many of the artists we read about or see in film throughout history. However, most artists are more like film producers or directors. They guide a process that several participants with specialized skills perform to realize the artistic endeavor. Instead of acting intuitively in wild fits of inspired creativity, most artists put considerable effort into the preliminary planning stages of their work, which ultimately shape what they will eventually produce.
Artists work in a variety of ways. Read this section to get a sense of the many different work styles we see from individual artists.
Watch at least five short videos from ART 21. Watch how the artists work and what they say about their processes. Then make a list that covers the following information:
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Centuries ago, we thought of artists as craftspeople. Painters and sculptors were organized into guilds. Their place in society was similar to other craft workers, such as blacksmiths and stone masons. In many cultures, artists learned through apprenticeship methods. Art education eventually made its way to become a formal academic discipline. These institutions now mint newly-degreed artists into the world every year. There are also many self-taught artists who create their own informal and personalized learning programs guided by their vision and passion.
Read this text to learn how people learned to become artists in the past and how artists are trained today. What similarities do you see when comparing past and present forms of art education?
As in the past, a single person does not usually create most of today's artworks. We immediately associate several art forms with large groups of people who are needed to complete them. Think of feature films or architecture. Artists must collaborate with non-artists, drawing members of the general public into their creative process.
Read this section which introduces how artists collaborate with other artists (and non-artists) to produce works of art. Think about the demands of different kinds of artwork. What rationales do artists create to go beyond themselves and involve others in their creations?
Take this assessment to see how well you understood this unit.