Sodobna umetnost in obvezne izbirne vsebine v gimnaziji
Contemporary art differs from modern art, which preceded it, in that it strives for a return to society and everyday life, while concerning itself with current issues that the individual faces in the here and now. One of contemporary art’s more common topics is sustainable development, along with th...
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| Format: | Article |
| Language: | deu |
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Znanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculy of Arts)
2013-08-01
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| Series: | Ars & Humanitas |
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| Online Access: | https://revije.ff.uni-lj.si/arshumanitas/article/view/749 |
| Summary: | Contemporary art differs from modern art, which preceded it, in that it strives for a return to society and everyday life, while concerning itself with current issues that the individual faces in the here and now. One of contemporary art’s more common topics is sustainable development, along with the accompanying issues of environment, values, relation to others, etc. All of these topics are simultaneously part of the concept of active citizenship, which is why understanding contemporary art calls for active citizenship. This is particularly true of relational art, which demands the viewer’s active participation. A link between contemporary art and elective high school subjects or topics can be achieved by means of intensive inter-institutional linking of schools and galleries and museums that exhibit contemporary art.Using three examples of participatory practices (Proletarians of All Countries, Beggar Robot and EU/Others), this paper points to potential cross-curricular links in terms of subject matter. It draws attention to the fact that, from an often-overlooked pedagogical perspective, we experience contemporary art in the here and now; it also points out that the post-structural approaches are most conducive to the appreciation of contemporary art. |
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| ISSN: | 1854-9632 2350-4218 |