Objectives:•Understand the term ‘avant-garde’•Question the way art/design education relies on the conceptof the avant-garde•Understand the related concept of ‘art for art’s sake’•Question the notion of ‘genius’•Consider the political perspectives relating to avant-gardism•Question the validity of the concept ‘avant-garde’ today
Dictionaries link Term – ‘avant-garde’ with terms likeinnovation in the arts or pioneers- idea of doing art/design work that is progressive – innovating- but also it refers to the idea of there being a group of people being innovative –- 1. being avant-garde in the work you do - challenging, innovating etc.- 2. being a part of a group – being a member of the avant-garde
Visual Communications ‘The second level aims to let you experiment within you chosen range of disciplines’‘Our aim is to encourage students to take a radical approach to communication’ To be a student on the course you need to enjoy:- ‘Challenging conventions’
Printed Textiles & Surface Pattern Design Our aim is to provide an environment which allows you to discover,develop, and express your personal creative identity through your work’ ‘Level one studies concentrate on ‘… experimentation’
Interior Design‘We encourage students to challenge conventional thinking ’
Furniture‘Throughout the course you will be encouraged to form a personal vision and direction based upon critical self –analysis’
Fashion/ClothingWe encourage you to develop your individual creativity to the highest level . . . ‘Level one studies concentrate on . . . .experimentation’
Art and Design (Interdisciplinary)‘What will unite all your creative output will be the ability to apply yourcreative and technical skills in innovative ways, which are not limited to traditional subject boundaries’
LCAD quotes prioritise certain concepts:-(feel free to question these)1. Innovation [creating new stuff]2. Experimentation [process involved in order to achieve new stuff]3. Originality [to copy is bad, to be original is good]4. Creative genius [to bring out a hidden creative depth held deep within the student]
Art for Art’s SakeWhistler Nocturnein Black and Gold:The Falling Rocket(1875)
End of the 19th /early 20th Ctwo approaches to avant-garde art1. art that is socially committed [artists being the ‘avant-garde’ of society, pushing forward political objectives]2. art that seeks only to expand / progress what art is (in itself and for itself) / art for art’s sake
Art for Art’s SakeJames Abbot McNeill Whistler Nocturne in Black and Gold (1874-78)
Clive Bell Significant form The relations and combinations of lines and colours, which when organised give the power to move someone aesthetically.
Socialist Realism Vladimirski ‘Roses for Stalin’ (1949)ConstructivismRodchenko ‘Books’ (1924)
A major problem for the avant-garde is that it seems to necessitate ‘ELITISM’So for those members of the ‘left wing’ [interested in social change] there was a tendency to have to rely on ACADEMIC TECHNIQUES in order to appeal to the ‘public’.
$49.3M $78.1MPicasso Les Noces de Pierrette, 1905 sold 1989 Binoche et GodeauParis Tomonori Tsurumaki Renoir Bal du moulin de la Galette, 1876 sold 1990 Sotheby’s, New York Ryoei Saito $39.7 $82.5M Van Gogh Vase with Fifteen Sunflowers, 1888, sold 1987, Christies, London Yasuo Goto, Yasuda Comp. Van Gogh1889 Portrait of Dr. Gachet (1st version), sold 1990 Christies New York Ryoei Saito
Beatrice Warde (1955) ‘The crystal Goblet’Jock Kinnear (1963)Transport font
Awkward questions to ask your tutors• 1. Why does our work have to be ‘original’?• 2. Is it possible to be ‘avant-garde’ and/or ‘original’?• 3. If I make my work socially committed so that people can understand it can it still be avant-garde / innovative?