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Instructive Invisibility: Paradoxical Sub-Pedagogy of Janusz Orbitowski

100%
Solewski R.
Annales Universitatis Paedagogicae Cracoviensis. Studia de Arte et Educatione
|
2018
|
vol. 13
96=104
EN
The text focuses on Janusz Orbitowski, a Krakow-based painter of geometric abstraction, and on his teaching methods at the Academy of Fine Arts. This discussion is combined with interpretation of his works. Orbitowski’s distance to the academic milieu and his quiet teaching of traditional nude drawing are presented as a contrast to his openness and “energetic” lifestyle among friends, as well as to the distinct expressiveness found in his works. The text suggests that the paradoxical duality of silent invisibility, concealed by expression, could lead the artist and his students as well as the viewers of his art to a variety of cognitive experiences, including metaphysical cognition.
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Modernizm Josefa Albersa. Szkic do portretu

72%
Nieczyporowski R.
Estetyka i Krytyka
|
2009
|
issue 15-16
107-119
EN
Josef Albers, a German-born artist and educator, together with his peers, Johannes Itten, László Moholy-Nagy, and especially Walter Gropius, taught at Bauhas, led by the principle of „opening eyes”. After the Nazis took power in Germany, he emigrated to the United States and became affiliated with the Black Mountain College, North Carolina, also giving lectures at Harvard University, Yale University, University of Mexico, Catholic University of Santiago de Chile, Technology Institute of Lima in Peru, Hochschule für Gestaltung in Ulm, and University of Honolulu. His teaching method was influenced by Johann Heinrich Pestalozzi, Wilhelm Worringer and John Dewey, as well as Gestalt Psychology and color theory of Wilhelm Ostwald. Albers encouraged creativity, situational thinking, and use of the inductive method. His method of teaching art became outdated; however his influence has lasted, and especially his course on examination of colors is still used in Europe and the United States.
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