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1

UNDER THE YOKE OF STALINIST IDEOLOGY (1944-1953) (Staliniskas ideologijas juga (1944-1953))

100%

Sturme B.

Makslas Vesture un Teorija

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2004

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vol. 2

49-59

EN

World War II had not yet ended when in 1944 Soviet institutions in occupied Riga ordered schools to begin teaching again, although the necessary conditions were absent. The former Riga State School of Applied Art also started working, renamed as the Riga Secondary School of Applied Art, with a five-year training course. The new director, graphic artist Karlis Buss, had spent some time in Riga Central Prison for his political activities during the 1930s. He tried to balance the secondary school curriculum, including the USSR Constitution and Russian language with training in crafts, composition and other specialized art subjects. As reconstruction work of the Soviet state was resumed, the Riga Secondary School of Applied Art had to prepare artists for practical work in branches of light industry as well as teachers for practical training and drawing classes. In autumn 1945 the school had six departments of applied art - needlework, textile art, ceramics, metal art, woodworking, leatherworking and bookbinding. A year later the department of glass working was added. The staff consisted of pedagogues and artists educated during the first Republic of Latvia who were skilled professionals, but found it hard to accept the dictates of the new government. Socialist Realism ruled and the school curricula also had to be adapted o its dogmas. The most difficult requirement was that applied art compositions should be contemporary and should comply with the method of Socialist Realism - 'national in form and socialist in content'. How to do this without losing the artistic qualities of the work? There was no clear answer to this but to question the method's requirements meant losing one's job. The most popular contemporary elements of compositions were Soviet symbols such as the hammer and sickle, five-pointed star, flags, state emblems and leaders' portraits, framed by decorations of ethnographic elements and coloring. Works from the period of Stalin's personality cult featured pompous splendor and affectation.

2

BLACK MOUNTAIN COLLEGE CASE: TRANSFORMATION TRENDS IN ART EDUCATION IN THE FIRST HALF OF THE 20TH CENTURY

88%

Migašová J.

ESPES

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2019

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vol. 8

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issue 2

51 – 58

EN

In the 19th century, a gradual reform of art education began, which achieved its peak in the 1930s. This process manifested itself in the form of schools with an explicit anti-academic spirit – the Bauhaus in Europe and Black Mountain College in the United States. In this paper, I contend that such attempt at reform has never repeated again after the Black Mountain College case, where the combination of John Dewey’s educational principles, Josef Albers’ peculiar conception of art instruction, and the college founders’ ideas concerning the essentiality of art for contemporary democratic societies created a unique environment for the development of an experimental form of art education. Examining this innovation with regard to the current situation of teaching art and the humanities, I argue that - despite a process of reform lasted more than a hundred years - art education still manifests residues of the old, conservative academic spirit, while art schools show features of exclusivity or even elitism. The pursuit for a wholesome social position of art, on the other hand, was the most striking endeavour of many brilliant thinkers in 19th and 20th century (e.g. Semper, Morris, Lichtwark, Dewey, Albers), something that art educators and art theoreticians of the 21st century must take this into a serious consideration.

3

THE INSTITUTE OF ART HISTORY AND THE PROBLEM OF AESTHETIC EDUCATION IN RUSSIA IN THE FIRST QUARTER OF THE 20TH CENTURY

88%

Ananiev V. G.

Muzeológia a kultúrne dedičstvo

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2016

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vol. 4

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issue 2

9 – 20

EN

The article is devoted to the activity of the Institute of Art History, related to the development of aesthetic education in Russia. The author analyses archival materials related to the Institute’s work in the first quarter of the twentieth century. The problem of aesthetic education is considered in the overall context of Russian intellectual life of this period.

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1 ESPES

1 Makslas Vesture un Teorija

1 Muzeológia a kultúrne dedičstvo

1 Ananiev V. G.

1 Migašová J.

1 Sturme B.

1 2019

1 2016

1 2004

UNDER THE YOKE OF STALINIST IDEOLOGY (1944-1953) (Staliniskas ideologijas juga (1944-1953))

BLACK MOUNTAIN COLLEGE CASE: TRANSFORMATION TRENDS IN ART EDUCATION IN THE FIRST HALF OF THE 20TH CENTURY

THE INSTITUTE OF ART HISTORY AND THE PROBLEM OF AESTHETIC EDUCATION IN RUSSIA IN THE FIRST QUARTER OF THE 20TH CENTURY