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interpretation of art
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Since the 1920s, a certain view regarding meaning in art has dominated the Anglo-American universities and became almost dogma. This viewpoint insists that works of art should primarily be understood by how minds receive them rather than by the psychology that created them. Such an understanding of meaning in art essentially relegates the artist to just another interpreter of his or her own artwork. For this reason Roland Barthes famously proclaimed ‘the death of the author’. To refer to the artist’s intention was to naively refer to the unknowable and to place unnecessary limitations on the wealth of possible readings of the artwork. Intention was seen to stifle the work. Adrian Searle in the Guardian once referred to Tony Cragg’s sculptures by enthusing, ‘Finally freed from the artist’s ideas and fantasies of intention, all the conceits that made its existence possible, including the fundamental act of making, the work floats freely, emerging from a kind of blindness’ (1). In contrast, a group of artists have surfaced who share the belief that the author is alive and well and able to communicate their intended meaning to their intended audience with a degree of accuracy sufficient for them to be pioneers in society, helping to shape what will be, rather than merely documenters of society, recording what is and was. We believe that to consider the artist’s role as anything less is to effectively gag the artist, or simply drown the artist’s intended meaning in a cacophony of conflicting interpretations. We have become known as Intentists and we claim that ‘All meaning is simply the imperfect outworking of intention.’ What follows is a brief outline of this position and its importance. A: What is intention? At the hear... ... middle of paper ... ...ate Gallery Pub Ltd), 108 2) Mele, Alfred R. 1992. Springs of Action (Oxford: Oxford University Press), 141 3) See Sextus Empiricus’ story of the happy accident of the artist Apelles of Kolophon in the Preface of Livingston, Paisley. 2005. Art and Intention (Oxford: Oxford University Press), vii 4) Furlon, William (editor). 1995. The Dynamics of Now, (Tate Gallery Pub Ltd) 95 5) Ibid 6) Ibid, 152 7) Iseminger, Gary (editor). 1992. Intention and Interpretation (Temple University Press), 25-27 8) Ibid 25 9) Ibid 26 10) Gadamer, Hand-Georg. 1960. Truth and Method (Tubingen), 299-300 11) Livingston, Paisley. 2005. Art and Intention (Oxford: Oxford University Press), 93 12) Hirsch, Edward D Jr. 1967. Validity in Interpretation (New Haven: Yale University Press) 13) Iseminger, Gary (editor). 1992. Intention and Interpretation (Temple University Press), 26-27
My goal for this paper is to give a practical critique and defense of what I have learned in my time as a Studio Art Major. During my time here I have learned that Pensacola Christian college’s definition of art “art is the organized visual expression of ideas or feelings” and the four parts of Biblosophy: cannon, communication, client, and creativity. Along with Biblosophy I have studied Dr. Frances Schaeffer 's criteria for art, seeing how the technical, and the major and minor messages in artwork. All of these principles are great but they do need to be refined.
Though most works of art have some underlying, deeper meaning attached to them, our first impression of their significance comes through our initial visual interpretation. When we first view a painting or a statue or other piece of art, we notice first the visual details – its size, its medium, its color, and its condition, for example – before we begin to ponder its greater significance. Indeed, these visual clues are just as important as any other interpretation or meaning of a work, for they allow us to understand just what that deeper meaning is. The expression on a statue’s face tells us the emotion and message that the artist is trying to convey. Its color, too, can provide clues: darker or lighter colors can play a role in how we judge a piece of art. The type of lines used in a piece can send different messages. A sculpture, for example, may have been carved with hard, rough lines or it may have been carved with smoother, more flowing lines that portray a kind of gentleness.
The article Artists Mythologies and Media Genius, Madness and Art History (1980) by Griselda Pollock is a forty page essay where Pollock (1980), argues and explains her views on the crucial question, "how art history works" (Pollock, 1980, p.57). She emphasizes that there should be changes to the practice of art history and uses Van Gogh as a major example in her study. Her thesis is to prove that the meaning behind artworks should not be restricted only to the artist who creates it, but also to realize what kind of economical, financial, social situation the artist may have been in to influence the subject that is used. (Pollock, 1980, pg. 57) She explains her views through this thesis and further develops this idea by engaging in scholarly debates with art historians and researcher, and objecting to how they claim there is a general state of how art is read. She structures her paragraphs in ways that allows her to present different kinds of evidences from a variety sources while using a formal yet persuasive tone of voice to get her point across to the reader.
The issue of art's impact upon a society is not quite so easily resolved, however. Not every person writes or thinks about art with the same set of assumptions. In order to strike at the heart of the question "what is the purpose of art?" we must first identify, understand and appreciate certain fundamental assumptions inquiries, mediating contexts, surrounding the political nature of art and the role of the artist in authentic creativity. I would like to frame my discussion within the apparent struggle between two ideological contexts: modernism and postmodernism. Using Percy's diagnostic theory of literature to facilitate the discussion, we can examine how modem and postmodern assumptions attempt to shape the purpose of aesthetic creativity.
The act of creating art is rarely, if ever, a truly original action. The literary scholar Harold Bloom coined the phrase anxiety of influence, which describes the belief that there is no such thing as an original poem: “new poems originate mainly from old poems; that the primary struggle of the young poet is against the old masters.” The same is true
Benjamin argues that the original meaning of art is no longer the same. Due to technological innovations, the original meaning of images is skewed, and “in the age of pictorial reproduction the meaning of paintings is no longer attached to them; their meanings becomes transmittable…When a painting is put to use its meaning is either modified or totally changed” (Benjamin 24). Art evolves with time and technology, causing a shift in value and function. This evolution of art reinforces the reciprocal relationship between art and society and, furthermore, art’s ability to modify the way in which we view the
Oftentimes the lens we use when interpreting any art is based on our interpretation of the truth of the story – if a story is perceived as historically accurate, we look at the story as co...
Mr. Berger states in his essay, “The reciprocal nature of vision is more fundamental than that of a spoken dialogue. And often dialogue is an attempt to verbalize this- an attempt to explain how, either metaphorically or literally, “you see things” (120). This statement is a use of the rhetorical strategy, ethos, which is what Mr. Berger uses to gain influence and trust with the academic audience that he is intending to instill new knowledge in. This is a strong use of ethos that leads into how art is viewed so
Critical thinking is a very important aspect to understanding art. As David Perkins put it in “The Intelligent Eye”, we must avoid “experimental thinking”, a rash, quick way of thinking based on observations and use “reflective intelligence”, a way of thinking in which a viewer takes their time and dissects details and nuances to fully understand a work of art. A majority of viewers will look at a piece of art and come to a quick analysis of it, without much thought. But, according to Perkins, “The more attentive the observation is, the better the opportunity is for deeper learning” (Perkins 14). As Banksy said in Exit Through the Gift Shop, “the reaction to the work of art is the most important thing about it.” Without a reaction or an opinion, the work of art has no meaning. Therefore, in order to trul...
In Confronting Images, Didi-Huberman considers disadvantages he sees in the academic approach of art history, and offers an alternative method for engaging art. His approach concentrates on that which is ‘visual’ long before coming to conclusive knowledge. Drawing support from the field of psycho analytics (Lacan, Freud, and Kant and Panofsky), Didi-Huberman argues that viewers connect with art through what he might describe as an instance of receptivity, as opposed to a linear, step-by-step analytical process. He underscores the perceptive mode of engaging the imagery of a painting or other work of art, which he argues comes before any rational ‘knowing’, thinking, or discerning. In other words, Didi-Huberman believes one’s mind ‘sees’ well before realizing and processing the object being looked at, let alone before understanding it. Well before the observer can gain any useful insights by scrutinizing and decoding what she sees, she is absorbed by the work of art in an irrational and unpredictable way. What Didi-Huberman is s...
Works of art such as books, paintings, poems, and sculptures oftentimes are said to express the feelings, personalities, interests, and desires of their creator. One method for interpreting these details from books and other literary works is known as psychoanalytic literary analysis. This analysis seeks to identify the nature of relationships between characters as well as the author’s relationship with the characters. In the analyses the critic will discuss interactions between characters and with the author and often go so far as to make assertions about the author’s conscious and unconscious reasons for telling their story in the way they did. While psychoanalytic criticism is well accepted it is not without its own critics. At times it
Interpretation depends on the person observing the artwork. I am an anti-intentionalist when I look at art. The way I interpret something may be completely different from everyone else but it’s my interpretation. When one interprets something, it comes from the way the art piece makes them feel and when they acknowledge this they abstract their own meaning of the piece. That is what interpretation is all about, the way something makes you feel and what it means to you.
For over two thousand years, various philosophers have questioned the influence of art in our society. They have used abstract reasoning, human emotions, and logic to go beyond this world in the search for answers about arts' existence. For philosophers, art was not viewed for its own beauty, but rather for the question of how art and artists can help make our society more stable for the next generation. Plato, a Greek philosopher who lived during 420-348 B.C. in Athens, and Aristotle, Plato’s student who argued against his beliefs, have no exceptions to the steps they had to take in order to understand the purpose of art and artists. Though these two philosophers made marvelous discoveries about the existence of art, artists, and aesthetic experience, Plato has made his works more controversial than Aristotle.
Paintings, like many forms of art, are very subjective—what one may find intriguing another may completely disagree. “Art is physical material that affects a physical eye and conscious brain” (Solso, 13). To glance at art, we must go through a process of interpretation in order to understand what it is we are looking at. Solso describes the neurological, perceptual, and cognitive sequence that occurs when we view art, and the often inexpressible effect that a work of art has on us. He shows that there are two aspects to viewing art: nativistic perception—the synchronicity of eye and brain that transforms electromagnetic energy into neuro-chemical codes—which is "hard-wired" into the sensory-cognitive system; and directed perception, which incorporates personal history—the entire set of our expectations and past experiences—and knowledge (Solso, preface)
As literary critics, Plato and Aristotle disagree profoundly about the value of art in human society. Plato attempts to strip artists of the power and prominence they enjoy in his society, while Aristotle tries to develop a method of inquiry to determine the merits of an individual work of art. It is interesting to note that these two disparate notions of art are based upon the same fundamental assumption: that art is a form of mimesis, imitation. Both philosophers are concerned with the artist's ability to have significant impact on others. It is the imitative function of art which promotes disdain in Plato and curiosity in Aristotle. Examining the reality that art professes to imitate, the process of imitation, and the inherent strengths and weaknesses of imitation as a form of artistic expression may lead to understanding how these conflicting views of art could develop from a seemingly similar premise.