Essay代写：Renaissance academy art education－r51due

下面为大家整理一篇优秀的essay代写范文- Renaissance academy art education，供大家参考学习，这篇论文讨论了文艺复兴时期的学院艺术教育。文艺复兴时期大多数学院都是在王公贵族的资助之下得以建立，所以它很难彻底摆脱行会作坊式的教育形式。文艺复兴时期的学院艺术教育体制下艺术家身份与价值的陡增，奠定了艺术教育历经数百年后仍然昌盛不衰的基础。但后来，学院纯艺术式的教育已经跟不上工业社会发展的时代步伐，所以西方的艺术教育发展到现在更多的是由纯艺术教育和工业设计教育的相互结合。

During the Renaissance, painting, sculpture and architecture gradually became independent from simple techniques and crafts. Since the middle ages, craftsmen and craftsmen changed their identities and became artists with continuous improvement in social status. The traditional guild art education system can produce skilled craftsman, but cannot cultivate artists with scientific knowledge and humanistic spirit like alberti and leonardo Da Vinci. Thus was born the new, more advanced, more contemporary institution for the cultivation of artists and humanistic ideals. This paper focuses on the historical and cultural background, the general situation of the college and its influence on social development.

From the mid-14th to the mid-17th centuries, the European Renaissance movement based on the capitalist economy was a great struggle against feudalism and the reactionary rule of Christian theology launched by the emerging bourgeoisie in the ideological field, and thus set off a great wave of ideological liberation and cultural revolution. The Renaissance was a great turning point in the development of human civilization. It was a reflection of the new economy, new politics and new culture. At the same time, it accelerated the disintegration of the feudal system and the establishment and development of the capitalist mode of production. The humanist scholars who took the progressive thinkers, writers, artists, historians, educators and scientists as the subject created humanistic thoughts. The core of humanism was to emphasize and respect the status and value of human beings, to advocate human nature and to put people at the center of everything. "Humanist scholars have been extremely successful in making it clear to wealthy secularists the importance of the humanities, with particular emphasis on a discipline that has a special meaning for both morality and the city, as the humanities encompass all the truths of the human experience."

The medieval guildhall workshops played an extremely important role in the inheritance of the education of art before the emergence of the academy. Cut the nino In his book of art, chenney gives a complete account of the cultivation of handicraftsmen and the production process of artworks. "Here is the beginning of the craftsman's handbook," cheney says in his opening statement, "with respect to god, the virgin Mary, st eustace, st Francis, st John? The reverence of baptitis, st Anthony of padua, and all the gods, and the reverence of the teachers of giotto, tadio, and chignino, written by koehler's chignino, is for anyone who wants to enter the profession to see and help them. These narratives reveal to us how he and his culture treated art and artists, and how self-identified artists were in the late middle ages. In the Renaissance period, some outstanding painters, sculptors and architects often became the guests of royalty and aristocrats, and the social status of artists was significantly improved. The artistic creation and theoretical thoughts of such outstanding artists as alberti and leonardo Da Vinci aroused people's doubts about the rationality of the training mode of the guild workshop's apprentice and the correctness of the training mode of pure technique. Although the skill training provided by guild workshops can cultivate skilled craftsmen and artisans, it cannot provide the scientific knowledge and humanistic spirit that alberti and Da Vinci insisted on. It is under such a circumstance that humanism ideology and culture background that affirms human nature and respects science, and workshops are no longer adapted to the requirements of the new era, but withdraw from the historical stage, that colleges emerge.

When it comes to the early history or general state of the college of the Renaissance, many books and papers generally describe it this way: "the school of modern significance in the Renaissance arose in Florence in the fifteenth century. Art colleges for painters, sculptors and architects appeared in the 16th century. I wonder if the "modern institute" here can be understood as the college we know or have today? In Germany, however, N In pevsner's book the history of the academy of fine arts, we can see some different findings. "Leonardo? The inscription of fincher's college, and the written or written materials of pejorie, mintz and many other scholars, testify to the work of leonardo Da Vinci. The existence of fincher college. From up to? It can be seen in his notes on painting that he devoted himself to "upgrading painting from a manual skill to science"; To reveal the scientific principles of painting; It is believed that painting starts from "mathematical proof" and is based on "the most real experience in the world". Like alberti and later master carver rodin, he believed that "in nature, everything is beautiful", nature was the source of painting and so on. Plus, da Fincher devoted himself to "fighting for a place in the seven arts for the painting art, which means dividing the painting art from the craftsman and from the social system with a clear hierarchy", which undoubtedly made a great contribution to the promotion of the artist's social status. By up to? Fincher's theory of art called for the academy's education. Fincher's founder and, most likely, an "informal gathering of amateurs" rather than a "modern institution", as he begins. But, da Fincher's position in the early stage of modern art education is indisputable, and it is his theory that laid the foundation of education system of all the fine arts colleges until the 19th century.

The first formal academy for artists was established through the joint efforts of the artist and the first art historians vassally and Tuscany archduke cosmo I, which is somewhat similar to the modern art school or the art department of the university.

The name of the college is di seno college, which has also been translated as the school of thought. The establishment of this college is a combination of the royalty and the artist, and also a significant sign of the artist's social status improvement. It also suggests that, like the early colleges, the college was seeking a kind of grand duke's special refuge, or political recognition and protection.

Similarly, in pevsner's book, one can learn from a series of statutes drawn up by the academy: the academy is still not divorced from the medieval education system. Some of the statutes cover religious rituals, ceremonies, funerals, charitable giving and the like, which prove that the college is still in touch with the husband's club. Although there were rules for geometry lectures and anatomy classes, for transmission and for engravers to prepare clay models twice a week for the study of dress, these orders did not seem to be carried out at all. Through these phenomenon, perhaps we can look at, at least in the first twenty or thirty years after it established, di, college is not as "modern art" in art school or a university, it might be regarded as "the artist's guild", and with the vasari original plan - to make artists from the medieval guild system, completely.

At the end of the 16th century, the school of saint luca was established in Rome, and its background had much in common with that of di ceno: the founders wanted to raise the social status of artists, help them break free from the constraints of the guild system, and provide them with the background of knowledge and the environment of thinking to create art. Some of the previous art theory classes at the academy were canceled, which means artists may not be all that interested in listening to theory. It may have something to do with the fact that the academy enrolls non-artists, aristocrats and art lovers. The college, built in honor of the artist's patron saint Luke, is said to have painted portraits of the virgin Mary and baby Jesus. Eventually, the college became a similar art club, but a slightly larger one. In 1590, the three brothers in Karachi established a college which had great influence on the later times. Unlike the above college, it was a private academic institution which was neither funded or controlled by the royal family nor the church. In the 17th century, private colleges became more and more common in Italy, and with their further development, artists as creators of ideas and culture were fully recognized and respected by the society. The idea that the school of art could cultivate artists with both superb skills and scientific knowledge and humanistic thoughts through science and thought, rather than just relying on "skill training", was finally established in the late Renaissance.

First of all, most of the colleges of the Renaissance were established under the patronage of the maharajas, which made it difficult to get rid of the guild-like education form entirely. However, it is on this basis that the artist has completely changed the subordinate nature of the craftsman in the past and has truly possessed his social status. To this day, the artist remains one of the few members of the entire social class that enjoys the highest honor and respect. You could say that art education is the artist's education. The rapid growth of the identity and value of artists under the academy art education system during the Renaissance laid the foundation for education to remain prosperous after hundreds of years. Secondly, in fact, after the 16th century, numerous art colleges in France were established, which basically adopted the education model of art from schools such as di cerno and SAN luca in the Renaissance. Alberti, da art theory established by fincher et al. and the teaching methods they advocated, such as practicing the sketching practice of human bodies and characters and carrying out various theoretical courses, can be seen everywhere in many art schools and pure art research institutions today, which proves that the tradition of the college still exists today. Finally, there are of course many unreasonable aspects to the Renaissance academy arts education. For example, the main motive for the founding of the college was to establish laws for art based on the great inventions and creations of the great masters of art. Although the conclusion and application of the master's principles advocated by vasari played a positive role in the standardized teaching of the school, to some extent, such creation concept also led to the popularity of later stylistics in Italy. Traditional academy art education is more backward due to its conservative ideology and teaching mode, especially in the industrial revolution in the 19th century. They are in sharp contradiction with the type of talents needed by industrial society. The academy's pure art education has been unable to keep up with the pace of industrial social development, and pure art education is facing new challenges, only reform can survive. The current art education in western society is more about the combination of pure art education and industrial design education, which is also reflected in the current art education system in China.

Although the education system and aesthetic principles of the academy were greatly challenged and questioned in the second half of the 19th century by the avant-garde trends such as romanticism and impressionism, the academy still holds a dominant position in the development of education in the world today. The emergence of the college in the Renaissance had its inevitability, or the choice of history. Just as it must occur in one particular period of history, so it must occur in another special period of time that the college faces the choice of elimination or regeneration.

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