Art education movement
The art education movement is part of the era of reform pedagogy at the beginning of the 20th century. Its basic aim was to educate society through art , music , literature and physical education . Only through this aesthetic perfection can the human being, alienated by industrialization , be holistically formed again. Like reform pedagogy, the movement found international acclaim. Ideas and methods were discussed across borders.
Starting point for cultural criticism
The cultural criticism is considered to be the actual trigger and basis of reform pedagogy and thus also of the art education movement. Since it already contained accents of an educational criticism, i. H. already criticized from a pedagogical point of view, it flowed over to the reform pedagogical ideas. The three leading figures of cultural criticism were
Julius Langbehn - Critique of Rationalism and Scientific Education
Langbehn's pathetically charged book " Rembrandt als Erzieher " (1890) hit the nerve of the times. His criticism was the social decline in all areas of culture and the lack of outstanding German personalities. This spreading "half-knowledge" goes hand in hand with a lack of creative achievement. The reason for this lies in the scientification and the constant increase in the rationality and abstraction of education. Langbehn, on the other hand, called for a return to a simple, popular and, above all, nationally oriented education, which grasps people in their holistic and individuality and can thus develop personality. In the public education lies the creative power, the people are the source of life and great achievements. His demand for educational institutions was an art-led education that paid full attention to the irrational aspects of life. Langbehn saw the artist Rembrandt van Rijn as the great role model for future education. Art as a meaningful moment demands education for art through art.
Friedrich Nietzsche - Critique of Historicism
Nietzsche dealt with education and upbringing in a variety of ways. Reform pedagogy was particularly inspired by the demand for an education that should only be available to the educatable elite. Thus, the selection criterion for the respective school type should no longer be the decisive factor, but rather the individual dispositions. Another major criticism is Nietzsche's view of an overly historically oriented education. Since the new educational goal is primarily to be self-employment and independence, Nietzsche refers to the artists as prototypes of creativity who work according to their own ideas and on their own responsibility.
Paul de Lagarde - Critique of the Lack of Individualism
De Lagarde's cultural criticism focuses on two aspects. On the one hand, he criticizes the pluralism of educational ideals, which is increasingly confusing German youth: "You have swept up a rubbish of ideals, and you expect the youth to look like a rag picker in this rubbish for what they need." Also referring back to historical ideals of past centuries is wrong, as they have nothing to do with the current problems or views of young people. For this reason, de Lagarde advocates ideals that have to be found in everyday life. This dissatisfaction among young people should not only lead to rejection of the outdated ideas of adults, but also to rebellion.
The undercurrents of the art education movement in Germany
Alfred Lichtwark and art education
Alfred Lichtwark was initially a teacher before taking over the Hamburger Kunsthalle. He in particular was strongly influenced by Langbehn and took up his demand for art education through art. He did not see the art gallery as a mere place of the artistic collection, but above all as a place of popular education. So he invited young, artistically interested teachers to his museum in order to develop the children's aesthetic enjoyment.
Lichtwark shaped the art education movement significantly through the organization of the art education days . These took place:
- 1901 in Dresden with a focus on art,
- 1903 in Weimar with a focus on literature and
- 1905 in Hamburg with a focus on music and physical education.
The art education days stimulated the discussion about the new style of upbringing and ensured a nationwide exchange of artists and educators.
Lichtwark combined art education at school with a strong focus on art education that makes you "hungry". On the one hand, the aesthetic characteristics of the students are worked out, but on the other hand emotional forces are awakened. Children in particular appeared to be particularly creative, childhood was considered a time of genius, which is why the creative phase in the life cycle must be encouraged.
Reform of drawing and handicraft classes
Up to now , geometric drawing has been the most widespread practice in art and handicraft classes in schools . The art education movement, on the other hand, called for free drawing and working in lessons, which should be seen as a form of expression of feeling. The children's drawing gained appreciation and was also published in art exhibitions.
Reforms in German teaching
As in art classes, there were tendencies towards loosening up German classes. In addition to suggestions and recommendations for young people's literature (e.g. Grimm's fairy tales, fables or legends), Rudolf Hildebrand in particular was concerned with redesigning German lessons. "Trash literature" was anything that was fake, made according to templates and patterns. This only limits creativity. The "free essay" should take its place, usually in the form of a narrative of experiences that was inspired by the child's everyday life. The reform pedagogue Heinrich Wolgast triggered a “ trash ” debate and, as editor of the magazine “Jugendschriften-Warte”, had a formative influence on the youth literature movement.
Youth music movement
In other reform pedagogical movements, such as the youth movement , music played a central role. The common hiking and singing of the young people in nature was z. B. common in the Wandervogel . The folk song was considered to be the original, natural form of expression.
Closely related to the music movement were the efforts for amateur play . The school game was particularly popular. Above all, Martin Luserke set various accents in the Free School Community of Wickersdorf and in his school by the sea (there with Eduard Zuckmayer ). In addition to self-invented plays or folk plays, especially plays by Shakespeare were performed. The focus here was on collective action, as well as the creative thought, which in turn had an impact on the students' self-confidence.
Physical education
The main focus here was on free physical exercise of gymnastics (not to be confused with performance-oriented gymnastics). In this way the students were supposed to relax so that the natural forces became free. Later the field expanded to include rhythmic gymnastics and "natural gymnastics". Even the folk dancing enjoyed popularity.
criticism
Due to their often strongly nationalistic and völkisch orientated argumentation, the art education movement is repeatedly accused of being the basis of the emerging National Socialism .
Main representative
- Alfred Lichtwark - Art
- Gustav Kolb (art teacher) - art lessons
- Rudolf Hildebrand - Literature / Reform of German Lessons
- Heinrich Wolgast - Youth Literature Movement
- Wilhelm Fronemann - Youth Literature Movement
- Fritz Jöde - school music
- Martin Luserke - amateur theater play
literature
- Albert Hamann: Reformed Education and Art Education. Aesthetic education between romance, reaction and modernity. Studien-Verlag, Innsbruck 1997.
- Hermann Röhrs: Reform pedagogy. Origin and course from an international perspective (texts on school theory and teaching research 3). Deutscher Studien-Verlag, Weinheim 1994, pp. 1-49; 68-100.
- Wolfgang Scheibe: The educational reform movement 1900-1932. An introductory presentation . Beltz, Weinheim / Basel 1994, pp. 1–23; 139-170.
- Helmut G. Schütz: The art education movement in the context of the great reform efforts . In: German artist colonies 1890–1910. Karlsruhe (Städtische Galerie) 1998, pp. 337–362. ISBN 3-923344-43-0 .
- Heinz-Elmar Tenorth: History of Education. Introduction to the basics of their modern development . Juventa, Weinheim / Munich 2008, pp. 180-213.
- Ina Katharina Uphoff: The artistic school wall decoration in the field of tension between art and education. A reconstruction and critical analysis of the German jewelery movement at the beginning of the 20th century. Diss. Phil. Würzburg 2002 [1] .
- Edgar Weiss: Art Education Movement - Aesthetic Enjoyment and the Liberation of Expression . In: Seyfahrt-Stubenrauch, Michael; Skiera; Ehrenhardt (ed.): Reform pedagogy and school reform in Europe: Basics, history, topicality . Schneider, Hohengehren 1996, pp. 112-119.
- Helene Skladny: Aesthetic education and upbringing in school. An investigation into the history of ideas from Pestalozzi to the art educator movement . Kopaed-Verlag, Munich 2009. ISBN 978-3867361224