Responses to Kant

Question 1

it used to be that art for arts sake would be….and who sais

Answer 1

MONSTEROUS -Harold Osborne

Question 2

Would the Greeks agree on MONSTEROUS

Answer 2

Greeks would not agree!! Greeks don’t like art for art’s sake, but instead “the arts were appraised just as any other products of human industry - by their effectiveness in promoting the objects for which they were made” ie art on pottery

Question 3

What emerged in the 18th century with regard to art?

Answer 3

the distinction between the fine arts and the useful or industrial arts

Question 4

Osborne -Beauty

Answer 4

effectiveness for some good purpose

Question 5

Osborne on Disinterestedness

Answer 5

seems to be a way to dissociate from ourselves and just purely have a sensuous moment.

Question 6

Sensuous awareness -Osborne

Answer 6

Osborne
Sensuous awareness is the first step out from imprisonment within the solitariness which is the first penalty of individual existence

Question 7

Aesthetic experience-Osborne

Answer 7

Osborne
Aesthetic experience is an amplification and an intensification of sensual awareness
-relief from oneself

Question 8

Langer

Answer 8

very influenced by Kant.

Question 9

Who said all art aspires to the condition of music?

Answer 9

Walter Pater

Question 10

all art aspires to the condition of music

Answer 10

-Condition of music: symbolic logic
-Experience of art (not nature) as a different kind of
knowing things without language, direct experience
-Experience of music can be a pure experience

Question 11

How does Langer describe aesthetic experience?

Answer 11

Aesthetic emotion and emotional context are very different

Question 12

Aesthetic emotion

Answer 12

overcoming word bound thought

Question 13

Aesthetic pleasure

Answer 13

satisfaction of discovering truth
Emotion springs from one activity which the artist and he beholder’s share in unequal parts- comprehension of an unspoken idea

Question 14

Dewey- what does he want from us?

Answer 14

Dewey seems like he wants us to find art in places other than where we mainstream believe that we can find something “aesthetically pleasing” (aka museums)

Question 15

“In order to understand the meaning of artistic products, we have to forget them for a time, to turn aside from them and have recourse to the ordinary forces and conditions of experience that we do not usually regard as esthetic” (pg 157)

Answer 15

Dewey

Question 16

“As works of art have lost their indigenous states, they have acquired a new one- that of being specimens of fine art and nothing else” (162)

Answer 16

Dewey

Question 17

Bourdieu- what is his argument about disinterestedness

Answer 17

he calls it the ‘pure gaze’ ?
How we feel about art is connected to our socioeconomic status
‘Eye’ is a product of education
The pure gaze implies a break with the ordinary attitude towards the world,
which, given the conditions in which it is performed, is also a social separation.

Question 18

pure gaze- who says this? what does it mean?

Answer 18

Bourdieu. The pure gaze implies a break with the ordinary attitude towards the world, which, given the conditions in which it is performed, is also a social separation.

Question 19

For Bourdieu, is disinterested experience a fundamental part of human nature or a learned behavior, part of our cultural education?

Answer 19

The disinterested experience is a learned behavior, part of our cultural education.

Question 20

What do working class people expect from art according to Bourdieu’s research?

Answer 20

“Working class people expect every image to… perform a function, if only that of a sign…” (page 174)
“A beholder who lacks cultural code feels lost in chaos of sounds and rhythms, colors and lines, without rhyme or reason.” (pg. 173)
Elite is better understanding of art
“to the norms of morality or agreeableness…their appreciation always has an ethical basis”

Question 21

How is taste used in culture – a way that’s not very pretty acc. to B?

Answer 21

“…favors those who had early access to legitimate culture, in a cultured household, outside of scholastic disciplines, since even within the educational system it devalues scholarly knowledge and interpretation as ‘scholastic’ or even ‘pedantic’ in favour of direct experience and simple delight” (page 173)