# Artist-Teacher: A Philosophy for Creating and Teaching by G. James Daichendt

By G. James Daichendt

“The philosophy of the artist-teacher isn't a brand new phenomenon. actually, many artists operating in the Bauhaus, 19th century colleges of layout, and the elemental layout move all utilized this system of considering to their educating. The Artist-Teacher explores the various points of this system, and a few of the methods paintings has been taught over the centuries, utilizing a number of vital artist-teachers (George Wallis, Walter Gropius, Richard Hamilton, Hans Hoffman) to demonstrate the wealthy and deep methods artists may be able to facilitate learning.”

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Extra resources for Artist-Teacher: A Philosophy for Creating and Teaching

Sample text

Painting became separated from craft, whereas sculpture was slow to be accepted because it was physical labor that produced sweat and fatigue, which closely aligned itself with handicraft (Pevsner, 1973). Th rough this distinction, the painter practiced science, whereas the craftsman toiled in an unrespectable fashion (Pevsner, 1973). The role of the artist was a significant turn of events during the Renaissance. The increased social standing and career of the artist in turn required a new type of education for the artist.

Students learned from drawings first, plaster casts second, and finally the nude form. The study of classical work formed the foundation of the curriculum. A 19th-century drawing course by Charles Bargue is symbolic of the system. Bargue’s book, reproduced by the historian Ackerman (2003), illustrates the entire learning process of the academy. These prints (intended to be copied) progressed from hands and ears to incorporate larger sections of the body, such as the torso and chest. The study culminates when the student reproduces the entire human figure from a two-dimensional image.

The Sophists, philosophers, and teachers in the new period taught for a fee and regarded education as a means for success (Frost, 1989). The University of Athens was established in the New Greek period, and this institution and other universities of its kind owed a debt to earlier philosophical groups, such as Plato’s Academy and Aristotle’s Peripatetic School (Cordasco, 1963). The high regard for education among the Greeks led to the establishment of the early university system that laid the foundation for intellectual pursuits for hundreds of years.