Oh, Art History again.

I've declared my art history major for more than 2 years, and I am still thinking about the question: "what's the point of art history (as an academic discipline)?"

If we focus on the "history" part, I can figure out the answer because I personally think that art is a great resource for us to think about history and society: how people thought, behaved, and responded to their time and social changes.

I am now taking this art history seminar about American Gilded Age. Unlike some of my other art history classes, the reading assignments of this seminar are works reflecting the society at that time (instead of art theories): novels by Charlotte Perkins Gilman, Jack London, Stephen Crane, Horatio Alger, Jr., Jacob Riis' How the Other Half Lives, etc. Different social phenomena that are of particular significance are discussed, such as Masculinity, Nervousness, New Women, Child Labor, etc. Last Wednesday we even had a little "mock trial of Thomas Eakins" in which students got to know the characters and the backgrounds that "caused" thoughts and opinions of the characters. In such way, art history becomes part of "sociology" or "history" discipline where art doesn't really speak for its aesthetic and decorative value, but for its social and historical value.

I love that.

However, some of my other art history classes are mostly about movements within the "art world." They are more into "art and its trend," focusing on "the history of art"—which is the most traditional explanation of the discipline. Of course there are great portion about the society, but the emphasis is on art itself.

Art cannot stand alone. It could be decorative and beautiful, and truly everyone loves "good-looking things" and art can absolutely be the representative of visual pleasure. However, art can be more than that. It can bring inspirations through its various media, subject matters, etc. Art is not limited and therefore, can stimulate people's minds to think more creatively and deeply. Art can draw people's attention to certain social phenomena and art itself is also a kind of social phenomena, leaving people an enormous space to reflect.

Art, at first is part of the history and society—an "artifact", and then is "art".



PS. I love this sofa!!!

A 1934 version of "Education Plan" for a primary school in China

Recently I ran into an “Education Plan” for Xin’ai Primary School 6th Grade in Huai An (a city in Jiangsu Province of China), published in 1934. I was surprised and touched by the great ideas of those early Chinese educators. What I said “great ideas” were really just “small things” that reflected those educators’ focus on developing children in the most natural and humane way.

This primary school was founded by Wang Da, a student of the great Chinese educator Tao Xingzhi (189-1946). Tao had his own core for education: life is education, society is school, teach and learn combined.

The “Education Plan” was divided into four parts: Finance Support, Life, Environment, and Slogan (I don’t understand the last part). The second part “Life” is very fascinating, focusing on “Healthy Body,” “Science,” “Interest in Art,” “Production Skills,” and “Spirit of Freedom, Equality, Help each other.” (I translated all these directly.)

Just list some of the “requirements” below:
- Do physical exercise once everyday
- Clean (your) room once everyday
- Write a diary everyday
- Drink five big bowls of water and one big bowl of soya-bean milk everyday
- Have one motion everyday regularly (I’ve never tried to say this in English before O.O!)
- Read local and national newspaper everyday

Some other “requirements” based on year round includes:
- be able to recognize at least 10 kinds of most common plants and animals; observe the growth of one kinds and understand its relation to human
- be able to recognize at least 12 stars (that can be seen every night); understand some of the most important natural phenomena: wind, cloud, rain, fog, etc., and their relations to human
- be able to appreciate some famous songs and art as well as natural beauty
… …

In addition, there are some other very “practical” requirements. For example, learn to use at least 10 different kinds of most common medicine; be able to swim …
Some of these requirements may be regarded as very “traditional” since science had developed a lot. However, the education plan was very detailed and focused on children’s natural growth as 1) a human being within the natural environment and 2) a human being who will further develop intelligence.

I feel that the composer of this education plan really regards those children who will follow the plan as his/her children. The love and warmth in this plan are very touching and persuasive.

For those who want to know more about this “education plan,” here is the original Chinese title of it: 1934年度《淮安新安小学第六年计划大纲》

More information could be found on this Chinese blog: http://bulaoge.net/topic.blg?dmn=weixi&tid=2252117

One of the books that mentioned this education plan is 追寻失落的中国教育传统 (Looking for the lost Chinese traditional education) authored by 王丽 Wang Li.