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Paul Klee : artist-teacher theory

dc.contributor.advisorDragojević, Predrag
dc.contributor.otherMerenik, Lidija
dc.contributor.otherBulatović, Dragan
dc.creatorGavrić, Goran T.
dc.date.accessioned2016-01-05T12:52:35Z
dc.date.available2016-01-05T12:52:35Z
dc.date.available2020-07-03T09:57:47Z
dc.date.issued2013-03-11
dc.identifier.urihttp://eteze.bg.ac.rs/application/showtheses?thesesId=434
dc.identifier.urihttps://nardus.mpn.gov.rs/handle/123456789/3242
dc.identifier.urihttps://fedorabg.bg.ac.rs/fedora/get/o:6223/bdef:Content/download
dc.identifier.urihttp://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=43943183
dc.description.abstractU radu je istraživan nastavni metod švajcarskog umetnika, teoretičara i profesora na Bauhausu Paula Klea. Kako je predmet istraživanja sagledavanje metodoloških osobenosti na fakultetima likovnih i primenjenih umetnosti koje su inspirisane njegovim nastavnim radom, bavili smo se njegovom reinterpretacijom kako bi, u kontekstu prevrednovanja, metod sebi osigurao određenu kredibilnost i primenu u naše doba. Pošto smo prethodno ispitali njegov značaj za nastavu i likovnu praksu doba u kome je Kle stvarao i predavao, upustili smo se u argumentovanje njegovog eventualnog utemeljenja koje bi pratilo Kleovu razvojnu liniju metodologije nastave. Problemi sa kojima se umetnici što se bave i teorijom sreću u pokušaju da svoja predavanja konceptualizuju višestruko su složeni. Glavni, iz kojeg se svi ostali izvode, odnosi se na delotvornu sintezu teorijskog i praktičnog aspekta. S jedne strane, teorijski aspekt je konkretniji i određeniji, a praktični - apstraktniji i prostorno određeniji. Kada je reč o mogućnosti da se ova sinteza ostvari, jedan umetnik-predavač koji je oformio svoju teoriju, u izvesnoj je prednosti u odnosu na umetnika što se ne bavi teorijom ili teoretičara koji nije upoznat sa likovnom praksom, jer su mu u određenoj meri poznati i teorija i praksa. Tako on u svojim predavanjima koristi metode koji se vezuju za skup određenih tehnika. Ovaj skup tehnika umetnik-predavač koji se bavi i teorijom može da postavi ili sistematično, ili slobodno, sve u zavisnosti od toga kako u datom trenutku proceni situaciju. 4 Kako je glavni predmet istraživanja teorija Paula Klea kao umetnika-predavača, usredsredili smo se na istraživanje interaktivnog odnosa između njegove nastave na Bauhausu i njegovog ličnog usavršavanja. Naše istraživanje se dalje kretalo u pravcu proučavanja Kleovog nastavnog metoda, i u njemu smo nastojali da otkrijemo prednosti koje ovaj metod poseduje, što bi automatski opravdalo njegovu primenu u savremenoj nastavi i likovnoj praksi. Na osnovu istraživanja, tumačenja i analize Kleovih predavanja i njegovog nastavnog metoda, razvili smo predlog novog modela nastave na fakultetima likovnih i primenjenih umetnosti. U ovom slučaju smo na osnovama Kleovog nastavnog metoda razvili nastavni metod koji bi se mogao primenjivati u savremenoj nastavnoj praksi. U radu smo razmatrali i nastavni plan i program fakulteta likovnih i primenjenih umetnosti u svetu i Srbiji, sa aspekta njihovog funkcionisanja u prošlosti, ali i u današnjem kontekstu. Pokušavajući da dođe do odgovarajuće teorije, umetnik-predavač i u najsistematičnijim metodološkim istraživanjima menja i preusmerava u druge pravce metode koje je već na samom početku postavio na čvrste osnove. Pritom je fleksibilan, ali u isto vreme i dobro pripremljen. On prvo teorijski, jasno i precizno, osmišljava predavanje koje se ogleda u zadacima zasnovanim na pravilima. Ova pravila najčešće nisu stroga i kruta, ali su metodološka kako bi bila usmerena na konkretan problem. Posle toga, on studentima kroz vežbe predočava načine pomoću kojih će oni najbolje odgovoriti na postavljene zadatke, ali istovremeno ih navodi i na kreativno razmišljanje i izražavanje.sr
dc.description.abstractThis paper is concerned with teaching method of Paul Klee, Swiss artist and professor at Bauhaus School of Art. The subject of our research is consideration of methodological characteristics (inspired by Klee’s teaching work) at the Faculties of Fine and Applied Arts. Therefore, we are interested in his re-interpretation of this method (in context of re-evaluation), in order to provide certain credibility, and application of this method in our time. Our intention, primarily, is to determine the importance of Klee’s method of teaching and art practice in his time, than secondarily, we engage in argumentation of its potential foundation that follows Klee’s teaching method development. Artists, who are also engaged in art theory, in attempt to conceptualize their teaching, face many complex problems. Main problem is to find the effective synthesis of theoretical and practical aspect. Theoretical aspect is specific and more concrete, opposite to practical aspect, which is more abstract and place determined. In achieving this synthesis, artist – teacher (lecturer), engaged in both theoretical and practical art, has an advantage over artist, engaged in theory of art exclusively, or theorist not concerned with practical art (craft). Therefore, in his lectures, teaching artist uses the specific set of different techniques, and presents them systematically to his students. 6 As the main focus of this research is Paul Klee as artist and art teacher, we are primarily concerned with interactive relationship between his teaching at Bauhaus and his personal development as artist. Our interests are moving further in a direction of Klee’s personal overlook of teaching method itself, and our attempt is to discover the benefits of this method, which would automatically justify its use in contemporary teaching and art practice. Based on this research, interpretation, and analysis of Klee’s lectures and his teaching method, we have developed a proposal of a new model of teaching at the Faculties of Fine and Applied Arts. This new method based on Paul Klee’s teaching method could be the one to have an application in contemporary teaching practice. In this paper, we are also discussing the curriculum of the Faculties of Fine and Applied Arts in the world, in terms of its functioning in the past, as well as in context of today. In his attempt to develop proper theory, artist-teacher, constantly changes and redirects his methodological researches, while flexible and well prepared at the same time. First, he develops his lectures (based on rules), clearly and precisely. These rules are often not strict, but rather methodological and directed towards specific problem. Second, artist – teacher presents these methods to students through different exercises, while encouraging them to think and express themselves creatively.en
dc.formatapplication/pdf
dc.languagesr
dc.publisherУниверзитет у Београду, Филозофски факултетsr
dc.rightsopenAccessen
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceУниверзитет у Београдуsr
dc.subjectumetnik-predavačsr
dc.subjectPaul Kleeen
dc.subjectpraksasr
dc.subjectteorijasr
dc.subjectPaul Klesr
dc.subjectpredavanjasr
dc.subjectmetodologijasr
dc.subjectmetodisr
dc.subjectfakulteti likovnih i primenjenih umetnostisr
dc.subjectteaching artisten
dc.subjectartist-teacheren
dc.subjectart practiceen
dc.subjecttheory of arten
dc.subjectlecturesen
dc.subjectmethoden
dc.subjectmethodologyen
dc.subjectFaculties of Fine and Applied Artsen
dc.titlePaul Kle : teorija umetnika-predavačasr
dc.titlePaul Klee : artist-teacher theoryen
dc.typedoctoralThesisen
dc.rights.licenseBY-SA
dcterms.abstractДрагојевић, Предраг; Булатовић, Драган; Мереник, Лидија; Гаврић, Горан Т.; Паул Кле : теорија уметника-предавача; Паул Кле : теорија уметника-предавача;
dc.identifier.fulltexthttps://nardus.mpn.gov.rs/bitstream/id/26366/Disertacija.pdf
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/26366/Disertacija.pdf
dc.identifier.doi10.2298/bg20130311gavric
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_nardus_3242


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