What is Art? Essay
- Describe the term paleoanthropsychobiological. Who coined this term?
In her lecture before the National Art Education Association (NAEA) titled “Art for Life’s Sake,” Ellen Dissanayake uses the term “paleoanthropsychobiological.” She coined this term to help describe her theory that art and the idea of art does not come from historical, Western views of art but rather a mash up of history (as far back as the Palaeolithic era); the study of society and culture (anthropology); and that it has aspects that are psychological and emotional in nature. Her perspective on art is so different that she created her own word to describe it.
- What does Dissanayake mean by the phrase “making special”? How does it relate to art and to human survival?
Dissanayake uses the phrase “making-special” to describe one of the many characteristics humans have acquired during the process of evolution. She discusses the more obvious physicals changes that have taken place in man (posture, hair, etc.) as well as behavior shifts. These behavior shifts include humans tending towards community, use of language, and to join in on actions and activities that benefit society. An additional behavior is the human tendency to “make special” those actions and activities that are deeply meaningful to both individuals and to communities. Simply stated, “making-special” is something that is “different from the mundane, the everyday, the ordinary.” (22) Dissanayake believes that art and the idea of art was formed centuries before our Western definitions and likely was closely related to the performance of rituals. Further, she notes that it is not surprising that the arts were present during ritual ceremonies because they helped members of a community engage more deeply in the activities and served as a way of sharing all of life’s facets. The building of community, using art, was actually essential for survival centuries ago because it created a shared sense of purpose.
- Dissanayake identifies many different theories/movement/periods of art throughout western European history. Name three different theories of art that Dissanayake mentions in her essay. Identify the time period when each theory developed and was prominent. Provide a brief description of the philosophies and ideas that define each theory/movement/period of art. Support your answer with quotes from the reading.
As part of setting the stage to explain her theory of art and the idea of art, Dissanayake takes her audience through the development of the Western concepts of art including the medieval, Renaissance, and modern periods.
While Dissanayake does not go into great detail about medieval art, it is generally known that this period lasted over 900 years from approximately 300 AD. to the beginning of the Renaissance in 1400 AD. However, Dissanayake does note that during this period, “the arts were in the service of religion, as they have always been, but were not regarded ‘aesthetically’ …” (16) The medieval era consisted of three significant styles all with God, church, and religion as a focus: Early Christian, Romanesque, and Gothic During the Early Christian period, the Catholic Church was responsible for funding many artistic endeavors including the decoration of churches. During the Romanesque period, the arts and architecture were quite grand and reflected the growing wealth of the big cities in Europe and the ongoing power of the church. Lastly, the Gothic period, called such after the Goths who were in power in France, also showcased dramatic art and architecture in cathedrals and churches. One of the most famous (and from personal experience, one of the most beautiful) is Notre Dame Cathedral in Paris with its famous gargoyles and flying buttresses. (ArtHistory.net)
Dissanayake goes on from her brief description of the medieval period to introduce the Renaissance. She says, “Renaissance artists gradually replaced God-centered with man-centered concerns, but their work continued to portray a recognizable world . . .”(16) Beginning in Italy and spreading to the rest of Europe, The Renaissance took place between the 14th and 17th centuries. History tells us that religion and Christianity were not rejected fully as the church supported many artists during the Renaissance. But, it is also true that artists of the day explored more secular topics and as this shift took place, religion and God became less of the central theme and purpose for the creation of arts. (ArtHistory.net)
Dissanayake also discussed the modernist art period that occurred between the late 1800’s and the mid 1970’s. She notes that, “… 18th century thinkers turned their attention to a subject that came to be called ‘aesthetics’ …”(17) One could surmise that modern art was the opposite of medieval art. She further explains that this shift created the notion that one had to have a “special frame of mind” (17) for understanding and appreciating art. And, part of that frame of mind was that individuals needed assistance to understand or interpret art. As art became less religious and less about the recognizable world, experts had to help explain what works of art meant and whether it was good or bad. Toward the end of the modernist period Dissanayake points out that, “ what is said (or written) about a work is not only necessary to its being art, but is indeed perhaps more important than the work itself. There is no appreciation of art without interpretation.” (19)
What is Art?
Ellen Dissanayake’s lecture to the National Art Education Association (NAEA) “Art for Life’s Sake,” is an interesting and provocative commentary on historical and modern assumptions about the role of art in life. In understanding her audience of art educators, Dissanayake, in professorial style, helpfully takes the time to lay the ground work that informs her strongly held point of view that she has labeled palaeoanthropsychobiological or in simpler terms, “species-centered.” (21) She acknowledges that this term is quite unusual but deems it necessary because it helps explain her view that, “ . . . in order to include human history, human cultures, and human psychology, art must be viewed as an inherent universal (or biological) trait of the human species, as normal and natural as language, sex, sociability, aggression, or any of the other characteristics of human nature.”(15)
Dissanayake’s ground work includes an artistic march through time and an explanation of the Western concept of art including art in service to religion; art during the Renaissance and as distinct from God; a mash-up of societal influences that came to be known as “modernity’; and finally postmodernism. (16-19) The examination of the history of art leads her to conclude that we have it all wrong. Rather than seeing art as the bastion of the rich and educated or even of those who view it through a cynical or nihilistic lens, Dissanayake sees art as, “a universal need and propensity of the human species.” (21) In other words, art is as basic to our lives and to how we live as food, clothing, and shelter. It is just a part of us and it is everywhere.
I love that Dissanayake’s lecture was delivered to arts educators – those charged with teaching the history of art, the creation of art, or even the appreciation of art. And, in pursing their various roles as educators, I wonder if Dissanayake believes they too have it all wrong. Are they teaching and fostering points of view that contribute to the, “perplexing contradictions, in adequacies, and confusions of both modernist and post-modernist aesthetics … “(21) Further, I wonder what her point of view would be about the ongoing dialogue of the failure of public education to prioritize the study and creation of the arts.