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Unless of course you live by the standards of art for art's sake.

The explicit slogan is associated in the history of English artand letters with and his followers in the ,which was self-consciously in rebellion against moralism. It first appeared inEnglish in two works published simultaneously in 1868: Pater'sreview of 's poetry in the and in by .A modified form of Pater's review appeared in his Studies inthe History of the Renaissance (1873), one of the mostinfluential texts of the Aesthetic Movement.

Soon it was claimed that art should be produced not for the public's sake, but for art's sake.

From now on, art was to be discussed in formal terms — colour, line, shape, space, composition — which effectively removed the question of meaning and purpose from consideration and permitted whatever social, political, or progressive statements the artist had hoped to make in his or her work to be conveniently ignored or played down.

Art for Art's Sake: The Impact of Arts Education

This approach became pervasive to the extent that artists, too, certainly the weaker ones, and even some of the strong ones as they got older or more comfortable, lost sight of their modernist purpose and became willy–nilly absorbed into this formalist way of thinking about art.

Impressionism gains much of its art historical significance through its place within a scheme of stylistic development that has its roots in the preceding Realism of Courbet and Manet, and by its also providing the main impetus for the successive styles of Post-Impressionism.

Indeed it all started at a juvenile age for Wilde.

This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.

The impact of arts education on other non-arts skills and on innovation in the labour market should not be the primary justification for arts education in today’s curricula. The arts have been in existence since the earliest humans, are parts of all cultures, and are a major domain of human experience, just like science, technology, mathematics, and humanities. The arts are important in their own rights for education. Students who gain mastery in an art form may discover their life’s work or their life’s passion. But for all children, the arts allow a different way of understanding than the sciences. Because they are an arena without right and wrong answers, they free students to explore and experiment. They are also a place to introspect and find personal meaning.

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Pater, although he gets the credit for starting Wilde off.

Eventually there emerged the notion that modernist art is to be practiced entirely within a closed formalist sphere that was necessarily separated from, so as not to become contaminated by, the real world.

According to Indian .FOR ART’S SAKE?

The same middle class whose tastes and ideas Whistler was confronting through his art, quickly turned the call of ‘Art for Art's Sake’ into a tool to further neutralize the content and noxious effects of progressive modernist art.

Art for Art’s Sake Essay Examples - New York essay

The formalist critic Clement Greenberg, in an article first published in 1965 entitled ‘Modernist Painting,’ saw modernism as having achieved a self–referential autonomy.

Essay about Art for Art s Sake - 998 Words - StudyMode

Many of the art movements spawned in the first half of the 20th century could be seen as various attempts to break the formalist grip on progressive modernism.

Art for Art's Sake - Modern Art Terms and Concepts | …

Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as "skills for innovation": subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills.

What is meant by the phrase "art for art's sake ..

Artists, alongside scientists and entrepreneurs, are role models for innovation in our societies. Not surprisingly, arts education is commonly said to be a means of developing skills considered as critical for innovation: critical and creative thinking, motivation, self-confidence, and ability to communicate and cooperate effectively, but also skills in non-arts academic subjects such as mathematics, science, reading and writing. Does arts education really have a positive impact on the three subsets of skills that we define as “skills for innovation”: technical skills, skills in thinking and creativity, and character (behavioural and social skills)?

Modernism: Art for Art's Sake - Art History Resources

Unfortunately for the history of art, in the process of neutralizing progressive modernism, art history also had to neutralize all other art from earlier periods and from elsewhere in the world.

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