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Introduction
Introductory activity: how many different art forms can you come up with? Think, pair, and share with your group.
Reflection: How would you define art?
What kind of knowledge can the arts bring us?
What kind of knowledge can the arts bring us?
As opposed to some other areas of knowledge, the arts may be a little bit harder to define. If you are intuitively drawn towards the arts, you may feel that you 'get' what art is all about. However, you may still struggle to answer the question: what is art? It may even be more tricky to understand what kind of knowledge the arts can bring us. When we think about art, we often narrow our focus to visual arts such as paintings. Nevertheless, the arts comprise a much wider area. Music, performance art, drama, literature, dance and film (to name but a few) are all disciplines within the arts. Each art form uses different media and a unique methodology to create art works. This will affect the nature of the knowledge conveyed as well as the dynamics between the creator, the art work and the audience. This dynamic relationship is very important when it comes to the production and acquisition of knowledge within the arts.
Even if you are not currently studying art at IBDP, you will undoubtedly come across art (in some shape or form) in your daily life. The media and the entertainment industry, for example, draw hugely on the power of the arts to reach their audience. The entertainment industry arguably benefits from the relatively recent spreading of leisure across society's classes (as opposed to just the elite). However, the arts as such are not new. Neither have they always necessarily been a thing of the elite. In fact, literature, music, visual art and performance art, song and dance have been part of human existence for millennia. In some instances, art is truly intertwined with life. Art and (cultural) identity often go hand in hand. The arts may embed and embody belief systems. They might also play a significant role in the dissemination of knowledge. Dance and ritual are very important amongst many indigenous communities, for example. Historically, story telling and drama have also played a big role in passing on knowledge from previous generations or raising awareness amongst the public. This was particularly the case before reading and writing became widespread. Art also allows for self-expression. Art forms such as music clearly tap into human emotions. In this sense, art may give us knowledge about human emotion, our community and a deeper sense of "self".
Even if you are not currently studying art at IBDP, you will undoubtedly come across art (in some shape or form) in your daily life. The media and the entertainment industry, for example, draw hugely on the power of the arts to reach their audience. The entertainment industry arguably benefits from the relatively recent spreading of leisure across society's classes (as opposed to just the elite). However, the arts as such are not new. Neither have they always necessarily been a thing of the elite. In fact, literature, music, visual art and performance art, song and dance have been part of human existence for millennia. In some instances, art is truly intertwined with life. Art and (cultural) identity often go hand in hand. The arts may embed and embody belief systems. They might also play a significant role in the dissemination of knowledge. Dance and ritual are very important amongst many indigenous communities, for example. Historically, story telling and drama have also played a big role in passing on knowledge from previous generations or raising awareness amongst the public. This was particularly the case before reading and writing became widespread. Art also allows for self-expression. Art forms such as music clearly tap into human emotions. In this sense, art may give us knowledge about human emotion, our community and a deeper sense of "self".
The arts shape identities of individuals and cultures. Art can take the form of rituals, it might incorporate religious symbolism and sometimes it embodies the history of a particular culture or community. Historically, the arts were closely connected to the religious or spiritual realm. In this sense, artistic knowledge was sometimes of a religious or spiritual nature. This is the case for creation stories, ritual voodoo dances, architecture such as churches and temples and some religious sculptures, to name but a few examples. Art forms can also be used to defend political views. The arts have persuasive power, as they can tap into people's emotions. This can happen, amongst others, through language or sensory images. Propaganda art and national anthems, for example, can be used to strengthen political powers as well as dominant discourse. Conversely, the arts have also enabled people to protest against these dominant (oppressive) powers. Art can express subversive views and encourage people to take action. Protest art, for example, gives a voice to people. Artists sometimes demand social change and they may encourage others to do so too. Protest songs, such as Green Day's American Idiot, can reach a very wide audience and even enjoy a resurgence when political climates change (e.g. during the Trump election, this song became popular again). Although we often overlook this fact, the arts are pretty powerful when it comes to the production and dissemination of knowledge. So why is this the case? The arts as an AOK, is pretty unique. The arts dispose of a certain freedom which other areas of knowledge don't have. The arts are not obliged to rely on (dry) facts and research (although they might do so!). Artists have some form of methodological freedom. They can immediately reach out and "grab" our emotions. Through imagination, the arts can also uncover truths which are hidden by reality. John Lennon's song Imagine, for example, advocates social change. The very act of imagining the possibility of a better world gives us knowledge of what could be and of what should change in our current world. Artists as well as those willing to engage with art can demand social change. They can fight for ideas such as freedom in a powerful way. It may come as no surprise that art is sometimes censored. This very fact illustrates how important the arts is when it comes to the production and distribution of knowledge.
Many artists raise moral questions through their art. Conversely, artistic methodological freedom can also involve a certain ethical freedom. This becomes clearer when we compare the moral considerations which, let's say, human scientists have to take into account with those that are applicable to artists. In that sense, the arts can explore and even uncover knowledge which other areas of knowledge cannot delve into. Let's explore this further. The human sciences are tied to the scientific method, with its intrinsic moral constraints. Some experiments on human behaviour might lead to interesting knowledge, but they would be unethical to conduct. If a human scientist wanted to get knowledge about how willing we are to inflict pain, for example, s/he would not be able to produce an experiment in which s/he placed knives, guns etc in a room and then waited until the participants of the experiment started hurting others. However, this is exactly what performance artist Abramovic did. In this instance, Abramovic invited people to take part in the performance art by inflicting pain on herself. Although her findings might not be generalisable, they are nevertheless significant. Her art can in this sense give us knowledge about human behaviour. To give another example from the field of literature: a novel like 1984 can give us (imaginary) insights of how people behave in (totalitarian) societies. Although imaginary, it still offers us powerful reflections on the connection between power, language and politics. In his sense, the arts can sometimes uncover truths that other areas of knowledge are not able to explore.
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Art and social change
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Art has the ability to express and appeal to emotion, intuition and imagination. These ways of knowing are closely linked to morality. Many pieces of art consequently make us question our ethical judgement. Art can evoke strong reactions from its audience, which can drive our moral actions. Religious art may appeal to our sense of fear or desire for gratification in the afterlife. Political art can question atrocities such as wars, oppressive regimes and social injustice. Protest songs, paintings and poems are powerful instigators of social change due to their invitation to participation and interpretation of the audience. Art's potential to teach us about what is right or wrong is so powerful that some people feel it is an essential criterion to define (good) art.
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Judgement
The arts often demand some sort of judgement from the audience. This can be an aesthetic judgement, a contemplation whether the art work should be considered art and perhaps even a rejection of the values it embodies. Aesthetic judgement is not merely a matter of personal taste. You may well prefer the colour blue over the colour red, for example, but that should not affect whether you consider and appreciate a certain work of art. Some art work is controversial. As seen previously, artists seem to enjoy greater moral freedom than, let's say, human scientists. But are there ethical limits to what should be able to pass as art? Should we accept cut corpses, plastic surgery, live goldfish in a blender or leather made from human abdomen as art? Are you complicit in immoral behaviour if you are ready to be the audience for art work that touches upon dubious ethical grounds? What is the difference between enjoying a scene in film where someone hurts someone for pleasure and actually hurting someone for pleasure? How might we decide which art work is or is not moral? Are there circumstances in which censorship in the arts might be justified?
When we judge the value of art, we will look at its moral, cognitive and political characteristics. But how important is aesthetics? Can we consider art to be true art merely because it is pleasurable and aesthetically pleasing? Aesthetic judgement is an important, yet complicated aspect of the arts. If you want to read more about Kant's interpretation of this kind of judgement, click here.
When we judge the value of art, we will look at its moral, cognitive and political characteristics. But how important is aesthetics? Can we consider art to be true art merely because it is pleasurable and aesthetically pleasing? Aesthetic judgement is an important, yet complicated aspect of the arts. If you want to read more about Kant's interpretation of this kind of judgement, click here.
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Beauty and truth
Reflection: What is beauty? How might there be a connection between beauty and truth?
The concept of beauty (and ugliness) is a big part of the arts and perhaps our lives in general. The notion that art should be merely beautiful or aesthetically pleasing has gone somewhat out of fashion since the 1960s. When it comes to our TOK discussion of knowledge in the arts, we will often focus on moral, behavioural and political knowledge that can be embodied by a work of art. But is aesthetics unimportant within TOK? Not entirely, as long as we discuss the concept of beauty with some depth. Also, it is worth remembering that something that is beautiful is not necessarily art. You may rave about Jennifer Lawrence's physique, but her body is not art simply because you think she is pretty and pleasurable to observe. So what can a discussion about aesthetic judgement bring us in terms of TOK? According to Kant, Aesthetic judgement in the arts is subjective (because it is related to the feeling of pleasure or displeasure), but it is not a matter of desire and it is not just a matter of personal preference. To say that something is beautiful, we kind of expect others to be able to agree with us. This normative aspect of the concept, leads in a way to the notion of aesthetic truth. This is a very difficult and complex idea to grasp. What does it even mean if something is aesthetically true? In other areas of knowledge, such as the natural sciences, we can claim that something is true when it corresponds with the natural world, for example. In the arts, this is much harder.
And yet, quite a few artists have played with the connection between beauty and truth. Poets and painters sometimes hint at the notion that aesthetic beauty (sometimes through their art) leads us to truth, perfection and even God. This is a funny thought, but maybe not as unsurprising if we consider how we use art to reach "a higher order". We have created the most beautiful cathedrals in times when most people lived in poor houses, we have created wonderful sculptures to represent Greek Gods, and we feel a great sense of satisfaction when faced with beautiful or harmonious art. Does beauty lead to something 'more'? Does beauty hold some kind of truth, as the last stanza in Keats's poem "Ode to a Grecian Urn" suggests? Throughout history, humans have searched for beauty in a range of areas of knowledge. Mathematicians, human scientists and artists each have their own interpretation of what constitutes beauty. We can talk about a beautiful equation, a beautiful solution or a beautiful piece of music. Is there anything that ties the different meanings of the concept beauty together and, if so, does that lead to some kind of truth? Traditionally, the idea of beauty has been associated with values such as goodness, truth and justice. In that sense, beauty conveyed by art may uncover or embody knowledge related to these values.
The link between mathematics, art and beauty may not be that obvious to some. However, many artists apply rules of mathematics to create beauty within their work. The golden ratio, for example, has been used by architects and painters to create harmony and beauty in their work. This golden ratio can be found in nature as well. It is reflected in patterns such as shells and petals on flowers. In fact, this simple mathematical formula seems to offer some clues as to what we consider beautiful and well proportioned. The links between mathematics, proportion, symmetry and beauty can be explored further in TOK. Is there such a thing as universal beauty? What is the link between maths, music and harmony? Is there beauty in mathematics?
And yet, quite a few artists have played with the connection between beauty and truth. Poets and painters sometimes hint at the notion that aesthetic beauty (sometimes through their art) leads us to truth, perfection and even God. This is a funny thought, but maybe not as unsurprising if we consider how we use art to reach "a higher order". We have created the most beautiful cathedrals in times when most people lived in poor houses, we have created wonderful sculptures to represent Greek Gods, and we feel a great sense of satisfaction when faced with beautiful or harmonious art. Does beauty lead to something 'more'? Does beauty hold some kind of truth, as the last stanza in Keats's poem "Ode to a Grecian Urn" suggests? Throughout history, humans have searched for beauty in a range of areas of knowledge. Mathematicians, human scientists and artists each have their own interpretation of what constitutes beauty. We can talk about a beautiful equation, a beautiful solution or a beautiful piece of music. Is there anything that ties the different meanings of the concept beauty together and, if so, does that lead to some kind of truth? Traditionally, the idea of beauty has been associated with values such as goodness, truth and justice. In that sense, beauty conveyed by art may uncover or embody knowledge related to these values.
The link between mathematics, art and beauty may not be that obvious to some. However, many artists apply rules of mathematics to create beauty within their work. The golden ratio, for example, has been used by architects and painters to create harmony and beauty in their work. This golden ratio can be found in nature as well. It is reflected in patterns such as shells and petals on flowers. In fact, this simple mathematical formula seems to offer some clues as to what we consider beautiful and well proportioned. The links between mathematics, proportion, symmetry and beauty can be explored further in TOK. Is there such a thing as universal beauty? What is the link between maths, music and harmony? Is there beauty in mathematics?
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Knowledge in the arts
Reflection: what kind of knowledge can the arts give us that other areas of knowledge can't?
If the language of an art form is non-verbal, does this free it from being limited to propositional knowledge?
If the language of an art form is non-verbal, does this free it from being limited to propositional knowledge?
When it comes to knowledge in the arts, the audience plays a very important role. In fact, there is an interesting dynamic between the artist, who creates his/her work of art, the art itself and the audience who engages with the art. Through this dynamic relationship, knowledge can be created. This interpretative aspect is what makes the arts so unique. Sometimes, the artist intends his/her work of art to mean something, but the audience interprets it differently and we may still consider this interpretation is true or valid. In some cases, the knowledge created by this dialogue between the spectator and the work of art, can be valuable knowledge, even if this knowledge is not in line with the artist's intentions. Within literature, for example, there are literary theories that advocate a de-contextualised approach. Others, conversely, require the reader to possess knowledge of the original context as well as the author's intentions to interpret the text.
Nevertheless, many art forms require some kind of response from an audience. This can be an emotional or a cognitive response. It could also be an aesthetic judgement. This response may lead to the creation of knowledge regarding human emotion, "a beautiful truth", human behaviour, social situations and much more.
Some artists deliberately play with the notion of audience interaction. They may also use meta-textual reference, and draw attention to the fact that the work of art is art (fiction). Some artists convey a dialogue between the creator and the creation within their piece of art. This can be a playful twist, or a more serious contemplation on the nature of creation, the purpose of life and human mortality.
Nevertheless, many art forms require some kind of response from an audience. This can be an emotional or a cognitive response. It could also be an aesthetic judgement. This response may lead to the creation of knowledge regarding human emotion, "a beautiful truth", human behaviour, social situations and much more.
Some artists deliberately play with the notion of audience interaction. They may also use meta-textual reference, and draw attention to the fact that the work of art is art (fiction). Some artists convey a dialogue between the creator and the creation within their piece of art. This can be a playful twist, or a more serious contemplation on the nature of creation, the purpose of life and human mortality.
Go to the pine if you want to learn about the pine, or to the bamboo if you want to learn about the bamboo. And in doing so, you must leave your subjective preoccupation with yourself. Otherwise you impose yourself on the object and you do not learn.
Matsua Basho (1644-1694) Japanese Poet.
Lesson idea: Convince me it's art!
On knowledge and the arts.
ACTIVITY:
Your teacher will place a collection of (random) objects at the front of the classroom. In turns, choose a couple of objects for your team. You then have to prepare an explanation as to why the chosen object is art. Explain the meaning of the "art work" and give it a title.
Afterwards, be prepared for a Q&A session about your "art work."
The most convincing explanation is the winner.
Follow-up discussion:
Does artistic creation rely more heavily on imagination than on other cognitive tools?
Does convention play a different role in the arts compared to other areas of knowledge?
To what extent do artists make an advantage out of the subjective nature of sense perception, whereas scientists see it
as an obstacle to be overcome?
Is the only standard for “good art” individual taste?
Who creates or determines meaning for an artwork: the artist or the audience or both?
Can a work of art have meaning that the artist themselves is unaware of?
Unit plan on knowledge in the arts
A series of lesson to explore what makes a good explanation or interpretation in the Arts
The unit plan:
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Presentations and teaching resources per lesson:
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Methodology and the Arts
What methods can artists and the audience employ to gain knowledge in the arts?
Does artistic creation rely more heavily on imagination than on other cognitive tools?
Does artistic creation rely more heavily on imagination than on other cognitive tools?
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On the one hand, art draws its strength from human imagination. Our ability to conceive ideas creatively through the arts can lead us to a deeper understanding of the human condition, ethics and the world around us. On the other hand, we can argue that the arts are limited exactly because of its roots in human imagination. If art is just 'made up', what genuine knowledge can it actually give us? Natural sciences are often contrasted with the arts because they aim to discover and explore what is really out there (in the natural world, that is). Its methods are much more rigid and there is less room for imagination (beyond the scope of its methodology). But then again, there are situations in which the arts can give us much more powerful knowledge. They can tap into our emotions and make us think of the unthinkable. This is precisely why the arts have been such a powerful driving force towards social change. But also in daily life, we draw upon the arts to make us understand or feel what is hard to comprehend. Stromae's "Quand c'est?" song, for example, can make us feel the notion of cancer in a way that scientific vocabulary just can't. The arts can offer us knowledge that the sciences cannot give us. Interestingly, Denis Dutton's exploration of a Darwinian theory of beauty suggests that there is a connection between natural sciences and the arts. Perhaps imagination and reason can be reconciled through the arts after all?
Sense perception is obviously an essential tool we use to appreciate the arts. We use our senses to listen to music, taste culinary art, observe a sculpture or painting, appreciate a play or opera and sometimes even to heighten our sense of touch or proprioception. But art is about more than that. Most of us agree that a piece of art communicates an idea. Many people include the notion of creativity in their definition of the arts. Imagination consequently plays an invaluable role in this area of of knowledge. Imagination is important both for the creation of art as such, and the interpretation of the (knowledge conveyed) by its audience.
Art also has the power to tap into our emotions. Music is a good example of this., but visual art, literature, drama and performance art can evoke strong emotional responses from their audience as well. Aristotle valued art highly because of its cathartic power due to such appeal to emotions. By watching a tragedy, we can 'cleanse' our soul and this makes us behave better, he argued. Is this perhaps why we like watching soap series? Why we feel relieved having a good cry after reading a sad story? Why we enjoy listening to sad music like Stromae's "Formidable"? Plato, on the other hand, was a big fan of reason. He believed that the arts would lead us to become less "good" exactly because of this emotional appeal. According to Plato, a rational life was better than an emotional life, and he feared that the arts would make us more emotional. Nevertheless, he considered that art could be either good or bad. Good art, he believed, is art that incites us to do virtuous things. Bad art conversely, is art that incites "violent behaviour" and leads to things like "anarchy". In Plato's eyes, the latter would be absolutely terrible.
Sense perception is obviously an essential tool we use to appreciate the arts. We use our senses to listen to music, taste culinary art, observe a sculpture or painting, appreciate a play or opera and sometimes even to heighten our sense of touch or proprioception. But art is about more than that. Most of us agree that a piece of art communicates an idea. Many people include the notion of creativity in their definition of the arts. Imagination consequently plays an invaluable role in this area of of knowledge. Imagination is important both for the creation of art as such, and the interpretation of the (knowledge conveyed) by its audience.
Art also has the power to tap into our emotions. Music is a good example of this., but visual art, literature, drama and performance art can evoke strong emotional responses from their audience as well. Aristotle valued art highly because of its cathartic power due to such appeal to emotions. By watching a tragedy, we can 'cleanse' our soul and this makes us behave better, he argued. Is this perhaps why we like watching soap series? Why we feel relieved having a good cry after reading a sad story? Why we enjoy listening to sad music like Stromae's "Formidable"? Plato, on the other hand, was a big fan of reason. He believed that the arts would lead us to become less "good" exactly because of this emotional appeal. According to Plato, a rational life was better than an emotional life, and he feared that the arts would make us more emotional. Nevertheless, he considered that art could be either good or bad. Good art, he believed, is art that incites us to do virtuous things. Bad art conversely, is art that incites "violent behaviour" and leads to things like "anarchy". In Plato's eyes, the latter would be absolutely terrible.
Reflection: Have you ever been incited to do something emotional after the appreciation of a work of art ?
Can art incite violence or inappropriate behaviour?
If so, should we censor certain songs or art forms?
Can art incite violence or inappropriate behaviour?
If so, should we censor certain songs or art forms?
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Art and religion
Many (earlier) art forms were created for religious purposes. It was believed that the creation of art could honour the Gods, bring us closer to the spiritual or reveal some kind of (ethical and aesthetic) truth. Art is a powerful medium to trigger our imagination of what is difficult to define. Our imagery of concepts such as heaven, hell, or divinities immediately taps into our spiritual self. Some religions encourage the representation of deities through art because it gives believers a (virtual) place of worship they can more easily connect with. Other religions, such as Islam, forbid such representations.
Religious architecture usually aspires to literally and symbolically reach to what is "above us". This is often done through the creation of well proportioned and interesting structures such as domes, towers, minarets, pyramids etc. The use of patterns and light (for example through glass painted windows) can create a sense of spirituality and make us feel connected with our religion and the ideas it represents.
Even if you are not religious, you may feel special walking into a cathedral, mosque or pyramid. Likewise, religious music may tap into your emotions. On the one hand, religion has undoubtedly been a major driving force in the development of the arts. On the other hand, some art forms have been censored because of religion. Because religion is so sacred to believers, anti-religious or "provocative" art can incite indignation. In this sense, art, religion and nudity have a funny relationship. On the one hand, the arts have explored the beauty of nudity within religious art forms. Sometimes Gods were painted or sculpted as (partial) nudes. On the other hand, nudity is often censored by those who represent religion. The Creation of Adam by Michelangelo is an amusing illustration of this phenomenon. On the Fresco (top left), which can be found on the ceiling of the Sistine Chapel in the Vatican, you can see that Adam is naked, as he was created according to Genesis. The near touching of God and Adam creates a sense of humanity of God, which is enhanced by their physical likeness. Originally, both subjects (Adam and God) were painted naked. Yet, Pope Pius IV ordered the addition of fig leaves and loincloths after Michelangelo's death.
Religious architecture usually aspires to literally and symbolically reach to what is "above us". This is often done through the creation of well proportioned and interesting structures such as domes, towers, minarets, pyramids etc. The use of patterns and light (for example through glass painted windows) can create a sense of spirituality and make us feel connected with our religion and the ideas it represents.
Even if you are not religious, you may feel special walking into a cathedral, mosque or pyramid. Likewise, religious music may tap into your emotions. On the one hand, religion has undoubtedly been a major driving force in the development of the arts. On the other hand, some art forms have been censored because of religion. Because religion is so sacred to believers, anti-religious or "provocative" art can incite indignation. In this sense, art, religion and nudity have a funny relationship. On the one hand, the arts have explored the beauty of nudity within religious art forms. Sometimes Gods were painted or sculpted as (partial) nudes. On the other hand, nudity is often censored by those who represent religion. The Creation of Adam by Michelangelo is an amusing illustration of this phenomenon. On the Fresco (top left), which can be found on the ceiling of the Sistine Chapel in the Vatican, you can see that Adam is naked, as he was created according to Genesis. The near touching of God and Adam creates a sense of humanity of God, which is enhanced by their physical likeness. Originally, both subjects (Adam and God) were painted naked. Yet, Pope Pius IV ordered the addition of fig leaves and loincloths after Michelangelo's death.
Reflection: do you need language to acquire or produce knowledge in the arts?
Making connections to the core theme, as suggested by the TOK Guide
- Does art enlarge what it is possible for us to think and know?
- Does art provide knowledge of the artist or of ourselves?
- In what ways can art shape our individual view of the world?
- What moral responsibilities do we have regarding art that has been created or published by other people?
Knowledge questions on the arts
Acknowledgements: these knowledge questions were taken from the TOK Guide, 2022 specification
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Ethics
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Methods and Tools
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Perspectives
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Scope
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