Standard

Bazon Brock's Visitors’ School on Documenta in Kassel: Training for Reception of Contemporary Art. / Biryukova, Marina.

In: International Journal of Art and Design Education, Vol. 38, No. 1, 01.02.2019, p. 207-223.

Research output: Contribution to journal › Article › peer-review

Harvard

Biryukova, M 2019, 'Bazon Brock's Visitors’ School on Documenta in Kassel: Training for Reception of Contemporary Art', International Journal of Art and Design Education, vol. 38, no. 1, pp. 207-223. https://doi.org/10.1111/jade.12172

APA

Biryukova, M. (2019). Bazon Brock's Visitors’ School on Documenta in Kassel: Training for Reception of Contemporary Art. International Journal of Art and Design Education, 38(1), 207-223. https://doi.org/10.1111/jade.12172

Vancouver

Biryukova M. Bazon Brock's Visitors’ School on Documenta in Kassel: Training for Reception of Contemporary Art. International Journal of Art and Design Education. 2019 Feb 1;38(1):207-223. https://doi.org/10.1111/jade.12172

Author

Biryukova, Marina. / Bazon Brock's Visitors’ School on Documenta in Kassel: Training for Reception of Contemporary Art. In: International Journal of Art and Design Education. 2019 ; Vol. 38, No. 1. pp. 207-223.

BibTeX

@article{0d7074c0677d491cbf3bfce9913de483,
title = "Bazon Brock's Visitors{\textquoteright} School on Documenta in Kassel: Training for Reception of Contemporary Art",
abstract = "This article analyses the problem of reception and interpretation of contemporary art exhibition in the context of Besucherschule (Visitors{\textquoteright} School) invented by Bazon Brock: German philosopher, art historian and a follower of Theodor Adorno. He implemented this practice for the first time on documenta 4 in Kassel (1968) and organised such schools of reception until documenta 9 (1992). The aim of the Visitors{\textquoteright} School was to explain works of contemporary art on display to the public. Brock understood this process as {\textquoteleft}mediation{\textquoteright} in aesthetic education, arguing that dependence on theory was no less problematic for contemporary art perception than the lack of traditional art form. The main symbolic task of art – {\textquoteleft}claim for reality{\textquoteright}, was demonstrated by Brock in two ideas: {\textquoteleft}new image-war{\textquoteright} and {\textquoteleft}speaking image{\textquoteright}.",
keywords = "action teaching, aesthetics, art mediation, Bazon Brock, contemporary art education, documenta in Kassel, Visitors{\textquoteright} School",
author = "Marina Biryukova",
year = "2019",
month = feb,
day = "1",
doi = "10.1111/jade.12172",
language = "English",
volume = "38",
pages = "207--223",
journal = "International Journal of Art and Design Education",
issn = "1476-8062",
publisher = "Wiley-Blackwell",
number = "1",

}

RIS

TY - JOUR

T1 - Bazon Brock's Visitors’ School on Documenta in Kassel: Training for Reception of Contemporary Art

AU - Biryukova, Marina

PY - 2019/2/1

Y1 - 2019/2/1

N2 - This article analyses the problem of reception and interpretation of contemporary art exhibition in the context of Besucherschule (Visitors’ School) invented by Bazon Brock: German philosopher, art historian and a follower of Theodor Adorno. He implemented this practice for the first time on documenta 4 in Kassel (1968) and organised such schools of reception until documenta 9 (1992). The aim of the Visitors’ School was to explain works of contemporary art on display to the public. Brock understood this process as ‘mediation’ in aesthetic education, arguing that dependence on theory was no less problematic for contemporary art perception than the lack of traditional art form. The main symbolic task of art – ‘claim for reality’, was demonstrated by Brock in two ideas: ‘new image-war’ and ‘speaking image’.

AB - This article analyses the problem of reception and interpretation of contemporary art exhibition in the context of Besucherschule (Visitors’ School) invented by Bazon Brock: German philosopher, art historian and a follower of Theodor Adorno. He implemented this practice for the first time on documenta 4 in Kassel (1968) and organised such schools of reception until documenta 9 (1992). The aim of the Visitors’ School was to explain works of contemporary art on display to the public. Brock understood this process as ‘mediation’ in aesthetic education, arguing that dependence on theory was no less problematic for contemporary art perception than the lack of traditional art form. The main symbolic task of art – ‘claim for reality’, was demonstrated by Brock in two ideas: ‘new image-war’ and ‘speaking image’.

KW - action teaching

KW - aesthetics

KW - art mediation

KW - Bazon Brock

KW - contemporary art education

KW - documenta in Kassel

KW - Visitors’ School

UR - http://www.scopus.com/inward/record.url?scp=85053703643&partnerID=8YFLogxK

U2 - 10.1111/jade.12172

DO - 10.1111/jade.12172

M3 - Article

AN - SCOPUS:85053703643

VL - 38

SP - 207

EP - 223

JO - International Journal of Art and Design Education

JF - International Journal of Art and Design Education

SN - 1476-8062

IS - 1

ER -

ID: 39789374