Artistic Education and Imported Experience: When the Creation of Meanings Relies in the Anecdotical

Abstract

Vanguard, innovation, expression, freedom and creativity are terms that viewers associate with Art. Nevertheless it is frustration, indifference, triviality, flapdoodle and lack of understanding the sensations they exhibit in front of the actual piece of art, showing a clear inconsistency between their expectations and reality. Paradoxically, this situation is further more perpetuated by routines that should enable an approach but that, however, are promoting the consolidation of an immobile image and a stereotyped representation of art that affects its own conceptualization and, therefore, the art experience per se. This is how a surrogate of art emerges, sublimed and reviled at the same time, relegated to spaces that have nothing to do with Art itself or its value but that, all the same, takes its place. This article, based on the experiment of multiple mediated encounters with art, proves the reasons that maintain Art in that inaccessible limb; and, starting from reviewing the concept, it also suggests certain action values to generate proper spaces where public and art work can convene; a creation of an authentic space for Art. Creating these spaces is the imperative task of Artistic Education.