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Everything has beauty, but not everyone sees it.
~ Kong Qiu, Chinese Philosopher (also known as Confucius).
In the local gallery there is one of your favourite paintings by Picasso. It has been in the gallery for twenty years and has helped to attract countless visitors. The curator and other art experts have written about the aesthetic qualities of this painting and how it fits in with Picasso’s Cubist art. It has toured other galleries and is insured for millions of dollars.
Imagine then that a woman comes forward and can demonstrate that she, in fact, painted this ‘Picasso.’ It turns out that she is an exceptionally brilliant forger - and this is an excellent forgery.
Putting aside that the painting is financially devalued, the question we propose to you is this: has the aesthetic value - the capacity to elicit pleasure from its beauty - been diminished, now that it is known that this painting is not a real Picasso?
Consider the following:
Aesthetics is the philosophical study of beauty and taste. It deals with the meaning, perception, and nature of beauty. It concerns itself with questions relating to the nature and source of art. Aesthetics is also about the appreciation, and the creation, of art works.
Ultimately, aesthetics is the field of study in which we constantly interrogate our sense of beauty - and the category of beautiful - as applied to all things "created" and natural. It is about what constitutes “taste.” It is how we are able to say that one object is more beautiful than another object. It is what we use to set a standard for beauty against which we judge all manner of things and people.
And therein lies the problem - how does one, and how can one, define beauty? How, where, and who did we get this standard from? Is something inherently and independently beautiful, or does it need the gaze of the outsider to define those qualities and pass judgement?
To begin our introduction to aesthetics, watch the following video by PBS’s Crash Course - Aesthetics:
Think about the last time you declared that something was “beautiful.” How did you make that judgement? What informed your opinion?
For example, which rainbow below is more beautiful?
Reflect on how you made that judgement. What reasoning did you use to declare one rainbow “more beautiful” than the other?
Now, take a moment and informally poll a few of your classmates, or ask a few friends or family for their opinions. Was everyone in agreement with you - or did some people choose the “other” rainbow?
The quality of beauty is often defined as that which is pleasing, either to the senses or to the mind. The concept that something can be “beautiful” is universal: we seem to collectively agree that there is a quality or characteristic that a thing or being can have that we call “beauty.” However, how do we come to this conclusion?
Are aesthetic judgements subjective(definition:Based on, or influenced by personal feelings, tastes, or opinions.) or objective(definition:A judgement not based or influenced by personal feelings or opinions.)?
Some beliefs regarding beauty don’t fit neatly into the subjective/objective dichotomy.
For example:
Using any or all of the three links below, explore further by reading more about specific philosophers’ perspectives on aesthetics. You can also contact your local library for access to these resources in other formats:
Use the philosophers’ names and their writings as titled below to begin your research:
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No object is so ugly that, under certain conditions of light and shade, or proximity to other things, it will not look beautiful; no object is so beautiful that, under certain conditions, it will not look ugly. I believe that in every twenty-four hours what is beautiful looks ugly, and what is ugly looks beautiful, once.
~ Oscar Wilde, (1854-1900), British author, Lecture to Art Students.
Aesthetic taste is the ability to recognize the aesthetic features of an object.
Hume had much to say on the matter of taste, contending that some people were not educated enough to have a refined sense of judgement.
Indeed, the terms “good taste” and “bad taste” often have implied classism(definition:Prejudice against or in favor of people belonging to a particular social class.), with “poor taste” generally viewed as that which is mass-produced, unrefined, cheap, even vulgar and offensive. As a society, we often hold each other accountable for our tastes, commending people for having “good taste” in fashion, food, and other luxuries - condemning people if we deem their tastes as being inferior in some way.
The Mona Lisa, painted by Italian artist Leonardo Da Vinci, has often been considered the most famous painting in history. Yearly, a multitude of people travel to the Louvre to see this famous portrait. It is also documented that no painting has been reimagined and recreated as often as the Mona Lisa. The Mona Lisa, is, for many, the epitome of "good taste," an invaluable artistic masterpiece.
And then, there are the reproductions.
The Mona Lisa's image - because it is in the public domain - can be found on everything from bathmats to T-shirts; it has been mass-produced as a poster to be hung on a school dorm wall, as well as parodied in comic form using LEGO.
The reproductions can vary from eerily accurate to kitschy homages. Even some of Da Vinci's students made their own versions of the famous painting.
So how far from the original artwork must a reproduction be in order to be classified as bad taste?
Good taste or bad taste? Leonardo da Vinci (first slide) or Lego Mona Lisa (third slide)?
While this may not seem at first glance to be an issue, consider this: can a person with poor taste make a valid aesthetic judgment? Depending on whether you believe that aesthetics are subjective or objective, the answer will vary - and in the next activity, this sense of entitlement often determines who gets a say in what is, or isn’t, art.
Is there any more contentious issue regarding aesthetics than that which defines human beauty?
Each of these images in the interactive below present a perception of beauty through an artistic lens and medium. They engage concepts of beauty, form, medium, and audience, as well as how and what art and its subject(s) signifies.
Consider each of these images, as well as the words of the models, separately. Be methodical and as objective, as possible. As you refer to details in the work, use the questions below to guide how you engage with these images. Archive your responses in your Philosopher's Notebook.
Choose one of the following key questions and through research, readings, and personal experience, construct a response.
What role do factors that shape you, such as family, social, cultural existence and experience, etc., have on what you experience as beautiful?
Is beauty an absolute?
What objectively informs our subjective awareness of beauty in the human form?
Are standards of beauty different for different genders?
Finally, propose what needs to happen in our society to develop an inclusive standard for human beauty.
What makes something beautiful? Are standards of beauty subjective, as Hume argues, or can there be universal agreement on something's beauty, as Kant claimed? How much of what we define as “beautiful” is only so because of social constructs?
Create a visual mind-map, flow chart, or infographic that demonstrates your understanding of aesthetics and its defining principles.
From each of the four categories listed below, pick one example of something in that category that you perceive to be beautiful.
Fine Arts | Natural Beauty | Human Beauty | Everyday Object |
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For each example you chose, choose a philosopher/mindset through which you will define its beauty. For example, if you chose an image of a “mother and child” and had to explain why it is beautiful, according to the principles of a feminine aesthetic, how would you define its beauty? What criteria would inform your judgement?
Choose one aesthetic principle/philosopher for each one of your examples of ‘beautiful.’ Please note, you must use a different principle/philosopher for each example (four objects/four principles or philosophers).
Create a mind map, flow chart, or infographic that includes an image of your chosen subject, a written description that defends why you consider it an example of beauty, and an explanation as to how the chosen aesthetic principle supports and confirms that this object can be defined as “beautiful.”
Remember to cite your sources in APA format.
the Painting of Mont Saint-Victoire?
or the Photograph of Mont Saint-Victoire?
If presented with a choice between the painting or the photograph of the same location, which would you say is more “beautiful?”
An odd question, perhaps, but think about it for a moment - what criteria would you use to make that judgement?
So many possible factors, right? Any or all could be factors - and, this is for something whose aesthetic value we don’t often stop to consider.
In your Philosopher’s Notebook, take a moment to reflect on your mind map, flow chart, or infographic and this query about the painting of Mont Sainte-Victoire or the photograph.
Reflect on this and make an entry in your Notebook. Don’t forget to archive a copy of your mind map in your Notebook, as well.