Street Art in the academic curriculum of implemented classes in the studio of architectural painting
DOI:
https://doi.org/10.32405/2308-8885-2021-3(101)-2-6Keywords:
man-creator, street art, original examples of exercises, education, upbringing, anamorphoses, 3d paintingsAbstract
In this material I deal with one of the many fields of plastic art, which is – Street Art in its various forms.
Before describing the technical side of the classes in this subject, I present a brief description of this very popular art. I emphasize its artistic and educational values. Designs of paintings in space seem to have unlimited possibilities and a rich means of expression. This involves a variety of new technical solutions, and thus inspire creators to look for more and more attractive visual forms.
That is why it is so important that Street Art in its various forms should be included in the curriculum of art students of the Pedagogical University. The purpose of these classes is to learn the methods of image creation that Street Art uses. Street art goes beyond the studio, and this gives creators more creativity. For students, this is an additional aspect to expressing their ideas, sensitivity and skills. They are not limited by structural frames or techniques. The fact that students show a keen interest in those workshops is truly inspiring for me as well as very inspirational for the similar projects in the future. These artistic lessons outside the university also have a social impact.
Art has always been present in human’s life. It has an impact on all cultural changes and more as economic or industrial. Thus, with time, the role and educational form of art increases. Building local, regional and national awareness in the context of works of art (in this case the Street Art) constituting the European and world culture is an important slogan in the educational process. Is this the case with the student education program at the Department of Fine Art? I’m trying to answer this question by presenting the implementation of specific program assumptions during my classes.
References
Popek, S. (2001). Man as a creative unit. Lublin: Publisher UMCS.
Przybyszewski, S. (1899). Confiteor, “Życie” [Confiteor, “Life”]. No. 1, Year III.
Dymna, E., & Rutkiewicz, E. (2010). Polski Street Art [Polish Street Art]. Warsaw: Carta Blanca Sp. Z.o.o PWN Publishing Group.
Przybyszewski S., Confiteor, 'Życie', No. 1, year III 1899.
Dymna E. and Rutkiewicz E., Polski Street Art., Carta Blanca Sp. Z.o.o PWN Publishing Group, Warsaw 2010, page 8.
Hockney, D. (2006). The Lost Techniques of the Old Masters. Krakow: Universitas Kraków.
Łapot-Dzierwa, K., & Małoszowski, R. (2016). Competences of students of pedagogical faculties in the field of art. In: Culture – Art – Education: Vol. II (pp. 77- 78). Krakow: Wydawnictwo Naukowe UP.
