Word: presentable
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Dates: during 1930-1939
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...need for establishing, in Dewey's phrase, "the continuity of artistic experience with normal processes of living" in order that his experience of art may become a part of the equipment with which he is to establish a sound, happy and useful integration between himself and his world--that present world in which, quite naturally, he is primarily interested. He rather resents the academic habit which separates past and present and ignores their reciprocal relationship. He wants taste in the present tense, in the sense implied by Lionello Venturl's remark, "the history of criticism teaches that the critic...
...what extent are these functions of art instruction given place in our curricula and in our class-room methods? Only too frequently works of art are presented to students as aesthetic fragments torn from, their context in the lives, the ideas, the social habits, the cultural practices which produced them--very much as works of art are presented in a museum. This procedure, often necessary for the investigator-scholar, is a great disadvantage to the general student of art. His ignorance of the circumstances in which a great picture was painted, or a building constructed, not only limits the range...
...Modern Art some years ago, I heard a scholar who has written much and wisely on the art of the Italian Renaissance attempt, quite unsuccessfully, to cope with some of the more extreme forms of modernism; I concluded that his powers of connoisseurship were not translatable into the present tense. Not the least "dangerous" thing about the arts in our time is their demand that we see in them something more than the application of age-old principles to now materials, their claim that the new forms must inevitably change old conceptions of what constitutes "beauty", what constitutes indeed...
...common experience, and which at its worst gave rise to an art merely for the museum, a rarified preciousness." If the layman is to meet the artist half way, we must include among the scholars, the research experts, the technicians on our faculties, men who can bring past and present into meaningful relationship, restore to past works of art their lost context and meaning, relate art to the common run of experience, override the compartments we have built for convenience, recognize the present as a legitimale subject for investigation, and cultivate in themselves and their students an intellectually alert relation...
...talks with him and opinions concerning his work which students have expressed to me, leads me to suppose that he has that rare kind of usefulness which I have described; that his teaching at Harvard has in a very real sense contributed to the necessary task of facing the present with whatever intellectual equipment both past and present can provide; and that Harvard cannot afford to lose...