ART IS HUMAN ECOLOGY
THE END OF POST-MODERNISM AND THE BEGINNING OF WORLD CULTURE
In hijacking the post-adolescent need for change and self-assertion, current post
modern art education operates through a fashion dictatorship that denies the cultural
layering of history and true creative freedom.
For the administration of art to be truly of our time the term ‘Post-Modernism’ has
to be abolished as it pretends to build a future on the destruction of the past, it is
undemocratic and does little to help the empowerment of artists in society.
Modernism enriched our society
Modernism removed culture from being a privilege of an elite wealthy class, levelled
by war and mobilised by a need for industrial economy, it put a creative power into
the hands of the people while giving new value to new materials and art forms while at
the same time celebrating them.
Post-Modernism has wrongly interpreted this new freedom, fought for through great
opposition and hardship. Artists who first revealed abstract elements were taken to
court, their work shot at by irate members of the public whose traditional sensibilities
had been disturbed. During the last forty years, that critical freedom has been turned
against the very people who fought so hard to achieve it – the artists- and even more
crucially, the art students themselves.
Modernism incorporated traditional and ethnic skills, absorbed regional visions,
elements of folk art, even icons that can be traced to our earliest known history.
It was exciting, dangerous, radical, revolutionary, but in the course of time it did not
remove from the individual their rich legacy of history; it became a part of it.
By misrepresenting the part Modernism played in terms of social change, of giving
power to the people, we take that very power and freedom away, substituting it with
a cultural dictatorship that denies our right to inherit our legacy of history; that is
history that we are free to interpret, free to use, or discard.
Undemocratic art administrators destroy creativity .
We make the administration of art and education more important than the people who
devote their lives to practicing their art. We dumb down creativity by applying a heavy
veneer of ‘museology’ (an established creative skill in the right hands). We over-
theme-park art, reverting it to the Victorian ‘freak show syndrome’,
then cover lack of content with a surfeit of jargonistic explanations eroding
stimulation, shutting us out with a false elitism.
Post-Modernism is devoid of wisdom. It vicariously feeds from the cult of the young who
fall prey to a regime that reduces the will of the individual through
dictated ‘modes of learning’ whilst drawing a curtain across inner needs, inherited
skills, traditions, genuine innate ability. It is invidious and devoid of humanity.
Post-Modernism pretends to be radical yet suffocates true creative freedom.
In education it declines to give a service to the community it is paid to serve.
It denies the individual their right to learn as they wish, through a learning mode
suited to them. Post-Modernism has not adapted to new knowledge, new needs;
it is a vacuous, controlling regime of non-culture that fuels the non-individual. the
non citizen; it starves new-born children by depleting their natural propensity to
question and to learn from the experience of their parental community.
Core skills mobilise creativity
By repressing ‘core skills’ we starve the creative process and devalue support
industries. It is short-sighted to say that artists are not special; if you believe that
human life has a value - all people are special. Even the communist regime while
dressing the manager equally to the worker, maintains the vital role of the manager to
innovate, be wise, and to understand human need. If you truly support the need of the
individual, you will support their ability to communicate their images, words, sounds,
actions, ideas, to others; you will help them to feel valued, to feel empowered.
That process of communication requires formats, structuring, i.e. core skills.
If you are truly democratic, you will allow people to form their own regimes,
while offering them the experience of history through wise teaching, training
and management. Core skills supply modes of communication; they can be redefined
and reinvented just as the accomplished make their own materials or use the ready-
made material of others as a vehicle for their communication process.
Film requires a camera, watching film requires seating, canvas has to be woven.
Core skills may be abandoned or transposed into other disciplines but from a
position of strength once people have been given the opportunity to learn them.
©2017 ZACRON. All rights reserved.Site by Lantern Studios in association with Cube Connection