Originally Posted by
Doremus Scudder
I don't know Alan... I regularly decry the lack of literacy, both in the written word and in the appreciation of art and music. What you get out of a work of art, piece of music, novel, play, dance performance, etc. is completely dependent on what you bring to it.
How do we expect people who can't conjugate verbs, use the subjunctive mood correctly and only have a rudimentary vocabulary of mostly slang to get anything out of King Lear? These people have learned to speak, and likely to read, but not at a high enough level to understand Shakespeare's expression.
Similarly, those that only know music as four-beats-per-measure, three-chord harmony, diatonic melodies that span no more than an octave and simple three-minute AABA song forms will never get a handle on Strauß' "Der Rosenkavalier," not to mention Berg's "Wozzeck" or even Thelonius Monk, unless their understanding is expanded somehow. I don't think that comes automatically.
There is an analogous visual and spatial vocabulary that needs to be learned and then brought to visual art and dance (add knowledge of gesture and conventional mimicry to this latter). All that talk of golden mean, leading lines, proportion, figure-ground relationships, tonality, graphic organization, iconography, symbolism, allusion, etc., etc. isn't for nothing. They are parts the basic lexicon needed to understand the art works.
We may have a "natural affinity" for many things, but that is only potential. Without it being developed, we really end up without the basic tools and vocabulary to appreciate greatness.
It has ever been thus: the more culturally and artistically educated are able to understand more deeply and get more out of every aspect of art and culture. The fact that such education is now practically absent from our elementary schools only means that more people will be ill-equipped to benefit from the enjoyment of great works of art in any medium. I find that unfortunate.
Best,
Doremus
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