It is a multidimensional meaningful education, in principle open to include new semantic elements generated by constantly continuing and transforming artistic and aesthetic experience of mankind, including the development of intercultural relations, communications, exchanges of technology, providing and supporting creativity and presentation of its products in the society. It is obvious that the definition of art has changed substantially over the last 100 years with the wide proliferation of museums, galleries, biennales, fairs, etc.
This can be seen that people continue to ask what constitutes good art and how to understand that one art work is better than other one. In this case everyone should remember that art has a big variety of forms and interpretations; for instance, when classic art tends to be inclusive in resurrecting legacy of a bygone era, avant-garde, in spite of everything, is trying to break the last threads that bind it with its predecessors (Johnson, 1995). Using Marcel Duchamp in exemplification of changes we can mention that he challenged popular thoughts about what art actually is, making it more ‘comfortable’ or ‘functional’, but sometimes strange.
Analyzing changes in art in the context of contemporary reality it is necessary to emphasize that the picture of contemporary art would be incomplete without the phenomenon of mass culture principally focused on the art market and mass production of ideologies of mass consciousness that lead to changes in understanding of the traditional term ‘aesthetic’.
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In the paper “Changes in the Definition of Art” the author describes how the very definition of art has changed over the last 100 years, using specific examples to describe that change. It is also important to understand the use of the traditional term ‘aesthetic’…
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