Provision of "Isms" and Spontaneous Art: From the Development of Art History

Authors

  • Longfeng Zhao

DOI:

https://doi.org/10.54097/y6dr0b55

Keywords:

Provisionism, Spontaneous Art, Art Evolution, Audience Participation, Art Boundaries, Digital Art, Social Interaction

Abstract

This paper explores the development of art from early cave paintings to modern Provisionism and spontaneous art, analyzing how art, as a significant form of human cultural expression, has continuously evolved with changes in society and technology. As time progresses, the definition and boundaries of art are no longer fixed but have expanded along with the shifting roles of artists. The rise of Provisionism indicates that artists are no longer merely creators of works but designers of audience experiences, with the meaning of artworks further extended and enriched through audience participation. At the same time, spontaneous art blurs the line between art and everyday life, suggesting that ordinary actions and improvisations can be considered art in the right context. This paper also discusses how these emerging art forms challenge traditional art concepts and provide new perspectives for the future development of art.

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References

[1] Gombrich, E.H. The Story of Art.

[2] Boardman, John. Greek Art. Thames & Hudson.

[3] Gombrich, E.H. The Story of Art.

[4] Wang Ruiyun. Duchamp Interviews Appendix 1.

[5] Plato. Republic, Book X. Commercial Press, 1986.

[6] Bishop, Claire. Artificial Hells: Participatory Art and the Politics of Spectatorship. Verso, 2012.

[7] Bishop, Claire. "Participatory Art and the Politics of Spectatorship". MIT Press, Vol. 58, No. 1, Spring 2014.

[8] Bishop, Claire. Artificial Hells: Participatory Art and the Politics of Spectatorship. Verso, 2012.

[9] Boden, Margaret A. AI and Creativity (paraphrased reference from document).

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Published

23 October 2024

Issue

Section

Articles

How to Cite

Zhao, L. (2024). Provision of "Isms" and Spontaneous Art: From the Development of Art History. International Journal of Education and Humanities, 16(3), 142-146. https://doi.org/10.54097/y6dr0b55