From the primitive paintings in the caves of Lascaux, to the intentional rot of Maurizio Cattelan’s Comedian, and the catalog of visually produced thoughts and ideas in between, art can be defined in many ways. Art has such a large scope of inclusion that good art can be difficult to decipher and easy to ignore. So how do we make the difference clear? We use the only standard of measurement that can truly classify what is good and what is beautiful.
At the logic level, we define art as the visual representation of thoughts and ideas. Further, defining good art as “true, honorable, just, pure, lovely, and commendable,” Philippians 4:8. In doing this, we leave behind the generic definition that can include anything ever created and hold fast to the true beauty created by man that is only the imitation of our Creator’s work. In addition to how we define what good art is, taking time to learn even a brief history of art styles and movements helps to develop an understanding of why art is created and, in turn, an appreciation, even for art that isn’t visually appealing.
As the bulk and conclusion of our studies, students create. We create art that mimics the utilitarian art of ancient times, the groundbreaking techniques and skills of the old masters, and the innovative styles of modern movements. As students observe, analyze, and critique, the good and the beautiful found in these masterpieces help shape their definition of art. The goal of art in classical education is that students are able to discern good art from foolishness and that they have the opportunity to practice the methods and styles of great art. In doing so, they will be able to glorify our Lord with a deeper recognition, understanding, and appreciation of the greatness that is our God and His Creation.
