New knowledge in the scope of art contributes to a broader appreciation of culture

The creative excitement of Russia in the early twentieth century is best evidenced through two major design movements, the Suprematists, founded by the painter and designer, Kasimir Malevich and the Constructivists, who are linked most closely with the designer for social needs, Vladimir Tatlin. A major figure who spanned both movements was Isador El Lissitsky, an engineer, architect and designer who, fascinated by the discoveries of science, sought to represent these movements’ inspirational ideas in geometric shapes and composite lines. Lissitsky’s drawings and designs, inspired by speculations on a fourth dimension, provided a conceptual leap into a new way of considering space and introduced visual forms that suggested the interplay of science and life, paralleling the innovations of Kandinsky and Mondrian in their impact on visual culture expressed through typography, architecture and industrial design (Hoffert, 1995).

New knowledge in the application of art contributes to a richer quality of human experience

In 1916 the Expressionist, then Cubist and eventually abstract painter, Piet Mondrian, joined the Dutch group De Stijl, which combined artists and designers in a search for a style that represented the needs of the twentieth century. Influenced by the Theosophical teachings of Madam Blavatsky and using the terminology of the philosopher, H J M Schoenmaekers, Mondrian refined his visual language to the artists’ primaries, red, yellow and blue and the tones, black grey and white. This was the language of his art for the remainder of his life, used in different formal relationships and always built around a formal geometric basis. Mondrian and his colleagues defined a style of design which has permeated the last 80 years, applied through architecture and interiors, furniture and fabrics. Who has not walked on Mondrian linoleum or worn a Mondrian jumper? So strong was the impact of De Stijl that its characteristic design is better known today than it was when it was begun in the 1920s (Hoffert, 1995).

The list of additions to art knowledge is almost endless, the innovations of Russolo’s noise music in the development of pop; the impact of Futurist theatre on modern performance, both as theatre and as art; the insights of Surrealist and Pop Artists which have fed advertising, media and now multimedia imagery. All demonstrate the vast contribution that research in art has made to culture; new knowledge has been developed in art and this has led to development, enrichment, diversification and expansion in culture at large.

These examples demonstrate that while art contributes to culture, within the domain of its discipline, it also creates new knowledge which enables/inspires other disciplines to contribute to culture within their domains. Both functions are research developments, evolving from art practice. In recognizing this, the challenge becomes to establish the academic infrastructure and a research methodology through which art can be undertaken as research in university degrees; to allow practice based research the same recognition and status accorded other research. To achieve this is a major task of art education.

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