نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Introducion: This study examines the potential of using narrative sources [particularly the Künstlerroman (artist novel)] in teaching art history courses in art schools. The educational function of narrative has a long historical background. From the Socratic dialogues recorded in Plato’s works to dialogical forms found in Persian literature, narrative has long been intertwined with education. In these dialogues, Socrates guides the audience toward the search for truth through questioning, shaping the learning process along the path of “becoming” and “seeking.” In the Iranian literary tradition, works such as Derakht e Asurik can also be considered dialogical narrative texts whose debate structure carries educational and formative functions.
Novels are among the narrative tools that can be employed in both core and supplementary educational activities, particularly through the characteristics of the Bildungsroman, the developmental novel, and especially the Künstlerroman. Within these literary forms, the concept of Bildung explicitly or implicitly shapes their educational and formative orientation. Accordingly, this research seeks to address the following questions: How can the concept of Bildung serve as a theoretical basis for employing the Künstlerroman in art education? And in what ways can the artist novel expand the pedagogical possibilities of teaching art history, particularly the history of painting?
Methods: This research is theoretical in terms of its objective and qualitative in its approach, conducted through a descriptive-analytical method. Data gathering was carried out through library research, documentary sources, and digital resources, while the analysis was based on the concept of Bildung and related terminology given to the idea of self-realization and the formation of individual character and related literary genres-particularly the Bildungsroman and the Künstlerroman. It has done to clarify the relationship between narrative, the process of character development, and art education.
Findings: Education and formation can be achieved through various methods; however, narrative and dialogue remain among the most effective tools for presenting complex issues in a clear, engaging, and memorable manner. For this reason, genres such as the Bildungsroman, the developmental novel, and the Künstlerroman are fundamentally connected to the trajectory of Bildung and the idea of human self-realization.
the Künstlerroman emerged as a branch of the Bildungsroman, focusing specifically on the artist’s journey toward artistic awareness or mastery. These novels, which often resemble fictionalized biographies, convey numerous educational insights throughout the narrative of an artist’s life-from lifestyle and artistic philosophy to experiences of migration, separation from family, psychological sensitivity, spiritual crises, and encounters with the challenges of creative life at different stages.
To date, no narrative-based educational resources have been specifically developed for university-level art history courses, such as “General History of Painting,” which typically extend across four semesters. The artist’s novel (Künstlerroman) and writing such novels in terms of Course Syllabus can be useful.
Conclusion: Within the semantic spectrum of Bildung, both the individual education and the social and cultural upbringing of a person are considered; a concept that, while focusing on general cultivation, emphasizes the process of human self-realization and personality formation. Education and upbringing can be achieved through various methods, but narrative and dialogue remain among the most effective tools for introducing and discussing complex topics in an eloquent, engaging, and enduring manner. Consequently, genres such as the educational novel (Bildungsroman), the coming-of-age novel, and the artist’s novel (Künstlerroman) are fundamentally tied to the trajectory of Bildung and the ideal of human self-realization. The artist’s novel (Künstlerroman) and writing such novels in terms of Course Syllabus can be useful for “General History of Painting,” which typically extend across four semesters in Art universities in iran.
Despite the high potential of such narrative resources, they have been largely neglected as primary or supplementary educational materials in Iranian art faculties. Furthermore, there is a lack of comprehensive, codified educational resources in this area for teaching purposes. This is particularly notable given that courses such as “History of Painting”-which students often find difficult and sometimes tedious despite their importance-could be transformed into more engaging, dynamic, and impactful classes through a narrative-based approach. Naturally, implementing this method requires prepared and suitable resources to mitigate the time-consuming nature of its application during an academic semester. Therefore, systematic research, research projects, and student`s theses could be directed toward filling this gap.
Nevertheless, the narrative techniques and methods of character development or growth used by prominent authors and educators can be leveraged to craft “artist novels” with specific educational objectives. Narrative techniques primarily relate to the form and structure of the work, while the cultivation of the artist’s character can be aligned with the concepts of Bildung and the process of inner human formation. Both aspects [the narrative form and the trajectory of character growth] can serve as focal points for authors or instructors when developing educational materials based on the artist’s novel.
This study suggests that future researchers focus on analyzing the educational and pedagogical intentions aimed at cultivating a professional painter through existing artist novels in the market, assessing their suitability for integration into current Iranian art faculties. Furthermore, this research proposes that discussing novels with educational functions [works written based on university syllabus with specific educational goals] and pedagogical intentions [fostering individual creativity and the trajectory of becoming a professional painter, based on artist novels] should be prioritized in the policymaking of art education in Iran. Such resources and works have the potential to bridge the gap between academic education, narrative-centric approaches, and the cultivation of student creativity in universities.
کلیدواژهها English
